Experience K-12 Vol. 2

EXPERIENCE VOLUME 02

INSIDE VLK EDUCATOR

Ensuring meaningful space

COLLEGE AND CAREER

Allowing students to realize their dreams

SMALLER LEARNING COMMUNITIES Scaling down a 6A High School

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The Home Field Advantage

Creating an Experience for our Clients Engaging the client in the design process

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Bridging Instructional Philosophy with Design We hired an educator

Exhibiting Opportunity

Arlington ISD’s new Career and Technical Center

Learning for the New Generation

VLK is successful because we don’t just design buildings, we think about the people that will be in them.

They like to see, touch, listen and move

Friends of SafeHaven of Tarrant County Supporting our community

A Day in the Life...

Ever wonder what architects do all day?

The Home Field Advantage

Creating venues that support fan engagement

Education: The Ribbon that Ties the Community Together Replacement of a 100-year-old campus

Reflections from our Charrettes Six lessons learned

The Probability of Change Change drives innovation in our firm

The Next Generation of High Schools Scaling down a 6A campus

STEMming Something STEAMy In support of House Bill 5

Moving Forward

Our next generation of leaders

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Education: The Ribbon...

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05 07 09 12 15 16 18 22 26 28 30 35 39

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Exhibiting Opportunity

Cover: Pope Elementary, Cy-Fair ISD. Recipient of (5) TASA/TASB 2015 Star of Distinction Awards Opposite: Living Room, Midlothian Heritage High School, Midlothian ISD. Recipient of (2) TASA/TASB 2015 Star of Distinction Awards

The Next Generation of High Schools

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Letter from Leadership

“Connecting with clients to design experiences that result in innovative learning spaces makes our approach and resulting projects unique.”

Todd Lien, AIA, VLK Principal

Opposite Ken Hutchens, Principal of Creative, works with a Keller High School charrette team at Keller ISD.

Creating an Experience for our Clients

by Todd Lien, AIA, Principal

Welcome to the second volume of Experience magazine. It is our desire to keep you informed as we share with you examples of our partnerships that have occurred since the last publication, as well as updates as they relate to the field of education. We believe that connecting with clients to design experiences that result in innovative learning spaces makes our approach and resulting projects unique. Since its inception, VLK Architects has stayed the course to fulfill the core values that make us a leader in educational design. We were founded in 1984 by architects who were focused on recruiting passionate professionals who believed in delivering the best solutions to clients. Today, as a team, we are still committed to this philosophy. We function as a family, where collaboration is crucial. While formal accolades that celebrate our projects and our clients help to formalize our leadership in the state, it is our belief in people that makes our firm unique. The professionals that comprise our dependable team are diverse in their talents, which enables us to connect with our clients. Believing in building strong relationships serves as the basis for all other aspects of our work to be delivered in a quality manner. While being focused on customer service, we collaborate, always aspiring to achieve a better solution – together. Each of our clients has a vision that we work to deliver in order for educational spaces to be purposefully

creative for children across Texas.

We believe in engaging the client in the design process to ensure the vision is realized. This takes a dedicated team, and an exceptional approach that allows each of our projects to be uniquely designed. We are dedicated to staying current with educational pedagogy in order to help clients realize the best schools for their district and community. In the end, we are steadfast in our delivery for an on-time, within budget outcome that reflects the aesthetic desires of the client. Our portfolio consistently documents this approach and philosophy.

Over the years, we have had the pleasure of partnering with a variety of clients across our state. It is our desire to add value to the communities in which we serve. We do this through our intentional projects, our community service, and our commitment to the environment. By focusing on the client, and applying the passion that brings each of us to engage in our daily work, this is easily achieved.

In this issue, please enjoy reading about the daily work of VLK Architects’ employees, and spotlighted projects in Arlington ISD, Denton ISD, Houston ISD, and Katy ISD. An example of our commitment to community is also showcased, as well as industry trends that are important to the education of students.

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Our Service

Our Mission We guide clients through process, collaboration and imagination to realize exceptional environments to work, live, learn and play.

RELATIONSHIPS

INTEGRITY

CLIENT-FOCUSED SERVICE

Build strong relationships with clients, consultants, contractors and co-workers that produce trust, mutual respect, common devotion and collaboration.

Integrity is the adherence to moral and ethical principles.

Always exhibit integrity without compromise.

Focus on the client by listening, responding quickly, providing the capacity to explore solutions and ensuring satisfaction.

INNOVATE + IMPROVE

Being good isn’t good enough. Challenge yourself to improve professionally, technically and as leaders, both in the office and in the community.

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DIVERSE PEOPLE

Our Values

Every person in our firm and in our industry brings a unique perspective to each task that we undertake. It requires a combination of all of our different talents to achieve greatness.

TRUST

A BETTER SOLUTION

PROFITABILITY

Our firm is built on trust.

Our clients trust that we will provide a service to them that will uniquely satisfy their community’s needs.

In this ever-changing world, there are continually different and better ways to do things.

Always imagine how to do things more effectively.

We create profitability through client satisfaction. A satisfied client will return and will recommend us to others.

COLLABORATION

PASSION

Solid solutions are formed when individual voices are heard and valued to create something larger than ourselves.

For every task that you take on, make it your own and do it to the best of your ability.

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Our People

Below Left Check out “Ed Talks,” Dalane’s blog about her experience and expertise on VLK Architects’ website.

Below Right Dalane works with a student at Waller ISD during a charrette for their newest elementary school.

“By connecting with districts to understand their curriculum and instruction goals and approaches, I am able to help VLK translate these desires into meaningful spaces.”

Dr. Dalane E. Bouillion, Educational Planner

Bridging Instructional Philosophy with Design

by D’Lee Marshall, Director of Marketing

Architects - we think we are a pretty smart bunch! If we put five corners in a classroom, make part of a wall transparent and operable, and provide natural daylight – voila! – we have made a great learning space. Or have we?

That was the nagging question that we could not answer.

Yes, we are all educated, but we are not educators, so how could we know? We might believe test scores of students in our buildings, “Exemplary Campus” vinyl banners anchored to our carefully detailed masonry veneer walls, or Region blah, blah “Principal of the Year” awards for our campus principal is proof of productive learning spaces. But is it really?

