Resource Lists
COMMUNITY PARTICIPATION IN SCHOOL PLANNING
Information on the participation of students, teachers, parents, administrators, and community members in the planning and design of schools, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
Opportunity-Rich Schools and Sustainable Communities: Seven Steps to Align High-Quality Education with Innovations in City and Metropolitan Planning and Development.  McKoy, Deborah; Vincent, Jeffrey; Bierbaum, Ariel (University of California, Center for Cities and Schools, Berkeley , Jun 2011)
Illustrates policies and strategies at all levels of government that are increasingly associating educational outcomes with community planning and housing. The research developed seven steps to link education and planning policy at the local level, drawn from a national scan of model activities, interviews with key experts and agency staff members, and the authors' experience working with local governing bodies. The report identifies practical solutions that encompass assessing the current educational environment, engaging the community, strategic planning and implementation of investment, and institutionalizing successful innovations. 63p.
Local Leaders in Sustainability. Special Report from Sundance: A National Action Plan for Greening America’s Schools Rainwater, Brooks and Hartke, Jason (The American Institute of Architects, The Redford Center, ICLEI USA - Local Governments for Sustainability, and U.S. Green Building Council , May 2011)
Details what mayors, superintendents, and other local leaders can do to advance the movement for environmentally friendly schools. Its recommendations include becoming involved with the local green-schools movement; raising awareness about the benefits of green buildings by creating a task force or hosting a summit; tracking the energy use of existing schools; passing a green cleaning policy; and advancing green school construction bonds.
46p.
PK-12 Public Educational Facilities Master Plan Evaluation Guide. (21st Century School Fund, 2011)
Proper planning of school facilities is critical for all school districts no matter how large or small. When school districts properly plan for their school facilities they have better schools, more public use and higher value for public spending. This evaluation guide was designed for superintendents and school boards that are called on to sign off on plans presented by facility professionals and consultants, but who generally do not have experience with educational facility planning. It can also be used by community members to advocate for high quality educational facility planning. 13p.
Where Will I Do My Pineapples? The Little Book of Building a Whole New School. Kelly, Gill (Crown House Publishing [United Kingdom], 2011)
This is the story of a community placed in an enviable position of receiving funding to build a new campus and the technology to transform learning. What is discovered very early on, is that no one had considered the human impact of such a project. This book seeks to do exactly that. The process of community engagement is addressed as well as the psychology of human behaviors that emerge in such a context. Written through the perspective of a senior leader, with many amusing and bizarre stories, the book describes how the struggle and effort required to keep sound educational principles at the heart of a project is worth it. What came out of the process was a building that had a variety of learning spaces, fully trained staff, modern ICT and a transition curriculum. It was the only school building in the country to be delivered on time, within budget, with a ground breaking CPD program. 216p
Our School Building Matters.
(Committee on Architecture and the Built Environment, London, United Kingdom , 2010)
Provides a toolkit for teachers to help make the most of the learning opportunities created by building a new school or refurbishing an existing one. The resource provides ideas for exploiting the whole process The teaching activities are organized in five stages: getting started, looking closely, development and design, construction, and moving in. On the way schools will encounter a crash course in architecture and a range of other activities that respect the creativity of teachers as well as providing some stimulating material directly linked to the curriculum. 28p.
Planning a School Construction Referendum: A Case Study of a Small Rural School District in Southern New Jersey.
Russo, Christopher (UMI Proquest, Ann Arbor, MI, 2010)
Narrate the author's experience on a school planning task force developed in response to a failed bond referendum. The public demanded more say in the future planning for the community's schools. The board of education solicited participation of community members for the project. A matrix representing all segments of the community was created. As people submitted letters of interest the matrix was filled. Once it was filled the project began. The board of education and superintendent needed to be as far away from this project as possible. The committee members had to have the ability to speak freely without the board's influence. This writer, the business administrator, along with a professional facilitator was chosen to facilitate this committee. The case study that follows documents this task force's journey and the resulting school referendum. As a result of the task force process the community members had their say in shaping the future of their school facilities and the district gained allies of what used to be their most outspoken critics. [author's abstract] 271
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http://gradworks.umi.com/34/01/3401565.html
Safe School Siting Toolkit.
(Center for Health, Environment & Justice, Falls Church, VA , Oct 2009)
Provides communities with tools to protect their children’s health by organizing for the passage of safe school siting policies. This toolkit is based on the lessons learned over the past 28 years of working with communities to fight back polluting facilities, build relationships with elected officials, and run successful local, regional, and national campaigns to end toxic chemical exposure. Sections of the toolkit cover children's health and school siting, a model school siting policy, principles for safe school siting, a sample school siting resolution, how to pass a school siting policy, a sample community presentation, and getting successful media coverage. 58p.
Thinking Space: A Workshop Resource to Support Visioning of Learning Spaces for the Future.
(DesignShare, Minneapolis, MN , 2009)
Provides a workshop resource to support people who are thinking about, or currently undertaking school renovation or rebuilding projects. It includes a set of activities, tools and techniques that can be used to facilitate workshop sessions to help people in the visioning and pre-engagement phases of projects. It specifically aims to engage practitioners with activities to support critical and creative thinking about the future of education, related practices, approaches, relationships and technologies, and the implications these might have on future educational spaces. It also offers a set of workshop activities that can be undertaken with pupils as part of a wider commitment to actively engage and involve them in the redesign process. 122p.
A Principal's Guide to On-Site School Construction.
Brenner, William A. (National Clearinghouse for Educational Facilities, Washington,DC , 2009)
This publication explores what school principals should know when construction takes place in or near a school while it is in session. It covers pre-construction preparation, including how to work with architects/engineers and other school staff; actions to take during construction, including proper information dissemination and safeguarding students and property; and post-construction activities, including custodial and maintenance staff training and post-occupancy evaluations. 4p.
Winter 2008 School Design Institute.
(American Architectural Foundation, Washington, DC , Feb 2008)
Reflects the comments and recommendations related to specific facility projects presented by two school districts: Seminole County Public Schools (Florida), and Wichita Unified School District 259 (Kansas). The superintendent and two representatives from the district were invited to participate in a design charrette with four national experts specializing in the field of K 12 design and education. The process involved districts in a discussion about the benefits of good design and planning so that they could lead their districts in supporting innovative solutions. The report chronicles each school district s submission with a project description, demographic information about the community and the school district, a list of the recommendations resulting from the design charrette, and biographies for all participants. 32p.
Colorado School Stories Project
(Great Education Colorado, Colorado School Finance Project, and Children’s Voices., 2008)
Project is a coordinated effort to collect stories about the state budget's impact on Colorado's schools from parents, teachers, students, adminstrators and business leaders in the form of video interviews, written narratives, photographs, and online surveys. Photographs on school building conditions can be viewed as a slideshow or album.
Local Governments and Schools: A Community-Oriented Approach.
(International City/County Management Association, Washington, DC , 2008)
Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals--educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more community-oriented schools. Includes 95 references and an extensive list of additional online resources. 40p.
Report NO: E-43527
The Little School System That Could.
Duke, Daniel (State University Press of New York, Albany , 2008)
Examines the Manassas Park, Virginia, City Schools' 10-year turnaround from a low- performing district to one in which every school was accredited by 2005. The turnaround is largely credited to superintendent Tom DeBolt, who was hired in 1995. The author considers the district's turnaround from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations. The book offers lessons for any school system facing the challenges of low performance, underfunding, political turmoil, and a culture of low expectations, with special attention to school size and the impact of improved facilities. 182p.
TO ORDER:
http://www.sunypress.edu/
Fall 2007 School Design Institute.
(American Architectural Foundation, Washington, DC , Oct 2007)
Reflects the comments and recommendations related to specific school facility projects presented by the school officials of four districts: Broward County Public Schools (Florida), Cleveland Metropolitan School District (Ohio), Hillsborough County Public Schools (Florida) and Miami-Dade County Public Schools (Florida). District officials were invited to work with four national experts specializing in the field of K 12 design and education. The process involved the school officials in discussion about the benefits of good design and planning so that they could lead their districts in supporting innovative solutions. This report chronicles each school district's submission with a project description, demographic information about the community and the school district, a list of the recommendations resulting from review by the entire group, and biographies for all participants. 51p.
METI School of Rudrapur, Bangladesh.
Kriscenski, Ali (Inhabitat.com, Sep 06, 2007)
Profiles this award-winning hand-built school that showcases sustainable design practices and locally sensitive architecture. The school fuses local knowledge, readily available renewable materials, and new construction techniques to maintain a traditional identity while embracing modernity in both its form and purpose.
Sustainable Schools: Are We Building Schools for the Future? [United Kingdom]
(The Stationery Office, London, United Kingdom , Jul 16, 2007)
Reviews the record of Great Britain's Building Schools for the Future program, with regard to the creation of positive, sustainable learning environments. The conclusions, supported with extensive oral and written evidence, are that the visioning process for the creation of a new school should be lengthened to enable the inclusion of school staff and students; that greater design flexibility should be allowed at the local level; that individual institutions' technology integration experience should be made widely available, to the benefit of subsequent projects; that post-occupancy evaluations be conducted to determine what works and what doesn't; and that schools be as carbon neutral as possible. [There are two volumes, both available in PDF format. Scroll down the page to Reports, August 9, 2007.] 432p.
What's in a Name? The Decline in The Civic Mission of School Names.
Greene, Jay; Kisida, Brian; Butcher, Jonathan (Manhattan Institute for Public Research, New York, NY , Jul 2007)
Reports on the decrease in schools named after presidents or people in general, and increase of schools named after natural features. This shift from naming schools after people worthy of emulation to naming schools after hills, trees, or animals raises questions about the civic mission of public education and the role that school names may play in that civic mission. Statistics from seven states, representing 20 percent of all public school students, illustrate the decline. The causes for the shift in school names may include broad cultural changes as well as changes in the political control of school systems. Includes 8 references. 9p.
Communities of Opportunity: Smart Growth Strategies for Colleges and Universities.
(National Association of College and University Business Officials, Washington, DC , 2007)
Discusses how various institutions of higher education across the United States have adopted smart growth strategies to help ensure that new growth and development meet the institutions' mission and serve the community in which they live. The publication begins with an overview of smart growth strategies and then makes a four-part argument for adopting such strategies: 1) Creating thriving, vibrant places helps to attract and keep the best students, faculty, and staff. 2) Smart growth development patterns are a more efficient use of scarce resources and are better investments. 3) Colleges and universities and the surrounding communities can work together across the traditional boundary of the campus to solve challenges in mutually beneficial ways. 4) Better development patterns allow colleges and universities to improve their environmental performance. 48p.
Creating Excellent Secondary Schools: A Guide for Clients.
(Commission for Architecture and the Built Environment, London, United Kingdom , 2007)
This British guide introduces some of the key issues around school design, and then proceeds through school building project stages: 1) creating a vision for the school and appraising the options: new build, refurbishment or a mixture; 2) developing the brief 3) selecting the team that will design and build your school; 4) developing the designs and constructing them; 5) the finished building. The guide explains what happens at each of these stages, how the school will be involved, and what help is available to enable informed decisions. The intent is to explain when the key decisions are made that influence the design quality of your school and the implications of those decisions. The guide features 13 case studies illustrating the secondary school design process. It also includes a glossary of terms, guidance and information on useful organizations and websites. 165p.
School Building Design and Learning Performance, with a Focus on Schools in Developing Countries.
Knapp, Eberhard; Noschis, Kaj; Pasalar, Celen (Colloquia Sàrl, Lausanne, Switzerland , 2007)
Presents the results of a colloquium concerning how school buildings look, how they work, and how they are used by pupils and teachers in contexts where usually the priority is simply to be able to offer basic school training for youngsters. Strongly contrasting views are expressed, all backed by data and coherent arguments: 1) School buildings are of secondary importance. The headmaster, teachers and their relation to pupils are the essential factors of a successful school and learning programme. 2) Culturally and climatically well thought school buildings and schoolyards do greatly improve the possibilities for a successful school and learning programme. 3) Experiences involving the concerned actors (teachers, parents, pupils) in planning and construction of schools and schoolyards improve the possibilities for successful school and learning programmes. Includes reports from Yemen, Jordan, Egypt, and Gaza and the West Bank in the Palestinian territories. 144p.
Intergovernmental Collaboration and School Facility Siting.
(University of North Carolina, Center for Urban and Regional Studies, Chapel Hill , Aug 2006)
Summarizes the May 3, 2006 Summit on Intergovernmental Collaboration and School Siting, addressing communication and collaboration between school boards and local governments in selecting sites for schools. The goal of the summit was to create an open dialogue between school boards and local governments while building a model of collaboration that key stakeholders can use to coordinate local land use, school funding, and school planning. The report details the participants' plans for advancing their collaboration, organized along five themes: institutionalizing collaborative processes, creating a common goal and vision, establishing a culture of trust, improving communication and information, and changing policy. 31p.
Akron School Design Institute: A Report of Findings.
(American Architectural Foundation, Washington, DC , Jan 2006)
Presents a summary of this workshop, which brought together design professionals and school and community officials, with the goal of bringing innovative thinking to the improvement of Akron's schools. The major issues of design, community engagement, and partnerships were addressed and a number of design, grade configuration, alternative school, renovation, and partnering ideas are presented. 18p.
Report from the National Summit on School Design: A Resource for Educators and Designers.
(American Architectural Foundation, Washington, DC; Knowledgeworks Foundation, Cincinnati, OH , 2006)
Presents the results of the 2005 National Summit on School Design, convened by the American Architectural Foundation and KnowledgeWorks Foundation. The report details eight overall recommendations made by Summit participants on a range of school design topics: 1) Design schools to support a variety of learning styles. 2) Enhance learning by integrating technology. 3) Foster a "small school" culture. 4) Support neighborhood schools. 5) Create schools as centers of community. 6) Engage the public in the planning process. 7) Make healthy, comfortable, and flexible learning spaces. 8) Consider non-traditional options for school facilities and classrooms. Each recommendation is accompanied by brief case studies and a list of additional resources. Plans for advancing a national school design agenda are highlighted, and the results of a team exercise in solving the problems of five hypothetical school districts are included. The Summit’s 200-plus participants are listed, including teachers, parents, students, school administrators, education experts, architects, community groups, mayors, and other elected officials. (This is a large PDF file and may take awhile to open.) 72p.
