CELEBRATION THROUGH DESIGN
Pep rallies, proms, and graduations are the common picture of student celebrations, but how else can we spotlight success? In this issue of In Session, we explore how design can bring achievement to the forefront—honoring community, environment, students, and educators.
In our feature article, three K-12 industry experts discuss how rural school design is often a celebration and reflection of community—its people, history, and values.
As outdoor education gains traction, we recommend design elements for creating outdoor classrooms that honor the environment, and the role students play in it.
Display cases stand the test of time, commemorating school achievements. We describe how thoughtful design ensures these marquees pay proper homage.
With his winning entry into our first Show & Tell Contest, Hilton High School Principal Jeff Green inspired us to rethink the staff breakroom and explore design considerations to create sanctuaries for our educators. This spring, Show & Tell heads outdoors—see page 19 for contest details.
Also in this issue, we review New York State legislation that establishes maximum classroom temperatures, draw your attention to NYSED’s Safe Schools by Design Act, and celebrate East Irondequoit CSD’s ASBA Award!
Want to see your idea in the next issue of In Session? We would love to hear more about it. Submit your topic to insession@labellapc.com.
LaBella Welcomes Michael Hoose!
Joining our K-12 Studio is Michael Hoose, a retired K-12 administrator with nearly 30 years of experience. After retiring from his role as Superintendent of Schools at the Cortland Enlarged City School District in 2020, Michael went on to serve as Interim Superintendent for several districts in New York before joining LaBella.
Before his career in public education, Michael held various roles in the private sector, including working as a mechanical designer and owning a cabinet-making corporation. Michael’s background in both education and the private sector makes him a natural choice to assist school districts as they navigate the complexities of capital projects.
“I look forward to my time at LaBella assisting our team in any way possible as we guide communities, superintendents, and boards of education through the process of providing educational opportunities and improving outcomes for students in modern and efficient learning spaces,” he said.
Michael joined the LaBella team in September 2024 as a K-12 Regional Manager.
Legislation Update
New York State Establishes Classroom Temperature Limits: What K-12 Schools Need to Know
By Brett Driscoll, PE, LEED AP | Senior Mechanical Engineer/Project Manager
On December 13, 2024, Governor Kathy Hochul signed legislation (S3397-A/A9011-A) establishing maximum temperature limits for K-12 classrooms across New York State. Strongly supported by the New York State United Teachers (NYSUT), this law aims to protect students and staff from excessive heat in classrooms. High temperatures affect not just comfort, but also cognitive function, attention, and test scores. Numerous studies have demonstrated that excessively warm classroom environments negatively impact student performance, particularly in core academic areas like reading and math.
While the law does not explicitly mandate air conditioning in every classroom, it requires schools to develop comprehensive solutions for maintaining safe indoor temperatures. For many schools—especially those in older buildings—compliance will pose significant challenges, from outdated electrical systems and limited mechanical space to rising energy costs and evolving refrigerant regulations. Addressing these factors will require careful planning and a combination of short-term mitigation measures and longterm infrastructure investments.
At this time, the specific enforcement mechanism for the new temperature limits has not been clearly defined.
While ventilation requirements fall under the New York State Mechanical Code and are enforced by the New York State Education Department (NYSED) through design review and permit approvals, it remains uncertain whether NYSED will play an active role in monitoring compliance through inspections or audits.
Key Requirements
Schools must take immediate actions to relieve heat-related discomfort when indoor temperatures reach critical levels.
Temperature Thresholds and Required Actions:
• Alert Level (82°F): When classroom temperatures reach 82°F or higher, schools must implement measures to reduce heat stress.
• These include turning off overhead lights, closing blinds or shades, increasing ventilation with fans or by opening classroom windows and doors, shutting down heat-producing electronics, and ensuring students and staff have access to water breaks.
• Evacuation Level (88°F): If indoor temperatures exceed 88°F, classrooms and related support services spaces cannot be occupied. Schools must develop a plan to relocate students and staff to alternative spaces whenever feasible. However, the law does not specify what happens if a district lacks available alternative spaces. In such cases, districts may need to send students home, likely as part of their emergency response plans.
continued on page 4
Legislation Update, continued from page 3
How to Measure Temperature:
According to the law, to ensure accuracy, room temperature must be measured consistently in a shaded location, three feet above the floor, and near the center of the room. However, the law does not specify how often temperature should be recorded, who is responsible for taking the measurements, what type of thermometer or sensor should be used, or if temperatures should be recorded and kept for a certain period of time.
