New Products of the Year Award

++DESIGN TO MEET NEEDS OF

TODAY’S STUDENTSDESIGN TO MEET NEEDS OF

TODAY’S STUDENTS

USING SIGNAGE TO TEACH SUSTAINABILITY, PROMPTING GREEN BEHAVIOR

SPECIAL SECTION:New Product of the Year Awards

FACILITIES • SECURITY • TECHNOLOGY • BUSINESSFACILITIES • SECURITY • TECHNOLOGY • BUSINESSNovember 2015 / webSPM.comNovember 2015 / webSPM.com

FACILITIES • SECURITY • TECHNOLOGY • BUSINESSFACILITIES • SECURITY • TECHNOLOGY • BUSINESS

AQUAPONICS, AEROPONICS, CLOSED LOOP FOOD SYSTEMS

TEACHINGTEACHING

FOR K-12FOR K-12TOOLSTOOLS

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ProTeamNextGen.com

With versatile ProTeam backpack vacuums and accessories, nothing is out of reach.

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NOVEMBER 2015 / SCHOOL PLANNING & MANAGEMENT 3

>> Galvin Middle School in Wakefield, Mass., opened just in time for the 2015 aca-demic year. The new 188,000-square-foot facility was completed by BOND, a full-service construction management and general contracting company that worked collaboratively for the past two years with the Town of Wakefield School Committee, the Town of Wake-field Permanent Building Committee, Joslin Lesser & Associates, and architect Tappe Associates. The new school provides the space and technology necessary for a modern curriculum, including updated classroom and laboratory space, a music wing, dining facility and gymnasium. A new auditorium accommodates student assemblies and per-formances, as well as town meetings and activities. An outdoor physical education class-room, two basketball courts and two turf fields enhance the school’s athletic program.

AsktheExpertThis MonthSecurity Cameras

NEWS & VIEWS { FACILITIES | SECURITY | TECHNOLOGY | BUSINESS }

New Middle School Opens in Wakefield, Mass.

Platteville Public Schools Breaks Ground on Facility Improvements

A groundbreaking event was held Oct. 12 to celebrate the start of expansion and renovation work at Westview Elementary in Platteville, Wisc. The event marks the beginning of construction at the school to build a 22,000-square-foot, two-story ad-dition to the facility and renovate another 30,000 square feet of existing space. Plun-kett Raysich Architects helped Platteville Public Schools to plan and design the

updates to the school following the Dis-trict’s successful $15-million referendum in April. The referendum funds will also pay for renovations at Neal Wilkins Early Learning Center, a new, secured entrance and STEM classrooms renovation at Plat-teville Middle School, and additions and renovations at Platteville High School.

CEFPI Rebranded as the Association for Learning Environments

The Board of Directors of the As-sociation for Learning Environments (formerly CEFPI) proudly unveiled the organization’s new name and brand on Oct. 24 at the LearningSCAPES 2015 Conference in San Diego. The new brand,

{ CONT. ON PAGE 8 }

IN SCHOOL ENVIRONMENTS, there are unique challenges not present in a typical commercial surveillance system deployment. Challenges related to camera coverage can be exacer-bated by having a large building or campus. A deployment that spans large areas can seem complicated for operators whose main job focus may not be full-time video monitoring.

There are technologies that are available to help mitigate these issues. Some are new, and others have been in existence for years. It’s important to review and be aware of these technologies, especially if you’re thinking about upgrading your existing system.

One newer trend in video surveillance is the proliferation of panoramic cameras. Once thought of as a specialty camera with limited capabilities, panoramic cameras have become more useful as higher megapixel technology has become available. Some cameras have multiple lenses, and provide a very wide stitched image. Others use a single lens and provide a 360-degree field of view.

Another development is the ability to embed maps of your school buildings into a Video Management System (VMS). This feature has been available before, but in educational environments it, which can have multiple layers, enabling an operator to go from a campus-wide map, to a building map, even to a floor and office map. This functionality enables users to under-stand not just what they are seeing but where they are seeing it. During a serious incident, this sort of knowledge can save lives and direct first responders exactly where they are needed.

A modern day VMS has much more flexibility than a system of years ago. It’s important to understand what features are most helpful to you so that you can start considering the VMS systems that provide the flexibility you require. Talk with your integration partner and help them understand your individual needs to get the fea-tures and functionality that’s right for you.

>> Robert LaBella is a technical sales engi-neer for Pelco and can be reached at Robert.labella@schneider-electric.com.

WHAT’S NEW IN SCHOOL SURVEILLANCE?

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The School Planning & Management New Product of the Year Award honor the outstanding product development achieve-ments of manufactur-ers and suppliers

whose products or services are considered noteworthy in helping to improve the learning environment.

39 NEW PRODUCT OF THE YEAR AWARDS

New Product of the Year Awards[ INNOVATIVE PRODUCTS + SERVICES ]

American Time and Signal Co.Wi-Fi network clocks keep precise time throughout a building or campus, which is critical for optimizing the flow of students and staff, accurately tracking learning times and class changes. The clocks are factory-configured to receive the precise time signal

from a facility’s 802.11n network time server on a regular basis, allow-ing clocks to all display the same, accurate time.

Judges Comment: Pre-configured. Wi-Fi Networked. No mainte-nance for 5 years. Logo clock dial for branding.

Category: Communication: Clocks, Bells, Intercoms GOLD

Big Ass SolutionsHaiku with SenseME is designed with smaller spaces in mind, making it a popular choice in schools. A standout in energy efficiency, Haiku is 80 percent more efficient than conventional ceiling fan. As the world’s first smart ceiling fan, Haiku with SenseME technology helps schools

automatically save up to 30 percent on air conditioning in the summer, as well as uses its Winter Mode to cut heating costs by up to 25 percent.

Judges Comment: Great for small spaces. Features a smart mode with environmental sensors.

Category: HVAC GOLD

CalifoneIdeal for multiple presenters, the PA419-02 has two wireless mic receivers and supports a third presenter (with a wired mic). It is the first PA made for use in schools to feature Bluetooth & NFC (Near Field Communi-cation) for quick and easy wireless audio

streaming from a Bluetooth-enabled device.

Judges Comment: Portable. Bluetooth & NFC (Near Field). Multi-user and multi-media.

Category: A/V Equipment PLATINUM

Bradley CorporationBradley’s Express ELX-Series Lavatory features a sleek and modern single bowl with a unique multi-user contoured design. Easy to specify, install, clean and maintain, the Express ELX-Series has the look and feel of an individual lavatory, yet

accommodates up to three people at one time.

Judges Comment: Multi-user. Look and feel of an individual lav. Ease of maintenance.

Category: Plumbing: Restroom/Locker Room GOLD

The Garland Company, Inc.Garland’s revolutionary new OptiMax polyurethane-modified asphalt-based roof membrane is the world’s first and only of its kind, developed with an innovative, patented technology designed to transform the roof-ing industry. The groundbreaking process

combines asphalt with polyurethane to create the most durable and longest-lasting modified membrane on the market.

Judges Comment: Innovative technology. Durability for extended life.

Category: Roofing PLATINUM

Autani, LLCAutani is transforming the way commercial and industrial buildings optimize energy management with EnergyCenter — the emerging leader in distributed, wirelessly managed controls for HVAC, lighting, plug loads, and more. Using schedules and occu-

pancy, EnergyCenter reduces energy use while delivering efficient work areas, all with a user-friendly and cost-effective system. EnergyCenter from Autani: Automating Green.

Judges Comment: Customizable. Easy to use. Real-time reporting.

Category: Building Controls GOLD

Wi-Fi Network Clocks

Haiku with SenseME

PA419-02

Express ELX-Series Lavatory Systems

OptiMax

EnergyCenter 3.0

www.american-time.com

www.BigAssSolutions.com

www.califone.com

www.bradleycorp.com/elx-series-express-sinks

www.garlandco.com

www.autani.com

Look for more Products and Services online at: www.EducationMarketplace.com

All of us at School Planning & Management would like to thank the companies that submitted their products for our New Products of the Year awards. We received an outstanding group of entries. On these pages, we are featuring those products that were judged as enhancing the learning environment in categories including Building Controls, Carpet & Flooring, Plumbing, Roofing, Classroom Furniture and more. You can also find information about the New Products of the Year awards on our website at webSPM.com/npoy.

NEW PRODUCTAWARD 2015

SPECIAL SECTION

4 SCHOOL PLANNING & MANAGEMENT / NOVEMBER 2015 WEBSPM.COM

CONTENTS { NOVEMBER 2015 | VOLUME 54 | ISSUE 11 }

FEATURES

ON THE COVER

16 TEACHING TOOLS FOR K-12: AQUAPONICS, AEROPONICS AND CLOSED LOOP FOOD SYSTEMSK-12 School Teaching Tools that use closed-loop food production systems are needed to prepare for the future; both for space travel and to feed the fast growing population on our planet. BY BRUCE HAXTON AND REBECCA NELSON

{ FACILITIES }

24 DESIGNING TO MEET THE NEEDS OF TODAY’S STUDENTSMeeting diverse and numerous needs of to-day’s students is about more than providing an extra art class or access to technology. BY TREY LAIRD AIA, LEED-AP

{ SAFETY & SECURITY }

33 CODE COMPLIANCEA lot of thought goes into the planning of schools to ensure that they are in compliance with environmental health and safety — and other codes. BY ELLEN KOLLIE

{ TECHNOLOGY }

36 WIRES CROSSED: CLEARING UP THE QUESTION OF WHO’S RESPONSIBLE?Often, district technology and facilities departments operate independently, but it is critical for these two organizations to work as a team. BY ANDREW LAROWE AND MIKE RAIBLE

28 EVERYWHERE A SIGNUsing signage to teach about sustainability while prompting green behavior. BY SCOTT BERMAN

© Copyright 2015 by 1105 Media, Inc., All rights reserved. Printed in the U.S.A. Reproductions in whole or part prohibited except by written permission. Mail requests to “Permissions Editor,” c/o School Planning & Management, 9201 Oakdale Ave., Ste. 101, Chatsworth, CA 91311. School Planning & Management (ISSN 1086-4628) is published monthly by 1105 Media, Inc., 9201 Oakdale Avenue, Ste. 101, Chatsworth, CA 91311. Periodicals postage paid at Chatsworth, CA 91311-9998, and at additional mailing offices. Complimentary subscriptions are sent to qualifying subscribers. Annual subscription rates payable in U.S. funds for non-qualified subscribers are: U.S $23.95, International $28.95. Subscription inquiries, back issue requests, and address changes: Mail to: School Planning & Management, P.O. Box 2166, Skokie, IL 60076-7866, email SPL@1105service.com or call 866/293-3194 for U.S. & Canada. 847/763-9560 for International, fax 847/763-9564. POSTMASTER: Send address changes to School Planning & Management, P.O. Box 2166, Skokie, IL 60076-7866. Canada Publications Mail Agree-ment No: 40612608. Return Undeliverable Canadian Addresses to XPO/RRD Returns: P.O. Box 201, Richmond Hill, ON L4B 4R5, Canada.

Common Area in Success High School, Round Rock, Texas. PHOTO BY MARK MENJIVAR, COURTESY OF O’CONNELL ROBERTSON.

COVER PHOTO

PRODUCTS

CASE HISTORIESPRODUCT SHOWCASEADVERTISER INDEX

444545

DEPARTMENTS

NEWS & VIEWSASK THE EXPERTHOT TIPS BUILDING BLUEPRINTS — Common Areas and Student Centers

COLUMNS

EDITOR’S NOTETRENDS IN GREEN MAINTENANCE & OPERATIONSBUSINESS PRACTICESSAFETY & SECURITY A FINAL THOUGHT

61011141546

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Here’s a sampling of our competitively solicited, national cooperative contract solutions:

A MORE PRODUCTIVE WAY TO PURCHASE WHAT YOU NEED.If you aren’t already taking advantage of the coop-erative contract solutions available through NJPA, you could be missing hundreds, even thousands, of dollars by leveraging the national volume discounts.

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Furniture & Equipment

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F or a long time, changes in teaching and learning styles were happening slowly, and in some cases, not at all. This is

no longer the case. The way teachers teach and students learn is changing — quickly.

This last week, I attended the EDspaces 2015 in New Orleans. The conference focused on forward-thinking sustainable design and the impact of en-

vironments on learning. The exhibits showcased products and services that mirrored the drastic changes we are seeing in today’s classrooms. There was so much more to see than a new palate of colors on the same type desk and chair. It was as if in the last few years, when business was slow, these companies took advantage of the time to develop the type of furniture that truly enhances the student’s desire and ability to learn.

No more desks in straight rows… no more looking at education through an old lens… no more assuming that learning could only take place in a formal location. Attention was definitely paid to the latest research on how todays’ students learn. The furniture I saw was designed for maximum flexibility and an easy transition from small group, to large group, to individual learning spaces. Not forgotten were soft furnishings designed specifically for the usually ignored areas where informal communications and self-organizing groups could meet and collaborate. The integration of technology into the space was no longer an afterthought and is now a given and an inte-gral part of the classroom and furniture design.

