Latrobe Report Appendices

Though this was a robust investigation with statistically significant outcomes, the research team recognizes limitations of the research and complications that impacted the study, mainly as a consequence of the COVID-19 challenges that occurred during the data collection phase. Limitations and complications of the research are as follows.

Limitations

• Like all design research conducted in the field, rather than in a lab where variables can be isolated and controlled, there is the always the potential that confounding variables may unknowingly influence a study’s findings. For instance, data collected in schools could be influenced by the quality of the teachers or principals at each school, or the existence of programs that are designed to impact some of the outcomes of interest (e.g., resources unrelated to the building design, such as literacy interventions or whole child interventions).

• Exposure to the school environments being studied may have varied across the range of study participants. For instance, within the student participant group, there were elementary school students, who typically spend most of their day in one primary classroom, as well as high school students, who generally move from room to room for each class period. Likewise, there were teachers who work out of one room for most of the day and others who may move between spaces. The amount and type of exposure to the classroom environment would, accordingly, differ for those who spend hours in a space versus minutes. There was an attempt to address this limitation, such as wording questionnaire and interview guide/focus group questions to reference “the typical classroom” one would experience. However, this difference in exposure and spatial experience may have influenced the participants’ responses.

• Though conflicts of interest were carefully avoided, it’s worth noting:

◦ Perkins Eastman plans to publish and present findings from this study to leverage the company’s thought leadership for marketing and communications.

◦ Perkins Eastman designed new buildings and renovations for some of the schools participating in this study. In some cases, members of the research team who are also associated with Perkins Eastman conducted site evaluations in the same buildings the firm designed.

◦ Perkins Eastman, Drexel University, and Invontics each received a portion of the grant funding from the American Institute of Architects College of Fellows and J+J Flooring to conduct the study.

◦ Perkins Eastman hopes to secure new clients and project contracts based on the thought leadership and expertise this study provides.

• The research team followed appropriate procedures throughout the study, obtaining informed consent from all participants or their legally authorized representatives. However, it is possible the study may have been impacted through undue influence in seeking participation, such as when school administrators asked parents/caregivers to participate.

• The researchers conducted this study using the participating school districts’ definition of what a 21stcentury learning environment looks like. The research team recognizes, however, that a 21st-century school might look different in various parts of the country or internationally. The study also did not address 21stcentury learning in virtual or home-school settings.

• Regarding IEQ, school occupants’ perceptions of environmental conditions may be influenced by such things as windows that remain closed during the winter, or the fact that teachers, rather than students, typically control the lighting and operate the windows.

• Due to COVID-19 pandemic complications, the research team was unable to perform any interviews or focus groups to address Educational Adequacy. The original intent had been to interview, within a representative sub-sample of the schools, school leadership, teachers, and students from both modernized and non-modernized buildings, and an architect who was part of the design team for the modernized buildings. The EA analysis, therefore, was solely reliant on the VAT data and limited questionnaire responses. Without the qualitative understanding from the interviews and focus groups, the EA findings may not have captured a holistic understanding of the impact of modernization on EA.

• A significant gap in the CC data developed when the research team was unable to hold a focus group with Spanish-speaking parents/caregivers at School C, whose children comprise a sizable portion of that school’s enrollment. Without this input, the qualitative data comes from a focus group that is not demographically representative of the student/family population of School C, therefore potentially skewing the results.

Complications

• The COVID-19 pandemic stretched the limits of schools everywhere. Staff/administrators, teachers, and even students did not want, nor need, the added burden of anything above-and-beyond their primary responsibilities. The stressors faced by school stakeholders during this time made data collection for this study challenging, both in terms of getting schools to commit to assisting with data collection (e.g., helping organize parent/caregiver focus groups) to providing data themselves (e.g., completing a questionnaire or providing district-wide archival data).

• A similar challenge the research team faced, which others seeking to study public schools will also confront, is the need to work through school district personnel and school leadership to accomplish the parent/caregiver focus groups and community datagathering. Without questioning the good intentions of

district and school personnel, the fact is that at any time—let alone during the COVID-19 pandemic and its aftermath—these people have numerous priorities, and a research study is unlikely to rise to the top of anyone’s list. This means that, at a minimum, the speed of the study can be severely hampered and, even more problematic, there may be an inability to engage with knowledgeable people with the connections needed to recruit study participants. Having school leadership on board (and identifying the right point-of-contact to engage with at each school) is key.

• There was a challenge related to the participation of minors (i.e., the students) in the study. The study’s Institutional Review Board and one of the participating school districts requested that parents/ caregivers first sign off before researchers could seek informed consent from a child. This step added a layer of complexity when issuing the questionnaire and likely contributed to the smaller number of student participants from that district compared to the other one, which only required Notice of Student Participation be sent to the parents/caregivers before seeking students’ consent.

• Some of the VAT assessments may have received diminished scores because, while the schools in the study had returned to in-person learning, they were still practicing social distancing as a COVID-19 precaution, meaning things like furniture configurations were not typical.

• The research team collected significantly less data than anticipated for the CC portion of the study. The original plan was to develop a Community Connectivity scale that could be used beyond the endpoint of this study; and the research team intended to crossanalyze community profiles with the data gathered from questionnaires, interviews, and focus groups. However, due to the limited responses, a meaningful synthesis of the data was not possible. Thus, the research team could not detect any significant patterns between school modernization and the conditions of a school’s greater community.

Suggestions for Future Research

While the research team developed a comprehensive analysis of the built school environment through this study and found significant benefits from modernization across the three variables of Indoor Environmental Quality, Educational Adequacy, and Community Connectivity, the investigation also raised new questions that warrant further research and potential modifications to the data collection methods/tools used for this study, as follows.

Indoor Environmental Quality: Further Research

The research team suggests the following to further expand the exploration of IEQ in schools.

• Collect IEQ data not only in cold seasons but also in warm months.

• Although this study’s evaluation of school modernization did show improvements in air quality (in terms of particulate matter), there was no significant difference from non-modernized schools in CO2 or occupied noise levels. Despite research that has shown the effect CO2 levels have on cognitive function, this study revealed that current modernization efforts are not having a significant impact on CO2 levels in classrooms. Research-based modernization strategies should be developed to reduce CO2 levels in classrooms.

• Air quality is a complex factor, with many possible contributors and indicators to consider. More multifactor assessments of air quality in school environments should be conducted to better understand this metric and to begin to prioritize air quality metrics to use moving forward. For instance, in addition to CO2 and particulate matter, volatile organic compounds (VOCs) data could also be collected when assessing air quality.

• Given the different metabolic rates between children and adults—and the preferences they have between warm and cool classrooms as a result—future researchers should more closely analyze their ASHRAE Standard 55 calculations following the PMV and PPD method* so they can better understand the two groups’ perceived comfort differences.

• Explore thermal comfort factors holistically (i.e., dry bulb temperature, relative humidity, mean radiant temperature, air speed, clothing level, and metabolic rate) and over time, and the impact across a variety of (e.g.) ages, genders, and races.

• Even though people are typically dissatisfied with acoustics in schools, current modernization efforts are not making significant progress to reduce occupied noise levels. Further investigation should be pursued to generate design strategies aimed at improving occupied noise conditions in modernized classrooms.

• This study revealed a disconnect between perceived satisfaction with classroom noise levels and the noise levels measured on-site. Further research needs to be conducted to understand the complex relationship between noise, engagement, and learning.

• Investigate the acoustic needs of special education and non-native-language learners in classroom environments.

• Better tools/methods could be deployed to measure glare in an indoor environment so comparisons can be made between design level modeling of Annual Sunlight Exposure (ASE) and real-world measurements in the built environment.

Educational Adequacy: Further Research

The research team suggests the following for further exploration on EA in schools.

• One of the factors that generated the most questions from the EA portion of this study was the use of transparency—often through glazed sidelights at doorways and interior windows between formal and informal program spaces, like the view from classrooms into circulation or extended learning spaces. The use of transparency was inconsistent throughout the sample, even among the modernized buildings. In addition, students in their questionnaires said this visual connectivity could be distracting. Unfortunately, given the overall poor response rates from participating schools, there were no questionnaire responses available from the schools that do have transparency

features, where the design purposefully organized instructional spaces around extended learning environments. The issue of transparency should be a topic of further research since these aspects of school design relate to pedagogy, extended learning environments, and the passive supervision and general safety within a learning environment.

• Subsequent iterations of the VAT might consider revising or removing the questions about the “heart” of the school, because the sample did not include enough schools with these types of spaces to adequately test the VAT’s associated criteria and scoring rubric around this feature.

• Build out the VAT to include criteria related to schools’ exterior features (e.g., campus/grounds, parking, pathways).

• The weighting given to the VAT’s overarching categories should be evaluated, including potentially emphasizing Instructional Space and Safety and Security.

Community Connectivity: Further Research

The research team suggests the following for further exploration on CC in schools.

• Given the relatively small number of responses to the questionnaire and the limited focus groups and interviews conducted, future studies would benefit from more data to support or clarify CC findings. This further research could be conducted (1) on the sampled schools in Baltimore and Washington, DC, (2) with different schools in those two school districts, or (3)by working with schools in other districts.

• In the midst of the pandemic, the research team decided not to ask external community members to complete a questionnaire, though the researchers would have preferred to have that data. Each community surrounding a school will have physical locations in which a future research team could either personally be present for defined periods of time to recruit participants or hand out paper copies of the questionnaire for people to complete. Ideally,

the research team would also circulate an online questionnaire through a reliable community partnerorganization that can reach a wide audience.

• Researchers should pose additional questions in the questionnaire, interview guide, and/or focus groups to gather more information from school stakeholders about ways in which schools facilitate connectivity or not. They should also seek to better understand the impacts of that connectivity, such as asking community members exactly how they use open space on the school’s campus/grounds.

• The research team still believes that developing a “Community Connectivity scale” would be a worthwhile endeavor. This would require collecting more data from stakeholders so there is a sufficient base from which to identify patterns in their responses. Questionnaires, focus groups/interviews, and additional or different archival data are good ways to gather this information, followed by statistical analysis and then another analytical process to seek connections between stakeholder responses and the community profiles data. Such a scale would enable communities, school districts, and designers to evaluate whether school facilities are truly meeting the needs of their community—data that can inform decision-making and prioritizations for a school modernization.

General Improvements to the Study

In addition to the above suggestions for future research specific to IEQ, EA, and CC, the research team recognizes that general improvements to the study could include the following.

• Refine the questionnaire to get deeper into IEQ, EA, and/or CC data, in particular.

• Hold additional interviews/focus groups with a more diverse and representative sample of school and community stakeholders.

• Engage principals to a greater degree to increase the number of questionnaire respondents and interview/ focus group participants. District administrator

buy-in is certainly important as well, but based on the researchers’ experience with this study, it does not guarantee access to desired audiences— especially parents/caregivers of students and external community members. The principal would likely know the most effective way to reach their students’ parents/caregivers and also be able to make a connection between the research team and the appropriate staff member or parent-teacher representative, or directly do the outreach to parents/ caregivers, themselves. The principal could also publicly endorse the study, which would make it more likely that others will participate with or provide support to the researchers.

• In schools that employ a Community School strategy, work with the Community School coordinator, who could play an important role in identifying appropriate individuals and making introductions to arrange the data collection.

• Engage with the participating schools’ facility maintenance personnel through questionnaires and/or interviews/focus groups to provide context for IEQ onsite measurements and EA building assessments.

• Seek other kinds of archival data. In this study, the research team was able to identify certain ways modernization impacted trends such as graduation rates and school enrollment. While the research team had access to publicly available data on enrollment, graduation rates, truancy, and standardized test scores—where the researchers uncovered valuable connectivity to modernization status in three of the four measures—schools and school districts routinely collect a wealth of additional data that could lend further support for the modernization of school facilities. Data on such things as the quantity and purpose of student visits to the school nurse, incident reports of bullying, and teacher and staff/ administrator recruitment and retention rates, for example, could provide insights into whether teachers, staff/administrators, and students in modernized schools have more positive well-being and performance outcomes than their peers in nonmodernized schools.

• Consider recruiting teachers and students as data collectors so they can use the experience as a learning opportunity.

• Occupancy Tracker

• Sample Data Summary

Replicating the Indoor Environmental Quality (IEQ) onsite measurement portion of this study should consider the following.

Step 1: Determine the factors to measure

The first thing to do before beginning a study of IEQ is determine what factors are of interest. As was done for this study, it is recommended that the factors selected for study fall under the four main categories of IEQ: thermal comfort, air quality, acoustics, and daylight. Selecting factors within each category will depend on the available resources and technology, the level and length of access provided to the schools, who is available to assist with data collection, and what may be a priority interest to the school/district, themselves. For more information on the factors studied and tools used for this study, see the List of Sensors under the IEQ Replication Resources section.

Step 2: Identify spaces

Once it is known what is being studied, the next step is to determine where the IEQ factors will be studied. Deploying IEQ sensors across an entire school is oftentimes impractical and unnecessary. Akin to this study’s approach, the researchers recommend identifying a handful of “typical use” spaces to capture a sense of the schools’ average conditions. For more recommendations on this step, see the Sensor Location Selection document under the IEQ Replication Resources section.

Step 3: Prepare the toolkits and train people for deployment

Once the what and where are determined, the how and who can be planned. This is also the time for IEQ sensor identification and acquisition and the training of data collectors. Depending on the scope of study, a team could collect data within as little as one week with just a few sensors if the research takes place in one or two schools. But if the scope is larger, as with a district-wide study, more planning and greater detail is necessary to decide (1) the number of sensors needed and how many can be available at one time, and (2) how many weeks they need to be deployed to complete the data collection. If a multi-week study is necessary, establish a data normalization process to ensure that any exterior temperature variations during the data collection timeframe can be accounted for in the data tracking and analysis.

There are several options for acquiring IEQ sensors. If the research team does not have its own tools to deploy, a nearby university with an architecture or building science program, or even the local utility company, may have a toollending or rental library. If the researchers have their own tools, it is important to prepare the sensors following the manufacturers’ instructions to calibrate them properly in advance of the study. Each sensor should also be labeled with a unique identifier, so it is easy to determine what tool was placed in which space, particularly for data download.

A team of individuals may be needed to help deploy the sensors, depending on the scale of the study. During a week-long study, one individual may be able to cover two schools, depending on their proximity to the schools. However, it often becomes challenging for one person to reach much more than two schools without disrupting the schools’ instructional hours. No matter how many assistants are involved, it is helpful to gather everyone together alongside the toolkits before the study begins to walk them through each step of the Training and Deployment Guide, found under the IEQ Replication Resources section, to ensure everyone knows how to prepare and deploy the tools properly.

Step 4: Prepare the schools for deployment

When coordinating data collection within schools, the research team should work with a person from each participating school to help identify typical classrooms and coordinate dates and access to the school for data collection. Before that happens, the research team should inform a broader school audience that the study is occurring. In particular, the team should communicate in advance with every teacher occupying each room selected for the study. A summary should be provided to these teachers, perhaps in an email sent by the school’s principal, which outlines the purpose of the study, the tools that will be deployed, and how it might impact them and their students. Involving the teachers is crucial to proper data collection; otherwise, sensors could be turned off, moved around the room, or even returned to the main office.

To minimize impact during school instructional hours, most of the tools selected for this study are data-logging, meaning they can be left unattended in a classroom and collect data over time. Typically, sensors are deployed outside of school hours, either before class begins in the morning or after school lets out in the afternoon. The data collector may have

to arrive at the school an hour or more before classes begin on the first day of the data collection period to successfully deploy all the sensors, which makes for an early morning. Thus, it is important to coordinate with each school’s pointof-contact so the data collector can get into the building that early and gain access to the necessary spaces.

Step 5: Deploy the tools

Once everything has been coordinated, the sensors can be deployed. Follow the Training and Deployment Guide under the IEQ Replication Resource section for more information.

During deployment, the researchers recommend the following for each room being studied.

• Make sure the researchers have coordinated with each teacher who occupies that room. If the teacher(s) are in the room when the sensors are being deployed, make sure they understand the study and their role in it.

• If the research team is interested in tracking occupancy to more closely analyze the data, ask the teachers in each room to complete an Occupancy Tracker (available under the IEQ Replication Resources section).

• Properly place the sensors, making note of which sensors are being placed in which locations so the data can be easily tracked after the fact.

• The researchers should also leave a business card next to each sensor, alongside a document that briefly outlines the study and what the sensors are measuring. That way, if anyone has any questions, they can call the research team directly.

• The sensors should be checked at least once each day during deployment to ensure they are still working as expected and that nothing has been moved or unplugged. The team should coordinate the time and access for this check-in before the study begins. In some cases, they can arrange with someone at the school to perform the check, such as a maintenance or facilities supervisor, as long as that person is trained in how to do it.

Step 6: Download data and analyze results

Once the data collection period is complete, collect all sensors and download the data to a central location. Each sensor will have a different interface, and ultimately there may be a variety of spreadsheets from each sensor. It is best to group the data by room and then aggregate the per-room data into one spreadsheet to create a summary (refer to the IEQ Replication Resources section for a sample data summary). Analysis of the data may involve things like separating and comparing data of occupied versus unoccupied conditions, averaging data, and visualizing information for easy comparison.

IEQ Replication Resources

To help replicate this study’s Indoor Environmental Quality on-site measurements, the following resources are available herein:

• IEQ — List of sensors

• IEQ — Training and deployment guide

• IEQ — Sensor location selection

• IEQ — Occupancy tracker

• IEQ — Sample data summary

Training and Deployment Guide

The night before you begin a study, complete the following:

• Calibrate the HOBO MX1102A

• Launch the HOBO MX1102A, HOBO UX90 -006, and HOBO Data Logger by setting them to a Delayed Start

• Verify that the batteries in the Tenma have been fully charged and have the correct time.

When you place your sensors at the beginning of every week, please complete your worksheet to locate which sensor was placed in which room for the duration of the study.

You will be using the following sensors to study data in the below spaces in each school:

• Classroom 1

o HOBO MX1102A (CO2, temperature, humidity)

o Tenma 72 -947 (dBA)

o Mounted to tripod:

- PurpleAir PA-II SD (PM 2.5/10)

- HOBO data logger + grey globe + anemometer (Mean Radiant Temperature + Air Speed)

• Classroom 2

o HOBO MX1102A (CO2, temperature, humidity)

o Tenma 72 -947 (dBA)

• Classroom 3

o HOBO MX1102A (CO2, temperature, humidity)

o Tenma 72 -947 (dBA)

• Classroom 4

o HOBO MX1102A (CO2, temperature, humidity)

o Tenma 72 -947 (dBA)

• Cafeteria

o HOBO MX1102A (CO2, temperature, humidity)

o Tenma 72 -947 (dBA)

o HOBO UX90 -006 (occupancy)

o Please note that for the cafeteria, the occupancy tracker should be mounted to the wall (see instructions for more details), but the CO2 and Sound Meter should be placed in a location that is controllable by teachers. This will need to be determined on a case -by-case basis, and may not always be the “Ideal” placement as laid out in the instructions below. Please note the location of these devices on a floor plan for future reference. The priority is to ensure that these devices will not be disturbed during the length of the study.

You will be given a card for each room to explain the sensors and the study. Please make sure to locate this near the sensors, along with your business card.

A i r T e m perat ure / Hum idit y/ C O2 – H O BO M X 1 1 02 A

A complete user manual for this logger can be found here: https://www.onsetcomp.com/resources/documentation/22504-mx1102a -manual

The fo llowing are PE’s recommended steps for setting up this logger:

• Download HOBOconnect from the app store onto your phone or tablet

• Ensure that batteries are installed in the logger. Open the battery door on the back of the logger and insert four AA batteries if needed.