We needed an educator on our side of the table that knew what it meant to engage curriculum and instruction into the built environment. We didn’t want to just design and hope. We wanted to contribute, and know that our buildings engaged learning! Someone had been bouncing around in our brain trust, someone who we sought out to bounce ideas off of, and who we knew had a passion for bridging instructional philosophy with design. Finally, we had a critical mass of projects requiring an elevated

approach to design regarding curriculum – we made the call and hired Dr. Dalane E. Bouillion.

Dalane has a unique perspective on architecture, which is grounded in her experiences as a teacher, Assistant Principal, Principal, and Associate Superintendent of Curriculum and Instruction. Because she has a deep understanding of student engagement, fueled by her passion to connect curriculum with architecture throughout the design process, she has managed to escalate the dialogue and elevate the learning spaces we create to support today’s learner more productively.

She is the educator on our team, and serves clients as a thought partner during the design process, ensuring all relevant instructional methodologies are considered, so that academic program needs are realized. She represents VLK’s strong belief that meaningful learning environments contribute to student engagement. By bringing her talents to the team, she has connected current instructional philosophy with purposeful design, fulfilling VLK’s promise to ensure district desires are met within our projects.

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The Arlington CTC is a 165,000sf two-story career and technical education center with 17 academies: animation, architecture, automotive technology, broadcasting, business marketing and entrepreneurship, CNC manufacturing , cosmetology, culinary, engineering, fire fighter, graphic design, health sciences, horticulture, information technology, law enforcement, photography, and welding technology.

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Exhibiting Opportunity

Our Solutions

Project Career and Technical Center Client Arlington ISD Principal in Charge Sloan Harris, AIA

by Richard Hunt, AIA, Designer and Sloan Harris, AIA, Principal

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he new Arlington ISD Career and Technical Center (CTC) project is not only a flagship district-wide project in their 2014 bond program, but also serves as a catalyst for economic resurgence for the area of the district where the site is located.

By investing in the future careers of students, districts who provide this level of career and technical education can expect significant returns-oninvestment as their graduates enter the workforce or higher education.

By giving students the opportunity to evaluate career options that are not dependent on traditional college education, the building will have a direct impact on the community of Arlington, Texas.

Many of the academies will provide the students with certification opportunities so that they are prepared to enter the job force employable, without the need for additional training, upon graduating from high school. Other programs include technical dualcredit, where students will earn college credits.

Arlington ISD entrusted the leadership and visionary approaches of its own career and technical education staff to not only enhance existing programs, but also to identify emerging careers for inclusion within the new facility. There was intense collaboration with leading area

Opposite A dramatic cantilevering balcony creates a sheltered area for students to collaborate and study outdoors.

This page Arlington ISD’s CTE staff work through the gaming charrette process.

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“This is by far the most innovative building that I’ve seen in education and it’s going to revolutionize this district. This building will allow students to realize their dreams.”

John Hibbs AISD School Board of Trustees Secretary

Top The main entry provides the building prominence to the street.

Right Students work and dine in a covered area that serves as the student entry.

Opposite Top Birdseye view of the entire complex Opposite Bottom Concept sketch of building exterior

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corporations, organizations, and higher education institutions to best design programs and spaces that emulate industry, and prepare students for the professional workforce environment.

The design concept for the CTC focuses on the concept of “exhibiting opportunity.” The academies are clustered around a large, open interior space that serves as the “Main Street” for the building. Each academy has a visual connection to Main Street which serves as the collaboration area for the students. This visual connection puts career education on display; the students of Arlington ISD will have exposure to many types of career opportunities, as well as the prospect to pursue those careers. Simply walking down Main Street, observers, as well as attending students, will be exposed to active learning environments: learning how to do a vehicle wheel alignment, instruction on installing HVAC equipment in a mock residential house, a functioning courtroom with students exploring the judicial and legal branches of government, students learning how to incorporate chemistry to style hair and provide customer service, or the operation of a live student-led TV broadcast studio.

They see education in action on display, opportunity exhibited for them to take hold of and run.

The design is organized along a large rectangular

form, which houses the so called “dirty/smelly/loud” programs, like Automotive Technology, Welding, Precision Manufacturing, and Construction Technology. The rectangular form is in juxtaposition to a very large, sweeping, curved form which houses the more typical classroom and computer based programs, such as Business, Photography and Broadcasting. The interstitial space that occurs between the rectangular form and large sweeping curved form is the open interior space which serves as the connection for all the academies to display and collaborate. The curved façade of the building fronts Pioneer Parkway, a high traffic and vital thoroughfare to the City of Arlington.

The student entrance and visitor entrance both align through the building and are connected visually to one another. The two entrances act as the stitch that connects the rectangular form and the curved form, across the open Main Street.

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Our Insights

GENERATION Z IN SCHOOLS NOW

BORN FROM

1998 ON UNIQUELY SHAPED BY

CHILDREN OF

GENERATION

X

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Z?

LEARN

MILLION IN SIZE

DIFFERENTLY

NOT JUST “MORE OF

GEN Y”

GEN X PARENTS

Rise of tablets & smartphones

Parents with lower divorce rate High rates of stay-at-home parent

MORE THAN

WHO IS

UNIQUELY SHAPED BY

SIGNIFICANT CIRCUMSTANCES

Strong social media usage

High home schooling rates

Learning for the New Generation

by Dr. Dalane E. Bouillion, Educational Planner

E

ach of us is motivated by something, and we all have our own interests, including students who bring these same attributes to the classroom. How educators tap into students’ motivations allows for meaningful learning. Today, regardless of the motivations they bring, students generally require an active learning environment. They like to see, touch, listen and move – many times, they require these things simultaneously.

They have become accustomed to immediate feedback.

They are comfortable learning by discovering their environment, and participating, not by just sitting and listening. “They” have not officially been named. Some call them Generation Z. Gary Marx, Center for Public Outreach, refers to them as Generation E (meaning equilibrium). Jason Dorsey, The Center for Generational Kinetics, is writing about them, and designates them as iGen. Regardless of their anticipated formal classification, they are our 2 to 19 year-olds generally born to Generation X parents. Research has informed us that the plasticity in the brain has changed with our younger generation, and meeting the needs of the learner now 12

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requires a unique approach in the classroom. It has been proven; they really are different!