Emergency Planning
Requirements: Schools must now address extreme heat events as part of their emergency response protocols. Under Section 2801-a of New York State’s Education Law, districts are required to integrate heat emergency planning into their overall safety policies.
Implementation Timeline: The law takes effect on September 1, 2025, giving districts time to assess their facilities and develop appropriate policies to meet compliance requirements.
Challenges for School Buildings
Many of New York State’s school buildings were constructed decades ago, long before air conditioning was standard.
Variable Refrigerant Flow (VRF) systems are a popular retrofit solution for schools, offering energy efficiency and zoning capabilities—but as the industry transitions to lower-emission A2L refrigerants, thoughtful design and installation are essential to ensure safety.
Adding cooling systems to these facilities to meet modern temperature expectations presents several significant challenges.
Electrical Limitations: School buildings often have electrical systems that were not originally designed to support the additional load required for air conditioning. Many older systems operate on 208V or 240V systems, which may be insufficient for larger or modern cooling equipment. Energyefficient systems often require 480V 3-phase power. Upgrading electrical systems may involve replacing electrical panels, updating transformers, or increasing service capacity from utility providers.
Energy and Cost Concerns: Adding air conditioning will significantly increase energy consumption and utility costs. Without proper management, peak electrical demand charges could become a major expense. School districts will need to balance temperature requirements with budget constraints while optimizing energy efficiency.
Space and Infrastructure
Constraints: Some buildings, especially those constructed before air conditioning was common, may lack the mechanical rooms, ductwork,
ceiling plenum space, or structural capacity needed for traditional cooling systems. Installing ducted air conditioning in these buildings can be challenging and may require costly structural modifications to accommodate these systems.
A2L Refrigerant Transition:
As environmental regulations phase out commonly used refrigerants like R-410A, loweremission alternatives such as R-32 and R-454B are becoming the new standard. These newer refrigerants offer environmental benefits but are also classified as mildly flammable, requiring schools to plan carefully for safety and code compliance— particularly when using Variable Refrigerant Flow (VRF) systems, which involve long runs of refrigerant piping throughout buildings.
Practical Recommendations for School Districts
To prepare for compliance and avoid costly mistakes, school districts should consider the following steps:
Conduct a Comprehensive Assessment: Before selecting a cooling system, districts should evaluate their electrical service capacity to determine if upgrades are needed, perform a full mechanical assessment to
explore viable cooling options, and identify any spatial and structural limitations that may impact system selection.
Explore Alternative Cooling Solutions: Rather than defaulting to conventional air conditioning systems, districts should consider more efficient alternatives. Chillerbased hydronic cooling systems, which circulate water instead of refrigerant, are a viable option. Heat pump chillers can further enhance efficiency by providing both heating and cooling. Additional energy-efficient alternatives include geothermal and high-efficiency air-source heat pumps, self-contained unit ventilators that can be retrofitted into existing classrooms, packaged rooftop units with dedicated outdoor air systems (DOAS), and displacement ventilation systems, which improve air distribution while requiring less cooling capacity.
Prioritize Energy Efficiency: To reduce operational costs, districts should invest in high-efficiency equipment that qualifies for utility incentives.
Implementing building automation systems can further optimize cooling performance by adjusting settings based on real-time needs, lowering energy consumption. Demandcontrolled ventilation strategies— already required in some cases by the New York State Energy Conservation Code and the New York State Education Department—also help minimize unnecessary energy use. Additionally, schools should leverage state and federal funding opportunities to support energy-efficient upgrades.
Plan for Refrigerant Compliance:
As refrigerant standards evolve, it’s important to select systems that not only meet current regulations but are also adaptable to future codes and environmental goals. Planning for compliance goes beyond choosing the right equipment—it should also address ventilation strategies, leak detection, and building codes. Designing with safety and long-term performance in mind can further prevent future costs.