S T E P 1 – CALIB RATE THE DEVICE ( should occur the night be fore the study)

• Open HOBOmobile. Enable Bluetooth in your device settings if prompted. Bluetooth must be enabled on your device and in range for setup.

• In HOBOmobile, tap the HOBOs icon in the bottom left. The logger should appear in the In Range list.

• Tap the row in the In Range list associated with the logger number found on the bottom of the device to connect to the logger.

• Once connected, tap Configure to set up and start the logger.

• Choose the following logger settings: Set logging interval to 10 minutes, set the Start Logging time to Now, and set Stop Logging to When memory fill or On button push.

• Click Start at the top of the screen to deploy the logger.

• Once deployed, take logger to an empty room or outdoo rs to leave for calibration.

• Press and hold the “Calibrate” button at the right of the bottom of the screen until you hear a loud beep. Release the button.

• Leave the logger in place until calibration completes, about 5 -10 minutes. Step out of the room to ensure your breath does not affect the calibration.

• Once calibration is complete, you will no longer see the “Calibrate” flashing in the bottom right, and the numbers on the screen will not be changing as quickly. Stop the logger by pressing and holding the bottom left button until the logger has been stopped.

• Proceed to launching the device after calibration is complete.

S T E P 2 – LAUNCH THE DEVICE ( should o ccur the night be fore the study)

• Open HOBOmobile. Enable Bluetooth in your device settings if prompted. Bluetooth must be enabled on your device and in range for setup.

• In HOBOmobile, tap the HOBOs icon in the bottom left. The logger should appear in the In Range list.

• Tap the row in the In Range list associated with the logger number found on the bottom of the device to connect to the logger.

• Once connected, tap Configure to set up and start the logger

• Choose the following logger settings: Set logging interval to 10 minutes, set the Start Logging time to be when you expect to deploy the sensors on your first day of testing, and set Stop Logging to When memory fill or On button push.

• Click Start at the top of the screen to deploy the logger.

• On your worksheet, make a note of which room the HOBO is being placed in for the study.

• Place HOBO in data-collection location. Sensors should be placed face up or out so as not to block the sensing locations on the device. Place the sensor within the breathing zone (3 ft – 6 ft), away from HVAC equipment, away from windows, and in an area it will not be disturbed by occupants whenever possible. For example, a good location in a classroom is generally on the teacher’s desk.

S T E P 4 – UNLOAD THE DATA

• To Stop deployment, hold down the bottom left button on the reader until the screen says STOP.

• To offload data from the logger, return back to the HOBOmobile app, connect to the lo gger, and tap Readout. The data from the logger will be saved to your device.

• Tap the Data Files icon at the bottom of the screen and then tap the mini-graph to view a larger version of the graph.

• Tap to export the data to an excel file and e -mail the data to yourself.

• Tag this data file with the following criteria: T e m p SCHOOL N AME ROOM Numbe r.xlsx, and store it in the project folder

The Indoor Air Quality Tripod has 4 sensors mounted on it: Air Velocity, Mean Radiant Temperature, Particulate Matters (PM Meter) , and Data Logging. A more detailed explanation for each of the devices will be given below. For setting up the tripod, there are two possible configurations: Deployed Mode, and Compact Mode, which can be adjusted by screwing and unscrewing the black screws in between the metal tubes.

• The Compact mode, should be used when carrying the tripod to the site and from the site, and it should look like this:

• Please protect the sensors at the top when transporting

• The Deployed Mode is used when the sensors are tracking any data, and should look like the image below

Mean Radiant Temperature and Air Velocity Location

PM Sensor

Data Logger

• Make sure that every time you collapse or deploy the tripod, you use the black screw to tighten the metal tubes (there might be sensors attached to these black screws; it is OK to twist the black tubes with the sensors attached to them). DO NOT TWIST THE METAL TUBES at the moment of deploying or collapsing the tripo d:

• The only cable you are going to need to plug into the sensors is the PM Meter’s power chord. Please make sure to connect this cable once the tripod has been deployed, and unplug it before collapsing it.

Chord is supposed to be connected to PM sensor after deployment and before collapsing

This sensor is attached onto a tripod with a series of other loggers. This tripod should be located out of the way of classroom activity to avoid interference by students, but also away from windows, doors, and diffusers whenever possible.

Please communicate to the teacher that this device should remain plugged into the wall AT ALL TIMES during the study.

The following are PE’s recommended steps for setting up this logger: S

• Plug the power block into a functioning wall outlet.

• A blue and green light seen from the top of the sensor indicates the sensor is starting.

• After 10 -15 seconds both lights should turn off and will begin to glow the current AQI color shortly. Make sure the blue LED light next to the SD card flickers from time to time (approximately every 2 minutes)

Red Glow Showing Air Quality Index

S T E P 2 – UNLOAD THE DATA

• To stop the device, all you need to do is unplug it from the wall.

• To unload the data, utilize the tweezers to remove the microSD card from the device.

SD Card

• Connect the SD card into your SD card reader, and plug into your computer. Once connected, locate the CSV file s on the device. Tag this data file with the following criteria: P M SC HOOL N AM E ROOM Number.csv , and store it in the project folder.

Insert SD Card into the card

• After data has been downloaded in this location, please notify the Sustainability Team for revie w.

• After data review has been completed, please delete the content of the SD card, and reinsert the SD card into the slot in preparation for the next launch. To reinsert the SD card properly, the logo should face toward the outside of the device and the m agnetic contacts face inside toward the sensors, or up as shown in the image below.

A i r S pe ed – D e g ree C o ntro ls F 3 50 - o mni

• This sensor is attached onto a tripod with a series of other loggers. This tripod should be located out of the way of classroom activity to avoid interference by students, but also away from windows, doors, and diffusers whenever possible.

• For setup, please ensure that this sensor is plugged in to the #1 and #2 channels of the HOBO data logger and follow the instructions under Mean Radiant Temperature to ensure that device is properly launched and connected.

• The sensor head is an omni-directional air speed sensor. This means it can be installed to face any orientation and pick up air speeds from any direction. However, the inside of the head is very sensitive, so please be careful during transport and placement to not damage this sensor.

M e a n R adiant T e mpe rat ure – H O BO D at a L o g ge r w it h G re y G lo be

• This sensor is attached onto a tripod with a series of other loggers. This tripod should be located out of the way of classroom activity to avoid interference by students, but also away from windows, doors, and diffusers whenever possible.

• Please communicate to the teacher that this device should remain plugged into the wall AT ALL TIMES during the study.

• A complete user manual can be found here: https://www.onsetcomp.com/files/manual_pdfs/17384E%20UX120 -006M%20Manual.pdf

The following are PE’s recommended steps for setting up this logger:

S T E P 1 – LAUNCH THE DEVICE ( Should occur the night before the study)

• Connect the HOBO Data Logger to your computer using the USB cable.

• Open HOBOware

• If you see the HOBO information in the bottom left corner of the HOBOware screen, you will know that the device has been recognized by the software and you can proceed with the launch.

• Click the “Launch” button at the top of the screen.

• Under the “Sensors” section, select the first three sensors and label as follows. Sensors 1 and 3 can be found under Temperature, and Sensor 2 can be found under Air Velocity.

• Under “Deployment”, set the logging interval to 10 minutes. Set the Start Logging to On Date/Time, and select the time that you plan to start the study the following day. Under Stop Logging, select When Memory Fills and Push Button.

• Once complete, press Delayed Start at the bottom right to launch the device.

• The device is mounted to a tripod, which should be set up on the edge of a classroom, out of the way from activity to avoid interference by students. Behind the teachers de sk may be an appropriate location. Please try to play away from the windows, door, and/or directly underneath a diffuser whenever possible.

• Once the tripod is in place, make sure that both plugs are plugged into the wall and tape down wires as necessary.

• If the teacher is there, please inform them that this tripod should remain plugged in during the entire length of the study!

• To stop the device, press and hold the top left button on the device until STOP appears across the screen .

S T E P 2 - PLACE THE DEVICE

S T E P 3 – STOP THE DEVICE

S T E P 4 – DOWN LOAD T HE DATA

• To download the data, reconnect the HOBO Data Logger to your computer and open HOBOware.

• Once the device has been recognized, select the Readout device button at the top left of the screen.

• Locally save the HOBO file to continue.

• A Plot Setup screen will appear. Make sure the three data points are properly identified – Air Temp, Air Speed, and Mean Radiant Temp. At the bottom of the screen, select Plot.

• The data will then plot out onto the screen.

• Se lect File > Export Table Data, and click Export.

• Save this data file with the following criteria: T he rmal C omfo rt SCHOOL N AM E ROOM N um ber csv, and store it in the project folder

d B A – T e nma 7 2 - 9 4 7

A complete user manual can be found here: http://www.farnell.com/datasheets/1842860.pdf?_ga=2.129813132.1086292094.1517276643259333521.1517276643

The following are PE’s recommended steps for setting up this logger:

S T E P 1 – PLACE THE SOUND METER

• On your worksheet, make a note of which room the sound meter is being placed in for the study.

• The sound meter is battery powered. Please make sure to charge and replace the batteries in the sound me ter every day.

S T E P 2 – LAUNCH THE DEVICE

• First, turn on the device by pressing the bottom right power button.

• Above the dBA reading, verify that the device is set to the correct time. If the time is correct, please proceed to the next bullet. If not, follow the sub-bullets below to correct the time.

• TO CHANGE THE TIME, Press and hold the “Setup” button and then press the yellow power button for ~2 seconds. Release both buttons.

• You should see Time flash on the screen, and then the following screen. Press the “Setup” button to advance to the next screen.

• The next screen should show numbers and nn on the bottom. The numbers represent minutes. Press the “Level” button until the screen reads the appropriate time in minutes. Once there, press the “Setup” button to advance to the next screen.

• The next screen shows a number at the top and h – A or P. This represents the hours in AM or PM. Press the “Level” button until the screen reads the appropriate time in hours, and keep scrolling to make sure that AM/PM matches. Once there, press the “Setup” button to advance to the next screen.

• The next screen shows the date. Press the “Level” button until the screen reads the appropriate day of the month. Once there, press the “Setup” button to advance to the next screen.

• The next screen shows the month. Press the “Level” button until the screen reads the appropriate month of the year. Once there, press the “Setup” button to advance to the next screen.

• The next screen shows the year. Press the “Level” button until the screen reads the appropriate year. Once there, press the “Setup” button to advance to the next screen.

• The next screen says Reset. To confirm the settings, press the “Setup” button one last time to advance to the final screen.

• The final screen should show the appropriate date as you have entered, YR – MO – DAY. Press the “Hold” button to lock these settings and return to the main screen.

• The main screen should now show the appropriate time just above the dBA reading. Once complete, power the device off by holding the yellow pow er button for 3 seconds.

• ONCE YOU HAVE CONFIRMED THE TIME IS CORRECT, Press and hold the “Light bulb” button and then press the yellow power button for ~2 seconds. Release both buttons.

• Set interval to de sired number of seconds (45 ) using the “LEVEL” button. Press “HOLD” button when finished.

• Use the “LEVEL” button to change the decibel range. Choose “30 -130” as range. Confirm that the small clock icon does not appear in the lower lefthand corner of the screen. If the icon appears, press the “Setup” button to disable the automatic power off feature.

• Press the “REC” button once to start the recording. “REC” should appear in the bottom right corner of the screen. Meter is ready to collect data.

• While data collection is occurring, return to the device each day to ensure data is still collecting. At this time, press and hold the power button for 3 seconds to turn off the sound meter. This will log the data collected during the previous day.

• Once the meter is off, please replace the battery with a freshly charged reusable battery.

• Repeat Step 2 to relaunch the device for a new day of data collection.

• At the end of the data collection period, you must press and hold the power button to turn off the sound meter B EF ORE removing the batteries or data will not save.

• To unload the data, connect the sound meter via USB to your computer, turn on the Sound Meter, open the Sound Level Meter application, and click the Setup button on the meter to connect.

• Press the Datalogger (D) button.

• Select (doubleclick) the datapoints that match up with your recording time period (there should be 3-4 different data files from your week of study, depending upon how many times the sound meter was restarted) and click Save Data to export a .txt file.

• Open the .txt file in notepad and delete the first row – the header information

• The .txt file can then be imported into excel for analysis by opening Excel, selecting the Data tab, Get Data, From File, From Text/CSV. Select your .txt file when prompted.

• The pop-up window will prompt you how to read the text file. Select “Comma” as you Delimiter, and the data should separate into individual columns showing Date, Time, dBA reading, and unit respectively.

• Tag this data file with the following criteria: S o und SC HOOL NAME ROOM Number DATE o f r e co rding csv, and store it in the project folder.

• After data review has been completed, please clear the sound meter by holding the “REC” button and then press the yellow power button for ~2 seconds until the screen says CLR. This means the device has been successfully cleared, and you can release both buttons.

O c cu pancy – H O BO U X 90 - 0 0 6

A complete user manual can be found here: https://www.onsetcomp.com/files/manual_pdfs/15433H%20UX90-005%26006%20Manua l.pdf

The following are PE’s recommended steps for setting up this logger:

S T E P 1 – LAUNCH THE DEVICE ( should o ccur be fore ro om place me nt)

• Connect the sensor to your computer with USB cable and open Hoboware

• You can Download and install HOBOWare by clicking in the following link https://www.onsetcomp.com/products/software/hoboware

• Click the Launch icon on the HOBOware toolbar

• In the Configure Sensors to Log, make sure that Light and Occupancy are set to State In the “% or Time” Column, make sure Light is set to “off/on” and Occupancy is set to “unoccupied/occupied”

• For Start Lo gging, Select the “On Date/Time ” option, and select the time that you plan to start the study the following day. For Stop Logging, make sure “When memory fills” and “Push Button” are selected.

• Launch the logger by clicking on the Delayed Start option at the bottom right.

S T E P 2 – PLACE THE DEVICE

• The logger will be placed in a cafeteria and has a detection area of 45’ X 38’. Make sure you place the logger approximately in the middle of the longer side of the room (as shown in the image below).

• Make sure to place the logger in a place where it is out of reach of (approximately 8’- 9’ above floor level). Consider using a ladder or a chair to place the logger on the wall.

• The sensor has 4 magnets on the back that can easily attach to any metallic surface. If there is no metallic surface you can attach the sensor to, please use a command tab to mount the device to an appropriate surface.

Place the logger

S T E P 3 – STOP THE DEVICE

• At the moment of picking up the sensor, press and hold the Stop logging button at the top left of the device for 3 seconds. A STOP sign will appear in the screen of the device, which means data is not being recorded anymore.

Stop Button

S T E P 4 – DOWN LOADIN G THE DATA

• Connect the sensor to your computer with USB cable and open Hoboware. Click on the Readout button.

• Locally save the HOBO file to continue.

• A Plot Setup screen will appear. Make sure the two data points are properly identified – Light and Occupancy. At the bottom of the screen, select Plot.

• The data will then plot out onto the screen.

• Select File > Export Table Data, and click Export.

• Save this data file with the following criteria: O ccupancy SCHOOL N AM E Cafete ria.csv , and store it in the project folder.

O c cu pancy – T rack e d b y T e ache r

At the beginning of each week, please give an occupancy tracker worksheet to each teacher (of the 4 classrooms studied) and ask them to track when the classroom was in use throughout the 4-day study period and when it wasn’t.

At the end of the 4-day collection period, make sure to collect this completed occupancy sheet from the teacher.

Scan these sheets and rename the files with the following criteria: Occupany_SCHOOL

NAME_ROOM NUMBER.pdf, and store it in the project folder.

I l l u min ance – E xt e ch E A3 3

A complete user manual can be found here: https://flir.netx.net/file/asset/49036/original

The following are PE’s recommended steps for using this tool:

S T E P 1 : SETTING UP THE S TUDY

• Measurements should be taken in all of the studied rooms twice – once in the morning (between 10 -11AM) and once in the afternoon (between 1 -2 PM).

• Measurements should be taken on a grid throughout the classroom every 5’, as shown below.

• Identify your ro oms in the floorplans, and make sure to note the room number, draw important features like windows and door locations, and note what time you are conducting the measurements and the current outdoor daylight conditions (Cloudy, Partly Cloudy, Sunny)

• 5’ can be measured “roughly” using your feet or using guides such as floor or ceiling tiles.

• For the first round, please open all blinds, turn off all lights, and shut doors into the hallway to avoid capturing electric lighting – we are trying to solely capture the daylight conditions. If there is emergency lighting that cannot be turned off that is interfering with measurements, make a note of it on your plan. For the second round, keep all blinds open and doors closed, but turn on

electric lights and reconduct the measurements to study the impact of both daylight + electric lighting on the space.

S T E P 2 : CAPTURING T HE DATA

• Turn on light meter using the orange button and remove the black cover from the sensor.

• Confirm that the units on the device are being me asured in FC (footcandles) instead of LUX by pressing the bottom right button.

• Measurements will be taken from the white bulb on the sensor, and should be taken at roughly desk height. Please bend down at each measurement to make sure that you are not casting a shadow on the light sensor.

• Hold the light sensor over your head, flat with the sensor facing the ceiling. Make sure your fingers are not blocking the light sensor as you hold it.

• Once bent down and holding the sensor in the proper location, press the H button at the top right to hold the measurement reading. Record this number on your gridded plan and move on to the next point in the grid.

• Press the “H” button again to return to live measurements.

• Scan these sheets, and rename the files with the following criteria: D aylight SC HOOL

pdf, and store it in the project folder

G l a re – C ame ra

FOR IPHONES:

• Open the Manual App ( https://itunes.apple.com/us/app/manual-raw -custom -exposurecamera/id917146276?mt=8) or just search for “Manual Raw Camera” in the app store, and download the first option that shows up.

• Once you open the App make sure to open the settings, on the top right corner of your screen

• Under Settings at the to p right, make sure that the “Save Compressed with RAW” button is on.

• Select JPEG as your Processed Format

• Select Thirds as your Grid Option

• Turn Off Level

• Make sure Histogram, Sound, and Haptics are ON

• At the bottom left of the screen, ensure that the camera is in Manual Mode by clicking the “AUTO” button until the rectangle is no longer colored.

• At the bottom mid of the screen, Alter the ISO to 58 , by swiping up or down.

• At the bottom right of the screen, Alter the Shutter Speed (S) to 1/60.

• At the top left of the screen, ensure that the camera is in Raw Mode by clicking the “RAW” button until the rectangle is no longer colored.

• Please leave these settings consistent for EVERY space that you photograph.

• For the first photos, please turn off all lights and shut doors into the hallway to avoid capturing electric lighting and solely capture daylight conditions.

• Once all the settings are in place, stand in the middle of the classroom and face an outside corner of the classroom, with the corner in the center of the shot, as shown in the image below. Rotate to the other outside corner, and take a second photo.

• Then, turn on the lights and repeat.

• Please keep track of which photos were taken in which classrooms in which school!

• Send these photos to your e -mail, and rename the images as G lare SCHOOL N AM E ROOM N UM BER mo rning/afternoo n R/L, and store it in the project folder

FOR ANDROIDS:

• Open the ProShot App ( https://play.google.com/store/apps/details?id=com.riseupgames.proshot2&hl=en_US)

• Once you open the App, open the settings on the top right corner of your screen

Tap JPEG

• Keep the other settings as shown above

•

at the upper right until it says RAW+JPEG

• Touch the screen to return to the main view

• Make sure the bottom left of the screen shows a rectangle – meaning it is in Normal mode

• Make sure the bottom right of the screen shows an M – meaning it is in Manual mode.

• Set ISO to 55, Maintain Auto for WB, and Select 1/60 for Shutter Speed

• Images will be stored under you Photos as both a RAW file and a JPEG. Please save both to the folder

• Please leave these settings consistent for EVERY space that you photograph.

• For the first photos, please turn off all lights and shut doors into the hallway to avoid capturing electric lighting and solely capture daylight conditions.

