IN THIS EXPERIENCE
BREATHING
VLK | EDGE®: BRIDGING EDUCATION AND ARCHITECTURE THE REBUILDING OF
HARNESSING THE TRANSFORMATIVE POWER OF
IN SCHOOL DISTRICTS THE VLK APPROACH TO TALENT ACQUISITION
IN THIS EXPERIENCE
DEAR READERS,
Oh, if only they knew! If only all students truly understood the level of undertaking from so many to ensure they have full access to a wonderful public education. From the professionalism of their teachers, the passion of their administrators to plan for and provide inspirational spaces, to even the ballet of logistics of the cafeteria, there is a veritable nation of people working with indefatigable spirit all towards one aim – the student experience.
In this edition of Experience, you will read much about the student experience, and what it takes from every corner in the education community to create the environments in which experiences happen. There are explorations of musical rehearsal venues and outdoor learning
spaces, as well as thoughts on school renovations, optimizing construction financial management, how AI can empower education, and more. You will also find stories about how VLK is able to grow along with our clients while maintaining our culture of excellence, including an introduction to our full VLK | EDGE® team and their role bridging education and architecture.
Of course, the students don’t know — can’t know — what is takes from all of us to deliver the environments that help them succeed. So perhaps on their behalf, we thank you for your dedication and service to our communities. We hope you enjoy this edition of Experience
Dalane Bouillion, Ed.D. Chief Development Officer
Daniel Pitcock Chief Experience Officer
Regardless of specific roles in the educational process, everyone in education exists to provide an experience for students. When we say everyone, we mean everyone, contributes to the experiences for students. Easily, teachers and administrators are highly regarded as those who design experiences for students, but they are not the only ones creating experiences for students. They may be the most direct providers of curricula, instruction, and support, but there are so many more who use their talents to do their part in the educational journey of students. Think about it, the janitorial staff make sure the floors are cleaned so that facilities are well-maintained, making students feel welcome in a clean and well-kept environment. Maintenance ensures the walls are painted, as part of a detail meant to elicit a feeling for students, depending on the color. It could be calmness, focus, or excitement. Every detail in an educational environment is part of the student experience.
The classroom teacher provides a sense of community in a space designed for students. They shift back and forth between both group and singular experiences that students need, adapting and adjusting to each individual student, realizing each different class is comprised of a variety of individuals seeking experiences. The experiences they pursue or accept as a learner increases their knowledge, builds on their prior understanding, and helps them reach for the tomorrows they cannot yet realize.
Those who teach extracurricular content are masters at being able to build relationships with students. They teach in specialized spaces that welcome students to their chosen world of interest. Athletic coaches hold class on the field or in the gym. Theatre teachers welcome their students to the stage or into the costume shop. Each interest area is unique, providing experiences for students that connect them to the school, their teammates, or the group of individuals that become collectively driven to accomplish shared goals.
Administrators are known to the student, but the work they do goes unseen in many instances. They are the visionaries for the student experiences, the ones who challenge the teachers to challenge the students. They work behind the scenes creating opportunities that allow students to engage in meaningful lessons, put measures in place for a safe learning environment, create structures that create consistency and routine, and allow for support personnel to be available to address long term and daily challenges.
Operational and facility leaders within a school district are heroes thinking about the future of the physical environment, maintaining each building with expertise and care, making a welcoming place for students to spend the majority of their time as they grow and learn. These operational leaders’ collaboration with those responsible for teaching and learning can help make a huge impact. These are the people who pay special attention to classroom temperature, air quality, acoustics, and even lawn maintenance schedules. These decisions support exceptional learning environments, which lead to a great experience.
Everyone working directly with students or for students is trying to make a positive impact. Student success is dependent upon a multitude of individuals creating and sustaining the systems that continue to facilitate education.
DALANE BOUILLION, Ed.D. | chief development officer
DANIEL PITCOCK | chief experience officer
VLK’s role in the student experience starts with helping our clients articulate their Why. Our educational planning team, called VLK | EDGE®, is made up of lifelong public educators who intensively research the district’s curriculum goals, instructional methodologies, strategic plans, academic programs, and more, then facilitates input from key stakeholders. Once we understand what a client’s community believes about teaching and learning and the experiences they want their students to have, the VLK team becomes the conduit for facility design that helps clients realize their vision for student success – a process we call VLK | CURATION®. Our engagement with district leaders helps bring to light spaces that provide choice, flexibility, collaboration, natural light, outdoor learning options and are safe and secure.
Just as the teacher creates a classroom that is highly engaging, interesting, grabs the attention of students, and fires up a desire to know more and learn more, the same can be said for the built environment that provides multiple avenues for learning, whether it be individual, in pairs, collaborative, or whole classroom. The building itself can create a positive, welcoming environment that represents the spirit and culture of the school. It provides a safe, welcoming environment where kids want to belong. Building design around the student experience demonstrates that everyone around the students care about their learning and their preparation for either a lesson that day, over their next few years, or what it’ll look like as they move into the workforce. It is the attention that we all give to the student experience that provides environments for students to flourish. That attention further expands the notion that everyone contributes to experiences for students, which is not just defined by a set of high-minded goals and well-designed lesson plans; it is the spirit of public education that, with the right tools and team, is poured into the very foundation of the schools we build.
IN
the vast expanse of Texas, from bustling urban centers to serene rural landscapes, the heartbeat of public education resonates within the walls of countless school buildings. Yet, as time marches forward, many of these structures find themselves facing the inevitable challenges of age and obsolescence. The decision to renovate or rebuild is not merely a matter of bricks and mortar; it is a strategic choice that shapes the educational landscape and defines the future of communities. In our diverse and dynamic state, urban, rural, and suburban school districts confront the daunting task of revitalizing outdated facilities to meet the evolving needs of both students and educators. The concept of school renovation in Texas transcends geography, embracing the shared goals of preserving heritage, promoting sustainability, fostering innovation, and strengthening community bonds. From the bustling streets of metropolitan hubs to the quiet corners of rural towns, the transformative power of renovation breathes new life into aging schools, symbolizing resilience, progress, and the unwavering commitment to educational excellence for all Texans. VLK Architects understands the dynamic facility needs of the state and partners with clients to help them make the difficult decisions regarding their school buildings, as each community is unique and has values that must be considered and honored.