There were discussions about Student-Centered Active Learning Environments (SCALE) and Technology-Enhanced Active Learn-ing (TEAL) classrooms, along with the improved student gains when compared to traditional instructional environments. Spaces for innova-tion, discovering and experimenting were showcased in the designs for STEM/STEAM classrooms, Fab Labs and makerspaces, along with the needed work surfaces, storage and display spaces, and utility infrastruc-ture to make these spaces work. The new furniture designs shown could be the difference in how a classroom works and how a student learns.

Change is something we often discuss, but rarely do. It’s not easy or quick. But with a new breed of student, the integration of technol-ogy into the classroom, and what I saw this last week, our educational facilities and everything in them are about to see a big change for the better. It may have been a long time coming, but it appears we have finally overcome inertia. Our job now is to keep the ball rolling! SPM

EDITOR’S NOTE { THE VIEW FROM HERE }

A Long Time ComingFURNISHINGS FOR LEARNING SPACES ARE ABOUT TO CHANGE FOR THE BETTER.

Executive Editor/Publisherdmoore@1105media.com

EditorialEXECUTIVE EDITOR/PUBLISHER Deborah P. Moore

EDITOR-IN-CHIEF Jerry EnderleASSISTANT EDITOR Brandon Barrett

STAFF WRITERS Michael Fickes, Ellen Kollie, Paul Abramson

ArtART DIRECTOR Laurie Layman

DISTINGUISHED ACHIEVEMENT AW

2003 FINALIST

2012 AWARD WINNER

Volume 54, Issue 11WEBSPM.COM

Legal DisclaimerThe information in this magazine has not undergone any formal testing by 1105 Media, Inc. and is

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Editorial Advisory BoardEXECUTIVE DIRECTOR OF NASRO Mo Canady

EXECUTIVE DIRECTOR OF ASBO INTERNATIONAL John MussoEXECUTIVE DIRECTOR OF CHPS William OrrPAST PRESIDENT OF CEFPI Sue Robertson

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EXECUTIVE VICE PRESIDENT Michael J. Valenti

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EDUCATION MICROSOFT CDW•G As classrooms evolve, so do the possibilities for you and your students. With the Lightspeed Management Solution Bundle for Windows, fi nd out how our solutions and services team can upgrade your learning environment — enabling your institution to maximize instructional minutes and helping your students stay connected and ready for the future. Learn more at CDWG.com/microsoftedu

CONNECTED CLASSROOMS. CONNECTED STUDENTS.

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HotTipsThis MonthTransparency

HAVE YOU EVER THOUGHT about what toxic materials might be lurking in your classroom walls, floors and furniture? Are you familiar with the Red List, the “worst in class” materials, chem-icals and elements known to pose serious risks to human health and the greater ecosystem? If not, you might be surprised that Red List chemicals are commonly used in building products.

The good news is that some companies are fully committed to product disclosure, and believe that the process will encourage the development of more innovative green build-ing products that will result in healthier indoor environments. After all, you want to make the right decisions for the health of your students when designing and constructing buildings by using ecologically sound products without resorting to extensive research.

But with the lack of verifiable product information and all the greenwashing in the marketplace, how can you trust manufacturers? The Living Building Challenge has the world’s most aspirational green building standard and has incorporated transparency though its Declare program. We recommend asking your suppliers to provide Declare labels, which serve as a clear, elegant and informative ‘nutrition-label’ for build-ing products. Declare labels fill the information gap by answering three simple questions: Where does a product come from? What is it made of? And where does it go at the end of its life?

At Mohawk Group, we have embraced third-party certifications to help our custom-ers make conscious, informed decisions. In fact, we currently have Declare labels for 489 Red List-free products in the marketplace and continue to lead the entire manufacturing industry with the largest and most varied selection of products that have Health Product Declarations (HPDs), Environmental Product Declarations (EPDs) and Declare Labels. All certifications are available on MohawkGroup.com and GreenWizard.com.

>> Lauri Watnee is the director of Education Segmentation at Mohawk Group.

THE RED LIST AND DECLARE LABELS

which includes the new name, a new logo, a new website URL (www.A4LE.org) and a promotional video (viewable on the site), was developed over the past two years. According to CEO John Ramsey, the exercise was an in-depth review of how the association supports its members — “Schools are designed, planned, and built at the local level. Our regions and chapters are what make this organization function so well. Through this rebranding exercise we’ve moved from a top-down focus to a grassroots-up approach that ensures we provide our members the resources and tools they need to be successful.”

Space Converted in New Jersey Elementary School for Targeted Math Learning

Five public elementary schools in Elizabeth, N.J. had spaces redesigned by

DMR Architects to allow for the imple-mentation of the Teach to One: Math Program, a personalized education pro-gram customized to meet the needs and learning styles of individual students. DMR’s work with the Elizabeth School System began with a survey and feasi-bility of nine elementary schools, iden-tifying adjacent spaces, the flexibility of spaces, existing structure and costs that would be used to help determine the fa-cilities physical space required to house the programs. Representatives from the district and New Classrooms used this information and other determining factors to ultimately select five schools to convert “conventional” instructional space (25 students, 1 teacher) into one open classroom space of approximately 3,000 square feet that are now used daily by 90-120 students and 5-6 teach-ers per period. SPM

{ CONT. FROM PAGE 3 }

NEWS & VIEWS

School District’s New Facility Consolidates Autism Programs in a Single Location

The Bergen County Special Services (BCSS) School District’s New Educational Fa-cility project in Paramus, N.J. is nearly completed. The $48-million project began in January 2014 and will to be completed in fall 2015. The project architect is RSC Archi-tects and MAST, a New Jersey-based project management, construction management and owner’s representative services firm is providing construction management services. Upon completion, the new educational facility will house various BCSS School District programs, as well as administration space in one 125,000-square-foot location. The facility includes instructional rooms, offices, a gymnasium, a green-house and a kitchen with two cafeterias.

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Sometimes non-verbal communication speaks the loudest. Understanding students’ behavior gives me a better idea of how I can help.

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Sustainable SchoolsA LONG-TERM VALUE PROPOSITION.

>> Jason Lembke, AIA, LEED-AP is a principal and K-12 designer with DLR Group. He is responsible for design, programming, planning, and project administration for K-12 clients in Illinois school districts and across the upper Midwest.

| J A S O N L E M B K ETRENDS IN GREEN

MANY STANDARDS and point systems exist to help designers facilitate a sustainable school facility or campus. Not all of them, however, define characteris-

tics of lasting value, as viewed through the lens of the student or community member.

There are two sides to this issue: the first cost and the long-term value. First costs can be impacted through the designer’s specifica-tions, but how can we impact the efficiency of the school building and health of its occupants to add long-term value? As sustainabil-ity becomes more closely tied with resiliency, we should consider methods to enhance the design process through collaboration and planning. Resiliency is the relative capacity of any facility to adapt to changing environmental conditions while maintaining functionality and vibrancy. In other words, can it adapt?

The impact of sustainable design strategies and school planning innovations, in particular, is evident. A recent qualitative study completed by DLR Group with the Institute for the Built Environ-ment at Colorado State University observed that 85 percent of teachers teaching in the sustainable schools studied reported a positive effect on productivity, 60 percent of the schools had one fewer student absence per year, 87 percent reported a positive impact on student health and 71 percent perceived a positive effect on achievement.

An educational facility master plan clarifies valueDLR Group recently collaborated with a large district in the up-

per midwest that serves approximately 28,000 students in almost 50 schools. The district recognized the need to upgrade its facili-ties. In order to know more about existing facility conditions, an observational assessment was completed by district staff.

Typical items were all within reasonable expectations with respect to their age. With those qualities and quantities known, the team developed costs and prioritized a first round of projects.

Some districts and consultants may stop the investigation there and risk leaving unanswered questions, only diagnosing what is visually apparent at the expense of long-term, community value.

Faced with limited financial resources and visionary ideas to change its educational approach, the district challenged DLR Group to balance requisite repairs and improved energy efficiency with its academic needs such as grade level formatting, cohort size and a growing 21st-century curriculum as part of a more holistic educational facilities master plan.

What about the learning environment? DLR Group developed an innovative process to blend a physical

condition assessment with indoor environmental quality and learn-ing qualities embodied in educational facility readiness. Education-al facility readiness is a proactive concept stemming from the ability of the environment to support a vision for teaching and learning. To help quantify the environments, we developed an integrated approach between engineers, planners, designers and students. By using survey instruments, interviews, workshops and trend logging equipment, we measured attributes of the indoor environment that otherwise would have been overlooked. Some of the data gathered included: lighting levels, acoustics, moisture/humidity and CO2. We also surveyed staff to ascertain thermal and visual comfort at-tributes with a specially tailored ASHRAE survey instrument.

In order to obtain the data, students and engineers developed a plan for how each logging instrument, or sensor system would be placed and for how long they would be operational. It wasn’t feasible to log every room, so specific classroom traits were selected to ensure the data was comparable. Orientation, the presence of natural light/win-dows and only one exterior wall were all considered prior to placement.

With the information in hand, energy modelers and building commissioning specialists analyzed and graphed the findings. Each facility was then given an overall “grade” based upon how it measured against its respective industry standard and was con-trasted with sister schools. The findings pointed to several schools being outside acceptable norms. This intermediate step was critical in aiding the task force with defining their objectives and making difficult decisions under the master plan process.

The noted negative affect on the indoor environmental quality and learning environments likely manifested itself in previously untracked qualities like: increased absenteeism, classroom com-munication issues, reduced comfort, headaches and eye strain.

The district staff, our integrated design team and administra-tion refined 96 options into a single plan. Without the data as our foundation, the difficult decisions surrounding each facility would have been far more challenging. In the end, the district discovered it could reduce the overall elementary school footprint, enhance aca-demic services, while reducing energy and operational costs. After weighing the positives and negatives, the plan was widely supported by the district leadership and community. It was successful because we were able to meet the measure of sustainable, lasting value and develop a plan through meaningful collaboration. SPM

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Empower the UsersENERGY TEAMS AS A RESOURCE FOR ENERGY COST REDUCTION.

| J O H N B A I L E YMAINTENANCE & OPERATIONS

MANY SCHOOL DIVISIONS across the country are facing financial hardships; however there

are resources available in your school divisions that may help with reducing energy costs. En-ergy teams in schools can be an effective part of an overall energy management program. Involving students, teachers, custodians and

other support staff as part of site-based energy management teams may impact occupant be-havior and help to reduce overall energy costs.

Every school division should have an energy management policy in place that directs the school division to monitor and manage energy consumption. In addition, some state govern-ments have mandated energy reduction for all public institutions. As a result, it is important that all stakeholders understand not only the economic advantages of energy savings, but the long term environmental impact and benefits of being good energy stewards. Energy management teams in schools should be tasked to implement behavioral strategies that encourage practices that will result in a measurable reduction in energy usage.

Creating school based energy teams that can be effective should be inclusive of all building stakeholders. Under the leadership of a building level administrator, preferably one whose duties include building management, a representative committee of instructional and non-instructional staff should focus on daily practices and building use in order to develop energy management unique to their school. For example, teams should focus on creating an environment in their building where energy conservation is part of the culture of the school. Setting reasonable and manageable goals will help in gaining support and cooperation among staff. Setting a goal to reduce energy consumption by five percent over the school year and strategies to accomplish that goal may be as simple as turning lights off in unoccupied spaces and turning off devices such as comput-ers and printers when not in use. Teams should not concentrate on design, major mechanical or other physical constraints of the school plant. Renovation or upgrades to the facility should be the respon-sibility of the school division’s maintenance department. School goals should focus on energy reduction based upon staff and student behavioral changes in addition to school management practices.

Once your teams are formed, they must be consistent in monitor-

ing agreed upon energy saving practices for their school. Developing and posting a classroom energy checklist can act as a reminder to staff to practice good energy conservation methods in their classrooms. Checklists could include monitoring lights, turning off computers and monitors when the classroom is unoccupied, and keeping windows and doors closed. These simple steps can help maintain classroom temperature and improve thermal comfort and help reduce costs. Custodians and other support staff can monitor large unoccupied

areas such as cafetoriums, gymnasiums and auditoriums to ensure that lighting is off when not in use. This will help to reduce energy consump-tion in these high-energy use areas. In addition, energy teams can actively seek grant opportuni-ties for energy conservation projects from local and state governments as well as utility partners and providers. These opportunities can become

a useful teaching tool and incentive for students to look beyond their classrooms for learning opportunities. Students in turn can apply in-formation regarding energy savings from their school to their homes.

Each team should meet at least three times during the aca-demic year to review energy usage data that can be provided by the school division’s Energy Program and evaluate the effectiveness of in–house conservation practices. Encourage student participa-tion in energy saving awareness via co-curricular organizations. Energy Clubs are an excellent means to develop student and staff energy conservation awareness. Allowing students to perform en-ergy audits, observing areas that are in need of repair and identi-fying areas of energy loss throughout building, allows students the opportunity to actively seek ways to conserve energy. Recognizing those schools and individuals that exemplify energy stewardship at the division level helps bring public attention to energy conser-vation and highlights each school’s activities and other events that support energy reduction and education.