• Once all the settings are in place, stand in the middle of the classroom and face an outside corner of the classroom, with the corner in the center of the shot, as shown in the image above, in the iPhone section. Make sure to take the photo in landscape instead of in portrait. Rotate to the other outside corner, and take a second photo.

• Then, turn on the lights and repeat.

• Please keep track of which photos were taken in which classrooms in which school!

• Send these photos to your e -mail, and rename the images as G l a re SC HOOL NAME ROOM N UM BER mo rning/afternoo n R/L, and store it in the project folder

Sensor Location Selection

To select the spaces that were sampled in each school, the researchers used the following procedure:

• First, to represent typical learning environments, the researchers identified all the classrooms within a school dedicated to core-learning. Spaces like science labs, art rooms, and small group areas were excluded in order to focus on the typical core-learning environments.

• To determine the number of classrooms to be studied in each school, the researchers aggregated the total number of core-learning spaces found in all the modernized schools vs. all the non-modernized schools, and targeted a 95% confidence level and 10% margin of error. From this assessment, the researchers determined that four classrooms in each school would be studied.

• The floor plans of each school were then evaluated to identify the core-learning classrooms, which were then further broken down by cardinal orientation (N/S/E/W) and by floor level. The percentage of rooms facing each orientation, and on each floor, determined how the selected four rooms would be distributed within that school. Then, the most centrally located typical classroom for each orientation/floor was identified. Once the classrooms were identified based on the floor plans, they then were confirmed with the school to ensure: the rooms were utilized; they were used for core learning; the rooms’ teachers would be amenable to participating in the study; and the classrooms would be regularly occupied during the study period. For any classroom that did not conform to these criteria, an alternate classroom was selected that did meet these requirements.

• In addition to four classrooms per school, the researchers decided to also study a communal/shared space in each school. The researchers identified the cafeteria as the communal space to study in each school as it was a space that could be found and would remain relatively consistent across each school in the sample. A common space was selected because, at some point in the day, everyone in the school would have access to it, and it may have a higher risk of poor performance due to its size, ability to be maintained, occupancy, etc.

Occupancy Tracker

SCHOOL___________________ ROOM #____________

LATROBE RESEARCH STUDY

Thank you for participating in this study! To help with data collection, we need to know a little bit more about how your classroom is used this week. To help us out, on the following chart please block out the times when your classroom is occupied this week, and note roughly how many people are in the room during those times.

Sample Data Summary

Visual Assessment Tool Replication Resources

• Evaluation Criteria

• Sample Data Summary

Replicating the Visual Assessment Tool (VAT) and implementing it for further study should consider the following.

Step 1: Develop the VAT

The VAT developed for this study was inspired by precedent evaluation tools, was based on the participating school districts’ Educational Specifications, and informed by research current at the time of its development in 2019. The VAT evaluation criteria (available under the VAT Replication Resources section) were developed to assess the building and campus/grounds of a school across several areas of inquiry: Presence, Safety and Security, Community, Organization, Instructional Space (classrooms, art studios, and science labs), Environmental Quality, Assembly, and Extended Learning Environments.

The existing criteria can be adopted to replicate this study, or it can be modified as necessary to suit the research pursuit. To use the VAT as a precedent for a site-specific adaptation, it is helpful to review several areas of focus. First, it is important to understand the focus of the VAT relative to specific instructional spaces and the overarching issues addressing the organization and quality of the school building and campus/grounds. Regarding instructional spaces, for example, the VAT focused on a sample of classrooms, art rooms, and science labs. Additional spaces within a school, however, could be assessed as needed or desired, such as music rooms and other instructional spaces, administrative space, or the main office. The school district(s) participating in the study should review and approve the final draft of the VAT.

Step 2: Develop a method for collecting data on-site

While it would be entirely possible to print the VAT and do the assessment manually, with no more than a clipboard, writing implement, and measuring device (e.g., laser tape measure), online software can greatly facilitate data collection if cellular or Wi-Fi access is available at each school site. This study, for example, relied on

SurveyMonkey.com. (Other widely available online surveying software could certainly be used instead.) By creating a digital version of the VAT, the surveying team was able to use their smartphones to collect and upload both data and photography in real-time as they walked each site.

It is also important to consider the data formatting and output once data has been collected. The research team found that preparing the data for analysis was one of the more labor-intensive aspects of the process.

Step 3: Test the VAT and train the team

The VAT should be piloted in at least one representative school site before the study begins to test the data collection process, the technology being used, and the data output. Review the school’s floor plans and identify the spaces for surveying. For example, this study’s research team identified four classrooms in each school, with varying solar orientations, to coordinate with the IEQ assessment. Once on site, test the entire VAT by completing all its questions.

This piloting process is also an opportunity to train the surveying team on the VAT’s content, the methods and sequencing of the building walkthrough, and to ensure inter-rater reliability. For this study, the five people identified to conduct VAT data collection each evaluated the same building using their own assessment form. They then gathered to discuss the criteria and compared each person’s scoring relative to the overall team scoring. This process created a shared understanding of the VAT’s criteria while underscoring any aspects that needed further refinement or clarifications to ensure inter-rater reliability.

Step 4: Plan and implement the on-site walkthroughs

With the final VAT ready and the data collection team trained, the on-site walkthroughs can begin. The research team should coordinate with school administrators to determine when this can happen. The schedule should allow for sufficient time to complete the evaluation of each site in

a single visit. For reference, this study’s VAT surveying team took approximately two consecutive hours to walk through a typical elementary school, and about three hours at larger schools.

In terms of site photography, the researchers used their smartphones to capture examples of site conditions, such as the design of instructional spaces. They uploaded their images directly into the online surveying tool (the VAT on SurveyMonkey.com) as they were photographed in the field, simplifying the data collection processing necessary following the walkthrough. Be aware that school districts may limit the use of photography that includes people. Before beginning VAT data collection, future researchers should consult with school/district administrators to understand any limitations associated with on-site photography and its use in publication.

Step 5: Process the data

The research team can process data collected by the VAT after each on-site evaluation or at the end of the entire process. If the time allows, however, the former approach might be preferable because researchers could immediately flag and address any issues arising from the data collection process.

Processing the data should include a means of compiling and visualizing it for comparison across schools on each of the VAT factors and the questions under each of those categories, a sample of which is available under the VAT Replication Resources section. A variety of software can help accomplish this task, such as Microsoft Excel and Microsoft PowerBI. The compiled data can then provide the rubric for evaluating each school’s VAT score relative to others. It can also provide the inputs for statistical analysis, as desired.

VAT Replication Resources

To help replicate this study’s EA visual assessment onsite measurements, the following resources are available herein:

• VAT — Evaluation criteria

• VAT — Sample data summary

Evaluation Criteria

Copy of Latrobe Prize EA-VAT

INTRODUCTION

*1. What is the name and location of the school being surveyed?

*2. What day are you surveying on, and what time are you beginning your survey?

Date / Time

Date MM/DD/YYYY hh mm TimeAM/PM

Copy of Latrobe Prize EA-VAT

PRESENCE

The intent of this section is to assess the first impression, the "civic presence" of the building and its site, and their ability to be welcoming to the community. Please only assess the school and its grounds, not the surrounding context that is beyond the control of the school district. Use a site plan, building plans and a walk around the building finishing at the front door to make the assessment.

3.Curb Appeal / Site Impression

The grounds are clean. No litter is visible.

The landscape is well kept (leaves are raked), not overgrown, or dead. (Allow for seasonal variation.)

School signage is in good condition and accurate. Sidewalks leading to and from the building are in good condition (e.g.: not cracked, broken or mismatched).

4.Entry

The entrance is easily identified, and inviting.

The building appears to be well maintained and in good condition.

The walk up to the building appears handicapped accessible (i.e.: there are no stairs or other barriers that would appear to prevent wheelchair access.)

The area is free of litter, leaves and graffiti.

There are direct sight lines (at a minimum via windows into the Main Office or from Security) that allow an adult to supervise a visitor's approach.

The doors and other elements of the entry (stairs, windows, etc.) are in good condition.

5.Site

The perimeter of the site is clearly indicates that you are on school grounds (e.g.: via a fence, sidewalk or other elements denoting a property boundary).

The approach to the front door is open and inviting.

A variety of outdoors spaces are available that are appropriate for the age of the students (playgrounds, ball fields, hard surfaces like four square and/or basketball).

The fields, hardscape and any playground equipment appear to be in good condition.

Many of the active outdoor spaces (playgrounds, fields) are adjacent and are all visually accessible, enabling one or two faculty the ability to supervise Recess and other outdoor activities.

All parts of the site are visually accessible for supervision by someone inside.

6.Architecture

The building is "civic architecture" - it feels "important"

The entire facade (all sides of the building) are clean, and well maintained Windows are clean and clear (you can see through them well)

Security apparatus is unobtrusive (e.g.: no evident security bars/grills on windows)

HVAC (air conditioners, rooftop mechanical units) and other mundane building systems are concealed

7.Community Access

The building is zoned for active community use without disruption of school activities (e.g.: classrooms are zoned distinctly from gyms, auditoriums, and other facilities that the community may use.)

Spaces that may be used by the community - theater, gyms, clinic - are well organized and easy to find from the school's entry, or they have their own entry.

Spaces that may be used by the community are impressive and may access the "heart" of the school (if one exists).

There are doors that can be closed after hours to limit access by the public to only the community use spaces in the building.

8.Vehicular Circulation

Vehicular access onto the site is clearly distinct from pedestrian circulation

Parking on-site is sufficient (there are enough spaces for the cars parked)

Service of the building (deliveries and garbage) occurs away from the school's entrance

There appears to be sufficient space for dropping off and picking up (often along the curb, assume 6 to 8 car lengths)

9.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

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Safety & Security

This section is intended to assess safety and security broadly, assessing site lines, transparency, program locations and other factors that represent both "hard" and "soft" approaches to school safety. Use plans and a walk through to make the assessment.

10.Entry

The walk up to the building is easily visually supervised by the Main Office and/or Security within the building.

There is a secure entry vestibule that can restrict visitor access to only the main office (e.g.: after entering from the outside, a visitor cannot walk further into the building unless they enter the Main Office).

There is sufficient space in a lobby to allow students and visitors to wait to enter the building out of the weather

11.Building Design

Security desks and equipment - if present - is well integrate d into the space (e.g.: it doesn't look like an afterthought).

Despite the security precautions, the experience is more welcoming than threatening.

Visitors are directed clearly to a single point of entry into the building.

Sight lines from outside to students in classrooms inside the building are not direct (i.e.: because the window sills are too high or by other means of obstructing views).

Areas for community use (gym, auditorium) are clearly zoned and distinct from student-only spaces (classrooms/labs).

Sight lines to and from the entry are not obstructed by landscape or other site elements.

12.Organization & Interior Space

Some administrative (i.e.: Assistant Principal offices, but not the main office) or student support offices are distributed throughout the building.

The building provides smaller groupings of students by grade levels, teams, houses or academic neighborhoods

Sections of the building (e.g.: "neighborhoods") can be easily closed off (e.g.: using doors) in an emergency situation

The building provides sufficient transparency throughout so that no major space formal or informal feels unsupervised.

The building frustrates bullying and other inappropriate behavior by reducing hiding spaces, and allowing for easy supervision of staircases, bathrooms and other spaces typically free of adults (i.e.: by using open or no doors).

13.Instructional Space

Has visual connectivity to the adjacent hallways/interior public space allowing people to see and be seen.

Windows into the adjacent hallways/interior public space are not papered over, or otherwise obstructed.

Provides space for the entire class to easily get out of sight in an emergency to shelter-in-place.

Provides direct access to adjacent rooms that can be used for egress, if necessary.

Makes locking the door easy i.e.: via self-locking hardware.

14.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

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COMMUNITY

This section is intended to assess how the architecture is designed to foster relationships and build a sense of community within the building. Use plans and a walk through to make the assessment.

15.ENTRY

Begins to manifest the culture of the school through well organized art, graphics, other means

Is clean, uncluttered, and easy to circulate around and through

Allows for students, parents and faculty to gather informally outside of the building (i.e.: in an entry plaza)

Allows for students, parents and faculty to gather informally inside of the building (i.e.: in an interior place that is more than a corridor)

16.HEART OF THE SCHOOL

Provides a place for the entire school community to gather informally and formally

Is at the "crossroads" of the school where people naturally cross paths

May capture circulation space but is not exclusively circulation

Connects multiple levels in a multi-story school

Organizes assembly and other publicly oriented program spaces (theater, gym, and/or cafeteria)

Provides some places and opportunities to sit either through built-ins or furniture.

17.CAFETERIA/DINING (for a "Cafetorium" answer ques. 17 and 20 about this space)

Is connected to the heart of the school if one exists

Takes steps to reduce the perception of being a large institutional space

Has reasonable acoustics so that conversations can be heard well

Offers a variety of seating options to accommodate different size groupings

Can be easily used for other events (dinners, awards programs) and has good sight lines, etc. that would allow for this.

Looks clean and the finishes (paint, counters, etc.) are in good condition.

HVAC and other infrastructure (like piping) is not visually obtrusive (e.g.: exposed on walls or in windows)

18.Please measure and the enter the square footage of the Cafeteria (e.g.: 2500 sf)

19.Please measure the ceiling height of the Cafeteria (e.g.: 12'-6")

20.ASSEMBLY SPACE (see ques 17 for "Cafetorium")

Is located in a gym (gymatorium) or cafeteria (cafetorium)

Is accessed from the heart of the school, if one exists

The stage is large enough for varied performances and assemblies featuring, at least a class of 24.

Has adjacent space outside its doors for prefunction activities (ticket sales, waiting, socializing)

21.ACADEMIC NEIGHBORHOODS

Are clearly defined as a subset of the larger school

Is easily accessed by the external communi ty from the building entrance

Can accommodate a gathering of the largest subset of the school (up to 1/2 of the school's enrollment)

HVAC and other infrastructure (like piping) is not visually obtrusive (e.g.: exposed on walls or in windows)

Foster easy communication and interaction between co-located instructional spaces (doors open to a shared space, interior windows oversee shared space)

Provide convenient faculty collaborative space within each neighborhood

Provide "extended learning space" for student breakout activities and informal interaction

22.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

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ORGANIZATION

This section is intended to assess whether the programs within the building are intentional organized to support the school's mission and vision, or whether they are located in an ad-hoc and haphazard manner. Use plans and a walk through to make the assessment.

23.MAIN OFFICE

The main office is adjacent to the front door

The main office is directly accessible from the entry lobby/vestibule

The entry lobby can limit public access to only include the main office (not the rest of the building)

The main office is open and inviting to students through transparency (windows) or other means.

24.ACADEMIC ORGANIZATION

The entire building is logically structured (grades are co-located in an elementary or middle school, music and art rooms are together, etc.) with regard to program adjacencies

The building creates logical groupings of smaller scale: i.e.: grade level, interdisciplinary neighborhoods, or academies.

Way-finding and orientation within the building is clear and easy

25.STUDENT SUPPORT

Student support spaces - counseling, social worker, psychologist, etc. - are distributed to provide easy access to students

Student support appears welcoming and access is easy - spaces are not buried in a suite

While inviting, student support spaces appear to provide appropriate levels of privacy (there are private places to meet: conference rooms and/or private offices)

26.FACULTY COLLABORATION

There are faculty collaborative spaces distributed on every floor of the building

These spaces are integrated into neighborhoods or otherwise convenient to instructional space

The spaces provide tables and chairs that allow for small group gatherings

These spaces provide resources that would informally draw teachers together - coffee, copiers, etc.

27.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

CLASSROOM 1

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

28.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

29.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

30.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

31.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture that would allow for this, like a small table with chairs)

32.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

33.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

34.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

35.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (facin g outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

36.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/con trollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

37.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

38.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

39.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ease eye strain (i.e.: on one wall or a small subset of wall surfaces)

40.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wall s or ceiling

41.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pres ent

42.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

43.Please measure and enter the ceiling height (e.g.: 9'-2")

44.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

45.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

46.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

47.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

48.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

49.If there are no students in the room, please take and upload a photo of the primary Teaching Wall.

Stand back as far as you can opposite of the Teaching Wall and take a photo of the wall of the classroom/lab. Upload the first here

No file chosen

50.If there are no students in the room, please take and upload a photo of the wall opposite of the primary Teaching Wall.

Stand back as far as you can and take a photo of the room. Upload the second here.

No file chosen

51.Please take and upload a photo of the view out of the window.

No file chosen

52.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

53.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

CLASSROOM 2

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

54.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

55.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

56.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

57.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture that would allow for this, like a small table with chairs)

58.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

59.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

60.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

61.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (facin g outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

62.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/cont rollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

63.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

64.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

65.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ease e ye strain (i.e.: on one wall or a small subset of wall surfaces)

66.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wall s or ceiling

67.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pres ent

68.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

69.Please measure and enter the ceiling height (e.g.: 9'-2")

70.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

71.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

72.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

73.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

74.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

75.If there are no students in the room, please take and upload a photo of the primary Teaching Wall

Stand back as far as you can opposite of the primary Teaching Wall and take a photo of the room. Upload the photo here.

No file chosen

76.If there are no students in the room, please take and upload a photo of wall opposite of the primary Teaching Wall

Stand back as far as you can and take a photo of room. Upload the second photo here.

No file chosen

77.Please take and upload a photo of the view out of the window.

No file chosen

78.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

79.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

CLASSROOM 3

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

80.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

81.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

82.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

83.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture that would allow for this, like a small table with chairs)

84.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

85.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

86.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

87.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (facin g outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

88.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/cont rollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

89.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

90.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

91.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ease e ye strain (i.e.: on one wall or a small subset of wall surfaces)

92.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wall s or ceiling

93.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pres ent

94.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

95.Please measure and enter the ceiling height (e.g.: 9'-2")

96.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

97.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

98.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

99.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

100.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

101.Please take and upload a photo of the view out of the window.

No file chosen

102.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

103.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

CLASSROOM 4

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

104.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

105.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

106.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

107.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture t hat would allow for this, like a small table with chairs)

108.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

109.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

110.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

111.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (f acing outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

112.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/con trollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

113.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

114.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

115.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ea se eye strain (i.e.: on one wall or a small subset of wall surfaces)

116.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wal ls or ceiling

117.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pr esent

118.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

119.Please measure and enter the ceiling height (e.g.: 9'-2")

120.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

121.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

122.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

123.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

124.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

125.Please take and upload a photo of the view out of the window.

No file chosen

126.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

127.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

CLASSROOM 5

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

128.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

129.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

130.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

131.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture t hat would allow for this, like a small table with chairs)

132.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

133.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

134.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

135.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (f acing outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

136.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/con trollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

137.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

138.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

139.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ea se eye strain (i.e.: on one wall or a small subset of wall surfaces)

140.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wal ls or ceiling

141.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pr esent

142.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

143.Please measure and enter the ceiling height (e.g.: 9'-2")

144.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

145.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

146.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

147.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

148.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

149.Please take and upload a photo of the view out of the window.

No file chosen

150.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

151.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

CLASSROOM 6

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

152.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

153.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

154.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

155.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture t hat would allow for this, like a small table with chairs)

156.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

157.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

158.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

159.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (f acing outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

160.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/con trollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

161.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

162.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

163.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ea se eye strain (i.e.: on one wall or a small subset of wall surfaces)

164.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wal ls or ceiling

165.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pr esent

166.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

167.Please measure and enter the ceiling height (e.g.: 9'-2")

168.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

169.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

170.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

171.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

172.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

173.Please take and upload a photo of the view out of the window.

