Experience Magazine Volume V

EXPERIENCE VOL. 5 | 2018

04 12 18 22

Allen STEAM Like No Other

The Renaissance of a District Ysleta ISD

On the Leading Edge VLK Original Research

The Power of Potential Energy Energy Institute High School 2018 | EXPERIENCE | Vol. 5

A

Dan Dipert Career + Technical Center Arlington ISD

TABLE of CONTENTS 2 4 8 10 12 16 18 22 24 26 29 32 34

LETTER FROM THE PARTNERS Sloan Harris ALLEN STEAM, LIKE NO OTHER Sloan Harris & Dalane Bouillion, Ed.D. THE JOY OF GROWTH Ross Rivers HITTING ONE OUT OF THE PARK Justin Hiles & Jamie Barnes THE RENAISSANCE OF A DISTRICT Sloan Harris DESIGNING FOR A LIFETIME Ken Loose, Jim Stephenson, & Niki Schoessow ON THE LEADING EDGE Dalane Bouillion, Ed.D. THE POWER OF POTENTIAL ENERGY Tim Kunz GUIDING THE COMMUNITY Clinton Schiver PERSEVERANCE PAYS OFF Leesa Vardeman & Brian Sahrmann THE INFLUENCE OF WORKPLACE DESIGN ON LEARNING SPACES Niki Schoessow, Haley Thurston, Erin Rose, & Whitney Tong A PARTNERSHIP THAT ENDURES Ken Hutchens MOVING FORWARD Todd Lien 2018 | EXPERIENCE | Vol. 5

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LETTER from the PARTNERS SLOAN HARRIS, PARTNER Innovation – As an architect, when I hear that word, I tend to roll my eyes. I have attended countless leadership conferences, read book after article after book on business management and leadership and I would say that innovation is far and away the most commonly used term in business in general. For me, the meaning has become vague. Surely there is a better word that embodies the breadth of what we do for our projects and our clients.

Perhaps I don’t always give the word its due because I am only thinking of one half of it – to create. You can’t have innovation without the other half – to implement. Innovation is the coalescence of creating and implementing, taking the results of creativity and implementing them in a meaningful and valuable way. That’s how we innovate at VLK and that’s how we deliver exceptional learning environments for our clients. That’s how a 35-year practice has continued to evolve through several generations and is now the thought leader in educational design in Texas.

EL PASO

Here’s another thing about innovation —it can never stop. I view it as a constant disruptive growth engine. It must be continuously nurtured and if we champion that idea and give our people the creative freedom to “disrupt,” it becomes our firm’s entire ecosystem, permeating strategic goals, budget allocations, talent acquisition, operational management, and project leadership. This is how VLK has developed and grown: creating original research that gauges the effect of the learning environment on students; branding new services like VLK | CURATION, VLK | EDGE, and VLK | LAUNCH; expanding our geographical footprint across

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the state to be closer partners with our clients; creating cultural investment inside and outside our walls that celebrates the contributions, talent, and diversity of our employees; and receiving recognition such as a “Top Firm” in Architectural Record and one of the “Best Firms to Work For” by Zweig Group.

Another way I define innovation, especially as it pertains to our clients, is the fundamental way that we bring constant value to their buildings and their students’ lives, the radical advancements in how we engage school districts and their communities, and in the learning spaces we design for them. When measuring this, I always come back to qualitative versus quantitative. At VLK, we focus on the former.

Sure, we manage toward deliverables—metrics, ROI, and numerical data. But the innovation of our designs and what we deliver to our clients is measured in qualitative results: a teacher’s ability to deliver meaningful instruction, a principal’s satisfaction with the organization of space and operational capabilities, the impact of the environment on student understanding and behavior, and optimizing the teaching and learning experience. This is how we measure. Quantitative success will always follow qualitative.

FORT WORTH

DALLAS

AUSTIN

So, we will continue to innovate at VLK, persist in using the word with passion and vigor. We will constantly disrupt, and in doing so, we will continue to design exceptional learning environments for school districts across Texas that will stand the test of time, embrace and cultivate the diversity and talent of our people, and continue to seek out and develop expertise to bring fresh perspective to our work. I can’t wait to see the results, then innovate again. //

HOUSTON

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ALLEN STEAM like no other

SLOAN HARRIS, PARTNER & DALANE BOUILLION, Ed.D., PRINCIPAL & EDUCATIONAL PLANNER

Since the mid-1990s, Allen ISD has been a fastgrowth school district north of Dallas. During this time, they have been faced with the challenge of responding to progressive student enrollment, especially at the secondary level, while maintaining the community value of being a one-high-school town.

Revered as leaders in education and, after evaluating needs across the district, Allen ISD decided to try something different.

The Allen ISD 2015 bond proposition included something distinctive – a STEAM Center that would support innovative instruction across the district offering Kindergarteners to 12th grade students science, technology, engineering, art, and math-integrated experiences. This campus serves to reduce crowding at Allen High School, the state’s largest high school, and positively responds to expanding student interests and future workforce needs in STEAM-related areas. In November 2015, the community of Allen supported the bond proposition overwhelmingly, with a resounding vote of 75.7% in favor.

Top Left: Breakout collaboration space and study rooms Bottom Left: Tiered learning environment Right: First floor corridor

This project demanded that the entire team think about what could be, not what is. Therefore, we went on an expedition during the VLK | CURATION process to visit the Seattle, Washington area where a high concentration of STEM-centered schools exists. We experienced amazing learning opportunities, engaged in deep conversations about curricular approaches, and saw examples of specialized learning environments. Allowing Allen ISD staff to see and ask questions in Seattle alongside VLK designers gave the team a clear plan of how to engage the Allen community for this one-of-a-kind school to reach fruition.

The conceptual STEAM Center design was born from VLK | LAUNCH, a powerful collaborative experience that includes district leaders, teachers, community members, and most importantly, students. The intent of this new

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learning environment was to provide a foundational system of learning for all school ages promoting curiosity, cultivating future-ready skills, and preparing Allen ISD students for success in STEAM related areas.

Maximizing the talents and opinions of many individuals in the Allen area was achieved by a collective appreciation for future learning opportunities for all students in the district. Jennifer Wilhelm, Allen ISD Assistant Superintendent of Learner Services, shared her reflections about the process, “The manner in which VLK facilitated VLK | LAUNCH was instrumental, resulting in an innovative and functional design for the building, serving both the needs of the high school students attending the campus daily and the scheduled site visits of the younger students.�

This new facility is amazing, and like no other in Texas. It will support high school students in STEAM-related coursework, while also providing the district with its own field experience site for Kindergarten through 8th grade students. Additionally, it will provide an opportunity for learning partnerships with the community and local businesses. The STEAM Center will deliver innovative, purposefully designed spaces that support the instructional intent, both indoors and out. Continued on next page.

