Schools as Centers of Community: John A. Johnson Achievement Plus Elementary School

PRESENTED BY:

American Architectural Foundation

KnowledgeWorksFoundation

Schools as Centers of CommunityJOHN A. JOHNSON ACHIEVEMENT PLUS ELEMENTARY SCHOOLST. PAUL, MINNESOTA

VIDEO ANDDISCUSSION GUIDE

AMERICAN ARCHITECTURAL FOUNDATIONThe American Architectural Foundation (AAF) is a national nonprofit organization that

seeks to educate individuals and community leaders about the power of architecture

to transform lives and improve the places where we live, learn, work, and play.

Through numerous outreach programs, grants, and educational resources, the AAF

inspires people to become thoughtful and engaged stewards of the built environment.

AAF’s Great Schools by Design initiative aims to improve the quality of America’s

schools by promoting good design, encouraging collaboration in the design process,

and providing leading-edge resources that empower schools and communities to

transform themselves. At AAF, we seek to make individuals and communities aware of

their vital role in shaping the world around them. For more information, please visit us

online at www.archfoundation.org.

KNOWLEDGEWORKS FOUNDATIONKnowledgeWorks Foundation is committed to furthering universal access to high-

quality educational opportunities for individuals to achieve success and for the

betterment of society. The Foundation seeks to increase the number and diversity of

people who value and access education, by creating and improving educational

opportunity at pre-kindergarten through high school and post-high school institutions

and through community organizations.

In Ohio and across the nation, billions of dollars are being spent on the rebuilding of

our nation’s public schools. KnowledgeWorks Foundation recognizes this investment as

a tremendous opportunity to re-connect the public with public schools – to bring a

diverse group of stakeholders to the table to consider the relationship between the

new schools and their communities. As community members discuss how the school

can serve as a center of community and how the community can further the mission

of the school, KnowledgeWorks Foundation believes that such conversations will lead

to more effective schools and healthier neighborhoods. For more information, please

visit us at www.kwfdn.org.

AMERICAN ARCHITECTURALFOUNDATION

VIDEO ANDDISCUSSION GUIDE

Schools as Centers of CommunityJOHN A. JOHNSON ACHIEVEMENT PLUS ELEMENTARY SCHOOLST. PAUL, MINNESOTA

PRESENTED BY:


KnowledgeWorks Foundation

To the Participants:

This Discussion Guide and the enclosed video are designed to engage you and the members of

your community in a constructive, meaningful dialogue on the importance of good school design

and the ways 21st century schools can become centers of their communities. We hope these

educational materials will motivate citizens to think about the important connection between

schools and communities in a new way.

The Guide accompanies an inspiring video case study filmed at the John A. Johnson Achievement

Plus Elementary School in St. Paul, Minnesota. John A. Johnson was chosen because it is an exemplary

center of community that illustrates the following successful outcomes:

■ Improved student learning

■ School effectiveness

■ Family engagement

■ Community vitality

This Discussion Guide is designed to be informal, user-friendly, and interactive. We encourage

you to adapt this material to your own needs, environment, and particular group of participants.

You’ll find useful tips for setting up constructive conversations, even for those of you who are

not experienced facilitators.

Our goals, as sponsors of this video presentation and Discussion Guide, are to expand the dialogue

over school design, to include diverse stakeholders in your communities, and to promote a spirit of

inclusion, innovation, and shared success.

We wish you success in your conversations, and hope that you regard your experience with the John

A. Johnson story as a first step toward a more informed involvement in the future of your schools

and communities.

Thank you for your dedication to improving the quality of America’s schools and communities.

Ronald E. Bogle, President and CEO Chad P. Wick, President and CEO

American Architectural Foundation KnowledgeWorks Foundation

1799 New York Avenue NW | Washington, DC 2OOO6 | 2O2.626.7318 | Fax 2O2.626.742O | [email protected] | www.archfoundation.org

TABLE OF CONTENTSINTRODUCTION

Using the Video and Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Schools as Centers of Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

PLANNING AND PREPARATION

The Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Facilities and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The John A. Johnson Achievement Plus

Elementary School Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

THE DISCUSSION

Suggested Outline and Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

FOLLOWING THE DISCUSSION

Assessing the Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Additional Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Resources and Citations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

FACILITATING EFFECTIVELY

Using Video as a Discussion Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Stimulating an Effective Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Ground Rules, Tips, and Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . 29

VIDEO

John A. Johnson Achievement Plus

Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover

YOUR NOTES

Using the Video and GuideThis Discussion Guide is meant to be used with the video Schools as Centers of

Community: John A. Johnson Achievement Plus Elementary School, which is

included in a sleeve at the back of this booklet. The Guide is meant to give

you some suggestions for creating effective discussions, but should be adapted

to suit your own needs, issues, and experiences. You are encouraged to

interact with the Guide by writing down notes and comments in it as you read.