CLINTON sChIvEr | principal
One of the foremost considerations in renovating outdated school facilities is the preservation of heritage and community identity. Many schools in Texas, regardless of their location, hold deep historical significance, serving as pillars of local identity and pride. Renovation projects offer a unique opportunity to honor this heritage by preserving architectural elements, cultural artifacts, and historical narratives embedded within existing structures. By breathing new life into aging schools while retaining their historical charm, districts can forge stronger connections with the communities they serve, irrespective of their setting.
COST-EFFECTIVENESS AND SUSTAINABILITY
Renovation projects often prove to be more cost-effective and sustainable than new construction endeavors. By renovating existing infrastructure, districts can significantly reduce construction costs, expedite project timelines, and minimize environmental impact. Furthermore, renovation aligns with sustainability goals by promoting resource conservation, energy efficiency, and waste reduction. In a state like Texas, where fiscal responsibility is paramount and transparency is required, renovation emerges as a pragmatic and environmentally conscious approach to modernizing school facilities, benefiting communities. Renovation projects can directly decrease operational costs by increasing energy efficiency of air conditioning and lighting systems. Another aspect is that a renovation project reduces the need for conversion of new land to school use, preserving that land for development as additional taxable value.
the adaptive reuse of existing school facilities presents unparalleled
opportunities for flexibility and innovation in educational design .
ADAPTIVE REUSE AND FLEXIBILITY
Outdated buildings can be reconfigured to accommodate modern teaching methodologies, technological advancements, and evolving educational curricula, catering to the diverse needs of students and teachers. Flexible learning spaces, collaborative environments, and integrated technology infrastructure can be seamlessly integrated into renovated facilities, fostering dynamic and responsive educational experiences. This adaptability ensures that renovated schools remain relevant and effective in meeting the evolving needs of modern learners.
COMMUNITY ENGAGEMENT AND SUPPORT
Renovation projects have the power to galvanize community engagement and support in ways that new construction projects often cannot. By involving stakeholders in the renovation process, districts can cultivate a sense of ownership, pride, and investment in the revitalization of local schools, fostering strong community ties. VLK Architects utilizes community input to inform design decisions, programming initiatives, and resource allocations, ensuring that renovated facilities reflect the unique aspirations and priorities of the communities they serve. Moreover, renovated schools serve as focal points for community activities, cultural events, and civic engagement, further strengthening ties between schools and their surrounding neighborhoods. The commitment to renovation projects, and the viability
prove outs, increase transparency and trust. Trust that viable renovation projects are brought forward, and replacement recommendations only come forward when renovation has been proven as not viable
In the pursuit of educational excellence and community empowerment, renovating outdated school facilities emerges as a strategic imperative for a wide spectrum of Texas public school districts. By preserving heritage, promoting sustainability, fostering flexibility, engaging communities, and navigating regulatory considerations, renovation projects offer a comprehensive and holistic approach to modernizing school infrastructure. As Texas continues to evolve and innovate in the field of education, the transformative power of renovation will play a central role in shaping the future of Texas schools and communities across the state, bridging urbanrural divides, and empowering all students to thrive in dynamic and intentional learning environments.
HUTTO MEMORIAL STADIUM | HUTTO ISD
KELLER HIGH SCHOOL | KELLER ISD
NADINE JOHNSON ELEMENTARY SCHOOL HUTTO ISD
NOT YOUR GRANDPA’S COURTYARD
THE EVOLUTION OF OUTDOOR LEARNING ENVIRONMENTS
rIChArD hUNT | senior associate, design architect
Throughout the 20th century, outdoor learning became integrated into educational models as an increased interest in the natural sciences arose. However, as the 21st century approached, the priority of outdoor learning was lost to an increased preparation for standardized testing and increased time for classroom instruction (Miller, 2012). Outdoor learning can be complex – factored by location, systemic support, and differing degrees to which structured and unstructured learning are supported (Oberle, Zeni, Munday, & Brussoni, 2021). However, when the design of outdoor learning environments is influenced by the users and district administration, there is great potential to offer clear social-emotional and academic benefits for students.
In today’s educational landscape, outdoor learning environments have undergone a remarkable transformation, evolving into spaces that seamlessly support the curriculum and extend the boundaries of the traditional classroom. Today’s students, comprising primarily of Generation Z and Alpha, have grown up with an unprecedented level of access to technology, able to inquire on nearly any subject with a simple search. As globally connected and digital natives, students in schools require facilities that allow for the ability to think critically and creatively, to communicate clearly, and to collaborate with others – all setting them up for success in their careers.
These environments have become an integral part of educational facility design, offering a unique opportunity to integrate landscape, technology, and learning resources to foster collaborative learning experiences that transcend the confines of indoor spaces. Recognizing the significance of outdoor play and exploration, these environments provide a rich and stimulating backdrop for cognitive growth, social interaction, physical activity, and emotional well-being.
WHAT HAS CHANGED
INthis article, we delve into the pivotal role of client and design team alignment in the success of outdoor learning environments, encompassing spaces like courtyards, outdoor classrooms, and pavilions. Our focus spans across Texas, exploring projects of varying scales, as we explore the driving forces behind this transformative shift. Four prominent categories arise: the importance placed on well-being, the cultural shift intertwining educational curricula with nature, the crucial aspect of safety and security, and the indispensable factors of maintenance and affordability.
With an increased emphasis on social and emotional practices and learning spaces, recent research conducted by our VLK | EDGE® team (Oliveras, Bouillion, Koprowski, 2023), highlights the significance of intentional design and demonstration. Teachers participating in the study reinforced, “spaces assist them with meeting students’ needs associated with an inclusive environment. In sum, four strong themes emerged in the study that support intentional design of flexible learning spaces: ownership, engagement, collaboration, and inclusiveness.” These themes extend to the exterior environments as students and educators are empowered to express ownership and create collaborative strategies from the outdoor environment while intentionally connecting with environmental factors that promote overall well-being. Studies have shown that exposure to green spaces and natural elements can reduce stress levels, improve cognitive function, and enhance overall mood and productivity.
