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American Architectural Foundation The American Architectural Foundation (AAF) is a national nonprofit organization that seeks to educate individuals and community leaders about the power of architecture to transform lives and improve the places where we live, learn, work, and play. Through numerous outreach programs, grants, and educational resources, AAF inspires people to become thoughtful and engaged stewards of the built environment. AAF’ s Great Schools by Design program aims to improve the quality of America’ s schools by promoting good design, encouraging collaboration in the design process, and providing leading-edge resources that empower schools and communities to transform themselves. Throughout the country, Great Schools by Design engages superintendents, architects, teachers, parents, citizens, students, and local government officials in a far-reaching conversation about what must be done to improve the places where children and adults learn. At AAF, we strive to help create schools that both support student achievement and serve as centers of community. For more information, please visit us online at www.archfoundation.org.
1799 New York Avenue, NW Washington, DC 20006 Phone: 202.626.7318 Fax: 202.626.7420 Email: info@archfoundation.org www.archfoundation.org
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AAF’ s school design institutes aim to bring new knowledge to superintendents and other public officials involved in the construction and renovation of schools in order to help improve the design of schools in the 21st century. This program offers decision makers an opportunity to reconsider the setting in which education is delivered. Recent advances in technology, educational theory, and our understanding of how students learn has led to new ideas about how our schools should be designed and built. We welcome your interest in this report of findings from the Fall 2007 School Design Institute which was held in conjunction with the 51st Annual Fall Conference hosted by the Council of the Great City Schools. We hope you will find it to be a valuable resource. This document reflects the comments and recommendations related to specific projects presented by the school officials of four districts: Broward County Public Schools, Cleveland Metropolitan School District, Hillsborough County Public Schools and Miami-Dade County Public Schools. District officials were invited to work with four national experts specializing in the field of K– 12 design and education. The process was highly collaborative and involved the school officials in discussion about the benefits of good design and planning so that they could lead their districts in supporting innovative solutions. In the pages ahead, you will read about each major development project presented by the districts. This report chronicles each school district’ s submission with a project description, demographic information about the community and the school district, a list of the recommendations resulting from review by the entire group, and biographies for all participants. Embedded in the comments and design recommendations are best practices regarding a range of issues, such as school size, technology, trends in learning, siting and location, and public process and community-school collaboration. It is hoped that the reader will learn from these examples and use this information as a guide when considering school design challenges. The American Architectural Foundation appreciates the generous support of Target, our presenting sponsor for Great Schools by Design. AAF would also like to acknowledge support from its many other sponsors and, in particular, the contributions of the resource team members and school officials. We look forward to continuing to contribute to the national discussion about the importance of creating learning environments that promote student achievement and better serve communities.
Ronald E. Bogle, Hon. AIA President and CEO American Architectural Foundation
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Fall 2007 School Design Institute A REPORT OF FINDINGS
__________________________________________________________________ Table of Contents Overview Broward County Public Schools, Florida
Page 7
Cleveland Metropolitan School District, Ohio
Page 12
Hillsborough County Public Schools, Florida
Page 21
Miami-Dade County Public Schools, Florida
Page 28
Biographies of Participants
Page 38
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_________________________________________________________________ Overview
GREAT SCHOOLS BY DESIGN Great Schools by Design is a national initiative of the American Architectural Foundation (AAF) that seeks to improve the quality of America’ s schools and the communities they serve by promoting collaboration, excellence, and innovation in school design. Throughout the country, Great Schools by Design engages superintendents and public school officials, architects, teachers, parents, residents, students, local government officials, and other stakeholders in a farreaching conversation about what must be done to improve the places where children and young adults learn. AAF strives to help create schools that both support student achievement and serve as centers of community. Each day across the United States, more than 59 million students, teachers, and education employees spend considerable time in the nation’ s 120,000 school buildings. Unfortunately, too many of these schools are aging, crowded, and in need of repair. These pervasive conditions negatively affect children’ s ability to learn and teachers’ability to teach. With school enrollment forecast to increase at record levels through 2013 –and spending on school construction, renovation, and maintenance expected to total nearly $30 billion annually –the need to transform our schools has never been more urgent. It is essential that the school district interface with the community. Educational facilities should be built for adults as well as children to support lifelong learning—and for community residents as well as school teachers and administrators. The point is to look beyond the school building and the school site and consider how the facility can provide benefits to the entire community. AAF brings a variety of school design stakeholders together through such events as the National Summit on School Design and forums on specific topics: Design for Learning; Building Schools, Building Communities; and Growing the Green School Design Movement. In addition, school design institutes are conducted for districts around the country to help decision makers learn about the most innovative options for school construction. AAF is working with its partner, KnowledgeWorks Foundation, to produce a video library of best practices in school design. The first award-winning video, “ Schools as Centers of Community: John A. Johnson Elementary School,”has received wide national exposure. A second video, “ Schools Designed for Learning: AAF Great Schools by Design
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The Denver School of Science and Technology,”was released in December 2006. Another video on sustainable design for schools will be produced in 2008.
SCHOOL DESIGN INSTITUTES Since the inception of the Great Schools by Design program in 2004, more than 80 school superintendents and public officials from across the country have participated in the Great Schools by Design program. AAF’ s goal is to help school officials achieve an educational vision for their district through a greater understanding of their role in guiding the design of educational facilities. A special ongoing commitment has been undertaken to assist the Mississippi Gulf Coast communities in recovering from the hurricane devastation of August 2005. In a School Design Institute, small groups of school superintendents and other officials discuss critical school development issues in their districts with a team of national experts in design and planning. This service is offered at no cost, although contributions to the foundation are accepted. (The program is presented through a partnership with Target and through other grants and contributions. The program is endorsed by the American Association of School Administrators and the Council of the Great City Schools.) Once an invitation to participate is accepted, the AAF program director works closely with the superintendent and staff to help ensure that they have a valuable learning experience. The School Design Institute typically includes a get-acquainted dinner with a keynote address on design excellence and major innovations in the development of educational facilities. Generally, work sessions span a day and a half during which time each resource team member discusses their area of expertise and each school official presents a project for review and comment. The small group format encourages informal and highly interactive discussion. Participants identify critical design issues and creative strategies for implementation. The work sessions provide a unique opportunity for school officials —and a rewarding learning experience, as noted in the many testimonials of previous participants. AAF published the Report of Findings from the National Summit on School Design held in the fall of 2005 in Washington, D.C., in partnership with KnowledgeWorks Foundation of Ohio. Former U.S. Secretary of Education Richard Riley participated in the Summit and continues to make the case that schools must be designed for the 21st century.
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ABOUT THE PROCESS AAF’ s Great Schools by Design program sponsors School Design Institutes to provide advisory services to school districts across the county that are dealing with challenging school design and planning issues. The resource team is composed of national experts chosen for their expertise in dealing with the types of design issues presented at the institute. The range of expertise generally includes design and planning, construction management, community engagement, and sustainable design. School officials submit a project summary that defines the project for which they are seeking review and comment. In addition, they provide a snapshot of their districts so that the project can be reviewed within the context of the district’ s overall needs and strategies. Along with the project summary, each superintendent presents a series of questions that define the issues to be addressed by the resource team. In this way, the experts understand what the superintendents hope to accomplish. Discussion during the session is informal and includes everyone’ s participation on each project; the resource team and the school officials all review and comment on each project. The broad range of design issues associated with the individual projects generally benefits all participants. To encourage excellence in design so as to help improve student achievement and better serve the broader community, participants consider a range of issues relevant to educational facility planning and design. An outline of the recommendations for each project follows the project summary and demographics for each participating district. Biographies of all participants can be found at the end of the report.
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_________________________________________________________________
Broward County Public Schools Michael Garretson, Deputy Superintendent Claudia Munroe, Executive Director, Design Services
PROJECT SUMMARY Elementary School “ Z” Ft. Lauderdale, Florida The Broward County School District is solving future student growth objectives by developing model prototype standards in a fast-track building program. Needing schools with a service core, capable of supporting expanded teaching spaces as a result of slowing demographic growth but more actual classrooms due to class size reduction, the district is aggressively relying on new, compact, flexible prototype models.
Neighborhood plan and elementary school site
These next generation elementary schools are
orientation are design elements that are easily
designed as a ‘ kit-of-parts’ , which can adapt
incorporated in each ‘ site-adapt’application.
to any site, respond to changing curriculum,
Project cost is minimized through the continual
and address environmental concerns. Schools
refining of each model and re-use of the
are organized into logical, compact
designs.
educational clusters with classrooms, cafeteria, multi-purpose, music, art, media
One such award-winning prototype
center and administration modules.
elementary school in design by Song +
Connectors and gateways are used to
Associates, Architects is the Broward School
accommodate site variations and join the
“ Z”project, located at the intersection of Nob
pieces together in a complete building
Hill Road and Pine Island Road in the City of
assembly. Safety, supervision, accessibility,
Parkland, Broward County, Florida.
community access, infrastructure and
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Designed in a triangle model, the classrooms surround an internal, sunlit courtyard with the media center and the administrative offices across the front to act as a single point of entry that prevents anyone from entering the school without first checking-in. The 2 stories of classrooms form 2 legs of the triangle. Inside are the cafeteria / multipurpose room with a traditional stage and back stage dressing room. The added feature is the outside stage in the middle of the courtyard, linked to the backside of the inside stage by a door. The corridor will have bright colors and open vistas. Classrooms will be technologically fitted with audio and visual state-of-the-art support.
Proposed elementary school site plan
● 90-day design to GMP process –12-month delivery ● Construction cost - $20 million ● Occupancy –Summer, 2009
Project Features
SCHOOL DISTRICT SNAPSHOT
● K-5
The School Board of Broward County is the
● 10-acre site
sixth largest fully accredited School District in
● Phase I –640 student capacity
the nation.
–103,000 GSF ● Phase II –320 student capacity
Community Information
–22,000 GSF (as needed)
Population
● Core to support 960 students, including
There are approximately 270,000 students
cafeteria –multipurpose, stage, food service,
enrolled in the Broward County School District.
media center, internal courtyard for
The general population within the county
educational opportunity and administrative
continues to grow but the school age
control, administration and technological
population is in a slow decline due to
backbone
increasing housing costs. Annexation of 2,200
● Green building applications
acres from Palm Beach County to Northwest
● Concrete tilt-up design for speed of
Broward County is being finalized. This area of
construction, hurricane-resistant shell
development will be served by the new elementary school.