Gone are the days of lecture and note taking. Students are comfortable responding to their environment, and socialization is critical to their development. Now, students gather at Starbucks to complete projects.

Homework time has been redefined so that collaboration and technological stimulation can be achieved.

What does all of this mean for education? Pedagogy is evolving to allow for student choice, and creativity.

Research shows that three learning styles: active, sensing, and visual are the characteristics that usually dominate

the classroom. Some students still find lecture and note taking pleasing, but generally the way to tap into a student’s motivation is to have the material presented in a variety of ways, by another student, or with a “hands on” opportunity to feel and make sense of curricula.

All of this coupled with the ever evolving technology advancements make it extremely important to understand how to support learning behaviors. Did we mention that they are concerned with the environment? They view their world, as digital natives, very differently than their parents, the digital immigrants. They watch YouTube videos and are comfortable with their presence in every corner of our universe. They are aware of ideas that support sustainability, and practice recycling. Most importantly, they are requiring us to respond.

Sure, instructional changes in the classroom are critical to the development of students; but what about other aspects of the learning environment? What does this mean for VLK Architects’ design process? The best designs force architects to think about the spaces in which students learn.

Teachers need to have the space to adequately support student learning in classrooms. I don’t just mean large space, but purposefully designed space that allows for evolving instructional methodologies, and flexible grouping of student sizes in order to foster independent work, partner work, small groups, and large groups. They need designed space to allow for collaboration, flexibility, and an extension of the learning environment, which may also require the inclusion of transparency to ensure supervision throughout instruction. Remember the traditional desk? In so many instances, a reiteration of it still exists in most classrooms, and too many times they are still arranged in rows (all facing the teacher, and allowing for little student-to-student collaboration). Students need to be a part of reconfiguring the classroom space with furniture that moves with them depending on their From top Students explore outdoor learning area at James and Barbara Adams Elementary, Arlington ISD; messy hands help explain how learning should be; students using math and science to solve problems; exterior collaboration provides observation and research studies at Pope Elementary, Cy-Fair ISD. 2015 | EXPERIENCE | Inside VLK

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Left Learning is occurring in an adjacent collaboration space at Ridgeview Elementary in Keller ISD. Below Students brainstorming to prepare for a project; students at West Campus Katy High School in Katy ISD are comfortable learning in a specialized space.

research needs, amount of collaboration required, and floor space.

When a new project is launched, it is important for all students to hear and experience the same expectations

Students need quiet spaces, and spaces for dialogue. They need spaces to sit and think, and spaces to stand. They need tables for large projects, and walls that can record their notes. Learning spaces should promote a sense of community, foster collaboration and support team learning that is sometimes messy. from the teacher. However, the need for large group instructional space almost ends there until the end of the project. Much of what we expect students to employ at the end of a curricular unit is the ability to present what was learned. In this case, students need a venue for both informal and formal presentations. How will those projects be displayed? Are they physical models, 14

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electronic presentations, lectures? Perhaps it is a skit, a song, or a musical production. With student choice being a part of the way we approach discovery and inquirybased learning, we need to be ready to allow for the final outcome of their choices, not just the space for them to learn during the learning process. If we don’t think about space differently, and provide the technology that they need, we ask students to remain in the proverbial box that has, for so long, defined education. For years, business has been informing education that students need, in addition to a rigorous academic experience, the ability to develop soft skills in order to function as a part of a working team in industry. The opportunity for education to align to the “real world” is here, but more importantly, students are demanding a different approach.

Our People

Friends of SafeHaven of Tarrant County

by Donald A. Steer, AIA

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n March 26, 2015, VLK Architects was presented the “Friends” award at the annual SafeHaven of Tarrant County volunteer banquet at Colonial Country Club in Fort Worth. SafeHaven is a non-profit organization that is focused on providing prevention, education and assistance to families of domestic violence. This award was exceptionally meaningful to VLK associates, Lauren Brown and Whitney Tong, and me because it represented a sincere appreciation and acknowledgment of our efforts in the reconstruction of SafeHaven’s Fort Worth shelter and the roof replacement of their Arlington shelter.

VLK Architects has had a long-standing relationship with SafeHaven going back to 2000. We have assisted them in many endeavors including design services for the kitchen and dining room expansion at the Fort Worth shelter, modifications to Berry Good Buys, their resale store, and coordination of the installation of synthetic turf and playground equipment at the Arlington shelter. Leesa Vardeman, a Principal at VLK, is currently on the Board and the Chair of the Facilities Committee.

As employees of VLK, we are encouraged to volunteer our time to any charitable cause. We are even given paid time off to volunteer at a charity of our choosing. In this situation, we were given the opportunity to contribute our full range of services to help them through challenging times. We were given the authority to provide the same level of attention that we would for any other client.

The Arlington shelter was in dire need of roofing replacement and repair. Clinton Schiver and I volunteered to perform a roof study with the goal of using the evaluation and expectation of probable construction cost for fundraising. Through the assessment we determined that the facility had an immediate need to replace the asphalt shingles and the existing flashing between the roof and the adjacent EIFS (exterior insulated finish system) covered exterior walls. The building was experiencing significant water infiltration and substrate deterioration.

Left Don Steer receiving the “Friends” award for VLK.

In the process of pricing the roof replacement, we reached out to a local roofing contractor, BRI Roofing, with whom we have had a long-standing trusted relationship to assist with an estimate. Through our initial conversations, Mike Beeter, BRI President and CEO, extended an offer to replace the asphalt shingled roof at no cost to SafeHaven. Because of BRI’s generous donation, we were able to expand the project scope to replace not only the asphalt shingles, but also the lowslope roofing, exterior trim, and refinish/repair the EIFS. VLK was also involved in the repair of a fire sprinkler line burst which took place in the Fort Worth shelter during an extreme cold spell. It caused significant water damage to the classrooms, child activity rooms, and several shelter bedrooms, rendering them unusable.

