FALL 2019
Lessons in design for K-12
IN Session
Topics and trends for educators and administrators from LaBella’s educational design & engineering team
fall syllabus
Classrooms of the Future in Hindsight
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A Pilot Program’s PostOccupancy Analysis and Lessons Learned Lead in Drinking Water: 2020 Testing Requirements
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Multi-Purpose Flooring & Mercury
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Pedagogy Predictions from the EdSpaces 2019 Conference
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10 Eastridge High School Field Honored by the American Sports Builders Association
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In Session LaBella Associates |
Fall 2019
“PUBLIC OFFICE IS A PUBLIC TRUST.”
LOOKING FORWARD AND LOOKING BACK Depending on who you talk to, 2020 may represent the start of a new decade, or the conclusion of the previous one. The theme of this issue is that both points of view - looking forward and looking back are equally important. We are continuing to assist our districts in keeping their students safe from contaminants that originated decades ago - we have updates to share on lead and mercury sources that we now know must be remediated. We also have taken a deep dive into the results of a recent pilot program that implemented “Classroom of the Future” strategies at Hilton Central School District. There were many important take-aways from our analysis, and while these “lessons learned” benefit from hindsight, we are sharing them knowing that they’ll play an important role in the future of classroom design. Our team is also sharing the trends and topics from EdSpaces 2019, along with some predictions on what we’ll be talking about in 2020 and beyond. We’d love to know your thoughts on education design in the next decade. Contact us at insession@labellapc.com.
Lead Concerns Continue, Another Round of Testing is Required in 2020 While federal regulations aimed at minimizing lead in public water systems have been in place for over 25 years, the issue of lead in drinking water has been brought to the forefront in recent years. In 2016, New York became one of the first states to mandate testing for lead in drinking water in public school buildings. LaBella assisted some of the first districts to be affected by the new rules. All public schools in New York State, including all districts and BOCES, were required to complete a first round of testing by the end of 2016. Results of this testing must be reported by December 31, 2019 through the statewide electronic health reporting system. Any remediation performed as a result of this testing must also be reported and the public notified. Furthermore, outlets associated with new construction or renovation must be tested prior to being made available for use. The next round of lead testing must be completed between January 1 and December 31, 2020. All water outlets used for drinking and cooking must be tested. Testing is required on all outlets regardless of when they were installed. With environmental, water, and K-12 facilities experts on staff, LaBella is ready to help districts navigate the process. We’ve compiled the essential information on our website: https:// www.labellapc.com/lead-in-water
In Session LaBella Associates |
Fall 2019
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NYSED
Multi-purpose Flooring Materials May Produce Mercury Vapor NYSED has requested that all schools perform an inventory of rubber-like polyurethane floors that exist in their buildings, specifically if they were installed from the 1960s to the 1990s.
areas with elevated temperatures or poor ventilation. Mercury and mercury vapor can cause respiratory illnesses, organ damage, neurological impairment and other ailments. Children are among those most at risk as their brains and bodies are still developing.
Exposure to mercury and mercury vapor can cause respiratory illnesses, organ damage, neurological impairment and other ailments. The New York State Education Department (NYSED) has received multiple reports from various school districts revealing elevated mercury content in certain types of multipurpose flooring. While the existence of this type of flooring has been known for many years, a recent push is being made to evaluate and assess the level of risk these floors pose to occupants. As such, NYSED has requested that all schools perform an inventory of rubber-like polyurethane floors that exist in their buildings, specifically if they were installed between the 1960s and the 1990s*.