By empowering teachers and students with the responsibility of managing energy consumption in their own classroom, schools can begin to see a reduction in energy costs. For example, in a 2013 comprehensive study conducted by Optimal Energy Inc. for the New York Power Authority, Best Practices For Energy Cost Savings In New York Public Schools were determined. The study cited 10 Best Practices. The study cites non-cost opportunities for savings. Changing occupant behavior through education and awareness can possibly reduce energy costs up to 25 percent. SPM

Encourage student participation in energy

saving awareness via co-curricular

organizations.

>> John A. Bailey, Ph.D. is the director of school plants for Chesapeake Public Schools, in Chesapeake, Va., the National School Plant Managers Association president, and a Virginia School Plant Managers Association board member representing Region II, in Virginia. He can be reached at john.bailey@cpschools.com.

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| J E F F F E Y E R E RBUSINESS PRACTICES

Six Essential ToolsORIENTING BOARD MEMBERS TO THE SCHOOL BUSINESS OFFICE.

WHEN NEW SCHOOL BOARD members take their seat at the table, they may have developed a basic un-derstanding of the inner workings of the district before

their election to the board, but they are rarely fully prepared for the vast array of responsibilities thrust upon them in their new position.

The following are six aspects of school business that school business officials should share with board members:

1. Structure, role and responsibilities of the school business office. Every business office is unique with varying levels of per-sonnel, responsibilities and delegation. Use an organization chart to walk through the scope and detail of jobs and responsibilities. Who does payroll? Who handles purchasing? How long has each person been with the district?

Answering those questions not only will shed light on the hard-working people within your business office but also should give new board members the confidence that everything on the financial side is covered by the school business official.

2. Fund accounting and account structure. Unless new board members are coming from a profession that uses fund account-ing, the reporting and recording of district finances using this method will likely be foreign to them. They need to know that the district funds aren’t thrown into one big pot, but are instead segmented to create order. I added tools to our budget document that fully describe each fund and the other elements of the ac-counting structure.

Go deeper and walk board members through account code structure to understand types (i.e., revenues, expenditures), functions (i.e., regular education, special education), objects (i.e., salaries, benefits) and sources of monies.

3. Board documents. In our monthly board packets, we have a standard set of financial reports that we distribute to the entire group along with the agenda and minutes. Our report consists of (a) a fund balance summary report, (b) a year-to-date status of our revenue and expenditure accounts versus the budget, (c) a check listing, and (d) a procurement card listing. Those reports are not necessarily standard for every school district, but it is important to give new board members an overview of what they will be seeing on a monthly basis and what information they can expect to receive from the business office.

4. The budgetary process. New board members may not fully grasp that developing the budget is a year-long process. As soon as one year’s budget is approved and submitted, work starts on the next year’s budget and beyond.

It’s also important for board members to know that one person is not solely responsible for budget development. Proper budget devel-opment incorporates information derived from many sources: school administrators, operations directors, technology directors, trans-portation directors and countless others. Understanding the method behind the entire process helps board members better convey to the community the rationale behind the budget and better highlight their commitment to their fiduciary duty to safeguard taxpayers’ money.

5. The levy process. Since levies are a major source of district funds, they are something all board members need to understand. Taking them through a timeline of the levy process, explaining the accompanying terminology and how property is valued, and then describing how the district approaches the levy on the basis of past trends and future projections (including future revenues and expenditures) can help simplify a difficult concept.

6. Long-term plans. Whether it pertains to financial and enroll-ment projections or long-term facility and technology plans, a long-range viewpoint can provide context to the present while showing that there is always a focus on the future. Providing board members with the rationale for why plans are developed and how the business office carries out each step of the plan will tie together many of the concepts already explained, such as budgeting and levying.

Working TogetherKnowledge about these six aspects of school business can

create a strong foundation for new board members. But even after school business officials have addressed each area, a need may arise for additional professional development.

Always have an honest and open dialogue with new board members; they are a direct connection to your entire community. Give them the appropriate tools so they can be knowledgeable par-ticipants in the process and can effectively communicate with the

community about the issues facing your school business office. SPM

— Excerpted from the October 2015 issue of School Business Affairs, published by ASBO International. www.asbointl.org.

>> Jeff Feyerer is business manager/chief school business official for Fairview School District 72 in Skokie, Ill. He can be reached at jfeyerer@fairview.k12.il.us

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>> Michael S. Dorn has helped conduct security assessments for more than 6,000 K-12 schools, keynotes conferences internationally and has published 27 books including Staying Alive – How to Act Fast and Survive Deadly Encounters. He can be reached at www.safehavensinternational.org.

| M I C H A E L S . D O R NSAFETY & SECURITY

Illusions of SecurityBE PREPARED TO OWN THE RESULTS

I DID NOT MIND waiting in the rain for 45 minutes to pass through a walk-through metal detection checkpoint.

What I did mind was waiting to pass through a checkpoint so poorly run that a child could figure out that they could easily pass through the checkpoint with several firearms concealed on their person. This was my experience the

day after I keynoted the National Campus Safety Forum in our nation’s capitol this spring.

Each checkpoint involved one security officer standing by a walk-through metal detector while dozens of patrons per minute passed through the unit. Each person set off the detector in turn, but not one patron out of the hundreds I observed was checked with a hand held metal detector. This means the operator could not tell whether a portable phone or a high capacity 9-millimeter handgun was setting off the detector. Parents were pushing metal baby strollers through the checkpoint, and most patrons were carrying umbrellas through the units. These are all signs of an unreliable and easily defeated checkpoint.

I am not the only person who noticed these significant gaps in security that day. I overheard numerous patrons complain-ing about standing in the rain to go through a checkpoint that they also knew could be easily defeated. Certainly a well-studied aggressor could figure out how easy it would be to beat this type of checkpoint. A terrorist could also easily surmise that doing so to carry out an attack would result in intensive criticism of the organization operating the venue.

While properly operated and supported entry point metal de-tection can be extremely effective, knowingly operating an easily defeated checkpoint is simply unacceptable. As my visit was in the Fourth of July time frame, with an elevated threat level announced by the federal government, this is even more troubling.

Similar instances where a false promise of security is provided have occurred in K-12 schools. While security measures do not have to be foolproof, they should be implemented in a manner that makes them reasonably effective. I once attended a graduation ceremony at a state university to see one of my officers receive her graduate degree. As I passed through a walk through metal detec-tor, I reached for my credentials to show the police officer staffing the checkpoint that I was authorized to carry my concealed service pistol. Before I could show my badge, the officer waved me through

the checkpoint even though the unit “alarmed” as it should have. As I was carrying a service pistol loaded with twenty rounds along with two spare magazines and handcuffs, it was pretty evident that the checkpoint was a feel-good measure rather than a real barrier to an attacker.

With a single officer attempting to staff two different walk-through detectors, responsibility for an incident would rest with his police chief and institution. This type of approach to campus security can quickly become “exhibit A” should litigation occur because an aggressor passed through a checkpoint while carry-ing one of more weapons. Whether the façade of security involves “dummy” security camera or security equipment that has been broken for long periods of time, it can be difficult to defend in a court of law or in the court of public opinion.

School leaders should deliver the level of security they imply or be prepared to accept full responsibility for the resultant tragedy when an aggressor defeats feel-good security measures. SPM

The author waited in the rain for more than 40 minutes to pass through a metal detection checkpoint at this tourist venue in Washington D.C. A reasonably intelligent 12 year old could get a gun through the poorly run checkpoint at the end of this line. Knowingly presenting a façade of secu-rity can be not only unethical, but can result in significant exposure to civil liability and a tremendous loss of public confidence.

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by Bruce Haxton and reBecca nelson

AQUAPONICS, AEROPONICS, CLOSED LOOP FOOD SYSTEMS

TEACHING TOOLS FOR K12

Authors’ note: The purpose of this article is to identify the need for K-12 School Teaching Tools that use closed-loop food production systems for the future; both for space travel and to feed the fast growing population on our planet. Closed loop food systems are needed to conserve planet resources, use water efficiently and grow more food using fewer energy and natural resources. Since the early humans in space; with NASA’s Project Mercury’s with Alan Shepard, the first USA orbital flight of Friendship 7’s with John Glenn and Sally Ride, the first American woman in space in 1983; we have needed to provide food in space. The planet’s population is anticipated to increase to between 9 and 10 billion by 2050. This means that the planet will need to develop food systems that are much more efficient and that will produce more food with less water. Aeroponic systems, co-developed with the help of NASA, can produce significantly more food per acre than traditional methods while saving the per acre water used to grow the food. Food systems called Aquaponics, the combination of raising fish and vegetables, also can significantly increase the amount and quality of food.

Rebecca Nelson and John Pade, founders of Nelson and Pade, Inc., specialize in aquaponics and controlled environment agriculture. They have provided teaching tools for schools, focusing on aqua-ponics and hydroponics, since the late 1980s. Bruce Haxton is the Team Leader for The NZ4 Global Alliance, a team of affiliated entities researching/designing sustainable facilities and closed loop plan-ning prototypes. Nelson and Haxton have teamed up to provide the latest information related to current and future aquaponic, aeroponic, and closed loop food system and planning prototypes.

The article concept is to develop teaching tools and curriculum for the future researchers and food production people to satisfy the needs for increasing both quality and quantity for earth food production needs as well as for space exploration/colonization. The added benefit is to re-duce or hopefully eliminate the need for petroleum based fertilizers, pesticides, and herbicides involved in food production The article is limited in space, however the long version is available at the website: www.webspm.com.

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NELSON AND PADE AQUAPONICS SYSTEMS, AQUAPONIC TEACHING TOOLS, AND CURRICULUM

Aquaponics as a Teaching Tool:Aquaponics is an integrated system that combines recirculating

aquaculture and hydroponic (soilless) plant culture. In aquaponics, the nutrient-rich water that results from raising fish in an intensive system provides a natural fertilizer for the plants. Beneficial bacteria break the waste down into the elements the plants need. The plants remove the nutrients as they draw the elements through their roots as they grow. Aquaponics is an intensive co-culture system, with both fish and plants raised together, with benefits for both resulting from the integration.

All of these inter-related processes are demonstrated in aquapon-ics, making it an ideal teaching tool that inspires students, energizes teachers, and generates enthusiasm from parents and stakeholders in the education system. Because of the unique educational model, an aquaponics project often will bring a school together, rallying around the concept of an integrated system that uses less water and resources and provides fresh food anywhere in the world.

Rebecca Nelson, co-founder of Nelson and Pade, Inc., has worked with schools throughout North America to help establish fully function-al, science-based aquaponic systems and related curriculums.

Typical Example of a Closed Loop Aquaponics System in Use as a “Teaching Tool”Baker Technology Institute:Name: BTI Aquaponics, Baker Technical InstituteLocation: Baker City, Ore., USAClimate Zone: 5 (note: system is indoors)Square Footage: 1,500Cost: $6,000 Concept Description: BTI Aquaponics is a year-long high school STEM/CTE course that is a part of the Environmental Science career learning pathway at Baker Technical Institute, in Baker City, Ore. School Contact: Burke Smejkal <BSmejkal@baker.k12.or.us>

The curriculum uses principles of STEM education with applied contexts in water quality and chemistry monitoring, plant and fish sciences, sustainable agriculture, food safety, global food security, local food production, and agricultural and biological engineering. The program goal is to provide students a practical foundation in the areas of aquaculture, hydroponics, and aquaponics so that they can pursue further education and/or job training in careers related to agriculture, science and engineering. Students entering the course will have taken the Introduction to Aquaculture course in which they learn basics in water quality, fish biology and controlled environmental agriculture.

The “Family Plus” Clear Flow Aquaponic System is a science-based aquaponic system that annually produces nearly 5,000 heads of lettuce (or other vegetables) and 500 lbs. of fresh fish in a 1,000 square foot area. This is an excellent system for a school aquaponics program.

Students harvesting aquaponically-grown lettuce that will be used in the school lunch program at Baker Technical Institute, Baker City, Ore.

Students weighing fish feed and conducting feed calculations for the fish in the F5 Clear Flow Aquaponics System at Baker Technical Institute.

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APPLICATIONS OF CLOSED LOOP FOOD SYSTEMS IN URBAN DESIGN / ARCHITECTURE

NZ4 Global Alliance Life Style Science Parks / Technology Cluster HUB’s

In 2011, the NZ4 Global Alliance developed an 1100-acre Net Zero Energy / Net Zero Water Prototype design for a Science Park and presented that at the International Association of Science Parks (IASP) World Conference in Denmark. Now in 2015, they have completed a “Life Style Urban EcoScience City” prototype design for the 2015 I2SL International Conference in San Diego, September 2015.