Involving People Is Not Hard: It Makes Educational Sense, It's about Value for Money, It's about Ownership.
Gourlay, James (School Works, London, United Kingdom , Jan 2006)
Presents case studies of ten British early childhood facilities that involved the community in the design process, where decisions were being made as to what services the facilities would provide. For each school, the varying goals and issues of the participants are presented, along with a description of the consultations that occurred and key design features of the completed facility. 42p.
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http://www.school-works.org/
Building Your Dream School: Some Thoughts to Consider.
Slone, Robert (Robert S. Slone, Sr., Mason, Ohio , 2006)
Presents a reader-friendly account of the school design process, with guidance on defining a community's "dream school," building support for its funding, converting dreams into an actual design, managing construction, and celebrating the building opening. Includes tips on guiding participants' efforts, selecting consultants, and making key design decisions. 40p.
TO ORDER:
Robert S. Slone; Voorhis, Slone, Welsh, Crossland-Architects, Inc., 414 Reading Road, Mason, OH, 45040; e-mail: bob@vswc.com
Community Involvement - Is It Rinky Dink or a Chance to Think?
Hill, Franklin (Schoolfacilities.com, Orange, CA , Jul 2005)
Suggests techniques for meaningful community involvement in school planning. Inclusion of today's increasingly informed parents is essential and should offer a personal approach that includes teachers and successful alumni. Access the business skills that parents bring to the process, use objective facilitators, and include seniors who no longer have children in school. 3p.
Recommended Policies for Public School Facilities, Section 1: Public School Facilities Planning Policies.
(21st Century School Fund, Washington, DC , May 2005)
Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve facilities planning in order to support and enhance the delivery of educational programs and services. The document proposes policy reform as one tool for affecting the planning, design, construction, maintenance, and funding practices and processes at the state and local school district levels. However, state level standards and control must be carefully developed and applied, so that creativity, public participation, and local priorities can drive the facility planning and design outcomes. Best practices examples and a list of resources are also provided. 14p.
Building Partnerships: Community Voices in Planning and Developing New York City School Facilities.
(New York Institute for Education and Social Policy & Pratt Institute for Center for Community and Environmental Development , Apr 2005)
This looks at how parents, students, local residents, and community organizations are involved in the planning and development of school facilities, and identifies ways their participation can be expanded. Includes sections on the following: limited community engagement; transparency and participation in the capital planning process; typology of community engagement; and creating an open and innovative school facilities planning and development process. Provides eight case studies of community engagement in the New York area. 86p.
Community and School Facilities: Our Vision, Goal, and Initiatives.
(Knowledgeworks Foundation, Cincinnati, OH , Feb 2005)
Outlines the Foundation's position on the value of community-use schools designed with community participation. Guiding principles for creating schools as centers of communities are offered, and the three action areas of community engagement, research on effective learning environments and smart growth, and promotion of schools as centers of community are described in detail. 13p.
Advocacy and Research in Support of High-Performance School Buildings for All Children.
Filardo, Mary; Diamond, Barbara; Schneider, Mark (American Institute of Architects, Commmittee on Architecture for Education, Washington, DC , Feb 2005)
Introduces the membership and work of the BEST collaborative, 21st Century School Fund, Knowledgeworks Foundation, and briefly discusses recent findings on the effect of school facilities on academic performance. 3p.
Schools As Centers of Community: John A. Johnson Achievement Plus Elementary School.
(American Architectural Foundation, Washington, DC , 2005)
This online video describes St. Paul's award-winning John A. Johnson Achievement Plus Elementary School, a state-of-the-art K-6 community school and neighborhood hub created in an abandoned high school that was restored, with a YMCA incorporated into the complex. The school was created with significant and complex community input, and is pivotal in the effort to revitalize this depressed neighborhood. The available discussion guide helps users replicate the process that created this school, outlining group discussion formats and questions, and steps for assessing the results of these discussions.
Facility Siting: Risk, Power and Identity in Land Use Planning.
Boholm, Asa; Löfstedt, Ragnar, eds. (Earthscan Publications, London, United Kingdom, 2005)
This penetrating new edited collection examines risk, power and identity in contests over the siting of infrastructure and industrial facilities. Examines the social, political and environmental issues at stake and the acute conflicts over conflicting data, politics, perception and controversy for industry, planners and authorities and citizens. Authors from a a variety of fields bring a multi-perspective analysis to case studies from the UK, US and Europe and expose the political and cultural dimensions of siting conflicts. In the process they show how place attachment and notions of landscape and local identity play a prominent role in resistance to 'development'.
256p.
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http://www.earthscan.co.uk/
Educational Commissioning.
Lackney, Jeff (DesignShare, Minneapolis, MN , 2005)
Describes the motivations, methods, and benefits associated to author's concept called "Educational Commissioning," where teachers, students, parents, and community partners are educated as to the design intent of a new school. The concept follows the building industry's process of commissioning, which finds its model in the U.S. Navy's practice of commissioning ships. 3p.
Engaging Communities in the Planning of New Urban Public Schools.
Tom-Miura, Allison (Doctoral Dissertation, University of Southern California, Los Angeles , Dec 2004)
Examines how school districts and communities can work together to address facility and academic achievement inequalities affecting African-American and Latino students, as part of their school construction programs. This study explores the hypothesis that when school districts engage community stakeholders in a clear, consistent and meaningful way in the long-range planning and site selection of new public schools, they can build schools more effectively and achieve better academic outcomes and overall benefits for impacted communities, as well as increased support. A case study of the Los Angeles Unified School District (LAUSD) sheds light on the numerous challenges school districts face in engaging communities as key partners in the long-range planning and site selection process for new urban schools while trying to address educational and facility inequalities and community development needs. From 1999 2001 quantitative and qualitative data on LAUSD was collected through first-hand observation and from primary and secondary sources. Qualitative research on the community engagement practices and policies of thirteen other school districts from nine different states was collected through the use of surveys and phone interviews. Promising practices were identified from these school districts, chosen for their high rates of growth and active school construction programs and key guiding principles were developed. The research provided invaluable insight on how school districts can more effectively engage communities in the long-range planning, prioritization, and site selection process for new urban schools while working to reduce facility and educational inequalities and support community revitalization and development needs. 235p.
Report NO: 3155487TO ORDER: http://gradworks.umi.com/31/55/3155487.html
Being Involved in School Design: A Guide for School Communities, Local Authorities, Funders and Design and Construction Teams.
(Commission on Architecture and the Built Environment (CABE), London, England , Sep 2004)
This is a guide for school communities, local authorities, funders, and design and construction teams. The booklet includes ten case studies, useful information, and a glossary. The first five case studies illustrate school building through traditional procurement routes. The other five case studies discuss school building through the Private Finance Initiative. 66p.
Creating Communities of Learning: Schools and Smart Growth.
Shoshkes, Ellen (Education Law Center, Trenton, NJ , Apr 2004)
Describes two projects seeded by New Jersey's Communities of Learners campaign: a national design competition for a new high school in Perth Amboy, and an effort to create large scale public engagement in a community school master planning process in Plainfield. The successes, failures, and impediments realized through this experimental collaboration are chronicled, and recommendations on how to create schools as centers of communities are offered. 58p.
Development Plan for Relocation to the Nichols Avenue School. Submitted by
Thurgood Marshall Academy Public Charter School
(21st Century School Fund, Washington, D.C. , 2004)
A plan for the renovation of and improvements to the Nichols Avenue School building and site in the District of Columbia, for the future home of Thurgood Marshall Academy Public Charter School. This "how-to" manual is designed for individuals interested in modernizing or building new public school facilities in their neighborhoods. Modeled after an innovative public-private development partnership, this tool details the importance of school facilities and community involvement, then explains the five basic steps to planning a new school or renovating an existing building: assessment, envisioning, planning, development and implementation. [Author's abstract]
46p.
Creating Connections: The CEFPI Guide for Educational Facility Planning.
(Council of Education Facility Planners International, Scottsdale, AZ , 2004)
Guides new and experienced school planners from the conception of educational needs through occupancy and use of the completed facilities. Chapters follow the planning, design, and occupancy processes in sequence as follows: forming the educational plan, creating community partnerships, establishing a master plan, writing educational specifications, addressing design guidelines, evaluating and selecting the site, infusing technology, integrating sustainable design, working with a design team, evaluating project delivery options, identifying cost and funding options, monitoring construction, integrating maintenance and operations, and assessing the completed project. Numerous references, photographs, drawings, figures, and a glossary are included. 386p.
TO ORDER:
http://www.cefpi.org/i4a/ams/amsstore/category.cfm?product_id=90
For Generations to Come: A Leadership Guide to Renewing School Buildings.
(21st Century School Fund, Washington, DC , 2004)
This guide provides a framework for community involvement in modernizing or building new public school buildings. The process is broken down into the five steps of assessment, envisioning, planning, development and implementation of the project. The chapters for each step are preceded by an overview of how facilities affect the quality of education and community, and how to initiate the process of improving a school building. 60p.
Ohio's Education Matters: KnowledgeWorks Foundation 2004 Poll.
(Knowledgeworks Foundation, Cincinnati, OH , 2004)
Presents the fourth year of this poll which surveys Ohioans' opinions on educational adequacy in order to help form public policy. The survey revealed that Ohioans give the schools only an average (C+) rating, and want to be more involved in decision-making. They also favor multipurpose schools available for community use. 15p.
Public Engagement and School Facilities.
(Knowledgeworks Foundation, Cincinnati, OH , 2004)
Provides a workbook to assist community groups in engaging the public concerning school facilities. Meeting guidelines help organize the phases of the discussion, provide questions, and assist the facilitating of open, inclusive, and fair dialogue. Worksheets help organize the results of the meetings. Steps for organizing the meeting are detailed, including recruitment of leaders and participants, troublehooting problematic situations, siting the meeting, and setting up the room. 28p.
TO ORDER:
Harwood Online, 4915 St. Elmo Ave Suite 402, Bethesda, MD 20814; Tel: 301-656-3669http://www.theharwoodinstitute.org/index.php
School and Community Participation in the Design, Construction, and Stewardship of Green School Grounds.
(EcoSchool Design, 2004)
This is a list of resources providing information about increasing participation on green school ground projects. Many schools successfully involve students, teachers, school administrators, community members, design professionals, and other interested individuals and organizations. Case studies includes examples of projects around the world that include significant participatory elements.
2p.
Taking School Design to Students.
Borden, Rebecca (National Clearinghouse for Educational Facilities, Washington, D.C. , Jan 2004)
This digest describes seven strategies for effectively involving students in school design. These methods include using student artwork, using disposable cameras, hosting student forums, involving students in planning committees, organizing a student design competition, providing design programs during out-of-school hours, and integrating design activities into class work. A sidebar quotes architects and planners who found working with students a rewarding and meaningful professional experience. Includes a list of online student design resources. 9p.
Creating a School for the Future: John A. Johnson Achievement Plus Elementary School: A Case Study.
Feister, Leila (Achievement Plus, St. Paul,MN , 2004)
Describes the inception and realization of this revered community school created within a restored 1911 St. Paul, Minnesota, high school building, and combined with an adjoining new YMCA facility. The community collaboration required for the condemnation of four homes and relocation of several businesses is described, along with the results of these moves. Restoration and renovation of the deteriorated high school, the design of the YMCA, and the naming process for the new facility are discussed. 42p.
Participation by Design: A Shared Learning Environment.
Kurgan, Laura; Rizzo-Tolk, Roesemarie (New Visions for Public Schools, New York, NY , 2004)
Reviews the process that converted two high school classrooms into a graphic arts studio to be shared by the three small schools housed within the building. The process brought together students, teachers, designers, administrators, and other professionals representing the three schools. They worked together to program and design a flexible space that retained territorial preferences for the three schools. 24p.
The Hermit Crab Solution: Creative Alternatives for Improving Rural School Facilities & Keeping Them Close to Home.
Lawrence, Barbara (AEL, Charleston, W.V. , 2004)
What rural communities can learn from the hermit crab is that finding and reusing cost-effective accommodations can be a brilliant survival tactic. This book offers educators and community members a range of such strategies to help keep their small schools in their communities. Four chapters cover the following themes: 1) the case for keeping rural schools local; 2) the condition of rural school facilities and obstacles to their improvement; 3)
creative solutions to rural facilities challenges; and 4) lessons learned and strategies to consider for planning with the community, identifying assets and liabilities, working with policy, and funding the project.
128p.
TO ORDER:
Edvantia, PO Box 1348, Charleston, W.V. 25325. Tel: 800-624-9120. http://www.edvantia.org/
Hard Lessons: Causes and Consequences of Michigan's School Construction Boom.
McClelland, Mac; Schneider, Keith (Michigan Land Use Institute, Beulah, MI , 2004)
This provides a detailed review of how school construction decisions — whether to renovate existing buildings or build new, greenfield facilities — are made in Michigan and their effect on development patterns. The report aims to help school officials, community leaders, homeowners, and parents evaluate the full cost of new school construction or renovation. It recommends changes in state policy that, if implemented, will capture the economic and cultural benefits of renovating older schools or building new ones in town.
20p.
Three Decades of Design and Community: History of the Community Development Group.
Sanoff, Henry; Toker, Zeynep (North Carolina State University, School of Architecture, College of Design, Raleigh , 2004)
Reviews thirty years of built results from the Community Design Group, an option within the North Carolina State University's Master of Architecture that sent students into communities to design needed facilities. Included are designs for 19 schools and 22 early childhood centers. 269p.
TO ORDER:
http://architectureurbanism.blogspot.com/2007/07/henry-sanoffs-three-decades-of-design.html
Mobilizing Citizens for Better Schools.
Sexton, Robert F. (Teachers College Press, New York, NY , 2004)
Using the experience of Kentucky's Prichard Committee for Academic Excellence, this book provides guidance for citizens of all states who are interested in implementing school reform. It covers the topics of initial organizing, building credibility, working with business and the media, understanding school reform politics, organizing parents and the public, and community strategies. 131p.
TO ORDER:
Teachers College Press, Columbia University, New York, NY 10027http://www.tcpress.com
Community Guide to The Columbus Public Schools’ "Building a Legacy of Achievement."
(KidsOhio.org, Columbus, 2003)
This guide outlines key components of a voter-approved $521 million school construction program in Columbus, Ohio. The program will modernize 38 school buildings which house over 17,000 students. The guide is intended to assist the community in becoming an active participant in the program. 4p
Schools as Centers of Community: A Citizens' Guide For Planning and Design. Second edition.