Immediate attention was required to get a portable classroom building on-site, so that classes could continue during the renovation.

VLK assisted SafeHaven in the production of design documents necessary for insurance adjustment, bidding, permitting, and construction. The renovation was an opportunity to create an up-to-date learning environment with flexible spaces to serve the variety of age groups housed within the shelter.

Volunteering our services to SafeHaven was a very rewarding experience. It provided us a first-hand view of the needs and challenges that face this supportive organization on a daily basis. We were able to contribute our unique talents and skills in a way that helps combat domestic violence by providing a welcoming, warm, safe, dry space for the victims. Being recognized and honored with the “Friends” award was more gratifying than any architectural award I have ever received. I look forward to our continued relationship with SafeHaven and will look for new opportunities to continue to help.

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Our People

A DAY IN THE LIFE...

Whether it’s meeting with clients or working on drawings, a day in the life of an architect is busy, busy, busy - full of multitasking and working the creative process to develop a space that meets clients’ needs, functionality, and represents the users of the space. Day-to-day tasks change by the minute, but our focus is always maintained ensuring the solutions match the needs and values of our clients, while being mindful of the environment, costs, and how the space will shape the world it serves.

8:10AM Chad Davis’ day begins with a plan sketch of a high school renovation study.

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9:00AM Waller ISD administrators, faculty, and students work with VLK staff in a design charrette for Waller ISD’s new Elementary #6.

11:15AM Sloan Harris and Steve Hafer work on preparations for an interview with a potential new client.

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4:00PM Cy-Fair Houston Chamber of Commerce celebrates the grand opening of the new location of the VLK Architects’ Houston office, located at 20445 State Highway 249.

7:15PM VLK staff works with members of the Ysleta ISD community in developing a school bond referendum.

3:30PM Richard Hunt, Tracy Loftin, Chad Davis, and John Klein stop to take a team picture on the 12th hole of a charity golf tournament.

1:45PM

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Tim Kunz coordinates review of 95% Construction Documents on Houston ISD’s Energy Institute High School.

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The Home Field Advantage

by John Brooks, AIA, Designer

We all have memories of a perfect evening at a sports venue. The crowd noise, from the energized stadium that is overflowing with fans, inspires the teams to play hard. The weather is great! The band is playing as we cheer our favorite team to victory. What role does the stadium play in providing this energizing, memorable experience?

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Our Solutions Opposite Orange and black shirts fill the stands at Bearcat stadium in Aledo ISD. This page The lights shine bright at Chisholm Trail High School Stadium in Eagle Mountain Saginaw ISD.

S

ports venues are unique building types that can contribute to the success of sports programs. In recent years, collegiate and professional sports venues have been working to create more fan friendly settings that adapt to market preferences and demands. Many minor league ballparks, seeking to create new ways to increase attendance, have developed innovative new amenities to entice fans to attend games. The general premise of these innovations is to offer fans options for attending games with friends and family. Today, fans have many options for group attendance: seating boxes, party decks, loge seating, and berm seating. In addition, collegiate and professional sports venues are taking into consideration branding and advertising components, in order to not only increase team loyalty, but also to build additional revenue. It isn’t solely about the “on field” experience anymore. Most high school sports venues, however, seem to rely on concepts developed for the less interactive past. The bleacher seating design style might have seat backs offered in an alumni bleacher section, but there is little else in the realm of market choice for the consumer. As the architecture and scale of high school sports venues continues to grow, one has to wonder when we will see the non-traditional spaces of collegiate and professional sports venues trickle into the design of high school facilities.

Fans play a big role in the vibrancy of a stadium. It is no secret that there is a “home team advantage” which can contribute to the success of a team’s season. If having an engaged fan base contributes to the “home field advantage,” then creating venues that support fan engagement could benefit a program’s “on field” success.

But how does a building contribute to a fan’s passion about a game and support for a team? Creating an engaging, active, and intimate environment begins with moving your fans close to the action. One way to remove the distance between fans and the field is to consider removing the track from inside the stadium. With the track removed, spectators are closer, but it is important to consider the space that will then be needed on the sideline for the team, their equipment, the cheerleaders, and the band to stage before performing. With these careful considerations, a stadium designed to move spectators inward, can be a great solution.

There are additional ways to connect the crowd to the game in other stadium areas. Placement of TV monitors above the concessions can allow fans to keep track of the game but are no substitute for the live sports action and the pull of a loud excited crowd. Therefore, concession lines can be organized to permit views back to the field to keep fans engaged in the game. It is also important to create movement to various designated spaces as well.

Offering food is a tried and true way to do so. Perhaps an open air plaza is a good place to grill hamburgers or fajitas. The smell alone will pull fans to those spaces. A cart and kiosk program can be used to supplement the point of sale capability of the concessions, and provide additional concessions for other unique spaces. Today, it is essential to plan water and power sources from the beginning so that there are many options for temporary concessions in various spaces.

Offering a range of standing and seating options for both individuals and groups can contribute to the vibrancy within the stadium. The end zones can be used to efficiently provide additional seating for home or visiting fans. Berm seating spaces in the end zones can be organized to supplement the seating capacity, and additional spacing for carts or kiosks should be created to provide concessions for these areas. Most fans seem 2015 | EXPERIENCE | Inside VLK

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Left Removing the track gets the fans even closer at Collins Stadium in Denton ISD. Below Eagle Mountain-Saginaw ISD is ready for Friday night lights.

Opposite Top Katy ISD’s newly anticipated second stadium designed in association with HKS Architects.

Opposite Bottom Aledo ISD creates traditions in their new stadium.

to be more engaged in a game when they attend an event with friends. Why not offer that option as you plan your venue? Providing unique vantage points from which to view the game can contribute to the feel of excitement.

The concourse can be designed to be kept open into the seating bowl which will provide standing room areas.

The addition of a drink rail behind the seating along the concourse can provide a unique standing room position.

Plazas and stairs can offer interesting game day places for standing with groups of friends to watch the action.

Party decks can increase seating capacity and also provide a special area for alumni, community or corporate groups who want to attend a game together. Would an air conditioned club space on a warm Friday night appeal to parents or grandparents attending a game? Suites at the press level might be inappropriate for a high school venue, but an air conditioned “club” space offering a catered meal with outdoor seats might fill a local market niche.