This Guide is divided into several sections:

PLANNING AND PREPARATION – helps you set up the discussion

environment itself and bring the right tools to facilitate a lively, focused

discussion; it also gives you a brief overview of the John A. Johnson

Achievement Plus Elementary School story portrayed in the video.

THE DISCUSSION – provides suggestions and questions to help promote

interaction and participation on the subject of schools as centers of

community; gives you suggestions on how to effectively formulate next

steps during your discussion.

FOLLOWING THE DISCUSSION – helps you assess the results of your discussion

and how you might continue the dialogue in your community; offers additional

topics that may be relevant to your own group, as well as additional resources.

FACILITATING EFFECTIVELY – offers useful, practical tips for presenting and

using the video as a discussion tool; presents techniques for stimulating an

effective discussion, setting ground rules to keep discussions on track, and

troubleshooting if participants begin to lose focus.

It is our hope that this discussion guide serves as a starting point for a series

of community conversations on schools as centers of community. It is ideal for

anyone who is interested in:

■ Engaging the public in the process of planning and designing new or

renovated school facilities

3GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

INTRODUCTION

■ Creating ways to use community resources and services more effectively

■ Enhancing the relationship between schools and communities

■ Learning more about leading-edge thinking in school design

The John A. Johnson Achievement Plus Elementary School video and this

Discussion Guide are intended to be used in a variety of settings and for a variety

of audiences. As a discussion leader, you might choose to share this video with the

local school board, the PTA, the city council, a group of teachers, the local Rotary

or Kiwanis clubs, a book club, a church group, or any group of community mem-

bers. You might also think about public events where the video could help raise

awareness in your community, such as a school festival or committee meeting.

There is a good chance that you will find people in your community who

want to participate in creating a school that serves as the hub of the

community. You should schedule additional meetings where you can brain-

storm and address key issues in more detail. Refer to the Additional Topics,

Resources, and Facilitating Effectively sections at the back of this Guide for

specific suggestions on how to continue the conversation.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community4

INTRODUCTION

“Schools as Centers of Community” are being created across the United States

and around the world. As you are introducing this concept to a new group, try

to communicate a few basic principles:

1. “Schools as Centers of Community” is an exciting way of thinking about

schools. Some schools have successfully used this approach not only to

improve student achievement but also to revitalize communities and improve

services provided to people of all ages.

2. Implementing such a strategy will require hard work, good communication,

and “new thinking” in your community, but the long-term benefits are worth

the effort.

3. There is no single way to create a “School as a Center of Community.” You are

involved in this discussion to determine what works for YOUR community.

WHAT’S IMPORTANT ABOUT “SCHOOLS AS CENTERSOF COMMUNITY”?

Throughout the Guide you will be

given information in sidebars. Icons

will help you identify what type of

information is contained in these

sidebars. These icons indicate:

TIPS – Suggestions

for creating an

effective discussion

INFORMATION –

Useful knowledge to

keep in mind

CONNECTORS –

Tips on making

connections between

the video and your

own community

SIDEBARS

Schools as Centers of CommunityAs we enter the 21st century, schools in the United States face an exciting

and challenging future. Millions of youngsters are crowding into schools

across the nation as our population increases. Thousands of new schools will

be needed to accommodate these students, creating an unprecedented

demand for new and improved educational facilities.

It is now estimated that over 4 million students attend schools that require

extensive repair or replacement. One estimate by the National Center for

Educational Statistics puts the price tag on bringing these schools into good

overall condition at $127 billion dollars!

In response, states are spending billions of dollars across the nation to reno-

vate or rebuild thousands of schools. This presents a tremendous opportunity

to bring together communities and schools to build upon the innovations in

21st century school design. Schools are becoming a gathering place – a place

of lifelong learning, shared health and fitness facilities, and a host of other

services to support community and student success and broaden the support

for school improvement and sustained viability.

This movement can be summarized in the phrase “Schools as Centers of

Community.” A school that is the center of its community is integral to more than

student education: it provides a hub, a focus, and a cohesiveness to that commu-

nity. And if the school and community build a dynamic, functioning center, they

will also more effectively use resources and strengthen the neighborhood.

Examples of schools as centers of community might include:

■ Community meetings held in school spaces

■ Health and counseling services located on school grounds

■ Athletics, fitness, and workout programs shared by the community

■ Adult education and enrichment programs on the school site


Schools are more than just

places where people come

to educate their children.

They are many times the

focal point of a community.

They are a gathering place

for all sorts of activities.

If you focus your attention

to revitalize that center

point of a neighborhood,

you can have a tremendous

rippling effect on the entire

community.