Investigations by the NYS Department of Health (DOH) have generally found mercury vapor levels in spaces with undisturbed polyurethane flooring in good condition are low, and fall below recommended levels used for health assessments. However, the phenyl mercuric acetate (PMA) catalyst, which exists within these rubberlike polyurethane floors, can break down and release odorless, colorless mercury vapor at room temperature. Districts should be aware that exposure to the mercury vapor may worsen if the floors are damaged or deteriorated, or are located in
It is expected that the NYSED will soon raise this request to a requirement for not only an inventory, but also testing of suspected flooring. LaBella routinely checks for suspected mercury-containing materials during our standard hazardous/regulated building materials inspections. LaBella also has the experience and expertise to test for mercury content and, if necessary, design an abatement plan to mitigate the issue. Our team of environmental experts can help districts get ahead of this anticipated regulation. To alleviate any concerns regarding the health and safety of students and staff, it is important that districts address this potential issue promptly. For more information on how LaBella can help, contact our Regulated Building Materials Program Manager, Jarrod Miner. Jarrod is available by email, jminer@labellapc.com or by phone, 585-295-6241. *NYSED letter from Commissioner MaryEllen Elia to Superintendents and Leaders of Public, Nonpublic and Charter Schools, dated June 11, 2019
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In Session LaBella Associates |
Fall 2019
Feature
The “Classroom of the Future” in Hindsight: Post Occcupancy Analysis Months after implementation, we looked at 19 “Classrooms of the Future” with students and educators. Here are our lessons learned. By Anne Weis, CID
No matter where I am around the room I am able to sit with a group of students, use a white board, and conduct ‘mini’ lessons within each group!
Fans of the 1989 film, Dead Poets Society, will remember the pivotal scene of teacher John Keating’s line: “I stand upon my desk to remind myself that we must constantly look at things in a different way”. Mr. Keating’s perspective of the classroom serves as both a literal and metaphorical approach for designers of education spaces today. Design professionals play a critical role to shape the classroom landscape to not only support learning from students, but to enable the instructors to creatively adapt their teaching techniques to promote active learning. Active learning is an instructional approach that deepens the engagement of students in the material they are learning through problem-solving activities, writing assignments, group discussion, reflection activities, and other tasks which promote critical thinking about the subject matter. An active learning classroom is a physical environment that facilitates this method. But, how can this fundamental shift in education philosophy be accommodated in traditional brick and mortar school buildings? Furniture is the primary medium to offer a retrofit approach. The traditional classroom furniture of the last 50+ years cannot
In Session LaBella Associates |
Design professionals play a critical role in shaping the classroom landscape to not only improve focus in students, but to enable the instructors to creatively adapt their teaching techniques to promote active learning.
keep up with forward-thinking educators and the synchronization of technology, flexibility, and multifunctionality to support interactive learning. Any form of sitting still, whether physical, mental, or metaphorically, is counterproductive to the model of the Classroom of the Future. Furniture is perhaps one of the most tangible elements of the built environment. When thinking of tasks you accomplish in any given day how many of them are affected by the use of furniture? Every morning we rise from our beds, put our shoes on at a chair, sit at our desks in the office, take a book off the shelf, share a meal with family at the dinner table, and if we’re lucky, relax on the sofa at the end of the evening. With so much interaction with furnishings they become highly subjective and personal to the occupant of the building and essential to the successful completion of the tasks that require their use. Furniture that occupants use consistently
Flexibility and multifunctionality is paramount to classroom design when working in small classroom spaces with 28+ students. Furniture that is easy to relocate allows for the seamless adaptability.
throughout the day, particularly, provokes a visceral and emotional response. In the spring of 2018, LaBella and the Hilton Central School District embarked on a space analysis and furniture refresh project that has overhauled the traditional classroom setting. Teachers submitted applications to participate in the project and ultimately 19 teachers and their classrooms were selected across three different schools to pilot the concept of the Classroom of the Future. The grade levels of the classrooms ranged from kindergarten to 8th grade. The furniture package was issued for bid in late fall of 2018 and installation took place during February break of 2019. Following a 4 month period of use, LaBella conducted interviews and surveys with teachers and students to analyze the impact of the furniture selection, layout, and design process. The key to successful problem solving is to first identify and define what that problem is. The design team approached the project by meeting one-on-one with teachers and observing the classroom in action. From there, the design team documented trends and needs from space to space, classroom population and typical group sizes within, instructional methods, and physical barriers to active learning. Design starts with preliminary furniture
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selections and initial layouts showing these pieces. These are reviewed individually with instructional staff to further plan, make selections, and discuss the flexibility and reconfiguration of different zones of the classroom. The classroom planning is heavily dependent on involvement from instructional staff. The design team encourages discussion about classroom “zones” to help instructors think about space and function. Often, when designing the room itself, these zones overlap and share characteristics. Flexibility and multifunctionality is paramount to classroom design when working in small classroom spaces with 28+ students. Furniture that is easy to relocate allows for seamless adaptability to the demands of group work, independent study, and broad instruction. Rather than apply a one-size-fits-all design solution to each space, the Classroom of the Future concept is based around the idea of variety, access to power and technology anywhere students decide to work, and display of information to inspire creative thought and problemsolving. Students and educators are better able to manipulate their environments by using an assortment of types of furniture and other elements. A middle school teacher at Hilton commented, “No matter where I am around the room I am able to sit with a group of students, use a white board, and conduct ‘mini’ lessons within each group!” During observations of the classroom it was noted that some students used any surface of the space available to complete their work, whether independent or in a group. Many students preferred even to sit on the floor. To embrace choice in work location and facilitate comfort for students to maintain focus - specifically on the floor- the designers specified elements such as area rugs, floor cushions, and coffee tables.
