In Session - Spring 2018

IN Session

Topics and trends for educators and administrators from LaBella’s educational design & engineering team

SPRING 2018

Lessons in design for K-12

spring syllabus

The 1:1 Issue Visiting Mooresville, NC—the Nation’s Pilot District

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20-20 Hindsight on 1:1 Implementation: an Interview with a District CIO

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School Safety Starts in the Bus Loop

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Deciphering SEQR Lingo

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Frequently Asked Questions about Commissioning

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LaBella Welcomes BHNT Architects!

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In Session LaBella Associates |

Spring 2018

LaBella Presents Two Seminars This Fall!

“PUBLIC OFFICE IS A PUBLIC TRUST.”

SCHOOL IS IN SESSION ONE-TO-ONE This January, LaBella was proud to launch a new brand to coincide with our 40th anniversary (above).

While there were many reasons we felt our logo was due for an upgrade, a major one was that our old logo was not serving us well as a digital icon. Our previous logo was developed before it was clear the internet would play such an important part of commerce, communication, and our every day lives.

Computers have been in classrooms for decades now, but the relatively recent introduction of 1:1 integration has been a real catalyst for new curriculums and pedagogies. As districts become more confident in a 1:1 approach, and as pilot classrooms evolve into permanent solutions, more and more districts are ready to design the built environment to support this style of learning. As architects and engineers, we need to observe the functions of a 1:1 classroom, ask our districts different questions, and move beyond replicating the classrooms of our youth.

We hope you will find this issue’s articles helpful. Let us know if there’s a topic we can explore for you by contacting us at insession@labellapc.com.

If you received our Fall issue of In Session, in this space we outlined our Spring seminar focus, School Security.

Our seminar was to be co-presented by Monroe 2-Orleans BOCES Coordinator of Safety/Security Christopher Barrow and LaBella Project Manager Michael Place in April.

The February shooting in Parkland, Florida, sparked a national conversation about a number of issues around school safety. After much debate, we decided not to proceed with our April seminar. Though the seminar had been scheduled for some time, the timing required us to advertise the seminar to our education community at a time when the tragedy was most raw.

Our seminar content was thoughtfully developed to include discussion on a holistic approach to school security, including crime, vandalism, and crisis situations. Our presenters address both new construction and renovation design, and considerations for vehicular, pedestrian, and asset movement, visibility and strategic sight lines, and emergency management systems. These topics remain important for educators, administrators, and facility managers, which is why we have rescheduled our seminar for this fall.

We will also be hosting our first seminar, From Referendums to the Last Addendum: Capital Project Basics, again this fall in the Western NY area. Retired School Business Official Steve Ayers, Financial Planner Charles Bastian, and LaBella Project Managers Kevin Rademacher and Michael Short will reprise last spring’s successful presentation. School Superintendents and Business Officials will leave with a comprehensive understanding of the CIP process. Visit www.labellapc. com/schools-in-session for registration information for both seminars.

In Session LaBella Associates |

Benchmarking

The First at 1:1 - Touring the Nation’s Pilot District Mooresville, North Carolina—an average-sized suburb 30 minutes from the state’s capital, known historically as the home of several Nascar drivers.

In 2007, Mooresville adopted a new claim to fame: it became one of the nation’s first districts to initiate the concept of ‘1-to-1’ technology integration. We traveled South to learn how the district transformed a traditional space—and came back with a new outlook on designing for the 1:1 classroom.

By Stacy Welch and Jackie Driscoll Almost ten years since Mooresville began teaching using a one-toone model, thousands of schools are experimenting with integrated technology and LaBella has become a resource for districts ready to embrace new approaches. Last year, we traveled to Google’s headquarters in New York City to learn more about their “Google for Education” program. It was an eye-opening tour on how to prepare students for a technologically-driven world. This year, we sent a team to tour Mooresville schools where we gained a better understanding—and plenty more questions—about the future of K-12 and what integrated technology means for students, teachers, and designers.

