Securing the Grant: Achieving School Funding through Design and Persistence

Securing the Grant: Achieving School Funding through Design and Persistence As school districts across California approach November's bond measure voting season, securing funds for critical facilities projects is top of mind for many School Boards and Superintendents. However, not every district can rely on bond measures to meet their needs, whether due to timing, voter sentiment, or other constraints. This is where alternative funding mechanisms, like state and federal grants, can offer a lifeline for advancing much-needed educational projects.

At A4E, we are committed to helping school districts explore all funding options. Assisting in the fundraising effort is core to getting educational facilities built, and in doing so, we help our clients deliver their LCAP (Local Control and Accountability Plan). Our expertise ensures that we know when to pivot and when to persist, always keeping the end goal in sight: delivering impactful, well-designed learning environments that support the future of education. 

Architecture for Education, Inc. (A4E) | pg. 1

The Architect’s Role: Bridging Vision and Funding As design architects, we spearhead collaboration between the school district, community, and state, ensuring every design not only meets public funding requirements, but also captures the district's unique vision. From the outset, we partner with stakeholders to shape designs that elevate learning, integrate modern educational modalities, and adhere to funding criteria and deadlines. We immerse the community in the process, demonstrating how each design element aligns with their educational goals. We champion the district’s needs when submitting to the state, ensuring their priorities are fully supported. Throughout the process, we prioritize student safety and code compliance, while strategically positioning the project for funding success from its earliest days.

El Monte Union High School District Community Meetings During District Master Planning Project.

The Spark of an Idea: Zoo Crew Technical Education Center Robotics Lab Securing funding can be a long and complex process. A recent example of this persistence paying off for one of A4E’s clients is the El Monte Union School District (EMUHSD) Mountain View High School’s Zoo Crew Technical Education Center Robotics Lab. Since 2016, the Career Technical Education Incentive Grant (CTEIG), administered by the California Department of Education, has been a widely sought-after funding source. It augments local district funding to construct Career Technical Education (CTE) Facilities.

A4E’s CTE project for EMUHSD is a CTEIG funding success story that also represents the launch of a unique and exciting program for students interested in both engineering and the natural world.

Zoo Crew: Engineers Gone Wild! at Mountain View High School was a program conceived by Lee Porter, a now-retired teacher, who was inspired by the possibilities of incorporating biophilic design – basically learning from animals and their habitats to spark engineering creations and address robotics challenges. In anticipation of the program’s long-term potential, EMUHSD sought CTEIG funding to cover the costs of developing a dedicated Zoo Crew facility. In the meantime, the program forged ahead and, since its launch in 2018, it has played a significant role in improving student outcomes. Female enrollment in Mountain View High's CTE pathways surged from 16 percent in 2016 to 46 percent in 2021, while the percentage of classes resulting in “D” or “F” grades dropped from 43 percent in 2016 to just 10 percent by 2020.

Securing the Grant: Achieving School Funding through Design and Persistence

Floor Plan (left); Ribbon Cutting (right)

Fast forward to 2022, when the project broke ground after years of planning and development.

As evidenced by this timeline, the route from project vision to implementation incurred a few twists and turns along the way. But the effort was well worth it, as a year later, in September 2023, the Zoo Crew Technical Education Center Robotics Lab officially opened its doors, ready to provide students with hands-on opportunities to explore engineering and robotics. Now, with the facility in use for over a year, it’s clear that its success was not only driven by persistence and innovation but also by the power of partnership, as securing the necessary funding required collaboration, refinement, and determination over the years. 

Architecture for Education, Inc. (A4E) | pg. 3

The Power of Partnership: Turning Vision into Funding

The Path to “Shovel-Ready:” From Design to DSA

A4E’s initial role on this project involved working closely with Ms. Porter to align the vision for the facility with the school’s program needs. We developed a program, space plan and cost estimate, ensuring the grant application highlighted how the proposed facility would fulfill the state’s CTE goals.

While the initial application passed the CDE points threshold, the score was not high enough to receive funding approval. This was common, as funding for CTEIG grants is typically highly competitive, and from experience, we understood that the state takes a cautious approach in awarding funds, often requiring multiple submissions to secure approval.

Following the CDE approval, in 2020, we submitted to OPSC for funding allocation, worked closely to identify project costs, and were pleased to receive approval without too much delay. OPSC’s approval for Priority Funding put our team’s next steps into high gear.

So, we continued to collaborate with EMUHSD to elevate the application, ensuring that the passion behind the initiative came through. And with each refinement, we made sure the project aligned with the state’s priorities and goals. After resubmitting, we were excited to secure the long-awaited approval from the CDE! But not so fast. Many people are not aware that moving from grant application to funding approval involves navigating multiple tiers of review and approval from three different state agencies. As discussed, the CDE evaluates the project’s design and curriculum in relation to state educational goals. Following this, the Office of Public School Construction (OPSC) allocates funding based on the number of applicants, their geographic context (rural, suburban, urban), and their respective CDE scores. Lastly, the Division of the State Architect (DSA) must approve the Construction Drawings with respect to codes, safety, and other regulations. OPSC will then release funding after validating all of the estimated expenditures including demolition, construction, and installed equipment costs.

In close collaboration with the district’s educational partners, we refined our original student-focused design to foster collaboration, exploration, and innovation.

Aligned with the Zoo Crew's mission to shape young minds into problem solvers and environmentally conscious individuals, our concept for the new 4,000+-squarefoot robotics lab was based on a desire to seamlessly integrate local geography, nature, and engineering elements to create a sense of community for students eager to engage in hands-on learning. Ms. Porter’s vision of a creative, collaborative environment where students could brainstorm in teams, build prototypes in the fabrication workshop, and utilize 3D printing is now becoming a reality. The Zoo Crew Robotics Lab was conceptualized as one-of-a-kind learning space, both for the District and the State of California, nurturing exploration, discovery, and initiative.

Concept Diagrams

Securing the Grant: Achieving School Funding through Design and Persistence

Concept Diagrams

Plan and Render

With all the details in place, by submitting our final design and receiving approval from DSA, the Zoo Crew project was deemed 'shovel-ready,' enabling us to save valuable time and meet OPSC’s funding deadline most effectively. 

Architecture for Education, Inc. (A4E) | pg. 5

Green Light, Go: Ready to Build!

In 2022, when OPSC released CTE funding for the Zoo Crew lab, the years of time and effort came to fruition, and the atmosphere was electric with anticipation.

After navigating the complexities of the funding process, receiving the green light felt like a major victory for everyone involved. We were given a time limit of 18 months to complete construction, but being shovel-ready gave us a running start of about six months. This early head-start was invaluable, allowing us to absorb potential delays related to hazardous material abatement and supply chain issues without jeopardizing the construction deadline.

Persistence Wins: The Journey to Success The Zoo Crew project is emblematic of the complexities in state funding. It won’t happen overnight, nor without vision, persistence, and an understanding of the ins and outs of the process. From submitting multiple versions of the grant application to navigating the multiple tiers of approval, the journey was filled with challenges that at times felt insurmountable.

Yet, the excitement of receiving funding and completing the project after long and concerted efforts alongside our clients made the process worthwhile.

A deep understanding of funding processes is integral to A4E’s advocacy for school districts and is an extension of our passion for driving inclusive and diverse educational opportunities for their communities. Even when the road is long and winding, the new possibilities that we create for students at the end of it make the journey rewarding for all.

Rachel Adams, AIA Partner/Managing Principal radams@architecture4e.com

Architecture for Education, Inc. (A4E) | pg. 6