Continued on page 6
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In Session LaBella Associates |
Fall 2019
Classroom of the Future, continued from page 5 The area rugs offered the unexpected bonus of creating a more intimate, living room feel for parent- teacher discussions and independent reading. In an era where attention spans have significantly declined due to the use of mobile communications technology, collaboration and social interaction has been proven to be essential to the engagement of the Digital Natives in the classroom. Technology cannot offer the sense of community, of shared experience and purpose that the educational setting can provide. There is no substitute for the sense of place that a school creates for its students. It is as much a part of the educational experience as teachers, classmates, and study. A collaborative learning environment promotes a student’s social interaction, builds self-esteem, and enhances satisfaction with the learning experience. At Hilton, collaboration and group work was found to be heavily influenced by table shapes and sizes. Certain table configurations proved to be more effective for certain age ranges. For instance, for kindergarten through second grade clover-shaped and round tables over 60 inches in diameter were found to be too large for students’ arm span if items were placed in the center of the table. For testing and other independent work, table shapes that clearly identified the personal space of the individual students (and provided demarkation for even spacing) were beneficial. Our test classrooms indicated two notable departures from current design trends in adult workspaces. First, in adult workplaces, recent data suggests that the use of sit-to-stand desks and accessories is significantly diminished after one month of ownership, making the cost of those systems hard to justify for most corporate environments. Contrary to this trend, the use of multi-height sit-to-stand tables and workstations was much more consistent in the
We begin the process with a menu of suggested furniture options and initial layouts showing these pieces. We then meet again with individual staff to further plan, make selections, and discuss the flexibility and reconfiguration of different zones of the classroom.
K-12 environment over the months following installation. This coud be attributed to growing/changing bodies, youthful exuberance, or a reaction to the general confinement to the same classroom that elementary-age school children experience. Likewise, less paperwork, more digital processes, and smaller computers have resulted in office workstations trending smaller. Contrary to this trend, in the Hilton classrooms, LaBella and district personnel discovered there is a need for an increase in individual workspace size per person in the classroom setting. The integration of technology has actually added workspace tools, while traditional supplies are still very much in use. Depending on the task, students in a given period were found in to use Chromebooks, notebooks, text books, and supply bins simultaneouslyrequiring larger tables and desks for both individual and group work. In general, the use of tables versus individual desks proved to open the door to one-on-one discussions and instruction with students by teachers. Multi-height and counter or bar height tables further enhanced
this benefit. One fifth grade teacher commented, “I am more often at the student’s level now, [allowing] for more conversations.” With the movement away from the traditional student desk with personal storage, the designers made sure to incorporate furniture to encourage communal storage practices. Mobile storage units with a mix of bins, open shelving, and cabinets also allowed more flexibility for the occupants to move furniture to divide the classroom, creating more intimate work zones or larger group work spaces. Many of the mobile storage units were specified with a marker board surface on the back, adding functionality to the storage. Storage units with clear bins were especially important for lower grade levels. Young students need to be able to see the materials within the bin so that they have the autonomy to find and get what they need to learn. Double-sided mobile marker boards provided ample flexibility to instructors that teach multiple classes. The teachers found they didn’t need to erase in between classes because they had the additional surfaces on the opposite side.