The A2L Refrigerant Challenge
A critical consideration for schools planning cooling upgrades is the ongoing transition to A2L refrigerants. As environmental regulations phase out commonly used options like R-410A, loweremission alternatives such as R-32 and R-454B will become the standard. While these refrigerants offer environmental benefits, they also introduce new challenges.
Safety Considerations: A2L refrigerants are classified as mildly flammable and require additional safety measures depending on the amount (charge) of refrigerant within the system.
To mitigate risks, schools should consider implementing leak detection systems, emergency ventilation, or shutoff systems to ensure compliance with safety regulations.
Design Implications: Cooling systems using A2L refrigerants must comply with ASHRAE Standard 15, as well as applicable state and local building codes. This requires specialized design approaches to ensure that systems meet safety standards and adhere to the necessary regulations.
A Strategic, Long-Term Approach
While compliance deadlines may create pressure for quick solutions, successful implementation of New York State’s classroom temperature law requires more than just short-term fixes. A thoughtful, phased approach will yield more effective, lasting results. Schools can begin by addressing the most vulnerable spaces first, then develop multi-year plans to phase in broader improvements over time. Beyond immediate cooling measures, integrating ventilation, insulation, and shading enhancements— along with energy-efficient systems that reduce carbon footprint—will help optimize building performance and lower long-term operating costs. By investing in solutions that balance efficiency, sustainability, and cost-effectiveness, districts can not only meet the new requirements but also create safer, more comfortable learning environments for years to come.
VRF System Concerns: Variable Refrigerant Flow (VRF) systems are a popular choice for retrofits due to their energy efficiency, reliability, and zoning control. However, VRF systems rely on extensive refrigerant piping throughout buildings, which can introduce potential safety risks when using A2L refrigerants. These risks must be carefully addressed during both the design and installation phases to ensure safe operation.
Rooted in Community: Rural Design Considerations for K-12 Schools
Rural schools face unique challenges—from limited resources and geographic isolation to staffing constraints and shifting community needs. But they also offer opportunities for innovation, creativity, and community-rooted learning experiences.
In this interview, we sought insight from three members of our LaBella team who have extensive experience and valuable perspectives on designing and managing K-12 projects: Justin Shaffer, an architect and project manager with more than a decade of experience in the K-12 market; Courtney Ter Velde, a NYS Certified Interior Designer and Accredited Learning Environment Planner; and Glenn Niles, a former superintendent and school administrator with over 25 years of experience in education.
Below, we explore how we plan and design tailored, creative learning experiences in rural communities—and how we can better support educators and students through project design.
How does your design approach differ when working on a school project in a rural area versus an urban or suburban area?
Courtney: The approach for designing any K-12 project includes the process of design, pre-referendum, and submission phases. We would want to hit the same hallmarks whether it is an urban, suburban, or rural school. Regardless of the size of the school or district, we ensure that the approach is the same.
One way that can be unique when approaching the design at a rural school versus an urban or suburban school is the community.
Understanding the heart of the community—its values and priorities—helps to determine the desires not only of school administrators and staff but also of students, parents, and the broader community’s expectations for a graduate profile.
Meeting with the community to gain an understanding of its unique aspects and history is paramount. We aim to inject highly valued history and culture into modern design approaches without losing that sense of identity.
Creating multi-purpose spaces allows for greater flexibility in programming. Pictured is an area at Arkport Central School District designated as a senior lounge that also doubles as a classroom for home economics.
Glenn: Those are great points. The close-knit culture at rural schools is distinctive. It’s less common to see in an urban school district, outside of smaller elementary schools. The school is often the center of the community, which can make a big difference in terms of the design. It’s important we maintain the school and community history while modernizing the buildings.
Justin: Most rural school districts have fewer buildings than their suburban and urban counterparts, with most having a single building housing grades K-12. Because of this, money tends to go further, since it can be applied to more square footage within one building, as opposed to being divided across multiple facilities. For example, if a district has an approved project budget of $20 million but 10 separate buildings, those resources will be spread thin. With just one building, however, we can focus more strategically on their needs and potentially update or renovate half the building within a single project.