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Political Structure
chosen to design the replacement project for
● The Broward County Superintendent is
one of the district’ s oldest high schools. This
appointed
will be Broward Country’ s first “ green”school
● The School Board has nine (9) elected
and the first to address urban concepts.
members, one from each of the seven districts
● Several LEED pilot projects including solar
and two at-large members
roof panel systems are currently being
● Members are elected to a four year term
implemented. A district wide Environmental Strategic Plan is also being developed at this
Community Successes & Resources
time.
● Long history of support for public education within the district ● Strong community and business partnership involvement ● County and municipality intra-agency agreements ● Active parent and community oversight groups
School District Information Number of students enrolled
Single Point of Entry – Safety & Security Program ● Every school in Broward County Public Schools has or will have a single point of entry and appropriate fencing to ensure the safety of all students and staff. Elementary School Projects ● 8 in design ● 27 under construction ● 60 completed
Approximately 270,000 Middle School Projects Number of Schools
● 20 in design
● 31 High Schools
● 15 under construction
● 43 Middle Schools
● 0 completed
● 144 Elementary Schools ● 21 Centers
High School Projects ● 22 in design
Leadership in Energy and Environmental
● 0 under construction
Design (LEED)
● 0 completed
● There is a very active LEED Committee in Facilities and Construction Management.
Centers
Seventy percent (70%) of the District’ s design
● 14 in design
criteria and design and material specifications
● 0 under construction
are “ green.”An architect has recently been
● 0 completed
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MAJOR QUESTIONS TO CONSIDER
● There is an opportunity to design the classroom wings for a smaller, initial
● Given that the design of this elementary
population and expand the ‘ wings’as student
school provides an opportunity to establish
enrollment increases.
precedent for future prototypes, how can this
● The configuration of the classroom wings
concept and plan for a kit of parts be
should be flexible.
improved?
● It follows that there is a potential for not
● What are the advantages and constraints
fitting out all of the spaces. Build the shell and
of using a kit of parts as a model to
add space as needed. This applies not only
accommodate growth?
to the classrooms (only fit out as many as
● Core services must be at ground level
initially needed) but also to the support
together with classrooms for kindergarten and
services. For example, only fit out as much of
first grades. In addition, all Broward schools
the media room as initially needed.
are required to have a single point of entry.
● As part of this process, explore the
Given these constraints, how much flexibility
potential for morphing the interior planning of
can be incorporated into the design?
the current (Palm Beach County) prototype to
● The state funding arrangement of
make it more flexible. Simple ideas: erode the
$18,200/student station to support
corridor to allow small gathering spaces. More
construction of core facilities tends to
ambitious ideas: look at creating ‘ multi-
encourage higher enrollment. With a
functional blocks’that could each include a
declining enrollment and mandated class size
small number of classrooms, an
reduction, how will this impact the quality of
administrative/teachers area, other support
core services?
spaces (such as bathrooms), and ‘ mini-media
● What options might be used to allow for
rooms’ . This is a more decentralized plan and
smaller schools since enrollment is declining
fosters a less rigid departmental model. The
and class size is being reduced?
result will be a more teacher/student-focused classroom environment.
RECOMMENDATIONS There is a need to work within the constraints of the existing kit-of-parts. Core services will be sized to serve an ultimate population of 960 students, though the initial student enrollment will be considerably smaller.
● Pay special attention to the impact of any such changes on the systems infrastructure of the kit-of-parts: wiring, plumbing, lighting, etc. ● Create unconventional gathering spaces. Explore how the stairs and the area around them might be better utilized. ● Flip the plan –or flip the parking –to place the administrative wing and its ‘ single point of
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Fall 2007 School Design Institute 11
entry’closer to the parking. Try to open up
needed, the steel system can be erected on
more of the site, to increase the athletic
these piers and the rest of the building can be
areas. (The site appears crowded considering
built out quickly and efficiently.
that it encompasses 10 acres and the
● Consider a systematic reevaluation of the
footprint of the building is relatively modest.)
entire prototype concept –perhaps at the tri-
● As part of this process, explore eliminating
county (or even state) level. Explore ways
the angle and squaring off the wings –for a
that the ‘ core and shell’concept might be
better utilization of the site and the exterior
put to use in Florida to provide added
spaces.
flexibility –to better serve current and future
● Consider switching from tilt-up construction
forms of pedagogy –while at the same time
to steel to allow for greater flexibility of the
retaining the cost and time advantages of the
design. A portion of the building can be
prototype approach.
constructed along with the structural piers –
● As part of this process, consider an even
and other infrastructure –for the remainder of
more rigorous use of the ‘ multi-function block’
the building. When additional classrooms are
concept in organizing the school.
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_________________________________________________________________
Cleveland Metropolitan School District Daniel J. Burns Chief Operating Officer (COO) Gary D. Sautter Deputy Chief of Capital Programs
PROJECT SUMMARY Max Hayes Career Technical High School Cleveland, Ohio
CMSD is planning for small neighborhood
The existing 5.5 acre site is significantly
rehabilitation program is funded by Issue 14
undersized with no expansion potential for the
(with $335 million of local tax money
Max Hayes program. For this reason, CMSD is
approved in 2001) and the Ohio School
investigating relocation and expansion at
Facilities Commission (OSFC). Another $217
Cuyahoga Community College –known as
million is needed through a Locally Funded
the Tri-C site.
Initiative (LFI) to fund segments 8, 9 + 10 and
schools through a development program planned in segments. The construction and
complete the program and fund work not New development will provide academic and
supported by OSFC. The 2002 Master Plan
vocational training at one site. Expansion of
envisioned 111 new or fully renovated schools
the Max Hayes Technical High School will
allotted among 9 construction segments and
provide an academic core at the technical
a 2015 student enrollment of 72,000. The new
school while increasing focus on a
Master Plan proposal envisions 81 new or fully
manufacturing and IT curriculum, and
renovated schools to accommodate a 2015
including instruction in transportation,
enrollment of about 41,000 students in 10
construction, and culinary arts. The new Max
construction segments. CMSD is currently
Hayes will serve 800 students on a city-wide
working on schools in Segment 4; Max Hayes is
basis, and will offer day and evening classes
in Segment 5.
for 466 adults. Of the 800 students, 220 will be non-career technical (CT) students and 580
CMSD is promoting various types of specialty
CT students. Adult education will be housed in
(option) schools to help the district compete
a 30,000 square foot 2-story building. (The
with charter schools. The district further
number of classrooms and approximate
believes that more options offered through
square footage is represented on the site plan
the Schools of Choice program will help stem
with block diagrams showing preferred
declining enrollment and improve the
adjacencies.)
graduation rate.
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Potential Tri-C site and building massing options
Cost of Project Approximately $30+ million
Number of High School Students and Grade Levels 800 students in grades 9 thru 12
Acreage Current site is 5.5 acres; 12 acres is preferred.
Adult Education
Development at the Tri-C site on the
● 361 adults in attendance from 8AM to 6PM;
Cuyahoga Community College campus offers
105 adults from 5PM to 9:30PM
sufficient land and potential synergy for both
● There is a building addition of 30,000SF
institutions. In addition, the site is adjacent to
planned to accommodate adult education.
downtown and has easy interstate access.
● The Manchester-Bidwell Center for adult programs has expressed interest in a
Total Building Size
partnership.
170,000 square feet
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Special Considerations/Special Design
construction, formal commissioning on
Components:
mechanical, electrical and plumbing, then
See list of programming and site requirements
close out followed by a formal 11-month walk-
for Max Hayes and note adjacencies
through evaluation process.
illustrated on site plan and refer to plan noting surrounding land uses.
Existing Conditions Tri-C site: Land costs not yet discussed. CMSD
Project Determinants
is to send a letter of intent to work with the
● Acreage –12 acre minimum preferred for
college on a preliminary master plan. The
expansion of Max Hayes program
college is interested in sharing space and
● Location –Tri-C site offers a location near
infrastructure. The site is basically flat with no
downtown with good public access and
major drainage issues. Existing indoor
functional linkages.
recreation building at Tri-C is underutilized.
● Funding –Ohio State Facilities Commission
Main buildings associated with the college
(OSFC) pays 68% of the basic program
are located directly across 30th Street.
components, but will only co-fund space for the estimated 2015 enrollment of 41,000
Construction Program
students. OSFC does not fund auditoriums or
● Planning began Spring 2006
athletic facilities. Tri-C has an auditorium and
● Construction to begin in 2008
an underutilized indoor recreation facility and
● Completion scheduled for 2011
track adjacent to the development area. Funding Sources Regulations/Codes
● 2/3 Ohio School Facilities Commission
Standard regulations apply together with new
(OSFC)
LEED requirement. If a brown-field site owned
● 1/3 city of Cleveland
by the district is selected as the development
● Partnership opportunities: (1) Greater
site, then environmental remediation
Cleveland Partnership started ROAM –Region
regulations and codes are applicable. The
of Manufacturing Excellence Initiative –to
district follows a 2/3 rule for rebuilding.
address shortage of entry level workers for NE Ohio manufacturing resulting in the TEAM
Planning/Design Process
Academy at the existing Max Hayes high
Develop program of requirements (Ohio
school; (2)Business Advisory Committee has
Design Manual POR), then proceed through
contributed $600,000 to date and is to
schematic design, design development,
become the non-profit Manufacturing
construction document phases followed by
Advisory Committee that will continue to pay
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for components of the Academy that the
● Cuyahoga County is governed by 3 county
district cannot fund; (3) Cuyahoga
commissioners elected to 4 year terms.
Community College (Tri-C); and (4) Manchester-Bidwell Center for adult
Major Employers
programs. Tri-C hopes to attract students from
● Cleveland Clinic
Max Hayes.