Bruce Haxton, AIA, Architect, NZ4 Global Alliance Team Leader Narrative: — Bruce Haxton 7.27.2015

“Our team got involved in Net Zero Closed Loop design about five years ago. We have been developing design pro-totypes for Science Parks and urban environments; finally getting to the point of designing a Net Zero Closed Loop urban environment with its own closed loop food system.

2015 I2SL Conference “Futuristic Urban EcoScience City:Life Style Science City, Net Zero Energy and Closed Loop Design”

This design prototype is meant to be a closed loop de-sign for a EcoScience City of the Future. The entire design is a 6,300 acre pedestrian focused “Live, Work, Play, and Edu-cate” urban community. The difference between this pro-totype and the IASP 2014 Prototype is that it is urban and

2011 Net Zero Energy / Water Science Park Prototype 2013 Net Zero Energy / Closed Loop Science Park 2015 EcoScience City: Net Zero Energy / Closed Loop

uses advanced “vertical aquaculture farming and aeroponic food growth systems” designed food farming methodology. Richard Stoner and NASA developed the Aeroponic system that is now being commercialized by AgriHouse. Dr. Addison Lawrence has previously developed the Shrimp Vertical Farming system that is used around the world. Tamra Fah-koorian is the researcher for duckweed production and its integration into the closed loop system. Each of the special-ists contributed to the integrated “Closed Loop Concept”.

KENNEDY SPACE CENTER AND NASA’S VEGGIE SYSTEM

NASA KSC Food ResearchThe Veggie is the first step for NASA to be able to achieve food production

systems for space, based on a “pick-and-eat capability” for space station within the next few years.

Space Applications: “NASA has been studying crop support systems for more than 30 years, with a goal of designing a self-sustaining life support system for crew members. But no large-scale crop production tests have yet been conducted in space. The International Space Station provides an ideal platform for producing a larger volume of plants in a controlled environment using limited power. Growing plants in space provides crew members with fresh foods to supplement their diets.

Earth Applications: Plants cultivated on the International Space Station can be used for educational outreach activities on Earth. In addition, the station offers limited size and power capabilities, which can provide insight into plant cultivation methods for small spaces with minimal energy.” [1]

Veggie System: “The overall goal of Veg-01 is to demonstrate proof-of concept for the Veggie plant growth chamber and the planting pillows. This research builds

Veggie System with food inside.

upon hardware development via an SBIR grant to ORBITEC for the initial prototype Veggie units with subse-quent hardware development for next-generation units.” [2]

— Source [1 & 2 ]: NASA Kennedy Space Center; http://www.nasa.gov/mission_pages/station/research/ex-periments/863.html; 8.12.2015

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EUROPEAN SPACE AGENCY MELISSA CLOSED LOOP FOOD SYSTEM

MELiSSA – An Artificial Ecosystem for Deep Space ExplorationLong-term manned missions in space are heavily limited by the need of

constant resupply of food, water and oxygen to the astronauts. For future manned missions, e.g. to Mars or even an extended stay on a planetary surface these limitations have to be overcome. The European Space Agency’s project to extend the capabilities of more independent human exploration in space is called MELiSSA: Micro-Ecological Life Support System Alternative. MELiSSA aims to develop technologies for a so called regenerative life-support system. See the full description of MELiSSA on www.webSPM.com.

— Source: European Space Agency: 2015

DR. ADDISON LAWRENCE’S VERTICAL AQUACULTURE (SHRIMP GROWTH SYSTEM)

Research for the development of the stack raceway system for the production of shrimp was initiated in 2001 and resulted in the issuance of US Patent Number 8,336,498. The stacked raceway system produces 500,000 to 1,500,000 lbs of shrimp per acre footprint of water per year depending upon a final harvest size of 10 to 30 gms per shrimp. Though the technology for producing the shrimp in the stacked raceway system is commercial, this technology today is equivalent to that of chicken technol-ogy 25 to 35 years ago.

AGRIHOUSE, INC. RICHARD STONER’S AEROPONICS FOOD GROWTH SYSTEM

The Aeroponic Food systems that have been developed in the past few years were done in conjunction with NASA. AgriHouse’s Richard Stoner has pioneered this technology. The aeroponics systems have been tested on the Inter-national Space Station as a possible method of growing planets in space and during space exploration and future colonization. The system uses a concept of soil-less food growth by spraying the plant root systems with a nutrient based water with a “mist”. The water droplets provide both water and nutrients in the water, a delivery means to the plants through this innovative delivery system.

MELiSSA Closed Loop Food System developed for Space Exploration

Dr. A. Lawrence’s Vertical Shrimp Growing Production

Richard Stoner’s AgriHouse Inc. Aeroponic Growing systems showing plant with aeroponic “mist on roots”.

Richard Stoner’s AgriHouse Inc. Aeroponic Growing systems.

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DUCKWEED RESEARCHER TAMRA FAKHOORIAN’S SYSTEM NARRATIVE:

GreenSun Products, LLC special-izes in duckweed production and applications. GreenSun specializes in stand-alone, closed loop, and integrated duckweed production systems, as well as harvesting and solar drying systems Duckweed can filter water sources such as those found in an NZ4 Global Al-liance scenario with sustainable efficiency. SPM

Disclaimer:The article is meant to open

communication for further study into closed loop food systems and their application. Each facility and teaching tool needs to be analyzed and considered on its own merits. Each facility has specific attributes, codes, and parameters that need to be considered in total; seek profes-sional help in any attempt at devel-oping a closed loop food system or food system teaching tool.

>> Bruce Haxton is the team leader for The NZ4 Global Alli-ance, a team of affiliated entities researching/designing sustain-able facilities and closed loop planning prototypes Rebecca Nelson and John Pade, founders of Nelson and Pade, Inc., special-ize in aquaponics and controlled environment agriculture. They have provided teaching tools for schools, focusing on aquaponics and hydroponics, since the late 1980s. Copyright September 2015 Bruce Haxton and Re-becca Nelson. All rights reserved, other publication without written authorization is prohibited.

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FACILITIES { LEARNING SPACES }

A Unique ApproachBy Trey Laird AIA, LEED-AP

Designing to meet the needs of today’s students.

D ISTRICTS ACROSS the coun-try are on a constant mission to discover how best to meet the

diverse and numerous needs of today’s students. Meeting these needs is about more than providing an extra art class or access to technology. Districts must look at the bigger picture to recognize the need, understand why it must be met, evaluate how it impacts the district as a whole, and determine how to make it a reality.

Plano (Texas) Independent School District did just that with the creation of Plano ISD Academy High School, an innovative, project-based 9th-12th grade school that emphasizes science, technol-ogy, engineering, arts and math (STEAM) curriculum. Recognizing the opportunity to simultaneously offer a new academic

program, explore an innovative new peda-gogy and connect with more students, the district provided its students with a one-of-a kind learning facility.

Recognizing the NeedA district the size of Plano ISD is chal-

lenged with the tall order of meeting the needs of each of its nearly 55,000 diverse students.

A driving factor for the creation of Plano ISD Academy High School was the district’s commitment to finding new ways to prepare students to be successful in the 21st century. By providing a choice-based academy, the district could meet a learning need currently left unfulfilled, and develop new, engaging instructional methods that could be used at the academy and later taken to scale across the district.

To determine a specific vision for the Academy, the district assembled a community-based Academy Visioning Committee made up of nearly 70 business people, teachers, parents, staff members and students.

“Although we had a full range of courses and opportunities available across the district, we found that some students wanted to engage in their learning in a sig-nificantly different way than the traditional high school experience offers,” says Dr. Jim Wussow, assistant superintendent for academic services, Plano ISD.

Following months of analyzing new instructional delivery models and content-specific options, the committee recom-mended a project-based learning model with a theme focused around STEAM.

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Armed with a vision, the district set out to determine a location, weighing the pros and cons of co-locating the STEAM program in an existing facility versus establishing a stand-alone school.

“We quickly realized that the time structure and many of the processes and procedures in place at a traditional high school would be a limiting factor to achiev-ing our vision for the school,” says Wussow. “We needed a stand-alone building to give us the freedom to think outside the box.”

The cost of building a new facility pre-sented challenges. A unique solution arose when a 100,000-square-foot former office building in central Plano ISD went on the market. After touring the building with Stan-tec’s architects, the district determined that the building had the infrastructure to work. Furthermore, by repurposing an existing building, the district would save on construc-tion costs while still achieving the tailored

learning environment they envisioned. Plano ISD Academy High School now had a home.

Developing a New CurriculumThe district took a unique approach to

curriculum development and first invested in professional development. Plano ISD hired the faculty for the new school one year before it opened. The team then spent that year developing a set of interdisciplinary, STEAM-context, project-based experiences that connect with business and industry, so learning is centered on the skills and knowl-edge needed to solve specific projects.

“We challenged ourselves not to let the course define the learning experience. Instead, the learning experience is a much more fluid process where learners work in teams and have a lot of choice in the ap-proach that they take to solve challenges. In turn, learners have the ability to articulate what they excel at, what they’re passionate

about, and to connect with their learning in a fundamentally different way,” says Wussow.

The DesignA non-traditional curriculum and focus

requires an equally non-traditional design. So, guided by cultural and curricular goals, as well as the principles of project-based learning, Stantec began developing the design for the new school.

Two goals emerged: First, the design team didn’t want the building to look like a traditional school. The architecture itself should act as a visual cue that this build-ing was something different. Second, the architecture should support the idea that learning takes place everywhere.

In response to these goals, Stantec didn’t program the school in the standard way. In-stead of looking at the program as a spatial inventory of various rooms, they studied activities; evaluating what kinds of teaching and learning actions might take place in the various existing spaces of the building. This exercise led to a mostly subtractive design process. Rather than adding architectural elements such as walls to the building, they removed them. Additive design elements occurred mainly though floor and wall finish upgrades as well as lighting upgrades throughout the building.

The resulting facility is a wide, open plan featuring multiple spaces for formal and informal learning. There are no class-rooms. In fact, the only enclosed rooms in the entire building are the science labs, which are enclosed for safety purposes.

“We wanted open spaces and idea rooms — places where small groups of

FACILITIES A UNIQUE APPROACH

Non-traditional Academy. A non-traditional curriculum and focus requires an equally non-traditional design. Academy High School is de-signed as a wide, open plan featuring multiple spaces for formal and informal learning. There are no classrooms. The only enclosed rooms in the entire building are the science labs, which are enclosed for safety purposes.

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students could assemble based on their needs, rather than a prede-termined schedule,” says Wussow.

Flexible spaces throughout the building can be used for different kinds of activities, promoting collaboration and individual accountabil-ity. On the first and second floors, the perimeter of the building features large, flexible spaces that can be reconfigured to meet various learner needs, including large group seminars. Along the core of the building, collaborative spaces allow for group work and impromptu teamwork.

Project labs offer space for building, crafting and creating proj-ects, and, through their strategic location at opposite ends of each floor, pull noise away from the center of the building.

A major component of project-based learning is presentation. Therefore, the building’s former conference room was transformed into an oral presentation hall. High-end finishes in this space emphasize the importance of the activities taking place within. In addition, a glass enclosure puts learning on display.

At Plano ISD Academy High School, students are referred to as learners, and teachers are called facilitators. To support the unique learner-facilitator relationship, facilitator work stations are grouped together to encourage collaboration, and encourage learners to do the same. The location of facilitator workstations away from the main core of the building also promotes the sense of learner responsibility — but with appropriate supervision.

“The individual learners are guiding their own path through this experience. Not because of something that was predetermined by a teacher,” says Wussow.

Dining presented a unique design challenge. Since the original office building did not include a cafeteria or commercial kitchen, the design team needed to determine how to add both to the facility while maintaining the appropriate culture. The resulting dining area doubles as multipurpose space and features a more café-like ambiance than a traditional high school cafeteria. Smaller tables allow for easy recon-figuration and the flexibility to use the space for more than just eating.

While the openness of the facility’s spaces supports the interac-tive, immersive and reconfigurable environment, it also creates a design challenge: how to differentiate between spaces. To accom-plish this, the Stantec design team used furniture, acoustics and flooring to suggest a change in function throughout the school.

Corporate PartnersA major component of Plano ISD Academy High School is its cor-

porate partnerships, which provide the opportunity to involve local industry leaders in the academic environment in a variety of roles.

These corporate partners, which include companies like Texas In-struments, Southwest Airlines and Toyota, contribute both time and money to the Academy. In addition to offering mentorships, academic programs and internships, they act as critics for learner presentations and donate technology, products and services. In fact, the school even includes dedicated office space for visiting corporate partners.

Built to EvolveDesign of the facility echoes the sentiment of “practice what you

preach,” and the district wanted the opportunity to try out the new curriculum with the flexibility to tweak it and the building accord-ingly. To offer the flexibility for the building to evolve, the third floor was only lightly remodeled. In the short term, learners can use the third floor for large group meeting space, project work or display. Long term, the third floor offers the opportunity for the program and building to continue to evolve to meet its learners’ needs.