Furthermore, as we witness a cultural shift towards embracing enhanced educational environments at the K-12 level, there is a corresponding increase in student autonomy and mobility, enabling learning to flourish in diverse spaces that cater to individual needs. This shift emphasizes the importance of collaboration across curricula, particularly when courtyards are thoughtfully designed to accommodate multiple stakeholders, with a steadfast commitment to the holistic success of students and teacher support. In this context, the design of outdoor learning environments becomes an integral component of the overall learning model, elevating the educational experience for both students and the wider community.
With safety and security being of the highest importance to communities, outdoor learning environments present a unique opportunity to prioritize secure spaces. When the design of the courtyard incorporates features that promote visibility and controlled access, it enables passive supervision, fosters a sense of ownership among students and staff, and allows for the implementation of site security measures that effectively meet the needs of the educational setting. By implementing intentional outdoor learning environments, there is greater comfort and inclusivity, creating a higher sense of safety for students due to the high visibility of the space, and a facilitation of better interaction between students and staff. The outdoor learning environment can provide a safe and secure space that instills confidence and peace of mind for everyone.
And lastly, when it comes to ensuring the longevity of outdoor learning environments, maintenance practices are to be considered. The utilization and affordability of artificial turf offers a cost-effective solution for maintaining a vibrant landscape without the need for intensive watering or mowing. Additionally, shading devices, made more affordable through
advancements in materials and technology, provide essential protection from harsh sun exposure, ensuring the comfort and safety of students and staff. Campus landscaping and maintenance can deliver maximum impact with minimal investment. Thinking with an accessibility- and mobilityfirst mentality provides easy movement throughout the campus with upgraded pathways, sufficient lighting, increased outdoor seating, understandable and friendly signage, and technology upgrades like internet access and outdoor charging stations. Through careful consideration, outdoor learning environments can be designed and maintained to create optimal spaces for education and growth.
these environments provide a rich and stimulating backdrop for cognitive growth, social interaction, physical activity, and emotional well-being.
LOCKHART ELEMENTARY SCHOOL NO.5
LOCKHART ISD
Elementary students will utilize a courtyard space differently than high school or middle school students. At the elementary level, outdoor space is important for play and exercise as much as outdoor learning. The main courtyard at Lockhart Elementary School No. 5 (LES5) has playground equipment for the younger students to use in a contained and safe environment, separated from older students.
using the building to enclose the outdoor space provides the best visual and physical barrier to the outside world.
The main courtyard’s primary connections are to the cafeteria and library, with visual connections from the art and music rooms. Functionally the courtyard has a variety of elementary-suitable learning tools. Imbedded in the concrete are maps of the country, state, and county giving students an understanding of geography. The courtyard has dedicated areas for music exploration and science experiments geared to younger students.
The life skills classroom has direct access to the main courtyard with a sheltered area within the courtyard. By being a part of the main courtyard, students in special education are integrated into the activities and afforded opportunities to experience the courtyard with the student body while maintaining the safety and security needed. A secondary courtyard has a large learning stair for older students to use for learning outside the classroom. This learning stair can also be utilized for community events and movie nights with parents. The secondary courtyard has connection to the larger playgrounds serving the older students.
GUS ALMQUIST MIDDLE SCHOOL HUTTO ISD
The most important keys to any successful outdoor learning space are accessibility and functionality, and the courtyard at Gus Almquist Middle School (GAMS) takes both to the next level. The courtyard is the central node around which the classroom wings wrap. Large garage doors allow free movement in and out of the classrooms to the courtyard. The dining commons has a direct connection to the courtyard and features a large overhang for outdoor dining.
EQUALLY IMPORTANT TO A READILY ACCESSIBLE COURTYARD IS A FUNCTIONAL ONE.
At GAMS there are many learning tools built into the courtyard. Two winding paths define the courtyard, one is stained with stripes of various shades of blue to represent the rivers and streams where hippos (the school mascot) are found in the wild. The distance between the stripes is measured out in meters and gives the students a visual reference for measuring distances. The second path represents the meadows and lands where hippos roam. Represented on this path is a scaled version of the solar system, giving the students an immediate understanding of the scale of the solar system. There are cartesian grids and atomic structures built into the concrete paths and alongside planting beds for gardens – all focused on allowing students to discover and imagine freely.
SHERMAN HIGH SCHOOL SHERMAN ISD
WHEN
ASKED WHAT THEY MOST DESIRED FOR THE NEW HIGH SCHOOL, THE COMMUNITY OF SHERMAN, TEXAS RESPONDED,
A COURTYARD
The community viewed a centralized courtyard as a place for community engagement and social gathering for after-hour events at the competition gymnasium and auditorium. The high school administration recognizes the courtyard as a safe and contained outdoor space that students can utilize throughout the day. Students appreciate the freedom and relaxation an outdoor learning environment provides.
The courtyard at Sherman High School (SHS) is a large expanse of open space of roughly 1.8 acres, about the same size of a typical elementary school footprint. The scale of the courtyard provides every part of the high school exposure to the open space. The main hallways are adjacent to the courtyard with windows allowing students and educators constant exposure to the outdoor space as they move through the building throughout the day. The dining commons has a direct connection to the courtyard, allowing students to enjoy lunch either on the outdoor furniture or the many artificial turf berms through the space.
With the courtyard being the nucleus of the building, combined with its campus-wide transparency, the administration can maintain visibility of courtyard activities, giving educators confidence while providing students with freedom to utilize the courtyard as an integrated part of the campus.
IN CONCLUSION
The evolution of outdoor learning environments prioritizes student well-being and holistic development. Kevin Worthy, Educational Planner and Senior Associate at VLK (and former superintendent for Royse City ISD) elaborated,
“Outdoor learning environments allow our students to embrace curiosity, foster creativity, and instill a lifelong love for learning. As we continue to develop and design outdoor learning environments, we must focus on the experience the space can provide our students. Through outdoor experiences, our students can learn resilience, ownership, and collaboration. By creating this dynamic setting, learning can become and adventure, sparking creativity, innovation, and a profound connection to the world around us.”