Mayor Randy Kelly

St. Paul, Minnesota

INTRODUCTION


Experience and research have shown that when schools are integrated into

their communities, there are dramatic benefits for both the community and

the school. According to one study released in 2003, these schools can make

a profound difference in four key areas:

■ Student learning – demonstrated gains in student achievement

■ School effectiveness – stronger parent / teacher relationships, improved

teacher satisfaction, a more positive school environment, broader

community support

■ Family engagement – greater family stability, more involvement

with school activities, greater sense of responsibility for children’s

learning success

■ Community vitality – increased community pride in surrounding

neighborhoods, improved sense of security, better rapport among

students and residents, more intensive use of school facilities

INTRODUCTION

The U.S. Department of Education invited a group of educators, facilities plan-

ners, architects, government leaders, and interested citizens to discuss ways of

planning schools to best meet the needs of students and their communities.

From these meetings emerged a set of six design principles affirmed at the

Department of Education’s National Symposium on School Design in 1998.

1. Enhance teaching and learning and accommodate the needs of all learners

2. Serve as a center of the community

3. Result from a planning and design process that involves all community interests

4. Provide for health, safety, and security

5. Make effective use of available resources

6. Be flexible and adaptable

Keep these principles in mind as you consider the relationship between your

schools and your community.

Source: U.S. Department of Education, Schools as Centers of Community: A Citizens’ Guide forPlanning and Design, Washington, DC, 2003.

SIX 21ST CENTURY DESIGN PRINCIPLES

School enrollment is projected to

reach record levels through 2013,

and spending on school construc-

tion, renovation, and maintenance

is expected to total nearly $30

billion annually.

Statistics source: National Center for Educa-tional Statistics, www.nces.ed.gov

BUILDING OUR FUTURE


NOTESUse this space to write down some thoughts on “Schools as Centers of Community”

in relation to your community and its own opportunities and challenges.

INTRODUCTION

At each meeting, the

architect would bring a new

plan. People would look at

it and they’d say, ‘this

doesn’t work,’ or ‘this does

work,’ and then they’d

come back in a few weeks

to see another plan.

Lynnell Thiel

Director, Student and Family Support,

Achievement Plus


YOUR NOTES



Some planning and preparation will help youconduct an energetic, productive discussion.

■ Read this Guide ahead of time and make some notes.

■ Review the 17 minute video and any other accompanying materials.

■ Review the Discussion Outline included in the following section and adapt

it for your own needs and community.

Depending upon your group and your experience with this subject, you may

wish to prepare additional materials on your own. This might include a local

case study that is a relevant example of a school that serves as a center of

community. You may also wish to supplement the materials in this Guide with

other examples, flip charts, illustrations or ideas from your own experience.

The program is meant to be flexible, engaging, and fun. Be creative!

Using the Discussion Guide

This Discussion Guide is designed to be used in conjunction with the video:

Schools as Centers of Community: John A Johnson Achievement Plus

Elementary, St. Paul, Minnesota. You can use the video and Guide in a variety

of gatherings and settings:

■ Seminar-style or “brown bag” gatherings of 6-10 people

■ Video presentations to larger groups that then form “breakouts” or

smaller groups for discussion

■ When time is limited, viewing of the tape then distributing information

from this Guide for reference or interactive discussions to follow later

■ Previews or planning sessions among leaders who wish to use these

materials in larger presentation and discussion environments: forums,

workshops, conferences, or meetings

Good facilitators know where they

wish to end up even before they

start the discussion. Think about

these questions ahead of time:

■ What do you hope the group

will learn from this discussion?

■ Who else should be included in

this conversation?

■ What next steps or actions do

you wish to promote?

THINK OUTCOMES!


Facilities and Materials

Before you assist or facilitate a group discussion, it is helpful to have a list of

materials that will help ensure a thoughtful, productive conversation. Some of

these items may not be appropriate for your own presentation environment,

but they are useful to many facilitators.

NOTESUse this space to get organized: listing materials needed and information to get you

started. You may refer to the sources and resources section at the back of this Guide

to help stimulate your own thinking or provide additional references.

Audio/Visual Equipment:� DVD – Schools as Centers of

Community: John A. JohnsonAchievement Plus ElementarySchool

� DVD player� TV or Projection system � Prepared flip charts / exhibits (any

additional materials or informationyou wish to present to supplementthe video-based presentation)

� Blackboard/whiteboard or flipchart pad with appropriate markers to record comments

Additional Facilitator Materials:� Participant list� Masking tape for posting flip

chart pages� Your notes or personalized Guide� Additional handouts

Supplies for Each Participant:� Copies of additional handouts

or resource materials� Name tags or tent card� Pens or pencils� Blank paper


It was essentially under-

stood from the beginning

that the neighborhood was

going to decide how this

project was done. And

frankly, they came up with

the right solution.

Mark Wentzell, AIA

Ankeny Kell Architects


The John A. JohnsonAchievement Plus Elementary School Story

A nationally recognized example of a school that has become a center

of its community is John A. Johnson Achievement Plus Elementary of

St. Paul, Minnesota.

The video-based case study traces the Johnson story from its roots: in the

words of the educators, community activists, governmental officials, parents,

teachers, and neighbors who realized their dream of creating both a re-

invigorated school and a thriving community.