In May 2016, Plano ISD Academy High School’s first senior class will graduate. These learners will enter their next phase in life with a skill set in addition to a unique high school experience not previously available to Plano ISD students.

“Our approach is not to say that this is the better way. This approach connects to some learners in a strong way, while there are other students that thrive in a more traditional environment,” says Wussow. “Having this as a choice is one of the things that make it more powerful.”

As districts nationwide continue to work to stay on the forefront of educational trends to meet their students’ needs, it is important to understand that with an open mind, an innovative curriculum and a creative design team, a custom learning environ-ment is within reach. SPM

>> Trey Laird AIA, LEED-AP is a principal at Stantec Architecture’s Plano, Texas office. With 20 years of educational architecture experience, Laird specializes in creating forward-thinking learning environments and is highly skilled at mapping a client’s pedagogy to their spatial needs.

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FACILITIES { LEARNING SPACES }

Everywhere a SignBy Scott Berman

Using signage to teach about sustainability while prompting green behavior.

S IGNS CAN POINT THE WAY to go, but also the ways that schools and society are going. That is, signage speaks to the continuing process of fuller inclusion, as well as a

widening range of functions, technologies and materials, and today’s heightening educational and aesthetic expectations. Envi-ronmental expectations, too.

Visitors are guided to and through a school building and campus with interior and exterior directional and wayfinding signs, freestanding or mounted on building facades, dimensional

letters, ADA-complaint signs, parking signs, Braille features and raised letters room signs, menu boards, display cases and other items, some using energy-saving LED lights and constructed from environmentally friendly materials. These signs meet many needs while adding to the aesthetics of a site.

There are also green-themed signs designed to teach important lessons throughout a school. In fact, green informational signage is an important part of the process of “really helping our students to under-stand the environment that we are asking them to try to conserve and

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protect,” says Principal Stacey Mamon of a comprehensive green sig-nage program at her school, Manassas Park Elementary in Virginia.

The school, opened in 2009, was a green systems and signage forerunner with plenty of current lessons to share, as revealed during a walk through with Mamon and District Superintendent Bruce McDade.

The school’s architect, Wyck Knox of VMDO Architects, says the sign program is designed to “visualize the connection between stewardship and the environment” and to not just to give informa-tion but help “instill good habits” in youngsters as they go forth in life. In other words, signs with information and messages intended to teach about green while prompting behavior. If that happens, “then you’ve got something really important,” adds Knox.

Among the details:• Signs keyed to wings of the building that each represent a season,

with each amplifying a seasonal color scheme. Rooms are named and labeled for local and regional flora and fauna; and in at least one instance, named for trees just outside and visible from the location of the sign.

• Brief but detailed signs explaining how a feature is environmen-tally friendly. A “Rainwater Reuse” sign, for example, explains how harvesting rainwater saves “an estimated 1.3 million gallons a year.” Other signs focus on “ground heat exchange”, “natural ventilation”, and in another telling example, “daylight harvesting” beside light switches in a gymnasium equipped with solar tube skylights.

• A sign keyed to winter that throws in a physical fitness theme, by describing the invention of the game of basketball.

• A large flat screen monitor serving as a real-time energy usage dashboard outside the school’s administration offices.

Green signs. Green-themed signs are designed to teach important les-sons that help the students understand environmental issues and visualize the connection between stewardship and the environment so they will develop good habits as they go forth in life.

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Additionally, in a different kind of display, some mechanical components are made visible, with condenser water supply and return pipes shown through glass beside a large sign describing and depict-ing the building’s ground source energy system. That sign relates information to youngsters, in part by giving the great

depth of those pipes underground and placing it in scale in part by asking, “How tall are you? 4 feet? 5 feet?”

Even a cistern building a few yards from the school is utilized as a learning opportunity, with large signage panels describing the school’s rainwater harvest-ing system, and placing it all in context to local geography. The cistern’s mechanical system is visible through glass as well, with the entire arrangement a focal point for what is essentially an outdoor classroom.

Interesting examples of green informa-tional signage and digital information appear

in various forms elsewhere. For instance, there are basic signs packed with information and keyed to a smart phone app at Wis-consin’s LEED Platinum Lake Mills Middle School, where additional signs appear on energy-efficient mechanical components.

There are displays on a large attractive dashboard monitor mounted in the central

hall of Sandy Grove Middle School, which is housed in a new net-positive building in North Carolina; and another interac-tive dashboard — to take another of many dashboard examples — enables youngsters to keep tabs on energy use at Pennsylvania’s Charles Patton Middle School, one of the many features that helped the school earn a U.S. Department of Education Green Rib-bon award in 2015.

Consultant Virginia Gehshan, principal of Cloud Gehshan Associates, describes a green signage program in Philadelphia that placed and labeled

FACILITIES EVERYWHERE A SIGN

Information Please. Some of the signs in the school are keyed to wings of the building that are name for seasons of the year, and have a seasonal color scheme. Others explain how a feature is environmentally friendly. Examples are rainwater reuse, ground heat exchange, natural ventilation daylight harvesting. There is also a flat screen monitor serving as a real-time energy usage dashboard outside the administration offices.

As Manassas Park’s Mamon adds, “Learning just doesn’t happen inside the classroom, sitting at your desk. It happens in so many places, inside

and outside of the building.”

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Can a Restroom Save Your School Resources and Money?

Every educational institution today looks for ways to cut operational costs and save money. However, chances are your school’s restroom may not be at the top of the list for consider-ation. What if by making one simple change you could reduce material costs, maintenance and waste by as much as 95%—not to mention reduce your school’s carbon footprint?

Let’s look at the facts:We all know paper towels are expensive and students often use way more than they need. In a typical K-12 school with 600 students research shows:

On average, most people use 2.5 sheets of paper towels each time they dry their hands. With an average of 39,600 visits to school restrooms each month, this is an expense of $3,387 a year in paper towels! And that doesn’t even consider the hidden costs of managing the supply chain and waste stream.

World Dryer’s fast-drying hand dryers all feature heat controls for user comfort and dry times up to 3 times faster than traditional dryers. Moreover, the cost savings this new technology delivers is impressive. Take another look:

With World Dryer’s hand dryers it will cost only $15.84 a month to handle the average of 39,600 visits. Compared to the cost of using paper towels, that is a significant savings. An average school can save as much as $4,000 per year over paper towel costs by installing automatic hand dryers. Over five years that’s a savings of $20,000— money that can be used for important things like books, computers, extra-curricular programs and more.

perperson

restroom visits per month paper towel cost

per month

= 1.06¢ = $419.76x 39,600

perperson

restroom visits per month hand dryer cost

per month

= .04¢ = $15.84x 39,600

www.worlddryer.com

VERDEdri®

PURE GENIUS.Meet World Dryer’s VERDEdri®, our newest high-speed hand dryer equipped with a HEPA filtration system designed to reduce airborne contaminates and improve hygiene quality. Perfect for places where clean really counts.

But that’s only part of its brilliance.

Using up to 39% less energy than competitive surface mounted hand dryers, it’s also pure green. Plus, it’s ADA compliant. All in all, VERDEdri is an ideal fit for schools and campuses of all sizes.

To find out more about VERDEdri and our complete portfolio of products designed to answer all of your hand-drying needs, contact World Dryer at 800-323-0701 or visit us at www.worlddryer.com.

Untitled-1 1 10/27/15 10:55 AM

with informational signage rain gardens and tree trenches in schoolyards and parks. The signage is written on a 4th or 5th grade reading level and is manufactured by Urban Sign from robust materials that withstand weather, are cleanable, vandal-resistant, containing no sharp edges and placed in planting beds, away from the path of foot traffic.

A simple but attractive set of informative signs about storm wa-ter capture and the environment turn a high chain-link fence into a colorful learning moment at Twin Parks, a public school campus in New York City.

Finally, it’s all about greener approaches physically and educa-tionally: an approach that can make lasting, tangible impressions on youngsters who will potentially carry environmental aware-ness and practices into their lives and future careers. Informative

signage can be part of that program.As Manassas Park’s Mamon adds, “Learning just doesn’t

happen inside the classroom, sitting at your desk. It happens in so many places, inside and outside of the building.”

Some ideas about making a difference with environmentally themed and other signage today:• Consider using signs that take changeable inserts to keep costs

down and make their messaging flexible over time, Gehshan suggests.

• Remember that signage is part of the broad process to design school environments that support curriculum. As Mamon explains, it’s about curriculum first, design second. Getting both right takes collaboration.

• Relate detailed signage information to youngsters. Ask how you can relate complex information to a boy or girl reading the sign.

• Survey your building and campus: there are potential learning spaces, even in seemingly mundane or unlikely spots, which signage can help create.

• Bear in mind that with green signage, one size doesn’t fit all. In other words, theme a signage program not just to the environ-ment, but also specifically to your locale, as architect Knox suggests.

• Strive for information fostering stewardship, Knox says. Use interactive features or practices to get kids involved. SPM

>> Scott Berman is a freelance writer with experience in educational topics.

FACILITIES EVERYWHERE A SIGN

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SAFETY & SECURITYPH

{ PREPARE AND BE AWARE }

CODE COMPLIANCEBy Ellen Kollie

Ensuring the Design and Construction of Safe Schools.

ENVIRONMENTAL Health & Safety (EH&S) has two sides, care of the environment and safety of peo-

ple. Paying attention to EH&S is important to school districts for three reasons. “The first is it protects the people who use your buildings,” says Mike Halligan, president of The Halligan Group, based in Salt Lake City. “The second is complying with EH&S standards reduces your liability if there

is an event, such as a fire. Third, we are stewards of the buildings and the environ-ment, and following EH&S standards when building a school is one way a district can be a good community partner.”

There are numerous organizations that develop internationally recognized stan-dards for EH&S, including, but not limited to, Occupational Safety and health Admin-istration (OSHA), Environmental Protec-

tion Agency (EPA), National Fire Protec-tion Association (NFPA), International Code Council (ICC), Centers for Disease Control and Prevention (CDC), Biosafety in Microbiological and Biomedical Labora-tories (BMBL) and National Institute for Occupational Safety and Health (NIOSH).

State school facilities organizations build EH&S codes into their facility design and construction guidelines as

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required in order to provide safe learn-ing environments in a consistent manner for all facility users, so EH&S codes and construction guidelines are tied hand in hand. According to Halligan, the top three considerations, which you can be sure are included, are environmental health and compliance, fire/life safety and Occu-pational Safety and Health (OSHA). For example, life safety codes ensure specific hallway widths in case of evacuation and that doors open to the inside.

William T. Panos, director of Cheyenne-based Wyoming School Facilities Depart-ment, explains what his organization uses in building its guidelines: “We use both uniform building codes and state building codes, and we look at things like the qual-ity of water, the quality of fire suppression systems, the geology and hydrology of our building systems and air quality issues. We also look at a number of different aspects of environmental health and safety through codes, and design and operations in moni-

toring buildings to ensure they’re the best places to learn and safest places to be.

“Also,” Panos continues, “depending on where you are in the country, you will have codes associated with the design and construction of buildings, and, in many areas, they are particularly focused on K-12 schools because of nature of the clientele.” For example, California has earthquakes, which affect building and fire codes. Wash-ington has a lot of moisture and humidity, so there are mold codes.

School districts desiring state funds to support their design and construction projects must be in compliance with their state’s guidelines in order to receive fund-ing. Here’s how that works.

Guideline DevelopmentEvery state that has guidelines has a

unique history of how they were developed. For example, Ohio’s first guidelines were developed in 1997. “We have updated the manual every year,” says Melanie Drerup, K-12 planning manager for Columbus-based Ohio Facilities Construction Commission (OFCC). “We’ve had a variety of profes-sionals work with us to update to current programming standards, as we believe in 21st-century learning. We have two volumes. The first is planning guidelines — thinking about the idea of blending learning and education considerations before think-ing about spaces. The second is technical specifications for education spaces.”

SAFETY & SECURITY CODE COMPLIANCE

Safety First. Our schools need to provide safe environments for the students and the staff — a simple and obvious statement that everyone would agree with. But what it takes to make these places safe is not as simple or obvious. All of the components that are part of the facilities infrastructure —building’s walls, roof, electric, power, HVAC, etc. are likely covered by a local, state, national or international code. Kitchens, cafeterias, restrooms, locker rooms, etc. need to be compliant to health and disease control regulations. Laboratories, industrial arts areas, etc. are addressed by organizations like the Biosafety in Microbiological and Biomedical Laboratories (BMBL) and Occupational Safety and Health (OSHA). The National Fire Protection Association (NFPA) has codes written specifically for education facilities. These codes, regulations and sets of standards are necessary in order to make our schools safe and the people behind the scenes who are keeping the schools compliant are often underappreciated.

According to Halligan, the top three considerations, which you can be sure are

included, are environmental health and compliance, fire/life safety and Occupational

Safety and Health.