ONE OF THE MOST VALUABLE ASPECTS OF THE DESIGN PROCESS WAS THE

COMMITMENT TO EMBRACE OPPORTUNITIES FOR INSPIRATION WHILE CREATING COHESION IN

ALIGNING THE PURPOSE FOR LEARNING WITH THE STRUCTURAL DESIGN DESIGN OF THE BUILDING. Jennifer Wilhelm, Assistant Superintendent of Learner Services, Allen ISD

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EXPERIENTIAL LEARNING ONE UNIQUE ASPECT OF OUR PROJECT PARTNERSHIP WITH VLK ARCHITECTS IS THE INVOLVEMENT OF AN EDUCATIONAL PLANNER

Set to begin in the fall of 2018, students in Kindergarten through Grade 8 will visit the STEAM Center for innovative learning experiences connected to STEAM. This learning will be implemented through the Engineering Design Process as it connects to grade level standards. Grade-level teachers will accompany students to the STEAM Center and be actively engaged in the facilitation of the designed learning experiences. Prior to the site visit, curriculum documents, instructional guides, and professional learning will be provided to teachers to prepare them to deliver rich lessons with meaningful outcomes. Actively involving the teachers in the delivery allows for a more engaging experience for the students with whom they have established relationships and will provide continued connections to learning upon return to their home campus.

WHO DEEPLY UNDERSTANDS THE DUAL NATURE OF STUDENT LEARNING AND THE STRUCTURAL DESIGN OF LEARNING ENVIRONMENTS.

HIGH SCHOOL STEAM Courses relating to STEAM content areas will be offered at the STEAM Center for students in Grades 10-12. The district courses were strategically selected and are best facilitated in transparent and collaborative learning spaces designed to support active learning. Courses are also designed for outdoor learning, aligned with the environmental aspects of the site, rich with prairie land, natural grasses, trees, and wildlife. Aquatic Science students will have access to the watershed for sampling, while enjoying the natural environment surrounding the facility. Careful consideration was also taken to ensure the district matched course enrollment projections to the capacity of the new building. Learning at the STEAM Center will cultivate future-ready skills including collaboration, creativity, critical thinking, communication, and project management.

Opportunities for project-based learning and interdisciplinary learning will be embraced. The STEAM Center opens to students in Grades 10-12 in 2019. //

Jennifer Wilhelm, Assistant Superintendent of Learner Services, Allen ISD

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Above: Lecture hall

Janet Brenner Hoover Elementary School, Cypress-Fairbanks ISD

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the JOY of GROWTH ROSS RIVERS, PRINCIPAL Most people have heard about job growth in Texas.

Company headquarters are relocating from other parts of the country, start-ups appear on what seems like a weekly basis, established businesses are expanding, and road construction is everywhere you look. If you live anywhere near the Dallas-Fort Worth Metroplex, you’re very aware of this explosive growth.

Large, master-planned communities are being created on old ranch and farm land and previously small, quiet little towns, like the City of Fate, are more desirable than ever as perfect places to raise a family.

After more than a decade since its last bond election, Royse City ISD found itself dealing with this rapid growth and the need for a new school in Fate to help

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accommodate it. The bond planning process can be a daunting task, involving existing facility and educational adequacy assessments, long-range facility planning, demographic projections, land procurement, community engagement, election information and messaging, and campaign management. RCISD hired VLK Architects to help them meet this challenge and to provide a design for a second middle school campus. VLK worked alongside Superintendent Kevin Worthy, district leaders, and a community-based bond planning committee. Through this collaborative process, members of the community were provided district demographic and financial data, along with potential project scope and costs to evaluate needs and

KEVIN WORTHY Superintendent

he cli ent

Royse City ISD

set priorities. This created well-informed individuals prepared to speak factually to the community at large. With a 79% pass rate, the bond election results demonstrated a targeted development goal that truly captured the pulse of the community.

The VLK | CURATION process was crucial for Royse City ISD. We toured a variety of schools, studied the district strategic plan, dialogued about district core beliefs, and sampled student learning styles to establish the types of spaces the district wanted to incorporate as the design process began. //

process of seeking an architectural firm to partner in the district’s first bond election and school construction in more than a decade. Selecting the right firm for both bond

election support and architectural design was

vitally important. After a lengthy interview

process, we found that VLK Architects was

the right fit for us. In a word, it came down to

relationships.

from t

The inclusion of the Royse City and Fate communities in this bond process was essential to its success. Each committee meeting was attended by community members, who ranged from parents and staff members to city leaders, clergy, and long-time residents of both communities. The ultimate goal was to educate the members of this committee about what RCISD students needed to be successful now and in the future. Serving on a committee is not a paid position and doesn’t come with large amounts of recognition, but what it does include is the opportunity to have an effect on student achievement, social and emotional well-being, and overall success during their school career.

In late 2017, Royse City ISD began the

Developing the bond package with the guidance of

VLK was meaningful and deliberate. No question was left unanswered. Every stakeholder shaped the bond proposal and its contents. The Bond Steering Committee was given ample information on financials, demographics and existing facility project priorities.

Consensus on the bond components was made rather

quickly and with 100% agreement. Due in part to the

work and buy-in of the bond steering committee, the

referendum passed in May of 2018 with a 79% approval rate which was the highest pass rate in the state that day.

Since passing the bond, the level of collaboration and communication has only gotten greater. VLK’s Launch Process which allows stakeholders to design their own school is unlike anything we’ve ever seen. Students, parents, staff and community members led hands on activities that are driving the concept and contents of the future middle school.

Beyond their amazingly talented school architects, VLK has experts in communications, curriculum, academics, graphic design, video production and elections. They bring a comprehensive team

to make sure that your community believes in your project and then delivers on what they promise.

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HITTING one out of THE PARK JUSTIN HILES, SENIOR ASSOCIATE & JAMIE BARNES, ASSOCIATE After a successful collaboration between HKS and VLK Architects on Legacy Stadium in Katy ISD, VLK was once again asked to partner with HKS on a stadium project. This time, the collaboration was for a slightly larger project: Globe Life Field, the Texas Rangers new $1.1 billion ballpark in Arlington, Texas. VLK assisted the lead architect, HKS, Inc., in providing design and documentation services on the project.