Collaborative efforts between clients and design teams have shaped these spaces to enhance social-emotional practices and offer rich experiences for cognitive growth and well-being. Outdoor learning spaces are integral to the educational model, promoting inclusivity, safety, and sustainability while preparing students for academic success and beyond.
REFERENCES
Oberle, E., Zeni, M., Munday, F., & Brussoni,
Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective. American Journal of Health Education, 52:5, 251-265. Oliveras, Y., Bouillion, D., Koprowski, S., (2023). Social Emotional Learning Practices and Learning Spaces. Research published by VLK Architects and The University of Texas at Tyler.
Miller, Elizabeth Strachan (2012). The Evolution of American Outdoor Education in the Twentieth Century. Boise State University Theses and Dissertations, 331.
M. (2021).
A PARTNERSHIP OF VISION AND COMM u NITY
mONIKA CAsTILLO | principal
BrAD EwINg | senior associate, design architect
IN THE OF A rEBUILDINg DIsTrICT
the small remote West Texas town of Pecos, Texas, an amazing transformation is underway. The Pecos-Barstow-Toyah Independent School District (PBTISD) has embarked on an ambitious journey to redefine educational and community spaces for its students, staff, and wider community. Partnering with VLK Architects, PBTISD has set a new standard for educational excellence in the region. Beginning in 2021, there has been an unwavering collaborative effort to rebuild the district, bringing innovative and impactful solutions to the community.
PBTISD has been confronted with several challenges for many years, including low academic scores, poor financial ratings, low morale, recurring leadership turnover and aging school facilities that hindered the quality of education being delivered. Spearheading the efforts to revitalize the district is Superintendent Brent Jaco, who assumed his role in the summer of 2020 and holds the record for the longest-serving superintendent at PBTISD the past two decades.
THE JOURNEY TO REVITALIZE THE DISTRICT BEGAN WITH A SHARED VISION THAT IS GROUNDED IN STUDENT SUCCESS AND DEEPLY ROOTED IN THE COMMUNITY’S NEEDS.
It is about creating learning environments that accommodate the rapid changes in educational needs. Spaces where technology isn’t just present, but integrated into the daily learning, where students not only gain knowledge, but are actively engaged in a culture of collaborative learning and real-world applications.
VLK, with a long record of transforming educational spaces, was entrusted to partner with PBTISD on the journey of this enormous task. Our team brought to the table not just architectural expertise, but also a commitment to understanding and integrating the community’s needs and aspirations into every facet of the design process. We implemented the VLK | LINK® process to align the community’s expectations with the district’s educational needs, that were defined in a long-range plan for futurereadiness. The strategy began with a deep dialogue with district staff, students, and community to get a full understanding of the district’s educational goals, exploring instructional methodologies, the integration of current technology, and the development of student skills essential for success in the 21st century. In doing so, the community’s aspirations and needs became very evident.
Through the VLK | LINK® process, it was clear that to improve academic performance, the district’s first priority was on elementary grade realignment. Career and Technology Education (CTE) was also identified as a priority to broaden pathway opportunities for high school students. These projects were driven by a community steering committee tasked with prioritizing the district’s goals. Their efforts established the priorities for the 2021 bond election which, when approved by voters in an election, would fund much-needed construction projects. With three previously unsuccessful bond elections, both the district and the committee understood the challenge they were faced with. The district’s academic performance goals served as the rallying cry to gain support for the passage of the $178,000,000 bond in 2021, the largest bond in the history of PBTISD. The propositions in this bond included two elementary schools, the first phase of the high school replacement (CTE and Science Wing), and a district support center.
To implement the long-range plan, the phasing of the approved bond projects was evaluated. For the elementary schools to have a site to be built on and operate efficiently,
the district’s support center would need to be constructed first, followed by the two elementary schools. The service center would allow for a centralized maintenance and food service facility that would support all district facilities, including the new elementary schools.
For the design of the elementary schools, VLK introduced PBT ISD to VLK | LAUNCH®, a design charrette that involved community members, educators, and students in the planning process. This approach ensured that the designs reflected a wide range of stakeholders’ educational expectations and goals. The resulting facilities offer flexible learning spaces, integration of state-ofthe-art technology, environments that stimulate academic growth, and the restoration of a historical archway that was implemented into the vestibule of one of the new elementary schools to honor the community’s value of PBT’s history. VLK’s collaborative design process demonstrated the power of transparent communication and stakeholder involvement in achieving shared goals – and served as a testament for change in PBTISD.
Expanding the leadership team increased support for its educators while the district also improved its financial standings. With a healthy general fund, the district simultaneously addressed several other priority projects alongside ongoing bond projects. Since 2021, these accomplishments have included the replacement of a deteriorating Eagle Stadium, athletic facility improvements, repurposing the previous Pecos Kindergarten into a district day care, and the construction of 64 staff housing units.
THESE IMPROVEMENTS DEMONSTRATE THE DISTRICT’S UNWAVERING COMMITMENT TO ITS
STUDENTS, STAFF, AND THE BROADER COMMUNITY.
With renewed trust, the district and its community gathered again at the end of 2022 to strategize for a second bond. The committee deliberated over project priorities and contemplated the amount of bond funding they believed the community would support. Ultimately, they voted on the remaining projects outlined in the long-range plan, at a value of $446,650,000. All propositions passed in the May 2023 election, including the remaining phases of the Pecos High School (PHS), comprehensive additions and renovations to Crockett Middle School, the replacement of PHS Natatorium, comprehensive additions and renovations to the transportation facility, and a professional development and parent support center. Every district facility is projected to be completed by the end of 2028.
The transformation of PBTISD demonstrates the potential of visionary planning, innovative design, and community engagement. Involving the community, educators, and students in the design of the facilities not only ensured that the design aligned with its goals and expectations, it provided everyone a voice on how education looks for PBTISD, now and in the future. It provided the community with a sense of ownership and a sense of accomplishment of what the community could achieve as they united for the commitment to the success of their students. As the district continues to reach for its goals, it has become very clear that in Pecos, the future is bright for PBTISD students, staff, and community – guided by partnership, innovation and unwavering commitment to the success of generations to come.