No file chosen

174.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

175.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

ART ROOM

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

176.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

177.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

178.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

179.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture t hat would allow for this, like a small table with chairs)

180.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

181.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

182.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

183.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (f acing outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

184.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/con trollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

185.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

186.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

187.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ea se eye strain (i.e.: on one wall or a small subset of wall surfaces)

188.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wal ls or ceiling

189.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pr esent

190.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

191.Please measure and enter the ceiling height (e.g.: 9'-2")

192.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

193.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

194.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

195.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

196.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

197.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

198.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

SCIENCE ROOM/LAB

Classrooms to be surveyed should overlap with IEQ. For an Elementary School, survey: One PreK, Two K-1st Grade, and Two Grade 2nd-5th classrooms for a total of five rooms. For a Middle School or a High School, survey 4 typical classrooms in each (coord. with IEQ). Additionally, in every school, survey an art room and a science lab if one exists. You will need a laser measuring device.

199.WHAT IS THIS ROOM USED FOR?

PreK or Kindergarten Classroom

1st to 5th Grade Classroom

Middle School Classroom

High School Classroom

Other (please specify)

Art Studio

Elementary Science Room

Middle School Science Lab

High School Science Lab

200.Please measure the width and length of the room and calculate and enter the approximate square feet of the room (e.g.: 750 sf)

201.SIZE

Provides 1200 sf or more (assuming 24 students per class)

Provides 900 sf to 1199 sf (assuming 24 students per class)

Provides 720 sf to 899 sf (assuming 24 students per class)

Provides 600 sf to 719 (assuming 24 students per class)

Provides less than 600 sf (assuming 24 students per class)

Provides ample storage space within the classroom (there is no evident storage of materials or equipment without a "proper" place)

Has plenty of space to circulate around the room and to move and adjust furniture as desired

202.SHAPE

Has a variety of flexible spaces (defined by furniture or walls) that can be adapted to student needs

Well proportioned (length to width) to allow for good site lines and conversation among the class

Is either slightly rectangular or L-shaped (without compromising site lines) in plan

Is not too deep (not over 25 feet, measured from the windows) so as to limit natural light throughout

Allows for a variety of individual, small group or "push-in" (one-on-one or small meetings with a tutor or additional teacher) activities (look for furniture t hat would allow for this, like a small table with chairs)

203.EVIDENT MODE OF INSTRUCTION

Lecture (tables in rows generally facing a single direction)

Seminar or Large Group Discussion (i.e.: all student desks in a U-shaped or rectangular table configuration, facing the other student desks)

Table Groups (smaller groups of desks/tables)

Activity Centers (defined places focused on a particular activity, typical of PreK and Kindergarten)

Other (please specify)

204.FURNITURE

A variety of furniture options (could include different types, soft furniture, rocking seats, etc.) are available for student use

Furniture allows for easy reconfiguration

Seating allows for students to move (rock, fidget, swivel)

Sufficient storage is provided for student belongings to be out of the way (i.e.: cubbies, lockers or other storage for backpacks, coats, etc.)

205.PRESENTATION CAPABILITY

There is more than one "teaching wall" (a wall that provides surfaces that the teacher or a student could present from that are writable, and/or able to be projected on.)

Teaching walls allow for concurrent use of AV and writable surfaces

Sight lines to the teaching wall(s) are easy and direct

The teaching wall(s) is not overly cluttered (covered) with display

206.DISPLAY / PERSONALIZATION

Has plentiful designed (magnetic/writable/tackable) display surfaces on each of the walls that are not the primary teaching wall surface (which should feature a whiteboard)

Features work evidently created by the students

Allows for easy updating (uses magnets or tacks on boards, not tape on the walls)

The display(s) looks well organized and uncluttered

Windows do not limit locating any display on the exterior (f acing outside) wall (by occupying the whole wall)

Display does not obstruct most of the views out of the windows

207.WINDOWS / EXTERIOR VIEWS

Has windows with views over the surrounding community or landscape

The view from the windows is not obscured (i.e.: by shades, blinds, paper, etc.) as judged from a seated student's view. The upper window can be covered/shaded.

Windows are shaded by the exterior/facade of the building, or are north facing (and therefore do not require shades)

Has natural light with limited/con trollable glare (there are no significant bright spots of sunshine on the desks, floor or walls)

208.BIOPHILIA - EXTERIOR VIEWS

The view from the windows is (mostly) not obstructed by shades, paper, etc. and all students can see outside

Has windows with views of at least two of the following: flora, fauna, or sky

Has windows with views of movement outside (people, cars, animals, clouds?)

209.TRANSPARENCY / CONNECTIVITY

Has windows to the exterior on more than one wall

Does not have its own windows, but has views through an adjacent program or circulation space

Has no windows

Has windows with views of objects at least 25 feet away from the exterior of the window

Has unobstructed views of for a distance outside at least 3 times the height of the window

Has unobstructed (not papered over, or otherwise obstructed) visual access to adjacent circulation

Has direct access to an adjacent program space (classroom/lab/breakout) that can be used to supplement instructional activity

Has direct access to extended learning space that can be used to supplement instructional activity

Has provisions to comply with Shelter-in-Place sight line needs (i.e.: students can get out of site of the corridor easily in an emergency)

210.AMBIANCE - COLOR & FINISHES

Floors, ceiling and walls are in good condition

The color of the finishes do not overpower activity, display and presentation

Most of the walls are painted in colors that are light enough (i.e.: white, off-white, light gray) to enhance day lighting

Materials help foster a "warm" ambiance versus cold and institutional

Accent color is used where it may reduce monotony and ea se eye strain (i.e.: on one wall or a small subset of wall surfaces)

211.AMBIANCE - INFRASTRUCTURE

HVAC equipment (air-conditioning or heating units) do not occupy floor, window, or significant wall space (other than supply or return grills)

The HVAC is quiet, easily allowing a speaker and conversation to be heard

Electric lighting is well maintained, clean and otherwise appears to be in good repair (e.g: not discolored)

No conduit or piping lines are exposed on the wal ls or ceiling

212.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices) and seamlessly integrated (an access point, mobile devices (laptops or iPads) or a laptop cart is visible)

Multimedia presentation capabilities are present (e.g.: a screen and/or projector)

Power appears to be sufficiently and conveniently available (e..g.; multiple extension cords are not visible)

Desktop computers are pr esent

213.FIXTURES

Sink(s) and Water Fountain are provided

Built-in storage and shelving are in good condition, and with loose shelving appear sufficient for the class' storage needs

For science: provisions for gas (in chemistry), power and water are distributed in multiple (6) locations

For art: multiple provisions for power and water (at least two sinks) are provided

214.Please measure and enter the ceiling height (e.g.: 9'-2")

215.What are the walls made of?

Concrete Masonry Units (CMU)

Drywall / Gyp Board or Plaster

Both

Other

216.What is the ceiling made of?

Acoustical Ceiling Tile (ACT)

Drywall / Gyp Board or Plaster

Both

Other

217.What is the floor made of?

A sheet product (large sheets with seams every few feet)

Resilient Tile (square or rectangular tiles less than 2' by 2')

Carpet (not a loose rug)

218.How clean is the room?

Terrazzo, concrete, tile or epoxy product (tiles or poured)

A combination of the above

The room is generally clean (other than ordinary daily use, papers on desks, etc.)

The floor is dirty

The walls are marked and/or scuffed

The ceiling is stained

Other (please specify)

219.Is there an odor in the room?

There is no odor

There is a small odor

There is a significant odor

If there is an odor, please describe it.

220.Upload a Photo of the Room Tag with Room Number

Take a photo of the room's door with its room number or other means of identification of the room (e.g.: "Science" signage or a posted schedule)"

No file chosen

221.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

Copy of Latrobe Prize EA-VAT

EXTENDED LEARNING

For the purposes of this survey, extended learning spaces are considered to be more informal spaces that supplement the use of more formal (classroom or lab) spaces. They are often open to the building's circulation and adjacent to the more formal spaces like classrooms and labs. They may be called "commons," "discovery zones" or similar indications of shared use.

222.SIZE

Provides ample space for a variety of activities and group sizes

Allows for activities to occur without being disrupted people walking though the building's circulation

This use or space does not evidently exist

Provides no space but evidence of activity is occurring in circulation (e.g.: chairs are in the hallway)

223.LOCATION

Is located where the activity can be easily supervised

Is convenient to more formal instructional space

May capture circulation space but is not exclusively circulation

Is located where the activity might be difficult to supervise

224.FURNITURE

A variety of furniture options are available for student use

Furniture allows for easy reconfiguration

Seating allows for varied types of work (projects, discussion)

The furniture appears to suit the use / activity in the space

225.PRESENTATION CAPABILITIES

There is a writable wall surface

Use of AV and mobile technology is supported (i.e.: there is a screen,a projector or other evident opportunities)

226.WINDOWS / EXTERIOR VIEWS

Has windows with views over community or landscape

Has windows with limited views (e.g.: into a lightwell)

Has natural light with limited/controllable glare

Has limited to no natural light

227.TRANSPARENCY / CONNECTIVITY

Has unobstructed (not papered over) visual access to adjacent program

Has direct access to instructional space and can be used to supplement instructional activity

228.EDUCATIONAL TECHNOLOGY

Technology is wireless (mobile devices or access points are visible) and seamlessly integrated Multimedia presentation capabilities are present

Power appears to be sufficiently and conveniently available

229.FIXTURES

A sink is provided

Storage is provided (can be fixed or movable) and is in good condition and appears adequate

230.Please feel free to elaborate on any of the issues above, or note any other circumstances or conditions that should be considered in our evaluation.

231.If students are not present, please take a photo of the/an extended learning space and upload it.

No file chosen

Copy of Latrobe Prize EA-VAT

232.CLEANLINESS: HALLWAYS & PUBLIC SPACE

The walls, floors and ceilings are generally clean (e.g.: free of dirt, litter, clutter or marks)

There are some minor issues (e.g.: there are a few isolated areas where there is dirt, litter or clutter)

There are a number of areas where the building is not clean

The building is unclean throughout

233.DISPLAY IN PUBLIC SPACES

There are child-height (at the students' eye level) displays (e.g.: featuring student work) throughout the building

There are some child-height displays but only where the classrooms are located

There are only a few child-height displays in the building

The only displays are significantly above the children's eye level.

234.IN SUMMARY, ASSESS THE OVERALL AMBIANCE OF THE LEARNING ENVIRONMENT

The environment appears to support and fostering learning

The environment is neutral, neither supporting nor impeding learning

The environment appears to impede learning

Feel free to briefly explain why.

Sample Data Summary

Questionnaire Replication Resources

• Master List

• Email to Point-of-Contact

• Messaging for Students

• Messaging for Teachers

• Messaging for Staff/Administrators

• Messaging for Parents/Caregivers

• Notice of Student Participation

• Parents/Caregivers Informed Consent for Student Participation

• Calendars

The questionnaire for this study was a pilot test for a new surveying tool aimed at capturing stakeholder perspectives on the topics of Indoor Environmental Quality (IEQ), Educational Adequacy (EA), and Community Connectivity (CC)in elementary, middle, and high school buildings. School stakeholders were defined as students, teachers, staff/administrators, parents/caregivers of students who attend the school, and members of the community in which the school is located.

The research team was not able to deploy community questionnaires due to the pandemic, so this part is not included here. However, the research team recommends that future studies include members of the community to achieve a more robust dataset for the CC portion of the study. Community questionnaire data can supplement information gathered by interviews/focus groups to provide a more holistic picture how connected a school is to its neighborhood.

Though the overall questionnaire response rate for this study was poor, the research team felt this tool was a good first step to engage with the school stakeholders and understand their perspectives. The questionnaire data, albeit limited, helped the research team respond to the study’s research questions—particularly those questions regarding IEQ and EA. The following content provides information on how to replicate the questionnaire process.

Step 1: Create and review the questionnaire

The questionnaire used for this study was designed such that participants would only be given questions relevant to their particular experiences in the school (e.g., questions for teachers would not necessarily be the same as the questions for staff/administrators). However, several questions were relevant across the participant groups, with perhaps only minor tweaking of the wording. To ensure these types of questions remained as similar as possible across the different versions of the questionnaire so comparisons could be made during analysis, the research team created a Master List (available under the Questionnaire Replication Resources section).

The Master List was then edited as necessary for each participant group, resulting in four different questionnaires:

• Students: 27 questions*

• Teachers: 36 questions*

• Staff/administrators: 12 questions*

• Parents/caregivers: 17 questions*

The researchers recommend sharing the finalized questionnaire(s) and the intended data collection process with administrators at the school(s) and/or school district(s) participating in the study for their input and approval. This will help gain buy-in for the study, and if the school administrators have any feedback, concerns, or suggested revisions, the research team can address them prior to questionnaire distribution.

Step 2: Translate content as necessary

The researchers highly recommend translating the questionnaire into any language necessary for equitable participation among the school’s stakeholders. The school or district’s Language Acquisition Division (or similar department) should be consulted about the translation process for the questionnaires, the informed consent forms, and the invitations to participate in the study.

For instance, in this study, the participating school districts recommended translations in three languages, as shown on the next page. Where SurveyMonkey.com did not support a language for the online survey (the research team could not set up an Amharic version), the research team provided that translation as a PDF that a participant could download, fill out, and email back to the research team.

Step 3: Obtain Institutional Review Board approval

Once the questionnaire content and the process for data collection are established, then Institutional Review Board (IRB) approval can be sought. This approval is necessary because the questionnaire process will engage with human subjects. Researchers wishing to replicate this study’s questionnaire will need to have the questionnaire content and associated data collection protocols approved by their governing research body.

It should be expected that the IRB will provide guidance related to such things as participants’ informed consent, working with minors (i.e., the students), and data security.

Be sure to revise the questionnaire content, data collection process, data storage procedures, or any other aspect as necessary based on the IRB’s requirements.

For example, in this study, the IRB laid out several requirements the researchers had to meet, including several related to informed consent. For someone to participate in the questionnaire for this study, IRB approval dictated that, for schools that require it, questionnaire respondents must provide informed consent and “opt in” to the study. The informed consent form and process varied by respondent type. Those over the age of 18 simply had to provide informed consent prior to completing the questionnaire. These groups’ informed consent forms were included as the first question of their questionnaires. If they agreed to participate, they continued on to the rest of the questionnaire. If not, they were redirected to the end of the questionnaire. In addition, parents/caregivers were instructed that if they receive multiple invitations to complete the questionnaire, because they have multiple children in one or more schools participating in this study, they should only complete one questionnaire and focus on the one school they are most familiar with.

Students, being minors, had to undergo a different informed consent process. One of the participating school districts only required a Notice of Student Participation (available under the Questionnaire Replication Resources section) be sent to parents/caregivers. The other participating school district, however, required parents/caregivers to opt in for their children to participate (or opt out, as the case may be). Accordingly, the research team provided these schools’ principals with a web link to be sent directly to the students’ parents/caregivers. The link directed them to online information about the study and the option to provide informed consent, or not, for their student to participate (available under the Questionnaire Replication Resources section). They had six consecutive days to respond. The

Communication about the questionnaire is an important factor for achieving a high participation rate. The school’s principal can easily inform students, teachers, and staff/ Questionnaire Languages

research team then received direct notification about which students had received permission to participate.

Once it was known which students in which schools were able to participate, the researchers shared this information with the school’s principal so they could coordinate with the teachers to give these students access to the online questionnaire. Unfortunately, because very few parents or caregivers opted their children in under this process, this district saw minimal student participation. Many more students completed the questionnaire in the other district, however, because the research team did not face that obstacle. As a result, where possible, the researchers recommend issuing a Notice of Student Participation to parents/caregivers that does not require a response.

Step 4: Prepare for data collection

One of the first things that must be decided when planning the distribution of a questionnaire is in which format data will be collected—either paper questionnaires or using an online surveying tool, or some combination of the two. The research team feels that online surveying is best, when appropriate, because it allows for streamlined data collection, little or no printing costs or material waste, and it eliminates the need for the confidential storage of physical materials. An important consideration, however, is whether the study’s participants have equitable access to digital devices (e.g., a smartphone, tablet, or laptop) and an internet connection to complete an online questionnaire. If not, then distribution of paper copies should be coordinated, including arrangements for printing, distribution of blank copies, collection of completed copies, and the subsequent manual data entry.

administrators about the study and invite them to complete the questionnaire. The principal or a parent-teacher representative can also reach out to parents/caregivers. To encourage a high response rate, the researchers recommend the following for distribution:

• Students should be given time to complete the questionnaire during their homeroom period or an alternative core class.

• Teachers and staff/administrators should be given time during a pre-determined professional development day.

• School personnel who have already-established communication channels with parents/caregivers are the best ones to reach out to them. For instance, the school’s principal or a recognized parent-teacher representative could send an email and/or flyer about the study with a link and/or QR code to access the online questionnaire.

• Advocates could use social media, such as the school’s Facebook group or a NextDoor post, to reach out to community members with a link and/or QR code to their online questionnaire. A school could also invite them to participate in person, such as having a research team member with a tablet or laptop set up at a community center, area grocery stores, the library, or a schoolsponsored event. Outreach to members of the greater community can be challenging, so exploration and plans are needed for how best to engage them.

In addition to instructions on how to access the questionnaire, either a paper copy or online, any outreach to potential participants should have accompanying information about the study, including its value to the stakeholders and any requisite informed consent forms.

Once the format for the questionnaire deployment is established, planning can begin. Goals for questionnaire deployment include maximizing participation and making the process as straight-forward as possible. It is also critical to establish a main point-of-contact at each school participating in the study. The research team should clearly communicate the importance and requirements of the study and questionnaire to that person, as well as encourage a high degree of participation. Suggested questionnaire deployment steps are as follows.

1. Research team to identify point-of-contact at each school who will be responsible for distributing the questionnaire (hardcopies and/or web link to online

version). This person is often, but not required to be, the school’s principal. Engagement can begin with an email—simply edit the red text in the “Email to Point-ofContact” template available under the Questionnaire Replication Resources section and send that to the point-of-contact.

2. The point-of-contact and research team to discuss and confirm the multi-week window during which questionnaires will be deployed. Consider holidays, vacations, professional development days, and standardized testing as potential conflicts.

3. Research team to prepare and share a calendar outlining the deployment plans for each of the following groups: students, teachers, staff/administrators, and parents/caregivers (sample available under the Questionnaire Replication Resources section). The point-of-contact should review and confirm the proposed timeline and tasks.

4. Research team to provide messaging templates for each of the following groups: students, teachers, staff/ administrators, and parents/caregivers. Messaging should be appropriate to each participant group and include, as necessary, either the link/QR code to that group’s particular online questionnaire, the PDF form(s) for language options, and/or instructions on where to obtain a paper version. Samples of this messaging are available under the Questionnaire Replication Resources section, with red text indicating where the research team can customize the communication. Schools may have a variety of ways in which they would like to distribute the questionnaire’s invitational messaging, web links/QR codes or hardcopies, and study information, so it is important for the research team and each participating school/district to determine the best means of distribution and draft the communications accordingly to yield the highest rate of response.

Mapping out the deployment process may be a useful technique to communicate with the point-of-contact, or others, on the steps along the way. As an example, the research team sent a “Questionnaire Roll-Out Toolkit” to each of the participating school districts. The toolkit included an introductory email to the participating schools’ point-of-contact, deployment timeline/task calendars for each questionnaire participant group, and separate email templates to invite teachers, staff/administrators, and parents/caregivers to participate. The kit also included

Parents/

information about parent/caregiver informed consent for student participation (or a Notice of Student Participation, depending on the school district). The intent was for the questionnaire to be distributed as indicated in the figure on the previous page. Once the questionnaires were translated and ready for distribution, the toolkit was re-sent to the points-of-contact, now including the links to the online questionnaires in English and Spanish, and an Amharic PDF—ready for distribution to the participant groups.

Step 5: Collect Data

The researchers recommend the following schedule for questionnaire deployment.