● University Hospitals ● Cleveland Metropolitan School District
Reference Materials
● U.S. Office of Personnel Management
CMSD Facilities Master Plan ($1.5B
(Defense Payroll)
construction master plan update)
● City of Cleveland
Ohio Design Manual POR (Program of
● Key Corp
Requirements)
● National City Bank
Executive Summary –CMSD Summary Community Successes
SCHOOL DISTRICT SNAPSHOT Community Information Population 2007 = 450,000 (based on 2004 US Census Bureau) This includes the populations of the villages of Bratenahl and Newburgh Height, and portions of Garfield and Shaker Heights served by CMSD. Political Structure ● The mayor is elected in a non partisan primary every 4 years. The top two candidates from the September primary enter a run-off in November. ● The Cleveland City Council consists of 21 councilpersons each elected at the ward level in the same year as the mayoral election. ● The mayor appoints the CEO of CMSD and the 9-member board of education. AAF Great Schools by Design
● World renowned hospitals ● University/medical research partnership ● Arts community featuring Playhouse Square and Cleveland Museum of Arts ● Rock and Roll Hall of Fame and Museum ● Great Lakes Science Center Primary Community Challenges The need to address issues typical of 21st century older mid-western cities with a history of reliance on manufacturing and including a declining population and economy, and a rising poverty rate. Community Resources ● Cleveland Clinic ● University Hospitals ● Cleveland Foundation ● Gund Foundation ● Greater Cleveland Partnership ● City Of Cleveland Fall 2007 School Design Institute 16
● Cuyahoga County
● 124 total buildings
● Parkworks Grade Configurations
School District Information
● K-5
Mission Statement
● PreK-8
The Cleveland Metropolitan School District will
● 6-8
strive for nothing less than a school district of
● 6-12
premier status that will be emulated for its best
● 9-12
practices in the areas of academics, buildings
● K, 1 & 2 Single Gender Academies
and facilities, customer service, safety and security and student services purposefully
Student Population
designed to produce graduates prepared to
● Current enrollment
assume leadership roles as students in
(unofficial count according to state DOE)
colleges and universities, as professionals in
● Projected enrollment
41,000 (in 2015)
their chosen careers, and as citizens in a
● Graduation Rate
55%
50,274
global society. Changes in Composition Political Structure
Like many urban districts, enrollment has
The school district is governed by a 9-member
steadily declined since the 1960s. Busing,
board of education appointed by the mayor
‘ suburban flight’and negative perceptions
of the city of Cleveland. The CEO is
have accentuated that trend in CMSD. This
appointed. The ‘ mayoral control’of the
has been particularly evident with the advent
Cleveland schools has been in place since
of charter schools. Enrollment in charter
1998.
schools has increased from 1,600 in 2002 to 19,000 in the 2006-07 academic school year.
District Size
The 2007-08 initial numbers show the smallest
● 79 square miles in northeastern Ohio, on
decrease in overall student population in
the shores of Lake Erie
many years, and this is attributed to charter
● 500 acres
schools.
● 10.3 million square feet of building space Special Programs School Buildings
● Four new single gender academies
● 14 high schools
opened for the 2007-08 school year.
● 6 schools in other configurations
● The Ginn Academy for at risk males began
● 104 elementary schools
in 2007-08.
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● The Early College program at John Hay
● Held Vision to Victory Summits throughout
helps students obtain college credit while in
the school year to establish priorities to be
high school.
incorporated into the District’ s strategic plan. ● Held smaller ‘ fire-side chats’to personally
School District Goals for 2006 - 2007
communicate with district student and staff
● Reach Continuous Improvement on the
leadership groups.
state report card
● Opened The Promise Academy to help
● Improve student safety
dropouts qualify for a diploma.
● Improve customer service
● Held a Career, College & High School Choice Fair attended by several thousand
School District Successes
parents and students, sixty colleges and
● CMSD met their Continuous Improvement
universities, plus administrators, teachers and
Goal.
students from all of the district’ s high schools.
● Conducted several initiatives designed to
Featured seminars on college financial aid,
improve test scores and academic
the Ohio Graduation Tests (OGT) and the
performance involving teachers,
Ohio Achievement Tests, career planning and
administrators, families, community members,
adult education helped attendees realize the
business partners and volunteers.
resources available to plan for a successful
● Held a full day Parent Roundup of back-to-
future.
school information to provide parents and
● Led students, principals, administrators,
students with a one-stop shop for on-site
staff and community members in a city-wide,
student registration.
door-to-door campaign for OGT preparation,
● Collaborated with the Cleveland Bar
visiting the homes of all 9th grade students.
Association to launch The 3Rs Program (Rights, Responsibilities and Realities) that dispatches
Safety and Security Initiatives
700 lawyers, judges, and law students to tutor
● Held a series of Safety Summits for students
10th grade students on the civics portion of
and community members resulting in student
the Ohio Graduation Test (OGT).
safety teams.
● Led several thousand dignitaries and
● Instituted Zero Tolerance for disruptive
volunteers in Hat’ s Off Day, ‘ tipping hats’at
student behaviors.
more than 100 schools and encouraging
● Collaborated with the sheriff’ s department
students as they arrived at school on October
and deputized safety officers.
4th.
● Organized Pre-K to Grade-8 School Safety Teams to promote safe and appropriate behavior during and to and from school
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through peer mentoring and meetings with
As of October 2007, Ohio requires all schools
Cleveland Police Department, Regional
to achieve LEED Silver Certification (at
Transit Authority Police and Cleveland
minimum) for all state funded public schools.
Metropolitan School District Safety and
Ohio School Facility Commission (OSFC) pays
Security forces.
all registration and certification fees. In the
● Teamed with City of Cleveland, the
next two years, they will register at least 250
Cuyahoga County Juvenile Court, Jim Brown,
schools. The state has 4.1 billion dollars from a
Cleveland Browns Hall of Famer, to launch The
tobacco industry settlement to jump start the
Amer-I-Can Program providing mentoring, life-
effort.
skills and character training for District students.
The Cleveland Green Building Coalition
● Improved customer service.
Headquarters and the Greater Cleveland
● Introduced procedure for responding
Food Bank are examples of local LEED
within 24 hours and 5 working days for all
buildings.
written correspondence. ● Implemented Customer Service Care
Construction History
Cards at all schools.
Using the East High gym collapse as a
● Developed a Comprehensive Customer
catalyst, and coinciding with the OSFC
Service Plan; in the process of training all
program approval in 2002, CMSD began an
CMSD employee groups.
effort to update its school facilities. The initial phase began with approval of a $335 million
School District Challenges
bond issue and included the Warm Safe and
● Addressing historical perceptions about
Dry program in which all buildings were
school quality and safety while coping with
assessed and many basic life safety and
the vagaries of state funding and mandates.
building envelope issues were addressed.
● No operating levy has passed since 1997.
Subsequently, 8 new buildings and 5 renovated buildings have been completed in
Leadership in Energy and Environmental
the first two segments of the master plan, and
Design (LEED)
20 new buildings are in progress in segments 3
The school district does not have any
and 4.
completed LEED projects at this time. CMSD is interested in the Max Hayes High School
As in any program of this magnitude, there
becoming a LEED certified building, possibly
have been projects that were completed
at a higher than silver rating.
more efficiently than others. CMSD and its partners at the OSFC have learned from the
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Fall 2007 School Design Institute 19
earliest projects and look forward to
and special advisory groups interested in
implementing those lessons in future projects.
helping to develop technical training in
CMSD is currently in the midst of an update to
specific fields.
its Master Plan (the agreement with the OSFC
● Curriculum must drive the architecture.
on which buildings will be able to be co-
Program adjacencies need to further the
funded under OSFC requirements).
educational goals of an academic and career tech high school and merge where
MAJOR QUESTIONS TO CONSIDER ● What is the best design to ensure flexibility for adapting to future program change? Consider the optimum location of building blocks to support educational programming and provide a physical linkage between Max Hayes and Tri-C. ● What is considered ‘ state of the art’ relative to this design (in terms of LEED design and educational programming)? Energy conservation is of primary interest to the school board; CMSD would like Max Hayes certified above the silver rating. ● Who will be the stakeholders/donors and how can CMSD get them to the table and in sync with the project’ s funding schedule? (Manufacturing Advisory Committee, Greater Cleveland Partnership, Tri-C and CMSD)
RECOMMENDATIONS
possible -- programmatically, functionally and physically -- with the community college. To determine how best to accomplish this, CMSD should host a facilitated strategy session with an educational planner. ● Engaging the public is a critical component of the planning process. Include the community in the process when determining curriculum, building layout and site planning. ● Master plan the site with sustainability and flexibility in mind. Design a generic building with the necessary components and find ways to stitch these components together. ● Develop a master plan for the high school and create linkages to Tri-C. ● Relate the high school building to the surrounding educational facilities and the adjacent housing developments. ● Compress the high school by eliminating duplication of spaces and sharing resources
● Create a broad overall vision for Max
where possible.
Hayes. Factors to consider include flexibility in
● Create informal social spaces within and
the design of the facility and integration of
around the new building.
information technology, energy efficiency
● Investigate Tri-C’ s building systems and
and green design features, as well as safety
infrastructure plan. Consider cogeneration
and security measures. In addition, foster
with Tri-C.
partnership development with associations
AAF Great Schools by Design
Fall 2007 School Design Institute 20
● Consider shared parking opportunities with
● Since demand for different trades may
a concentration of parking near the highway.
change over time, leaning spaces must be designed as flexible spaces that can be
● Create small learning communities (SLCs).
reconfigured as needed.
● Form SLCs of 100 students devoted to a
● Given current directive to build LEED
core academic curriculum for the first two
certified buildings, consider including
years.
environmental building practices in the
● Students select an area of focus in their
curriculum.
junior year and begin to specialize, while
● Determine ways to ensure gender and
maintaining small learning communities –with
specialization balance through programming.
each community focused on a specific trade. ● These communities can contain decentralized administrative space.
AAF Great Schools by Design
Fall 2007 School Design Institute 21
__________________________________________________________________
Hillsborough County Public Schools Cathy Valdes Assistant Superintendent Chief Facilities Officer Rory Salimbene General Manager Planning and Construction
PROJECT SUMMARY Dover Site K-12 Campus Plan Tampa, Florida It is anticipated that growth in Hillsborough County will continue to the east and south. The district has built 5-6 schools/year (5,0006,000 students/year) since 1996. All schools are state funded but the district can raise additional bond money. The Dover campus site lies to the east of Tampa, just outside of Plant City. The school district owns the site but there are a few private land owners along Gallagher and Newsome roads; Gallagher is
Proposed school site
assumed to be the primary entrance road into the K-12 campus.