These unique spaces can be used for other events. A club space could be an assembly room for staff development, community meetings, or Fine Arts performances. Will families or groups of friends pay a little more to sit together in a box seat? The key in developing amenity spaces is flexibility. The spaces should be located and designed to allow for multiple uses.

As plazas and decks within a stadium become more common in high school design, they will create a unique opportunity for “branding” the sports program, just as they do in collegiate and professional sports. In 20

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addition, these spaces offer advertising opportunities for community, corporate, or school displays that enhance the experience of attending a game. A factor to consider in designing a stadium is the additional revenue that can be realized for the client. Parking areas and the plaza spaces surrounding a stadium should be designed to be safe, open environments, but also designed for multiple uses. Stadium public spaces can be used for pre-game events, festivals, community fairs, or staging areas for bike tours. Availability of power and water, as well as toilet facility accessibility, should all be considered in the design when planning ahead for these various events.

As the culture of sporting events continues to evolve, there will be more emphasis placed on designing stadiums that provide engaging experiences for those that participate and attend high school sporting events.

There are various design methods that can be utilized in order to accomplish this goal. By inserting collegiate and professional sports venue inspired spaces into high school stadium designs, the “home field advantage” can be realized and provide a greater experience for all that attend and participate in sporting events today.

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Our Solutions

Education:

The Ribbon that Ties the Community Together

by Richard Hunt, AIA, Designer

Project Condit Elementary School Client Houston ISD Principal in Charge Todd Lien, AIA Right Library at Condit Elementary School, Houston ISD

Education is the ribbon that ties the community together. It is a symbolic phrase with extraordinary meaning for the community of Bellaire, a tight knit suburb of Houston, Texas. Bellaire, like many other communities, is steeply invested in the education of their children and their community as a whole. When the time arrived for the Houston Independent School District (HISD) to construct a replacement school for their beloved Condit Elementary, the community of Bellaire was going to play a huge part. Embracing this heightened sense of community, HISD brought together parents, teachers, and administrators along with members of the Bellaire community to form a Project Advisory Team (PAT).

Condit Elementary is embedded into the very fabric of Bellaire. The school has served the community for over 100 years.

PAT members, many of whom currently have children attending Condit, also went to Condit themselves. Moreover, some of them have parents that attended Condit. The committee was comprised of generations of previous elementary school children who were beaming with passion and pride for their school and their community. Our task of designing 22

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“I’m looking forward to seeing the change in the face of HISD schools in general – it feels good to lead those efforts.”

Dan Greenberg, Principal, Condit Elementary

their school was not going to be any small endeavor.

The design had to not only honor the history of community, but also elevate the education space to the current 21st century, as mandated by HISD. The design had to upgrade, not only replace, a building that had become a fixture in the community and helped to define its culture.

So how do you replace a community icon? Where do you begin? Early on in the design process, VLK Architects, along with Houston ISD, organized a design charrette to engage the PAT in a two day work session to get an idea of the expectations from both the district and the community while setting the vision for the project. There would be a ribbon of classrooms threaded through a fully open plan library.

The traditional book museum was discarded for a concept that allows the children of Bellaire to freely roam the stacks of books and technology tools on their 24

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Top Left Secure vestibule features student-made tiles and stone arch reused from existing campus.

Top Right Exterior of main entrance Middle Right VLK’s Richard Hunt works with the charrette team.

Opposite Top Tiered collaboration provides space to support a variety of instructional approaches and learners’ needs.

way to class. Every classroom opens into the library, as the library serves as an extension to each classroom; library and classrooms connect, like education and community.

The children of Bellaire are not the only ones who will be using the school. The vision includes providing space for the community to gather as a whole.

Regularly, parents and members of the community gather at the existing school. One of the most popular events at Condit Elementary School is their snow cone day. An entry plaza was created in the new design to accommodate snow cone day, as well as many other events, safely and comfortably for the students, parents, and community. The multipurpose gym/cafeteria is large enough for over 900 people in an assembly setting, and will also be used to host community meetings. Several years ago, the City of Bellaire donated the land adjacent to the existing school to create a joint use park, shared by the children of the school, and the community. With the new design, this park was relocated, enlarged, and enhanced to serve the children

and parents of Bellaire for years to come.

Education and community – these two concepts are tied together both intrinsically and symbolically in the community of Bellaire with the creation of the newly designed Condit Elementary School. Condit Elementary is an 83,000sf two-story replacement school in Bellaire, Texas with 33 classrooms serving Pre-K through 5th grade.

“There is a special feel to Condit Elementary, and I think you feel it right when you walk in. This school is going to be unlike any other and that makes us very proud.�

- Dan Greenberg, Principal, Condit Elementary

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Our Insights Left and Below VLK Architects worked side by side on concepts for Keller ISD 5-8 Middle School.

Opposite top Team members from Waller ISD move game pieces on a gaming board.

Opposite middle VLK creates design concepts for Houston ISD’s Energy High School based on the team’s process, and participants vote on their favorite option or characteristics.

Opposite bottom Teams at Katy ISD work on their gaming charrette options.

Reflections from Our Charrettes

by Ken Hutchens, Principal of Creative and Dr. Dalane E. Bouillion, Educational Planner

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he most meaningful instruction usually involves a “hands on” approach where learning can be discovered involving collaboration, investigation, trial and error, and the manipulation of tools in order to deeply understand. The goal of a well-designed learning experience is to engage students. At VLK Architects, our charrette process incorporates these attributes while capturing the thoughts of our clients.

Ultimately, as partners, we work together to ensure we respond to the design elements that are desired. In the end, our clients think like an architect while using their educational backgrounds to help us realize the best educational facilities, and our designs are recognized as uniquely independent, clearly articulating the needs of the community.

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to inform our practice to better serve the needs of our clients. Our own reflections this year have taught us a few things as well about our charrette process.

Accelerates the development of the vocabulary used in the design of a school.