For the last ten years, Moorseville has been on the cutting edge of integrating technology into their curriculum, acting as the catalyst for a nationwide conversation around digital learning. By meeting Mooresville administration and technology facilitators, we gained a better understanding of the impact of this transformation—not only the students’ success and curriculum structure, but ultimately the built environment.

As the nature of their curriculum fosters adaptability, the district’s integration plan has evolved over the last few years to seamlessly weave technology into the classroom, everdriven by the district motto—“Every child, every day.”

Spring 2018

Though the buildings themselves are traditional “brick and mortar”, the district has retro-fitted its interior spaces to create environments conducive to its technology-rich curriculum. As designers, observing how students and teachers interact in each space was instructive.

The typical design of a classroom is necessarily redefined to accommodate the new modes of learning and teaching, and although no two classrooms were set up the same, they all had one thing in common—a need for flexibility.

We are moving into an era that accepts that no two students learn the same way. And as the success of STEAM programs (science, technology, engineering, art, and math) becomes clearer, educators are focusing more on the synergy between disciplines, as opposed to teaching them separately. The days of math, science, and English classes are ending as schools move away from the strict structure of a 20’ x 20’ classroom. Instead, the focus is on preparing students more proactively for higher education and the “real world,” where disciplines are interwoven and knowledge is collective.

The district’s integration plan has evolved over the last few years to seamlessly weave technology into the classroom, everdriven by the district motto—“Every child, every day.”

Flexible learning spaces and 1:1 technology instill independence and allow students to work at their own pace. This model prepares students to make good decisions, and empowers them to decide what they want to work on.

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Spring 2018

Mooresville, continued from page 4 Our responsibility as designers is to design a space that supports the teaching style and curriculum. This means creating environments where students can learn 21st century skills and develop into a community of learners.

As part of Mooresville’s STEAM/STEM learning environment, students have become an extension of the technology staff, offering an “on-call” service to assist the district community with technology support. Mooresville sees this as a great opportunity for students to develop deeper knowledge and expertise in the maintenance of the technology they use every day. Inspired by this experience and Google’s spaces, LaBella is currently designing a “tech bar” for Webster Central School District’s Webster Technology Institute, where students can have their chromebooks repaired and replaced by fellow students.

Part of the emerging interdisciplinary model is to design learning environments that promote idea sharing. Most recently, Mooresville re-purposed an old gymnasium into a large instructional space, where natural light floods the open classroom environment, promoting engagement and positive student interaction. Folding glass partitions allow classes to cross-collaborate, promoting an educational experience that extends beyond one student’s individual learning.

The bit of wisdom that Mooresville’s educators kept emphasizing during our visit is that this transition is about building a community. Teachers come together to share ideas on how to use the newest technology, constantly talking about teaching methods and asking for help from each other when they are stuck.

In Process

1:1 technology empowers students to learn at their own pace while encouraging focus and interdisciplinary skills.

It is important to create spaces that allow for educators to have these conversations—impromptu, semipublic forums where others can join in. No matter what changes come in the future, they said, the district will be prepared to tackle them by leaning on the community of learning they have developed.

There has been plenty written about Mooresville including a 2012 article by the New York Times. Our team would be happy to share more about their visit. Reach out at insession@labellapc.com.

East Irondequoit Students Sign Steel Beam

years, LaBella has partnered with the primary school to develop a design for an inspiring new library that exemplifies modern, progressive educational design.

Constructed in 1957, Ivan Green Primary School was due for an update. As the East Irondequoit School District works to integrate technology, Ivan Green has created spaces to support this transition.

Over the course of the last two

Demolition of the existing library commenced last winter, with the new steel frame erected this spring. In an effort to facilitate a hands-on learning experience and involve students in the construction of their new library, the design and construction team

set aside a structural steel beam for everyone to sign prior to installation.

On April 18th, 2018 the students and faculty joined in the courtyard adjacent to the construction zone to watch the contractors install the beam that they are all now a part of.