The Hillsborough County School District (HCSD) creates many benefits by co-locating the
The Dover site has been master planned for a
schools on the same site: greater economy is
high school, middle school and elementary
realized in the purchase of the site for multiple
school. Total acreage for the site is 98 acres.
uses and shared off site infrastructure
The high school will occupy 50 acres, the
improvements, storm water management,
middle school 30 acres, and the elementary
and use of a campus water and sewer
school 18 acres. Programming and design of
system. A water tank is located opposite the
the high school is complete, with occupancy
football field; 40’H + 150,000 gallon capacity.
scheduled for August 2009. The middle and
An area of wetlands is located in the
elementary schools are planned for future
northwest corner of site. An infrastructure
development.
related issue is the need for road improvements.
AAF Great Schools by Design
Fall 2007 School Design Institute 22
Site plan for high school
The county will likely have to upgrade roads;
similar to European market streets and plazas.
the district can use funding only for road
The buildings are oriented east-west along the
improvements adjacent to or on site. Note
market street to maximize solar benefit.
that about 1/4 of the students will drive to
Balconies serve circulation along the south
school, which could result in as many as 500
side of classroom buildings, controlling solar
cars entering and exiting the site twice a day.
gain by shading the buildings. Additionally, the balconies activate the market street with
The profile of the planned high school calls for
students and teachers. The market street is
a 243,982 square foot building on the 50-acre
anchored at the west end by the cafeteria
site. It is designed for 2,466 students, with
building and at the east end by the athletic
academic grades 9 through 12. The school is
fields. The gym can seat 2,000; an auditorium
organized around a central market street. The
will seat 650. Programming for the high school
market street acts as the circulation spine and
includes a significant agricultural program.
gathering place for the school community; AAF Great Schools by Design
Fall 2007 School Design Institute 23
Along the northern property line is Interstate
adjacent school boundaries of Marshall and
Highway (I-4). To buffer the high school from
Tomlin middle schools.
the Interstate, mandated retention ponds are located between the school and the
Development Summary
highway. The long linear retention pond acts
● HS
as a buffering element and as a reflection
2500 students; grades 9 –12
pool. The buildings use LEED and sustainability
● MS
design and construction methods to minimize
1500 students; grades 6 –8
energy use and environmental impacts.
● ES
50 acres 30 acres 18 acres
950 students; grades K –5 Construction for the high school will begin in January 2008, to be completed by August 2009. The construction budget is 48 million dollars. Note that the elementary and middle schools are ‘ place holders only’based on a 2-story model for both. The elementary school scheduled to open in 2010 will be approximately 90,000 square feet and will serve 950 K-5 students. The elementary school design has not been selected but will have to be contained within the allocated 18 acres. The student population will be comprised of students drawn from adjacent school boundaries of Dover, Cork, and Knights elementary schools. The middle school scheduled to open in 2012 will be approximately 150,000 square feet and will serve 1,500 6-8 students. The middle school design has not been selected but will have to be contained in the approximately 30 acres allocated. The student population will be comprised of students drawn from AAF Great Schools by Design
SCHOOL DISTRICT SNAPSHOT Community Information Population (Based on most recent US Census Bureau estimates) ● Hillsborough County
1,157,738
(unincorporated area) ● Tampa
317,647
● Temple Terrace
23,405
● Plant City
30,906
● TOTAL
1,529,696
Political Structure ● Hillsborough County School Board, 7-member elected board, Jack R. Lamb, Chair ● Hillsborough County Commission, 7member elected commission, Jim Norman, Chairman ● City of Tampa City Council, 7-member elected council, Pam Iorio, Mayor ● City of Temple Terrace
Fall 2007 School Design Institute 24
5-member elected council, Joe Affronti, Sr.,
● Metropolitan Life Insurance
Mayor Council
● Price Waterhouse
● City of Plant City, 7-member elected
● Beneficial Corporation
council, Mayor
● CCCI/Fingerhut Companies, Inc.
● State of Florida, Charlie Crist, Governor, Jeff
● Nutmeg Mills
Kottkamp, Lt. Governor
● Suntrust Bank ● Tampa Bay
Major Employers
● Salomon Brothers
● Hillsborough County School System
● Rooms To Go
● GTE Florida
● TeleTech
● Hillsborough County Government
● Humana Health Care Plans
● Tampa International Airport
● Health Plan Services
● University of South Florida
● CAC United Healthcare Corp.
● City of Tampa ● Publix
Community Successes
● Tampa General Hospital
● Home of Tampa Bay Buccaneers (2002
● AT&T
Champions)
● Paradyne
● Home of Tampa Bay Lightning (2003-2004
● Kash n' Karry Food Stores, Inc.
Champions)
● St. Joseph's Hospitals
● Brandon High School Wrestling Team --
● GTE Data Services
most consecutive wins by a high school sports
● U.S. Postal Services
team (469)
● Tampa Electric Company ● Veterans Administration Hospital
Community Struggles
● Chase Manhattan Bank
● Creating a viable downtown urban
● The Tribune Company
environment and residential population
● IBM/Advantis
● Funding local government, due to recent
● Barnett Bank of Tampa
tax reforms
● Columbia Brandon Regional Medical Center
Community Resources
● Group Technologies Corporation
The Hillsborough County School District has a
● Time Customer Service, Inc.
successful working relationship with many
● USAA Insurance
local governments and corporations,
● AmSouth Bank of Florida
including:
● Citicorp, NationsBank of Florida
● City and County Parks
AAF Great Schools by Design
Fall 2007 School Design Institute 25
● Library
Grade Configuration
● Public Works and Planning Agencies
K-5, 6-8, 9-12
● Caspers Company (local McDonalds franchiser)
Number of Students
● Tampa Electric Company
1997-1998
149,658
3,151 increase
● Builders Association of Greater Tampa
1998-1999
152,809
3,437 increase
1999-2000
156,246
4,500 increase
School District Information
2000-2001
160,746
5,315 increase
Vision: Hillsborough County Public Schools will
2001-2002
166,061
5,261 increase
be in the top 1% of the school districts in the
2002-2003
171,322
6,235 increase
nation.
2003-2004
177,557
7,113 increase
2004-2005
184,670
7,113 increase
Mission: Hillsborough County Public Schools will
2005-2006
190,835
6,165 increase
provide all students with the opportunity to
2006-2007
191,151
316 increase
acquire the knowledge and skills necessary to
2007-2008
191,219
68 increase
realize their potential.
(projected)
School District Successes
Enrollment in Hillsborough County schools
Year after year, Hillsborough County School
grew at an average of 5,147 students per year
District is rated as one of the best in the
from 1997 through 2006, an average increase
nation.
of 3.09 percent per year. Growth has flattened out in the past two years to an
School District Struggles
average of less than 1 percent per year.
Keeping pace with population growth Special Programs District Area
● H.O.S.T. (Hillsborough Out of School Tutorial)
888 square miles
–An after school program providing homework assistance, academic enrichment,
School Buildings
art, crafts, and games, outside games and
● 25 high schools
fields trips
● 44 middle schools
● Attendasauras –attendance monitoring
● 140 elementary schools
● Career and Technical Education
● 209 school buildings
● Early Childhood Education ● Others
AAF Great Schools by Design
Fall 2007 School Design Institute 26
Graduation Rate
LEED School Projects
70%
● Tarpon Springs Elementary in Pinellas + Gulf ● Trace Elementary in Pasco currently
Free Meals
seeking certification.
● Free breakfast offered to all students
● Pinellas is building 2 schools for certification.
● Free lunch program offered at all schools;
● Watergrass Elementary in Pinellas will seek
52% district-wide
certification.
Student Composition (2005)
MAJOR QUESTIONS TO CONSIDER
White, Non-Hispanic
84,883
● What are the planning issues to consider
Black, Non Hispanic
43,211
when co-locating a high school, middle
Hispanic
50,503
school, and elementary school in a campus
Asian/Pacific Islander
5,240
plan?
American Indian/Alaskan Native
601
● What other uses/facilities should be
Multiracial
9,231
considered to maximize development
TOTAL
193,669
potential of the site? ● What are the traffic and utility issues
Female
94,451
related to development of the 3 schools?
Male
99,218
(Note that Gallagher and Newsome roads must remain accessible to the public.)
LEED Projects
● What green and sustainable
● Nancy Walker Communications office –
design/construction methods should be
LEED Silver
applied to development of this plan?
● The Dunedin Community Center – LEED
● What are the
Silver
comments/recommendations related to
● Happy Feet Plus (shoe store –LEED Certified
review of the high school design?
● Liberty Property Trust office/commercial development –LEED Silver or Gold (under construction)
RECOMMENDATIONS
● Girl Scouts headquarters in Sarasota
● Develop synergies among the elementary,
● Twin Lakes office complex in Sarasota
middle and high schools.
● WMNF 88.5 FM Community Radio Station –
● Create a sustainable campus plan.
LEED Gold
Consider co-generation and geothermal opportunities. Mechanical systems should be developed for the whole campus. Investigate
AAF Great Schools by Design
Fall 2007 School Design Institute 27
feasibility of incorporating one or more
● Parking should be relocated from the
windmills near the area programmed for
center of the site to the periphery, perhaps
agricultural studies.
flipping the parking behind the high school
● Educational linkages between middle and
and concentrating parking adjacent to the
high school curriculum should be developed
highway.
and reflected in both the programming and
● Condensing the buildings will also allow
the site plan.
scattered parking opportunities, eliminating
● The middle school and high school could
parking as a central feature.
be physically linked by adding a 9th grade
● Consider different parking configurations
academy or community space (perhaps a
and recalculate parking requirements.
library) as a transition area.
● Reconsider the location and functionality
● Maintain the elementary school to the west
of the reflecting ponds. The ponds could be
within the southwestern section of the site.
relocated along Gallagher Road as a main
Access off Newsome Road could split to serve
entrance feature into the site.
the elementary school to the south and the service needs located behind the high school to the north. (The main entrance to the high school and the middle school would be off Gallagher Road.)