Put fourteen educators in a room and ask them what a classroom looks like and guess what you get…fourteen descriptions. Through consensus building, we work with those fourteen educators to develop a collective, singular vision for the classroom they desire. We ask questions to ensure we address specific instructional needs, probing to detail the most important aspects of teaching and learning as they relate to space. Once vocabulary is developed, the language for the project is defined, which carries throughout the entire process, including construction.

Establishes Goals and Ownership through Consensus Building.

Although individuals begin the process with independent thoughts on design, the procedures we employ produce a unified solution that builds consensus for the project. Teamwork is paramount to the process, and by the end of the two days of working together, feasible solutions that reflect the ideas of all teams are represented. Engagement is realized.

Most recently, Arlington, Houston, Katy, Keller, Plano, Tuloso-Midway, Waller, and Ysleta Independent School Districts employed our process; staff members and students become an architect for a day… or two.

Regardless of position, educators, by means of design thinking, are able to share their aspirations for the future of their respective districts, and to prepare for the children that will benefit from their forward thinking for decades to come.

Involving Students Creates a Powerful Experience Districts who have invited students to the charrette process have provided the teams of participants with a real treat. The honest evaluation of spaces in schools, as articulated by students, is powerful to hear. They explain things that no one else in the room can fully visualize until they describe it. They have a unique way of sharing their thoughts, in their words, in order to make the conceptual design more meaningful.

In the end, our clients think like an architect while using their educational backgrounds to help us realize the best educational facilities, and our designs are recognized as uniquely independent, clearly articulating the needs of the community.

Works for a Variety of Spaces Not only does the charrette process work holistically for overall design, it can also be used for specialized spaces. This allows the team to focus on the needed areas, and allows them to “drill down” to a zone or department to thoroughly investigate the spaces, relationships, and components involved.

“My experience at VLK was wonderful! It was clear that our input was valued.”

Sandra Chapa,

Keller Middle School Principal

Creates a Safe Environment for Staff Participants are asked to share their opinions, dreams, and wishes in order to capture the best conceptual design.

The safe environment we create allows for honesty and expression by all individuals regardless of their position in the district, or the composition of the team. This freedom of expression facilitates equal voices throughout the process.

Emulates Inquiry-Based Learning We launch the lesson with whole group instruction, allow for vocabulary to develop, and ensure the understanding of the intended outcome prior to assigning teamwork. Team roles are established, and independent project time begins, with each team knowing how to conduct any needed research, and how to solicit their coaches with “just in time” support if needed. Ultimately, each team presents their project, or their findings, to all participants.

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Our Insights

The Probability of Change

by Sloan Harris, AIA, Principal

This page Things have advanced a great deal from a one-room school of the past to the dynamic, next generation learning spaces of today as exhibited by the tiered collaboration at the West Campus of Katy High School, Katy ISD. Opposite A graph highlighting growth and change within the industry; VLK has adapted to changes in market by integrating new, sustainable technology into the schools we design to support instruction; wind generator and solar panel at Pope Elementary, Cy-Fair ISD

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hanges in our social, environmental, and technical norms over the past decade have demanded adaption in established design practices of educational facility planning. We have witnessed and benefited from an age of technology that is exponentially accelerating so fast that we have no time to even reflect on what we have just experienced. The breadth of this adaption in our practice, or should I say advancement, is perhaps more measurable now than ever due to the heightened changes in the aforementioned variables, all colliding at once.

One catalyst for change is an elevated concern about the environmental impact of our buildings. As that concern may have

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only been previously expressed in an ecological sense, we see it now in how our buildings impact not only our ecology, but also our sociology and economy. We are balancing the financial expectations and responsibilities our districts face, with providing the most innovative learning environments for our students, as well as with volatile construction costs and capricious education legislation.

Maybe these are not new changes.

For the past 30 years, VLK has led our profession in designing innovative learning environments, utilizing the most efficient and durable building systems possible to maximize our clients’ investments. In addition, we don’t believe any of our clients have ever asked for a school that was designed with opulence, to

THE PROBABILITY OF CHANGE IS NOT A PROBABILITY AT ALL, IT IS A CERTAINTY. IT IS THAT CERTAINTY THAT FOUNDS THE STRATEGIES WE EMPLOY FOR OUR CLIENTS. be extraordinarily expensive to operate, to be replaced in 10 years, or to be unfavorable for student learning. So, the mission is the same, but the variables have changed. At VLK, we continue to deliver solutions for school districts throughout Texas that solve these variables in a variety of ways.

As a result of advancing technology, there is an ocean of resources and knowledge immediately accessible to us now that was not present 10 years ago. Pairing that with our extensive experience in educational facility design, we are constantly researching, studying, and developing best practices that benefit the students of our schools as they relate to the designed environment in order to support districts as they assume the costs to build and operate their facilities. Whether it is quickly responding to the needs of our fast-growth clients, renovating and optimizing facilities for a district functioning in a consolidation mode, or designing a community centerpiece for our rural districts, we are applying a client responsive approach, specific to individual circumstances, that maximizes the return on investment, and the effectiveness of the learning environment for end-users.

Regardless of the changes in the landscape of education, and its facilities that we are experiencing, we are still operating under the same framework that we were 20 years ago. However, the challenges that we must deliver solutions for have grown exponentially. We must provide purposefully designed space for our children to learn, but due to technology advancements, there are no limits to learning every minute of every day. Therefore, those spaces, and our solutions, must be more dynamic

and innovative while adapting to evolving curriculum and instruction. The funding mechanisms for building schools have not changed since 2001, although the construction indices have out-paced the Consumer Price Index by 33%; schools are ever increasingly more expensive to build.

With a more expansive global economy, the commodities indices are more volatile, making long term planning of construction budgets for bond referendums and capital improvements much more difficult. Unfunded mandates, building code advancements, TEA amendments – the cards are stacked against our clients in their ability to provide learning environments needed for their students.

VLK Architects overcomes those challenges time and time again with the schools we design.

The probability of change is not a probability at all, it is a certainty. It is that certainty that founds the strategies we employ for our clients. We exceed expectations in service, we design optimal solutions, and we build consensus with the teams of people with whom we work. In addition to providing expertise and thought leadership in 21st Century educational design, we provide diligent research and formulation of capital improvement budgets for long range facility planning and bond referendums. We develop and execute political strategies for our districts to assist them in informing their communities to secure the resources required to educate their children in these new social norms, and we also have educational planners on staff with expertise in academic leadership to anchor design decisions around curriculum and instruction.