Bingler, Steven; Quinn, Linda; Sullivan, Kevin (National Clearinghouse for Educational Facilities, KnowledgeWorks Foundation, Council of Educational Facility Planners, Building Educational Success Together, Coalition for Community Schools , Dec 2003)
This publication outlines a process for planning schools that more adequately addresses the needs of the whole learning community. It explores six design principles for creating effective learning environments, provides 13 case studies that illustrate various aspects of the six design principles, and examines the facilities master planning process for getting started and organized, including developing and implementing a master plan. It provides references, sources for additional information, photographs and plans. 76p.
State Policies and School Facilities: How States Can Support or Undermine Neighborhood Schools and Community Preservation.
Beaumont, Constance E. (National Trust for Historic Preservation, Washington, DC , May 2003)
This report reaffirms the contribution made by historic neighborhood schools to their communities. It offers guidance to officials and local preservationists for creating state policies that help preserve and maintain historic community schools, and for building new schools that serve as community centers. The report describes state requirements for community involvement in school planning, the overly generous site standards that contradict the creation of community schools and preservation, and funding mechanisms that help preserve historic schools. Information for the report was gathered from telephone interviews, correspondence with state school facility officials,and online reviews of printed school facility standards. Includes 13 references. 32p.
How Communities Can Use Research To Hold School Systems Accountable.
Baum, Howell S. (Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL , Apr 25, 2003)
This study examined how community organizations can use research to identify community education interests and influence school systems to serve those interests. A case study of the Southeast Education Task Force in Baltimore, Maryland, analyzed the organization's efforts to develop a school facility plan and persuade the school system to adopt and implement it. The community organization combined the formal research on school facilities, political research on allies and decisions makers, and an informal collection of local knowledge. It used this research to develop short-term and long-range facility and capital improvement plans, and then persuaded the school system to repair school facilities and state decision makers to approve a new neighborhood school. (Contains 56 references.) 19p.
Citizen Oversight of Public School Construction Programs: In Search of Promising Practices.
(21st Century School Fund, Washington, DC , Feb 12, 2003)
This paper asserts that one part of a comprehensive control system for school construction projects is a citizen oversight committee. It suggests that citizen oversight committees are a cost-effective and politically important method for supplementing a school board in its monitoring and oversight functions. In
addition, the committee acts as a means of engaging the public to increase accountability, meeting the public's desire to ensure taxpayer dollars are used effectively, efficiently, and equitably. The paper provides information on the advantages associated with having a citizen
oversight committee as well as lessons and promising practices on how to develop and
implement a committee. Ten districts with citizen oversight committees in place were
interviewed to determine promising practices that are most effective in fulfilling the responsibilities and achieving the advantages of an oversight committee. 20p.
10 Principles of Authentic Community Engagement.
(KnowledgeWorks Foundation, Cincinnati, OH, 2003)
Presents ten principles for engaging a community in the process of creating schools that embody community values and become central to the life and learning of that community. Describes how a community can ideally engage in the planning of such schools. The principles presented evolved from experiences by the KnowledgeWorks Foundation with school districts in Ohio and from discussions with consultants who have advised KnowledgeWorks in its efforts to create greater community involvement in schools. 2p.
Parent Participation, School Accountability & Rural Education: The Impact of KERA on Kentucky School Facilities Policy.
(Rural School and Community Trust, Arlington, VA , 2003)
Discusses forms of parent involvement and democratic empowerment partially restored in the state of Kentucky, and now engendered as a result of the Kentucky Educational Reform Act (KERA). The creation of citizens facilities planning committees and a process for school facilities review restores at least one new democratic process in the battle over local school control and helps preserve smaller and historic schools. The pre- and post-KERA environment is detailed, with case studies and advice about persisting difficulties included. Includes 17 references. 16p.
The School I'd Like: Children and Young People's Reflections on an Education for the 21st Century.
Burke, Catherine; Grosvenor, Ian (RoutledgeFalmer, New York, NY , 2003)
In 2001 the British newspaper The Guardian launched a competition called "The School I'd Like" in which young people were asked to imagine their ideal school. This book presents material drawn from the competition and is illustrated by children's essays, stories, poems, designs, pictures, photographs, and plans. It expresses children's own ways of seeing and naming issues of concern to all involved in education and illuminates ways in which the built environment is understood and experienced by school-age children. 162p.
TO ORDER:
RoutledgeFalmer, 29 West 35th Street, New York, NY 10001.http://www.routledgefalmer.com/
Urban School Facilities: An A-Z Primer.
DeJong, William (DeJong, Dublin, OH , 2003)
This describes essential characteristics required to successfully develop and implement an educational facility planning processs. The intent of these essential characteristics is to outline an approach for addressing the facility challenges confronting urban school districts that is cost effective and realistic. Discusses such characteristics as shared vision, agreed upon process, consultant leadership, internal capacity, adequate funding, and broad based involvement. 8p.
Architecture for Education: New School Designs from the Chicago Competition.
Robbins, Mark; Moelis, Cindy S.; Clarke, Pamela H.; Hendrickson, Jamie; Nowaczewski, Jeanne L.; Haar, Shar (Art Publishers , 2003)
This volume documents the work that resulted from the Chicago Public Schools Design Competition, explaining research and policies underlying the competition's criteria. The volume has three parts. Book 1, "The Chicago Experience," written by the competition's organizers, describes the competition's process and explains how it allowed community members, educational experts, and architects to collaborate in the design of schools that will foster the education of students, support quality teaching, and increase community involvement. It also chronicles the changing trends in public school architecture in Chicago. Book 2, "New School Designs," offers
plans and ideas for schools designed for the 21st century. The competition's two winning designs and those of the finalists are extensively documented in drawings and renderings. Book 3, "Policies and Principles," explores policies that provided the impetus for the Chicago competition. It discusses the advantages of smaller learning environments; the benefits to students, teachers, and communities of universal design; application of sustainable design to the creation of public schools; and the importance of cost feasibility when building on a public budget. The section ends with a
complete list of the winning, finalist, and notable architectural firms involved in the competition and a list of professional resources for creating new schools. 136p.
Learning to Grow and Growing to Learn: Connecting Policies for School Facilities and Urban Growth.
Scott, Brian (Doctoral Dissertation, Portland State University, OR , 2003)
Presents a descriptive case study of the politics surrounding Portland Public Schools' facilities policy reform from 2000 through 2003. Portland is a revelatory case because of its history of urban growth management, neighborhood organizing, and its culture of civic innovation and intergovernmental cooperation. The research analyzes the recent and future implementation of several innovations currently being pursued by the school district as a foundation for connecting school and regional development planning. Applying theoretical models to local experience, the study predicts likely outcomes and suggests necessary actions to make ongoing cooperation successful. 398p.
Report NO: 3118693TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Catching the Age Wave: Building Schools With Senior Citizens in Mind.
Sullivan, Kevin J. (National Clearinghouse for Educational Facilities, Washington, DC , Oct 2002)
Examining the trend toward an older U.S. population, this publication discusses why educators and school facility planners should consider designing multipurpose schools that specifically contribute to stronger intergenerational links. Reasons include: ending age segregation, enriching the lives of children and seniors, creating support for public education, and keeping seniors healthy and learning. The twelve-page publication also discusses the challenges and opportunities of such efforts, including the diversity of retirees, issues of joint venture, funding, cost savings, accessibility, finding space, using space wisely, giving new life to historic school buildings, security, and staffing. The publication includes numerous case studies and fifteen references. 12p.
Saving Ohio's Historic Neighborhood Schools: A Primer for School Preservation Advocates.
(Heritage Ohio, Columbus, OH , Jul 24, 2002)
This publication was developed to assist concerned citizens faced with the loss of their neighborhood schools. It recounts a brief history of school reform in Ohio, leading to the current crisis, and suggests strategies advocates for the preservation of their neighborhood schools can use to save their neighborhood assets. Broad issues addressed include understanding the process of school construction, understanding the perspective of the educator and community, organizing stakeholders, confronting challenges, and designing a communications campaign. (Contains a list of organizational resources.) 14p.
Schools Designed with Community Participation.
Sanoff, Henry (National Clearinghouse for Educational Facilities, Washington, DC , Jul 2002)
This publication presents case studies of school buildings to demonstrate the application of a post occupancy evaluation (POE) during various stages of the design and planning process. It explains that because POE is a process for gathering information about a building in use, it can be applied effectively both to renovation and expansion projects and to new construction. The case studies were selected because each addresses community and user participation as an integral part of the school planning process. In Jamestown, North Carolina, a POE incorporating a school building assessment survey was used for the Millis Road Elementary School addition to help architects learn about existing conditions and improvements expected in the new classroom addition. The Davidson Elementary School project in Davidson, North Carolina, linked all stages of the school building process, from user participation in the development of the program to the evolving design solution, and a building evaluation after completion. The Centennial Campus Middle School in Raleigh, North Carolina, began with a vision shared by university educators and county school officials about the creation of schools within a school. The Rosa Parks Elementary School in Berkeley, California, (formerly the Columbus School) demonstrated a participatory process that included parents, teachers, children, and community members who initiated and passed a bond measure to rebuild the earthquake-damaged school. The case studies include building plans and photographs. Appendices contain a six-factor school building checklist, a school building rating scale, an inclusive school building assessment checklist, and a classroom arrangement rating scale. 67p.
Revitalization by Design: A Guide for Planning and Implementing School Improvement Projects through School-Community Partnerships.
Davis, Stephanie, Ed. (State of Maryland, Public School Construction Program, Baltimore , Jun 2002)
This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.
TO ORDER:
State of Maryland, Public School Construction Program at 410-767-0617.
Learning Buildings.
Annesley, Barbara; Horne, Matthew; Cottam, Hillary (School Works, London, England , Feb 2002)
This publication, from a non-profit organization in Britain concerned with educational facilities design, aims to stimulate a debate about the building environment of secondary schools in relation to other dimensions--people, the learning process, and the institutional framework. Its chapters are: (1) "School Buildings in Britain Today"; (2) "Institutions Out of Place," addressing how changes in society and education should influence changes in schools' physical facilities; (3) "Buildings as Frames for Life," addressing the symbolic and relationship-building aspects of schools; (4) "Design Examples," including illustrations from Britain, the Netherlands, and the United States; (5) "Partnership and Participation," describing the current "stifling" process for designing school buildings in Britain and offering a new approach to school architecture; and (6) "School Works Recommendations.” 56p.
TO ORDER:
School Works, Ltd., The Mezzanine, Elizabeth House, 39 York Rd., London SE1 7NQ, England http://www.school-works.org
Community Guide to Understanding the School Budget.
(Charlotte Advocates for Public Education, Charlotte, NC, 2002)
This guide introduces the community to the Charlotte-Mecklenburg schools budget and explains how it works. The guide is for parents, voters, taxpayers, residents, and students. The guide describes the two main types of school funding, operating and capital. It looks at where the money comes from; explains the various ways operations money is spent on staff, transportation, maintenance, food service, and special programs; tells how bond money is being used for new construction, renovation, upkeep, technology, and other projects; looks at what the budget buys; and enumerates ways to take action. Includes resources for more information. 32p.
Ohio's Education Matters: 2001-2002 Poll.
(Knowledgeworks Foundation, Cincinnati, OH , 2002)
This survey of Ohio adults was intended to gauge attitudes on a range of educational issues. Key findings included: (1) public schools get a grade of C+; (2) Ohioans underestimate the extent of the challenge facing urban school districts; (3) they favor testing in math and reading every year in grades 3-8; (4) Ohioans believe in more school-community cooperation; (5) they overestimate the cost of a public college or university by about $6,000 per year; (6) respondents recognize the importance of literacy in early childhood; (7) more than half think school funding has stayed the same or decreased, although it has increased; and (8) only about half knew the state supreme court was deciding a case that could find Ohio's system of school funding to be unconstitutional. Detailed findings are presented in the areas of the state of schools, schools as centers of community, college access and higher education, early childhood education, funding education in Ohio, and DeRolph versus the State of Ohio.
School Building Day 2002.
(Council of Educational Facility Planners International, Scottsdale, AZ, 2002)
School Building Day celebrates learning environments and raises community awareness across the country about the places where children learn. This booklet suggests activities and community resources, provides development tools, and describes how other districts have celebrated. Also included are materials that help educators become more attuned to their school's surroundings: There is a teacher's inventory of physical learning environments, a playground safety checklist, a school safety checklist, a section describing ways to build local partnerships, a listing of facts about school facilities, summaries of design principles, legislation, statistics, research findings on education facilities, and useful websites.
100p
Schools That Fit: Aligning Architecture and Education.
(Cuningham Group, Minneapolis, MN , 2002)
This booklet presents one architectural firm's understanding and application of the latest educational research in real-world settings. It asserts that architects can make significant contributions to education by designing schools that uniquely facilitate improvements in organizational structure, learning methods, or both. It presents lessons learned about designing schools and about the process and the planning that are required to align facilities with programs, and architecture with education. The booklet provides examples of environments shaped by attention to communities' individual needs, including small schools, project-based learning, and community schools. Following an introduction, the discussion is broken into the following chapters: (1) "Schools That Fit;" (2) "Toward Better Schools;" (3) "Schools That Fit Communities;" (4) "Schools That Fit Education Leaders;" (5) "Schools That Fit Teachers;" (6) "Schools That Fit Learners;" and (7) "Schools That Fit Children." 64p.
New Schools for Older Neighborhoods: Strategies for Building Our Communities' Most Important Assets.
Kauth, Ann (National Association of Realtors, Washington, DC , Jan 2002)
The case studies in this booklet highlight how five communities, in big cities and small towns, overcame the obstacles inherent in creating good new schools in existing neighborhoods. There is mounting evidence that small schools provide a better quality education than large ones. Among the obstacles faced in establishing new schools in old areas are: (1) school building standards, codes, and regulations; (2) difficulty in acquiring land; (3) districts have lost the skill to build schools; and (4) building “greenfield” schools is more familiar. The Oyster School in Washington, D.C., is an example of a school modernized through parent efforts when the school system was not able to find the funds for improvement of the facility. Sharing the existing space with an apartment building, at the cost of some space, resulted in a renovated school. In Pomona, California, a school was built at the site of a mall and vacant supermarket. A magnet-type school was built in Dallas, Texas, on the last piece of undeveloped land near a multifamily apartment complex. Two public academies were established in downtown Chattanooga, Tennessee, to attract children whose parents work in town and ensure that both the academies were filled to capacity. Rebuilding on the site of an old school was the solution for Manitowoc, Wisconsin, as it worked to meet the needs of a neighborhood. Some other examples of noteworthy approaches to new schools for old communities are briefly outlined. 20p.