AAF Great Schools by Design
Fall 2007 School Design Institute 28
_________________________________________________________________
Miami-Dade County Public Schools Jaime Torrens Deputy Superintendent Chief Facilities Officer Nazira Abdo-Decoster, Administrative Director, A/E Selection, Negotiations and Design Management
PROJECT SUMMARY State School “ YYY-1”Senior High School Miami, Florida M-DCPS is building a new high school – designated for now as State School ” YYY-1” Senior High School -- to add student stations for relieving overcrowding in two senior high schools and to comply with requirements of the Class-Size Reduction Constitutional
Middle school prototype
Amendment at the individual classroom level. To plan, design and build this project in a
Number of Students and Grade Levels
limited time, M-DCPS commissioned the reuse
1,864 student stations (1,704 new student
and adaptation of a recently completed
stations and 160 existing student stations)
middle school prototype. This unique
Grades 9 to 12
application of a reuse will provide significant reduction of professional services fees,
Special Considerations/Special Design
construction costs and time. The middle
Components
school design will require minor modification
A portion of the future “YYY-1”site (in the
and adaptation for use as a small,
northeast sector of the property) is currently
comprehensive senior high.
occupied by several buildings and portables comprising Miami Douglas MacArthur South
Size of Project
Senior High School (MacArthur). MacArthur is
166,000 gross square feet on a 30 acre site
an alternative education center which will remain in operation during construction of “ YYY-1” . MacArthur is planned for relocation to another site prior to opening “ YYY-1” .
AAF Great Schools by Design
Fall 2007 School Design Institute 29
Proposed location of new school in existing neighborhood
Complex construction phasing will be required
parking, new playfields, hard courts,
to work around a fully occupied school.
landscaping and other related improvements.
The new school (approximately 150,000 GSF of
This school will be a countywide partial
new construction and 16,000 GSF of
Choice school specializing in math and
renovation/remodeling) will include a 3-story
science and may include environment
classroom building, science labs, art and
educational components.
music rooms, three vocational labs, media center, administration, cafetorium, outside
The district will use Construction Management
covered dining, enhanced hurricane
at-Risk delivery method to achieve this
protection area, gym, PE support spaces and
project.
locker room, all on-site and off-site utilities, grading, new roads, road improvements,
Project Constraints
signalization, parent and bus drop-offs,
The project site is located in the Kendall area at 11035 SW 84 Street. The site is bordered by
AAF Great Schools by Design
Fall 2007 School Design Institute 30
a public park (Kendall Indian Hammocks Park)
concerns must be addressed in the design as
on the west, north and east sides and several
it relates to a fully-occupied site. The A/E will
family and children’ s social services agencies
also develop plans for the temporary portable
to the south. Beyond the park (on the north
placement in order to house program spaces
and west) are single family homes; on the east
demolished for new construction.
and south are mostly multi-family residential areas. The park contains recreational areas,
There are numerous fully grown trees
picnic areas, natural hammock, service areas,
throughout the site. A careful review of type
Parks Construction and Maintenance offices,
and size of existing trees is required during the
and beyond the park are solid waste facilities
planning phase of this project. Every attempt
and a Search and Rescue Training facility.
will be made to maintain a park-like campus setting and use the site itself to promote the
The master plan concept requires renovation
environmental sciences curriculum. The
of an existing gym and remodeling of an
school’ s playfields and parking will be shared
existing science building to be repurposed as
with the park under a shared-use agreement
locker rooms and physical education support
with Miami-Dade County Parks Department.
spaces for the new senior high. The gym building can be secured separately from the
Although environmental reports do not
main school and therefore can be easily used
indicate any required site mitigation,
by the community.
coordination with all regulatory and governmental agencies is required to obtain
The existing school (MacArthur) will remain in
permits. Note that a traffic study has been
operation during construction and one of the
completed. A new road to access the project
buildings will only be partially demolished to
site will be required to minimize traffic through
maintain an existing culinary arts program.
residential and state agency areas. Also,
This building is to be fully demolished after
various off-site improvements will be required.
MacArthur is relocated. Florida Building Code, M-DCPS Master Although the project construction schedule is
Specification and Design Criteria must be
not contingent upon the relocation of
used during project development. The
MacArthur, the project will require phasing,
school will be designated as a hurricane
and may require the temporary relocation of
shelter and will therefore require enhanced
students/staff (from buildings 06, 07 and 04) to
structural hardening, emergency systems and
portables at the southwest sector of the
safety features. This project will be the District’ s
property. Extensive coordination and safety
first LEED certified candidate school.
AAF Great Schools by Design
Fall 2007 School Design Institute 31
Since this site may be suitable for a future
Political Structure
middle school, the new facility should be
Miami-Dade County Public Schools (M-DCPS)
located on the east side of the property in
is a countywide school system. It is the fourth
order to allow for any future development.
largest system in the nation. Management of schools is totally independent of metropolitan
Construction Schedule
and city governments. The metropolitan
Commissioning of A/E
government collects May 2007 the school tax for the
Phase II/III completion November 2007
school system, but exercises no control over its
Award of GMP January 2008
use. A nine-member School Board is elected
Construction duration
by single member 484districts. days Regular, open
Substantial completion
meetings are held Maymonthly. 2009 Responsibility for
Occupancy August 2009
the administration of schools is vested in the District Superintendent, appointed by the
Funding Construction budget
Board. Each of the district’ s students is $34,744,000
assigned to one of six Regional Centers, which provide support for schools, advocacy for
SCHOOL DISTRICT SNAPSHOT
students and parents, and partnerships with businesses.
Community Information Population Miami-Dade County is located in southeastern Florida. The US Census Bureau estimates that the county population was 2,408,208 in 2005 making it the most populous county in the state and eighth most populous county in the nation. In an area of more than 2,000 square miles, there are 35 municipalities (towns, villages and cities) in Miami-Dade County, the City of Miami being the largest located in the northeastern area. 51.4% of Miami-Dade residents are foreign-born (a percentage greater than any other county in the US) and 67.9% of the population speaks a language
Major Employers Top five public employers ● M-DCPS ● Miami-Dade County ● Federal Government ● Florida State Government ● Jackson Health System Top five private employers ● Publix Super Markets ● Baptist Health Systems of South Florida ● University of Miami ● American Airlines ● Precision Response Corporation
other than English at home. AAF Great Schools by Design
Fall 2007 School Design Institute 32
Community's Successes
● Property Tax Reform
Life in Miami-Dade County combines the advantages of a subtropical resort with a
Community Resources/Possible Partners
major metropolitan area. White, sandy
In 1978, M-DCPS created the Dade Partners
beaches with palm trees and ocean surf are
program to link business and community
located just a few minutes from major
resources with area schools. The program
businesses, shopping and cultural centers. In
invites businesses, community leaders, local
addition, Miami-Dade County's international
agencies and nonprofits to become decision
culture gives the region a uniquely exciting
makers and participants in Miami-Dade
way of life. Miami-Dade County is known as
County public education.
the ‘ Gateway to the Americas’and ranks: ● #1 and #2 for past 4 years as Best City for
Since its inception, Dade Partners has grown
Doing Business in Latin America –(America
to more than 3,000 entities, which have
Economia 2001, 2002, 2003),
formed nearly 4,000 partnerships between
● #2 Top City (U.S.) for Hispanics to live –
their organization and our schools. Together
(Hispanic Magazine, August 2004),
these partners continue to share their
● #3 County in the U.S. for Increase of New
expertise and provide our public schools a
Businesses –(U.S. Department of Commerce
multitude of resources, including mentorships
Census Bureau, April 2003),
and internships, classroom supplies and
● #1 Healthiest City in the U.S. –(Natural
materials, as well as funding for teacher and
Health Magazine, 2002), #4 Among Best Cities
student recognition events.
for Families –(Child.com, 2005) ● #1 Miami Children's Hospital rated as top hospital in the state –(Child.com, 2005) Community Challenges As a global community, Miami-Dade County faces many challenges to ensure that its infrastructure can meet the needs and
M-DCPS has agreements in place for use of schools by the community in the event of emergencies. Sixty schools serve as hurricane evacuation centers in cooperation with the American Red Cross and all schools may serve as community points of distribution in the event of a public health emergency.
demands of a quickly growing and shifting population/metropolitan area. ● Affordable housing / property insurance costs ● Impact of a major construction boom and oversupply of condo units AAF Great Schools by Design
School District Information Mission Statement We provide the highest quality education so that all of our students are empowered to lead productive and fulfilling lives as lifelong Fall 2007 School Design Institute 33
learners and responsible citizens.
● Enrollment and performance excellence in Advanced Placement and gifted courses
District Successes
across the county has increased substantially,
2006-2007 Accomplishments
particularly among minority students.
● For a second consecutive year, the Broad Foundation has selected Miami-Dade County
District Challenges
Public Schools as a finalist for its prestigious
● The challenge of preparing Miami-Dade
annual prize to the nation’ s most effective
County’ s multicultural student population for
urban school district.
successful postsecondary and career
● An Education Council of International
experiences, in a global economy, is
Cities (ECIC) has been established to prepare
exacerbated by a high poverty rate and
students to be competitive in today’ s global
limited English proficiency. Miami-Dade
economy.
County’ s student population speaks over 20
● Secondary School Reform has been
different languages and represents 160
initiated at 11 senior high schools, with plans
countries. More than half do not speak
to expand to 27 in the coming year.
English at home and 15% are enrolled in
● Thirteen Miami-Dade high schools were
classes for English for Speaker of Other
recognized by Newsweek Magazine as
Languages (ESOL).
among the nation’ s best.
● State mandated Class-size Reduction
● 65,000 new student stations have been
Constitutional Amendment requirements
added to date, including 11 new schools.
● Balancing attendance boundaries with
● Education compacts have now been
new construction and local demographics to
forged with six municipalities to focus energy
reduce overcrowding and increase use of
on improving schools and saving public
under-enrolled schools
dollars.