SOUND ADVICE
planning & design of musical rehearsal venues
Music instruction provides a rich experience for a dedicated student, offering lessons in focus, perseverance, patience, teamwork, discipline, and much more. It also uniquely provides the opportunity for a student to create something beautiful that can be shared with parents, peers, and even the community. Just as there are other dedicated spaces for specific programs in the educational environment, such as labs for science and gyms for athletics, so too are there music rehearsal spaces in schools.
Music rehearsal venues present unique challenges for design and construction, and successful facilities require the full integration and collaboration of both the architect and the acoustician through all planning, design, and construction phases. This cannot be overemphasized, beginning with the initial configuration of rooms, an efficient design will provide not only functional arrangement of spaces, but also sufficient acoustical isolation without resorting to unusually expensive partitions. Likewise, early location of mechanical equipment can result both in quiet rehearsal spaces, as well as lower costs of noise-reducing duct elements.
While it may appear obvious that appropriate acoustical planning is critical to these venues, it is important to understand that music rehearsal spaces must be designed with full knowledge of the musical needs of the users: orchestra, choir, mariachi, and band all have different compositions of instruments and voices, and rooms prioritizing a particular group need to be designed accordingly. Further, the level of investment in these facilities –economic, time, and energy mean that there are no second chances in their design. Establishing expected outcomes and working to achieve them from the onset requires the commitment of the entire design team along with the owner/user.
MASTER PLANNING THE FACILITY FOR CURRENT AND FUTURE NEEDS
A successful facility, regardless of its use, should be appropriately planned to meet not only the current needs of its user, but should also provide a core understanding of how those uses may expand or change over time and with the success of the user.
This is certainly true of highly specialized facilities such as performing arts venues, whether for rehearsal or performance.
The design team must have a comprehensive understanding of the user’s stated vision for the facility and what features, programs, or spaces they would like to include in the future. That growth might include additional rehearsal studios, performance or recital halls, or the inclusion of other performing art forms including music, drama, dance, or visual arts programs. The master planning effort should be a robust effort that engages the owner and users in active discussions and planning activities that will identify programming needs and priorities. This effort should also identify the character and spatial qualities that the owner intends to convey through the facility’s architecture. Further, the master plan should also resolve how future
programs or phased development are to be accommodated and to do so in a manner that remains consistent with the established objectives of the owner.
An effective master plan should result in a compact plan that minimizes total area by utilizing flexible/multifunctional use of space to promote efficiency and future adaptability, while also emphasizing required room areas and volumes, acoustical separation, and mechanical equipment locations. Safety, security, and user orientation are enhanced by a main entry that is easily identifiable and accessible. Shared function spaces such as lobby, public restrooms, and other support functions should serve both current functions and anticipated future program additions. the acoustics of the fine arts wing at sherman high school are something that i truly appreciate on a daily basis. vlk allowed my staff and me to work closely with them to help shape the concepts of sound that are best suited to us. whether it was the band suite, the common areas, or the state-ofthe-art auditorium, vlk always took time to hear our ideas and concerns. i feel that every space in the new building was constructed with our students’ needs in mind!
ryan jenkins director of bands, sherman isd
CHISHOLM TRAIL HIGH SCHOOL EAGLE MOUNTAIN-SAGINAW ISD
ACOUSTICS
Acoustical design in a music rehearsal venue includes elements in three broad categories: limiting noise intrusion from the exterior (road noise, rain, outdoor machinery, etc.), providing effective sound isolation between critical spaces, and optimizing acoustics within the rehearsal spaces.
Control of exterior noise intrusion involves appropriate choice of building site, distance from noisy buildings or activities, and appropriate types of construction. Increasing the distance between a noise source and the receiver is always an effective starting point when looking for acoustical solutions. Additional design measures employing noise barriers, limiting exterior glazing, or specialized construction may also be required depending on site selection and other design priorities. Including acoustical design concerns at each phase is necessary for the overall success of the design.
other performances. To do so, additional features much like those in a multiform or black box theater may need to be included within the space to accommodate these functions. These may include special types or controls of lighting, comfortable portable seating, and sufficient area outside the room for audience members to gather and socialize. Seating can be portable seating arranged on the flat floor of the recital hall, requiring only additional storage area for the seating.
TECHNOLOGY STEPS IN
Control of sound intrusion from internal sources involves both music from other rehearsal spaces and mechanically generated noise (primarily from air conditioning/heating systems). To control mechanical noise, it is important to know where this equipment is to be in relation to the rehearsal spaces. Again, distance is always the primary factor in reducing noise levels from its source.
The size of a specific rehearsal hall should be determined by the number of performers the space is intended to accommodate. The size of the space should be measured in volume of space and not solely of floor area. String instruments and chorus require less volume; symphonic orchestras a bit more, and bands with large percussion and brass require the most. In addition, the shape of the rehearsal hall plays a critical role in its acoustics and the need for sound absorbers and/or diffusers need to be carefully considered for optimal performance.
FLEXIBILITY FOR PERFORMANCE USE
It may be desirable to provide additional flexibility to a rehearsal space by utilizing the space for recitals and
Rehearsal rooms, both large and small, should be equipped to accommodate recording technologies that permit high quality recording and playback features. From individual musicians to the entire orchestra, recordings allow the musician to reinforce and enhance their skills through session playback and review. And equally important, recordings allow musicians to have audition portfolios readily available and sharable. This is especially true for educational venues where student musicians may need such recording opportunities to pursue educational or professional advancement.