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Arkansas administrators wrote their first guidelines 10 years ago; the document sets the standards for materials, finishes, struc-tural elements and room sizes. “At that time, we exceeded code on anything we thought needed to be exceeded,” says Terry Grand-erson, interim director of Little Rock-based, Arkansas Division of Public School Academic Facilities and Transportation. “There were a few instances, but not many. For example, the water faucets in gang-type restrooms were such that hoses could be connected to them, as custodial staff indicated it was easier to wash down a restroom with a hose and floor drains than to roll a mop and bucket down a hallway.

“The law says we can revise the guidelines every year,” Grand-erson continues, “but we were so busy getting the program up and running in the first few years that we just recently got it reviewed.” The review was done by a 30-member advisory board that included contractors, architects, administrators and maintenance staff. One example of a change was lighting. “The original guidelines called for fluorescent lighting,” he says. “LED lighting is the big thing now. So we changed fluorescent to high-efficiency and allow the architect to determine what that is.”

In recent years, a focus on the environment itself, which Hal-ligan already noted is half of the EH&S consideration, has come to the forefront of school facility guidelines. This might include materials, lighting, water runoff in parking lots, reducing the carbon footprint and more. Ohio administrators are an example of this drive, although they’re not the only ones. “We put a lot of focus on energy efficiency in our buildings,” says David Chovan, OFCC’s interim executive director. “We work with the U.S. Green Building Council (USGBC), and Ohio has the largest number of green schools, with more than 200 certified and either silver, gold, platinum or registered. In fact, in September 2007, we started requiring LEED certified buildings at the silver level in all our schools, and the emphasis is on energy efficiency.”

Guideline ComplianceEnsuring that guidelines are being met is fairly straightfor-

ward, as you might imagine. For example, Wyoming has inspec-tors and project managers who work with designers to follow the guidelines, including code compliance. “We have local entities who help architects and construction firms in the design and installa-tion of environmental control systems,” says Panos. “And we have amazing facility professionals, who maintain and monitor equip-ment and ensure it’s working properly.”

Ohio uses a similar format. “The building department reviews the plans,” says Drerup. “Our project managers review the docu-ments against the design manual guidelines, and building inspec-tors review onsite.”

Granderson notes that Arkansas’ compliance is similar, and adds that field inspections are done at 50 percent and again at 90 percent construction completion “before making final payment.”

What happens when school construction projects are not in compliance with state guidelines? “If it’s a building code issue,” says Drerup, “the architect has to revise plans in order to secure the build-ing permit. If it’s noncompliance with the design manual, then the project manager — we have one assigned to every project — asks for it to be corrected. Alternatively, he or she may seek a variance from the Variance Committee.”

All of the above planning efforts are intended to protect both people and the environment. To go a step farther, Halligan recom-mends that, from time to time, administrators look at events occurring at other districts,” he says. “Look at the ‘what ifs:’ What if this happened in our district? It’s a terrific way to stay on top of EH&S situations that could impact your district. Industry-leading EH&S programs are industry leading because they learn from other events, analyzing what happened and why it happened, and then planning how to prevent it from happening to them.” SPM

Environmental Health and Compliance. Recognizing their roles as stewards of our environment, state facility organizations and school administrators have included environmental health and compliance guidelines to address things like materials, lighting, water runoff from roof and parking lots, reducing the carbon footprint and more.

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Wires CrossedBy Andrew LaRowe and Mike Raible

Clearing Up the Question of Who’s Responsible?

TECHNOLOGY { ENHANCING + ENGAGING + CONNECTING }

O FTEN, DISTRICT TECHNOL-OGY and facilities departments operate independently, even though

they perform similar tasks in support of the instructional program. As we continue to look for effective solutions to conserve resources and reduce costs in school build-

ings, it is critical for these two organiza-tions to work as a team.

It was not so long ago that many school districts did not have an IT department. Wiring was the exclusive responsibility of the electricians in the Maintenance depart-ment. There were very few low voltage

systems in school buildings including the thermostats, the intercom, the fire alarm system and the telephones, and they were all connected to a central location in the building, usually the main office. Although it may not have appeared so at the time, the maintenance and operations of early technology-based building systems were relatively simple. And then it all changed.

To understand the radical shift in connectivity school facilities have taken, take a walk through a new school building a few weeks before it is ready to open. The sheer amount of wiring and cabling neatly bundled in overhead cable trays leading to the media center, equipment rooms, tech-nology closets and the office is astonishing. Nearly every room in every building on the school campus is connected to a massive technology infrastructure. Ultimately, it is the collective result of planners, designers, technicians, and contractors who have dili-gently worked together to provide access to instructional technology, to maintain comfort and safety and to operate multiple building systems efficiently.

Building a new school or renovating an existing one requires many highly trained professionals working closely together so that the technology infrastructure in its entirety performs correctly. So it follows that maintaining and operating the technology infrastructure also demands highly skilled

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individuals working closely together for all of these complex systems to continuously function as intended. In almost every school district today, this role is a shared multiple function of the Maintenance department and the IT or Technology department. Each of these two organizations is dependent upon the cooperation of the other to meet this responsibility. Typically, they are orga-nized as independent entities and, unfor-tunately, they often operate separately in a silo mindset. The lack of collaboration in the management of technology-based systems leads to higher costs, longer downtimes, frequent delays and multiple inefficiencies throughout the entire school district.

For example, consider the rapid growth of security camera installations in schools. For a variety of reasons, primarily safety and security, cameras have become a standard building system component for many school

districts. The average camera count is usually 25 per school although sometimes high school campuses have well over 100. Design and installation are rarely per-formed in-house, but at some point ongoing maintenance and repair of this (now critical) equipment becomes the school district’s re-sponsibility. This may happen immediately following the installation of equipment, or it may occur a year or two after the installation when the warranty period has expired. The question becomes, which department within the district has functional ownership?

For the Maintenance department, the cameras seem no different than computers connected to a server and tied into the net-work. If any part of the surveillance system is not working, there is very little mainte-nance can do without technicians who have received special training and equipment. Although the Technology department has

technicians capable of troubleshooting and repairing various systems connected to the network, to them security cameras are no different than fire alarm systems, intercoms, and HVAC controls, all of which are inherently the responsibility of Maintenance. Without a formal vehicle for coordination it is easy to see how the responsibilities for repair could become redundant and/or misunderstood.

With individual schools and school dis-tricts packing more and more technology into their buildings, cameras are only one example of a broad spectrum of building systems that follow a similar path when it comes to maintenance and repairs. Some of the systems are integrated into to the instructional program such as interactive whiteboards, digital projectors, or voice enhancement systems for instructors. Oth-ers are part of the operation of the school

Shared Responsibility. A school maintenance employee makes adjustments on a camera. In the past, maintenance of electronic components in an educational facility was relatively simple, and the responsibility of the maintenance department, but that is no longer the case. It takes the coopera-tive efforts of both the Maintenance and IT departments to keep a school’s electronic devices and infrastructure operating properly.

Clearly, it is time to examine the working relationship

between the Maintenance department and IT to remove barriers and

encourage collaboration.

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building controlling lighting, room tem-perature, security and safety. Most of these systems have four basic requirements: a need for electrical power, a space for equip-ment to be placed or installed, a connection to the Internet through the district’s IT network, and maintenance.

Like most of the challenges educational facility managers face, there is not an easy way to solve the maintenance coordination problem. When it comes to the issues of interdependent responsibilities, there is no perfect solution, but it certainly must begin with awareness. Rather than dealing with the issues of coordination, many districts have simply made each department responsible for the on-going maintenance of whatever systems they install. While the “if you install it, you maintain it” protocol may seem a simple solution, there is still such a complex interface between the responsibilities of the two departments that inevitably there is no way to avoid significant communication in order to avoid duplication of effort on one end of the spectrum or neglect on the other.

Scott Denton, assistant superintendent of Auxiliary Services with Durham Public Schools in North Carolina offers, “Before

determining who “owns” responsibility for troubleshooting and maintenance of the systems, having the stakeholders at the table to evaluate the products under consideration is key to successful long term maintenance of the systems. Having a seat at the table works wonders for the relationship between IT and Maintenance employees. Building effective connections between the two organizations goes a long way in keeping these systems operational.”

Clearly, it is time to examine the work-ing relationship between the Maintenance department and IT to remove barriers and encourage collaboration. It may not be economically feasible to outsource system maintenance and repairs for each of the technology-based building systems show-ing up in school buildings. Out of necessity, maintenance departments have created re-lationships to service HVAC controls, which are connected to the network. The same is true for technology departments work-ing with maintenance to provide support for desktop computers, servers, and all of the associated equipment. We will need to apply similar thought processes in all other areas of technology integration. An effective

organizational design and diagram should not only include a clear linear reporting structure and delineation of tasks (the boxes and the solid lines), but also cross-functional coordination links in this case between the IT and maintenance depart-ments to formalize the decision-making and information sharing (the dotted lines).

The significant investment made in purchasing and installing technology-based systems also demands a program for sus-tainability. Part of the solution begins with a critical focus with the operations budget and organizational structure. Most school systems now understand that computers become obsolete before they are inoperable, and therefore must include a budget for rou-tine replacement unless the computers are leased. Likewise, the same circumstances are true for all electronic devices includ-ing security cameras, building automation systems, energy monitoring equipment, and the cabling and technology infrastructure that provides connectivity. If the district decides to fund electronic devices and infra-structure, it must also set aside funding to keep them up to date and functional. SPM

>> Andrew LaRowe is president of EduCon Edu-cational Consulting located in Winston Salem, N.C. He can be reached at andrew@educonenergy.com. Mike Raible is founder and CEO of The School So-lutions Group in Charlotte, N.C. He can be reached at mkraible@theschoolsolutionsgroup.com.

TECHNOLOGY WIRES CROSSED

Wire Chaos! That may be what it appears to be, but it is not. Those bundles of wiring and cabling neatly tucked up in overhead cable trays leading to the media center, equipment rooms, technolo-gy closets and the office weren’t randomly strung up there. Now that almost every room in every building in the school is connected to a massive technology infrastructure, a lot of planning needs to take place — and that includes its upkeep.

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American Time and Signal Co.Wi-Fi network clocks keep precise time throughout a building or campus, which is critical for optimizing the flow of students and staff, accurately tracking learning times and class changes. The clocks are factory-configured to receive the precise time signal

from a facility’s 802.11n network time server on a regular basis, allow-ing clocks to all display the same, accurate time.

Judges’ Comments: Pre-configured. Wi-Fi Networked. No mainte-nance for five years. Logo clock dial for branding.

Category: Communication: Clocks, Bells, Intercoms GOLD

Big Ass SolutionsHaiku with SenseME is designed with smaller spaces in mind, making it a popular choice in schools. A standout in energy efficiency, Haiku is 80 percent more efficient than conventional ceiling fans. As the world’s first smart ceiling fan, Haiku with SenseME technology helps

schools automatically save up to 30 percent on air conditioning in the sum-mer, as well as uses its Winter Mode to cut heating costs by up to 25 percent.

Judges’ Comments: Great for small spaces. Features a smart mode with environmental sensors.

Category: HVAC PLATINUM

CalifoneIdeal for multiple presenters, the PA419-02 has two wireless mic receivers and supports a third presenter (with a wired mic). It is the first PA made for use in schools to feature Bluetooth & NFC (Near Field Communi-cation) for quick and easy wireless audio

streaming from a Bluetooth-enabled device.

Judges’ Comments: Portable. Bluetooth & NFC (Near Field). Multi-user and multi-media.

Category: A/V Equipment PLATINUM

Bradley CorporationBradley’s Express ELX-Series Lavatory features a sleek and modern single bowl with a unique multi-user contoured design. Easy to specify, install, clean and maintain, the Express ELX-Series has the look and feel of an individual lavatory, yet

accommodates up to three people at one time.

Judges’ Comments: Multi-user. Look and feel of an individual lav. Ease of maintenance.

Category: Plumbing: Restroom/Locker Room GOLD

The Garland Company, Inc.Garland’s revolutionary new OptiMax polyurethane-modified asphalt-based roof membrane is the world’s first and only of its kind, developed with an innovative, patented technology designed to transform the roof-ing industry. The groundbreaking process

combines asphalt with polyurethane to create the most durable and longest-lasting modified membrane on the market.

Judges’ Comments: Innovative technology. Durability for extended life.

Category: Roofing PLATINUM

Autani, LLCAutani is transforming the way commercial and industrial buildings optimize energy management with EnergyCenter — the emerging leader in distributed, wirelessly managed controls for HVAC, lighting, plug loads, and more. Using schedules and occu-

pancy, EnergyCenter reduces energy use while delivering efficient work areas, all with a user-friendly and cost-effective system. EnergyCenter from Autani: Automating Green.

Judges’ Comments: Customizable. Easy to use. Real-time reporting.

Category: Building Controls GOLD

Wi-Fi Network Clocks

Haiku with SenseME

PA419-02

Express ELX-Series Lavatory Systems

OptiMax

EnergyCenter 3.0

www.american-time.com

www.BigAssSolutions.com

www.califone.com

www.bradleycorp.com/elx-series-express-sinks

www.garlandco.com

www.autani.com

All of us at School Planning & Management would like to thank the companies that submitted their products for our New Product of the Year awards. We received an outstanding group of entries. On these pages, we are featuring those products that were judged as enhancing the learning environment in categories including Building Controls, Carpet & Flooring, Plumbing, Roofing, Classroom Furniture and more. You can also find information about the New Product of the Year awards on our website at webSPM.com/npoy.