The VLK team was comprised of people from our Fort Worth, Houston, and Austin offices working full time on the project for almost a year. Most of the team grew up rooting for the Rangers, so it was a once-in-a-lifetime opportunity to work on the field they will call home in the spring of 2020. The team was distributed among different areas of the project, providing support to the lead architectural firm where needed. Weekly collaboration meetings were held in the HKS office to review progress and coordinate tasks throughout the duration of the project. Spaces and features on which the team worked included the retractable roof, bowl seating area, interior spaces such as the broadcast booths and writing press areas, all vertical circulation elements, floor plans, and exterior envelope documentation, including elevations and sections of the exterior facade.

Using Collaboration for Revit®, a cloud-based 3D modeling software, VLK was able to work from their respective offices on the project simultaneously with design team members from other firms in offices as far away as Eastern Europe.

As many as 30 people worked in the virtual model

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at any one time which included all components of the design—structural, mechanical, plumbing, and technology—linked in and updated in real time.

The size of the team working in the same model was quite a bit different from what most were accustomed to and the size of the project (1.7 million square feet) was also much larger than typical VLK projects. This provided crucial insight into how large-scale projects are managed, organized, and broken down into manageable pieces. This information will be gathered and applied through the VLK | CURATION process, delivering ongoing data compilation and analysis to keep us future-focused and on the cusp of the latest innovation. The lessons learned will also assist us in the development of our athletics specialists, who consult or lead all projects within VLK having an athletic component, specifically high school and middle school facilities.

Athletic facilities at the high school level are unique, as they bring communities together, reflect the culture of the community, and provide a space for students to perform and compete. This creates a place where students become future-ready, learning life lessons of discipline, teamwork, leadership, and respect. //

Renderings provided by HKS Architects

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the

RENAISSANCE of a DISTRICT SLOAN HARRIS, PARTNER

At 6:00pm on February 4th, 2015, I walked into the Eastwood High School Gymnasium to a packed house. It was full of parents and students who had come to learn about the upcoming bond election for Ysleta ISD. It had been titled The Renaissance of a District. They were also celebrating the 100th year of Ysleta ISD, making it one of the oldest school districts in Texas. I sat there with over 2,000 community members and listened to the Superintendent speak for an hour straight about the plans for the bond program going before the voters that May. He did not repeat himself, miss a point, or get hung up once. It was a revelation in presenting such a massive undertaking for the 42,000 student district. I looked at my partner with an incredulous raised eyebrow. Fast forward to today and Ysleta ISD, now branded as “The District” in El Paso, is in their third year of their bond program, opened 22 new campus or campus addition/renovation projects with another 25 campuses in design or construction scheduled to be complete by the end of 2019, almost a year earlier than originally planned.

The story and the journey, however, are not that simple. Let me tell you how we got there.

VLK was hired by the district to be the Bond Program Manager. While we are an architecture firm specializing in educational design, this unique approach made sense for Ysleta ISD, as they desired that expertise and wanted to use local architecture and engineering firms.

VLK would provide the foundation of design, programming, and conceptualization of the projects in addition to managing these as a fiduciary of the district.

Guidelines and Standards Unfortunately, the bond did not pass that May. As well as the district had done in getting the information out to its community, there had been a history of parity issues across the district that had made it difficult for some citizens to trust that their schools were getting the attention they desired. Our first step in fortifying a foundation of transparency and trust was developing Technical Design Guidelines and Education Specifications for the district. These books would serve as the recipes for all projects in the bond. The Technical Design Guidelines standardized systems and finishes across the district to enhance the value of the projects in the construction bidding environment, as well as provided standardization for operations and maintenance over the life of the building. For example, an HVAC system specified for one school would be the same as that specified for another on the other side of the district – standardization, optimization,

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parity. We used VLK | LAUNCH to design the Education Specifications. Working with teams of teachers, administrators, and principals, we created what became the standard for the learning environments in YISD. Every type of space and educational element across the district would be the same in regard to what it would provide the students. For example, if there was to be a science lab, that lab would be laid out the same, have the same equipment, have the same teaching wall, etc., as any other science lab at any other school in the district. Again—standardization, optimization, parity.

Project Planning Our next step in planning the revised YISD Bond Program was to revisit the projects and documentation that were in the bond that failed. The district had commissioned a facility assessment that identified capital needs based on conditions and life cycle.

We took that information and combined it with enrollment projections and most importantly, an educational adequacy assessment, to reestablish the project priorities to be considered for the next bond. The educational adequacy assessment was the secret sauce. While there were schools in need of capital improvements, once you analyzed the educational adequacy needs, the priorities shifted. Some projects became more substantial and evolved into brand new schools that would serve students for the next 40 years, and others were deferred, as all the data indicated that investment wasn’t the best long term solution.

Consolidation and closure also had to be considered to both provide the absolute best learning environments for students and be fiscally responsible long-term with district maintenance and operations costs.

The result was a list of projects that were prioritized by need, were clear and concise, and allowed the community to make decisions and deferments in the best interest of their neighborhoods and the district as a whole.

Continued on next page.

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Bond Program Project Scheduling Another critical piece to a coherent, comprehensive bond program is proper project scheduling. Several things had to be considered for YISD. We could not deploy all the projects at once because the local construction market could not support that amount of work being let on the market at one time. We had to be strategic over the 5-year program, ensuring that as each project went out to bid, we were getting the best construction teams available bidding the work. If there was too much work on the market at one time then we would lose quality labor on the projects. We also had to be aggressive with the projects getting designed and built expeditiously – for two reasons. Two large, neighboring school districts were planning bonds as well and once their projects hit the market, the quality of the labor pool would be depleted and within a booming construction market, prices would escalate.

The Bond Planning Committee Now that there was a list of needs and prioritized projects, the district formed a committee of 75 community members from all sides of the district with diverse interests in their community. Over the course of several meetings, the committee was given a wealth of information on the state of the district, the needs at their campuses, how those needs would be met, what the financial models looked like, and finally a description of all of the projects that could be considered for a bond program. From there, VLK and our partners initiated our consensus-based decision-making process that allowed the committee to deliberate and prioritize their recommendations.

This work is specifically built on reaching consensus with the mantra: “No one will get everything they want, but everyone will get something they want.” With that as their charge, the committee brought a bond proposition recommendation to the board and it passed with a 70% approval rate that November.