The video case study summary on the following page gives you a concise

overview of the video story line and what you can expect to see in the 17

minute DVD.


We figured there’s got

to be a way to create a

place where kids really want

to be, where they really

get the right support,

and they have rigorous

academic expectations and

curriculum.

Tom Kingston

President, A.H. Wilder Foundation


Community leaders in St. Paul faced a difficult decision in the early 1990s: On the top

of a hill, in a decaying neighborhood, a school building sat dilapidated and aban-

doned. The area around the school echoed the atmosphere of despair and decay:

beset by crime, drug use, and economic deterioration. Families were transient, jobs

disappearing, students forced to travel well out of the neighborhood to find a school.

Then, in the mid-nineties, this community began a long-term revitalization effort.

At the same time, St. Paul devised an innovative strategy to improve its schools

called Achievement Plus. The strategy had twin goals – improving the educational

context for students by supplementing their core curriculum with a host of social

services, extended learning, and family support; and transforming the school

itself into a magnet for members of the community through an array of services,

programs, and enrichment opportunities.

Today, John A. Johnson Achievement Plus Elementary is a vital, cohesive force in

its community. The School is co-located with a YMCA that provides programs to

community members of all ages. Test scores have improved significantly. And a

formerly loose coalition of neighborhood service providers now has a focus, a

growing constituency, and a home.

John A. Johnson has become not only an exemplary school, but also the true

center of its community.

VIDEO SUMMARY

NOTESAs you plan your own discussion, record your thoughts and comments in the space

below. There is a good chance that many participants will have similar reactions, and

you may use your thoughts to provoke discussion.


You should allow approximately

90 minutes for viewing the video

and conducting your discussion.

Although you will want to keep

the conversation moving and

focused, don’t move so quickly

that you stifle conversation.

Keep an eye on the clock and don’t

forget to save time at the end for

assessing what you have learned

and determining next steps.

TIMING ISEVERYTHING!


Suggested Outline and QuestionsThis section provides a suggested discussion outline and some sample

questions for prompting conversation about the concept of schools as centers

of community and how it relates to your community. These guidelines are

flexible, and you should use your instincts to determine what will work for

your particular group. Your main goal as a facilitator is to encourage

discussion about how the ideas in this guide and in the video relate to your

own community.

You will want to find a volunteer “scribe” to help you record important

points on the flip chart or board. This will allow you to focus your attention

on the discussion and allow it to flow more naturally. It will also give you a

written record of the meeting that can be saved.

Discussion Outline

1 Do the Introduction and Icebreaker

2 State Your Purpose

3 Think about Our Community

4 Introduce and Watch the Video

5 Make Connections

6 Take Action

7 Conclude the Discussion

THE DISCUSSION

1 Do the Introduction and IcebreakerIntroduce yourself and ask participants to introduce themselves. You may wish to use an “icebreaker” to help get people talking.

For example, you might ask participants to introduce themselves and ask them why they took the time to attendthis particular meeting. What are their hopes and dreamsfor their schools? What are their concerns?

Take care of any organizational concerns – timing, restrooms, and refreshments. At this point, you will alsowant to review the following ground rules with the group.You might want to write these out ahead of time.


As participants brainstorm and

come up with ideas, don’t take

anything at face value. As the dis-

cussion leader, you should ask fol-

low-up questions and help create

dialog. Your primary objective

should be to have a lively conver-

sation where people share and

discuss their thoughts.

DIGGING DEEPER

THE DISCUSSION

2 State Your PurposeIt may be helpful to remind the group why you are meeting and what you hope to accomplish. Help themunderstand that they are there to work and generate ideas for their community that will help inform future discussions.

“We’re here to learn about and discuss the idea ofschools serving as centers of communities”

“We will look at an outstanding example – John A.Johnson Elementary School”

“We will discuss how these ideas apply to our community”

“We will generate fresh ideas and actions to help continue the conversation in our community”


Here are some questions to help

you think more about your com-

munity’s needs:

1. What do our students need that

they are not currently receiving?

2. What community organizations

can help meet these needs?

3. What services and opportunities

are common to both students

and community members?

4. What ways can we share school

facilities with the community?

YOURCOMMUNITY,YOUR SCHOOLS

THE DISCUSSION

Have a “kitchen table”

conversation

Everyone participates; no one dominates

There are no “right” answers:

Draw on your own experiences, views

and beliefs – you do not need to be

an expert

Keep an open mind

Listen carefully and try to understand the

views of those who disagree with you

Help keep the discussion on track

Stick to the agenda; try not to ramble

It is okay to disagree, but don’t

be disagreeable

Respond to others with courtesy and

respect, even when you disagree

GROUND RULES FOR A COMMUNITY CONVERSATION

Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and SchoolFacilities Conversation Workbook, Cincinnati, OH, 2004.