Far beyond recording technologies, recent and ongoing acoustic technological advances are now having a major impact on the design of both music rehearsal and performance venues. Sound enhancement systems can be installed that allow a space to be tuned to modify the acoustical conditions of a space with a simple touch of a button or device screen. More importantly, these systems are becoming more affordable and thus more feasible for educational institutions to utilize as the technology continues to advance. The use of these systems can allow musicians to mimic the acoustical characteristics of specific performance venues thus allowing the rehearsal hall to be more acoustically connected to the performance hall. And these characteristics can be modified in a matter of minutes with no impact to the rehearsal space itself. Note that these enhancement systems are an option and not a necessity. Providing infrastructure for future addition of a system may also be worthy of consideration
CONCLUSION
These thoughtfully designed spaces have a tangible impact on the experience of both students and educators. One band leader shared that she loves her instruction space so much, she says she’s delayed retirement. Rudy Salazar, now-retired, longtime Band Director at Crowley High School was moved to tears in describing how a properly designed band hall allowed him to accommodate more students into his program and was astonished at the quality of its acoustics. While rehearsal spaces and venues present design and technical challenges, with proper planning from a collaborative team of architect and acoustician, the result can produce solutions which are technically proficient, visually engaging, and motivationally inspiring– a goal to which all can aspire.
engaging, and motivationally inspiring– a goal to which all can aspire.
LAKE DALLAS HIGH SCHOOL | LAKE DALLAS ISD
TIMBER CREEK HIGH SCHOOL | KELLER ISD
BRASWELL HIGH SCHOOL | DENTON ISD
BUILDING SUCCESS
School district construction projects in Texas play a pivotal role in providing safe, technology rich, modern, and innovative learning environments for students. However, in today’s highly volatile construction market, managing the budget and finances of these projects is often a complex and challenging task. In this article, we explore strategies and best practices for optimizing budgeting and financial management of construction projects for school districts, highlighting the importance of transparency, accountability, collaboration, and efficiency in financial stewardship.
Budgeting and financial management of construction projects for school districts do not need to pose as insurmountable obstacles. As with any construction project, accurate cost estimating, adherence to state regulatory requirements, the complexities of procurement, and contract management, and even management of multiple funding sources should be vetted with highly experienced staff and consultants prior to setting a budget.
in the face of these complications, school districts can embrace innovative strategies and technologies to streamline financial processes and ensure responsible stewardship of public funds.
STRATEGIES FOR OPTIMIZING BUDGETING AND FINANCIAL MANAGEMENT
Accurate Cost Estimation: The foundation of effective budgeting for construction projects lies in accurate cost estimation. Leveraging advanced estimation software and project management tools to forecast costs accurately is one strategy. These tools consider factors such as materials, labor, equipment, and regulatory requirements to increase accuracy. In addition, by using local historical data, real-time inputs, and experienced local design and construction teams, school districts can enhance the precision of their cost estimates, reducing the risk of budget overruns.
CONTRACT MANAGEMENT AND COMPLIANCE
Robust contract management practices are critical for ensuring compliance and cost control in construction projects. School districts may adopt automated contract management solutions to monitor project contracts, milestones, and regulatory compliance. These systems facilitate real-time oversight, risk management, and adherence to contractual obligations, mitigating budgetary risks associated with project delays or disputes.
In addition to specific strategies, embracing a set of best practices to optimize financial management in construction projects is critical to success. These best practices may include regular financial audits, crossfunctional collaboration between finance, construction, and project management teams, adherence to financial regulations, and ongoing professional development for stakeholders.
TRANSPARENT FINANCIAL REPORTING
Transparency is a cornerstone of trust and sound financial management. Prioritizing transparent financial reporting to stakeholders, including the community, taxpayers, and government entities can provide clear, accessible reports on project expenditures, progress, and financial performance, fostering trust and accountability in managing public funds for construction projects.
STREAMLINED PROCUREMENT PROCESSES
Efficient procurement practices are essential for optimizing budgeting in construction projects. Implementing streamlined procurement processes, including competitive bidding, vendor pre-qualification, and centralized purchasing systems improves procurement efficiency, leverages cost savings, mitigating risks, eliminates potential mismanagement, and ensures compliance with procurement regulations.
DATA-DRIVEN DECISION MAKING
The use of data analytics and financial forecasting tools can empower school districts to make evidencebased financial decisions. By analyzing financial data, trends, and projections, districts can proactively identify potential budgetary challenges, optimize resource allocation, and align financial plans with long-term strategic goals.
Optimizing budgeting and financial management of construction projects for school districts is vital for their effective and responsible use of public funds. By implementing transparent, efficient, and datadriven financial processes, school districts can ensure the successful execution of construction projects while upholding accountability and trust within the community.
STRICKLAND MIDDLE SCHOOL | DENTON ISD
mIChAEL mArTINE z | principal
HARNESSING THE TRANSFORMATIVE POWER OF AI SCHOOL DISTRICTS IN
Artificial Intelligence (AI) has emerged as a transformative force in various industries, and its impact on education is nothing short of revolutionary. The integration of AI technology is reshaping the educational landscape, offering new possibilities for personalized learning, administrative efficiency, and data-driven decision making. As AI becomes an integral part of education, Texas school districts can be at the forefront of leveraging this powerful technology to enhance the educational experience for students and educators alike, while both recognizing and dispelling the public’s fears.
EMPOWERING PERSONALIZED LEARNING THROUGH AI
One of the most significant ways AI can revolutionize education is through personalized learning. AI-powered learning platforms are enabling students to receive tailored lessons that adapt to their individual learning pace, style, and preferences. This personalized approach not only fosters a deeper understanding of academic concepts but also promotes student engagement and motivation. By leveraging AI algorithms, educators can gain insights into student progress, identify areas for improvement, and provide targeted interventions to support each student’s unique learning journey.
furthermore, ai technology facilitates adaptive learning experiences that can cater to the diverse needs of students.
For example, AI-powered educational software can dynamically adjust the difficulty of content based on student performance, ensuring that each student is appropriately challenged and supported. This individualized approach to education not only empowers students to reach their full potential but also equips educators with powerful tools to address the varied learning styles and abilities present in their classrooms.
ENHANCING EDUCATORS’ POTENTIAL WITH STREAMLINED ADMINISTRATIVE TASKS
In addition to personalized learning, AI can streamline administrative tasks in school districts, unleashing educators’ potential to focus on teaching and student support. By automating routine administrative processes, AI frees up valuable time for educators, allowing them to devote more energy to creating engaging learning experiences and providing targeted support
to students. This shift in focus from administrative burdens to impactful teaching practices empowers educators to inspire and guide students effectively, fostering a supportive and enriching learning environment.