The Design Process VLK’s program management approach is unique because of the educational design expertise we bring to the table. There is a pool of architectural talent in the El Paso region that we wanted to utilize, but not all that talent necessarily has extensive experience designing schools. We wanted to marry the talent of the local firms and VLK’s thought leadership in school design. As such, VLK programmed and led the conceptual planning for each project. We utilized VLK | LAUNCH to engage the community and build the concepts from which the architecture teams would develop the construction documents. This combined with the Technical Design Guidelines and the Education Specifications created a

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template and foundation for the teams to guarantee parity, quality, and optimal learning environments for all of the projects in the bond program.

Program Management The charge from the Bond Oversight Committee, the Board of Trustees, and the Superintendent for this bond program is “OnTime, On-Budget, Quality, and with All Else Equal – Local.� Every process we have in place is intended to meet this charge. As a fiduciary of the district, we partner with the architecture, engineering, and construction teams to ensure this charge is met. We have a controls program in place that tracks budget expenditures versus allocations, schedule adherence, compliance with the Technical Design Guidelines and Education Specifications, and compliance with all contractual obligations. As design experts in educational facilities, our program management brings a unique perspective of being able to review the design documents for compliance with TEA Guidelines, architectural best practices, and implementation of nextgeneration learning environments that align with Ysleta ISD pedagogy. This approach to program management for schools in Texas is unprecedented and is unique to VLK. Success and Future Through 65% of the schedule for the program, over 80% of the $430 million has been encumbered or allocated. Overall, the program is ahead of schedule and under budget as a result of progressive planning and strong controls. Thousands of students across the district have arrived in new, innovative learning environments that they never could have imagined and this district is truly experiencing a Renaissance in their facilities and in their communities. It has been critical that the bond program be successful, to build on the trust established with the community and nurture that trust as this program is just the first to bring the Renaissance to every school throughout Ysleta ISD.

Left: Eastwood High School, Ysleta ISD

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DESIGNING for a LIFETIME KEN LOOSE, PROJECT DIRECTOR; JIM STEPHENSON, PRINCIPAL; & NIKI SCHOESSOW, PROJECT COORDINATOR Collaborative Workspaces. Inviting Gathering Places. Open Access to Knowledge Resources. Tools and Technology. These are the spaces our commercial clients demand in today’s modern workplace. These are also the tools we use when collaborating with educators to create modern, creative learning spaces that produce future-ready students. At VLK, our commercial designs give us a value-added edge in working with school districts across the state.

Today’s educators require learning spaces that help their students move seamlessly from elementary to secondary school, into higher education and on into the workforce. Starting in elementary school, spaces can be dedicated to different styles of learning, giving students the ability to learn at their best and provide their brains with a break while moving from lesson to lesson. Winner of the prestigious Caudill Award, VLK’s design for Condit Elementary in Houston features classrooms that wrap around the central knowledge space like a ribbon, inviting active engagement and access to knowledge, a cue taken from higher education. When VLK integrates our commercial expertise into educational design, we are teaming with school districts to build not just a better school, or a newer school, but one which supports and encourages a lifetime of learning.

Businesses know that now, more than ever, their workplaces must be collaborative, inviting, and allow for a diversity of work styles that have developed from multiple learning styles. Leading edge companies operate with flexible teams and short-term projects, and offer comfortable, enjoyable, well-equipped spaces to attract the very best talent and produce the best results. VLK Architects incorporates similar methodologies in our designs of educational spaces.

The middle and high schools that VLK design are open and welcoming, with entrances and cafeteria spaces that can be found in any Fortune 500 company. Breakout spaces, huddle rooms enabled with wifi, and other collaborative areas allow adolescents to move, to work independently, with a partner, and with a team. Transparency is encouraged, so students can see others at work and engaged in the learning process. Purposeful, professional networking and transferable learning are key to the success of the schools we help to build: The VLK architects who design the science lab in your K-12 school is using the same skills and knowledge they use on commercial and college laboratories for clients like Alcon and UTA. The Fine Arts theater architect will reach out to the same prominent sound and lighting firms that design venues like Fort Worth’s Bass Hall for your community’s performing arts spaces.

STEM schools are also benefiting from our specific and diverse commercial experience. VLK’s designs for commercial video studios inform our schools’ media centers. Medical training zones mirror the professional medical practice spaces we design. Our automotive shops are built to the same specifications as the newest auto dealer’s facility. As an extra bonus, we find that local employers, excited by the opportunities, are contributing equipment and knowledge to STEM schools. In return, they receive career-ready employees trained on state-of-the-art tools.

Every day, the architects and designers at VLK bear witness: how we learn shapes how we work and live. It is a process that is dynamic and circular. We work to make it seamless. // Take our quiz on the following page to see if you can tell the difference.

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Answers: A - Left: Dan Dipert Career + Technical Center, Arlington ISD; Right: Glass Lake Studios, Fort Worth, TX | B - Left: Toyota of Denton; Right: Azle High School, Azle ISD | C - Left: Mercantile Partners, Fort Worth, TX; Right: Katy High School West Campus, Katy ISD

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C B A EDUCATION or WORKPLACE?

on the

LEADINGedge DALANE BOUILLION, Ed.D., PRINCIPAL & EDUCATIONAL PLANNER

As a new teacher in 1992, I was deeply influenced by the Total Quality Management business model in general, and by W. Edwards Deming’s cycle of Continuous Improvement in particular. I soaked these ideas up like a sponge and began applying the mindset asking, “How can we make this better?” Then, as a doctoral student, I was introduced to Freire. He expanded my beliefs with his concept of being “unfinished” (Freire, 2001, p.

84) and made me not only question in order to improve, but also to internalize the practice of reflection as I completed each and every aspect of my work in educational leadership. My belief in being an unfinished person, coupled with today’s movement for growth models, exemplifies for me the urgent need for informed practice, now and in the future.

Reflective practices at VLK Architects have been in place for years. We know feedback is crucial. For example, once a school is built and in use for about a year, we schedule a routine post-occupancy survey visit wanting the opinions of both administrators and teachers. That conversation is generally focused on how the building has been working. Secondly, we ask superintendents and district facility leaders to provide feedback on finished projects, and how we, as a design firm, meet their expectations. In the past, under the previous Texas Education Agency accountability system, we also cherished the academic ratings of the schools we designed, hoping we contributed. But what was our real impact? We had opinions and educated beliefs based on experiences. But that is where our informed practice ended, until recently. Our powerful partnership with The University of Texas at Tyler is producing results that are groundbreaking with new significance not only for VLK Architects, but for school architecture as a discipline.