3 Think about Our CommunityBefore community members watch the video, have themreflect on the current state of your community and itsschools. As the group comes up with ideas, make sureyou or a volunteer writes them on the flip chart. Postthese sheets where they will be visible throughout themeeting and refer to them later in the discussion whenappropriate.

“Before we take a look at the video presentation, let’sthink about the current state of our community and ourschools…”

“How is our community a resource for our schools?”

“How are local schools a resource for our community?”

4 Introduce and Watch the VideoGive a brief introduction and play video.

5 Make ConnectionsAfter watching the video, take a few moments to gaugepeople’s reactions. Remember that your main goal is tohave people make connections between what they haveseen in the video and what they know about their owncommunity.


THE DISCUSSION

Here are some potential answers

to the question of why John A.

Johnson serves as an effective

center for its community:

1. Important stakeholders were

included from the start of the

planning process, and their

input was taken seriously

2. The project’s architects were

flexible, responsive, and good

listeners

3. The project had political support

and strong advocates

4. The community showed firm

commitment to academic

achievement

WHY DOES JOHN A. JOHNSON WORK?

Work past knee-jerk responses like “This won’t work inour community” to understand how the ideas in thevideo can apply to your own situation. You may want touse some of the following questions to help stimulatediscussion if people are slow to express themselves:

“What features of John A. Johnson Elementary are mostattractive to you as a community member?”

“What difference would this type of school make in ourcommunity?”

“Why does John A. Johnson work?”

“What parts of this idea would be a challenge in ourcommunity?”

“There were a lot of stakeholders involved in the John A.Johnson success story. Who in our community should beinvolved if we want to do something like this in our owncommunity?”

“Can you think of any other exciting ways that the community might get involved with and support ourschools and/or how the school might get involved andsupport our community?”


You may wish to refer to the

“Stimulating an Effective Discus-

sion” section on page 28. This

offers some strategies for continu-

ing your dialog, and expanding

the conversation to include other

stakeholders.

STIMULATINGDISCUSSIONS –A REMINDER

THE DISCUSSION

Another resource for your discus-

sion is the Public Engagement and

School Facilities Conversation

Workbook, which has suggestions

and principles referenced in this

Discussion Guide. The workbook

can be found at www.kwfdn.org

AN ADDITIONALRESOURCE...


THE DISCUSSION

6 Take ActionTake the last 10 minutes to focus on taking action on your discussion. Work with the group to determine a number of summary points or conclusions and note them on a flip chart. You should check the group for consensus. If the group agrees, offer to circulate a discussion summary among the participants.You might ask:

“What themes, common ground, or tensions stand outto you in our conversation?”

“What issues would you like to explore in greaterdetail?”

“What obstacles or challenges should we prepare for?”

Be sure to ask the participants what they think shouldhappen next, and how they may want to be personallyinvolved. For example:

“What next steps do we wish to pursue?”

“Who is not here that needs to be involved in the discussion? How can we get them to the next session?”

“Would any of you like to help lead an effort to sharethis video and lead a conversation with other people inthe community?”

This is a transitional point in the

discussion where you begin to

emphasize:

■ Important themes that have

emerged

■ Relevance to local context and

opportunities

■ Potential next steps beyond

this specific meeting/discussion

Remember that a key part of your

own role is to help move the entire

process of community engage-

ment forward. Take this into con-

sideration in your planning, and

be prepared to discuss “What do

we do now?” as a conclusion to

your session.

A TRANSITIONALPOINT IN YOUR DISCUSSION

Next steps could include:

■ Presenting the video to another group of communitymembers and leaders

■ Gathering detailed information about local studentand community needs and aspirations

■ Agreeing to reconvene for further discussion onpoints of interest

■ Setting up a formal school design project

■ Writing a letter to the local newspaper about your meeting and the idea of “Schools as Centers of Community”

■ Creating a document for distribution that shares yourgroup’s ideas with other stakeholders

7 Conclude the DiscussionThank the participants for their participation. Ask for anyfinal statements or observations.


THE DISCUSSION

Be prepared for the question of

relevance. How is the John A.

Johnson story relevant to your

own community? Can its lessons

be adapted to your particular situ-

ation? Are there core values in

your community that support a

community-based approach to

school design?

You may also wish to jot down

potential responses of your own

to the questions you intend to ask,

to help guide discussion in a con-

structive direction.

RELEVANCE?


YOUR NOTES

Assessing the ResultsThere are three useful steps that you and your group can take following

the discussion, both to assess your results and suggest other fruitful courses

of action.

Step One:

Gather Charts and Record Thoughts

After each of your sessions, write down the ideas you recorded on boards and

charts, or which were recorded by note takers. These can be quickly recorded

in your own notes or transcribed by someone present in the meeting.

Also note key issues or quotes that struck you during the discussion. Put

down as much detail as possible to make it easier to recall later.