NEW PRODUCTAWARD 2015

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National Office FurnitureStudent-inspired and student-designed, Es-say is a unique solution to today’s evolving population of learners. Essay came about through a partnership between National Of-fice Furniture and Purdue University. Essay is available in 8 signature colors and in a

student chair, task chair, and stool. With smart design, intuitive function-ality, and a broad product mix, Essay is the easy answer!

Judges’ Comments: Collaborative. Functional. Student-led design.

Category: Classroom Furniture and Equipment PLATINUM

Moen CommercialThe new faucets and showerheads within the M•Dura line from Moen offer the highest-grade of durability and performance needed within high-use environments, in a modern, fresh, contemporary style. Two options are available: single- and two-handle

widespread lavatory faucets. Both are built to withstand the toughest environments and include ceramic disc cartridges.

Judges’ Comments: Durable. Vandal-resistant aerator and handles.

Category: Plumbing: Restroom/Locker Room PLATINUM

J+J Flooring GroupUmbra blends colors to create a sleek and alluring complexity that provides the perfect multicolored balance for a variety of learning-centered spaces. Umbra and Um-bra Stripe are available in 13 colorways and an 18-inch-by- 36-inch size and encompass

the unmatched performance and sustainable attributes that are inherent in all Kinetex textile composite flooring products.

Judges’ Comments: Interesting, complex flooring design. Offers durability. With low-environmental impact.

Category: Carpet & Flooring GOLD

InterfaceHitting high notes of color, contrast and texture, Interface’s Harmonize and Ground Waves carpet tiles are a duo perfect for interiors of all types. Ideal for innovative high-performing spaces that are designed to transform and inspire, with all with the

valued Interface benefits of simple, glue-free installation and selective replacement.

Judges’ Comments: Waste reduction. Glue-free installation. Ease of replacement.

Category: Carpet & Flooring HONORABLE MENTION

PatCraft Inspired by the Dutch modernist movement, De Stijl, the Mid Century Pop collection plays with solid and textured blocks of color with bold, linear accents. This collection featuring a play on geometrics and outlines was designed to coordinate with the Mid

Century Mad collection, and is available in two dynamic styles that blend together to support the shift towards more collaborative envi-ronments taking place in schools and colleges today.

Judges’ Comments: Cradle to grave, retro design.

nora systems, Inc.noraplan nTx floor covering is resistant to moisture and has no pH limits, which eliminates the need for traditional concrete moisture mitigation and subfloor preparation systems and cuts installation time by as much as 50 percent. This revolutionary sheet floor-

ing features a pre-applied, solvent-free self-adhesive that eliminates the need for a separate, messy, time-consuming wet adhesive system.

Judges’ Comments: Improves installation. Saves on prep time and costs.

Category: Carpet & Flooring PLATINUM

PatcraftMixed Materials brings breakthrough innova-tion to the collaborative environment, allowing designers to use hard and soft flooring sur-faces side- by-side, alone or in multiple com-binations to create spaces that support the way we work, learn and interact. As schools

shift to provide more collaborative spaces, Mixed Materials enables them to do so without transition strips, and eliminates complicated installations.

Judges’ Comments: Hard and soft flooring combinations with no transition. Supports varying needs in learning environments.

Category: Carpet & Flooring PLATINUM

Mid Century Pop noraplan nTx

Mixed Materials

Essay SeatingModern M•Dura Bath Suite

Umbra/Umbra StripeHarmonize and Ground Waves

www.patcraft.comwww.nora.com/us

www.patcraft.com

www.NationalOfficeFurniture.comwww.moencommercial.com

www.jj-kinetex.comwww.interface.com

Patcraft Inspired by the layouts and fonts of newsprint, Patcraft’s Typography collection layers subtle pattern, artistic type treatments and line-art mapping to create styles and patterns with universal appeal. Typography offers common, baseline features that unite

the collection while allowing each pattern to stand on its own or be mixed and matched with others in the collection.

Judges’ Comments: Durable. Contemporary design creates colorful, engaging spaces.

Typography

www.patcraft.com

001-048_SCH_2015_11.indd 40 11/2/15 2:36 PM

Shaw Contract GroupAll students should have the opportunity to attend a green school, and with the help of Shaw Contract Group’s Cut & Compose col-lection, we can help make this a reality. This collection brings bold, typographic design to interiors, while supporting the Center for

Green Schools at the U.S. Green Building Council. 1.5 percent of all sales from this collection will go to the Green Apple Initiative.

Judges’ Comments: Bold design. 1.5 percent of all sales goes to support healthy schools. Environmental Guarantee.

Category: Carpet & Flooring GOLD

SchoolDudeSchoolDude CrisisManager is a mobile safety platform that helps K-12 school districts and higher education institutions mobilize their emergency response plans. SchoolDude launched CrisisManager to help guarantee emergency plans and safety

procedures are immediately and readily available to K-12 and higher education constituents including administrators, faculty/teachers, staff, parents and students via mobile devices at all times.

Judges’ Comments: Comprehensive. Easy to use.

Category: Emergency Communications PLATINUM

System SensorSystem Sensor’s low-frequency product line utilizes a custom 2-inch speaker optimized for the low-frequency code requirements, which require notification appliances produce their alarm tone at 520Hz square wave format. Ac-cording to studies, low-frequency tones are

six to 10 times more effective at waking sleeping individuals and are the most ideal to awaken those with mild to severe hearing loss.

Judges’ Comments: Low frequency sound. Versatile. Takes into ac-count disabled and impaired students.

Category: Emergency Evacuation PLATINUM

TraneTrane Sintesis air-cooled chillers are a new addition to the Trane chiller portfolio, delivering energy efficiency, reliability and quiet operation to meet customer performance requirements. Sintesis chillers are the first air-cooled chillers to offer the choice of either R-134a or R-

513A, a next generation, low global warming potential (GWP) refrigerant.

Judges’ Comments: Open protocol design. Different acoustical op-tions. Environmental impact.

Category: HVAC PLATINUM

Tandus CentivaMaelstrom, a design by Jhane Barnes is informed by the look and action of motion pic-ture filmstrips. Multiple coloured yarn threads intertwine horizontally and vertically to form a complex modern take on the plaid. Maelstrom’s 14 colour positions are thread-up across a six-

foot width platform in such away as to make seaming effortless.

Judges’ Comments: Durable, six-foot wide platform. Sustainable.

Low Frequency Sounders, Sounder Strobes and Sounder Bases

Sintesis Air-Cooled Chillers

Maelstrom

Cut & ComposeCrisisManager

www.SystemSensor.com

www.trane.com

www.tandus-centiva.com

www.shawcontractgroup.comwww.SchoolDude.com

{ KEEPING YOU UP-TO-DATE }

WHITE PAPERFlooring and Indoor Air Quality - A Challenge to Common Misperceptions — While controlling pollutants from raw materials and manufacturing processes is key to healthy indoor air, flooring offers an important opportunity to positively impact IAQ. This white paper reviews the key factors to consider when specifying flooring and how different flooring systems relate to indoor air quality concerns such as asthma and allergies and VOCs. Spon-sored By J+J Flooring Group. To read the white paper, visit webspm.com/whitepapers/2015/10/flooring-iaq.aspx?tc=page0.

NOW ON WEBSPM.COM

• The latest trends in space plan-ning and interior design

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FREE WEBINAR — NOW ON DEMANDEducation Interiors, Furniture and Equipment — Learning should be enriched by the places where it occurs. Studies indicate that a well-designed and properly equipped space significantly affects student performance — affecting their ability to work, communicate, interact and learn. Join us for this webinar where we take an in-depth look at how proper furnishing and interior design can transform the educational experience. Topics covered will include:

• Emergency preparedness and response

• Active shooter situations • Social media and cyber security • Bullying and mental health• NFPA codes and standards

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• Fire safety — procedures, prevention, risks

• and more…

For more information, go to www.webspm.com/1509.

FREE WEBINAR — NOW ON DEMANDCreating a Safe and Secure School — School safety and secu-rity are daily concerns that range from classroom management to handling crisis situations. Although schools are generally safe and secure, there are no guarantees that something bad will never happen on your campus. Are you prepared? Being informed means being empowered. Join us for this we-binar where we will provide you with resources and engage in a dialog on:

001-048_SCH_2015_11.indd 41 11/2/15 1:31 PM

Serving the Whole CommunityCOMMONS SPACES SUPPORT CAMPUS GOALS AND STUDENT NEEDS

B Y DEFINITION, something that is “common” is considered to be a resource belonging to the whole

community. Similarly, a school “commons” is a space that can be utilized by the entire campus, typically by vary-ing sizes of groups and with multiple functions.

Flexible, adaptable, connected, accessible… these are just some of the learning center attributes required to meet the needs of today’s students. A commons can be an effective way to provide those elements, whether centrally located at the front or center of the school or dispersed throughout a classroom wing or neighbor-hood. The commons is typically a space similar to a library or large classroom but

offers a more open environment, providing flexibility to maximize student engagement and activity in various formats.

A commons area may be used for project-based learning, science instruc-

tion, technology stations, small group instruction and more. When the large open area is paired with

transparency between adjacent classrooms or core spaces, it provides visual control that allows for extended learning.

Distributed commons areas might be 1,000 square feet in size, while a central commons could be as large as 2,500 square feet. Those not familiar with the learning opportunities these flexible areas offer may perceive the commons as underutilized

by AMY JONES

COMMON AREAS AND STUDENT CENTERS

BuildingBlueprints { FACILITIES IN FOCUS }

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space. Two recent high school projects in Round Rock (Texas) ISD provide examples of how this perceived “unassigned” or “extra” square footage can be used not only to provide needed flexibility to address the many and varied learning styles of today’s students, but also to support the school’s academic goals.

Westwood High School, which serves more than 2,500 students, has repeatedly been recognized as one of the top high schools in the nation. However, the 30-year-old campus wasn’t designed to support 21st-century learning, so Round Rock ISD initiated a plan to transform Westwood into a campus comparable to the district’s newest high school facilities. The multi-year, phased renovation and addition project involved more than 350,000 square feet and added over 85,000 square feet, includ-ing multiple commons areas that provide flexible spaces for groups of varying sizes, promote collaboration and offer technology-rich accommodations for students and staff.

“The common areas give students a place to relax, hang out with friends, and complete academic assignments,” said Westwood Principal Laurelyn Arterbury. “The spaces can be configured to meet students’ needs, which can vary greatly in a large high school.”

An important change at Westwood was the addition of a new secure main entry and administration area. Adjacent to that administration area is a large atrium that supports the influx of student traffic before the first bell. The atrium also provides a multi-functional space that offers other benefits during the school day.

“Our atrium is used for many purposes, including dance instruction, large group teaching and meeting areas for student organizations,” said Arterbury. “The possi-bilities are endless, and it looks absolutely beautiful so it catches everyone’s eye as they enter.”

Round Rock ISD’s Success High School is a new facility that was designed to provide a permanent home to support the district’s non-traditional high school pro-

gram. The campus, which serves students in at-risk situations, students who desire acceleration and students who need eve-ning classes, supports self-paced learning, collaboration and flexible scheduling. The academic space is centered around a two-story commons that is the multi-functional heart of the campus. The commons space connects to integrated labs, design studios with operable partitions, multipurpose rooms and breakout areas with writeable walls to encourage collaboration and study.

“Learning outside the walls of the

classrooms has resulted in staff members joining in on labs and activities with students during their off periods,” said Success Principal Thomasine Stewart. “Students love the feel of having additional adults observing them, and as a result are more invested in the labs.”

The primary purpose of Success High School is to keep students in school and help them graduate. In recent years, at-tendance has increased from 65 percent to 86 percent due to multiple initiatives, including the new school building. To pro-vide a setting that helps students succeed academically, emotionally and socially, the learning environment is transparent and adaptive, with comfortable seating and inspirational messages and colors.

“The flexible design of the building has played a huge role in allowing the staff to ac-commodate students who are experiencing high anxiety and depression and often need a plan to integrate them back into school and a classroom environment,” said Stewart. “The space has a direct impact on learning and instruction as teachers are re-thinking how to utilize our flexible spaces for specific projects, presentations and clubs.”

Locating the central commons at the heart of the campus provides flexibility to bring large groups together for gradu-ations, professional development events, college fairs, grade level presentations and small group interventions with little or no custodial support.

These two high schools illustrate why including commons areas has become a popular and important feature in design-ing a learning environment that supports the whole school community.

“Students are able to be themselves in these spaces,” said Arterbury. “Too often our schools are rigid in design and students are expected to conform to the building, but these common areas allow students to feel comfortable in these spaces.” SPM

>> Amy Jones is a principal at O’Connell Robertson a Texas firm that specializes in the architecture, engineering and design of educational spaces.