Participatory Design for the Minnesota Center for Arts Education.
Sanoff, Henry (Henry Sanoff, Raleigh, NC , 2002)
Presents the results of an assessment of this campus, a reused college campus considered inadequate for the climate and current use as an arts high school. Students and faculty interviews were conducted in a walk-through evaluation of the campus during its coldest season. Assessments of each space were recorded to determine the adequacy of space, lighting, acoustics, temperature, flexibility, aesthetics, functionality, and floor area. Campus space requirements were developed from the data, and three proposals were developed by student/faculty teams, one of which received unanimous support from students and faculty. 6p.
TO ORDER:
Henry Sanoff, 405 West Park Drive, Raleigh, NC, 27605, hsanoff@bellsouth.net
The School Design Process: An Opportunity for Change?
Guttormsson, Thomas Bjorn (Master's Research Project, Southwest State University, Marshall, MN , Aug 23, 2001)
Reports on a study to determine if involving teachers in the design process for school facilities would result in a commitment to change by the whole faculty. In one rural Minnesota school district a majority of the facility planning committee was made up of teachers. This committee was charged with articulating the educational activities that would take place in any new or renovated buildings by outlining seven critical attributes that would set the direction for the physical design and educational programs that would take place in the future. It was found that in this district, which attempted several reform efforts during the past 10 years, teachers agreed to change their teaching to conform to the committee's vision. 71p.
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Creating Communities of Learning: Schools and Smart Growth in New Jersey.
Bird, Kathleen, Ed. (New Jersey Office of State Planning, Trenton , Jun 2001)
This paper discusses New Jersey's unprecedented $12.3 billion school construction and reconstruction project, launched in 2000, as an opportunity to reconstruct the state's communities, enhancing quality of life and reducing sprawl. It aims to stimulate a statewide conversation about the opportunity to integrate the design of the next generation of public school facilities with the state's blueprint for smart growth--the "State Development and Redevelopment Plan," or the State Plan. The paper discusses the historical background, schools as centers of community for cities and towns, state agencies' roles, and the relevance of national design policy. It then provides design guidelines for creating schools that serve as centers of New Jersey communities: (1) enhance teaching and learning and accommodate the needs of all learners; (2) serve as centers of community; (3) result from a planning/design process involving all stakeholders; (4) provide for health, safety, and security; (5) make effective use of all available resources; and (6) allow for flexibility and adaptability to changing needs. The paper also includes sections discussing the example of Paterson, New Jersey, and key components of sustainable school design. (Contains a list of resources.) 27p.
Building Outside the Box: Public-Private Partnership: A Strategy for Improved Public School Buildings.
(21st Century School Fund, Washington, DC , 2001)
This publication describes the creation of a new school building for James F. Oyster Bilingual Elementary School in Washington, DC. Despite the success of its academic program, the school's 70-year-old building had become unsafe and unsuitable for teaching and learning and was threatened with closure in 1993 because of the district's fiscal crisis. This publication discusses how the 21st Century School Fund, working with the Oyster Community Council (the school's PTA), the local school restructuring team, the principal, and neighborhood residents, formed a
public-private partnership that saved the school and increased city revenue. The District of Columbia agreed to divide the school property in half to make room for a new school and a new residential development. They also agreed to dedicate property taxes and revenue from the sale of the land to repay a revenue bond. In exchange, LCOR, the private developer of the new 211-unit apartment building, agreed to design and build a new school and repay the Oyster revenue bond. 8p.
TO ORDER:
21st Century School Fund, 2814 Adams Mill Rd., N.W.,Washington, DC 20009; Tel: 202-745-3745http://www.21csf.org/csf-home/
City School District of Albany Facilities Plan.
(Albany City School District, NY, 2001)
The Albany, New York, Board of Education has developed a facilities improvement plan for the Albany City Schools. This document provides detailed information about the plan, its process, vision, funding, timing, voting information, and frequently asked questions.
Ohio's Education Matters: 2000-2001 Poll.
(Knowledgeworks Foundation, Cincinnati, OH , 2001)
This telephone survey of Ohio adults was intended to gauge attitudes on a range of educational issues. Main findings were: (1) education is important, but its true value is not fully understood; (2) Ohioans appreciate the benefits of early childhood education and preparation for school; (3) individualized attention in the formative years is important; (4) the public perceives an educational crisis in Ohio; (5) some populations at risk may go unnoticed; and (6) Ohioans overestimate the number of adults who have completed a college degree. Detailed findings are presented in the areas of the value of education, special populations, early childhood education, the formative years, school facilities, higher education and access to college, and demographics. 38p.
A Visioning Process for Designing Responsive Schools.
Sanoff, Henry (National Clearinghouse for Educational Facilities, Washington, DC , 2001)
This manual presents guidance for creating a constructive dialogue between school officials and the surrounding community on the design of schools that contribute to enhancing educational quality. The benefits of community participation are addressed as are descriptions of the principle parts of the participation process, including strategic planning, goal setting, and long term planning. Finally, the manual presents the Charrette process as a method for generating design ideas. 18p.
School Building Assessment Methods.
Sanoff, Henry (National Clearinghouse for Educational Facilities, Washington, DC , 2001)
This manual addresses whether schools and classroom spaces enhance or detract from the learning process and provides school assessment guidelines for communities anticipating the expansion of existing schools or the construction of new ones. It is a collection of survey and discussion tools that encourage stakeholders to discover and reflect upon the physical features of school buildings. The manual identifies what works and what does not work in K-12 school buildings. Each assessment tool presented is for a particular purpose. Building surveys focus on the assessment of existing school facilities, while photo questionnaires present alternative spatial arrangements for group discussions. Small group discussions are suggested as an effective method for creating a productive dialogue allowing people to consider many different viewpoints. 41p.
School Works Tool Kit.
Seymour, Jane; Cottam, Hilary; Comely, Grace; Annesley, Barbara; Lingayah, Sanjiv (School Works, London, England , 2001)
The United Kingdom's non-profit School Works project was initiated to respond to the challenges of updating school infrastructure by showing the links between design and education, producing beautiful schools which further learning, and working in new ways with new partnerships. The first part of this "toolkit" guide explains the thinking behind the School Works approach and what it has to offer. The second part discusses how to set up a participatory process step by step from the questions that need to be considered and the focus a school's project might take to the techniques schools can use to get everyone involved. It also refers to the School Works' experience at Kingsdale School in London. The third part explains how to select an architect and gives a broad outline of the processes involved in implementing a building project. 116p.
Collaborative Planning for School Facilities and Comprehensive Land Use.
Earthman, Glen I. (Presented to the Stein and Schools Lecture Series: Policy, Planning, and Design for a 21st Century Public Education System, Cornell University, Ithaca, NY , Oct 10, 2000)
Examines the areas of local jurisdictional cooperation required for successful new school planning that also benefits community development. Reviews responsibilities shared by local municipal governments and school districts. Explains the areas of mandated responsibility for each jurisdiction and the relationship between the two major players on the local level of government. Addresses the difficulties of collaborative planning, including technical difficulties such as budget cycle differences, fiscal dependency, lack of coordination and planning impetus, and social and political difficulties. Also discusses planning issues involving a new school's impact on land use within the community. Several examples of successful new school planning collaborations are described, followed by descriptions of three collaboration models, which cover an area of rapid growth and a higly-populated but settled area. 50p.
Programming and Design of Public Schools Within the Context of Community.
Taylor, Anne (Presented to the Stein and Schools Lecture Series: Policy, Planning, and Design for a 21st Century Public Education System, Cornell University, Ithaca, NY , Oct 2000)
This paper translates the best of educational practice into school design criteria for architects and communities wishing to build innovative schools that reflect community excellence. First discusses the school zone model, an integrated system for addressing school design and curriculum. This educational system is then linked to the built, natural, and cultural environment so that the resultant architecture can act as a three-dimensional textbook. The paper then discusses 16 case studies that reveal basic patterns for reform in school curriculum and facilities design that illustrate the philosophical framework behind the school zone model. Four key issues or patterns extrapolated from the studies are examined that show how involving children in the design process has implications for the role schools play in the community. Patterns for reform using design criteria from multiple sources are outlined so that communities may take action to build and evaluate programs that synthesize community and educational needs. 60p
Magnuson Community Garden.
(Barker Landscape Architects, Seattle, WA, Aug 2000)
Documents the community involvement process undertaken to establish designs for a community garden adjacent to a school and community center in Seattle. Design alternatives are provided, as well as a project budget.
GIS in Community-Based School Planning: A Tool To Enhance Decision Making, Cooperation, and Democratization in the Planning Process.
Slagle, Mike (Presented to the Stein and Schools Lecture Series: Policy Planning, and Design for a 21st Century Public Education System, Cornell University, Ithaca, NY , Jun 20, 2000)
Examines use of geographic information systems (GIS) by the Blue Valley School District in Overland Park, Kansas, to help manage and plan for rapid growth and development. The GIS program helps school districts realize several planning related benefits: increased cooperative planning activities among stakeholders in the school planning process; achievement of a greater democratization level; and improvement in the planning process for school district residents, the planning and facilities committee, and the school district's administration. 30p.
A Guide for School Governors: Developing School Buildings.
(Royal Institute of British Architects, RIBA Schools Client Forum, London, England , 2000)
This two-part guide presents information for United Kingdom school governors [school board members] to help them in the management and development of their educational facilities. The guide explains how to carry out duties and responsibilities as a client for a building project, and it shows how to ensure that the work carried out is appropriate and helps raise the school's educational standards. Part 1 establishes the context in which capital and recurrent funding may be used. Part 2 describes the possible processes needed to carry out building projects, whether minor repairs or a major capital project such as a new classroom or block. Lists of references and main professional bodies conclude the guide. 40p.
Community Engagement.
(New Schools Better Neighborhoods, Los Angeles, CA, 2000)
Discusses the goal of an organization called New Schools/Better Neighborhoods (NSBN), which is to have school districts across California partner with community members during the new school siting, planning, and design process. NSBN believes that a community must be engaged as opposed to merely being asked for approval at the end of a planning process. NSBN's website highlights various efforts to effectively involve community members in the development of new public schools.
Revitalizing Rural Education. Community Facilities Programs and Organizations Concerned about Rural Education.
(U.S. Department of Agriculture, Rural Development Service, Washington, DC. , 2000)
This handbook informs school personnel and the business community about the opportunities available to assist rural community's efforts in revitalizing their education systems.The handbook's first two sections examine the different funding sources available for school improvement programs and loan eligibility, and discusses the benefits lenders can realize when providing these loans. The third, and final, section details the components of the Qualified Zone Academy Bonds (QZAB) financing tool covering eligibility criteria, the required business pledges, how to quality for a QZAB, tax treatments, and benefits to lenders. An example of a QZAB success story is also provided. An addendum lists examples of different community facilities programs. 25p.
Improving Rural School Facilities: Design, Construction, Finance, and Public Support.
Dewees, Sarah; Hammer, Patricia Cahape (Appalachia Educational Laboratory, Charleston, WV , 2000)
Most rural school districts face similar issues as they consider new facility construction, renovations, or additions. These issues are how to gain public support for funding, how to make the best use of local resources, how to design buildings that meet a variety of community needs, and how to design facilities that optimize instruction and use of technology. This book contains seven edited papers presented at the National Working Conference on Improving Rural School Facilities, held in Kansas City, Missouri, in March 1998. The papers are: 1) "Trends and Issues Affecting School Facilities in Rural America: Challenges and Opportunities for Action"; 2) "Financing Facilities in Rural School Districts: Variations among the States and the Case of Arkansas"; 3) "Preserving Heritage While Restoring and Improving Facilities: A Rural Community's Experience"; 4) "Creating Technology Infrastructures in a Rural School District: A Partnership Approach"; 5) "Gaining Rural Community Support for a Bond Issue: A Superintendent's Experience"; 6) "Maintaining Respect for the Past and Flexibility for the Future: Additions and Renovations as an Integrated Sequence"; and 7) "Managing the Rural School Facility Construction Process" 128p.
Preserving Heritage While Restoring and Improving Facilities: A Rural Community's Experience.
Dickerson, Burton Edward (Chapter 3 in: Improving Rural School Facilities: Design, Construction, Finance, and Public Support., 2000)
In Waitsburg, Washington, the community was actively involved in a rural school facilities improvement project.
The district serves approximately 410 students in three buildings on a single campus. Spurred by growing enrollment and aging
facilities, the project included the complete renovation and restoration of a historic school building to serve as a junior high
school, as well as remodeling and new construction for the elementary school building. A new superintendent, hired after
efforts to build a new elementary school failed, established a facilities steering committee of key community members,
launched a monthly district newsletter, held a series of community meetings to gather feedback, and conducted surveys to
determine priorities of need for facilities improvement and to offer the community a range of project options. After the scope of
the project was established, a bond issue was narrowly passed and state matching funds were obtained. Separate committees
worked on the design of each building, with the local historical society involved in decisions about the historic junior high
building. To offset the limited funding available, crews of community volunteers did the initial interior demolition work, moved
furniture to temporary classrooms in churches and community buildings and then back to the schools when the renovation was
complete, and did landscaping. (Contains 26 references and a brief literature review on rural school-community involvement.) 16p.
Community Participation Methods in Design and Planning.
Sanoff, Henry (John Wiley & Sons, New York , 2000)
This book provides the proven tools and techniques for bringing community members into the community design process successfully and productively. It offers 15 case studies chronicling community design projects around the world; provides coverage of educational, housing, and urban and rural environments; describes proven and culture-neutral approaches to educating participants in their design options and the consequences of their choices; and presents checklists, worksheets, questionnaires, and other tools to assist in the community design effort. 306p.
Rebuilding Our Schools Brick by Brick.