In Session LaBella Associates |
Some furniture models and configurations were found to effectively detract from the curriculum and were viewed as distractions by both students and educators at Hilton. Immediately after occupancy, several teachers recognized the need to implement changes to classroom policies and protocol. In many cases, classroom management became challenging for teachers because students were returning to their now revamped classrooms within the same school year. Changes required management of new behaviors that arose, new cleaning procedures, new rules regarding movement of furniture by students within the classroom, and monitoring equality in choice of seating configurations. Once new routines emerged within the redesigned classrooms the students adapted to the new expectations of management and their focus increased. A fifth grade teacher even remarked that focus was sustained for longer durations of time than with the previous furniture. With new practices in place, instructors found that their own approach to teaching changed. One fourth grade teacher confirmed, “My instruction has become less teacher-driven and more teacher-facilitated.” For elementary grade levels, teachers appreciated the absence
of casters on seating, but preferred it on tables and storage units. It was determined during the design process and early meetings with teachers that casters on seating for grades 6 and under would lead to a classroom management problem as young students would wind up viewing the mobile seating as toys. The use of active seating- that is, with a wobble, sway, and bounce function- was found to be much more appropriate to lower age levels than casters. Teachers at Hilton unanimously commented that student engagement, focus, and listening was highly enhanced by active seating, specifically in students with ADD, ADHD, and those on the Autism spectrum. Spaces and furniture designed to promote movement have also been shown to combat the sedentary tendency associated with mobile communications technology. Just as it was important to introduce active seating, the design team made use of traditional 4-leg classroom chairs in all classrooms as well, which was appreciated by students for use during certain tasks. These 4-leg chairs were given equal design consideration, and included thoughtful features like built-in handles for better mobility, flexible backs for increased movement, and a modern approach to color. Often
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many of the active seating options available to K-12 environments are backless. It was noticed that students sometimes sought out the comfort of a traditional chair with a back as a reprieve to sitting in a backless active seat for a duration of time. Considering the right ratio of stools, soft seating, and traditional chairs is critical. In classrooms polled by the designers, the students unanimously commented that the comfort level of the seating in general was increased. They appreciated having the privilege of choosing where they could complete their work in the space that would be conducive to their learning style and personality. Surprisingly, the classrooms that had areas of lounge seating were most often the studentpreferred work zones. As such, teachers wished that more pull-up tables and writing surfaces near the lounge pieces were incorporated into the program. Overall, the use of bold and colorful finishes was preferred by students in lieu of neutral colored materials. Both findings are consistent with the broad movement toward the creation of sensory-rich environments in the practice of interior design. Classrooms of the Future are a unique project type that are heavily dependent upon involvement of individual end users- the teachers and students for each space. 100% of the teachers we interviewed thought that the Classroom of the Future program should continue to other classrooms at Hilton. A successful Classroom of the Future is enhanced by the design team’s attentiveness to the occupant needs and goals for how the built world affects the human experience and aspiration. The design team at LaBella has certainly learned a lot from the pilot programs we’ve been a part of. We’re eager to share that knowledge as we continue to work in support of education.
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In Session LaBella Associates |
Fall 2019
Continuing Education
Pedagogy Predictions from EdSpaces 2019 Last month, members of our design team traveled to Milwaukee, Wisconsin for EdSpaces – largely considered the leading event on educational design, pedagogy, and furniture trends. Here are some of our key takeaways from this year’s event. By Danielle Lewis, CID At this annual event, architects, interior designers, K-12 and university facility planners, educators, and exhibitors converged to share their expertise and learn about new products while defining the future of educational design. This year’s event featured countless educational sessions, facility tours, and showroom exhibits.