Our first scholarly research project, The Impact of Learning Environments on Student Engagement (OliverasOrtiz, Bouillion, & Asbury, 2017) served as the catalyst for formalizing and branding the importance of the system that reciprocates the relationship between what we know, and what we need to know for tomorrow.

VLK | EDGE is that overarching system, facilitating our firm’s continual learning as architectural design professionals. Until recently, the scholarly body of knowledge was void of evidence that design actually impacted student engagement. A mixed-methods scholarly study was conducted with the approval of The University of Texas at Tyler to determine what impact two new schools, both designed by VLK Architects, had on student engagement. Our results now serve as a dialogue within our firm, informing tomorrow’s educational design practice. We discuss pedagogy and instructional methodologies while we debate the instructional and career needs for tomorrow’s learners, and apply what we learn to know that our designs matter.

Another aspect of VLK | EDGE is the incorporation of one of the most impactful understandings I acquired as a teacher – the appreciation of how students learn differently. Student Learning Styles has intrigued me since the inception of my career, so it seemed natural to incorporate an observation protocol in our VLK | CURATION process, which is action research with our clients to collect data that scaffolds the design process. To date, in school districts across Texas, we have collected over 3,600 observations. Our results indicate that almost 50%

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of students learn best when allowed to feel, touch, or move. This has had significant implications for our practice at VLK Architects regarding space and even furniture selections. We advocate for student autonomy in seat selection so that student learning preferences are supported. Trendy seating selection is not our style, nor does it drive the selections made by our interior designers who analyze and apply the data collected from our partner school districts. Rather, our interiors experts make intentional selections aligned with user needs. Understanding learning styles enables direct transfer of that knowledge for advised furniture selections.

VLK | EDGE contributes best practices to the educational canon, expects us to transfer our learning in the field of architecture, and urges us to seek the next problem we can solve for our clients. The formalization of VLK | EDGE imbues our practice with focused dialogue built around research findings, where students’, teachers’, and principals’ voices provide foundational authenticity for school design. Research has strengthened us a team, sparked questions related to deep instructional pedagogical beliefs, and spurs us to consider a variety of aspects related to teaching, learning, and space. Additionally, VLK | EDGE drives continual improvement cycles across all market sectors of our firm. We have become expert at identifying what we need to know next with a long list of future research projects.

Our future research includes all facets of our firm. Research focused on examining how architectural spaces influence cognition is growing more apparent. We have all entered a place that just feels right. Interiors might bestow calm or invite exuberance, depending on the design. What causes this? When we walk into a Cadillac dealership filled with light and seating areas that feel like home, why do our brains respond with pleasure?

What does that say about the customer experience and buying behavior? A new car purchase is more than an investment of time and money; the decisions made can affect a person’s life for years. Through initiatives like VLK | CURATION and VLK | EDGE, we are illuminating the idea that buildings are more than just transactional spaces. VLK is dedicated to exploring one of our core beliefs, that what happens in our lives is intricately linked to where it happens.

Space makes place. And just as K-12 and Higher Education spaces affect how we learn, commercial and interior architecture affects how we live—the quality of our experiences and how we remember them. // References: Freire, P. (2001). Pedagogy of the oppressed. New York, NY: Continuum.

Oliveras-Ortiz, Y., Bouillion, D., & Asbury, L. (2017). The impact of learning environments on student engagement. (Research Report).

Retrieved from https://scholarworks.uttyler.edu/edulead_fac/25/ From Top to Bottom: Jones Elementary School, Waller ISD; Energy Institute High School, Houston ISD; Bethke Elementary School, Katy ISD; Dan Dipert Career + Technical Center, Arlington ISD

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VLK CURATION

First, we must curate.

VLK | CURATION is our thorough process of action research with the school district.

Our Educational Planner, Dalane Bouillion, Ed.D. studies district tools such as strategic plans, innovative district plans, goals for curriculum and instruction, current instructional methodologies, academic programs, and state data. These scaffold the firm’s understanding in order to collaborate to form the foundation that will drive all aspects of design.

Using a district leadership focus group, we dialogue about teaching and learning via a Curriculum and Instruction Design Planning Questionnaire. We also use a learning organization tool to discern the current status of the district’s belief system, as well as the intentions for growth, improvements, and educational changes. This is a highly collaborative process involving the same district leaders. VLK Architects also uses a simple teacher observation protocol to study the learning styles of students in the district. Through simple statistics, we can discern the types of spaces that will be most beneficial for learners based on the results of these two tools.

VLK LAUNCH

These types of potential spaces are then considered by a larger team of decision makers where we capture community voice in VLK | LAUNCH. In this process, we invite district leaders, campus leaders, teachers, students, and community/ business leaders to create the conceptual framework, vocabulary, and vision of the project. All participants form a larger design team that ultimately creates the design concept that will result in the actual project. This process is controlled by the district’s priorities established during VLK | CURATION. Design team members are invited by the district and VLK Architects’ staff to work with teams to ensure the conceptual design ideas are feasible.

VLK EDGE

These two processes and our educational practice are informed by VLK | EDGE. This is our overarching system that facilitates our own learning as architectural design professionals, as well as contributes best practices to the educational canon. We not only stay abreast of innovative design opportunities, but also stay current with educational practices. Educational practices must drive our design processes, so extensive understanding of current and future methodologies is crucial. Via a partnership with The University of Texas at Tyler, VLK Architects studies our designed learning environments in order to best understand the educational implications for teaching and learning. This scholarly research results in both national and state presentations and publications. Along with these, our educational practice is informed through a multi-disciplinary approach that integrates all of our market sectors, creating a higher level of design and user experience in our projects.

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VLK LINK VLK | LINK is our comprehensive process of analyzing school districts current and future needs of facilities through review of current conditions, educational adequacy, demographics, and instructional goals to create a long range plan to meet the needs of districts and the communities they serve.