• Week One (if Notice of Student Participation is insufficient):

◦ Distribute parent/caregiver informed consent forms at the beginning of the week

◦ Collect signed parent/caregiver informed consent forms by the end of the week; identify which students may participate

• Week Two:

◦ Distribute the questionnaire (preferably online) to the students who may participate

◦ Distribute questionnaire (preferably online) to teachers, staff/administrators, and parents/ caregivers

• Weeks Three and Four:

◦ Questionnaires remain “open” for two weeks

◦ On-site engagement with community members to garner completed questionnaires from this participant group

• Week Five (if necessary/for paper completion):

◦ Collate adult informed consent forms and completed questionnaires; return to the research team

◦ School’s point-of-contact to collaborate with the teachers to collate parent/caregiver informed consent forms, students’ informed consent forms, and completed questionnaires; return to research team

◦ Begin manual data entry for completed paper questionnaires

If the study’s budget allows, and the IRB and school district administrators permit, the researchers can provide incentives to encourage participation. Examples include a doughnut or pizza party for the class with the highest response rate per school, food for a professional development day for each school’s teachers and staff/ administrators, or entrance into a raffle for a gift card (e.g., to a local grocery store) for parents/caregivers and community members.

Incentives can be offered from the start, or added later if necessary (e.g., if response rates are lower than anticipated). As an example, this study originally scheduled ten business days for completion, but the deadline was extended two times to encourage greater participation. Along with the first deadline extension, the research team offered a $500 gift card to an office supply store for any participating school that received 50% participation across their student, teacher, and staff/administrator groups. Only one of the two participating school districts accepted this incentive, while the other declined. To calculate whether a school met the incentive requirements, the districts provided the research team with the total number of possible questionnaire respondents for the student, teacher, and staff/administrator stakeholder groups. (Parents/caregivers were not included in the incentive calculation because the total number of potential parent/caregiver respondents could not easily be determined.)

Questionnaire Replication Resources

To help replicate this study’s questionnaire, the following resources are available herein:

• Questionnaire — Master List

• Questionnaire — Email to Point-of-Contact

• Questionnaire — Messaging for Students

• Questionnaire — Messaging for Teachers

• Questionnaire — Messaging for Staff/Administrators

• Questionnaire — Messaging for Parents/Caregivers

• Questionnaire — Notice of Student Participation

• Questionnaire — Parents/Caregivers informed consent for student participation

• Questionnaire — Calendars

Master List

Please read the following text and then answer the question at the bottom of the page.

STUDENTS VERSION

You are being asked to participate in a research study by completing this questionnaire. We will ask you questions about how you feel about the school building you attend and different parts of it. If a question makes you uncomfortable, you do not have to answer it. Not completing the questionnaire will not affect your participation in other school activities or your grades.

Your questionnaire will only be used by the researchers conducting the study. The results of your questionnaire, and those of other students completing them, will be used to help school officials understand more about how school buildings affect the people inside them—students, teachers, and administrators, as well as other people who use the building. No one will be able to match your answers to you. Only your answers, not your name, will be studied with everyone else’s answers to help the research team to understand the experiences and opinions of you and your classmates.

We expect that filling out the questionnaire will require about 20‐30 minutes of your time.

Child’s Assent: I have been told about the study and know why it is being done and what to do. I also know that I do not have to do it if I do not want to. If I have questions, I can ask my teacher. I can stop at any time.

1. After reading all of the below, please select an answer.

 Yes, I agree to participate

Please type your name:

 No, I do not agree to participate  END OF SURVEY/NON‐PARTICIPATION

Commented [EC1]: NOTE FOR PROCESS: Prior to the students being invited to take the survey, we must first receive parent/caregiver consent for the child to participate.

Commented [EC2R1]: Refer to the approved IRB submittal for the language/information to be shared.

Commented [EC3R1]: Note, this part of the process has been waived by DCPS.

Commented [EC4]: NOTE FOR PROCESS: For all questionnaires: the online surveying tool shall not collect IP addresses to further ensure anonymity.

Commented [EC5]: NOTE FOR PROCESS: Invitations to take this survey should include the following text (or similar): You should only fill out one survey. Note that once you start you cannot stop and finish the survey later, so please find a time when you won’t be interrupted.

Commented [EC6]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC7]: Date of signature will automatically be captured by the online surveying tool (logged as the date the survey is completed)

You are being asked for your consent to take part in a research study. A person who takes part in a research study is called a research subject, or research participant.

A. What should I know about this research?

‐ Someone will explain this research to you. This form sums up that explanation.

‐ Taking part in this research is voluntary. Whether you take part is up to you.

‐ You can choose not to take part. There will be no penalty or loss of benefits to which you are otherwise entitled. ‐ You can agree to take part and later change your mind. There will be no penalty or loss of benefits to which you are otherwise entitled.

‐ If you don’t understand, ask questions. Ask all the questions you want before you decide.

B. Why is this research being done?

You are being asked to participate in a research study because you are a teacher in a school selected to be one of approximately 15 schools in your School District included in a study of the impacts of school buildings on educational outcomes. We are asking you to complete an online questionnaire containing multiple choice and other questions seeking your perspective about the physical aspects of the school building you work in. All teachers in the approximately 15 schools are being asked to complete the questionnaire.

C. How long will I be in this research?

We expect that your participation will require approximately 30 minutes of your time.

D. What happens to me if I agree to take part in this research?

Upon consenting to participate, you will receive access to the online questionnaire. You can choose not to answer any questions that make you feel uncomfortable, and you can stop filling out the questionnaire at any time. Your completed questionnaire will be kept in a secure server and will only be used by research team members. There will be no penalty to you should you choose not to begin or complete the questionnaire.

E. Could being in this research hurt me?

There is no known risk to completing the questionnaire. Your identity will be protected. No one will be able to match your responses to you. Only your responses, not your name or any other identifying information, will be studied.

F. Will being in this research benefit me?

We cannot promise any benefits to you or others from your taking part in this research. However, the results from your questionnaire and those of all of the other people asked to complete them will be included in the study results. The results will be shared with District leadership and with a broad national audience for purposes of informing school building design in the future.

G. What are my responsibilities if I take part in this research?

Your sole responsibility is to complete the questionnaire to the extent you are willing and able.

H. Will it cost me money to take part in this research?

There will be no monetary cost to take part in the research.

Commented [EC8]: NOTE FOR PROCESS: Invitations to take this survey should include the following text (or similar): You should only fill out one survey. Note that once you start you cannot stop and finish the survey later, so please find a time when you won’t be interrupted.

I. What happens to the information collected for this research?

Your completed questionnaire will be kept in a secure server and will only be used by research team members. We may publish the results of this research. However, we will keep your name and any other identifying information confidential.

J. Who can answer my questions about this research?

If you have questions, concerns, or complaints, or think the research has caused harm to you, contact: [NAME, TITLE, ORGANIZATION, PHONE NUMBER, EMAIL ADDRESS] If you wish to contact someone independent of the research team with questions, concerns, or complaints, you may reach out to [ORGANIZATION] Institutional Review Board at [PHONE NUMBER] or email [EMAIL ADDRESS]

K. What happens if I agree to be in this research, but I change my mind later?

As indicated above, you do not need to complete the questionnaire. Deciding not to complete the questionnaire will result in no penalty to you.

L. Will I be paid for taking part in this research?

There will be no payment for taking part in the research.

1. After reading all of the above, please select an answer.

 Yes, I agree to participate

Please type your name:

 No, I do not agree to participate   END OF SURVEY/NON‐PARTICIPATION

Commented [EC9]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC10]: Date of signature will automatically be captured by the online surveying tool (logged as the date the survey is completed)

STAFF & ADMINISTRATORS VERSION

You are being asked for your consent to take part in a research study. A person who takes part in a research study is called a research subject, or research participant.

A. What should I know about this research?

‐ Someone will explain this research to you. This form sums up that explanation.

‐ Taking part in this research is voluntary. Whether you take part is up to you.

‐ You can choose not to take part. There will be no penalty or loss of benefits to which you are otherwise entitled.

‐ You can agree to take part and later change your mind. There will be no penalty or loss of benefits to which you are otherwise entitled.

‐ If you don’t understand, ask questions. Ask all the questions you want before you decide.

B. Why is this research being done?

You are being asked to participate in a research study because you are a staff member in a school selected to be one of approximately 15 schools in your School District included in a study of the impacts of school buildings on educational outcomes. We are asking you to complete an online questionnaire containing multiple choice and other questions seeking your perspective about the physical aspects of the school building you work in. All staff members in the approximately 15 schools are being asked to complete the questionnaire.

C. How long will I be in this research?

We expect that your participation will require approximately 20 minutes of your time.

D. What happens to me if I agree to take part in this research?

Upon consenting to participate, you will receive access to the online questionnaire. You can choose not to answer any questions that make you feel uncomfortable, and you can stop filling out the questionnaire at any time. Your completed questionnaire will be kept in a secure server and will only be used by research team members. There will be no penalty to you should you choose not to begin or complete the questionnaire.

E. Could being in this research hurt me?

There is no known risk to completing the questionnaire. Your identity will be protected. No one will be able to match your responses to you. Only your responses, not your name or any other identifying information, will be studied.

F. Will being in this research benefit me?

We cannot promise any benefits to you or others from your taking part in this research. However, the results from your questionnaire and those of all of the other people asked to complete them will be included in the study results. The results will be shared with District leadership and with a broad national audience for purposes of informing school building design in the future.

G. What are my responsibilities if I take part in this research?

Your sole responsibility is to complete the questionnaire to the extent you are willing and able.

H. Will it cost me money to take part in this research?

There will be no monetary cost to take part in the research.

Commented [EC11]: NOTE FOR PROCESS: Invitations to take this survey should include the following text (or similar):

You should only fill out one survey. Note that once you start you cannot stop and finish the survey later, so please find a time when you won’t be interrupted.

I. What happens to the information collected for this research?

Your completed questionnaire will be kept in a secure server and will only be used by research team members. We may publish the results of this research. However, we will keep your name and any other identifying information confidential.

J. Who can answer my questions about this research?

If you have questions, concerns, or complaints, or think the research has caused harm to you, contact: [NAME, TITLE, ORGANIZATION, PHONE NUMBER, EMAIL ADDRESS] If you wish to contact someone independent of the research team with questions, concerns, or complaints, you may reach out to [ORGANIZATION] Institutional Review Board at [PHONE NUMBER] or email [EMAIL ADDRESS]

K. What happens if I agree to be in this research, but I change my mind later?

As indicated above, you do not need to complete the questionnaire. Deciding not to complete the questionnaire will result in no penalty to you.

L. Will I be paid for taking part in this research?

There will be no payment for taking part in the research.

1. After reading all of the above, please select an answer.

 Yes, I agree to participate

Please type your name:

 No, I do not agree to participate  END OF SURVEY/NON‐PARTICIPATION

Commented [EC12]: REQUIRED ONLINE FORMATTING: select one

Commented [EC13]: Date of signature will automatically be captured by the online surveying tool (logged as the date the survey is completed)

STUDENTS’ PARENTS & CAREGIVERS VERSION

You are being asked for your consent to take part in a research study. A person who takes part in a research study is called a research subject, or research participant.

A. What should I know about this research?

‐ Someone will explain this research to you. This form sums up that explanation.

‐ Taking part in this research is voluntary. Whether you take part is up to you.

‐ You can choose not to take part. There will be no penalty or loss of benefits to which you are otherwise entitled. ‐ You can agree to take part and later change your mind. There will be no penalty or loss of benefits to which you are otherwise entitled.

‐ If you don’t understand, ask questions. Ask all the questions you want before you decide.

B. Why is this research being done?

You are being asked to participate in a research study because you are a parent/caregiver of a student in a school selected to be one of approximately 15 schools in your School District included in a study of the impacts of school buildings on educational outcomes. We are asking you to complete an online questionnaire containing multiple choice and other questions seeking your perspective about the physical aspects of the school building your child attends. All parents of students in the approximately 15 schools are being asked to complete the questionnaire.

C. How long will I be in this research?

We expect that your participation will require approximately 30 minutes of your time.

D. What happens to me if I agree to take part in this research?

Upon consenting to participate, you will receive access to the online questionnaire. You can choose not to answer any questions that make you feel uncomfortable, and you can stop filling out the questionnaire at any time. Your completed questionnaire will be kept in a secure server and will only be used by research team members. There will be no penalty to you should you choose not to begin or complete the questionnaire.

E. Could being in this research hurt me?

There is no known risk to completing the questionnaire. Your identity will be protected. No one will be able to match your responses to you. Only your responses, not your name or any other identifying information, will be studied.

F. Will being in this research benefit me?

We cannot promise any benefits to you or others from your taking part in this research. However, the results from your questionnaire and those of all of the other people asked to complete them will be included in the study results. The results will be shared with District leadership and with a broad national audience for purposes of informing school building design in the future.

G. What are my responsibilities if I take part in this research?

Your sole responsibility is to complete the questionnaire to the extent you are willing and able.

H. Will it cost me money to take part in this research?

There will be no monetary cost to take part in the research.

Commented [EC14]: NOTE FOR PROCESS: Invitations to take this survey should include the following text (or similar): You should only fill out one survey. Note that once you start you cannot stop and finish the survey later, so please find a time when you won’t be interrupted.

Commented [EC15]: NOTE FOR PROCESS:

Parents/caregivers of students should be instructed that if they receive multiple invitations to complete this survey (either because they have multiple children in one school or because they have multiple children in various schools participating in this study), they should only complete one survey and answer the questions based on only one school (the school with which they are most familiar).

I. What happens to the information collected for this research?

Your completed questionnaire will be kept in a secure server and will only be used by research team members. We may publish the results of this research. However, we will keep your name and any other identifying information confidential.

J. Who can answer my questions about this research?

If you have questions, concerns, or complaints, or think the research has caused harm to you, contact: [NAME, TITLE, ORGANIZATION, PHONE NUMBER, EMAIL ADDRESS] If you wish to contact someone independent of the research team with questions, concerns, or complaints, you may reach out to [ORGANIZATION] Institutional Review Board at [PHONE NUMBER] or email [EMAIL ADDRESS]

K. What happens if I agree to be in this research, but I change my mind later?

As indicated above, you do not need to complete the questionnaire. Deciding not to complete the questionnaire will result in no penalty to you.

L. Will I be paid for taking part in this research?

There will be no payment for taking part in the research.

1. After reading all of the above, please select an answer.

 Yes, I agree to participate

Please type your name:

 No, I do not agree to participate  END OF SURVEY/NON‐PARTICIPATION

Commented [EC16]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC17]: Date of signature will automatically be captured by the online surveying tool (logged as the date the survey is completed)

ABOUT YOU

2. What school district are you a part of?

 [NAME]

 [NAME]

STUDENTS VERSION

3. What grade are you in now?

 3rd Grade

 4th Grade

 5th Grade  6th Grade

 7th Grade  8th Grade

 9th Grade  10th Grade  11th Grade  12th Grade

4. Where do you go to school now? (You should complete the rest of this survey with this one school in mind.)

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

5. Have you attended this school in‐person (inside the school building) at some point this school year (during the 2021‐2022 academic year)?

 Yes

 No  END OF SURVEY/NON‐PARTICIPATION

Commented [EC18]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC19]:  BRANCHING TO QUESTION 3

Commented [EC20]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC21]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC22]: REQUIRED

ONLINE FORMATTING: select one

TEACHER VERSION

3. What grade(s) do you currently teach? [Select any that apply.]

 Kindergarten

 1st Grade

 2nd Grade

 3rd Grade

 4th Grade

 5th Grade

 6th Grade

 7th Grade

 8th Grade

 9th Grade

 10th Grade

 11th Grade

 12th Grade

4. At which school do you currently work? (If you work in more than one school participating in this study, select the one school with which you are most familiar. You should then complete the rest of this survey with this one school in mind.)

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

5. Have you worked at this school in‐person (inside the school building) at some point this school year (during the 2021‐2022 academic year)?

 Yes

 No  END OF SURVEY/NON‐PARTICIPATION

Commented [EC23]: REQUIRED

ONLINE FORMATTING: select more than one

Commented [EC24]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC25]: REQUIRED

ONLINE FORMATTING: select one

STAFF & ADMINISTRATORS VERSION

3. At which school do you currently work? (If you work in more than one school participating in this study, select the one school with which you are most familiar. You should then complete the rest of this survey with this one school in mind.)

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

4. Have you worked at this school in‐person (inside the school building) at some point this school year (during the 2021‐2022 academic year)?

 Yes

 No  END OF SURVEY/NON‐PARTICIPATION

Commented [EC26]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC27]: REQUIRED

ONLINE FORMATTING: select one

STUDENTS’ PARENTS & CAREGIVERS VERSION

3. Which school does your student currently attend? (If you are a parent/caregiver for more than one child and these children attend multiple schools participating in this study, select the one school with which you are most familiar. You should then complete the rest of this survey with this one school in mind.)

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

[NAME]:

 [NAME]

 [NAME]

 [NAME]

 [NAME]

4. Do you currently live in the same neighborhood in which this school is located?

 Yes, the school and my home are in the same neighborhood

 No, the school my student attends is in a different neighborhood than where I live

5. Have you visited this school in‐person (inside the school building) at some point this school year (during the 2021‐2022 academic year)?

 Yes

 No

Commented [EC28]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC29]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC30]: REQUIRED

ONLINE FORMATTING: select one

Commented [EC31]: NOTE FOR ANALYSIS: See if there is any difference between those who have and those who have not visited the school

ALL VERSIONS

Please answer the following questions. If you feel like you cannot answer a question, just skip it and move on to the next question.

ABOUT THIS SCHOOL

6. When you come to this school, how does the building and grounds/campus feel to you?

 Very friendly and welcoming

 A little friendly and welcoming

 A little uninviting and unfriendly

 Very uninviting and unfriendly Students Teachers

7. When you first came to this school, how easy or difficult was it to find your way around?

 Very easy

 A little easy

 A little difficult

 Very difficult Students Teachers Staff & Admin

Parents/Caregivers

Commented [EC32]: NOTE FOR PROCESS: Ask the Principal at each school what (if any) constraints they are operating under due to COVID‐19 (e.g., policies that would not be in place if there was no pandemic), which may affect survey responses or our interpretation of the responses.

Commented [EC33]: EA QUESTION ONLINE FORMATTING: select one

Commented [EC34]: EA QUESTION ONLINE FORMATTING: select one

8. What kind of feelings do you get in each of these spaces in your school? [Select one per row, or select N/A (not applicable) if that space does not exist in this school or you are not familiar with it.]

Commented [EC35]:

9. How much does your school building help make it feel like everyone in this school is part of one big community?

 The building helps a lot

 The building helps a little  The building is a little unhelpful  The building is very unhelpful

Students Teachers Staff/Admin Parents/Caregivers

10. How much do the following spaces help you feel like part of the school community? [Select one per row, or select N/A (not applicable) if that space does not exist at this school.]

Commented [EC36]: NOT FOR

Commented [EC39]:

Commented [EC40]: NOT FOR STUDENT VERSION

Commented [EC41]: NOT FOR STUDENT VERSION

11. If your school has classrooms with windows that look onto indoor spaces (like hallways), are the windows distracting?

 There are no windows to indoor spaces

 Almost always distracting

 Sometimes distracting

 Not very distracting

 Almost never distracting Students

12. Which of the following statements describe the windows in classrooms that look onto adjacent indoor spaces (such as program spaces or hallways)? [Select any that apply.]

 There are no windows to indoor spaces

 The windows help with supervision

 The windows encourage communication among teachers/staff and students

 The windows help build a sense of community

 The windows are distracting to me and/or the students

 None of the above Teachers

Commented [EC42]: EA QUESTION

ONLINE FORMATTING: select one

Commented [EC43]: EA QUESTION

ONLINE FORMATTING: select more than one

13.