Leavy, Jacqueline, et al. (Neighborhood Capital Budget Group, Chicago, IL , Nov 1999)
Explores efforts made and lessons learned by the Chicago, Illinois, public school system in rebuilding its public schools. Chapter one examines the connection between the quality of school facilities and learning, and how new ideas about school design may improve the quality of education. Chapters two and three examine Chicago's experience in repairing its school buildings and alleviating overcrowding. Chapter four and the conclusion look at the extent of the school building crisis, national enrollment trends, and what state and local governments have been able to do to solve their problems. Chapter four also includes case studies on how some of the nation's fastest-growing school districts are dealing with the need to fix their schools, and the innovative financing options that have been tried around the country. Appendices contain statistics on Chicago's public school system and a bibliography. 137p.
What If.
Bingler, Steven (Metropolitan Forum Project, New Schools Better Neighborhoods, Los Angeles, CA , Sep 1999)
This paper addresses the growing population trends in California; the need to counteract the current model of community sprawl by designing smarter schools and community growth strategies; and the changes in planning, policies, and practices needed to achieve these goals. Recommended strategies described support the following actions: more participatory and community-based planning; innovative educational facilities that promote the concept of learning communities and schools as centers of community; the joint use of all public facilities; the planning of urban and suburban projects based on the principles of smart growth; the assessment of all public expenditures based on the concept of integrated resource development; and the development of an ongoing vehicle for communications and decision-making between all agencies, institutions and organizations involved in education reform and smart growth issues. Six case studies are highlighted that illustrate some of the goals outlined for smarter schools and smarter growth strategies. 37p.
TO ORDER:
James Irvine Foundation, One Market Steuart Tower, Suite 2500, San Francisco, CA 94105; Tel: 415-777-2244.
New Designs for Learning: K-12 Schools
Copa, George, H. (University of California, National Center for Research in Vocational Education, Berkeley, CA , Aug 1999)
Project staff have found that
designing schools for the future is a learning process in which staff, students, community, and
designers work together to discover new ways to design a school's learning experiences and
environment. The project staff had several goals for the characteristics and features of the learning
experience and school design when the project, New Designs for the Comprehensive High School,
was initiated. Goals included: (1) representing the leading edge of a new breed of schools that would
create some new "space" in which to think about the operation of high schools; (2) promising the
idea of a common set of learner outcomes for all graduates; (3) relating learner expectations to the
challenges and opportunities in work, family, community, and personal life; (4) operating the high
school more as a learning community; (5) more closely aligning learner expectations, the learning
process, the learning organization, and the learning environment; (6) drawing more attention to
learning in contrast to teaching; (7) having a positive special character that gives more focus,
coherence, and spirit to learning; and (8) wanting schools that don't cost any more to build or operate
than existing schools. The design-down process has 12 learning elements: context, audience,
signature, expectations, process, organization, partnerships, staff and staff development, environment,
celebration, finance, and accountability. Lessons for gaining agreement on decisions include looking
inside and outside the school for design group members; involving those members from the
beginning; using a clear and powerful process; relying on more than one way; and thinking
comprehensively and long-term. 17p.
Building a Community-Based School: One Way to Do It--And One Way Not To
Bingler, Steven (New Schools/Better Neighborhoods, Los Angeles, CA , Jun 1999)
Overview of the New Schools/Better Neighborhoods conference from New Orleans-based architect, school planner and educational consultant Steven Bingler, who was a keynote speaker. Bingler succinctly summarizes the problem that brought such a wide array of people together and provides a telling summary of two contrasting case studies that encapsulate many of the important issues involved in this effort.
Full Service School-Community Collaboration
Riley, Richard W. (U.S. Department of Education, Washington, DC , Mar 1999)
Richard W. Riley, Secretary of Education, provides his remarks concerning today's big-city schools and the new hopeful realism that is
being created through building more community partnerships to turn
low-performing schools around. The Secretary discusses the
governments role in school construction and the need to increase
after-school programs and community-school relationships. Concluding
comments address government efforts in funding school improvement
initiatives; undertaking community-wide approaches to preventing
violence, decreasing drug use, and giving students healthier options
about how to live their lives; and decreasing drop-out rates.
Community Engagement: The Cahuenga Project.
(New Schools/Better Neighborhoods, Los Angeles, CA, 1999)
Case study and the results of a community based systemic planning process for the Cahuenga Elementary School in the Los Angeles Unified School District. The purpose was to select sites for education facilities that contributed to an integrated Learning Community. This was a broad-based collaborative planning process involving representatives from the entire community thus ensuring that the views of the entire community were considered in the development of the plan.
Raising Standards: Opening Doors. Developing Links between Schools and Their
Communities.
(Dept. for Education and Employment, London, England , 1999)
This British publication offers guidance to help schools open up the use of their
premises and facilities and to enhance their links with the local community. It highlights the benefits of partnership and offers real examples of the type
of activity which is already undertaken in many schools and how it is organised and funded. Also covered are the legal aspects of community use of school property arrangements such as ownership of the premises and the agreements, giving control to others, the roles of local education authorities and governor's duties, and operating childcare in schools. Final sections address practical aspects of community use of school property including health and safety, security, fire safety, public entertainment and other licenses, and maintenance. Appendices highlight ownership aspects of school premises, provide an example of a transfer of control agreement, and present a list of useful contacts. 52p.
Report NO: PP3D15/40298/1299/14
The ABC's of Building a School.
(Oklahoma State Dept of Education, Financial Services Division, Oklahoma City, OK , 1999)
This booklet is designed for administrators who are being encouraged to build a new, or remodel an old, school facility. It describes the planning process from perceived need to the hiring of an architect; the duties of the architect, bondsman, and contractor; school bonds and finances; disability access requirements; force account; economical maintenance; the chronological order of construction; an overview of building systems and materials; applicable state laws; construction costs; and sample construction forms. Also included are Oklahoma State Fire Marshall fire resistive considerations and safety. Appendices contain a checklist for designing maintenance-free buildings; samples of the forms used in building construction projects such as contracts, bonds, and affidavits; and examples of energy conservation measures. 84p.
TO ORDER:
Oklahoma State Department of Education, 2500 North Lincoln Boulevard,Oklahoma City, Oklahoma 73105-4599; Tel: 405-521-3812
Heritage Oak School: From Obscurity to International Recognition--A Historical Case Study in Participatory School Facility Planning.
Lee, Kelvin K. (Ed.D. Dissertation, Brigham Young University, Utah. , 1999)
This case study describes the planning and design process for the Heritage Oak Elementary School in Dry Creek Joint School District. It discusses the
rapid residential growth that initiated the school planning process to reconfigure the K-8
self-contained classrooms into elementary schools that contained kindergarten through fifth-grade
and middle schools for the remaining sixth- through eighth-grade students. Also described is the
reconfiguration of the traditional 9-month calender to a multi-track year-round calendar, and the
joint planning of school sites with the park systems in the school district. Major elements of the
planning process discussed are the Board of Trustees' commitment to build community-based
schools, community participation in the instructional program design, a comprehensive district
facilities master plan, educational specifications designed to the district curriculum, and a
participatory design process. The case study demonstrates that the process used to plan and
design the school was effective in providing a school facility that met the school district's program
needs, school staff, and school community. 308p.
Reinvigorating Our Schools.
(American Institute of Architects, Washington, DC , 1998)
This step-by-step guide helps communities think and talk about school renewal through innovative planning and design, and high quality construction. It begins with an overview of need and available funding, then describes potential members of a school-improvement team. These include: architects, state school agents, community groups, local elected and appointed officials, bankers, engineers, developers and lawyers. How an experienced architect enhances value is described, as well as options for saving time and money on school projects. Guidelines for planning a school is set out in six discussion elements: (1) structural condition; (2) environmental quality; (3) size and capacity; (4) safety and security; (5) site location and (6) symbolic value and aesthetics. References for further information are included. Local American Institute of Architects components that can help communities in finding an experienced school architect are listed by state and city. 13p.
A Public Process for Constructive Change
Dyke, James A. (Presented at American Institute of Architects Committee on Architecture for Education conference on Integrating Educational Facilities Across Borders, Vancouver, Canada, Jul 1998)
Describes a model intended as an example to be adapted or to stimulate the
development of new approaches to planning and designing
schools, which will meet the needs of teachers and learners now
and in the future while encouraging the implementation of new
strategies. The public approach to bond issue projects builds a
consensus of opinion in the community by incorporating a
citizen's committee into the planning process.
Options for Improving Rural School Facilities.
Stewart, G. Kent (Invitational Conference on Rural School Facilities, Appalachia Educational Laboratory, Kansas City, MO , Jun 06, 1998)
Many options exist for improving rural school facilities, among which are questions of school closure versus modernization or replacement. This report addresses the question of the future of the community rural school and how communities, school board, and school executives can
approach school improvement problems. It defines and examines various available options in the areas of facility improvements, school maintenance, building operations, modernization. In addressing the issue of school closure, it lists several questions that should be answered so that the closure decision is in the best interests of the students and also supports the school district mission. The report also explores the option of reorganizing rural schools as either magnet, charter, or theme schools as well as using facilities for other educational or non-education uses. Finally, the option of marketing the rural school to students in neighboring school districts is examined. (Contains 2 references). 24p.
Community Involvement for Improving Rural School Facilities.
Dickerson, Burton Edward (Paper presented at the Invitational Conference on Rural School Facilities, Kansas City, MO , May 1998)
This report examines the community-school
relationship in a rural school facilities improvement project in Waitsburg,
Washington. It offers a brief overview describing the school district
followed by an in-depth review of the Waitsburg community's role in their
facilities improvement project, a project that included the complete
renovation and restoration of a historic school building serving as a junior
high facility and the remodeling and new construction to upgrade the
elementary school building. The report shows the importance of having
positive contributions by community groups and individuals in completing
these projects. It further reveals how productive involvement in school
district operations is fostered through open communication, positive
responsiveness to community wishes, and the creation of a sense of
community ownership. 26p.
Rebuilding America's Schools. (Organizations Concerned About Rural Education, Washington, DC , Apr 1998)
A videotape examines how two rural communities (Charlotte City, Virginia; E. Yuma County, Colorado) either built additional facilities or better prepared their students with today's necessary job skills by using innovative partnership approaches with local industry and the community. It briefly highlights the appalling physical condition of many of the nation's schools, emphasizing how poor rural communities and small towns have some of the biggest problems in maintaining and/or improving their local school buildings and level of educational quality. It then examines two such school district's responses to these problems, one through a partnership with business, being able to improve the education of its students and prepare them with the job skills needed in today's market; and the other, adopting a community- based solution, found the answer to developing a $3 million recreation and rehabilitation center. Accompanying the videotape is a facilitator's guide for conducting a workshop on ways to gain community/business support in upgrading and replacing their schools on an innovative grass-roots level. 25p.
TO ORDER:
Organizations Concerned About Rural Education, 901 Monroe Street, Suite 1507, Arlington, VA 22201; Tel: 703-469-1443
http://www.ruralschools.org/takeaction/orderform.html
National Symposium on School Design: Schools as Centers of Community.
National Symposium on School Design: Schools as Centers of Community, Creative Solutions Group (Deptartment of Education, Washington, DC , Apr 1998)
This provides nine unique models of communities working together to design and modernize schools. Each entry provides a description of the model school, a list of principle decision makers and architects involved, and contact information.
6p.
Perceptions of Educators about School Design Issues.
Beth Schapiro and Associates (Beth Schapiro & Associates, Atlanta, GA , Feb 1998)
Research results are presented from focus groups and telephone surveys concerning the attitudes and opinions of public school educators on the issue of school design, including an additional report summarizing what educators would want to see in a millennial school design. The first section presents the findings from two focus groups conducted among metropolitan Atlanta educators concerning general school design, schools and their communities, classroom design, common areas, and other design issues. The second section analyzes the results from a telephone survey of educators from seven different metropolitan areas throughout the United States. Survey questions addressed the importance of school design, the teacher's role, rating design elements, time management, and collaboration. Brief summaries of the findings from both study approaches are provided. 43p.
Community Involvement in Technology Planning and Implementation
(National School Board Association Washington, D.C., 1998)
This Education Leadership Toolkit, developed by the National School Boards Association, is a collection of tips and pointers, articles, case studies and other resources for education leaders addressing issues around technology and education. This section on Community Involvement provides tools for involving your community in the change and technology planning and implementation processes. Involving the community helps to build support and to ensure that diverse needs and viewpoints are included in future plans for the district.
From the Ground Up: A Handbook for Organizing for Capital Improvements to Your Public Schools.
(Neighborhood Capital Budget Group, Chicago, IL , 1998)
Guidelines are presented of the Capital Improvement Program (CIP) that illustrates to parents and community members of local school councils how they can advocate for and get real capital improvements to their local schools. A nine-step process is detailed for increasing capital investment in local schools. Steps include setting up a facilities committee, evaluating school building conditions and the building s influence on school environment, organizing for overcrowding, putting together a plan for capital improvements to the school, presenting the CIP to the local school council and the broader school community, and monitoring plan implementation. 10p.
Building a Full-Service School.
Calfee, Carol; Wittwer, Frank; Meredith, Mimi (Josey-Bass, San Francisco, CA , 1998)
Offers practical and comprehensive guidance for establishing school-based and school-linked academic, health, and human services as part of a holistic way to facilitate children's learning through family advocacy. The first of six chapters explain how full-service schools work; including what they are, why they are needed, how they work, and other aspects. Chapter 2 outlines the planning and decision-making necessary. Chapters 3 and 4 discuss strategies for assessing community needs and identifying funding approaches and sources, while the last two chapters address the writing of funding proposals and evaluation plans and the means of sharing information, publicity, and training. 320p.
The Schoolhouse of Quality: How One Voice Built a Better School.
Hammond, Gerald S.; Stephen H. Schwandner, II (McGraw-Hill, New York, NY , 1998)
The forces of democratization of centralized governments and institutions and the pursuit of companies to deliver customer-defined quality in their goods and services require better schools to achieve its goals. This book provides a plan for using a democratic and quality-driven process to build high- quality schools, i.e., applying private-sector quality initiatives to education. It tells the story of how one person helped to build consensus among many competing voices and in the end, with them, deliver a true quality schoolhouse. 127p.
Cultural Impact of Participants in the Design of Community Schools.
