Nashville Presentation by Lakisha Chambers

NASHVILLE Creating Places to Learn

December 20, 2012

N A S H V I L L E

PRESENTERS

Michael Hall, AIA, REFP, LEED AP Chief Marketing Officer mhall@fhai.com

Carla Remenschneider Interior Design Coordinator / Senior Associate cremenschneider@fhai.com

Greg Monberg, AIA, REFP, LEED AP BD+C Director of Design Research gmonberg@fhai.com

N A S H V I L L E

FANNING HOWEY      

Full-service planning, architecture, engineering firm National leader in K-12 school design Work in 36 states, District of Columbia, and Philippines 21 Impact on Learning Awards Extensive research and publications Celebrated 50th anniversary in 2011

N A S H V I L L E

THE BEST OF BOTH WORLDS ROLES

PARTNER FIRM

Ed Spec/Programming

10%

90%

Schematic Design

10%

90%

Design Development

40%

Construction Documents

60%

75%

25%

Bidding

90%

10%

Construction Administration

90%

10%

PRIMARY SUPPORT 5

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Containers

Contents

FORM FOLLOWS FORM? 6

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Educational Expertise

QUALITY

 Fanning Howey

Local Presence  Partner

BUDGET

Strong Partnership  Program Manager

PROGRAM

Budget - Conscious

TIME

 The Entire Team

N A S H V I L L E

ACHIEVING CONSENSUS AND UNDERSTANDING

BOARD

CONSENSUS AND UNDERSTANDING DESIGN TEAM

STAKEHOLDERS

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ACHIEVING CONSENSUS AND UNDERSTANDING COMMUNITY

PARENTS

BOARD OF EDUCATION

ADMINISTRATORS

TEACHERS

STUDENTS

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 Broad scope standard development      

OSFC Arkansas Long Beach DC Master Plan Big program NOLA Standards

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COMPETING VALUES FRAMEWORK Change & Adaptability

CONTROL

INNOVATION

Stability & Continuity

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CONTROL

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COMPETING VALUES FRAMEWORK The Objectivist Myth of Knowing Information is filtered through a primary source.

Students

AMATEAUR

OBJECT

Knowledge

EXPERT

Teacher

AMATEAUR

Adapted from Parker Palmer's The Courage to Teach. 1998. Jossey-Bass Publishers 13

AMATEAUR

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INNOVATION

N A S H V I L L E

INNOVATION

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COMPETING VALUES FRAMEWORK KNOWER

The Community of Truth "Truth is an eternal conversation about things that matter, conducted with passion and discipline."

KNOWER

SUBJECT

KNOWER

Adapted from Parker Palmer's The Courage to Teach. 1998. Jossey-Bass Publishers 16

KNOWER

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STUDENT CENTERED NEEDS

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COMPETING VALUES FRAMEWORK Productivity & Cost

COMPETITION

COLLABORATION

Commitment & Cohesion

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UNITED STATES - COMPETITION No Child Left Behind

Charter Schools

Vouchers

Common Core State Standards

Test Scores

Race to the Top 19

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FINLAND - COLLABORATION No Private Schools

No Standardized Testing to rank Schools

Public Funding through PhD

Equity

Equality over Excellence

Individualized Instruction

The Atlantic 12-29-2011

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COMPETITION - COLLABORATION UN Education Index

PISA Test Scores 2009

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Collaboration

THE COMPETING VALUES APPROACH TO SCHOOL DESIGN

Control

Competition

Innovation

“Competing Values Framework” R.E. Quinn, 1988 22

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THE COMPETING VALUES APPROACH TO SCHOOL DESIGN Collaboration

Commitment & Cohesion

Stability & Continuity

Control

Centralization

Differentiation

BalanceInnovation Competition

Internal

Change & Adaptability

External Productivity & Cost

“Competing Values Framework” R.E. Quinn, 1988 23

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BIO-ECOLOGICAL SYSTEMS MODEL

Urie Bronfenbrenner 24

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COGNITIVE DEVELOPMENT STAGES