Courtney: To add to that, projects in a single building tend to have a greater impact on the students and staff. Updating the one shared library for grades 6–12 benefits all students directly, supporting curriculum growth, tech integration, and projectbased learning. In larger districts with multiple schools, renovating one library benefits a smaller portion of the student population.
You mentioned culture and community are paramount when designing for rural districts. Can you elaborate on how the planning process is centered around the community?
Courtney: From the start, we ensure that we are helping to facilitate the community’s needs and goals through a series of focus groups and visualization sessions. These can include touring other schools with administrators, gathering feedback from different community groups and business owners, and talking with students directly.
Meet the Experts
Justin Shaffer, AIA Architect & Project Manager
Using that context and knowledge base informs the planning and design in a transparent way. From there, we’re more prepared to execute a successful project if everybody responds positively, feeling that their input has been heard.
Glenn: Stakeholder groups in rural areas are a bit broader.
Engaging a large group throughout the entire process—particularly during pre-referendum and before proposed projects go to vote—can be beneficial in rural districts.
By clearly conveying the proposed improvements to the community and explaining the tax and cultural impacts, buy-in becomes more likely.
Justin: In rural districts, staff and administrators often live within the district’s boundary. These synergies can be very helpful. Their direct experience regarding what impacts not only the school but also the broader community can help inform the design earlier in the process.
continued on page 8
Glenn Niles, Ed.D. K-12 Regional Manager
Feature, continued from page 7
Is space utilized differently compared to urban and suburban schools?
Justin: For curriculum programming, districts are working with the staff, students, and design team to develop and build spaces where more technical or vocational learning can take place.
Due to shifting enrollment numbers in rural districts, there’s often flexibility within the existing school footprint to create hands-on learning environments without the need for an addition— making the upgrades more cost-effective.
We’ve merged classrooms into larger spaces to accommodate the creation of STEAM areas, hydroponics labs, and career
and technical education spaces that allow students to graduate with certifications or college credits. The key differences in design often relate to the types of programs and trade skills being offered. For example, a program with an agricultural component requires a different setup than one focused on automotive technology or robotics.
Glenn: Another reason this is so beneficial is the distance between districts in rural areas can be significant. By using underutilized space, more programming can be done directly in schools now rather than busing students to offsite programs.
Courtney: And it’s not always multiple classrooms or large underutilized spaces that are necessary to design areas where alternative programming can take place. One of the districts we work with has a relatively small middle/high school library, and the librarian has created offshoot programs based on
student interests—like sewing and esports gaming. In a smaller community, there is often a greater opportunity to keep a finger on the pulse of what’s most important to students.
Are there any specific technological needs for students in rural districts that might not be as critical in urban or suburban areas?
Courtney: Yes, Wi-Fi in particular. During the COVID-19 pandemic, many students in rural areas had to sit in their school parking lots to attend classes and complete coursework, as it was often the only place they could access WiFi. In many rural areas, continuous internet access is not readily available. The school may be one of the only places where students and the community at large can access Wi-Fi, opening up opportunities for activities such as job searching and applications, research, and homework.
Adding lights to the tennis courts, like Dansville Central School District did as part of its 2019 Capital Improvement Plan, extends the time available for public use.
Glenn: Some districts will open the library for extended hours, not only after school but also in the evening, so that community members can get Wi-Fi access or use computers.
Are there other types of design considerations that take the public’s needs into account?
Courtney: Absolutely—any type of space where you’d have the potential for community use. Resource centers, for example, can support not only students but parents and families as well. Parents can access information about available services, and students can fill out college applications, among other uses.
Wellness resources are also important. Many rural districts offer free or low-cost access to their facilities, including the track, tennis courts, swimming pool, gymnasium, and fitness and weight rooms. As an example of a community-focused design consideration, we recently
completed a project that added exterior lighting to outdoor tennis courts, extending the hours they could be used by the public.
Justin: Definitely. Providing access to fitness centers can be a great way to build goodwill within the community—particularly in rural areas where access to a YMCA or privately owned gym is limited.
Are there any safety concerns unique to the role the environment plays? For example, rural isolation versus urban density.