At VLK Architects, we welcome what the future may bring. Change drives innovation and our firm thrives when given the opportunity to partner with school districts to provide excellent learning environments that overcome the probabilities of change.

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The Next Generation of High Schools

by Justin Hiles, AIA, Project Architect

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Project Dr. Ray Braswell High School Client Denton ISD Principal in Charge Leesa Vardeman, AIA

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pening a new high school doesn’t happen very often. In the ever-growing Dallas – Fort Worth Metroplex, a couple, if any, may open each year. A high school is an important part of a community that has been missing for the area of the US 380 corridor. Students within the growing population in this area, east of Lewisville Lake, north of Little Elm, and west of Frisco and Prosper have been bussed to Ryan High School or Denton High School, with some transferring to another school district to avoid the commute.

When the new Dr. Ray Braswell High School and Bill Carrico Athletic Complex opens in 2016, it will serve as an important building for not only Denton ISD, but also for the 380 corridor.

Braswell High School is located at the corner of US 380 and Villa Paloma Road. The prominent location serves as a gateway to the district for drivers coming from the east. It announces arrival to Denton ISD, and more importantly, serves as a hub for the growing 380 corridor.

“Our students and their families been waiting for this for a long time and it’s exciting for them - and for all of us, really - to see it there, ready to open,” said Natalie Mead, Principal at nearby Paloma Creek Elementary. “Braswell High School will truly provide an anchor for Denton ISD in this community and give everyone in the 380 area a symbol to rally around and support” The new Braswell High School was designed as a collection of academic houses, allowing students to be divided into smaller learning communities. Each learning community includes a collaborative learning commons where students can come together to work on projects.

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Top View of library Left Ample flexible space for a variety of purposes Opposite page View of front entry welcoming students, staff, and community

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“Braswell High School is designed to grow with innovation. Not only will it open with cutting edge technology and hardware, it is also inclusive of common maker and collaboration spaces designed to encourage student engagement and learning at the highest level. Our students will be the benefactors.”

Dr. Jamie Wilson, Denton ISD Superintendent. group learning, and spaces around the huddle rooms allow for larger groups with markable wall surfaces and digital displays. The commons areas also have direct access to the educational courtyards which are designed as outdoor classrooms, each with its own unique design.

Each house is connected by the “cross bar,” a corridor with classroom and lab spaces not part of the core curriculum.

This area houses career education spaces, computer labs, and an advanced science lab. The cross bar also is home to an administration area for counselors and vice principals, allowing for close engagement with the students. Separate, secure entrances to the fine arts area, library, and athletics wings allow for high-volume, after-hours use. A courtyard between the fine arts wing and athletics wing is sloped to provide amphitheater style seating focused on an exterior covered platform that can be used for theatrical or choral events, or even host a pep rally.

Sustainability was also a central focus in the design of Braswell High School. More than 50 sustainability features were incorporated into the design of the facility.

The school was oriented on the site to take advantage of natural light with large north facing windows and shading devices over southern facing windows. Every classroom in the building will have natural light. Energy efficiency will be achieved through a Geothermal HVAC system, a “cool” roof, high performance glazing, and additional insulation in both walls and roof. Collaborative learning spaces and sustainable design are a central focus in the school’s vision to create a community hub for the 380 corridor.

Unique 21st century learning strategies were also implemented into the design ensuring the students graduate Braswell High School as critical thinkers, communicators, collaborators, and creators. These skills are learned outside of the classrooms in collaborative 2015 | EXPERIENCE | Inside VLK

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learning areas and maker spaces, which are located strategically within academic houses, fine arts wing, and library. A robust wireless network will allow students and teachers to have information at their fingertips anywhere on campus.

The school is designed to house 2,400 students with ample room on the site to expand the facility as the population on the 380 corridor increases. With new housing developments which are on the rise throughout this area, the population growth will demand additions in the near future. The capacity for the building to grow also allows Denton ISD to attract students from other nearby

Top View of auditorium Above View of student entrance Right View of two-story hallway

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districts surrounding the area.

A year and half of planning and design, plus two years of construction, will deliver a state-of-the-art facility for the district and this community – a short time when considering how long the building will impact the community. “Braswell High School will be an anchor to the community there,” said Leesa Vardeman, VLK Architects Principal. “However, this high school is poised to do more than just serve a community; it will create a history that binds the 380 Corridor communities’ philosophy toward education. It is a great win for everyone.”

Our Insights

STEMming Something STEAMy

by Dr. Dalane E. Bouillion, Educational Planner

The high school graduation program in Texas changed with the 2014-2015 incoming freshmen, and provides for flexibility and student choice. Under House Bill 5 (HB 5), students must fulfill the requirements of the Foundation High School Program; however, they also have options, and are allowed to pursue interests in five different areas, identified as endorsements: STEM; Business & Industry; Public Service; Arts & Humanities; and Multidisciplinary Studies. While an endorsement is not a requirement in order to graduate, most students will achieve at least one endorsement. Science, Technology, Engineering and Mathematics (STEM) have become much more than a trend. The content of these four areas will drive much of the future careers of our students, as

we are teaching and preparing for something that we cannot yet envision. That is the beauty of education – shaping the minds of the future, knowing they will shape the future of our democracy.

The STEM endorsement is the only endorsement that currently requires upper level math and/or science.

While school districts have some flexibility in providing the courses that best meet the needs of their community, and reflect the interests of their students, it is clear that students pursuing this endorsement are serious about their education, and are not fearful of difficult tasks.

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CONSIDER PEDAGOGY

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What is important is that every human being deserves to learn about the arts and humanities, just as each person should be cognizant of the sciences.

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harvesters, and doctors – just to name a few. They will change the landscape of America with their new discoveries and patents that we cannot yet fathom.