The library is scheduled to be complete in time for the 2018-19 school year.

Following steel construction tradition, an American flag and a tree were placed on the beam during the signing and installation.

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Spring 2018

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More Information

How can my students get involved with the ACE Mentor Program?

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he ACE Mentor Program of America engages more than 9,000 students from 1,000 high schools nationally. The program offers a dual purpose exposure and excitement for careers in architecture, engineering and construction, and scholarship support for promising students.

Regardless of the post-secondary plans ACE participants move on to, 80% of students say ACE motivated them to study more, and 95% of recent alumni feel that the program strengthened their leadership, oral and graphic communication, problem-solving, and teamwork skills.

88% of ACE alumni reported that the program gave them an edge over their college peers, and 96% of high school seniors interested in architecture say that ACE strengthened their commitment to the career.

Find your local ACE group at: acementor.org/index.php/affiliates/ new-york

LaBella Team

“I’ve been a mentor for 5 years. I work with the same small group every week, and I’ve provided many past students with letters of recommendation for college scholarships.” - Barbara Burke

LaBella’s Barbara Burke Wins ACE Mentoring Award LaBella Project Designer Barbara Burke was recognized as ACE (architecture, construction, and engineering) Outstanding Mentor of the Year for 2017! ACE, a mentorship program dedicated to student growth, diversity, and industry exposure, only grants one Outstanding Mentor award per region.

As Program Director, Barb works on every angle of ACE Rochester, from crafting each year’s syllabus to attending board meetings and organizing fundraising events. “I love seeing students grow over the course of the program,” she says, “and feel good knowing that this will give them an edge in school and beyond—no matter their ultimate profession.” Barb ensures that students leave the program with a broad knowledge of the industry, a valuable workplace skillset, new friends, and professional connections. “We even have past students who have come full circle and are now mentors,” she says. “I can attest that the future of our industry is in good hands!”

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Spring 2018

Feature

East Irondequoit’s Learning is 1:1—and Hindsight is 20:20 When integrating 1:1 learning into your design, not only will you be looking at furniture and finishes, but the technology that goes along with it. LaBella’s K-12 Studio Manager Kevin Rademacher, AIA sat down with East Irondequoit CSD Chief Information Officer Joe Sutorius to discuss 1:1 initiatives and how to successfully implement them.

We knew we were being successful when we set up dates to collect devices at the end of the year and started getting push back from principals and students that they want to hold on to them until after the last exam.

Joe is a graduate of Hobart William Smith College and is currently in his 22nd year at East Irondequoit CSD. Prior to working in K-12 education he had the opportunity to apply his information technology skill sets in the banking, manufacturing, insurance, and health care industries. Along with Superintendent Susan Allen, he has assumed a leadership role in guiding his school district on its journey towards digital conversion. Here’s what Joe had to say: KR: When did the district decide to move to a 1:1 program?

Who/What was the driving force behind it?

JS: Spring of the 2012-2013 school year, and I have to give all of the credit to our Superintendent Sue Allen. She had been attending conferences and tracking the work of other districts across the nation who had been pioneering this endeavor. We

In Session LaBella Associates |

East Irondequoit CSD was inspired by Vancouver Public Schools and Project RED, which offers resources for districts interested in a 1:1 model.

visited 4 districts within a year and had already formulated where we wanted to start.

KR: What were the initial steps undertaken?

JS: First, BOE approval—once they say yes, all your leadership has to be on board. Teacher buy-in is important too, because there will be push back if you roll it out all at once.

Then we addressed the community and got a lot of support from local businesses, reached out to parents, and developed a cohesive and all-inclusive budget. We knew we needed to a have a plan, and to fund this forever it would need to come out of our operational budget, not special one-time funding or grants.

From the get-go we showed our board what this was going to look like in terms of a commitment from pilot to full blown 1:1. We hired two new IT staff, and calculated how many devices we would need each year. Finally, we formed a Digital Conversion Team.