Implementation

C&I Design Planning Questionnaire

Seek & Obtain Board Approval of District Facility Master Plan

ED

UC (IN

AC I L I T Y L&F A S NA SE ICT MASTER PLAN ) I O S DISTR SS AT FORM

Images of Schools

M

Student Learning Styles Survey

VLK | CURATION

EN

Create District Master Plan

T

PARTICIPANT

VL K | C UR A

VL

Create Conceptual Framework of District Facilities

K|

PARTICIPANTS

LA UNC

Visionin Campus Experiences

Commu

Adminis

H

Visioning Committee Community Administration

Left: Elementary Schools Charrette, Keller ISD; Right from Top to Bottom: High School Charrette, Keller ISD; Ken Hutchens, Principal of Creative and Dalane Bouillion, Ed.D., Principal & Educational Planner present at the 2018 EdSpaces Conference; Middle School Charrette, Denton ISD; VLK | Launch Boards

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the power of

POTENTIAL energy TIM KUNZ, PRINCIPAL

When Houston ISD’s Westside High School launched its Geosciences Academy in 2011, something unique was in the air. Westside Principal Lori Lambropoulos worked alongside Dorris Richardson and the education arm of the IPAA (Independent Petroleum Association of America) to kick start this grassroots program. As the program ignited interest, HISD administrators began initiating conversations with energy industry leaders about the future of their workforce and what was needed to help them succeed. An idea began to take shape: what better place than the Energy Capital of the World to build a high school completely devoted to the energy industry?

In 2014, VLK Architects began work with Lori and countless others to make this dream a reality: The Energy Institute High School. As Lori and her team move out of their 1960s renovated elementary school, I could not pass up the chance to discuss how they feel about their new, nextgeneration learning space. See next page for interview.

VLK MADE SURE THAT WE

NEVER FELT LIKE JUST ANOTHER PROJECT;

WE ALWAYS FELT LIKE THEIR ONLY PROJECT. WE FELT LIKE THEY WERE DESIGNING AND MANAGING THE BUILD OF A SCHOOL THEY WERE GOING TO WORK IN OR THEIR CHILDREN WERE GOING TO ATTEND. - Noelle McGregor, Houston ISD Dean of Students 22 2018 | EXPERIENCE | Vol. 5

The many decisions you and your team made throughout the design phase makes this building uncharacteristic of spaces you’ve taught in before. What do you experience as you approach your new building?

Lori: When my team and I approach the main entry, it almost looks like you’re walking into a company rather than a school. As you know, this was an important thread we wanted carried throughout the campus. Kids love it because it makes them feel grown up and important: “Oh my gosh! We’re contributing.” One of our deliverables was integrating industry into the building design. The way something looks makes a difference in how students work and in their creativity level. We pressed to ensure our building design would be conducive to the type of work students would experience as they progress throughout their careers. In a school like this, that was a tall order. It’s not just STEM, it’s ENERGY. Energy is electricity; energy is biomedical; energy is alternative; energy is oil and gas; energy is geo-science. We’ve had several tours and events leading up to our school opening and industry partners come in and say, “Wow! They’re preparing kids for something more.” When you walk in and see the synergy in spaces such as our media lounge, it’s definitely in line with what you might experience in a professional environment.

Which building features do you think will best assist your teachers to deliver Energy’s curriculum?

Lori: As you move throughout our three buildings, you’ll notice a variety of collaborative teaching environments that promote innovation and give students continuous access to learning.

One space that excites our students and teachers is our TED Talk room. It’s been a dream for our students to engage with industry leaders to give presentations on a world-wide platform. The furnishings and live video technology will allow our presenters to connect not only to our media wall and interactive TVs, but industry partners. In this information age, technology itself has torn down the typical walls that confine us to offices and classrooms: in the morning, our students might be working on a project with people from Canada, and by two o’clock they might be connecting with people from Japan. That’s what we’re doing. What better opportunity for students?

How would you summarize the relationship you have with VLK? Lori: Our partnership with everyone at VLK was so genuinely successful because of your ability to advocate for our teachers and our students every step of the way. We feel like we won the lotto with the team you assembled. We needed classrooms that fostered innovation, room for flexibility, transparency between classrooms to engage our students, and lab space that supported project-based learning. The time your team took to lean in and deeply understand what we were doing was amazing. It’s the people who were willing to listen, analyze, and interpret that made this project successful and original. Together, we created something truly innovative.

in conclusion:

As an architect who has been with VLK for the past 13 years, I look back at some of my own highlights and recall a conversation I had with a senior designer. He said, “In your lifetime as an architect, you will work on countless projects, solving immeasurable problems. Of those, there will be 5 to 10 that truly stand out. Those are the projects you will remember the rest of your life.” The design and partnership developed with the Energy Institute High School team will undoubtedly be an experience I will cherish.

I am excited for the energy it has already created and for the opportunities it will present for the future-ready students in our ever-changing world. // Left: Main entry Top Right: Courtyard and Tiered Learning Stair Bottom Right: From left to right - VLK Principal Tim Kunz; Design Professional, Krista Thomas; Energy Institute Principal Lori Lambropoulos; and a Houston ISD student.

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GUIDING the COMMUNITY CLINTON SCHIVER, PRINCIPAL In 2009, Azle ISD entrusted VLK Architects to join them in a long-term vision for their community. The Superintendent, Assistant Superintendent, and School Board were building the foundation for a bold future, transitioning from a compliance-based model to a focus on authentic student engagement. Over the next decade, Azle ISD and VLK would work in close partnership, building trust between us and the community to realize their aspirations.

Azle ISD and VLK partnered with citizens from across the community in an open, transparent, factfinding and planning effort. After many months of strategizing, the resulting long-range facility plan became the cornerstone for the future. Over the next four years, Azle ISD and VLK successfully completed numerous maintenance projects and significant capital improvements using M&O and fund balance. By 2013, with the expanded faith and support of the community, the time was right to pursue a bond election. The citizens’ committee was reconvened to discuss which projects to bring forward; two additions to Azle High School were selected: a new home for Career & Technology Education, and a new competition gymnasium. The 2013 bond passed overwhelmingly.

As Azle ISD continued to achieve their goal of leading the state in student engagement and success, enrollment grew. In the summer of 2016, the citizens’ committee reassessed needs and set as priorities the replacement of two legacy elementary schools, an addition to a third, and improvements in student safety and campus security across all district campuses. Through the VLK | CURATION process, we were able to really pinpoint the goals of the district and implement them into our designs. This process built a solid foundation of shared beliefs: we were aligned with the vision of high student engagement, flexible, learneverywhere environments, and prepping students for success both in school and after. The 2016 Bond passed with overwhelming support.

Today, the new Azle and Walnut Creek Elementary Schools center on the library as the heart of the campus and offer a vibrant, open, learning commons to connect students and drive active engagement.