Kunz, Wendy S. (Johns Hopkins University, Baltimore, MD , 1998)
This report examines how the traditional roles and relationships between a school system as owner, and the architect, as designer, are substantially altered when educational facilities share their spaces for non-school use. It indicates that shared use often brings school systems into conflict with their new partners over design criteria, building access and control, and scheduling. These additional funding sources and user groups may have their own defined cultures, which through a period of trial and error, must adjust to the two established cultures of the architect and the school system, and vice versa. Both the school system and the architect, their historical roles substantially changed with the introduction of new stakeholders, now must adjust to the additional owners and using groups whose criteria sometimes are at odds with the established school system. The extent of these conflicting cultures is described. 20p.
The Design-Down Process: An Alternative to the Traditional Education Specification Process for Defining Learning Environments.
Jilk, Bruce A.; Copa, George H. (Council of Educational Facility Planners, International, Scottsdale, AZ , Jul 1997)
Describes a process of defining educational specifications called design-down, which recognizes the importance of societal changes and community involvement when building or renovating schools. Identifies a progressive, collaborative step-by-step approach that can help planners and designers move methodically through the steps of developing a school building design. The steps described help team members work through all the elements of the design process quickly, while allowing commonly-held ideas to surface, unresolved issues to be tracked, and questions to be held for follow-up. The process ensures that the learning signature (the school's uniqueness) and learning expectations are keystone specifications, the base from which all the others are to be derived and rationalized. 4p.
The Organization of Space and Activities among Latinos: A Strategy for Making School
More Culturally Familiar.
Wortham, Stanton; And Others ( Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL , Mar 21, 1997)
In an ethnographic study, teachers investigated a cultural difference between
Anglos and Hispanics involving organization of space and activities at home, and applied the
findings to high school classroom organization. The research was undertaken in a small community
where a significant proportion of Hispanic students have English-as-a-Second-Language (ESL)
instruction at school. Visits to Hispanic homes and interviews with their inhabitants found that
household life often allows more fluid boundaries between spaces and activities than is found in
mainstream Anglo homes. Schools in the United States generally favor the Anglo style over the
Hispanic, ignoring or even inhibiting Hispanic communication conventions. One high school ESL
teacher designed her classroom using Hispanic stylistic parameters, with no clock, an open door,
and less rigid use of time, and encouraged students to speak Spanish and help each other. The
teacher took a role closer to that of a mother than a supervisor. Observation of interactions within
the room found the atmosphere to approximate more closely the fluid Hispanic home environment,
with students feeling positively about it, and ultimately treating it as a haven. Attendance and effort
of lower-achieving Hispanic students improved. Implications are discussed. Contains 15
references. 13p.
Position Paper on School Closings.
(Twenty-First Century School Fund, Washington, DC , 1997)
A position paper addresses school closings in the District of Columbia arguing that these closings are not within the context of a 10-year educational facilities plan that included community input, and valid criteria for closing decisions being consistently and objectively applied. Current closings decisions are viewed as being made in a vacuum with little regard for the educational mission of the school system, the larger role of schools in communities, the management issues involved, or the families effected. It discusses why restraint must be exercised before closing a large number of facilities without a master plan, why in some cases the closing criteria is not supported by the demographic data, and why the building assessment process is a weak link in the system. It also addresses how school closings can affect the District community involved beyond the sentimental attachment, why schools targeted for closure be measured against educational as well as physical benchmarks, and the importance of linking modernization and closing that help assure relocated children and their parents that the new facility they are going to is safe and appropriate. 7p.
Do-It-Yourself Focus Groups: A Low-Cost Way To Listen to Your Community.
Arnsparger, Arleen; Ledell, Marjorie (Education Commission of the States, Denver, CO , 1997)
Helping school, district, and/or community leaders facilitate discussions with community members about improving schools, this guide discusses how to use informal focus groups to gather information about what is important to people in the school community. The guide helps users gather information in a systematic way, organize what they hear, report the information back to the community, and use it to guide school changes. After an introduction, sections of the guide are: Sponsoring Do-It-Yourself Focus Groups; How to Select a Facilitator; Logistics for Hosting Do-It-Yourself Focus Groups; How to Recruit Participants; Sample Conversation Guide; How to Analyze Results of Do-It-Yourself Focus Groups; and How to Report Back to the Community and Turn Your Findings into Action. 33p
Learn & Live Resource Book.
Burness, Patty, Ed.; Snider, William, Ed. (George Lucas Educational Foundation, San Rafael, CA, 1997)
This resource manual focuses on innovative schools around the country that are integrating technology and involving parents, business, and the community. Ten chapters are divided into four sections. In Section 1, "Students," two chapters look at learning and assessment. The two chapters in Section 2, "Teachers," focus on the role of the teacher and learning to teach. In Section 3, "Communities," the three chapters explore involving families, connecting communities, and business partnerships. In the final section, "Schools," the three chapters discuss reinventing schools, places for learning, and technology. Each chapter contains four elements: visionary essays; reports from individuals active in school reform; brief profiles describing how the concepts promoted in the book have been implemented in a variety of schools, communities, and successful programs; and a resource list of organizations, publications, and other contacts. A glossary and a list of electronic resources are included.
300p
TO ORDER:
http://www.edutopia.org/
Building Schools: The New School and Community Relations.
Michel, George J. (Technomic Publishing Company, Inc., Lancaster, PA,, 1997)
Educational reform is revitalizing the ways in which the schools relate to the community. This book develops a framework for new school and community relations in response to the current reforms' emphasis on cooperation and collaboration. The book presents a systems approach to defining global, school, and community relations. Changing school spaces and facilities are discussed in chapter 10. 317p.
School Design.
Sanoff, Henry (Van Nostrand Reinhold , 1997)
The positive impact from changing the environment of a school as a way of improving the quality of education is often overlooked by educators. This book shows how to create more effective schools through a design process that involves teachers, students, parents, administrators, and architects. The design process creates school environments that develop the whole child, instills enthusiasm for learning, and encourages positive social relationships. The practical methods detailed show how to link behavioral objectives to spatial needs; achieve spatial efficacy without compromising education; match children's developmental needs to facility requirements; promote greater variety in physical facilities to accommodate various teaching and learning styles; and gain more valuable feedback from teachers, parents, students, and local citizens on building performance. Additionally discussed are how relatively minor design modifications can significantly improve school performance; and the cost-effective ways a design can change students' spatial behavior, increase interaction with materials, decrease interruptions, promote more substantive questioning, and improve academic achievement. (Contains 158 references). 215p.
Everybody's House - The Schoolhouse: Best Techniques for Connecting Home, School, and Community
Warner, Carolyn; Curry, Marilyn (Corwin Press , 1997)
This provides administrators and other educators with practical techniques--based on case studies of successful programs--for reaching out to parents, families and other community members and keeping them involved. Included are design at-home and in-school involvement programs that work; provide purposeful opportunities for parents and other volunteers; include parents in decision making; engage community stakeholders and high-tech resources; create business/school partnerships, including school-to-work programs; and reach diverse families and "unreachable" parents. 153p.
A Tale of Two Schools: The Role of the Elementary Principal in School Design.
Rose, James O. (Doctoral Dissertation, University of Wyoming, Laramie , May 1996)
Examines the roles of the building principals assigned to the schools, their perceptions of the building design and construction process, and how their respective roles in the process are manifested in ownership of their schools. The focus of the study was two schools designed by the same architectural firm and constructed at the same time by the same general contractor. The results suggest a relationship between a principal's involvement in the school design process and resultant ownership. 129p.
Report NO: 9630629TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Community Use of Schools: Facility Design Perspectives.
(Fanning/Howey and Associates, Inc., Celina, OH , 1995)
Today's education facilities are having to accommodate more than just traditional students and programs--schools often must provide access for night and weekend use, as well as serve as centers for cultural and recreational activities. Ways in which schools are including spaces for technologically advanced media centers, auditoriums that can accommodate professional performances, expansive recreation centers, and elaborate and functional common areas and multipurpose rooms are described here. The text opens with a discussion of some of the challenges and opportunities inherent in the community use of school buildings and includes numerous examples of cooperative programs. The planning process is detailed next, along with zoning requirements and the numerous facets surrounding design details. Some of the specific purposes of schools, such as celebrating the arts and recreational facilities, are discussed at length. Descriptions of general purposes follow this section, especially the idea that the school is the heart of the community and should appeal to a broad range of age groups. 108p.
The Decision Making Roles and Processes of Texas Superintendents in Educational Facility Planning.
Ross, James Moffatt (Ph.D. Dissertation, University of Texas, Austin , 1995)
This survey of 96 Texas public school superintendents and 96 Texas public school business managers determined their decision making roles and differing perceptions of the facility planning process. Survey data reveal few significant differences between superintendents and business managers suggesting that business managers often perceive correctly to what extent superintendents involve others in decision making entailing school facility acquisition. Superintendents were more often collaborative than autocratic in decision making, particularly, during the "selling" and "occupation" phases of facilities' planning. "Selling" involved justification to the public for the new school and presentations made in the public arena to persuade members of the community of the need for the new school. During the "occupation" phase decisions were made to involve parents and other community members in the opening of the new facility through open houses, etc. Superintendents also tended to be highly collaborative when the time came to develop educational specifications for the new building. 213p.
One Plus One Makes Three.
Bingler, Steven (Concordia Architects, New Orleans, LA , 1994)
This paper explores the emerging shift away from highly specialized, self-centered value systems to more collaborative and integrative approaches in the fields of art, business, and in primary and secondary education. How these new applications are expressed in each field is discussed in the following areas: the Art in Public Places Movement; development of Total Quality Management; and restructuring of curriculum, instruction, and governance within the learning environment. Concluding remarks address the synergistic opportunities created through collaboration, shared resources, and teamwork. 15p.
Transforming the Learning Environment.
Christopher, Gaylaird; Lee, Kelvin K.; Taylor, Anne; Jilk, Bruce (Council of Educational Facility Planners, International, Scottsdale, AZ , 1994)
This explores areas that are considered important factors affecting the educational environment design. These include work spaces for students; innovative modes of assessment for new learning strategies; media centers as supportive assets to learning; the changing scope of physical education; community involvement in the educational process, and the importance of marrying the architectural environment both visually and functionally to the educational vision. It then presents information from four California booklets that offer restructuring guidelines for individual school districts and provide the groundwork for national educational reforms. These booklets address the needs of preschool students and the importance of ensuring that all students are ready to learn by the time they enter kindergarten; suggests a thinking-centered, interactive curriculum for elementary students; addresses quantum changes in middle school education; and explores the complex needs of high school students preparing for vocational and professional endeavors and for the rigors of higher education. Finally, design concepts are discussed that provide a connection between educator and designer that culminates in properly designing a physical learning environment.
TO ORDER:
http://www.cefpi.org
Children, Learning, & School Design. A First National Invitational Conference for Architects and Educators.
Hebert, Elizabeth; Meek, Anne (Winnetka Public Schools, Winnetka, IL , 1992)
Presents papers from a conference marking the 50th anniversary of Crow Island School in Winnetka, Illinois, held in November, 1990 to examine how collaboration between educators and architects could be advanced to meet the nation's pressing need for new and remodeled school buildings. The conference brought together architects, educators, researchers, and educational facilities planners to define and refine their understandings of the relationship between children's learning and the design of the learning environment. Chapters include: 1. The Importance of Conversation in Designing Schools (Elizabeth Hebert); 2. Working Together (Steven Bingler); 3. School Design in the 1990s: Outlook and Prospects (Lisa Walker); 4. The Connection Between Learning and the Learning Environment (James H. Banning); Crow Island: A Place Built for Children (Elizabeth Hebert). The conference program, list of attendees, and author biographies are included as appendices. 82p.
TO ORDER:
Crow Island School, 1112 Willow Road, Winnetka, IL 60093; Tel: 847-446-0353.
A Comparative Analysis of the Importance of Middle School Building Characteristics to Teachers, Principals, and Architects.
Miller, George Kenton (University of North Carolina at Chapel Hill , Apr 23, 1991)
This North Carolina study determined what stakeholders using middle school facilities deemed as important characteristics for educational facilities compared to the architects' perceptions. The study compared the perceptions between 300 middle school teachers, 100 middle school principals, and 100 architects on 13 common educational facility characteristics. Results reveal all three groups had significant disagreement in their responses. Data show teachers and principals ranked instructional items, i.e., features which enhance or aid in the delivery of instruction, most important while architects ranked as most important those areas related to design features which added to the visual impact of the facility or delivery of services within the structure. Appendices contain survey data and instrument. (Contains 63 references.) 164p.
A Comparative Analysis of the Importance of Selected Elementary School Building Characteristics to Teachers, Principals, and Architects.
Chapman II, Marvin Watzel (Doctoral Disseration, University of North Carolina, Chapel Hill , 1991)
Examines the perceptions of teachers, principals, and architects relative to a set of building characteristics for a new elementary school. The data suggests that each group perceives school design features differently and that the professional training of each subject group influences their perception. Teachers and principals demonstrated the most similarity in responses, while teachers and architects demonstrated the least similarity. Analysis of the statistical values produced for the different design categories suggests that the expertise of all three subject groups should be used when new schools are designed. This planning should take place in a cooperative, professional atmosphere. 183p.
Report NO: 9135212TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Schools for the Twenty-First Century.
(California State Dept. of Education, Sacramento, CA , 1990)
Proper planning in the design of new school facilities saves time, money,
and resources. The importance of planning increases when funds are
scarce, as limited dollars must be put to their best use. A dialogue
should be generated in the community and among members of the
school planning committee regarding how schools should look. Many
questions that must be considered in the construction of new schools
and building remodeling are addressed as well as issues and alternatives
each district can take into account with its own resources, situation, and
philosophy. The first section looks at a hypothetical school containing
design elements that are described and discussed in section 2. Section
3 outlines planning steps, specification determination, and planning for
quality. Design examples of nine schools, a master plan checklist, and a
listing of resources in providing planning assistance are included. 81p.
TO ORDER:
California Department of Education Press Publications, California Department of Education, 1430 N Street, Sacramento, CA 95814; Tel: 916-327-7148 http://www.cde.ca.gov/ls/fa/sf/publication.asp
The Politics of School Board-Community Interaction: A Case Study of a High School Construction Project.