“In 2015/2016 we pushed out remaining devices to get everyone to 1:1. Grades 3-12 get to take devices home with parent sign-off. Grades K-2 leave them at school locked and charged overnight.”

KR: What challenges were encountered?

JS: At the very beginning, we should have implemented a Learning Management System (mobile friendly, web based portal), as well as organized professional development for administrators. There was some push back from aging teachers resistant to change—we had to convince them this was not a fad, but a cultural shift.

Then, of course, there’s always the 15% of students who want to cause trouble. You need protocols and mechanisms to keep this in check.

KR: What is your cycle for hardware replacement?

JS: Every 4 years for mobile devices.

KR: What is your vision of the “new” classroom?

JS: Get rid of cables, mount everything to the wall where possible, and have flexible furniture and finishes.

KR: What platform & hardware is the District utilizing?

JS: iPads for grades K-8 and Windows laptops for grades 9-12. Teachers felt we needed to better transition the students from high school to college with using Office products so we switched from iPads to laptops at the high school level.

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KR: Do you leverage Capital Project funding to build the infrastructure required to support your technology?

JS: Yes, we do. With ERate and Smartschool funding out there we are always going to use those funds first.

When using operational funds 98% of the time we are going to BOCES for technology aide. We look to see what is on their approved hardware/ software list before even going through our evaluation process.

KR: How are instructors leveraging technology (inside and outside of the classroom)?

JS: Teachers used to work in silos in their classrooms, but now with mobile devices they will be in a teachers’ lounge, library, and in the main hallway collaborating with other teachers. We have also found they are still communicating with students with homework issues even after the end of the school day.

KR: What’s the best advice you would give a District that intends to move to a 1:1 program?

JS: Any of these items could slow you down or derail your effort: •

Leadership needs to be invested.

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Build realistic sustainable budget structure.

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Robust wireless infrastructure, mobile device management tools, and appropriate levels of tech support.

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Device selection, management and logistics.

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Teacher and administrator professional development.

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Learning Management System.

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Most importantly, you need to build a core team to drive this work!

For our complete interview with Joe, and to see more digital resources available, visit www.labellapc.com/ schools-in-session.

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In Session LaBella Associates |

Spring 2018

Campus Safety

School Safety Starts in the Bus Loop In the fast-paced world that we live in, everyone always seems to be in a hurry. Whether it’s a trip to the grocery store or dropping off the kids at school prior to a work commute, time is limited and people have places to go. Couple this with commercial drivers, school bus drivers, and pedestrians, and traffic can be a stressful part of our daily routine—which is often the case on school campuses, where passenger vehicles and school buses regularly cross paths with each other during drop-off and pick-up times. With proper planning and design, however, some of these concerns can be alleviated.

Traffic flow is different at every district. Between the number of buses that need to access the site at a single drop-off time and the quantity of cars dropping off students, there’s no one-size-fits-all approach.

All variables need to be evaluated to provide a customized design that allows students to safely walk into the school. Ideally, designated drop-off lanes for passenger vehicles are separated from buses as well as the school parking lots. Each bus should have a designated space in the bus loop with clear access from its door to a sidewalk, and ultimately into the school. Double stacking (parking buses where

Dansville Central School District houses all K-12 students in one building. Their new bus loop features a parent drop-off lane separated from the bus loop, as well as a crosswalk to ensure safety.

Community

Imagine RIT celebrates 10 years; inspires K-12 school groups This April, LaBella was proud to once again be the K-12 sponsor of Imagine RIT: Innovation + Creativity Festival.

Held annually, Imagine 2018 had a record number of 438 interactive exhibits in science, technology, engineering, arts, and math. Free and open to the public, Imagine provides visitors an opportunity to experience the creativity of the RIT community.

For districts outside of Monroe County, a field trip to Imagine is well worth the drive! Mark your calendars for next year’s festival, April 27, 2019.

As K-12 sponsor, LaBella supports districts and student groups who arrange field trips to the festival.