Glenn: It’s not limited to rural districts, but one of the major shifts we’ve seen in the last few years that can create exterior safety concerns is the rise in parent drop-offs versus students taking the bus to get to and from school. A recent study showed that more than 50% of students are now dropped off by a parent or drive themselves to school in lieu of riding the school bus.
Safety concerns arise when drop-off lanes, bus queues, and pedestrian paths converge.
When designing school sites, we aim to ensure that parking lots, drive lanes, idling areas, and walking paths work together to keep students, staff, parents, and visitors safe—while alleviating as much traffic congestion as possible.
Courtney: When planning and assessing the best path forward, we’ve started utilizing drone photography and video to map traffic patterns during certain high-traffic times of day to identify challenges that arise during pickup and drop-off. This realtime data better informs the team and helps to design a site that is safe for all.
Have a specific question about rural design? Contact our experts—or come join us at the Rural Schools Association Conference, July 13-15 in Lake Placid, New York!
As part of its 2019 Capital Improvement Plan, Arkport Central School District added a new fitness center within the gymnasium. The design of the fitness center created an opportunity for the space to be used after school hours without providing access to the remainder of the school building.
Unlike traditional indoor classrooms, which can sometimes feel rigid and monotonous, outdoor settings offer a stimulating backdrop that sparks curiosity and encourages active participation. Whether exploring plant life during a science lesson or using natural materials for math activities, students gain a deeper understanding of subjects through hands-on experiences.
In addition to increased engagement, research indicates that outdoor learning can improve academic performance. A study conducted by the American Institutes for Research1 found that students who participated in outdoor education programs achieved higher test scores and demonstrated stronger critical thinking skills. The study also reported improvements in teacher-student relationships, peer-to-peer cooperation, and conflict resolution. The natural environment fosters creativity and problem-solving, helping students grasp complex concepts more effectively.
Physical and Mental Health Benefits
As traditional educational settings grapple with challenges like student disengagement, limited physical activity, and increased screen time, outdoor learning environments offer a refreshing change of pace.
In a traditional classroom setting, students often remain seated for extended periods. Outdoor learning environments, by contrast, encourage movement and discovery. Physical activities, such as exploring nature trails, conducting experiments in gardens, or engaging in physical games, support cardiovascular health, improve motor skills, and reduce the risk of obesity.
Spending time outdoors has also been linked to improved mental health.
Exposure to fresh air and natural light can help reduce stress, anxiety, and symptoms of attention deficit/hyperactivity disorder. According to the American Psychological Association,2 children who learn in outdoor settings tend to have lower levels of cortisol— the stress hormone—and demonstrate greater emotional resilience. These benefits contribute to a more balanced, focused, and positive learning experience.
Improved Social Skills and Collaboration
Outdoor exploration lends itself to group projects and problemsolving activities, fostering collaboration and communication skills. The less-structured setting encourages organic social interaction, helping students build empathy, teamwork, and leadership skills. Teachers also report fewer behavioral issues in outdoor learning environments, as students are less confined and more engaged in purposeful, hands-on experiences.
Environmental Awareness and Responsibility
Incorporating outdoor classrooms into education also fosters a sense of environmental stewardship in students. Handson experiences in nature help cultivate appreciation and respect for the environment. Through activities such as planting trees, studying local ecosystems, or participating in conservation projects, students gain a deeper understanding of sensitive ecological systems. They begin to recognize the interconnectedness of all things— and their role in contributing to a more sustainable future.
A sun-powered globe, digital screen with seating, and group study space bring learning outdoors for the Nanuet Union Free School District. Designed by LaBella as a partner to KSQ Design. Photo Credit: Jacobs
A Natural Next Step for Education
The benefits of outdoor classrooms extend far beyond academic achievement. By weaving nature into educational experiences, schools can boost student engagement, support physical and mental health, strengthen essential social skills, and foster environmental awareness.
References:
The success of these spaces also hinges on thoughtful, inclusive design. When outdoor classrooms are accessible, interactive, and adaptable—featuring elements like whiteboards, defined learning zones made from natural materials, interactive installations, and year-round usability—they become both practical and inspiring.