Jean Piaget 25

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VOCABULARY GAP

CUMULATIVE VOCABULARY WORDS

1200

13 higher SES children (professional)

1000

23 middle/lower SES children (working class)

800 600

6 children from families on welfare

400 200 0 10 12 14 16 18 20 22 24 26 28 30 32 34 36 AGE OF CHILD IN MONTHS

The Hart-Risley 30 Million Word Gap Study – 1995

 616 words per hour  2153 words per hour  30 million word gap by age 4  Studied 42 families

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VOCABULARY GAP Millennium Cohort Study Centre for Longitudinal Studies, UK

ď&#x201A;§ 3 year-old children of graduates were 12 months ahead of those with the leasteducated parents ď&#x201A;§ Vocabulary scores achieved by more than 12,000 children

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ENERGIZING LEARNING THROUGH THE FOUR ZONES

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ASSIGNMENT – THREE SECTION KINDERGARTEN CENTER

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THREE DIFFERENT APPROACHES Classroom Based Instruction

Learning Studios

Three varied Approaches – No one size fits all. “Journey of Excellence” 30

Integrated Learning Center

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CLASSROOM BASED INSTRUCTION

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LEARNING STUDIOS

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LEARNING STUDIOS - INTERIORS

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INTEGRATED LEARNING CENTER ANIMATION

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Integrated Learning Center 35

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Hierarchy of Needs for 21st Century School Planning and Design The distribution of resources regarding scope, schedule and budget should be weighted toward lower order needs. The achievement of higher order needs requires progressively fewer resources and offers a greater return on investment

Adapted from Abraham Maslow, 1943, A Theory of Human Motivation 36

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FACILITY NEEDS

Greater Gentilly High School

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FACILITY NEEDS

Greater Gentilly High School

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FACILITY NEEDS

Greater Gentilly High School

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FACILITY NEEDS

Greater Gentilly High School

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PROGRAM NEEDS

Phelps ACE High School

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PROGRAM NEEDS

Hammond ACC Multimedia Broadcast Academy

N A S H V I L L E

PROGRAM NEEDS

Hammond ACC Multimedia Broadcast Academy

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STUDENT-CENTERED SUSTAINABLE DESIGN Which design features have the largest impact on student performance?

   

Thermal Comfort Indoor Air Quality Visual Comfort/ Lighting Acoustics

Dr. Lance Roberts University of Manitoba CEFPI 84th Annual Conference Facility Conditions and Academic Achievement: Canadian Evidence 2007

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THE ISSUES  Two issues facing every school district in the country:  Test Scores/No Child Left Behind (NCLB)  Operating Costs

 We believe there is a valid approach to address these issues simultaneously.

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QUALITIES THAT AFFECT STUDENT/TEACHER PERFORMANCE Educational Research

Summary Data Collated by Michael E. Hall, AIA From National Clearinghouse for Educational Facilities Booklet "Do School Facilities Affect Academic Outcomes?", by Mark Schneider, November 2002 46

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SUMMARY OF TERMS Sustainable Design  Broad Environmental Issues

High-Performance Schools  Schools that exhibit the results of applying sustainable design principles

Student-Centered™ Sustainable Design  Those “green” issues that most affect teaching and learning (our area of expertise)

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STUDENT-CENTERED™ SUSTAINABLE DESIGN     

Integrated Daylighting and Electrical Lighting Systems Indoor Air Quality Energy-Efficient HVAC Systems Environmentally- preferable Building Materials Eco-Education Related Areas include :  Energy-Efficient Building Shell  System Commissioning and Maintenance Programs  Sustainable Site Planning and Landscape Design  Transportation and Community Integration  Water Conservation  Renewable Energy Resources  Construction and Occupancy Waste and Recycling Systems 48

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RATING SYSTEMS

CHPS

GREEN GLOBES™

ENERGY STAR

LEED®

We have no favorite rating system. Each has its’ own use and should reflect the District’s desires. 49

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THREE SHADES OF GREEN Category One – Light Green 0  Basic Good Design Principles Category Two – Medium Green  Good Value through Good Payback Category Three – Dark Green  Longer Payback Period 51

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IMPACT ON OPERATING COSTS 0%

Operating cost data from completed projects, utilizing actual utility bills (water, gas, and electric):



 



27%

Typical school expends about $1.26/sf/year with addition of air conditioning. Novi, MI, is expending $1.05/sf/year. Lima, OH, is expending about $0.98/sf/year.