● Repurposing schools for special programs
● Enrollment in foreign language courses has
and resource center to promote diversity and
increased by nearly 3,500 new students in two
attract private school students back to public
years.
schools
● The Electronic Gradebook, an interactive
● State budget shortfall / tax structure
tool to let parents see their child’ s grades in
volatility
progress and actively participate in their
● Cost of construction in South Florida vs.
education is now online.
state funding based on cost per student
● The most common school performance
station (without adjustment for location)
grade is “ A”in M-DCPS.
● Lack of available land / small sites ● Changes in demographics
AAF Great Schools by Design
Fall 2007 School Design Institute 34
● Uncertainty regarding impact of unsold
Montessori
condo units on the future need for schools
Visual and Performing Arts ● National Academy Foundation Academies
Size of the School District
(17 programs at 15 schools)
● 2,000 square miles (Miami-Dade County)
These academies prepare students for careers
● 42,734,000 gross square feet
through business/education partnerships that
● 4,542 acres
feature real-world work experience and school-based curriculum. Three themes of
Number of Buildings
study:
3,973
Total permanent buildings
The Academy of Finance
1,402
Relocatables
Information Technology Hospitality and Tourism
Grade Configurations
● K-8 Centers
(2006-2007 Pre-k to 12th grade)
● English for Speakers of Other Languages
210
Elementary schools
● Advanced Placement Programs
22
K-8 Centers
● Equity and Access (three zones)
69
Middle schools
● Smaller Learning Communities
52
Senior high schools
● Extended Foreign Language
3
Combination schools
● Dual Enrollment (college and high school
23
Alternative/ESE
credit)
379
TOTAL
● Single Gender Schools ● School for Advanced Studies (at three
Student Population
college campuses)
(2006-2007)
● Bilingual Parent Outreach Program (for
353,283 students
immigrant families) ● Career Technical High Schools (three
Special Programs
schools)
Magnet Schools and Choice Programs
● Applied Technology and Adult Education
(76 programs at 67 schools)
(over 100 programs of study) ● McKay Scholarship Program for Students
Six themes of study:
with Disabilities
Careers and Professions
● After-School Care (Before-School Care is
Communications/Humanities
provided as needed)
International Education
● Mentoring program: These programs
Mathematics, Science and Technology
include Big Brothers Big Sisters, Cruise Industry
AAF Great Schools by Design
Fall 2007 School Design Institute 35
Charitable Foundation Scholarship Program,
Changes in Composition
Mentoring Dade County Bar Young Lawyers,
Decline in student population over the past 5
Mentor Leader Program, Listeners School
years:
Volunteer Program, Take Stock in Children Mentoring Scholarship Program, Women of
Year
Schools
Students
Tomorrow, and 5000 Role Models of
01-02
331
374,725
Excellence
02-03
340
371,482
03-04
347
369,578
Graduation Rate
04-05
356
365,784
2002-2006
05-06
367
361,550
06-07
379
353,283
59%
Free and Reduced Lunch (Eligible students)
M-DCPS is in the middle of a massive building
Elementary
68.3%
program to complete implementation of
Middle
65.1%
Class-Size Reduction by August 2010. This
Senior
45.5%
requires adding student stations in order to
Alternative Ed
43.0%
reduce current class size to a maximum of 18
DISTRICT AVERAGE
61.3%
students in grades K - 3, 22 in grades 4 - 8 and 25 in grades 9 -12 in each classroom.
Composition of Student Population New Construction
(Based on October 2006 data) White Non-Hispanic
9.4%
Black Non-Hispanic
26.9%
Hispanic
61.2%
Year
New Stations
Construction
Other
2.5%
05-06
17,648
$890 million
(American Indian, Asian
06-07
18,203
$580 million
and Multiracial categories)
07-08
20,765
$72.5 million
08-09
28,600 (projected)
09-10
16,300 (projected)
Male
51.1%
Female
48.9%
(5-year plan):
Construction History This school year, the District experienced a record-breaking opening of new schools, K-8 conversions, completion of seven major additions (overall a total of 20,765 new AAF Great Schools by Design
Fall 2007 School Design Institute 36
student stations (ss) were added) and
In addition, the District is in the design phase
numerous renovation projects.
of the first LEED certified school (State School “ YYY-1” ).
This new prototype middle school (to relieve overcrowding in two middle schools) was accomplished using Design-Build delivery method. The design and construction was completed in less than 24 months for $29.8 million. Once the school opened it was also used to relieve a nearby elementary school, making it the District’ s only 4th –8th grade school. This school design will now be adapted for reuse as a small senior high school at two sites (State Schools “ YYY-1”and “ HHH-1” ). Leadership in Energy and Environmental Design (LEED) In April of 2005, M-DCPS commissioned 4 A/E firms to develop 4 new expandable prototype schools (i.e. an early childhood center (ECC), elementary school, middle school and K-8
MAJOR QUESTIONS TO CONSIDER ● How can sustainable design features and practices be achieved without exceeding state mandated cost per student station limits? ● What are substantive advantages and disadvantages of reusing (middle school) prototype when adapting to a new site? ● What measures can be implemented during construction to avoid disruptions in the delivery of educational programs while ensuring the safety of students and staff? ● Since the Miami Douglas MacArthur South High School is located in a unique hub of social services, should the district consider adoption of the existing building for reuse?
RECOMMENDATIONS
center) to be reused at 3 or more sites each. This prototype program was used as a pilot to incorporate principles of High Performance Schools and to use LEED criteria as a goal in design development.
● Prototypes have an important role to play for research purposes. Study prototypes to determine what works well and where improvements are needed. ● Change the Florida model. Coordinate
To date the K-8 prototype has been repeated at six sites, the elementary school at four sites, the ECC at four sites and the middle school at three sites. The 3 ECC prototypes opened in August 2007 and the balance of the prototype will open for the 2008-09 school year. AAF Great Schools by Design
efforts among the tri-county districts (MiamiDade, Broward and Palm Beach counties) to influence an increase in funding in areas where real estate costs are skyrocketing and developable land is scarce. ● The South Florida Tri-County Districts should consider developing a white paper to
Fall 2007 School Design Institute 37
demonstrate the need for an increase in
● Investigate how the district can increase
financial support from the state.
cost savings related to energy efficiency so as
● Learning opportunities in math and science
to expand this benefit to the Miami-Dade
will be expanded by incorporating design
County School District.
and construction for instructional purposes.
● In addition to the planned cafetorium that
The natural park setting will also serve as a
combines the functions of the cafeteria and
learning tool by adding a focus on the
auditorium, other uses that can share space
environmental sciences. In addition,
should be considered.
educators can also use the actual
● If the alternative school building is to
construction process to introduce building arts
remain, consider relocating the school
to students at the alternative school.
district’ s regional office in the existing building.
● Consider how the high school and the
Repurposing the building for other uses that
adjacent social service agencies can work
may supplement programming in the new
together to serve the broader population and
high school may also be considered.
establish these institutions as a center for the
● Consider updating the traditional
community.
departmental model in order to incorporate
● Develop a student internship program.
some flexible open spaces to enhance the
Partnerships with the adjacent social service
educational goals of the facility.
agencies should be investigated to establish educational opportunities for high school students interested in the social sciences. ● Expand the existing sustainable design features of the middle school prototype. Focus on following sustainable practices rather than striving for LEED certification, if that would be more expedient.
AAF Great Schools by Design
Fall 2007 School Design Institute 38
_____________________________________________________________________________
Biographies of Public Officials Nazira Abdo-Decoster, R.A. Administrative Director Miami-Dade County Public Schools Miami, FL Nazira Abdo-Decoster is Administrative Director for the Department of A/E Selection, Negotiations and Design Management. Her department manages the District’ s selection and contracting processes for all Professional Services Consultants (e.g. Architects, Engineers, Construction Management at-Risk firms, Land Surveying, etc.). Ms. Abdo-Decoster’ s career has been devoted to the public school sector, beginning with her work at Spillis Candela & Partners, a prominent Miami A/E firm, as Designer and Production Coordinator for over four years. Nazira joined the School District in 1986 and has been with Miami-Dade County Public Schools for more than twenty years, supervising facilities’staff in both Capital and Maintenance departments, designing and overseeing the design and construction of hundreds of new construction, addition, remodeling and renovations projects. She developed updated design standards and specifications, was involved in the Scope Definition Program for the District’ s $1 Billion
Bond Referendum in 1988, and in 1990 was recognized by the District for her management of the design and construction of Design & Architecture Senior High (DASH). The DASH project was subsequently published by The Miami Herald. After Hurricane Andrew in 1992, she worked tirelessly as a member of the District’ s Emergency Response Team to reopen severely hurricane-damaged public school facilities throughout the County and designed a specialized portable school for the performing arts. Ms. Abdo-Decoster holds a Bachelor of Architecture Degree from the University of Florida. She is a Registered Architect, a member of the Florida Educational Facilities Planners Association, a certified State of Florida Limited Building Code Administrator, Hurricane Evacuation Shelter Evaluator, and has been a contributing member of the AIA local Education Committee. Daniel J. Burns Chief Operating Officer Cleveland Metropolitan School District Cleveland, OH Daniel J. Burns is Chief Operating Officer of the Cleveland Metropolitan School District. He oversees the departments of Facilities, Safety and Security, Information Technology,
AAF Great Schools by Design
Fall 2007 School Design Institute 39
Purchasing and Human Resources. He also
largest fully accredited school district in the
oversees Capital Projects and is currently
nation.
managing a $1.5 million building project.
Michael was born and raised in Fort Lauderdale and received his B.A. in
Prior to joining the Cleveland Metropolitan
International Relations with a minor in
School District in 2006, Burns served as the
Economics at Assumptions College in
Chief Business Manager of Toledo Public
Worcester, Massachusetts. Fresh from college,
Schools. He joined Toledo Public Schools in
Michael entered the Peace Corps for a year
1976 and throughout his 31-year term, he held
and was assigned to India. When he returned
the positions of Assistant to the Business
to the United States, he married Pat, a
Manager, Business Manager, Executive
graduate from Washington State University,
Director of Computer Services, Manager of
and proceeded to raise four children, all girls!
Technical Support and Network Analyst. He also designed and implemented the first high
One of Mr. Garretson’ s first forays into the
speed wide area network and managed an
working world was as a teacher of Black
$800 million building project.