Step Two:

Figuring Out What You Heard

As you and your group go through the notes, determine what was said that

is relevant to your own community’s needs and challenges. Was any common

ground reached on these challenges? One important outcome of a session

with the John A. Johnson example might be the identification of critical issues

that were not addressed in the video presentation at all.

Step Three:

Look Across Your Conversations

Ideally, you will have many chances to engage people in a discussion about

schools as centers of community. You will begin to observe consensus around

some points and conflict around others. You’ll perceive the viewpoints of

various constituencies and how they are in unison, or conflict, with others.

Check your thinking, ideally with others, as you evaluate multiple discussions

and conversations. Use this analysis to set priorities, goals, objectives, and a

vision for your own planning and community engagement processes.



Communication was

the key to making it all

work. Communicating

with the right parties,

early and often.

Patrick Quinn

Executive Director, School Services

St. Paul Public Schools


NOTESAre there any clear ideas or plans of action that came out of this particular session?

How will these ideas integrate with what you have heard from other groups?

Step Four:

Follow Through

It will be very important to make sure that you help participants follow

through on the “next steps” that they identified in your meeting. It is easy for

people to become distracted, so you may want to follow up with members of

the group and see if they are making progress. Make sure someone takes the

lead in reconvening and scheduling the next meeting. Remember that the

more people you get involved in the process and the more excitement you

generate, the easier it will be to create change in your community. Be sure to

look at the Resources and Citations section on page 24 if you find yourself

needing more information.


Additional TopicsThere are other major considerations that influence the process of improving

schools and often guide the way they are conceived, designed, and built.

Here are some additional topics that may emerge in your discussions.

You may choose to address some of these topics as part of your follow up,

or perhaps set up other discussions that focus on them more directly.

Community Engagement

Who are the key stakeholders in your

community? Who should be engaged

but isn’t? Who should be involved

other than “the usual suspects”?

What voices are not typically heard in

your community?

Funding

What is the status of your funding for

this project? Who are potential new

contributors to the funding and support

of your schools? How might commu-

nity support help your funding efforts?

School Size

What is the appropriate size of a new

school you’re thinking of building?

What factors should influence the

size of a school?

Pedagogy

What are the educational principles that

must be the basis of innovative school

design? What’s new and influential in

educational theory and practice?

Facilities for Learning

How is the facility designed to

enhance teaching and learning and

accommodate the needs of all

learners? How can the design elements

of the building be incorporated into

student curriculum? How can school

facilities be created that are ecologically

sound and healthy for children?

Flexibility and Sustainability

How do we build schools that can

change with the times, serve multiple

constituencies, and yet be sustainable

and built to last?

The Role of the Architect

What is the best way for a community

to interact with the architects who

will be charged with designing and

helping build a school?

Rebuild vs. Rehab

Many school districts and communities

face the dilemma of whether to build

an entirely new school or rehabilitate/

renovate an old one. What are factors

in this decision?




Resources and CitationsThere is a wealth of information available to help facilitate and extend a

discussion on good school design and on schools as centers of community.

The following organizations provide useful information that may help you

delve deeper in your discussions.

American Architectural Foundation –www.archfoundation.org

American Institute of ArchitectsCommittee on Architecture forEducation (AIA/CAE) – www.aia.org/cae

American School and UniversityMagazine – www.asumag.com

Architectural Record Building Types Study: K-12 Schools –www.archrecord.construction.com/projects/ bts/archives/K-12/default.asp#

The Big Picture Company –www.bigpicture.org

Building Educational SuccessTogether (BEST) –www.21csf.org/csf-home/best/best.asp

Children’s Aid Society –www.childrensaidsociety.org

Coalition for Community Schools –www.communityschools.org

Collaborative for High PerformanceSchools (CHPS) – www.chps.net

The Council of Educational Facility Planners – www.cefpi.org

DesignShare – www.designshare.com

George Lucas Educational Foundation:(Re)Designing Learning Environments –www.edutopia.org/redesigning

The Harwood Institute –www.theharwoodinstitute.org

Healthy Schools Network –www.healthyschools.org

KnowledgeWorks Foundation –www.kwfdn.org

Learning By Design – www.asbj.com/lbd

National Clearinghouse for Educational Facilities – www.edfacilities.org

National Trust for HistoricPreservation: Historic Schools –www.nationaltrust.org/issues/schools/index.html

New Schools Better Neighborhoods(NSBN) – www.nsbn.org

Schools as Centers of Community: A National Search for Excellence –www.nationalschoolsearch.org

SchoolDesigns.com –www.schooldesigns.com

School Planning and ManagementMagazine – www.peterli.com/spm

Smart Schools, Smart GrowthInitiative – www.smart-schools.org

United States EnvironmentalProtection Agency School DesignTools – www.epa.gov/iaq/schooldesign

THE FOLLOWING SOURCES WERE USED

IN CREATING THE DISCUSSION GUIDE:

Bingler, Steven; Quinn, Linda; Sullivan, Kevin.