Moreover, AI-powered administrative tools can optimize resource allocation, budget management, and scheduling, enabling school districts to operate more efficiently and effectively. This streamlining of administrative tasks not only enhances the overall productivity of schools but also contributes to a more positive and supportive working environment for educators and staff.
FOSTERING DATA-DRIVEN DECISION-MAKING FOR EDUCATIONAL EXCELLENCE
AI’s impact on education extends to data-driven decision making, empowering school districts to harness valuable insights for continuous improvement. By analyzing vast amounts of educational data, AI algorithms can identify trends, patterns, and areas for growth, enabling educators and administrators to make informed decisions that optimize learning outcomes. This datadriven approach promotes a culture of continuous improvement and innovation, ensuring that educational practices evolve to meet the evolving needs of students and the community.
CONSIDERATIONS AND ETHICAL IMPLEMENTATION: ADDRESSING CHALLENGES AND OPPORTUNITIES
As we embrace the integration of AI in education, it is essential to recognize the opportunities it presents while addressing important considerations. Ethical concerns, data privacy, equitable access to AI resources, and professional development are pivotal aspects to be embraced and navigated as AI becomes an integral part of the educational journey.
embracing ethical considerations in ai implementation is paramount to fostering a safe and inclusive learning environment.
Transparency in the use of AI algorithms, safeguarding student data privacy, and mitigating biases are vital principles that school districts must uphold as they harness the power of AI technology. By prioritizing ethical guidelines and standards, we can ensure that AI is used responsibly and equitably, enhancing the educational experience for all students.
Equitable access to AI resources is an opportunity to empower all students, regardless of their background or circumstances. By prioritizing thoughtful planning, resource allocation, and a commitment
to addressing digital equity challenges, school districts can ensure that the benefits of AI-powered personalized learning and data-driven decisionmaking are accessible to every student, contributing to a more inclusive and supportive educational landscape.
Moreover, ongoing professional development presents an opportunity for educators and administrators to maximize the potential of AI technology in education. Comprehensive training and support enable educators to effectively integrate AI into their teaching practices, leverage AI analytics for informed decision-making, and navigate the evolving landscape of AI-driven education, ultimately enhancing the educational journey for students and educators alike.
IN SUMMARY,
The integration of AI in school districts has the potential to revolutionize education through personalized learning, streamlined administrative tasks, and data-driven decision making. By embracing AI technology, school districts can create an educational environment that empowers students, supports educators, and fosters a culture of excellence and innovation. As AI continues to advance, its positive impact on education will undoubtedly continue to transform learning experiences and shape the future of education for generations to come.
R u TH CHERRY ELEMENTARY SCHOOL | ROYSE CITY ISD
VLK APPROACH THE TO TALENT ACQUISTION
jUsTIN hILEs | chief information officer
the dynamic realm of architectural firms, VLK consistently distinguishes itself not solely through its remarkable portfolio, but also through its meteoric growth. One of the keys that has propelled VLK to the forefront of the industry has been the ability to expand to meet the growing needs of both longtime and new clients while remaining firmly rooted in the VLK culture built by incredibly talented teams delivering exceptional client service. That can only happen through successful talent acquisition.
That kind of trajectory requires a steady pipeline of highly talented professionals to join us. One way we’ve found to be successful in ensuring that we maintain the high quality standards for new team members is to enlist the dedicated professionals already assembled at VLK to recruit individuals who
AS A FIRM, VLK HAS GROWN AT AN INCREDIBLE RATE, DOUBLING IN SIZE FROM
Additionally, even when we implement time-tested recruitment tactics, we do it with a VLK spin. While just under half of our new hires are sourced through recruiting partners, these alliances play a pivotal role in ensuring alignment with VLK’s core values. Our VLK teams provide very specific briefs about what skills we need for a role, what working styles will fit best, and the service-oriented mindset we are we are looking for to ensure as near perfect compatibility as possible.
We’re also leveraging networking events, partner programs, and vendor events to actively cultivate authentic relationships with potential recruits to ensure alignment with our mission and values. Social media, too, plays a role as another 20% of our recent recruits were sourced through postings on our social media channels. These types of recruiting activities and others allow us to cast a wider net to ensure we’re connecting with top-tier talent and diverse backgrounds from anywhere in the world.
share our passion for excellence and possess similar skills to join our team. A testament to our culture of trust and collaboration, more than 20% of our new hires in the past year originated from employee referrals. This statistic speaks volumes about the ethos we have cultivated at VLK, where our employees are not just colleagues, but also brand ambassadors actively seeking individuals who share our commitment to excellence. Because these recruits knew from their connections to VLK what to expect about our culture and high quality standards, they join our team with the recognition they will add to our collective excellence and push us further.
Recognizing the importance of investing in the future, we leverage summer internships with multiple universities to engage, educate, and acquaint ourselves with potential future employees. If you haven’t already, please read the excellent article about VLK’s internship programs in Experience, Volume 10. These internships serve as a dual-purpose platform, providing invaluable experience for students while affording us the opportunity to assess candidates over an extended period for potential future roles.
This commitment is manifest in every facet of our onboarding process, ensuring new hires are fully integrated into our culture and empowered to contribute meaningfully from day one through immersive onboarding programs. Innovative strategies that align with our core principles attract exceptionally talented candidates, as highlighted by one recruiter who noted, “VLK is pioneering initiatives that set us apart from the rest.” This approach not only enriches our talent pool but also enables us to select candidates who resonate with our distinctive culture and values.
VLK’s approach to talent acquisition underscores our unwavering commitment to excellence, ensuring that every team we assemble for our clients represents the pinnacle of capability and dedication. Through employee referrals, strategic partnerships, and a steadfast dedication to our culture and core values, we are able to grow our team of professionals to ensure that each client and every project receives VLK-quality service consistently, regardless of when or where we are engaged.