As educators continue to seek innovative ways to enrich learning, outdoor classrooms stand out as a compelling and effective solution. Embracing these environments can help shape a more holistic and resilient education system—one that nurtures not only academic growth but also personal development and a lifelong connection to the natural world.
https://www.air.org/sites/default/files/downloads/report/Outdoorschoolreport_0.pdf
For example, a case displaying an innovative STEM project completed in the school’s technology wing may encourage other students to sign up for STEM programs in the future.
Display cases also provide a platform for celebrating student achievements and contributions. Schools can use them to highlight academic accomplishments, sports victories, club activities, and community service projects.
Legislation Update
When students see their efforts acknowledged, they feel valued and motivated to continue striving for success. This culture of recognition fosters school pride and encourages peer support and collaboration.
Finally, display cases help reinforce school values and traditions. They can be used to present mission statements, highlight faculty and alumni achievements, or commemorate important school events.
Both traditional and digital cases play a key role in building a strong sense of identity and belonging among students and staff.
Display cases in schools do more than fill empty corridors— they create a lasting narrative of achievement, creativity, and community. By enriching the educational atmosphere, celebrating accomplishments, and strengthening a sense of pride and identity, well-designed display installations—whether traditional or digital—help bring a school’s story to life.
New Capital Plan Requirements Effective
April 2025
In October 2023, New York State enacted a new law—Chapter 529 of 2023, known as the Safe Schools by Design Act—which requires all New York State public schools to update their five-year capital improvement plans to include strategies that support a safe, secure, and healthy school environment. Compliance with this law took effect on April 17, 2025.
Scan the QR code to access the official guidance document released by the New York State Education Department. This resource is designed to help schools meet the new requirements, with a focus on the built, physical environment. Additional resources are provided at the end of the linked document.
Digital displays like Fairport CSD’s Student Hall of Fame and Alumni Wall of Fame are strategically placed in high-traffic areas to encourage real-time engagement and learning. Positioned at natural pause points to draw attention, these installations enhance shared spaces and contribute to a modern, welcoming atmosphere.
Staff Support Spaces
Rethinking the Staff Breakroom: Designing for the Educators Who Shape Our Schools
By Craig Dailey, AIA, ALEP | Senior Project Manager
Remember walking by the staff breakroom when you were a student? It was a mysterious and off-limits place where teachers, administrators, and support staff would recharge between classes. As educational planners and designers, we devote much of our energy to creating student-centric spaces that foster creativity, support diverse learning styles, and promote overall well-being. But what if we applied that same intentional approach to designing spaces for educators?
Teachers spend their days navigating complex learning environments, mentoring students, and adapting to ever-evolving expectations.
Their breakroom shouldn’t be an afterthought—it should be a sanctuary. A well-designed staff space can improve morale, reduce stress, and even support professional collaboration.
Below are key design considerations to transform a breakroom into a restorative, functional space for the people who shape our schools.
Breakroom Must-Haves
A staff breakroom must be responsive to the various needs of educators—just as a classroom is for students. Purposeful design supports comfort, wellness, connection, and even productivity.
Ergonomic seating like cushioned chairs and soft couches help teachers relax after hours on their feet. Creating quiet zones with soft lighting and acoustic control offers space to mentally reset, while calming color palettes— blues and earth tones—further promote relaxation. Natural elements, such as plants and wood finishes, add warmth and cultivate a more inviting, restorative atmosphere.
Kitchen areas should be equipped with essentials such as refrigerators, microwaves, coffee machines, and water dispensers. A mix of tall and low seating encourages both casual conversation and solo downtime, helping to create a welcoming café-style vibe rather than a cafeteria-like setting.
Photo
The physical and emotional wellbeing of educators plays a vital role in student success. When we create spaces that care for teachers—spaces that invite them to rest, connect, and recharge—we reinforce the value of their work and their presence in our schools.
A Space That Works (and Plays)
Educators use breakrooms for more than just eating lunch. A flexible design allows the space to serve multiple purposes throughout the day. Mobile furniture can be grouped or separated to suit different needs—from department meetings and professional development sessions to quiet work time.
Integrating technology tools like interactive whiteboards, projectors, computers, and printers further enhances the room’s functionality, making it a valuable space for collaborative planning and administrative work.