Schools as Centers of Community: A Citizen’s

Guide for Planning and Design. National

Clearinghouse for Educational Facilities.

Washington, D.C., 2003.

The Harwood Institute for KnowledgeWorks

Foundation, Public Engagement and School

Facilities Conversation Workbook, Cincinnati,

OH, 2004.


Using Video as A Discussion ToolThe video-based presentation is concise, inspiring, and fast paced.

We recommend showing the full feature video, with a total running time

of 17 minutes, to yield a more robust discussion. You should spend a few

moments considering the most effective way to use the video and the

Discussion Guide. People today are time-conscious and often have limited

attention spans: they appreciate a thoughtful presentation that’s productive

and efficient.

Ideally, you will use these materials for preparation, reflection, and organized

group presentations. The Guide is designed as a “keeper” – to be written in,

referenced, and consulted for future reference. Participants who view the

video presentation could even receive the Guide – either as pre-work, for use

in discussions, or as a take-home element for later reference.

Viewing Scenarios

Video-based presentations and discussions typically use one of the following

scenarios:

Option One: Large Groups

The John A. Johnson story can make an ideal keynote item or opener for a

community gathering, conference, or meeting.

Numbers will vary, but 25 people can usually watch a video presentation on a

standard monitor in a classroom environment. Any group larger than 25 will

probably require an audience-style environment with more sophisticated

presentation tools, such as microphones, projection systems, and a different

facilitation strategy.



We’re all together as a

community and I think that

that helps parents trust us

and feel better about what

we do, because all of us get

along so well and all of us

work together...

Emily Renner

Director, East YMCA

Think about the following considerations if you facilitate a group of more

than 25 people:

■ Use your own judgement on whether to try to facilitate a discussion,

using the Guide, with the entire viewing group, or whether to “break

out” into smaller groups for discussion. Designate facilitators if you decide

to break into smaller groups.

■ Share objectives and a time frame for the discussion with the group ahead

of time. Keep people on track and on schedule.

Option Two: Smaller Groups

A small group is probably the ideal presentation environment – offering both

easy interaction and intimacy.

■ A gathering of 6-12 participants around a conference table, in a discus-

sion circle, or even in a living room can create an ideal environment for

viewing and conversation.

■ A standard video monitor or TV is perfectly appropriate for smaller groups.




NOTESWrite down some presentation or viewing scenarios that might be effective in

your community:


■ Share objectives and a time frame for the discussion with the group ahead

of time. Keep people on track and on schedule.

■ For groups in the “in-between” range (12 to 25 people), you may wish

to set up three or four tables in an “in the round” configuration where

everyone can see the monitor.

Other tips for both large and small groups:

■ Media and print materials can be mailed or distributed ahead of time to

attendees. You can ask participants to familiarize themselves with the

materials before you convene in order to encourage thoughtful discussion.

■ Both video and Guide can be distributed to interested parties for their

own use and background information.

We cannot just shut down

the schools at the end of

the day. We need to be

able to create a school

that’s open. Many schools

across the country sit empty

in the summers and we just

cannot afford that.

Maria J. Lamb

Chief Education Officer,


Executive Director,

Achievement Plus


Stimulating an Effective DiscussionThose participating in your discussions will be constantly evaluating, weighing,

and judging the relevance of the material you’re introducing. Most adult

participants tend to:

■ Validate information based on their beliefs and experiences

■ Have past experiences from which to draw

■ Contribute knowledge and information to the group at large

■ Be problem-centered

■ Like to share in the planning and facilitation process itself


You can succeed in facilitating a group discussion even if you have little experience

in doing so. Keep these guiding principles in mind:

� Encourage participants to collaborate. Encourage them to ask questions,

compare experiences, and share solutions with one another.

� Never put anyone on the spot. Interaction should be voluntary and supported

by positive reinforcement. You should avoid criticism or judgment. Encourage

everyone to participate without cajoling or embarrassing them.

� Take nothing at face value. Notice the words and phrases people use, and

probe by asking, “What do you mean? Could you elaborate on that?”

� Ask people to reconcile their contradictions. Illuminate what people are

struggling with. Ask, “How do these two things you’re saying fit together?”

� Periodically summarize for the group what you think people are saying. Say,

“This is what I’m hearing. Do I have it right?”

� Watch out for your own pre-conceptions and views. It’s easy to interject your

own opinions and views without even realizing it.

� Highlight contrasting views and concerns. Pointing out contrasts will help

people articulate what they really believe and give you a deeper understanding

of what they think.


HOW TO CREATE A BETTER DISCUSSION

We are where the families

are. The community is so

aware that Johnson is now

the community light for

families and they’re able to

come here. It’s open, it’s

welcoming, and they know

where the services are.

And so they’re coming…

Joan Schlecht

Director, East Side Family Center

Ground Rules, Tips, and TroubleshootingIt helps to include everyone in your planning and facilitation processes. Let

people know the timing of the session, what they can expect in terms of

breaks, refreshments, and other amenities, and ask for their “buy in” with a

set of ground rules for your session.