Wishing to maintain their vibrant history, Azle ISD also invested in the adaptive reuse of the original campuses—both more than half a century old—which are historically significant to the community. Many across the state have taken note of the culture that Azle ISD has built and are inspired by it. We are honored to have contributed and look forward to a continued commitment to the district and all who live and learn there. //

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From Top to Bottom: Azle High School Culinary Arts; New Competition Gym at Azle High School; Career and Technology Education Additions to Azle ISD; Rendering of the new Azle ISD Elementary School

2009

Long Range Facility Plan Eagle Heights Elementary School Renovations

2010

New Transportation Facility Hornet Academy and Science Lab Additions to Azle High School

2012

Culinary Arts Addition to Azle High School

2013

New Multi-Use Sports Facility 2013 Bond Passage

2015

Career and Technology Education Additions to Azle High School New Competition Gym at Azle High School

2016

2016 Bond Passage

2017

Safety and Security Upgrades to District-Wide

2018

New Azle Elementary School New Walnut Creek Elementary School

2019

Adaptive Reuse of Azle Elementary School Adaptive Reuse Walnut Creek Elementary School 2018 | EXPERIENCE | Vol. 5 25

PERSEVERANCE pays off LEESA VARDEMAN, PARTNER & BRIAN SAHRMANN, ASSOCIATE The City of Clifton may be a small town in the northwest corner of the hill country, but through the leadership of the school board and administration of Clifton ISD, they have a very BIG story to tell.

It all started about ten years ago when the school board and administration evaluated their facilities to determine how best to maintain them for students and faculty. The task proved extraordinarily difficult.

After two failed bond referendums in 2014 and 2015, many would choose to kick the can down the road.

Despite the odds, Clifton ISD was determined to try again. In 2015, they hired VLK Architects.

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To address this challenge, VLK Architects used two unique tools, VLK | CURATION and VLK | LAUNCH, over the course of bond planning. VLK | CURATION is a process that collects relevant data across the district that focuses on teaching and learning.

VLK’s Educational Planner, Dalane Bouillion, Ed.D., met with the district to discuss curriculum, implementation, instructional strategies, and how these correlated with their facilities. VLK also worked with Clifton ISD teachers on an observation protocol to collect powerful learning styles data on each elementary student. All this information served

as the foundation of the design process, ensuring purposeful spaces to support engaged, future-ready students.

VLK | LAUNCH is an inquiry-based design charrette developed to afford the community and district staff ownership of the design by involving them throughout the concept design phase. Clifton ISD’s Superintendent at the time, Rhoda White, observed that the “committee really felt that they were part of the process,” and each member became a strong advocate. The bond election was scheduled in May 2016. Using VLK | CURATION outcomes and the implementation of that data in VLK | LAUNCH, the messaging and enthusiasm of the committee’s members permeated the community.

The bond passed with the approval of almost twothirds of voters.

Clifton ISD’s stalwart dedication to serving the needs of their youngest residents has resulted in the new, 68,000 sf Clifton Elementary School serving Pre-K–5th grade, and the Clifton Performing Arts Center, which seats over 700 people. According to Mrs. White, this accomplishment “speaks to the community’s commitment to all [of the] arts.” Collaboration, true partnership, and singular tools were key to bestowing a happy ending on this big story in a small Texas town. We are fortunate to be a part of Clifton’s bright future. //

Left: Clifton Elementary School Right Top: Clifton Performing Arts Center Right Bottom: Clifton Elementary School

IT IS A ONEOF-A-KIND FACILITY IN THE (BOSQUE) COUNTY. ITS ATTRACTIVE FINISHES IN THE LOBBY, TIMELESS COLOR PALETTE, AND UNIQUE ART DISPLAYS ALONG THE WINDOW WALL, REALLY SHOW HOW

VLK HIT IT OUT OF THE PARK - Rhoda White, Former Clifton ISD Superintendent

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H.T. Jones Elementary School, 28 Waller ISD 2018 | EXPERIENCE

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the influence of

WORKPLACE on learning DESIGN spaces NIKI SCHOESSOW PROJECT COORDINATOR; INTERIOR DESIGNERS: HALEY THURSTON, ERIN ROSE, & WHITNEY TONG Many of today’s learning environments look suspiciously corporate, and many of today’s workplaces are designed to foster continuing education. The current designs of working and learning spaces react and respond to each other in a reciprocal manner.

In an ever-connected world, today’s schools have to prepare students to be college and/or career ready. They must be able to communicate and work together, much like they will have to do in the professional world. It’s only natural, then, that the design of learning spaces transition to reflect current corporate and industrial settings, and that workplace design reacts as educational advancements shape the future workforce.

The competitive demand for tech-savvy young professionals has resulted in the consistent call for architecture that proactively supports technology and connectivity throughout a space. Younger generations of workers are accustomed to having the ability to connect in a variety of settings, allowing them to maximize their comfort and therefore, their efficiency. Today’s commercial workplaces are adapting their environments to attract and retain them with interesting, fun, and technologically-infused spaces, leading to a new balance between individual and group space.

To maximize space, minimize cost, and promote more effective work, workplace design has emerged as a balance between traditional long hallways with enclosed, private offices, and the open concept plan with very few walls.

Top: PMG Web Development Office, Fort Worth, TX Bottom: SCM Bios Office, Fort Worth, TX

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IN PRACTICE, WORKPLACES AND SCHOOLS HAVE A VERY SIMILAR GOAL:

Today’s workplaces are filled with natural light, highly flexible, and consider the human factor and ergonomics in its design, allowing the user to choose the setting most appropriate to certain tasks.

In practice, workplaces and schools have a very similar goal: to cultivate innovation and empower each individual to reach his or her full potential.

Drawing on advances in workplace design, today’s transformative learning environments are designed to accommodate different styles of learning, and place an emphasis on flexibility, adaptability, natural lighting, acoustics, technology integration, and connectivity.

TO CULTIVATE INNOVATION AND EMPOWER EACH INDIVIDUAL TO REACH HIS OR HER FULL POTENTIAL.

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Whatever the nature of an organization, commercial, non-profit, or educational, those that focus on performance results recognize that different users thrive in different types of environments and provide settings that bring out the best in an employee or student. Current architectural design recognizes four established work modes that support well-rounded, productive, and happy employees: focus, research, collaborate, and socialize. At VLK, we consider these same factors when designing educational spaces. //

Left: Energy Institute High School, Houston ISD Below: Dan Dipert Career + Technical Center, Arlington ISD

FOCUS Open environments function best when students/employees have a nearby quiet space for a private conversation or heads-down, highly focused work. Focus booths or huddle spaces are generally designed for one to four people, and are often acoustically treated. Students and employees alike are drawn to spaces that allow for choice in level of privacy and provide easy access to resources. Users select an appropriate space for a particular task; choice drives performance and innovation.