For the following question, think about your safety and security (not related to the COVID‐19 pandemic) in spaces related to this school. The people in these spaces may affect how safe you feel, but for this question think about how the DESIGN of the school building and grounds/campus make you feel about your safety and security.

Commented [EC44]: EA QUESTION ONLINE FORMATTING: select one per row

Commented [EC45]: NOT FOR STUDENTS VERSION NOT FOR PARENT VERSION

Commented [EC46]: NOT FOR STUDENTS VERSION NOT FOR PARENT VERSION

ABOUT THE CLASSROOM

14. How does the DESIGN usually feel in a typical classroom in this school?

 Exciting or inspiring

 Calming

 Boring or dull

 Distracting

 None of the above Students Teachers

15. Think about the TEMPERATURE in a typical classroom in your school when it is WARM OUTSIDE. Describe how it usually feels in the classroom.

 Very warm

 Warm

 Neither warm nor cold

 Cold

 Very cold Students Teachers

16. How does the TEMPERATURE in a typical classroom in your school when it is WARM OUTSIDE usually make you feel when you are in that classroom?

 Very good

 Good

 Neither good nor bad

 Bad

 Very bad Students Teachers

17. Think about the TEMPERATURE in a typical classroom in your school when it is COLD OUTSIDE. Describe how it usually feels in the classroom.

 Very warm

 Warm

 Neither warm nor cold

 Cold

 Very cold Students Teachers

Commented [EC47]: EA QUESTION ONLINE FORMATTING: select one

Commented [EC48]: IEQ QUESTION ONLINE FORMATTING: select one

Commented [EC49]: NOTE FOR ANALYSIS: consider how the new data (with ratings for when it’s “warm” or “cold” outside) align with the “Investing In Our Future” 2018 data

Commented [EC50]: IEQ QUESTION

ONLINE FORMATTING: select one

Commented [EC51]: NOTE FOR ANALYSIS: consider how the new data (with ratings for when it’s “warm” or “cold” outside) align with the “Investing In Our Future” 2018 data

Commented [EC52]: IEQ QUESTION

ONLINE FORMATTING: select one

Commented [EC53]: NOTE FOR ANALYSIS: consider how the new data (with ratings for when it’s “warm” or “cold” outside) align with the “Investing In Our Future” 2018 data

18. How does the TEMPERATURE in a typical classroom in your school when it is COLD OUTSIDE usually make you feel when you are in that classroom?

 Very good

 Good

 Neither good nor bad

 Bad

 Very bad Students Teachers

19. Think about the AIR in a typical classroom in your school. Describe how it usually feels.

 Very fresh

 Fresh

 Neither fresh nor stale

 Stale

 Very stale Students Teachers

20. How does the AIR in a typical classroom in your school usually make you feel?

 Very good

 Good

 Neither good nor bad

 Bad

 Very bad Students Teachers

21. Think about the NOISE in a typical classroom in your school that comes from the PEOPLE inside the room.

Describe how it usually feels.

 Very quiet

 Quiet

 Neither quiet nor loud

 Loud

 Very loud Students Teachers

Commented [EC54]: IEQ QUESTION ONLINE FORMATTING: select one

Commented [EC55]: NOTE FOR ANALYSIS: consider how the new data (with ratings for when it’s “warm” or “cold” outside) align with the “Investing In Our Future” 2018 data

Commented [EC56]: IEQ QUESTION ONLINE FORMATTING: select one

Commented [EC57]: IEQ QUESTION

ONLINE FORMATTING: select one

Commented [EC58]: IEQ QUESTION ONLINE FORMATTING: select one

22. How does the NOISE in a typical classroom in your school that comes from the PEOPLE inside the room usually make you feel?

 Very good

 Good

 Neither good nor bad

 Bad

 Very bad Students Teachers

23. Think about the NOISE in a typical classroom in your school that comes from the BUILDING OR FROM OUTSIDE. Describe how it usually feels.

 Very quiet

 Quiet

 Neither quiet nor loud

 Loud

 Very loud Students Teachers

24. How does the NOISE in a typical classroom in your school that comes from the BUILDING OR FROM OUTSIDE usually make you feel?

 Very good

 Good

 Neither good nor bad

 Bad

 Very bad Students Teachers

25. Think about the DAYLIGHT in a typical classroom in your school on a SUNNY day. Describe how it usually feels.

 Very bright

 Bright

 Neither bright nor dark

 Dark

 Very dark Students Teachers

Commented [EC59]: IEQ QUESTION ONLINE FORMATTING: select one

Commented [EC60]: IEQ QUESTION

ONLINE FORMATTING: select one

Commented [EC61]: IEQ QUESTION

ONLINE FORMATTING: select one

Commented [EC62]: IEQ QUESTION

ONLINE FORMATTING: select one

26. How does the DAYLIGHT in a typical classroom in your school on a SUNNY day usually make you feel?

 Very good

 Good

 Neither good nor bad

 Bad

 Very bad Students Teachers

27. Think about the DAYLIGHT in a typical classroom in your school on a CLOUDY OR RAINY day. Describe how it usually feels.

 Very bright

 Bright

 Neither bright nor dark

 Dark

 Very dark Students Teachers

28. How does the DAYLIGHT in a typical classroom in your school on a CLOUDY OR RAINY day usually make you feel?

 Very good

 Good

 Neither good nor bad

 Bad

 Very bad Students Teachers

Commented [EC63]: IEQ QUESTION

ONLINE FORMATTING: select one

Commented [EC64]: IEQ QUESTION

ONLINE FORMATTING: select one

Commented [EC65]: IEQ QUESTION

ONLINE FORMATTING: select one

ABOUT TEACHING & LEARNING

29. How often do you usually use the following modes of learning in your classroom/lab? [Select one per row.]

30. How well does the DESIGN of your regularly assigned classroom/lab support the following modes of learning? (If you do not have a regularly assigned room or teach among several rooms, respond based on the classrooms/labs you visit the most in this school.) [Select one per row, or select N/A (not applicable) if you usually do not use that mode.]

31. How well do the following features in your assigned classroom/lab support the learning activities that usually occur there? (If you do not have a regularly assigned room or teach among several rooms, respond based on the classrooms/labs you visit the most in this school.) [Select one per row, or select N/A (not applicable) if that feature does not exist within the room.]

32. If you ever have your students go to a different space in this school for an activity during class, how often do you use the following spaces? [Select one per row, or select N/A (not applicable) if that space does not exist in this school or you usually stay in your classroom/lab.]

33. When you have your students leave the room and use a space outside the classroom/lab you are regularly teaching in (as a way to supplement the activities occurring in your regular classroom/lab), how well does the DESIGN of the following spaces support those activities? [Select one per row, or select N/A (not applicable) if you do not use that space, if the space does not exist in this school, or you usually do not have your students leave the regular classroom/lab.]

Commented [EC69]: EA QUESTION

FORMATTING: select one per row

Commented [EC70]: EA QUESTION

FORMATTING: select one per row

34. Compared to when you were teaching before the COVID‐19 pandemic, how has your use of spaces outside the classroom/lab you regularly teach in (as a way to supplement the activities occurring in your regular classroom/lab) changed? [Select one per row, or select N/A (not applicable) if the space does not exist in this school, or you usually do not have your students leave the regular classroom/lab. If you have not taught students in‐person since the start of the pandemic or cannot compare to pre‐pandemic conditions, just skip this question and move on to the next one.]

[EC71]: EA QUESTION

35. How do you think teaching has permanently changed based on your experiences during the COVID‐19 pandemic? [Select any that apply.]

 There is no change

 More use of technology in the classroom

 More use of technology for “blended learning” where students are more self‐directed

 More use of the outdoors as a teaching space

 Greater emphasis on Social & Emotional Learning

 Greater emphasis on health and hygiene

 Other, please describe

Description of other:

Teachers

THE SCHOOL AS A RESOURCE

36. For each of the past three academic years, for what purposes have you or another parent/caregiver in your household usually visited this school or its grounds/campus? [Select any that apply in each column.]

[EC73]:

37. When it’s NOT normal in‐person school days or normal school hours, when does your student(s) usually come to this school for any of the following? [Select any that apply per row, or select N/A (not applicable) if they do not come to this school for that purpose.]

Commented [EC74]: CC QUESTION

ONLINE FORMATTING: select more than one per row

Parents/Caregivers

38. How strongly do you agree or disagree with the following statements about this school and its relation to the neighborhood (the blocks surrounding this school)? [Select one per row, or select N/A (not applicable) if you are not familiar with the neighborhood surrounding the school.]

Commented [EC75]: CC QUESTION

FORMATTING: select one per row

Parents/Caregivers

39. How old are you?

 18‐24

 25‐34

 35‐44

 45‐54

 55‐64

 65 or older

 Prefer not to answer

Teachers

Staff & Admin

Parents/Caregivers

40. What is your race/ethnicity? [Select any that apply.]

 American Indian or Alaska Native

 Asian

 Black or African American

 Hispanic, Latinx, or Spanish origin

 Native Hawaiian or other Pacific Islander

 White

 Other

 Do not know

 Prefer not to answer

Teachers

Staff & Admin

Parents/Caregivers

41. What do you think your total household income will be this year?

 $15,000 or less

 $15,001 ‐ $30,000

 $30,001 ‐ $50,000

 $50,001 ‐ $100,000

 More than $100,000

 Prefer not to answer

Parents/Caregivers

42. Complete this sentence: Compared to 2019, my total household income in 2020‐2021 was …

 Much lower (lower by at least 50%)

 Somewhat lower

 About the same (less than 10% change)

 Somewhat higher

 Much higher (higher by at least 50%)

 Prefer not to answer

Parents/Caregivers

Commented [EC76]: CC QUESTION

ONLINE FORMATTING: select one

Commented [EC77]: CC QUESTION ONLINE FORMATTING: select more than one

Commented [EC78]: CC QUESTION ONLINE FORMATTING: select one

Commented [EC79]: CC QUESTION

ONLINE FORMATTING: select one

Email to Point-of-Contact

Date

Dear Principal Name:

Thank you for your school’s willing participation in the Research Study Name to this point . With your help , our team has completed the Indoor Environmental Quality (IEQ) and Visual Assessment Tool (VAT) portions of the study.

The next phase of the study is an online questionnaire intended to provide an understanding of stakeholders’ perceptions about, engagement with, and use of your school. We will layer information gathered from the questionnaires with the live measurements of IEQ and VAT for context.

We have four versions of the online questionnaire available to issue to your school stakeholders As requested by the School District, Student and Parent/C aregiver questionnaires are available in English, Spanish, and Amharic. The Amharic version will be distributed as a PDF rather than a link due to software limitations .

English (link to online questionnaire)

Spanish (link to online questionnaire)

Amharic (PDF form)

Student X X X Teacher X Staff

Attached are calendars describing the process for deployment of each of the questionnaire types. Note that Weeks 1 and 2 are to be the same across each of these calendars (i.e., Week 1 for Students is the same timeframe as Week 1 for Teachers, and so on.)

As coordinated with the School District , we’ve scheduled deployment of the questionnaires for the weeks of Month Day through Day Year Please let us know if your school needs to modify this schedule slightly and we’ll work to accommodate your school’s needs.

We understand that school administration and faculty have preferred ways of communicating with stakeholders. Therefore, each school may determine the method of distribution to each user-group that will yield the highest response rate.

Next Steps

We’d like to follow up with a phone call to you this week to get your input on the process and to ensure that we receive high participation rates in your school. During that call, we are happy to share a sample of the consent and the questions should you be interested.

We look forward to hearing from you!

Best,

Email signature

Messaging for Students

FOR DISTRIBUTION TO 3RD -12TH GRADE STUDENTS ONLY.

Dear Student,

Our school has been selected to participate in an important online questionnaire that will help school districts and designers learn how to create high-quality, healthy schools. Your experience with the school is a really important part of this study! So, you are being asked to complete a questionnaire, which should take about 30 minutes to complete.

By Date, p lease click on the link below to complete the questionnaire:

English: <insert link>

Spanish: <insert link>

Amharic: Fill out the attached PDF form and return it by email to <insert email address> when completed.

You should only fill out one questionnaire. Note that once you start you cannot stop and finish the questionnaire later, so please find a time when you won’t be interrupted and where you have a good internet connection.

For more information about the study, please click here: <insert link>

Thank you for your help!

Messaging for Teachers

Dear Personalize for Teachers,

The school you work in has been selected to participate in an important online questionnaire that will help school districts and designers learn how to create high-quality, healthy schools. Your experience with the school is a really important part of this study! So, you are being asked to complete a questionnaire, which should take about 30 minutes t o complete.

By Date, p lease click on the link below to complete the questionnaire:

English: <insert link>

You should only fill out one questionnaire. Note that once you start you cannot stop and finish the questionnaire later, so please find a time when you won’t be interrupted and where you have a good internet connection.

For more information about the study, please click here: <insert link>

Thank you for your support and for all that you do!

School Administrator’s Signature

Messaging for Staff/Administrators

Dear Personalize for Staff & Administration,

The school you work in has been selected to participate in an important online questionnaire that will help school districts and designers learn how to create high-quality, healthy schools. Your experience with the school is a really important part of this study! So, you are being asked to complete a questionnaire, which should take less than 20 minutes to complete.

By Date, p lease click on the link below to complete the questionnaire:

English: <insert link>

You should only fill out one questionnaire. Note that once you start you cannot stop and finish the questionnaire later, so please find a time when you won’t be interrupted and where you have a good internet connection.

For more information about the study, please click here: <insert link>

Thank you for your support and for all that you do!

School Administrator’s Signature

Messaging for Parents/Caregivers

Dear Parent/Guardian/Caregiver,

The school your child attends has been selected to participate in an important online questionnaire that will help school districts and designers learn how to create high-quality, healthy schools. Your experience with the school is a really important part of this study! So, you are being asked to complete a questionnaire, which should take less than 30 minutes to complete.

You may have received multiple invitations to complete this questionnaire (either because you have multiple children in one school or because you have multiple children in various schools participating in this study.) If you’ve received more than one invitation, please complete only one questionnaire and answer the questions based on one school (the school with which you are most familiar).

By Date, p lease click on one of the links below to complete the questionnaire.

English: <insert link>

Spanish: <insert link>

Amharic: Fill out the attached PDF form and return it by email to <insert email> when completed.

Note that once you start you cannot stop and finish the questionnaire later, so please find a time when you won’t be interrupted and where you have a good internet connection.

For more information about the study, please click here: <insert link>

Thank you for your support!

School Administrator’s Signature

Notice of Student Participation

Dear Parent/Caregiver of District Name Student,

This notice is to inform you that your child will soon receive digital correspondence that will ask them to participat e in a research study. They are being asked to participate because they attend one of # of schools included in a study exploring the impacts of school buildings on educational outcomes. Each student will be asked to complete an online questionnaire containing multiple choice and other questions seeking their perspective about the physical aspects of the school building they attend.

Y our child will have the research explained to them prior to being asked to complete the questionnaire. Taking part in this research is voluntary. Whether your child takes part is up to them. They can choose not to answer any questions, and they can stop filling out the questionnaire at any time. We expect that their participation completing the questionnaire will require approximately 30 minutes of their time during the school day Your child’s completed questionnaire will be kept in a secure server and will only be used by research team members.

This study is being conducted in collaboration with research team information If you have questions , contact: Name, Title, Organization, Email

Parents/Caregivers Informed Consent for Student Participation

Please read the following text and then answer the question at the bottom of the page .

Remember: if you have more than one child in a school participating in this study, you will need to complete this form for each child (one form per child).

You are being asked for consent to your child’s participation in a research study that has been explained to you in further detail in another document you have received via email from [District Name] A person who takes part in a research study is called a research subject, or research participant.

A . What should I know about this research?

In addition to the email communication you received, your child will have the research explained to them prior to being asked to complete the questionnaire.

Taking part in this research is voluntary. Whether your child takes part is up to you. You can choose to not have your child take part. There will be no penalty or loss of benefits to which you or your child are otherwise entitled.

If you don’t understand something about this request or the research study, ask questions. Ask all the questions you want before you decide.

B. W h y is this research being done?

Your child is being asked to participate in a research study because they are a student in a school selected to be one of approximately 15 schools in your School District included in a study of the impacts of school buildings on educational outcomes. We are asking you to consent to have your child complete an online questionnaire containing multiple choice and other questions seeking their perspective about the physical aspects of the school building they attend. All parents/caregivers of students in the approximately 15 schools are being asked to provide consent for their child to complete the questionnaire.

C. How long will your child be in this research?

We expect that their participation completing the questionnaire will require approximately 30 minutes of their time.

D What happens to your child if you agree to have them take part in this research?

Upon receipt of your consent to your child’s participation, our research team will inform your child’s school administration that consent has been given, and then your student, sometime thereafter, will be given access to the online questionnaire. They can choose not to answer any questions, and they can stop filling out the questionnaire at any time. They will be told this prior to starting the questionnaire. Your child’s completed online questionnaire will be kept in a secure server and will only be used by research team members. There will be no penalty to you or your child should they choose not to begin or complete the questionnaire.

E. Could being in this research hurt me or my child?

There is no known risk to completing the questionnaire. Your child’s identity will be protected. No one will be able to match their responses to them. Only their responses, not their name or any other identifying information, will be studied.

F. Will being in this research benefit me or my child?

We cannot promise any benefits to you, your child, or others from taking part in this research. However, the results from your child’s questionnaire and those of all of the other people asked to complete them will be included in the study results. The results will be shared with District leadership and with a broad national audience for purposes of informing school building design in the future.

G. What are my responsibilities, and my child’s, if my child takes part in this research?

Your sole responsibility is to give consent for your child to complete the questionnaire, and your child’s sole responsibility is to complete the questionnaire to the extent they are willing and able.

H Will it cost me money to have my child take part in this research?

There will be no monetary cos t to take part in the research.

I . What happens to the information collected for this research?

Your child’s completed questionnaire will be kept in a secure server and will only be used by research team members. We may publish the results of this research. However, we will keep your child’s name and any other identifying information confidential.

J . Who can answer my questions about this research?

If you have questions, concerns, or complaints, or think the research has caused harm to you or your child, contact:

[NAME, TITLE, ORGANIZATION, PHONE NUMBER, EMAIL ADDRESS] If you wish to contact someone independent of the research team with questions, concerns, or complaints, you may reach out to [ORGANIZATION] Institutional Review Board at [PHONE NUMBER ] or email [EMAIL ADDDRESS].

K . What happens if I agree that my child can be in this research, but I chan ge my mind later?

As indicated above, your child does not need to complete the questionnaire. You will simply need to instruct your child to not complete the questionnaire even if it is delivered to them. Deciding not to have your child complete the questionnaire will result in no penalty to you or your child.

L Will I or my child be paid for taking part in this research? There will be no payment for taking part in the research.

1. After reading all of the above, please select an answer.

 No, I do not consent to my child participating in this study

 Yes, I consent to my child participat ing in this study

Please type your full name:

Calendars

LATROBE PRIZE STUDY SURVEY DISTRIBUTION CALENDAR

OCTOBER 25 - NOVEMBER 5, 2021

WEEK 1

WEEK 2

PRINCIPAL receives survey links & PDF forms.

PRINCIPAL distributes survey links & PDF forms to HOMEROOM TEACHERS

Notes:

HOMEROOM TEACHERS for 3rd - 12th grade distribute survey links & PDF forms to Students and administer survey. Survey will take less than 30 minutes.

HOMEROOM TEACHERS for 3rd - 12th grade distribute survey links & PDF forms to Students and administer survey. Survey will take less than 30 minutes.

-Links to online survey will be provided in English & Spanish. -Amharic-language survey will be provided as a PDF form.