Feedback from one educator this year was: “Thank you for allowing our group to spend the day at your Imagine RIT event. The students and chaperones were very impressed with how big it was, how diverse the exhibits were, and the fact that it was all student-generated activities... You did an amazing job and now know we will recommend attending again next year as the students walked away with their wheels spinning on what they want to do in college and beyond. Hopefully, you will see some applications from this group in the Fall.”

In Session LaBella Associates |

a student needs to navigate between parked buses) and areas without a defined pedestrian pathway for students provide too many instances in which an accident can occur.

Additionally, passenger vehicle access should be well defined, separated from bus areas, and easy to get in and out of quickly. Often this is achieved with a designated passenger dropoff/pick-up location with space for oncampus queuing of vehicles.

Understanding the age of students also frames the layout of a site design.

Younger children are frequently walked into the building, so a passenger drop-off is less crucial. In this case, short-term parking spaces close to the main entrance are the solution. As students get older and there is less of a need to walk them into the building, a passenger dropoff loop is more practical. A parent may want to watch their second grader walk into the building while a high school parent may not. Aligning a parent loop in line with the main entrance door at the elementary and middle school age becomes more important than with high schoolers.

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the number of pedestrians crossing in front of moving vehicles. Other solutions range from providing alternate routes around dropoff areas to additional points of access based on use (teacher entrance vs. general public access).

Sidewalks need to be wide enough to accommodate the volume of pedestrians and provide the most direct path to the ultimate destination.

This can be from a parking lot, a drop-off location, or from off-campus.

Accessible routes from designated parking as well as drop-off loops are also incorporated into a design.

Arriving at a final plan involves not only designers, but a district’s principals, staff, transportation department, and the community.

Each person accesses and uses the site differently, so it’s important to understand each viewpoint to provide a safe design that is specific to each campus. When the puzzle pieces all come together, the design is something that is efficient, easy to navigate, and safe for all users.

Pedestrian routes add another layer to the design. Barriers, such as fencing and landscaping, limit YOUNGER CHILDREN ARE FREQUENTLY WALKED INTO THE BUILDING, SO A PASSENGER DROP-OFF IS LESS CRUCIAL. AS STUDENTS GET OLDER AND THERE IS LESS OF A NEED TO WALK THEM INTO THE BUILDING, A PASSENGER DROPOFF LOOP IS MORE PRACTICAL.

Prior to renovation, Fairport’s Dudley Elementary (K-2) and Northside Elementary’s (3-5) one-way parking forced traffic to interact with the bus drop-off area, resulting in parents and faculty getting stuck in the bus loop. Now, the schools have separate parent parking and bus drop-off zones.

BEFORE

NEW DESIGN

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In Session LaBella Associates |

Spring 2018

Vocab Lesson

Understanding SEQR Terminology You may have heard of SEQR (pronounced “SEEKER”), the State Environmental Quality Review Act. It requires all New York projects in need of state or local funding/approvals to examine their environmental impacts—meaning that districts must comply for most capital initiatives. Whether you’re undertaking your first SEQR process, or it’s been several years since the last one, we’ve put together some handy definitions.

EAF The Environmental Assessment Form is the paperwork used to document and evaluate environmental impacts.

Involved Agencies Governmental entities that fund, approve, or otherwise undertake some aspect of the project.

Interested Agencies Entities that do not have funding, approval, or undertaking decisions but can contribute to SEQR review due to some interest or expertise.

Lead Agency A single involved agency selected by all of the involved agencies to conduct the SEQR review.

Type I Action A project that is more likely to result in a significant adverse environmental impact and meets certain criteria defined by SEQR regulations.

Type II Action A project that has been pre-determined not to have a significant environmental impact and meets certain criteria defined by SEQR regulations. No SEQR review needed.

Unlisted Action A generally smaller project that is less likely to result in a significant adverse environmental impact (all projects that are neither Type I nor Type II).