Students tend to thrive in the spaces in schools that support their interests. What was your favorite physical space in high school? For some of us, it was the football field, or the band hall. For others, it was the Chem lab, or Drafting class. Purposeful environments with specific and intentional expectations provide the most meaningful learning spaces. When designing for STEM spaces, it is important to always think of the end users: teachers and students. They both have particular needs in order to facilitate the curricula and engage in the work.

Dr. Howard Gardner Hobbs Professor of Cognition and Education Harvard Graduate School of Education

Teaching in a STEM-related course requires an inquiry- based approach to learning where teachers must be able to move about, easily allowing students to work in groups, and/or independently, with ample technology support. Both small and large spaces are required, with the flexibility for students to focus and research, as well as to discuss and present findings. Teachers need areas that allow teaching to occur as it is needed, meaning “just in time” lessons for a small group needing a deeper understanding of a concept, or a large space to launch a new challenge. Well-designed lessons for these four disciplines also require significant materials, so storage is crucial. So is technology support, as research is crucial to the learning process and may need to be accomplished throughout a unit, rather than in one setting in a traditional computer lab. Extension of the classroom allows teachers to group students strategically so that ample space is achieved between groups. This can be accomplished by use of square footage that spills over into the hallways, or pushes past the traditional walls of the classroom. Teachers always need more space, and the more rigorous the curriculum, the more creative the learning outcomes.

STUDENT-CENTERED FOCUS Students must be allowed the freedom and flexibility to use tools as they apply them to the curricula. They need space on their desk, now designed as a flat surface, to be able to draw things, think visually, and solve small problems that will result in an overall answer or project response needed for the larger expected learning outcome. They also need space to formalize their work.

Depending on the assignment, independence may be expected, or the unit may result in the outcome of a group project. In both cases, space is needed to demonstrate 36

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learning. Makerspaces, labs, and studios that most closely resemble a real work atmosphere support the learning environment. This type of designed space is important for creativity to abound. Producing a variety of spaces makes learning interesting, and offers students choice in how to best support their individual learning styles and needs.

WHAT ABOUT THE ARTS? Did you recall the band hall when you thought about your high school experience? Was it the auditorium because you were a natural on the stage? It is widely accepted that students who are connected to school are wellrounded in their academic accomplishments as well. With opportunities such as band, orchestra, dance, art, and theatre being offered in schools, many students are excelling in the performing and visual arts, as well as the classroom. Much research supports fine arts contributing to academia.

So, what about the students who are involved in the arts, and balance their interests by also being able to fulfill the most rigorous academic graduation requirements?

Incorporating the arts into the areas of STEM creates a whole new idea, and many students will pursue it. It is still a relatively new concept being referred to as STEAM (STEM + Arts). Easily, now the acronym supports the constructs of Science, Technology, Engineering, Arts, and Mathematics.

The spaces for student learning in either a STEM or STEAM environment must be supportive of the learner, and should emulate industry. Moreover, they must support the pedagogy of these disciplines, and the integration of content will produce the best opportunity for learners. Well-designed spaces consider the curricular areas independently, but also recognize the natural interdisciplinary nature that also exists, and will continue to progress with the evolution of curricula. As we work to prepare students for college and career, the more we can create spaces that are designed like, and align with a student’s future place of employment, the more we directly contribute to the learning process and help students see future opportunities. Thoughtfully designed spaces help to provide a unique opportunity for a learning experience that may assist in recruitment in these fields, and lead to college enrollment and/or industry certifications while supporting talents.

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Letter from Leadership

MOVING FORWARD

by Leesa Vardeman, AIA, Principal

Over the last 12 months, we have joyfully celebrated VLK Architects’ 30th anniversary by reflecting on our considerable portfolio of projects, our valued relationships with clients, consultants, contractors and employees, and our impact on the communities where we work and live. I have had the pleasure of being a part of VLK for all those years, and firmly believe that our organization grows stronger each and every day through the creativity, ingenuity, focus, and commitment of each member of our talented team.

I have often imagined what kind of courage and resolve must have existed in the founders of the company: Howard Vestal, Randy Loftis and Jeff Kalista to take the initiative of opening up an architectural firm, but I am sure thankful to them for doing so. They created a company with strong ethical values, a culture of determination to do what is best for our clients, and an atmosphere of camaraderie admired by all who have spent time here. Because of our strong foundation and aligned values, we have weathered many challenges. I am proud to say that through them all, we have emerged smarter and closer than ever before.

With any milestone anniversary, we consider not only where we have been, but also where we are going. Our future is very bright! There is an energy and excitement felt throughout our organization. Never before have we had so many talented leaders emerge to serve our clients and grow our business. Their vision and willingness to take on challenging tasks inspires all of us to outperform.

Our design solutions are user focused and our design efforts are providing our clients with a unique and meaningful personal experience.

Two extraordinary leaders, Sloan Harris and Todd Lien, have been at the forefront of this effort guiding the firm with their unparalleled determination, wisdom, and distinctive vision. They have contributed considerable

effort and care in the growth of our business, the growth of our employees, and in the expansion of VLK into new geographic areas, as well as new markets. Their commitment to VLK and its employees has defined them as the voice of VLK leadership. Because of their exceptional qualities, I am happy to announce that they have been named Partners. This next generation of leaders will be essential in defining the future of VLK for years to come.

Sloan’s leadership is yielding a more relevant, progressive architectural practice that combines excellent design with innovative delivery solutions. He inspires our youngest generation to contribute their fresh voice through blogs, design competitions, and community service. He encourages our most experienced generation of architects to apply their strengths through firm leadership, mentorship, and team collaboration. He has us all asking, “Why?” before we “just do it.”

Todd’s leadership is inspiring a heightened commitment to excellent client service and professional accountability. His gentle nature and thoughtful counsel instills trust and devotion from people both inside and outside of VLK. Todd has his hand in ensuring that all of our clients have an exceptional experience throughout the project delivery, and get design they can trust.

It is an exciting time at VLK! We have had a great three decades, but are eagerly looking to the future. We are so proud of the projects that are being created, feel blessed by our strong relationships, and are inspired to produce our very best solutions.

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FORT WORTH

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2821 West 7th Street, Suite 300 Fort Worth, Texas 76107 817.633.1600

20445 State Highway 249, Suite 350 Houston, Texas 77070 281.671.2300