DEADLINE for completion of Student survey.

HOMEROOM TEACHERS send completed PDF forms to k.gioconda@ perkinseastman.com

WEEK 1

LATROBE PRIZE STUDY SURVEY DISTRIBUTION CALENDAR

OCTOBER 25 - NOVEMBER 5, 2021

PRINCIPAL receives survey links & PDF forms.

PRINCIPAL distributes survey links & PDF forms to PARENT/CAREGIVERS

WEEK 2

PARENT/CAREGIVERS take survey. Survey will take less than 30 minutes.

PARENT/CAREGIVERS take survey. Survey will take less than 30 minutes.

DEADLINE for completion of Parent/Caregiver survey.

PARENT/CAREGIVERS send completed PDF forms to k.gioconda@ perkinseastman.com

Notes:

-Links to online survey will be provided in English & Spanish.

-Amharic-language survey will be provided as a PDF form.

WEEK 1 WEEK 2

LATROBE PRIZE STUDY SURVEY DISTRIBUTION CALENDAR

OCTOBER 25 - NOVEMBER 5, 2021

PRINCIPAL receives survey links.

PRINCIPAL distributes survey links to TEACHERS and STAFF & ADMINISTRATORS

TEACHERS and STAFF & ADMINISTRATORS take survey.

Survey will take less than 30 minutes.

TEACHERS and STAFF & ADMINISTRATORS take survey.

Survey will take less than 30 minutes.

DEADLINE for completion of Teacher and Staff & Administrator surveys.

Interview/Focus Group Replication Resources

Parent/Caregiver Focus Groups:

• Recruitment Letter

• Informed Consent Form

• Questions

Community Member Interviews:

• Informed Consent Form

• Questions

The qualitative investigation of this study followed a phenomenological approach, with the goal of understanding stakeholders’ lived experiences in relation to their modernized or non-modernized schools. Unfortunately, the COVID-19 pandemic severely hampered the researchers’ plans to address this side of the methodology.

As such, there were minimal Community Connectivityoriented interviews and focus groups, and none to address the study’s Educational Adequacy lines of questioning. Under non-pandemic circumstances, the research team recommends conducting EA interviews/focus groups with the sample’s school leadership, teachers, and students from both modernized and non-modernized buildings, plus an architect who was part of the design team for the modernized buildings. This qualitative data would supplement the questionnaire and VAT data, providing a more holistic picture of a school’s Educational Adequacy.

For the CC portion of the study, the research team conducted focus groups with parents/caregivers of students who attended a select sub-sample of the schools in the study’s larger sample; and one-on-one interviews took place with members of the community surrounding those selected schools. As noted in the report, the research team intended to conduct more CC-focused interviews/focus groups than were ultimately possible during the pandemic. Any research team replicating this work needs to consider the resources available for data collection to determine how many focus groups and individual interviews can be conducted for a study. The greater the quantity, the greater likelihood of meaningful results. With that in mind, the following are the steps the researchers would recommend for replicating this study’s interviews/focus groups.

Step 1: Obtain Institutional Review Board Approval

Institutional Review Board (IRB) approval is necessary because the interviews/focus groups will engage with human subjects. The IRB will need to approve the interview guide, focus group questions, and data collection protocols —from participant recruitment to ow the sessions will be

held. The IRB will likely provide guidance related to such things as participant recruitment and informed consent, working with minors, and data security. Be sure to revise the interview guide/focus group questions, data collection process, data storage procedures, or any other aspect as necessary based on the IRB’s requirements.

Step 2: Schedule and Conduct Interviews/ Focus Groups

It does not matter whether interviews or focus groups are held first or concurrently, especially since the timing of data collection is often determined by the availability of the interviewees.

INTERVIEWS WITH COMMUNITY MEMBERS (OR OTHERS)

The goal of the one-on-one interviews with community members from the school’s surrounding neighborhood is to obtain perspectives on the school building and its impact on stakeholders from a diverse set of individuals who live or work in the nearby area. The research team from this study recommends consulting with school district personnel and/ or school staff/administrators to determine the appropriate geographic boundaries of this area. These school professionals should be asked to help identify possible interviewees, once the profile of individuals with whom the research team wishes to speak is provided.

The research team should outline an interview guide listing the questions and possible probes to ask participants, particularly if the research team wants different lines of questioning based on the type of community member (e.g., questions for local homeowners versus business owners). For reference, this study’s interview questions are available under the Interview/Focus Group Replication Resources section.

The number of interviewees for each school should be determined by the resources available to the research team. The researchers of this study suggest at least one individual from each of the following categories: homeowner who lives in close physical proximity to the school, a local

business owner, a representative from a local civic group, a representative from a local religious institution, and a local politician representing the area. It will not always be possible to schedule an interview with each type of person, but attempting to get the widest range of perspectives should be the goal.

The research team should contact the school’s principal as a first step to scheduling these interviews, explaining their interest in holding several one-time interviews to gather community members’ perspectives on the school building. The principal may appoint another appropriate staff member or a parent-teacher representative as a point-of-contact to help coordinate these events.

Whether the school’s point-of-contact or research team members themselves reach out to potential participants, a one-page description of the purpose of the interviews and the specifics about participation (e.g., time and duration, location, any compensation for participation, if childcare will be provided, etc.) should be prepared for use in recruiting participants.

Once an individual agrees to be interviewed, the research team should provide them with an informed consent form to be signed in advance, or at least read to them out loud prior to beginning an interview. (Refer to the Interview/Focus Group Replication Resources section for a sample informed consent form.) The research team may also opt to share the interview questions in advance so the interviewee can think about their responses beforehand.

Interviews should be held at a time/date that is mutually convenient for the participants and the research team. The sessions may be conducted in-person or via an online meeting platform (e.g., Zoom, WebEx, Microsoft Teams, Google Meet). Interviews should, with the interviewee’s permission, be recorded for later transcription for analysis. It is also a good idea to have at least two members from the research team involved in each interview: One to moderate the discussion and another to take notes and be available to address any issues that develop, so the moderator can remain focused on the discussion. Interviews should be

scheduled for no more than one hour; this study’s research team found that 45 minutes was sufficient.

If possible, provide snacks and beverages, and offer childcare for the in-person interviews. If the study’s budget allows, provide a token of thanks for their participation, such as a gift card to a local grocery store.

FOCUS GROUPS WITH PARENTS/ CAREGIVERS (OR OTHERS)

Similar to the interviews, the goal of the focus groups with parents/caregivers of students who attend a sub-sample of the schools participating in the study (or others, as the research team deems necessary) is to understand their perceptions about the school and its impact. When planning these focus groups, the research team must first decide what questions to ask. For reference, this study’s focus group questions are available under the Interview/Focus Group Replication Resources section.

For each school participating in the study, the research team should contact the principal to explain interest in conducting a one-time focus group of five to ten parents/caregivers to gather their perspectives on the school building. The principal may appoint an appropriate staff member or a parent-teacher representative as a point-of-contact to help coordinate this event. Whomever the primary contact is, the research team should communicate the need for a diverse array of participants, and that they should be associated with a student who has attended this school for multiple years to ensure meaningful knowledge of the building. Also, if possible, the group should include individuals who are not necessarily the “usual suspects” when it comes to parent/caregiver involvement to improve the chances for a holistic perspective on this group’s connections to their children’s school.

A one-page description of the purpose of the focus group and the specifics about participation (e.g., time and duration, location, if there will be compensation for participation, if childcare will be provided, etc.) should be prepared and provided to the point-of-contact for use in recruiting participants. (Refer to the Interview/Focus Group

Replication Resources section for a sample recruitment letter.) If the research team receives interest in participation from more than the requisite number of attendees, they can decide how to choose among the potential participants, although simply selecting the first five to ten might may be the most appropriate, or opting to hold more than one focus group session if time and resources allow.

The school’s point-of-contact will have the best sense of which conditions will be ideal for hosting the focus group, including the time and date that works best for parents/ caregivers and whether it is more convenient to host them in person or online to garner the best attendance.

The focus group should be scheduled for no more than 75 minutes. The research team should hand out informed consent forms for participants to complete at the outset, and also request permission to record the session for later transcription, emphasizing that it is solely for the research team’s use during analysis. (For reference, the consent form from this study’s focus group is available under the Interview/Focus Group Replication Resources section.)

It is also a good idea to have at least two members from the research team involved in each focus group: One to moderate the discussion and another to take notes and be available to address any issues that develop so the moderator can stay focused on the discussion.

If the focus group is in person, provide snacks and beverages, and offer childcare if possible. If the study’s budget allows, offer each participant a token of thanks for their participation, such as a gift card to a local grocery store.

Interview/Focus Group Replication Resources

To help replicate this study’s interviews and focus groups, the following resources are available herein:

For parent/caregiver focus groups:

• Focus Group — Recruitment letter

• Focus Group — Informed consent form

• Focus Group — Questions

For community member interviews:

• Interview — Informed consent form

• Interview — Questions

Parent/Caregiver Focus Group –Recruitment Letter

Dear [Name of School] Family,

We are inviting up to 10 [Name of School] families to participate in an online focus group as part of a study being conducted by a team from Drexel University School of Education and Perkins Eastman, an international architecture firm The focus group will be held on

The rese arche rs are o ffe ring a $ 25 g ift c a rd to each pe rson w ho participate s

The requirements are :

1. Only one adult per [N ame of School] student can participate

2. Y our student must have attended the school during the 2018-19 school year.

3. Yo u are comfortable using Zoom and have good connectivity.

4. You must have your microphone turned on and answer questions.

5. To receive a gift card, you will need to provide the researchers with a valid email address.

This interview is part of a city-wide research project being conducted by the Drexel School of Education and Perkins Eastman, in cooperation with DC Public Schools. We are gathering data from approximately 15 schools in DC and 15 schools in Baltimore City to better understand the relationship between school buildings and all of their stakeholders, including families and the communities the schools serve [Name of School] was one of the schools in DC designated by DC PS This fo cus group will help increase our understanding of how families are engaged with [N ame of School]

You will be free to exit the focus group at any point during the session, with no consequences for you except that you will not qualify for the gift card if you do not fully participate in and stay to the end of the focus group. Your identity will be prote cted. No one will be able to match your responses to you. Only your responses, not your name or any other identifying information, will be studied.

If you are interested, please sign up by

Parent/Caregiver Focus Group –Informed Consent Form

Drexel School of Education

Verbal Assent Form For Participation in a Research Study

You are being asked to participate in a research study because you are the parent of a student attending one of ___ public schools in your City chosen to be part of a research study examining the impacts of school buildings on educational outcomes. We invite you to participate in a focus group with several other parents regarding your personal perspectives on the physical aspects of the relevant school building. The focus group discussion will include open-ended questions and should not last more than one hour.

We would like to audio -tape the focus group discussion to make sure that we can analyze the data. The researchers will keep the tape in in a secure locked file and it will only be used by research team members to transcribe the information shared during the focus groups. We will only audio tape you if you give us permission.

You can choose not to answer any questions that make you feel uncomfortable, and you can end your participation in the focus group at any time.

The results of the focus group will be included in the study results that will be share d with _____. Your identity will be protected. No one will be able to match your responses to you. Only your responses, not your name or any other identifying information, will be studied.

Participant Assent: I have been told about the study and know why it is being done and what to do. I also know that I do not have to do it if I do not want to. If I have questions, I can ask the interviewer. I can stop at any time.

If you have questions, concerns, or complaints, or think the research has caused harm to you, contact .

Parent/Caregiver Focus Group –Questions

For Parents:

1. Is the school a positive presence in the community? If so, how, and if not, why not?

2. What efforts does the school make to engage with the community?

3. [Your school] is designated as a “Community school.” How many of you knew that? For those who knew that, what do you think being a community school means?

4. How do community members make use of the school building and grounds?

5. What do you think the residents of the neighborhood surrounding this school think about the school?

6. What feeling do you think a first-time visitor gets when they enter the school building?

7. What are your favorite and least favorite parts of the school building and grounds?

8. How does your student m ake use of the school building outside of normal school hours?

9. What changes could be made to the school building and grounds that would lead you to increase your usage, or your family’s usage, of them?

10. Have you or your student engaged with the school building during Covid? How so?

11. Have you engaged with the school building since students returned in person? How so?

12. Has your perception of the school changed since the onset of Covid? How so? Has the community’s perception of the school changed since onset of Covid? How so?

13. Who do you consider to the be your primary point of contact with the school? Who would you say most parents/caregivers would say is their primary point of contact?

Community Member Interviews –Informed Consent Form

Research Subject Consent Form (for external community members)

You are being asked to participate in a research study because you are a member of the community surrounding one of the public schools in your City chosen to be part of the research study examining the impacts of school buildings on educational and community outcomes. We invite you to participate in an online interview regarding your perspectives on the physical aspects of the school building in your community.

Upon consenting to participate, you will take part in a one -on-one online interview. You can choose not to answer any questions that make you feel unco mfortable, and you can end the interview at any time. There is no cost for participating in this research.

We would like to record the interview to make sure that we remember all the information correctly. The researchers will keep the recording on a secure server maintained by Drexel University and it will only be used by research team members. We will only record the interview if you give us permission.

The results of the interview will be included in the study results that will be shared with both School District officials and a broad national audience of architects and educators. Your identity will be protected. No one will be able to match your responses to you. Only your responses, not your name or any other identifying information, will be studied.

If you have questions, concerns, or complaints, or think the research has caused harm to you, contact ____.

R E SEARCH C ONSEN T SUMMA RY

You are being asked for your consent to take part in a research study. This document provides a concise summary of this research. It describes the key information that we believe most people need to decide whether to take part in this research. Later sections of this document will provide all relevant details.

W h a t sh ou ld I kn ow ab out th is resea rch?

• Someone will explain this research to you.

• Taking part in this research is voluntary. Whether you take part is up to you.

• If you don’t take part, it won’t be held against you.

• You can take part now and later drop out, and it won’t be held against you

• If you don’t understand, ask questions.

• Ask all the questions you want before you decide.

H o w lon g will I b e in t h is research ?

We expect that your taking part in this research will last _____ hours, days, weeks, months, years, or until a certain event.

W h y is th is resea rch b ein g d on e?

The purpose of this research is to _____. Explain in no more than a few sentences the main purposes of the research.

W h a t h a ppen s t o me if I a gree t o t ake p art in t his research ?

If you decide to take part in this research study, the general procedures include _____. Briefly outline in simple terms the procedures that are key to the research and are most likely to affect someone’s decision about whether to take part in the research study.

C o u ld b ein g in t his research h urt m e?

If the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of than themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests, then state this. Otherwise, the most important risks or discomforts that you may expect from taking part in this research include _____. In simple language, explain the risks and discomforts that are most likely to affect someone’s decision about whether to take part in the research study. Identify the most important risks, like the information that a doctor might deliver in the clinical context. Emphasize how those risks are changed by taking part in the study. Include the complete list of reasonably foreseeable risks in the main body of the consent form.

W i ll b ein g in t h is resea rch b enef it m e?

The most important benefits that you may expect from taking part in this research include _____. In simple language, explain the reasonably expected benefits to subjects that are most likely to affect someone’s decision about whether to take part in the research study. If

there are no benefits, state: It is not expected that you will personally benefit from this research.

Possible benefits to others include _____. In simple language, explain the reasonably expected benefits to others that are most likely to affect someone’s decision about whether to take part in the research study.

W h a t ot h er ch oices d o I h ave b eside s ta king pa rt in t his res earch?

Instead of being in this rese arch, your choices may include _____. List the major approved alternative options that are available that may be advantageous to the subject. If this is a study in which there is no disease or condition being treated, you can eliminate this section from the summary, and include it only in the body of the consent. If there are no alternatives, this section can be omitted.

W h a t e lse sh ou ld I kn ow a bou t t h is resea rch ?

Other information that may be important for you to consider so you can decide whether to take part in this research is Describe any additional information that may be important in this specific study, such as large out of pocket expenses, subject responsibilities that many people might consider burdensome (e.g., abstinence from sexual relations, cigarettes, or alcohol, inability to drive a car while taking study medication, need for overnight stays or admittance to a secure facility), unusual issues related to privacy or confidentiality (e.g., situations where the subject’s research participation is likely to be reported in the media), or serious implications for future treatment (e.g., taking the study drug may limit future treatments options.) If there is no other information in this category, this section can be omitted.

D ET A IL ED RESEARCH C ON SEN T

Provide information about why a prospective subject may or may not wantto participate in the research in enough detail and in readily understandable language that is appropriate to the prospective subjects or their legally authorized representatives. Where it may be helpful, provide information in a graphic manner such as a table, chart or with pictures. Do not merely provide a list of isolated facts, technical or medical terms or abbreviations without explanation.

You are being invited to take part in a research study. A person who takes part in a research study is called a research subject, or research participant.

When the research involves consent by a legally authorized representative or parent, and this consent is specific to the child (i.e., the parent/guardian is not participating any research activities, including surveys or they are signing a separate consent describing their responsibilities/participation), include the next paragraph:

In this consent form “you” generally refers to the research subject. If you are being asked as the legally authorized representative , parent, or guardian to permit the subject to take part in the research, “you” in the rest of this form generally means the research subject.

W h a t sh ou ld I kn ow ab out th is resea rch?

• Someone will explain this research to you.

• This form sums up that explanation.

• Taking part in this research is voluntary. Whether you take part is up to you.

• You can choose not to take part. There will be no penalty or loss of benefits to which you are otherwise entitled.

• You can agree to take part and later change your mind. There will be no penalty or loss of benefits to which you are otherwise entitled.

• If you don’t understand, ask questions.

• Ask all the questions you want before you decide.

W h y is th is resea rch b ein g d on e?

The purpose of this research is to explain in simple terms the main purposes of the research. You can use simple illustrations, diagrams or figures if they are helpful in the explanation.

About subjects will take part in this research.

H o w lon g will I b e in t h is research ?

We expect that your taking part in this research will last _____ hours, days, weeks, months, years, or until a certain event.

W h a t h a ppen s t o me if I a gree t o t ake p art in t his research ?

Tell the subject what to expect using simple terms. Include all procedures done because the subject is taking part in this research, including procedures to monitor subjects for safety.

Do NOT describe procedures that will be performed regardless of whether the subject takes part in this research.

When appropriate for your research, include the following items:

• Describe where this research will be done

• Provide a time - line description of the tests and procedures that will be done, including screening procedures. You can use tables or charts if they are helpful to explain the schedule.

Describe each group or arm

• If the research involves random assignment describe this and the probability of assignment to each group, For example:

You will be put into a study group by chance (like a coin toss/ like drawing straws). You have a(n) _____ out of ____ chance (XX%) of being placed in each group. You cannot choose your study group.

If the research involves blinding, include language describing a single (subject only) or double (subject and research team) blind study design, as appropriate. For example:

During the research, you (or you and the study doctor) will not know which group you are in. (Your study doctor can find out in case of an emergency).

• Identify all visits, including telephone or written follow- up

• Indicate the length and duration of visits and procedures

• If blood will be drawn, indicate how often and the amount in English and metric units

• Identify all questionnaires or diaries and explain what they involve and how long and how often they will need to be completed

• Describe any planned future rese arch (extension study, follow- up study, analysis of specimens). Describe them and whether subjects will be asked to sign a separate consent form.

If applicable, explain whether the subject will be told clinically relevant research results, and if so, under what conditions.

Include if the research may involve whole genome sequencing:

The research might include whole genome sequencing (determining the order of DNA building blocks (nucleotides) in your genetic code).

W h a t a re m y resp onsib ilities if I t ake p art in t his r esearch ?

If you take part in this research, you will be responsible to: Describe the responsibilities of the subject.