The key is a 20% energy savings.

TYPICAL

67%

6% 27% 53% FANNING HOWEY

12%

Rooftop HVAC systems are expending $1.68/sf/year.

CONSTRUCTION

OPERATING COSTS

CAPITAL EXPENDITURES

SAVINGS

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SETTING GOALS  Have clear Board of Education support  Develop written Board Policy  Prioritize items based on educational impact (teaching and learning)  Communicate Board Policy to the entire design team (staff, consultants, public, etc.)  Involve Principal, staff, and maintenance representatives in design

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LEARNING PYRAMID Average Student Retention Rates

Lecture Reading Audiovisual Demonstration Discussion Practice Doing Teach Others Source: National Training Laboratories, Bethel, Maine 54

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LEARNING PYRAMID  Myth or Hoax?  Seems intuitively plausible  There is no published study documenting these retention rates  “The research reviewed here demonstrates that use of each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts.” Dr. James P. Lalley and R. Miller (2007) “The learning pyramid: Does it point teachers in the right direction?” Education and Information Technologies v128, n1, 64-79 55

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FLEXIBILITY FOR MANY ACTIVITIES AND APPROACHES

Practice Audiovisual Read Teach Others

Demonstration

Discuss

Lecture

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FLEXIBILITY FOR MANY ACTIVITIES AND APPROACHES

Practice Audiovisual Read Teach Others

Demonstration

Discuss

Lecture

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STUDENT-CENTERED NEEDS

ZIONSVILLE HIGH SCHOOL

N A S H V I L L E

STUDENT-CENTERED NEEDS

ZIONSVILLE HIGH SCHOOL

N A S H V I L L E

Pacers Academy - Alternative Middle School Program 60

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COMMUNITY NEEDS

BROWNING HIGH SCHOOL

N A S H V I L L E

COMMUNITY NEEDS

BROWNING HIGH SCHOOL

N A S H V I L L E

FACILITY ACTUALIZATION

V. SUE CLEVELAND HIGH SCHOOL

N A S H V I L L E

FACILITY ACTUALIZATION

V. SUE CLEVELAND HIGH SCHOOL

N A S H V I L L E

FACILITY ACTUALIZATION

V. SUE CLEVELAND HIGH SCHOOL

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“PYGMALION EFFECT”   

“Harvard Test of Inflected Acquisition” “designed to predict academic blooming” Experimental group showed a 12.22 point gain versus an 8.42 gain for the control group

Rosenthal R & Jacobson L. Pygmalion in the classroom: teacher expectation and pupils’intellectual development. New York: Holt, Rinehart & Winston, (1968; expanded edition 1992). 240 p. [Harvard Univ., Boston, MA and South San Francisco Unified Sch. District, San Francisco, CA]

N A S H V I L L E

TRANSCENDENCE

COLONEL SMITH MIDDLE SCHOOL

N A S H V I L L E

TRANSCENDENCE

COLONEL SMITH MIDDLE SCHOOL

N A S H V I L L E

TRANSCENDENCE

COLONEL SMITH MIDDLE SCHOOL

N A S H V I L L E

TRANSCENDENCE

COLONEL SMITH MIDDLE SCHOOL

N A S H V I L L E

TRANSCENDENCE

USE + TIME = INSPIRE OTHERS TO SUCCEED    

Deficit Model Flat World Model Integrated Model Transcendence

Transcendence Inspire others to Press for Success

Integrated Model Transcendence Factor > 1

Flat World Transcendence Factor = 1

Deficit Model Transcendence Factor < 1

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