History at St. Thomas Aquinas High School in Fort Lauderdale, Florida. He has extensive
Burns earned a Bachelor’ s Degree in Business
experience in planning and development in
Management from the University of Toledo.
both the public and private sectors and has
He has served on the Board of Rossford
served as Director of Planning for both
Exempted Village Schools and Penta County
Broward County and the City of Jacksonville.
Joint Vocational School. Currently, he serves
He was also Director of the Division of
on the board of One Community.
Resource Planning and Management in the Department of Community Affairs.
Michael Garretson Deputy Superintendent, Facilities &
In the private sector he worked for several
Construction Management
large community development companies
Broward County Public Schools
and was Director of Area Development for
Ft. Lauderdale, FL
the Euro Disney project outside Paris.
Michael Garretson, of Fort Lauderdale, Florida,
Prior to Mr. Garretson obtaining a position with
is the Deputy Superintendent, Facilities and
the School Board of Broward County, Florida,
Construction Management for The School
he traveled the world for his various
Board of Broward County, Florida, the 6th
employers; from living in Paris for three years while working on the Euro Disney project, to
AAF Great Schools by Design
Fall 2007 School Design Institute 40
visiting New Zealand for business
When her youngest daughter was two years
development and joint ventures relating to
old, Mrs. Munroe returned to college and
the building of prisons.
graduated from the University of Tennessee School of Architecture with Honors, receiving
Since he has joined the School Board of
the American Institute of Architecture
Broward County, he has been administering a
Foundation Award for Scholastic
Capital Budget of $1.5 billion dollars with the
Achievement. Upon graduation she
creation of 40,000 student stations.
accepted a position with a Tennessee firm that was completing the Knoxville 1982
Claudia Munroe, R.A.
World’ s Fair exhibitions. In this position she
Executive Director of Design Services, Facilities
began her involvement in design of
and Construction Management
educational facilities.
Broward County Public Schools Ft. Lauderdale, FL
Shortly thereafter, the family relocated to Coral Springs, Florida and her architectural
Claudia Munroe, R.A. is the Executive Director
experience then included design of religious,
of Design Services, Facilities and Construction
institutional, governmental and educational
Management for the School Board of Broward
projects, one of which was Nova Southeastern
County and is a Registered Architect.
University –Health Professions Campus in Davie, Florida. She was one of three women
Claudia was born in Florence, South Carolina
project architects responsible for the fast track
and was raised in Chattanooga, Tennessee.
delivery of this 750,000 g.s.f. complex. While
She completed her first two years of college
residing in Coral Springs, she served on the
at the University of North Carolina focusing on
Planning and Zoning Board.
mathematics and art curriculum. She met and married her husband, Allen, while he was
Mrs. Munroe accepted a position with the
attending North Carolina State University.
School Board of Broward County in 1999 as a
After his graduation they returned to
Project Manager and later in Design Services
Tennessee and started a family of six children.
as the Senior Architect. Today in her role as
During this time Claudia volunteered in many
Executive Director, she manages the District’ s
capacities in the local community and
staff of architects, engineers, designers,
educational system –developing plans and a
planners, environmentalists and specialist
funding program for a Boys and Girls Club still
support staff. She oversees the development
in operation in the county today.
and enforcement of the District’ s design criteria and specifications standards, through
AAF Great Schools by Design
Fall 2007 School Design Institute 41
the design plan review process and manages
Following his military career, Rory spent five
the District’ s consultant and contractor
years directing the marketing and managing
procurement process for the major and minor
of multimillion dollar energy and water
design and construction projects for the sixth
conservation projects as a regional Branch
largest school district in the nation.
Manager for Sempra Energy Services Company, a national energy services firm.
Rory Salimbene, P.E.
Prior to his recent appointment, Rory gained
General Manager of Construction
additional facility management experience
Hillsborough County Schools
as General Manager for Maintenance for
Tampa, FL
Hillsborough County Public Schools.
Rory Salimbene, P.E., recently appointed as
In addition to his bachelor of science degree
the General Manager for Construction for
from the United States Military Academy, Rory
Hillsborough County Public Schools, the
holds a master of science degree in Civil
nation’ s eighth largest public school district,
Engineering from the University of Texas, and
has held a variety of engineering and
an MBA in General Management from North
construction positions throughout a twenty-
Illinois University.
nine year career. Gary Sautter A graduate of the United States Military
Cleveland Metropolitan School District
Academy at West Point, New York, Rory
Cleveland, OH
completed twenty years of military service as an officer in the U.S. Army Corps of Engineers.
A native of N.W. Ohio, and Business Graduate
His military career included a variety of military
of Bowling Green State University, Mr. Sautter
engineering, facilities management, and civil
has twenty years private sector experience in
works assignments, including project engineer
Manufacturing and Distribution Management.
and project manager positions for variety civil
In 1990, he began his career in Educational
and environmental projects. Rory’ s military
Facilities and Construction Management at
service culminated in a position as Director of
the University of Toledo, Toledo, Ohio. Prior to
Public Works at Fort Polk, Louisiana where he
Cleveland Metropolitan School District, Mr.
managed annual operating budgets in
Sautter was responsible for the Toledo Public
excess of ninety million dollars and directed
Schools $820 million dollar school construction
over four hundred employees in the
and renovation program.
maintenance of base facilities and infrastructure. AAF Great Schools by Design
Fall 2007 School Design Institute 42
Jaime G. Torrens
hurricanes Katrina and Wilma. His
Chief Facilities Officer
contributions to the community have been
Miami-Dade County Public Schools
recognized by the U.S. Army Corps of
Miami, FL
Engineers and American Red Cross. He continues to serve as senior administrator in
Mr. Jaime G. Torrens, Chief Facilities Officer for
charge of emergency planning, operations
Miami-Dade County Public Schools, is
and interagency coordination. As such, he
responsible for facilities planning, construction,
has led the development of critical
maintenance, operations and inspections at
infrastructure, management systems and
the fourth largest school system in the nation.
protocols specific to emergency
As a member of the Superintendent’ s
communications, critical incident response,
Cabinet, he manages a staff of over 1,500
damage assessment and disaster recovery for
professional, technical and trades personnel
the district’ s 420 facilities.
responsible for all aspects of 4,000 buildings comprising nearly 43 million square feet on
Mr. Torrens holds a Master of Science in
379 school campuses and numerous ancillary
Management and a Bachelor of Science in
facilities.
Electrical Engineering from Florida International University. He is a member of the
Mr. Torrens is charged with leading the
Florida Engineering Society, Institute of
district’ s $3.3 billion five-year capital program
Electrical and Electronic Engineers, National
and ensuring compliance with the State of
Fire Prevention Association and National
Florida Class Size Reduction Constitutional
Society of Professional Engineers.
Amendment. For the 2007-08 school year, nearly 21,000 new student stations were
Cathy Valdes
opened, including nine new schools and 21
Chief Facilities Officer
additions. By August 2010, a remarkable 23
Hillsborough County Schools
new schools and dozens of additions will yield
Tampa, Florida
another 58,000 student stations. Cathy Valdes, Chief Facilities Officer for During the past 22 years, Mr. Torrens has
Hillsborough County Public Schools, the
served the district in various positions of
nation’ s eighth largest public school district,
increasing responsibility related to facilities
has been involved in the educational field for
management and district operations. He
her entire career spanning over 30 years.
played a key role in the recovery following Hurricane Andrew and, more recently, AAF Great Schools by Design
Fall 2007 School Design Institute 43
She began her employment with the School
A graduate of the University of South Florida in
District of Hillsborough County on August 17,
Tampa, Florida, Mrs. Valdes has a Bachelor of
1972 as a teacher at Thonotosassa Elementary
Science and a Masters Degree in
School. She has served the District as a
Elementary/Early Childhood Education and
teacher, Assistant Principal, Principal, and
an Educational Specialist Degree in
Area Director. In July 2005 she was appointed
Educational Leadership from Nova
as the Chief Facilities Officer. The Hillsborough
Southeastern University. She was awarded the
County School District has 43 ongoing
Tampa Crossroads Principal of the Year in
Classrooms for Kids projects and has built 70
1996, and National Distinguished Principal in
new schools in the past 12 years. Even though
1997. She is a member of the Florida
growth has slowed recently, the School District
Association of School Administrators,
previously grew by 5,000-6,000 new students
Hillsborough Association of School
each year. As Chief Facilities Officer, Mrs.
Administrators, and Phi Delta Kappa.
Valdes oversees Planning and New Construction, Maintenance, Custodial Operations, and Sites and Growth Management.
AAF Great Schools by Design
Fall 2007 School Design Institute 44
_____________________________________________________________________________
Biographies of the Resource Team Thomas Blurock, FAIA
Committee culminating in tenure as chair in
Principal, IBI/Blurock
2003, he refined the committee’ s mission,
Irvine, CA
organized ten conferences, and conducted an awards program. In conjunction with his
Thomas H. Blurock, FAIA, has built a practice
service on the CAE, Blurock was an active
dedicated to the creation of better urban
participant on the Professional Interest Area
schools. Over his firm’ s twenty-year history
Council (PIA). Last year the American
nearly 200 school projects have been
Architectural Foundation Steering Committee
completed; most for inner city school districts
appointed Blurock to the Advisory Committee
with constrained budgets, poor socio-
of their “ Great Schools by Design”initiative.
economic conditions, grave security issues,
Blurock earned his Master’ s in Architecture
and highly politicized decision-making.
from Harvard and a Bachelor of Science in Environmental Design from the University of
Building on his expertise in public finance,
Washington.
educational programming, urban economics, and school security, Blurock turns the negative
Raymond C. Bordwell, AIA, LEED®AP
aspects of urban centers –poverty, high
Perkins Eastman
density, and land scarcity –into creative
New York, NY
opportunities. His work revitalizes neighborhoods with sensitively designed
Mr. Bordwell is an Architect, Planner, Educator
schools that embody forward-looking
and Futurist. He specializes in all aspects of
educational principles and reflect an idealistic
the programming, planning and design of
vision of the future.
contemporary K –12 schools with experience that includes work nationally and
Blurock is a leader of the Committee on
internationally. A writer, lecturer, and
Architecture for Education (CAE), a national
workshop leader, Mr. Bordwell has devoted his
AIA knowledge community. He became
career to working with clients in articulating
active in CAE as a young practitioner in the
creative and economical solutions for a
early 1980’ s. As a member of the Steering
variety of educational facilities for public, private, and international schools.