Makerspaces Makerspaces have been and continue to be a trending and commonly implemented space within educational settings. In fact, LaBella completed the first Makerspace for Edison Tech High School in the Rochester City School District this past year. The EdSpaces showroom floor reflected this trend, saturated with Maker and STEAM-friendly furniture. Each exhibit had an ever-present focus on technology integration, adaptability, and storage options. A few standout solutions included improved mobile whiteboard options featuring small work surfaces, pegboards, and optional storage bins; customizable demo stations with flexible storage solutions and integrated power; and various work tables and mobile storage with magnetic, writeable surfaces. While Makerspaces will continue to be a design feature for many school districts, they can often be difficult to implement long-term. One education session led by Matthew
Schultz, Technology and Engineering Instructor at Lakeview Technical Academy, discussed the importance of pre-installation planning for Makerspace management. From his experience, he found that many discussions should be had prior to deciding to create a Makerspace. These include considerations on the mission and vision for the space and curriculum, what equipment should be included, who will manage training, connectivity, and maintenance of said equipment, and long term feasibility and sustainability.
Biophilic Design Several of this year’s model classrooms and furniture products leaned heavily into biophilic design – a concept which emphasizes the human tendency and desire to interact with nature. This idea has been pivotal in the healthcare design field, with numerous empirical research studies citing the inclusion of biophilic design as a catalyst for increased patient health and happiness. On a basic level, New York State Education Department standards have even referenced this notion, requiring that student classroom spaces have views to the outside. The designed classrooms at EdSpaces pushed this concept even further. Many of the these rooms incorporated shades of blue and green, as well as textures that evoked
Several of this year’s model classrooms and furniture products leaned heavily into biophilic design – a concept which emphasizes the human tendency and desire to interact with nature.
the outdoors (such as wood furniture or patterns that mimic plant life growing between stones). Digitally printed worksurfaces, acoustic sound panels, and upholsteries featured images of nature in a more literal approach. In several education sessions, speakers pushed the idea of incorporating completely outdoor classroom spaces or creating flexible environments where an interior classroom could be opened to an outdoor facility. In any case, EdSpaces attendees surely felt connected to the great outdoors.
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Safety & Security Architects and Designers need to consider a multitude of factors when designing effective educational spaces. However, student safety and security is the top priority. After all, students who do not feel safe will not feel ready to learn. Collaboration between designers, school administrators, and staff is crucial to a successful emergency-preparedness and access control plan. Secure vestibules that prohibit immediate access to the school building as well as administrative areas have been put in place in many schools as well as laminated or hardened glass at key entry points. However, education on the procedures relating to these solutions is often lacking. This education, perhaps even more than the design itself, can be the difference between security and weakness in a building’s access.
Student & Community Involvement Some may be familiar with the phrase, “Nothing about us, without us, is for us.” This idea summarizes the principle that nothing should be decided for a group without the participation of the group itself. Many thought-leaders at EdSpaces embraced this idea and found more effective and enjoyable designs are often achieved by involving the entire
school community at various stages of development. Whether setting priorities in Campus Master Planning or providing detailed feedback on pilot classroom programs (like LaBella’s recently completed Hilton CSD Classroom of the Future initiative), community input in facility planning results in better outcomes. Community buy-in comes from a transparent, collaborative approach during design. For classroom furniture overhauls, involving students and teachers early on allows for a more successful end result with less culture-shock upon installation and implementation. Observation of current classroom usage paired with instructional input from staff gives the design team a unique insight into the needs and goals for learning spaces. Engaging early on in the design can help tailor furniture solutions that enhance curriculum needs rather than inhibit them and save time and expensive iterations in the process. Additionally, having students and staff test potential pieces allows for the district to have a direct voice in what does, and does not, work for their learning environments and builds excitement through hands-on, experiential learning.
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Vision for 2020 As we look forward to EdSpaces 2020, our predictions for design trends include: 1. A continued look into balancing safety and security with openness and aesthetics, with furniture solutions playing a role as tools to create safe zones within the learning environment. 2. STEAM and Makerspace concepts will start to be pushed further within existing classrooms rather than separate dedicated spaces, requiring a deeper look at current pedagogy as well as more efficient uses of space. 3. Master planning for schools will start to consider furniture as a key component rather than an afterthought. Schools should look to incorporate furniture as an investment as well as the built environment. 4. Wellness and happiness will continue to grow as metrics for success of learning environments. Programs like the WELL Building Initiative will start to be implemented in school design in addition to familiar sustainable and biophilic concepts. 5. Student involvement in design innovation will continue to trend as a hands-on method of learning as experiential education grows within current school curriculum. We’d love to hear your thoughts!