001-048_SCH_2015_11.indd 43 10/29/15 4:34 PM

CASE HISTORIES { REAL-WORLD SOLUTIONS }

Oil Boom Funds Collaborative Learning Future

New HVAC System Enhances Renovation

M IDLAND Independent School District (MISD) in West Texas has approximately 24,000 stu-

dents spread throughout its many campuses. Recently, the district faced a major challenge — a population boom, fueled by surging oil production in the area’s Permian Basin.

Between 2010 and 2014, Midland’s community population increased by nearly 25 percent. In turn, new families swelled the district’s K-12 classrooms to capacity, requiring the district to install over 75 por-table classrooms throughout its 36 campus sites. This strain was particularly felt in the primary grades.

In November 2012, voters passed a history-making $163 million elementary schools bond initiative. The bond would provide major funds for renovations and improvements at MISD’s 24 elementary

campuses, and construct three new K-6 elementary schools (opened in fall 2015).

For MISD educators and staff, the bond offered tremendous opportunity to provide 21st Century Learning environments for its youngest students.

For classroom furniture, the district wanted to look at higher quality products with a longer life span and the ability to fos-ter the desired collaborative environment. Lone Star Furnishings, an independent furniture distributor working with MISD, suggested MISD’s team visit the showroom of Smith System, a K-12 furniture manufac-turer, in Plano, TX.

The choice was clear. MISD made Smith System its district standard for elementary furnishings purchased with the new bond money — for existing elementary schools and the new ones built. To fit the collab-

orative learning model, the district chose classroom furniture and storage units with casters for quick reconfiguration, and seat-ing with maximum flexibility to help keep kids comfortable and focused.

S T. IGNATIUS Loyola School, Cin-cinnati, is the largest private school in Ohio, serving over 1,000 K-8 students.

Many of the classrooms in the school’s origi-nal three-story building, which dates back to 1950, didn’t have air conditioning. That created a big problem on hot days. On cold days, the low-pressure boiler consumed a lot of expensive gas — another big problem.

The need for a renovation started with a need for comfort. “This is a building with thick, concrete walls, and some of the classrooms face south. On the third floor, during certain times of the summer when it was over 100 degrees.

For Tim Schweikert, the school’s physi-cal plant manager, “the selected system had to be efficient, cost-effective and do a good job.” It was also important to have a certain aesthetic — what Schweikert called

a clean look. “We wanted something that would be unobtrusive, so you wouldn’t see pipes running down the walls.

“When we went out to the Mitsubishi Electric training center in Kentucky, we saw how the units were displayed and we were impressed by their quietness and efficien-cies. Ultimately, we thought Mitsubishi Elec-tric was the better unit,” adds Schweikert.

Installation took place over the summer when the students were on break.

Rick Weidner, PE, project engineer, EQS Mechanical says, “It went really well. We ran condensate to existing closets and stayed above the drop ceiling to keep ev-erything concealed. Aesthetically, they had a real clean look when we were finished.”

The school has appreciates the system’s cost savings, thanks to the units’ efficien-cies and the school’s practices. There are no

thermostats in the individual classrooms, so the centralized controls have “saved us quite a bit of money – perhaps $11,000 a year. You figure, $300 a classroom for 37 classrooms,” Schweikert concludes. SPM

www.smithsystem.com

www.mehvac.com

Furniture from Smith System helped turn the MISD elementary schools into fully-functional 21st century learning environments.

Energy efficiency and ease-of-installation sealed the deal for Mitsubishi Electric when it came time to renovate St. Ignatius Loyola School in Cincinnati.

001-048_SCH_2015_11.indd 44 10/29/15 4:39 PM

OCTOBER 2015 / SCHOOL PLANNING & MANAGEMENT 45

Look for more Products and Services online at: www.EducationMarketplace.com

PRODUCT SHOWCASE { WHAT’S NEW + NOTEWORTHY }

www.schooldude.com www.proteamnextgen.com www.moencommercial.com

Efficiency Tools for SchoolsSchoolDude — SchoolDude in-troduces MaintenanceEssentials Pro, a Facilities Management plat-form, and EventEssentials Pro, a Facilities Event and Community Use Management platform. The two platforms leverage data and best practices from SchoolDude’s 6,000 clients and will enable institutions to communicate, col-laborate and complete operational work more efficiently.

Lighter, More Efficient Backpack VacuumProTeam, the Vacuum Company— The GoFree Flex Pro improves upon its predecessor, the GoFree Pro, with a more efficient motor, reducing the weight of the unit by 14 percent. The 6Ah battery option reduces the weight of the GoFree Flex Pro, making it 23 percent lighter than the original.

Durable and Modern Bath SuiteMoen Commercial — The new faucets and showerheads within the M•Dura line offer fresh, con-temporary styles with clean lines, while also including the highest-grade of durability and perfor-mance needed within high-use environments. Two options are available: single- and two-handle widespread lavatory faucets.

www.mehvac.com

New Thermostat InterfaceMitsubishi Electric — North America’s leading marketer of advanced cooling and heating systems for commercial and residential application announces a new Thermostat Interface, PAC-US444CN-1. Capabilities of the interface include geo-fencing, automatic scheduling, humidity control and weather forecasting.

For more information on products and services for educational facilities featured in this issue, you may contact the companies using the following information.

ASHA ..................................................... p. 9www.asha.org, 800/638-8255

CDW ...................................................... p. 7www.CDW.com, 800/800-4239

Chicago Faucets .................................. p. 25www.chicagofaucets.com, 800/832-8783

Duro-Last Roofing Inc. .......................... p. 23www.duro-last.org, 800/248-0280

Forbo Flooring Systems ......................... p. 17www.forboflooringNA.com, 800/842-7839

McWane Plumbing Group ................ p. 12, 13www.mcwane.com

Mitsubishi Electric .....................p. 19, 44, 45www.mehvac.com

Moen Commercial ................................. p. 45www.moencommercial.com

Mohawk Industries ............................... p. 21www.mohawkind.com, 800/241-4494

NJPA — The National Joint Powers Alliance... p. 5www.njpacoop.org, 888/894-1930

ProTeam, the Vacuum Company ......... p. 2, 45www.proteamnextgen.com

SchoolDude .......................................... p. 45www.schooldude.com

Smith System ....................................... p. 44www.smithsystem.com

World Dryer .......................................... p. 31www.worlddryer.com, 800/323-0701

VS America. .......................................... p. 48www.vs-network.com

Advertiser Page # Advertiser Page # Advertiser Page #

ADVERTISER INDEX { FEATURED SUPPLIERS + SERVICES }

001-048_SCH_2015_11.indd 45 10/29/15 4:40 PM

Better Prepared StudentsFOUR SURE WAYS TO RAISE TEST SCORES (WITHOUT TESTS).

>> Paul Abramson is education industry analyst for SP&M and president of Stanton Leggett & Associates, an educational facilities consulting firm based in Mamaroneck, N.Y. He was named CEPFI’s 2008 “Planner of the Year.” He can be reached at intelled@aol.com.

| PAU L A B R A M S O NA FINAL THOUGHT

THE ANNOUNCEMENT that there was a decline in math and read-ing scores on the National Assess-

ment of Educational Progress (NAEP) came on the very day that I started writing this column. As expected, immediately thereafter there was a spate of “explanations” mostly by people who had an axe to grind or a cause to defend.

Obviously, the cause was the Common Core State Standards; that was the first explanation, not surprisingly from people who for various reasons oppose the Common Core.

Dan Domenech, executive director of AASA, said, “The headlines today write themselves and cover all the usual angles: Our schools are failing. Our students are failing. We need more tests. We need fewer tests. We need better tests. Common Core is working. Common Core is failing. We need more school choice…we must consider the extent to which this set of NAEP data was impacted by the significant cuts to education investment at the local, state and federal level stemming from the great recession and held in place by continued poor policy.

“…Though we’re past the end of the great recession, education investment has yet to reach pre-recession levels. That means that our nation’s K-7th graders have spent the entirety of their K-12 educational experience to date under a post-recession funding climate, and that our 12th-graders have spent half of their educa-tional experience in that underfunded environment.”

The National Education Policy Center (NEPC) in Boulder Colo., a think tank with the purpose to “produce and disseminate high-qual-ity, peer-reviewed research…” issued its own explanation: “These lower grades… are not good news for anyone, but they are particu-larly bad news for those who have been vigorously advocating for ‘no excuses’ approaches — standards-based testing and accountability policies like No Child Left Behind. Such policies follow a predictable logic: (a) schools are failing; and (b) schools will quickly and some-what miraculously improve if we implement a high-stakes regime that makes educators responsible for increasing students’ test scores.”

So the problem is Common Core or not enough money or too much testing, etc. etc. etc.

I can’t properly weigh in on these explanations, but I have been working with several school districts that serve a wide variety of students, including many who live below the poverty level, so I have been thinking about how to ensure that NAEP test scores, for whatever they are worth, start trending up.

I cannot guarantee it, but here are some steps that any school district with elementary schools can take. They have absolutely nothing to do with more or less or better testing (I’ll leave that argument to others), but they will result in children being better prepared for whatever tests may come their way.

Implement full-day pre-Kindergarten. There is ample evidence that children are well served by pre-K programs that introduce them to the process of learning. This does not mean bringing arithmetic and spelling to younger and younger children. It means introducing four-year olds to concepts and ideas such as counting, being read to, hearing language spoken clearly and correctly, playing together (remember, play is the work of children) and preparing for “real school” that starts the following year.

Serve breakfast in school. Insure that every child starts the day with a good healthy breakfast.

Encourage physical activity. Elementary school children need at least one break during the day when they can run around, breathe fresh air and recharge their batteries. When weather does not permit children to play outdoors, take a break within the class-room, get everybody to stretch or walk or stamp their feet.

Run an after-school program. Many children, especially with working parents, return to an empty home. They’ll be better off, and their parents will be happier, if they are in a supervised after-school program that offers opportunities for recreation, studying, doing their homework and getting tutoring if needed.

Notice that I haven’t mentioned tests or scores or anything of the sort in any of these ideas and yet, I will bet that if you implement these programs, scores on any tests that children must take — NAEP, standardized, Common Core or teacher-designed — will rise.

How about costs? In the long run (and short) these programs will pay for themselves. Pre-kindergarten, as an example, has been shown to cut down on the number of children who need special education services, saving significant dollars. After-school programs keep youngsters off the streets. But there are always going to be some taxpayers who object since none of these, even pre-kindergarten, are mandated by law.

If cost is a problem, I suggest asking local businesses and orga-nizations to sponsor these activities in their own self-interest. They often sponsor athletic teams and events; why not ask them to spon-sor educational excellence (and give them credit for doing so)?

Let’s not just argue about the value of tests and testing; let’s make sure all students are prepared for whatever may come their way. SPM

001-048_SCH_2015_11.indd 46 10/30/15 1:38 PM

2016COMING INFUTURE ISSUESOF School PLANNING & MANAGEMENT

1 JANUARYTrends in Education

2 FEBRUARY21st Annual Construction Report

3 MARCHImpact On Learning Awards

4 APRILSpecial Section: Maintaining Buildings & Grounds

5 MAYSpecial Section: Business, Finance, Insurance

6 JUNESpecial Section: Safe & Secure Schools

7-8 JULY — AUGUSTEducation Marketplace

9 SEPTEMBERSpecial Section: Healthy, Sustainable Schools

10 OCTOBERInnovative Learning EnvironmentsSpecial Section: Private, Charter, Magnet Schools

11 NOVEMBERSpecial Section: Education Interiors & Furniture Guide

12 DECEMBEREducation Design Showcase

And in every issue, reader-focused practitioner-based articles, columns, news and more that focus on Facilities, Safety & Security, Technology, Business, Finance and the Learning Environment.

Don’t miss a single issue. Log on to www.webSPM.com and start or renew your subscription today.

Untitled-1 1 11/2/15 2:45 PM

Open dialogue.

ClubLounge soft seating brings together comfort, flexibility and practicality – attributes that make good sense for uses including student commons, media centers, libraries and reception areas. With colors that mix and mingle, components that can be rejiggered on a whim, and easy maintenance, ClubLounge keeps your options wide open.

contactvsamerica.cominfo@vs-charlotte.com

704.378.6500

Features and Benefits:- Multiple configurations possible- Clean, crisp contemporary design- Sound-absorbing material- Multiple color combinations- All components are flame-retardant

Areas of application:- Student Commons- Residence Hall Suites- Waiting Areas- Pre K- Libraries

The removable classroom.

VS LiteTables offer the ultimate flexibility for multi-use spaces and agile classrooms. Durable round aluminum inner and outer legs are designed for easy stacking and connections between tables. A range of tabletop shapes and six different heights allow mix and match configurations. And with casters and super lightweight construction, even a kindergardener can help set up the room or pack up for the day.

vs-network.cominfo@vs-charlotte.com

704.378.6500

Untitled-2 1 10/21/15 11:16 AM

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