VLK EDGE
BRIDGING EDUCATION AND ARCHITECTURE
SO
how are architecture and education connected? From the time of a one-room schoolhouse model serving all students in one classroom with one set of services, to now when public educators are tasked to serve all students with all instructional needs having individualized services, the form and function of a school building has evolved. But what does that look like, and is it the same for every district? That’s where the VLK | EDGE® team steps into the gap. Since 1984, VLK has been serving school districts with exceptional design solutions. Now, with the ever-changing educational expectations across the state of Texas, VLK | EDGE® is leveraging expertise and adding decades of educational experience into the conversation. At VLK, we are all educators for life; specifically within VLK | EDGE®, we listen, engage, and partner with our design teams, as well as our clients, to help make their educational vision a reality.
MEET THE TEAM
DALANE BOUILLION, Ed.D.
chief development officer
Dalane, as Chief Development Officer, leads the team of extensive experience and expertise of VLK | EDGE®. Her role includes empowering departments and other leaders to solve intricate problems, simplify complexity, and turn the unfamiliar into the familiar to see possibilities differently. As one of our educational experts, she listens, asks essential and complex questions, and ensures client expectations remain at the forefront of all communication. Dalane also leads the firm’s research and development initiatives, producing original research that informs both the educational canon of literature and VLK internal improvements that impact our designs.
CHAD DAVIS, AIA, NCARB, LEED AP BD+C
programming specialist
As an architect within the VLK | EDGE® team, Chad has dedicated his entire 30-year career to the design of K-12 schools in Texas. His expertise includes long-range facility planning, programming, facility assessment, educational adequacy, and TEA standards. During his time at VLK, Chad has designed dozens of facilities from elementary schools to high schools, fine arts and athletic facilities, and CTE campuses. He has assisted our clients with the passing of billions in school construction bonds.
THEO PAPPAS, AIA, ALEP, LEED AP, NCARB
programming specialist
Theo has over 40 years of experience in architecture and design and has been heavily involved in hundreds of projects for education and has served in many capacities on educational architectural projects over the years. He is most passionate about architecture for education and has devoted his time toward research and study into student-centered and teacher-centered design, with an emphasis on active and collaborative learning spaces. He has developed templates and metrics toward higher level space programming for education and is continually developing new design standards for education.
SCOTT MILDER | principal, k-12 specialist
As Principal and K-12 Specialist, Scott leads the firm’s involvement in public education advocacy. He collaborates with firm leaders to build awareness of our role in democracy while staying abreast of legislative agendas, actions, and needed responses associated with the Texas Legislature. Scott also enhances VLK’s service strategies for school districts, serving as a thought partner. He is a recognized K-12 authority in Texas with more than 25 years of experience in the educational architectural services sector.
SARA KOPROWSKI, M.Ed. | educational planner
Drawing from 17 years of public education experience, Sara takes pride in being a curriculum expert who is dedicated to fostering a love for learning through intentional spaces that promote inspiring experiences. As an Educational Planner, Sara is responsible for ensuring that the design solution meets the needs of the district’s educational program and that all spaces align with the curriculum. Through VLK | CURATION®, Sara studies a district’s strategic plans, goals for curriculum and instruction, current instructional methodologies, academic programs, and incorporates the voice of the user. These elements scaffold the firm’s understanding, allowing the team to collaborate and form the foundation that drives all aspects of design
RICK WESTFALL, Ed.D. | educational planner
Rick brings 31 years of educational experience to the conversation. Whether it is knowledge of the needs of the classroom, campus, district, or the experiences of an educator – all prove to be a valuable source of information throughout the design process. Rick says, “Through those experiences, I learned how to listen first to ensure the best possible outcomes for the teachers and students.” Rick uses his listening skills, ensuring only the best learning environments for students. His expertise can be seen in his daily conversations with clients and VLK staff.
KEVIN WORTHY | educational planner
During his 31 years in public education, Kevin has recognized the importance of a positive school culture. During that time, he has championed initiatives focused on school environments and experiences for all students. By fostering a sense of belonging and respect among students, teachers, and staff, Kevin has ensured that schools became nurturing environments where every individual could thrive. Kevin says, “I believe learning is enhanced when it is a team effort. Good learning, like good work, is collaborative, not competitive and isolated. Sharing one’s own ideas and responding to others’ reactions improves thinking and deepens understanding.”
LIFE COMES AT YOU FAST
Ifeel like I last sat down to write the letter for Experience a couple of weeks ago, not a year ago. With the pace and volume of innovation in the fields of both education and architecture, and the growth of both our clients and in turn our VLK team, time can seem to move at warp speed. One of the ways I challenge myself and our team to manage it all is through focus. To ask yourself, “Am I focused on the right thing for today?” For us, often that focus is geared towards listening to our clients, responding to them quickly, and providing the capacity to explore solutions. And yet there are countless temptations to be distracted by the specter of both inaction and action on the part of the Texas government as it relates to funding its public schools, the work of various political groups to muckrake on a range of issues, and in the uncertainty all of that stirs up. Only through discipline and perseverance are we able to focus on fighting the good fight legislatively and keeping the spotlight on doing all we can to provide learning environments that help students thrive.
At VLK, we’re focused on ensuring every employee is steeped in our culture, as that has been one catalyst for our growth and remains crucial to our ongoing efforts to deliver uncompromising excellence. Dr. Bouillion has been focused
Sloan Harris Chief Executive Officer, Partner
on continuing to innovate our VLK | EDGE® team, a growing group of lifelong educators whose expertise in curriculum, instruction, and research bridges a district’s instruction to architectural design. And as always, we endeavor to outpace technological change to ensure we’re not just working harder but working smarter as well. We’re balancing all of that with a continued drive to deliver excellence in the everyday fundamentals of our craft. It’s what makes VLK a dynamic place to work and allows us to provide our clients with the solutions they need to make the kind of educational environments worthy of their students.
As VLK enters into its 40th year this fall, there is much to reflect on. The mindboggling amount of technological change since 1984 alone is incredible, not to mention the dramatic trajectory of the size of the firm, and the sheer scale of the projects we’re able to manage. As our clients’ needs have evolved through the decades, so too has VLK’s ability to meet those needs. Today’s agility to think more broadly than the confines of traditional architecture and to apply the talent needed to find a solution would have been a dream to our founders. Through it all, and regardless of whether we have three employees or 300, our focus on long-term relationships, integrity, and innovation will see VLK through for the next 40 years, and beyond.