AAF Great Schools by Design
Fall 2007 School Design Institute 45
He is an expert in understanding the
Deane Evans, FAIA
influences of workforce, technology, market
Director, Center for Architecture & Building
and design trends affecting facility planning
Science Research,
and as one of the countries most recognized
New Jersey Institute of Technology
names in the field of educational facility
Newark, NJ
planning; Mr. Bordwell is often consulted as a resource by trade publications, publishers and
Deane Evans is a registered architect and
other media including Business Week and The
currently directs the Center for Architecture
New York Times. He is a contributing Author to
and Building Science Research at the New
publications such as Time Saver Standards for
Jersey Institute of Technology. He has over 25
Building Types, Interior Graphic Standards and
years experience –in both the private and
authored the educational planning chapter
public sectors - in architectural design,
for Wiley’ s Urban Design Standards.
construction technology and building performance.
Mr. Bordwell has continually shared his experiences with the profession having given
Mr. Evans current area of concentration is
over 40 presentations at professional
high performance, sustainable buildings,
organization conferences and universities
particularly housing and schools. He is author
worldwide since 2002. In 1993 he created the
of the High Performance School Buildings
course "Planning and Design of Public
Resource and Strategy Guide, a set of
Schools”for the Office of Executive Education
guidelines for school superintendents and
at Harvard University, and has been an
other key decision-makers that describes what
Instructor there for 13 years. He is also a
high performance schools are, why they are
member of the Harvard Advisory Group,
valuable to students, teachers and parents,
consulting on international school
and how they can be cost-effectively
programming and planning across Asia.
procured. He is also the host of a four-part, online multimedia lecture series based on the
He has been significantly involved in the
Resource and Strategy Guide.
planning and design of hundreds of projects with a construction value totaling well over $2
Mr. Evans was the curriculum content
Billion in 20 states and 7 countries where his
coordinator for a 25-module, online training
projects have received numerous local and
course for architects on designing high
national awards for planning and design
performance schools. He also established the
excellence.
New Jersey High Performance Schools Information Center in cooperation with the
AAF Great Schools by Design
Fall 2007 School Design Institute 46
New Jersey Schools Construction Corporation,
long term future through visioning, school
and he recently launched the Daylighting in
structure, development of educational
Schools Online Training Program, developed
programs, and connections to community
under a grant from the U.S. Department of
context.
Energy’ s Rebuild America program. Practice areas include Visioning, Educational Mr. Evans is a Fellow of the American Institute
Program Development, Educational
of Architects and currently serves as the Vice
Specifications, District Master Planning, and
Chair of the Sustainable Buildings Industry
collaborative Concept Design.
Council. He has a B.A. from Yale University and an Masters of Architecture from
Frank focuses on these most important
Columbia.
educational planning issues: ● Transforming educational practices to
Frank M. Locker, PhD, AIA, REFP
improve learning
Principal, DeJong.Locker
● Building stronger relationships through
Dover, NH
school structure ● Planning for changed educational delivery
Frank Locker, principal of Frank Locker Inc,
in the long term future
consults as an educational planner and
● Flexible facilities to anticipate changing
school designer from a base in the greater
educational needs
Boston area. An architect, former educator,
● Facilities impact on learning
and trained facilitator, Frank is a former Vice
● Impact of technology on educational
President of DeJONG, one of the country’ s
delivery
leading educational planning firms. Frank
● Positioning schools in the community to
Locker Inc affiliates with DeJONG through
improve learning
DeJONG-LOCKER, and also consults with Fielding Nair International, a world-wide
Continuing educational initiatives include co-
leader in planning innovative schools.
teaching the school planning course at the Harvard Graduate School of Design Executive
Honored as Planner of the Year by the
Education program, and frequent keynote
Council of Educational Facilities Planners
speeches and workshops at national and
International for his comprehensive planning
regional school planning conferences.
approach, consensus building process, and
Recent topics include “ Linking Student
state-of-the-art school design, Frank leads
Success to School Facilities”(New England
clients to better position their schools for the
School Development Council, Marlborough,
AAF Great Schools by Design
Fall 2007 School Design Institute 47
MA) and “ School Design in the 21st Century�
Current projects are in England, Cayman
(American Architectural Foundation, National
Islands, Michigan, Maine, Vermont, Rhode
Press Club, Washington, DC).
Island, and Alaska.
AAF Great Schools by Design
Fall 2007 School Design Institute 48
____________________________________________________________________________
Biographies of Institute Organizers Ron Bogle, Hon. AIA
Bogle’ s professional experience includes
President/CEO, American Architectural
senior leadership appointments in higher
Foundation (AAF)
education, business and non-profit fields. A
Washington, DC
native of Oklahoma City, he served nine years on the Oklahoma City Board of
In 2002, Ron Bogle was named the seventh
Education and several years as the Board’ s
president/CEO of the Washington, D.C.,
President. While in Oklahoma, Bogle was a
based American Architectural Foundation
leader in two major initiatives resulting in
(AAF). With the appointment, Bogle brought
over $1 billion in public-funded support to
to the position a career-long commitment to
transform the commercial and cultural
public service and his lifelong passion for
viability of the city’ s urban center by
community development, civic engagement,
replacing or restoring a wide range of civic
education, art and architecture. Under his
and educational facilities.
leadership, AAF has significantly expanded its program scope and impact. At AAF, Bogle’ s
Nancy Zivitz Sussman
efforts are squarely focused on creating and
Program Director, AAF
sustaining programs to identify and advance
Washington, DC
best practices for the design of livable communities across the country. He also
Nancy Zivitz Sussman began working as
created and leads Great Schools by Design, a
program director with the American
national AAF program that provides resources
Architectural Foundation (AAF) in September
to local community and educational leaders
2005. Her main responsibility is to establish the
engaged in K-12 school facility design and
Great Schools by Design program by
construction. In addition, he is the managing
conducting school design institutes and a
partner of the Mayors’Institute on City Design,
range of forums related to the planning and
a renowned program co-sponsored by the
design of community learning centers. The
National Endowment for the Arts, the US
program emphasizes the importance of
Conference of Mayors and AAF that provides
design to aid student achievement and serve
innovative resources to mayors across the
the entire community.
country about city planning and design.
AAF Great Schools by Design
Fall 2007 School Design Institute 49
Before joining AAF, Sussman was senior
Urban Studio, a small architecture, landscape
associate with the Advisory Services Program
architecture, and urban design firm, in
at the Urban Land Institute. She also has
Atlanta, Georgia. Her key role at Urban Studio
worked as a community and urban planner
was to develop and manage a master plan
with the City of Fairfax, Virginia. Earlier in her
and design guidelines for the Cleveland
career, she was on staff with the D.C.
Avenue Corridor Study—a joint effort with the
Department of Housing and Community
South Fulton Medical Center to revitalize a
Development and did hospital master
dilapidated corridor in East Point, Georgia.
planning for the Office of Construction at the
With Urban Studio, Tsepas also worked on
U.S. Veterans Administration. Sussman has
various infill and adaptive reuse projects in the
worked in the private sector as a planner for
Atlanta region. Other work experience
Flatow, Moore, Bryan & Fairburn, Inc., in
includes interning with the Atlanta Regional
Phoenix, Arizona, and for Parkins, Rogers &
Commission, where she co-wrote the annual
Associates in Columbus, Ohio. In the
report for the commission’ s Livable Centers
intervening years, she worked as a consultant
Initiative (LCI) by evaluating local policy and
to numerous economic development and
physical development progress throughout
planning groups, including the Lessard
the Atlanta region.
Architectural Group, the Federal Realty Investment Trust Company, Economic
Before her time in Georgia, Tsepas interned for
Research Associates, EDAW, and ADE &
the environmental planning division of the
Associates.
Monroe County Planning Bureau in Rochester, New York. She also has work experience as a
She holds a bachelor of fine arts degree from
part-time substitute teacher in Wayne County,
Ohio State University and a master’ s degree in
New York. Tsepas has a Bachelor of Science
urban and regional planning from George
degree in architecture and a master’ s degree
Washington University.
in city and regional planning from Georgia Institute of Technology. For her graduate
Joyce Tsepas
research, Public School Siting and Design; A
Program Coordinator, AAF
Call for Community Development in the
Washington, DC
Atlanta Region, Tsepas explored the implications that Georgia state policy and
In August 2006, Joyce Tsepas joined the
local practices have on high school siting and
American Architectural Foundation (AAF) as
development patterns in Fulton County.
program assistant for the Great Schools by Design program. Before AAF, she worked at AAF Great Schools by Design
Fall 2007 School Design Institute 50
Jess Wendover, AICP
neighborhoods in the San Francisco Bay Area.
Senior Program Director, AAF
Her primary project was the design and
Director of the Mayors’Institute on City Design
development of a community cultural center
Washington, DC
in East Oakland. The position at Urban Ecology was made possible by the Frederick P. Rose
Jess Wendover is the Director of the Mayors’
Architectural Fellowship. Her previous work
Institute on City Design, a 21-year old program
experience includes architecture, housing,
that is managed as a partnership of the
and community development work in New
American Architectural Foundation, the
York and Baltimore.
National Endowment for the Arts, and the U.S. Conference of Mayors. In this capacity she
Jess earned a Master of Architecture and
has worked with over 35 American mayors
Master of City Planning from UC Berkeley and
and cities to help local leaders better
a B.A. in Architecture from Columbia
understand issues of urban design so that they
University. During her graduate work, Jess was
can advocate for better built environments in
awarded Berkeley’ s Branner Traveling
their own communities.
Fellowship, and visited 27 national capitals, researching public use of space in and
Before joining the Mayors’Institute in 2006,
around parliament buildings. She also
Jess served as the Community Design Director
received the Architecture Department’ s
at Urban Ecology in San Francisco, California,
Graduate Instructor of the Year Award.
providing pro bono community planning and design assistance to low-income
AAF Great Schools by Design
Fall 2007 School Design Institute 51