Schmieg, Patricia A. (Dissertation, Temple University, Philadelphia, PA , 1990)
This study examined the politics of school-community interaction around a high school construction project, describing the events surrounding one school board's decision to renovate versus rebuild its high school building. The study examined: public involvement in the decision to renovate; the political after-effects of this decision; socioeconomic conditions within the community at the time of perceived need for renovation; how the school board reached the decision to renovate; how the public was involved in the decision to renovate; and the effects of the decision to renovate on the subsequent school board election. Data collection included school board minutes, a school board authorized feasibility study, architectural notes and memos, school build building and maintenance committee minutes, newspaper coverage and reaction to major events, state reports, and minutes of state-required meetings. Interviews were conducted with key participants. Results indicated that the public had input into the decision to renovate. The school community was undergoing socioeconomic changes at the time. Community members believed they did not have enough voice in the process. The renovations project became the main issue in the subsequent school board election. The decision to renovate rather than rebuild was directly responsible for the defeat of three incumbent board members. (Contains 105 bibliographic references.) 176p.
Report NO: UMI AAG9100338
Charting a Planning Course: A Guide To Communicating the Neighborhood's Message.
Duffey, Leslie Peralta; Durocher, Donald P. (Council of Educational Facility Planners, International, Scottsdale, AZ , 1983)
An understanding of communication tools can help community organizations and their leaders better inform their neighborhoods and achieve community goals. This guide discusses why there is a need for effective communication and explores the following three categories of community communication: communicating through the neighborhood grapevine; communicating through controlled media; and communicating through mass media. It then examines communication techniques in each category. 38p.
A Resource Book on Community School Centers.
(Educational Facilities Laboratories, New York, NY , Feb 1979)
Presents a compendium of resources for planning community school centers which includes 1) recent literature on community school centers and interagency cooperation, reference books, catalogues, federal laws, specific leases and documents on governance; 2) lists of national groups offering newsletters, technical assistance, and other services; and 3) a selected, briefly annotated, list of community school centers throughout the country (and some in Canada). This booklet is the sixth in a series that examines community school centers. 26p.
Using Surplus School Space for Community School Centers.
(Educational Facilities Laboratories, New York, NY , Feb 1979)
Explores the opportunities for reusing surplus school space as community service centers, and the issues and constraints in planning. This booklet is the fifth in a series that examines community school centers. 32p.
Facility Issues in Community School Centers.
(Educational Facilities Laboratories, New York, NY , Jan 1979)
Examines the development and substance of the building program, issues related to site selection and development, and overall building design strategies. This booklet is the fourth in a series that examines community school centers. 32p.
Managing Community School Centers.
(Educational Facilities Laboratories, New York, NY , 1979)
Examines a variety of strategies that have been developed for managing community school centers. Four aspects of management are discussed: 1) setting up an organizational structure that establishes relationships among participants; 2) ways of making the structure work; 3) managing the center's facilities; and 4) funding for administration, programs, and operation and maintenance. This booklet is the third in a series that examines community school centers. 32p.
A Concerned Citizen's Guide to Community School Centers.
(Educational Facilities Laboratories, New York, NY , 1978)
Organized as a series of responses to questions about characteristics of community school centers, how the coordinated services work, shared space, governance, financing, planning, examples of existing centers, declining enrollments, assessing community needs, and how to get started in planning a community school center. This booklet is the first in a series that examines community school centers as a phenomenon of national importance to the coordinated delivery of social services, better use of public resources, and revitalization of community life.
24p.
The Development of Elementary School Educational Specifications and Preliminary Building Plans Through the Use of Citizen and Staff Involvement.
Davis, Robert F. (Dissertation, Nova University, Ft. Lauderdale, FL, 1975)
This dissertation recounts the functioning of a practicum established to develop educational specifications and preliminary building plans for five new elementary schools in the Sacramento City Unified School District. The buildings were envisioned to replace existing facilities that failed to meet earthquake safety standards. Project teams developed educational specifications after surveying citizens, students, teachers, and staff members to learn their concerns and suggestions for the new schools. The architects were monitored closely to see that their designs and drawings accurately reflected the educational specifications. Environmental impact studies were made to assess the effect of new schools on the environment. 291p.
Community/School: Sharing the Space and the Action.
Molloy, Larry (Educational Facilities Laboratories, New York, NY , Nov 1973)
Details the procedures that will enable school districts to initiate and develop their own community schools. It discusses financing, planning, building, staffing, and operating facilities that are shared by schools, health services, parks and recreation, day care centers, senior citizens' services, and legal aid. 100p.
References to Journal Articles
North Charleston School District Creates Its First Shared Campus Wasserman, Sue School Construction News; Dec 2011
Describes how the Charleston County School District participated in the transformation of an older neighborhood into a successful, sustainable community. CCSD engaged both the community and local government leaders, creating its own school master plan to construct facilities designed to attract young families and foster local neighborhood development. Details the design of the new 330,000-square-foot Center of Arts and Academics, located on a 55-acre abandoned school site in North Charleston, that is now a state-of-the-art arts facility and a community asset.
Students Designing Their Learning?
Long, Gareth Educational Facility Planner; v45 n4 , p16-18 ; Dec 2011
Young people know and understand that more traditional group teaching in formal layouts is necessary at times, but these are moments and should not be the whole approach. Extols the importance of including students in the design of their learning environments.
An Educational Magnet. Public Involvement Creates a Community Gem Cecil, Daniel and Roy, Anthony School Planning and Management; , p18-20 ; Oct 2011
The design of a major new school is a rare event in the life of a community. In many places, it is a once-in-a-lifetime opportunity. Describes how the community and educators in Westbrook, Maine took to heart the task of creating a junior high school that would serve as an educational magnet for students and a community/performing arts center for residents for years to come.
Smart Planning Saves Money.
Coleman, Roland American School Board Journal; v198 n5 , p44,45 ; May 2011
Describes strategic planning initiatives that can save money in school construction and renovation. In spite of a weak economy, school systems are still required to maintain and expand their facilities as necessary. Engaging all stakeholders to prioritize projects, transparent working sessions, facility benchmarking, adherence to curriculum needs, and attention to demographics are recommended.
Educational Specifications.
Smith, Kerrianne School Planning and Management; v50 n2 , p45,46 ; Feb 2011
Summarizes the steps involved in creating and educational specification, and the elements that the final document should contain. Community involvement is emphasized at every step, with members working on sections of the specification that utilize their particular expertise.
Communication and Stakeholder Engagement at Brighouse Elementary. Drew, Robert Educational Facility Planner; v45 n3 , p17-19 ; 2011
Describes an intensive effort of stakeholder involvement in the designing of this Richmond, British Columbia, school. Creating a vision, partnering with the community, and involving the students are addressed.
Open the Windows: Design New Spaces for Learning.
Johnson, Christopher Learning & Leading with Technology; v38 n4 , p10-15 ; Jan 2011
This article encourages everyone to become active in the conversation about how what one knows about emerging technologies can inform the design of new schools and classrooms. It presents some helpful resources to learn more about the importance of appropriate learning space, and offers suggestions for classroom teachers, school leaders and community members how they can help change the school learning environment.
School as a Place: A Phenomenological Method for Contemplating School Environments Zur, Ayala; Eisikovits, Rivka A. International Journal of Qualitative Studies in Education; v24 n4 , p451-470 ; 2011
The study presents a phenomenologically based research procedure, whose intent is to examine people's school experience and the meaning they ascribe to "school." Participants in this investigative endeavor are instructed to sketch an "ideal school," present their plan in a visual-schematic manner, and provide an oral and written description of their design. Proposals are presented through a Location Task--a tool originally intended for use by architects in their routine work with clients. We discuss the rationale behind this procedure and describe the research tool and its application potential. Finally, we illustrate the data processing via the analysis of one proposal designed by a 17-year-old male student.[Authors' abstract]
TO ORDER:
http://www.ingentaconnect.com/content/routledg/tqse/2011/00000024/00000004/art00004
Rebuilding for the Community in New Orleans.
Bingler, Steven CELE Exchange; 2010/14 ; Nov 2010
Describes New Orleans' plans for rebuilding its schools. Many of the school sites will become a "nexus" for their neighborhoods, surrounded by retail, social service, health, and cultural facilities. Over 10,000 citizens were involved in the planning.
Voice of the Teacher. Bogle, Ron Catalyst (Publication of American Architectural Foundation); , p8-19 ; Summer 2010
Explores the relationship between school design and teaching. The American Architectural Foundation visited seven schools that have been recognized nationally for their innovative design, turning to the educators who work in them for insight. Describes two trends in particular revolutionizing the design of the learning environment: 1.the shift from the teacher as a “sole practitioner” to interactive team teaching and 2.the recognition that students have a variety of learning styles requiring varied and flexible learning situations.
A Small Footprint.
School Planning and Management; v49 n4 , p58,60,62 ; Apr 2010
Profiles this prototype school that was built on an infill site by virtue of its small footprint and its proximity to public facilities. The site selection, community participation, building design, "green" features, and use of the building as a teaching tool are described.
Follow the Roadmap.
Bacik, Daniel; Lambert, Lloyd School Planning and Management; v49 n4 , p88-94 ; Apr 2010
Sets out a strategy and plan to involve all constituencies for planning green schools. A summary "Top Tips for Developing an Energy Conservation Plan with Ease" is included. The authors'priorities are: create a dedicated team; identify where you are, where you are going; collaborate with experienced ESCO experts; identify roles and responsibilities; implement an action plan; measure, share, recognize; and remember to involve the students.
It's All about the Kids: Keys for Successful District Master Planning.
Haley, Tim School Planning and Management; v49 n4 , p84-87 ; Apr 2010
Makes the case for significant community in-put on creating school facilities and for a district-wide plan that coordinates education and world-class facilities. The author believes that process is as important as the product where the master plan is concerned. With the inevitable need to accommodate new technology in the classroom, buildings must be designed with flexibility for future adaptation in mind.
Fresh Thinking for K-12 Schools: Community Leaders.
Millan, Naomi Building Operating Management; v57 n4 , p24-27 ; Apr 2010
Describes how school leaders in Charlotte, North Carolina, and Bibb County, Georgia, confronted community resistance and dissatisfaction with the capital program. Reforms to project management, procurement, improved design quality, and thoughtful prioritization of projects are addressed.
School Transformation and Development Map.
Locker, Frank Educational Facility Planner; v44 n2/3 , p14-16 ; 2010
Introduces 21st Century Skills Initiative, which advocates interdisciplinary learning and project-based learning. This is achieved through teacher collaboration, team teaching, RTIs (response to interventions), small learning communities, student cooperative learning, multi-age instruction and student internships. Charts are incorporated to demonstrate how stakeholders can convene to provide input.
Pictures are Necessary but Not Sufficient: Using a Range of Visual Methods to Engage Users about School Design.
Woolner, Pamela; Clark, Jill; Hall, Elaine; Tiplady, Lucy; Thomas, Ulrike; Wall, Kate Learning Environments Research; v13 , p1-22 ; 2010
Describes a consultation that was undertaken in a British secondary school as part of a participatory design process centered on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. This article documents the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods' utility for developing understanding of the learning environment. 46 references are included.
Do you Have Their Support? How to Make Informed Decisions Using Focus Groups.
Brent, Brian; Finnigan, Kara; Stewart, Tricia School Business Affairs; v75 n1 , p14-17 ; Jan 2009
Advises on use focus groups to determine opinion on school facility issues. Populating the group with the correct mix of stakeholders, developing the line of questioning, the proper role of the moderator, and analysis of the responses are addressed.
Reaching Consensus.
Jahan, Youngmin American School and University; v80 n13 , p158-163 ; Aug 2008
Advises on how to coordinate constituent interests when building a new academic library. Meeting plans and exercises, architect selection, master planning, site selection, and massing are covered.
The Importance of Participatory Planning.
Moore, Deb School Planning and Management; v47 n8 , p12 ; Aug 2008
Advises on the importance of community involvement in school planning, considering the declining number of taxpayers with school-age children and the multiple community uses that the school will probably serve. Advice on allowing time for the process and being prepared to listen is included.
A Vision for Growth.
Seymour, Thomas American School and University; v80 n13 , p168-170 ; Aug 2008
Advises on planning higher education campus expansion that will affect the surrounding community. Engaging the community at the outset, selecting the right architect, flexibility of the plan, and the facilitation of community meetings are covered.
Up and Coming.
Dingeldein, Mike School Planning and Management; v47 n6 , p68-70 ; Jun 2008
Profiles the work of Alabama's Baldwin County Public Schools in creating a school facilities master plan in a rapidly growing district. Extensive community involvement and support is described.
Planning Small High Schools: Unique Challenges for Futuristic Thinking.
Hill, Franklin; Mrajcich, Mark; Kanning, Jeff School Business Affairs; v74 n4 , p14-17 ; Apr 2008
Discusses the planning of small high schools, using the 225-student Red Lodge High School near Billings, Montana, as an example. Techniques for maximizing the budget and planning for the future are detailed.
What's the Secret? Confidentiality in Planning Infrastructure Using Public/Private Partnerships.
Siemiatycki, Matti Journal of the American Planning Association; v73 n4 , p388-403 ; Fall 2007
Examines suppression of information when public infrastructure, including schools, is planned by design-build-finance-operated public/private partnerships. The author studies the case of a public/private partnership to plan a rapid rail line in Vancouver, comparing confidential documents released after project approval to information available while the project was underway. Unfavorable information was kept from public view during the process, and the author recommends four strategies to increase transparency and accountability in large infrastructure projects: 1) a clear and narrow standard for what information should be kept confidential, 2) full access to all project information for the responsible public officials and their staffs, 3) a “watchdog” to ensure that standards are upheld, and 4) allowing public input and placing the burden of proof that information should remain confidential on the entity making the request
Why School Building Programs Go Bust.
Carey, Kelley School Business Affairs; v73 n7 , p8-11 ; Jul 2007
Provides an extensive checklist of warning signs that might indicate funding trouble for a school capital program. These involve long-range planning, management of the bond issue, construction project management, building programming, and communication and citizen involvement.
Importance of an Educated Community.
Abramson, Paul School Planning and Management; v46 n5 , p70 ; May 2007
Encourages the inclusion of community and faculty in school planning. A significant part of this process includes educating people the community as to what is current in education, what this implies for their new space, and what is possible for the type of facility they seek.
Community Values.
Perry, Amy School Construction News; v10 n4 , p16-18 ; May-Jun 2007
Profiles the Rosa Parks Elementary School of Redmond Ridge, Washington. The community participated in the design of this lodge-like building that emulates the local environment, accommodates community use, and hosts small learning environments. A list of project statistics and participants is included.