Segmentation Consideration of only a subset of the project scope.

Segmentation is contrary to the intent of SEQR, and the entire set of activities or steps for the project must always be evaluated.

SEQR is designed to protect sensitive environmental resources for proposed developments.

Coordinated Review A single SEQR review with input from Involved & Interested agencies (required for Type I; optional for Unlisted).

Uncoordinated Review SEQR review without input from Involved & Interested agencies (only for Unlisted actions).

Negative Declaration (“Neg Dec”) Determination of no significant adverse impact to the environment resulting from the project. Closes SEQR process.

Positive Declaration (“Pos Dec”) Determination of at least one significant, adverse impact to the environment resulting from the project.

EIS (Environmental Impact Statement) A document that is required once a Pos Dec is issued in order to investigate anticipated environmental impacts in detail.

SHPO (State Historic Preservation Office) An organization that helps identify potential impacts to historic buildings & places as well as to archaeological artifacts.

For more information, contact LaBella’s Kathy Spencer at (585) 295-6638 or visit dec.ny.gov/permits/357.html

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Learn More

Frequently Asked Questions: Building Commissioning Building commissioning, a systematic quality assurance process, is now required by energy code—and we have answers to your questions.

Q: Why is building commissioning important?

A: Over time, the wide range of equipment and systems incorporated into K-12 schools have become increasingly complicated and closely integrated. Design and construction requirements have also evolved, requiring buildings to meet more complex code requirements, minimize energy consumption, and promote occupant wellbeing.

Q: Is building commissioning mandatory? What does it mean for my school?

A: The current energy code requires new or renovated building mechanical systems, service water heating, and lighting control systems to undergo commissioning. Projects are eligible for exceptions based on total heating and cooling loads, but generally speaking any medium-to-large project will now require some extent of commissioning.

Q: Why do I need a commissioning agent (CxA)? Aren’t these services already provided by the design engineer and installing contractors?

A: Not necessarily. Although designers and installers are crucial to the construction process and are integral members of the commissioning team, most projects require the specialization of a CxA. Plus, when projects are bid, commissioning services aren’t always included

in the scope or fee. Although the design engineer is usually capable of performing commissioning, many clients choose an independent team.

Q: How does the commissioning process for existing buildings differ from the new construction commissioning process?

A: Existing building commissioning (EBCx) follows the same general standards and best practices as new construction commissioning. However, the CxA has no ability to influence design decisions or the construction process on EBCx projects. Also, the original installing contractors are typically not under contract to support the process and as-built documentation may not be available.

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Q: Are there any incentives available to help me complete existing building commissioning at my District?

A: Yes! NYSERDA recognizes existing building commissioning as a way to increase efficiency and will cover 50% of the cost of an eligible project. These projects can be a good idea to identify energy saving opportunities, diagnose equipment issues, establish the cause of ongoing comfort complaints, and prioritize facility improvement measures.

Q: When should the commissioning agent be hired?

A: For new construction and renovation work, the CxA should be engaged during the pre-design or design phase. On complex projects, CxA involvement during the design phase helps to ensure owner requirements are properly evaluated, allows the CxA to provide constructive input on design documents, and facilitates the planning of the constructionphase commissioning process. To commission an existing building, the CxA’s efforts should be coordinated in a way that accommodates the in-use facility’s daily functionality.

Retro-commissioning, re-commissioning, and ongoing commissioning are all terms used to describe different types of EBCx.

LaBella Welcomes BHNT Architects!

On June 1, 2018, BHNT Architects officially joined LaBella.

BHNT Architects is a Buffalo, NY architectural firm with an extensive portfolio in education design (pictured here is their work at Burgard Vocational High School). All 11 of their designers will be joining LaBella’s Buffalo office.

We look forward to beginning this collaboration and sharing more of their team’s work in future issues of In Session.

LEARN MORE: visit our website for more information

ph. (877) 626-6606

www.labellapc.com/schools-in-session

insession@labellapc.com