• Describe any warning or precautions that the subject needs to know

• Describe any requirements to avoid certain activities or refrain from taking certain drugs

• Describe any requirements to keep research articles out of the reach of children or others

• Describe any requirements to promptly report certain side effects to the investigator

• D escribe requirements to follow the instructions as provided by the study team and to give them any new information about new medications, new medical issues, etc.

• Describe any situations where the subjects should immediately contact the investigator or immediately seek medical attention

C o u ld b ein g in t his research h urt m e?

If the probability and magnitude of harm or discomfort are not anticipated to be more than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests, then state this. Otherwise, in simple language and in a simple bullet format (whenever possible), explain the known possible risks and discomforts..

List risks and discomforts in order of most common and most likely to occur, with least likely to occur listed last.

If there are many risks, use a bulleted format. If known, provide the percentage or range of occurrence for the risks.

Describe the duration of the risks and discomforts.

Describe any risks of washout, withholding treatment, or randomization.

Consider:

• Physical risks (for example, medical side effect)

• Psychological risks (for example, embarrassment, fear or guilt)

• Privacy risks (for example, disclosure of private information)

• Confidentiality risk (if identifiable information is being retained, then there is a risk of loss of confidentiality)

• Legal risks (for example, legal prosecution or being reported for child abuse)

• Social risks (for example, social ostracizing or discrimination)

• Economic risks (for example, having to pay money out - of - pocket for research or medical expenses, losing health insurance, or being unable to obtain a job)

It is unnecessary to list details of previous clinical trials.

Include for research that involves procedures whose risk profile is not well known:

In addition to these risks, taking part in this research may harm you in unknown ways.

W i ll it c ost m e m oney t o ta ke pa rt in th is resea rch?

If there is no anticipated cost as a result of participation in the research either delete this section or explicitly state: It is not expected that there will be any additional cost associated with your participation in this research.

Include for research that may result in additional costs to the subjects. This should match any terms defined in the contract with the sponsor, if applicable :

Taking part in this research may lead to added costs to you, such as: Describe these costs.

Include for research where insurance will be billed. This should match any terms defined in the contract with the sponsor, if applicable :

In some cases, insurance does not pay for services ordinarily covered because these services were performed in a research study. You should check with your insurance to see what services will be covered by your insurance and what you will be responsible to pay.

W i ll b ein g in t h is resea rch b enef it m e?

If there are possible benefits to the subject:

We cannot promise any direct benefits to you or others from your taking part in this research. However, possible benefits to you include _____. Describe any direct benefits to the subject. If benefits from taking part may not continue after this research has ended, describe them. Possible benefits to others include _____. Describe any benefits to o thers.

If there are no expected benefits to the subject but possible benefits to others/ scientific knowledge:

There are no benefits to you from your taking part in this research. We cannot promise any benefits to others from your taking part in this research. However, possible benefits to others include _____. Describe any benefits to others.

W h a t ot h er ch oices d o I h ave b eside s ta king pa rt in t his res earch?

If there are alternatives:

Instead of being in this research, your choices may include:

• List the major approved alternative options

• Consider, based on the indication and population

For student subject pools, describe alternatives for course credit.

If there are no alternatives, delete this section

[Include for research involving prisoners. Otherwise, delete.] Taking part in this research will not improve your housing or correctional program assignments. Taking part in this research will not improve your chance of parole or release.

W h a t h a ppen s t o t he in forma tion colle cted for t his research ?

If no identifiers, identifiable information or identifiable biospecimens will be collected as part of this research then emphasize then anonymous nature of the research. Otherwise, and only as applicable:

Your private information (include only if applicable) and your medical record (include only if applicable) will be shared with individuals and organizations (if applicable) that conduct or watch over this research, including:

• The research sponsor(s) (provide name(s))

• People who work with the research sponsor(s)

• Government agencies, such as the Food and Drug Administration or the Department of Health and Human Services (include or delete as applicable)

• The Institutional Review Board (IRB) that reviewed this research

• Drexel University and its affiliates

• List others with whom private information will be shared

• When the procedures include communicable disease testing, include any disclosures mandated by state - law.

We may publish the results of this research. However, we will keep your name and other identifying information confidential (or emphasize the anonymous nature of participation).

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[Include if a HIPAA autho rization is required. Note, self - reported medical history does not require HIPAA Authorization. HIPAA Authorization is required only if medical/psychological records are being accessed, otherwise delete.] Federal law provides additional protections of your personal information. These are described in an attached document titled “Permission to Use Private Identifiable H e alth Information for Research” to use and disclose your protected health information.”

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The person in charge of this research can remove you from this research without your approval. Possible reasons for removal include:

Describe reasons why the subject may be withdrawn. Include all reasons for withdrawal described in the protocol. For example:

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[Describe what will happen to data collected to the point of withdrawal. Describe whether subjects will be asked to explain the extent of their withdrawal and whether they will be asked for permission to collect data through interaction or collection of private identifiable information. For example, a subject may wish to withdraw from the experimental procedure because of unacceptable side effects but may agree to undergo follow- up procedures and data collection.]

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Your specimens (even if identifiers are removed) may be used for commercial profit. You will not share in this commercial profit.

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[DELETE THIS SECTION IF THERE ARE NO POSSIBLE INCIDENTAL FINDINGS THAT COULD COME ABOUT DUE TO THE RESEARCH]

[Include if incidental findings may be communicated to the participant ] This (provide procedure (e.g. imaging procedure such as a MRI)) is done for research purposes rather than for diagnosis. The (provide procedure ) will not be routinely examined by health professionals for potential structural and functional clinical abnormalities. However, in the event an abnormality is detected by the investigators or the (administer of the procedure (e.g. MRI technician)), the (named procedure will be further examined by a (name appropriate clinician (e.g. a radiologist)) and the investigator may encourage you to consult your physician. [add below language if applicable]

The blood, saliva, tissue that is obtained from you will be tested and/or stored for future use and potential laboratory, genomic and proteomic studies. The material will have your name, medical record number and other identifying information associated with it. Please indicate if you wish to be contacted in the future regarding any test results that may be obtained.

[Include if incidental findings will not be communicated to the participant] The (named procedure) we collect are for research purposes only and we cannot provide a (name appropriate clinician) clinical interpretation of the results. However, if your healthcare provider would like to use the (type of data e.g. scans) for comparison with another clinical (applicable types of data) that has already been obtained or may be obtained in the future, they may request these (type of data) if they are still available. [add the below language if applicable]

The blood, saliva, tissue that is obtained will be tested and/or stored for future use and potential genomic and proteomic studies. However, the material will be de - identified (will not have your name, medical record number or other identifying information associated with it). Therefore, we will not be able to contact you in the future regarding any test results that may be obtained.

[The IRB typically does not always require subjects to sign a consent document when the research involves no more than minimal risk, by waiving/not requiring documentation of consent. However, if you are accessing health records or consenting subjects that cannot consent for themselves, refer to the Main Informed Consent Template to add the applicable signature blocks. For additional guidance, please see Investigator Guidance: Documentation of Consent (HRP- 803).]

Community Member Interviews –Questions

QUESTIONS FOR COMMUNITY MEMBERS

EXTERNAL STAKHOLDERS

• Please tell us about your background, and your relationship with the school (including what your organization does, if you are with an organization)?

• What efforts does the school make to engage with the community?

• Is the school a positive presence in the community? If so, how, and if not, why not?

• What are your favorite and least favorite parts of the school building and grounds?

• If the school has been modernized, how has your perception of it changed as a result? How has your usage or the usage of your family since it changed?

• What feeling do you get when you enter the school building? When you look at the building from the outside?

• How do you and others associated with you, such as family members, neighbors, business colleagues, etc., make use of the school building and grounds?

• How do community members make use of the school building and grounds?

• If you are associated with a business or other organization in the community, how does your business or organization benefit from the presence of the school in the community? How do you interact with the school?

•

QUESTIONS FOR INTERNAL STAKEHOLDERS

These questions are present as the range of questions that the interviewer will apply during the interview. Since this is a phenomenology study, the questions below are design to start the conversation with the participant. All questions will not be used depending on the emerging “voice” of the participant. Adult interviews are expected to be an hour or less in length, while student and external stakeholder interviews are expected to be 30 minutes or less.

For Teachers:

• How long have you been teaching?

• What do you teach and where are you teaching spaces located in the building?

• What are your aspirations as a school teacher and teaching?

• Describe your curriculum and the focus of your instructional targets.

• Describe your classroom’s design and the layout of the learning environment.

• How does the design of the teaching space either constrict or enhance your instruction?

• Can you describe the impact of the design of your classroom on your students thinking about learning?

• Describe the influence and/or impact that the building has on student performance with the content you deliver.

• Describe the culture and climate of the building.

• What assumptions and/or believes do you hold about newly modernized buildings?

• Why was this building designed; what was the purpose and intention of redesigning?

• Describe your experience navigating the building.

• Related to your vision of education, describe your ideal classroom environment.

• What professional development have you experienced related to the building or the teaching spaces in the building?

• What do you like best/least about the school building/ your teaching space?

• If you could change one thing – what would it be?

For Administrators:

• What is your role and where is your main workspace are you located within the building?

• Describe the building’s design and the layout of the learning environments.

• What assumptions or beliefs do you hold about the intentions behind these redesigned spaces? Essentially, why were the spaces designed this way?

• Describe your experience navigating the building.

• Describe the culture and climate of the building.

• Describe the influence and/or impact that the building has on student outcomes.

• What assumptions and/or believes do you hold about this modernized building?

• Why was this building designed; what was the purpose of the redesigning?

• How has this impacted your thinking about leading and managing with this building?

• What are your visions of education and leadership?

• Related to the vision of education and leadership, describe the ideal school environment.

• What professional development, or help of any kind, have you received from the district related to leadership in the building?

• What professional development has the administration conducted for teachers and staff related to the building or the spaces in the building?

• What do you like best/least about the school building/ your teaching space?

• If you could change one thing – what would it be?

For Students:

• What grade level are you in?

• Have you also gone to this school?

• Tell me how you think about your classroom? What is it like to learn in it?

• How does your teacher use this classroom for your learning activities?

• How do you like the entire school building? What don’t you like about it?

• Do you feel safe in this building?

• What do you like best/least about the school building/ your classroom space?

• If you could change one thing – what would it be?

• If you could design your ideal school building, what would it be like for you?

For Students’ Parents/Caregivers (will be conducted as focus groups instead of one-on-one interviews):

• What efforts does the school make to engage with the community?

• How do community members take advantage of the school building and grounds?

• How does your family spend time in the school or on school grounds? How does your student spend time after school, on weekends, or during the summer?

• What are your favorite and least favorite parts of the school building? Why?

• How do members of the community view the presence of the school building?

• If your school building has been modernized, how has the modernization affected your perception of the school? How has it affected the perception of your student? Your family? Community members?

• What changes to the school building could be made that would increase your usage, or usage by other community members?

QUESTIONS FOR THE SCHOOL’S ARCHITECT

• How long have you been an architect?

• What aspirations lead you to pursue architecture?

• Take a few minutes to reflect upon your time an either an elementary, middle school, or high school student. As you think about this do you remember if the design of your own classrooms impacted your perceptions on your learning?

• How did you become involved in designing schools and how is it related to your personal aspirations?

• What changes have you seen evolved in the design process of school building since you started as an architect?

• Thinking about the school you designed, that is being studied in the Latrobe Award Research Study, what aspirations did you have for it as you started?

• If you had no constraints how would you have designed the school?

• Looking at the whole design process, what constraints or openness did you experience while developing or executing to your design?

• What did you learn from this design process and how has it shaped your thinking about school building designs and educational spaces going forward?

• From a pedagogical viewpoint, what do you think are the most/least successful features of your design of this school building/the learning spaces?

Archival Data

Replication

In addition to the original data produced by this study (from the IEQ data logging with live measurements; visual assessments, with floor plan analysis and photography; stakeholder questionnaires; and stakeholder interviews and focus groups), it is important to identify and secure as much relevant archival data as possible about the participating schools, school districts, and surrounding communities. This data can supplement the research team’s understanding of the Educational Adequacy and Community Connectivity of each school in the study’s sample.

The following steps are recommended for collecting archival data.

• Obtain archival data from publicly available school district and state Department of Education websites. Note, how robust such data are will vary from district to district and state to state.

• Focus on archival data relating to school performance measures (e.g., enrollment rates, graduation rates, truancy, standardized test scores) to develop a holistic picture of a school’s Educational Adequacy.

• If possible, collect data spanning at least a ten-year period prior to when the research study is initiated to have a sufficient depth of data for statistical analysis.

• Aggregate archival data at the school level, if available, for such things as enrollment, performance on standardized tests, truancy, and graduation rates, since this study’s findings suggest that most, if not all, of these metrics can be related to the modernization of school buildings.

• Determine whether any datasets may be skewed because of extraordinary circumstances, such as disruptions that occurred during the COVID-19 pandemic. For instance, in this study, the research team could not use truancy data because the pandemic severely skewed that metric.

• Create two datasets, one for modernized schools and one for non-modernized schools, so comparisons can be made during data analysis.

• Identify any upward or downward trends in data categories, noting any differences in data trends that align with a school’s modernization status.

• In cases where differences between the data for modernized versus non-modernized schools are observed, use Repeated Measure ANOVAs to determine whether changes in a performance measure were statistically significant over time.

Community Profiles

One of the novel approaches taken by this study was to use aggregated neighborhood-level data to paint a picture of the geographic neighborhood surrounding each school in the study’s sample to explore if there were patterns in the relationship between a school’s modernization status and characteristics of the neighborhood where it is located. This information may be useful for informing efforts to maximize the benefit of school modernization initiatives by facilitating integration of the school into the surrounding community as an asset and resource.

There might be variation in the available data for any given school district and its associated neighborhoods, but the research team recommends the following approach.

Step 1: Identify each school’s census tract

Once the schools are selected for the study’s sample, determine which census tract each school is located within.

• Census tract identifiers for specific addresses can be found at https://geocoding.geo.census.gov/geocoder/ geographies/address?form

• Geocodes for schools are available through the National Center for Education Statistics (NCES) at https://nces. ed.gov/programs/edge/Geographic/SchoolLocations

Step 2: Determine available metrics

Identify relevant available measures to incorporate into a school’s community profile. For reference, the data sources and measures incorporated into this study are listed below. Additional or alternative metrics may be identified for each location and study.

(A)Census data, available at https://data.census.gov/

For this study, the research team looked at census tracts to understand the demographic and socioeconomic characteristics of the neighborhood surrounding each school in the study’s sample. In some cases, a school’s student and/or staff populations were similar to the surrounding neighborhood in terms of socio-demographic characteristics, but not in others.

To understand the socioeconomic characteristics of the neighborhoods, consider:

• % Residents living in poverty

• % Median household income

• % Residents unemployed

• % Residents age 25+ with a high school diploma or higher education

• % Residents age 25+ with a bachelor’s degree or higher education

To understand the community population’s demographic composition, consider:

• % Non-Latinx Caucasian residents

• % Non-Latinx Black residents

• % Non-Latinx Asian residents

• % Latinx residents

• % Foreign-born residents

• % Residents aged <18 years

• Total population

To understand neighborhood residential stability, consider:

• % Residents living in the same residence for the past five years

• % Owner-occupied housing

(B)Child Opportunity Index (COI)

The COI is a combined index developed by researchers at Brandeis University and the Kirwan Institute for the Study of Race and Ethnicity at The Ohio State University to measure the quality of resources and conditions across multiple domains that are important for child health and development. The index combines data from 29 different indicators in three broad domains: education, health and environment, and social and economic. The indicators are combined into a single, composite measure that ranges from 1 to 100 (where a higher number equates to greater opportunity). The research team can use the nationally normed score, which compares each census tract to the national average. Index values, as well as detailed documentation, are available at http://diversitydatakids. org/child-opportunity-index

Additional measures developed and made available by Drexel University’s Urban Health Collaborative (UHC) were used in this study. The UHC’s mission is to improve health in cities by increasing scientific knowledge and public awareness of urban health challenges and opportunities, and by identifying and promoting actions and policies that improve population health and reduce health inequities. It conducts research, disseminates evidence, and builds capacity by partnering and exchanging information with the community, decision-makers, and other academic institutions. The UHC maintains an extensive repository of community-level measures, which can be found at https:// drexel.edu/uhc/resources/data/.

(C)Gentrification

Gentrification in the community surrounding a school can have large impacts on a school’s enrollment, student composition, and available resources. Conversely, the schools located in a community may also factor into gentrification processes.

For this study, the research team used a gentrification measure developed by Drexel University’s UHC, where census information is calculated using a two-step process. First, census tracts are classified as “eligible” or “ineligible” for gentrification at baseline. Tracts are ineligible if they are either sparsely populated (less than 50 people) or are already wealthy (in their city’s top quartile for median household income). Eligible tracts are then classified as “gentrified” or “not gentrified” during the ten years following baseline. To qualify as gentrified, a census tract must experience an increase in the proportion of residents with a college education that was above the city’s median increase, in addition to a similarly elevated increase in gross rent or median home value compared to the city’s. Documentation is available at https://drexel.edu/uhc/resources/briefs/ Measure-of-Gentrification-for-Use-in-Longitudinal-PublicHealth-Studies-in-the-US/

(D)Retail Food Environment

Schools can play an important role in food access through school-sponsored meal programs and/or community food distribution programs. Understanding food availability in the neighborhood surrounding a school can provide insight on assets the community brings and needs that the school may help to address.

For this study, the research team used two measures of census tract-level retail food availability developed by Drexel University’s UHC, using purchased data from the National Establishment Time Series (NETS) database, which can be found at https://papers.ssrn.com/sol3/ papers.cfm?abstract_id=1022962. Information about the measures available at UHC can be found at https://drexel. edu/uhc/resources/data.

• Density per square kilometer of unhealthy food retail locations (includes convenience stores, small grocery stores/bodegas, fast food, bakeries, coffee shops, and pizza shops)

• Density per square kilometer of healthy food retail locations (includes supermarkets and produce stores)

(E)Green Space

Green space can promote health and healthy behaviors like exercise and socializing. The research team used a census tract-level measure of the absence of green space developed by Drexel University’s UHC, using publicly available data from the 2011 National Land Cover Database (NLCD). The NLCD, developed by the United States Geological Survey (USGS) in association with the Multi-Resolution Land Characteristics (MRLC) Consortium, is the definitive Landsat-based, 30-meter resolution, land cover database for the United States. The NLCD uses a classification of twenty values of land space modified from the Anderson Land Cover Classification System. Thirteen categories are classified as “green space.” To create a percentage of green space, the 2011 green space area values are divided by the GIS-derived 2010 census tract total land area. More information about the NLCD is available at https://www.usgs.gov/centers/eros/science/ national-land-cover-database.

CONTACT US CONTACT US

We welcome further inquiry about the study and how to apply the findings to the modernization of schools.

Co-Principal Investigator, Educational Adequacy/Primary and Secondary Education Design Lead

Sean O’Donnell FAIA, LEED AP Principal, Perkins Eastman s.odonnell@perkinseastman.com

Co-Principal Investigator, Community Connectivity/School Dynamics Lead

Bruce Levine JD

Clinical Professor and Director of Educational Policy Program, School of Education, Drexel University bl63@drexel.edu

Research Lead

Emily Chmielewski EDAC

Design Research Director and Senior Associate, Perkins Eastman e.chmielewski@perkinseastman.com

Project Manager

Karen Gioconda NCIDQ, LEED AP, ID+C Associate Principal, Perkins Eastman k.gioconda@perkinseastman-dc.com

Indoor Environmental Quality/ Sustainability Lead

Heather Jauregui AIA, LEED AP BD+C, O+M, CPHC

Director of Sustainability and Associate Principal, Perkins Eastman h.jauregui@perkinseastman.com

Statistician Lance Kruse PhD CEO, Invontics www.invontics.com