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In Session LaBella Associates |
Fall 2019
Award Winning
LaBella’s Eastridge High School Field Honored by the American Sports Builders Association
LaBella Associates won the “Single Field” award from the American Sports Builders Association (ASBA) for the multi-purpose field at Eastridge High School! The American Sports Builders Association (ASBA), the national organization for builders and suppliers of materials for tennis courts, running tracks, fields and courts, as well as recreational facilities, annually recognizes tennis, running tracks, fields, and indoor facilities which exemplify construction excellence. A panel of ASBA members judges entries on elements such as layout and design, site work drainage, base construction, surface, amenities, innovation, and overall impression. The multi-purpose field at Eastridge High School was an exciting project for LaBella. The existing natural grass baseball field was constructed in 2015; however, the proximity of a spring fed pond and silty topsoil ended up resulting in a very wet outfield. The District was unable to play many of their home games each spring because of how wet
the outfield was. Hoping for threeseason play, the District hired LaBella to design a synthetic turf field that would stay dry. While the existing field was exclusively for baseball, the District decided they wanted a multipurpose field which would allow other sports to have some additional practice space. In order to ensure the field would stay dry, we knew we would have to raise it. Additionally, because we had no room for a storm water management facility (pond) outside the area of the field, we designed a chamber system under the field which in turn forced the field even higher to keep the chamber system out of the high ground water. The dugouts for this field presented an interesting challenge as well. Initially, the plan was to take the prefabricated dugouts apart and set them back in at a higher elevation
once the field was raised. Instead, due to concerns about the structural integrity following relocation and reassembly, and the need to tie into existing elevations adjacent to the field so we could avoid replacing the new tennis courts and roadway, we decided to leave them in their original position. Since they were at a lower elevation in the original spot, they have the look and feel of true sunken dugouts. Players and coaches love the new field. For one, they are able to play in all kinds of weather, and have even practiced in the snow! The turf is also “as close to real grass as can be” according to Mike Screen, head coach. The coaches and the players are all pleasantly surprised that the turf doesn’t change the way the ball is played the way they thought it would. Now both players and spectators have a reliable venue to enjoy the game.
In Session LaBella Associates |
Fall 2019
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Services
Energy Services - What is the Difference and Where We Can Help Energy efficiency and sustainability continues to be an increasingly important aspect of the construction and facility maintenance industry. For many of our K-12 clients, reducing energy expenditures, increasing system performance, and lessening environmental impacts are no longer just goals - they are a necessity. LaBella understands how important these factors are to our K-12 clients, and incorporates these concepts into designs prepared by our full-service engineering and architecture team.
Recently Completed
Frewsburg CSD Auditorium Takes on New Life Renovations to the Frewsburg Central School Auditorium featured comprehensive upgrades and improvements including construction of a new sound and projection booth, and installation of new doors and frames. All seating was replaced, with designated handicapped seating areas created. Work also included stage curtain and
valance replacement, installation of a motorized projection screen, renovation of the rigging system and refurbishing and replacement of stage curtain tracks. The entire stage received new engineered panelboard black matte flooring to accommodate any type of event or performance. The electrical scope included new stage lighting, new LED house downlighting, new sound system, new CATV monitoring system and multiple power, data, and communication receptacles at the stage with under slab cable feeds and connections to the sound booth.
Arkport CSD The original 1961 cafeteria and kitchen had been relatively untouched since its conception. The cafeteria was being used as a true multi-purpose space, even functioning as a wrestling practice facility! The redesign called for a modern, bright space that opened the floor plan between kitchen and cafeteria, as well as moved other programmatic functions out of the cafeteria and into the small gym. The design was strategic in planning for a potential school district merger. The cafeteria/kitchen reconstruction was built to allow for a simple removal of steel in the new exterior wall should the merger require future expansion. New storefront window systems provide open visual connections to the exterior as well as into the adjacent corridors.
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