Adding personal touches—such as a “celebration corner” to recognize birthdays, milestones, and staff achievements—helps build a sense of community and appreciation among colleagues.
Contest Winner
Show & Tell: Sharing the Spaces That Matter Most
In our last issue, we launched our first-ever Show & Tell Contest, inviting readers to submit photos of school spaces they’d love to see redesigned—with a focus on how a reimagined environment could positively impact students, faculty, and staff alike. From forgotten corners to overused rooms, you showed us the spaces that deserve a fresh start— and we were blown away by your creativity, passion, and thoughtful ideas.
Congratulations to our winner, Jeff Green, Principal at Hilton High School, whose compelling submission of a staff breakroom in need of a refresh earned him a $500 prize, which was used to used to provide a well-deserved staff lunch for his team! Jeff’s thoughtful entry also inspired the article on this page.
We loved hearing your stories and seeing the heart you bring to your schools every day. That’s why we’re thrilled to announce the return of the Show & Tell Contest for a second round! See details on page 19.
Light, Sound, and Surroundings Matter
Where the staff breakroom is located—and how it connects to its surroundings—greatly influences how it’s used and perceived.
Lighting and sound play a major role in creating a restorative space. Dimmer switches and zoned lighting allow staff to adjust brightness based on the time of day or activity, while acoustically absorbent materials help buffer noise from busy hallways or adjacent classrooms. Wherever possible, prioritize natural light and operable windows with views to the exterior to boost mood, reduce stress, and create a more refreshing atmosphere.
When site conditions permit, access to a patio with seating, shade, and greenery can extend the breakroom experience outdoors.
Inside, rotating art and motivational décor throughout the year keep the environment visually fresh and uplifting.
An Investment in Educators
The physical and emotional well-being of educators plays a vital role in student success. When we create spaces that care for teachers—spaces that invite them to rest, connect, and recharge—we reinforce the value of their work and their presence in our schools.
By treating staff breakrooms as essential, not optional, we’re not just designing better buildings— we’re designing better support systems. Let’s make sure our educators have a place that gives back as much as they give each day.
An Award-Winning Project
Eastridge High School Softball Field
In December 2024, East Irondequoit Central School District (CSD) and LaBella Associates proudly received a Distinguished Facility Award at the American Sports Builders Association’s Technical Meeting and Trade Show in Orlando, Florida. Eastridge High School’s softball field was honored in the Single Field Facility category, showcasing LaBella’s commitment to innovative and high-quality athletic facility design.
As part of East Irondequoit CSD’s 2019 Capital Improvement Plan, LaBella designed a one-acre turf softball field featuring several amenities, including fencing, ball netting, batting cages, bullpens, bleachers, a water bottle filling station, green infrastructure, and ADA-accessible concrete walkways.
The softball field’s location presented several challenges during the design phase. The shallow groundwater table made it impossible to place the new turf field at the same elevation as the existing field. To address this, LaBella designed the new softball field to sit approximately three feet above the existing grade.
Retaining walls were constructed around the entire field while ensuring ADA access to the existing dugouts. This threefoot elevation provided enough vertical space for effective field drainage and the integration of green infrastructure into the proposed design.
The field’s proximity to the adjacent bus facility posed another challenge. Previously, the District’s bus fleet was not adequately protected from foul balls. To resolve this issue, LaBella installed 20-foot-tall ball netting between the field and the bus facility. The netting was integrated with the proposed chain-link fence for a more aesthetically pleasing design. Additionally, the ball netting enhanced pedestrian safety by protecting District staff from foul balls while traversing the parking lot.
East Irondequoit CSD and LaBella have now teamed to create two award winning turf facilities at Eastridge High School, with the school’s multipurpose turf baseball field also winning an American Sports Builders Association award in 2019.
Arkport Central School District
As part of its 2019 Capital Improvement Plan, Arkport CSD enhanced school security by centralizing the entry to the school and District office spaces at the front of the building, establishing a more secure entry procedure.
More information about this project can be found by scanning the QR Code below.
Visit our website for more information:
www.labellapc.com/schools-in-session
ph. (877) 626-6606
insession@labellapc.com