Here is a suggested set of ground rules to share with the group:


NOTESAre there other strategies or reminders that you think will be useful in promoting

better discussion?


Have a “kitchen table”

conversation

Everyone participates; no one dominates

There are no “right” answers:

Draw on your own experiences, views

and beliefs – you do not need to be

an expert

Keep an open mind

Listen carefully and try to understand the

views of those who disagree with you

Help keep the discussion on track

Stick to the agenda; try not to ramble

It is okay to disagree, but don’t

be disagreeable

Respond to others with courtesy and

respect, even when you disagree

GROUND RULES FOR A COMMUNITY CONVERSATION



Tips and Troubleshooting

Occasionally you will encounter situations or individuals which seem to be

inhibiting the kind of discussion you’re trying to facilitate. A couple of tips:

■ Engage everyone from the beginning if possible. This will discourage one

or two people from dominating.

■ Use an agenda for your discussion and post it for the group to view. If

you feel like things are wandering, return to the agenda and move the

discussion forward.

■ If you’re wandering into the hypothetical or theoretical, ground the group

in the the practical with a specific example. The video is a great help in

this regard: use John A. Johnson Elementary as a point of reference for

your discussions.

ArgumentsArguments can be constructive if theyaren’t mean-spirited or angry. Find outwhat’s behind the argument. Ask whypeople are disagreeing and get to thebottom of it. Break the tension if nec-essary with a joke or light remark, andsteer conversation back to the agenda.

Extreme PolitenessSometimes groups are so courteousthat they fail to generate any signifi-cant argument or debate. This can beas harmful to group productivity asmuch as a hostile argument. Play devil’sadvocate in this situation and bring updifferent or competing ideas.

BoredomIf people begin to look distracted,tired, or lost, ask a direct question tobring them back into the conversation.Take a quick break if necessary.

PreoccupationOccasionally one group member willhave a pet peeve or grudge and con-tinue to bring it up. If this happens,politely acknowledge the speaker andmove on: “I understand where you arecoming from, but we need to move onto the next topic.”

RamblingSome people simply cannot say whatthey wish to say in a concise way, andthis can dominate the discussion. Keepparticipants focused by asking them torelate their point to the question.

DISCUSSION ROADBLOCKS


We don’t lower the

standards. We assume that

if there’s a struggle, then

we need to provide children

with more opportunity

to learn.

Patricia Harvey

Superintendent,



Your Feedback is Appreciated!

The American Architectural Foundation and KnowledgeWorks Foundation seek

to produce engaging, thought-provoking videos and publications that create

real change in communities and schools.

Please help us by taking the time to fill out this evaluation card about the

Schools as Centers of Community: John A. Johnson Achievement PlusElementary School video and Discussion Guide.

Your name: ______________________________________________________

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(AAF and KnowledgeWorks will not distribute your personal information to any outside sources. This information is for evaluation purposes only.)

How would you describe yourself? (circle as many as apply)

Parent/Guardian Teacher Student Principal Superintendent

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Other _______________________________

Did you use both the video and Discussion Guide?

❑ Used both ❑ Used video only ❑ Used Discussion Guide only

Are you building new schools in your community?

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Where did you use these materials? (circle as many as apply)

Community meeting Local government meeting School Board meeting

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Other _______________________________

How many people viewed the video? _______

On a scale of 1 to 6, with 6 representing a highly favorable response,how would you describe:Overall impression of the John A. Johnson video:

(poor) 1 2 3 4 5 6 (excellent)

Overall impression of the Discussion Guide:


Did the video and Discussion Guide help you create dialog in your community?


Is there anything you would have changed, or do you have additional comments?

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Attn: Communications

1799 New York Ave., NW

Washington, DC 20006

PLACEFIRST CLASS

STAMPHERE

Design: Design Nut, LLC

ABOUT GREAT SCHOOLS BY DESIGNGreat Schools by Design is a national initiative of the American Architectural Foundation(AAF) that seeks to improve the quality of America’s schools and the communities theyserve by promoting collaboration, excellence, and innovation in school design.

Throughout the country, Great Schools by Design engages superintendents, architects, teachers, parents, residents, students, local government officials, and other stakeholders ina far-reaching conversation about what must be done to improve the places where children and young adults learn. We strive to help create schools that both support studentachievement and serve as centers of community.

The founding partners of Great Schools by Design are the American ArchitecturalFoundation, Herman Miller, Inc., and McGraw-Hill Construction.

With AAF, KnowledgeWorks Foundation is the co-convener of the National Summit onSchool Design and a partner on the Great Schools by Design video series.

AMERICAN ARCHITECTURALFOUNDATION

For more information or to order additional copies of this Discussion Guide, please visit www.archfoundation.org.

Documents

Schools as Centers of Community: John A. Johnson Achievement Plus Elementary School