RESEARCH

The progressive improvement of technology and the integration of mobile devices has created the freedom to work or learn in a variety of settings and reduced storage needs for physical books and materials, which allows more flexibility in spatial design. The advent of smaller-scale information systems has particularly changed research environments.

COLLABORATE

Collaboration has been the buzz word for the past several years in both education and workplace design. Tech companies like Google are pushing the boundaries of the physical space in which they work by redefining meeting spaces and encouraging playful interaction to promote collaboration.

Some environments are shaped to be tools unto themselves such as tech-heavy spaces that offer teleconferencing capabilities and collaboration among multiple users on an interactive digital board.

SOCIALIZE

Social skills and the ability to competently interact with other people are vital abilities for successful employees in today’s world. Schools have adapted their curriculum and physical spaces to help foster this important skill. Research shows that students are more engaged in school when they are able to mingle with their friends and allowed to move freely about a space. These areas encourage a natural transfer of knowledge.

Bios Partners balances a professional and fun atmosphere and provides its employees with a variety of settings to focus or collaborate. o Multiple meeting spaces o Informal conference o Touchdown spaces

Inspired by Exxon’s corporate campus, Energy Institute High School has a marked corporate design that is research-oriented with a branded environment helps build a sense of place. o Utilizes project-based learning in the pathways of the geo-sciences, alternative energy, and offshore technology o A high-end maker lab allows for student discovery o Media lounge – “Starbucks concept”

PMG, a full-service digital agency for some of the world’s most progressive brands, designed their headquarters with an emphasis on collaboration. o Focus rooms/restaurant style booths: alternative, informal settings to focus or meet o Brain Room/campaign area: promote active, hands-on collaboration and conceptual brainstorming o Open conference space: Versatile for touch-down or formal meetings o Multi-functional island: informal workspace and charging station, coffee hangout or working bar for after-hours activities

The 18 academies at Arlington ISD’s Dan Dipert Career + Technical Center are organized in a manner that creates synergy between the various programs. o Students are visually and physically exposed to all programs through open collaboration spaces and shared resources o Course alignment with local colleges and universities expands access and facilitates community learning

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a PARTNERSHIP thatENDURES

from t

he cli

ent

KEN HUTCHENS, PRINCIPAL OF CREATIVE

JON HALL

Executive Director of Facilities College Station ISD I have worked with dozens of architectural firms in my career, but

I have never experienced a level of personal commitment that will compare to what VLK Architects brings to the table.

Ken Hutchens has been collaborating with College Station ISD for the last 12+ years and has become the ‘go-to guy’ for all significant

space planning and new construction concepts. His vision and integrity set the tone for other VLK staff members who have been key members of the team. Melissa Fleming now leads the team for our CSISD work and her steady guidance keeps us all focused on the important issues, moving us forward to meet our aggressive schedules.

When challenging situations arise, she is one of the best I have ever seen at rooting out the actual problem and developing a clean solution to it.

I remember the long list of deferred maintenance items we needed to cover back in 2013 as we commenced bond planning. VLK immediately brought a thoughtful and organized approach to the table and our anxieties started to melt away. They have that calming impact on planning, especially when it is a big and complicated scope of work. This is the attitude VLK brings to all of our projects. They really know how to identify and correct an issue while it is

Communities Get the Schools They Want —Dr. Bob Thompson, Thompson Executive Leadership Institute

Dr. Thompson’s sentiment is one that often exemplifies our work with clients and perhaps none more so than College Station ISD. The College Station community is a highly engaged one, actively expressing their opinion in all facets of the district, including the architecture of its schools. Beginning with renovations and additions to A&M Consolidated High School in 1996 and continuing to Wellborn Middle School, now open for the 2018/2019 school year, VLK has worked to provide designs that CISD feels will best serve the community’s needs and aspirations. We think the following—excerpts from a reference letter written for VLK by Jon Hall, Executive Director of Facilities for College Station ISD—says it best. We are honored to be veteran members of their team and look forward to a bright future. //

still small and ‘fixable,’ before it evolves into a bigger and more expensive problem.

Another thing we love to do at CSISD is to pay it forward. VLK has arranged many visits for us to see facilities in other school districts, and we always welcome others to come over and visit our facilities as well. VLK’s innovative design solutions for flexible learning and collaboration areas always seem to impress and grab the attention of our visitors. I have to admit that it does feel good to get confirmation from peers in other districts that our facilities respond well to the challenges they are [also] looking to resolve.

VLK has designed the majority of the buildings in our school district. They make us look smarter and more organized than we actually are, which is the mark of a really great architectural firm.

From Top to Bottom: College Station ISD A&M Consolidated High School Additions and Renovations; Pecan Trail Intermediate School; Wellborn Middle School; College View High School

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moving

FORWARD TODD LIEN, PARTNER Our founders created VLK Architects with the goal of providing better client service than anyone else. They built our foundation by listening to clients in order to provide solutions that they desired. As I read the client testimonials throughout this edition of Experience, I believe that we are holding steady to the core beliefs that created VLK Architects. With our collaboration efforts involved in both VLK | CURATION and VLK | LAUNCH, we begin the design process by listening. We have a great story to tell. We know our clients intimately and the needs of the public-school students they serve. We are experts in our field who not only provide solutions but are thought leaders, gathering knowledge and delivering meaningful ideas, to create and transform learning environments.

Today, we maintain five offices across our great State of Texas, Austin, Dallas, El Paso, Fort Worth, and Houston. Our culture of exceptional service defines the values and behavior within VLK and provides the principles that guide us. We exist to inspire and engage our end-users and we measure our success by meeting the needs of our clients; not just by receiving Caudill Awards or other expert design recognition.

It is the students, teachers, administrators, and community members who use our buildings that determine our success. Their collaboration and feedback are paramount to us.

Although we have spotlighted many fantastic examples of our designs in this edition, our process continues to evolve. Many more exciting school campuses and facilities are currently being designed or are under construction. The opportunities that Texas ISDs provide our public-school students is vital to their futures and the ongoing success of this great state. We are grateful that they trust VLK Architects to deliver the schools their communities need and deserve. //

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IN THE WORKS

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AUSTIN • DALLAS • EL PASO • FORT WORTH • HOUSTON 36 2018 | EXPERIENCE | Vol. 5