Charrettes Get Results.
Linn, Charles Architectural Record; Supplement , p64,65 ; Jan 2007
Reviews the American Architectural Foundation's National School Design Institute, and advises on the benefits, difficulties, procedures, and expectations related to having such a design charrette in one's own school district.
Tailored to Fit.
Milbradt, Allan; Klock, Ed American School and University; v79 n3 , p333-335 ; Nov 2006
Discusses the virtues of collaborative design in school planning, which incorporates the knowledge and priorities of users with the expertise of designers. The users may include school board members, parents, teachers, staff, students, administrators, community groups, and local businesses. Steps in the process are outlined, and changes in the traditional roles of these participants are emphasized.
Extreme Makeover: Transforming Your School District through Renovation and Renewal.
Christopher, Gaylaird American School Board Journal; v193 n2 , p40-41 ; Feb 2006
Describes a school renovation program in West Aurora, Illinois, that granted discretionary funds to each school and their respective planning committees. The result was a program where each school conducted extensive research and funded the projects that fit the specific needs and character of the school.
Harbor High School.
CASH Register; v26 n8 , p12,13 ; Aug 2005
Describes the updating of this Santa Cruz high school that considered the significant input of students, staff, and the community. The additions consolidate administrative functions, add classrooms, and address difficulties in traversing the campus.
This New School.
Kennedy, Mike American School and University; v77 n13 , p164-169 ; Aug 2005
Recounts the planning, financing, design, and construction sequence of two high schools, a higher education classroom building, and a dormitory. The successes and setbacks, community involvement, and innovations are described.
Engaging the Community: Strategies That Work.
Blank, Martin. Threshold; , p7-9 ; Summer 2005
Discusses preliminary findings from a study of leaders in the community school movement, detailing the strategies and actions that help them succeed in uniting the community and its schools.
Design Down: Collaboration for Long-Term Investment.
Jilk, Bruce Children in Europe; n8 , p26,27 ; Apr 2005
Describes the author's "design down" process that brings designers, parents, educators, students, and administrators into the design process. The eleven steps of the "design down" process are enumerated and described.
Djidi Djidi Aboriginal Primary School: Celebrating a Noongar Heritage.
Idle, Philip Educational Facility Planner; v39 n4 , p14-17 ; 2005
Describes the design process for this school, which involved extensive exploration of the indigenous culture through meetings with teachers, tribal elders, and parents. The informal, open design reflects indigenous parent/staff attitudes and borrows detailing from the native flora and fauna.
Oak Valley Aboriginal School: A Journey.
Kerkhoven, Ingrid Educational Facility Planner; v39 n4 , p10-13 ; 2005
Describes this extremely remote Australian K-10 school, whose design and construction addressed the extreme heat, winds, lack of water, and abundant sun. The classroom design addressed hearing deficiencies among the aboriginal students. The centrally located and highly observable structure addressed the community's suspicions of a cloistered or distant facility, reminiscent of colonial values.
Design for First Nations Schools: Learning in Four Directions.
Manasc, Vivian Educational Facility Planner; v39 n4 , p6-9 ; 2005
Explores the importance of storytelling in First Nations communities and describes three lessons learned by an architectural firm that has designed over 20 First Nations schools: engaging the community, building with local labor and businesses, and building a vision. Five exemplary First Nations schools are described.
A Community Pitches In to Repair its Schools
Delisio, Ellen Education World; Oct 05, 2004
A lack of maintenance and funding had taken a toll on Baltimore's schools. A call to the community for help yielded donations and thousands of volunteers who completed hundreds of thousands of dollars of work. This describes a citywide volunteer effort.
Breach the Wall of Separation
Cogan, Elaine Planning Commissioners Journal; Fall 2004
In an era of growing needs, finite resources, and a citizenry that expects cooperation and collaboration among various governmental bodies, this article discusses how to breach the wall of separation that too often separates planning and school boards.
TO ORDER:
http://www.plannersweb.com/wfiles/w287.html
Meeting of the Minds.
Gallo, William J. American School and University; v76 n13 , p164-166 ; Aug 2004
Recommends ways that higher education institutions can mitigate conflicts by considering the surrounding community in their vision, including forming an advisory board of university and community representatives, and reaching consensus with the community on campus growth and design.
Community Collaboration.
Mason, Craig; French, Jim American School and University; v76 n13 , p156-159 ; Aug 2004
Describes the use of a design charette involving architects, administrators, board members, facilities staff, students, and faculty to ensure that education priorities help shape the school building plan. Preparatory steps, whole group presentations, breakout sessions, compiling of ideas, and facilitating tips are provided.
School-Community Collaboration.
Yurko, Amy School Planning and Management; v43 n8 , p36,37 ; Aug 2004
Describes ways that schools connect to their communities, how some school/community partnerships have been forged, and tips on how to transform existing facilities into community schools.
Urban Facility Planning: Broad-Based Involvement.
Dejong, William; Glover, Troy School Planning and Management; v43 n6 , p77-79 ; Jun 2004
Discusses an unsuccessful and a successful broad-based school planning endeavor in two urban school districts. The unsuccessful district had a monolithic structure, little grassroots involvement, and pursued a business model approach. The successful district divided the city into planning areas, aggressively solicited community participation, and pursued a community dialogue approach. Committee structures and responsibilities for a successful campaign are suggested.
Community Involvement: A Win-Win Approach to School Facility Planning.
Chan, T.C. School Business Affairs; v70 n4 , p21-24 ; Apr 2004
Suggests objectives, activities, and implementation steps for organizing the community around school building projects. The information, feedback and mobilization elements for a successful strategy are detailed.
A Strong Foundation.
Popke, Michael. Athletic Business; v28 n4 , p83,84,86-88 ; Apr 2004
Describes the efforts of several athletic booster clubs in raising funds for facility improvements. Organizational advice with examples of successes and failures are included.
Mayors and School Districts.
Edelstein, Fritz School Planning and Management; v43 n3 , p16,18-20,22 ; Mar 2004
Discusses the increased involvement of mayors in education and school facilities issues. Examples of programs from seven metropolitan areas illustrate creative partnerships and programs that build, reuse, or reorganize school facilities.
The Kid-Friendly School.
French, James D; Hill, David M. American School Board Journal; v191 n2 , p36-38 ; Feb 2004
Describes the experience of school districts in the Kansas City area of including students in school design. The project provided insights into what students think is important in their schools: attention to detail, conversion of plain spaces into varied experience spaces, thematic design, and inclusion of technology.
Building the Future: Lessons From Tasmania.
Nair, Prakash DesignShare; , 7p. ; Feb 2004
Reece Community High School in Devenport, Tasmania, an obscure, blue-collar community in one of Australia's most remote regions, was recently recognized as producing the best planned, designed, and technologically advanced school in the world. The school received CEFPI's James D. MacConnell Award, known as the highest honor for school planning and design and bestowed on one project each year.
The award-winning school was developed for a fraction of the cost spent by many of its American competitors vying for the MacConnell prize and took less time to create than most schools of its size and complexity. This article discusses the lessons learned from Reece.
Turf Wars. How Does a University Grow When its Neighbors Say 'No'?
Gomstyn, Alice Chronicle of Higher Education; v50, n13 , pA23 ; Nov 21, 2003
A description of the tensions and differences in perception between universities and local communities, focusing on George Washington University and the University of Pennsylvania.
Building Good Community Relations.
Moore, Deb School Planning and Management; v42 n11 , p16,18,20 ; Nov 2003
Discusses ways of building community support for school construction through aggressive communication and engagement of the public, especially seniors and others who do not have children in school.
Designing Schools for the Whole Community
Wright, Sharon ExtraTime Special ; v107 ; Fall 2003
School buildings should be beautiful and inspirational, raising the spirits of those who use them. This explains how important it is that schools with funding for building work or improvements involve pupils, staff, parents, and the local community in articulating their vision for how the buildings should be designed and used.
Designs for Learning in the Knowledge Age.
Fisher, Kenn PEB Exchange; v2 n39 , p24-26 ; Jun 2003
Reviews designs for learning in the knowledge age, exploring the relationship between learning and the built environment, examining the role of teachers in designing educational spaces, and calling for a collaborative campaign which relates space directly to changes in pedagogy, curriculum, and information and communication technologies and which puts place and space firmly on the agenda of teacher professional development.
Constructing a New School.
Russo, Alexander Catalyst; , 2p. ; Jun 2003
Through a year-long effort by the Little Village Community Development Corp. and following a 19-day hunger strike by parents and community members, the Chicago School Board committed to building a new school in Little Village. Everything from planning and design of the facility, to the school's academic focus, was done through a collaboration of the Chicago Public Schools, community organizations, parents, and principals. Little Village will be the first high school in Chicago built to accomodate small schools. There will be four schools, each accomodating 400 students, within the new school. The school will also provide a wide range of social services and be open to the community during evenings and weekend.
The Principal’s Role in School Construction and Renovation.
Bradley, William S.; Protheroe, Nancy Principal; v82 n5 , p38-41 ; May-Jun 2003
Principals can provide input and feedback during the planning stage for building or renovating schools. Questions to ask focus on potential number of students, grade configuration, student grouping, length of school days and years, and instructional materials to be used. Describes a Virginia school built to meet the specific needs of an innovative curriculum. (Contains 14 references.)
Community College Deans of Instruction: Their Role in Institutional Facilities Planning.
Walters, Arthur L. Jr.; Keim, Marybelle C. Community College Journal of Research and Practice; v27 n4 , p263-272 ; May 2003
Reports on a survey of deans of instruction at 300 community colleges that determined (1) their preparation for facilities and institutional planning; (2) the degree to which they are and should be involved in planning; and (3) challenges and obstacles to planning. A total of 201 deans responded, for a 67% response rate. (Contains nine references.)
Rebuilding a School, Revitalizing a Community.
Furgar, Roberta Edutopia; , 2p. ; Apr 14, 2003
Discusses the process for rebuilding Capitol Elementary School, located in one of the poorest neighborhoods in Phoenix, Arizona. Responsibility for planning the new school fell to a committee of parents, staff, community members, and businesspeople. As much as the new school was designed to support the staff's educational goals, it also serves another, vitally important purpose: It fosters a sense of community among the diverse group of people who live, work, learn, and play in and around Capitol School.
A Team Approach to Building a New School.
Bell, Don L. The School Administrator; v60 n4 , p32 ; Apr 2003
Before you take your first step toward significantly renovating an aging facility or building a new school to meet changing student populations, be prepared with plenty of thoughtful answers. Superintendent describes team approach to school construction or renovation.
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Toward Community-Based Architectural Programming and Development of Inclusive Learning Environments in Nairobi's Slums.
Dierkx, Rene Children, Youth, and Environments; v13 n1 ; Spring 2003
Discusses problems involved in improving the conditions for education in Nairobi, Kenya, and describes the process undertaken by children in one inner-city slum to envision a safe, healthy school made of quality, inexpensive local materials and designed for the community's unique environmental and social conditions. Progressive, participatory ways to design, develop, and deliver educational facilities in adverse environments are proposed, with the consideration that the priorities of children, parents, local authorities, development agencies, and other groups often conflict.
Developing Housing, Alumni Involvement and Long-Term Legacy Strategies for Today's Entrepreneurial Campus and Community.
Greiwe, John R. Educational Facility Planner; v38 n4 , p24-28 ; 2003
Describes thoughtful campus renewal to relieve a shortage of housing and parking at the University of Cincinnati. Rather than impose its expansion on the neighbors, the school involved them, creating and lending money to neighborhood development projects.
Engaging Your Community as a Partner in Planning School Facilities.
Jarman, Delbert; Chan, T.C. Educational Facility Planner; v38 n4 , p3-6 ; 2003
Discusses the importance of obtaining community support for a new school and how to engage the community at six stages of the process: preparation, programming, design, bidding and contracting, construction, and warranty.
Designing with Maintenance in Mind.
Hoffman, Kisty School Planning and Management; v41 n12 , p34-35 ; Dec 2002
When planning for a new facility, consideration of maintenance needs is crucial to successful design. Designing for maintenance needs involves considering such factors as the durability of materials used, the cost and lifecycle of the materials, and the flexibility of the maintenance staff. Stresses the importance of including key members of the school system's maintenance staff in decision making processes and establishing maintenance standards from the beginning.
It's a Draw.
Bray, Larry; Kuhnen, Stephen American School and University; v75 n3 , p357-59 ; Nov 2002
Using the example of the construction of Fond du Lac High School in Wisconsin, discusses how multi-layer reviews of facility plans and drawings by staff members and the community help ensure a positive outcome.
An Evolving Mission.
Meno, Lionel R.; Karnyski, Margaret A. American School and University; v75 n3 , p360-61 ; Nov 2002
Discusses the new roles to serve changing populations that schools constructed for the 21st century must fulfill. Describes a collaborative facilities planning process developed by the National Center for the 21st Century Schoolhouse.
Design Down Process: Designing a School in Iceland with Its Users.
PEB Exchange; n47 , p9-10 ; Oct 2002
Describes a process used by an architect to work with the stakeholders of a school in Iceland to design a new building. The process, called "design down," starts with the biggest issues and moves toward more detailed aspects. It starts with looking at the school's learning signature, learning expectations, the learning process, and the learning environment.
Community-Based School Planning: If Not Now, When?
Bingler, Steven Edutopia; , p4-5 ; Fall 2002
Describes a new model of planning and decision-making for school design. Committees are being assembled that are truly representative, including parents, teachers, and students, as well as business and community members. Groups are being empowered to review data, investigate options, and make firm recommendations to school boards about everything from curriculum to school size to the design of the facility itself.
Behind the Design.
De Patta, Joe School Construction News; v5 n6 , p38-40 ; Sep-Oct 2002
Dan Mader, CEO of Fanning/Howey Associates, Inc., discusses his firm's uses of the design charrette (an intense design work session), and talks about how important it is to have the community involved in each project.
Cultivating Dialogue Before Building.
Kosar, John E. The School Administrator ; v59 n6 , p28-30 ; Jun 2002
Describes how two school districts--one in Pittsburgh, Pennsylvania; the other in Yorktown, Virginia--involved their communities in a school building and renovation planning process called "discovery through viewpoint and diagram" or DVD.
TO ORDER:
American Association of School Administrators, 801 N. Quincy St., Ste. 700, Arlington, VA 22203-1730; Tel: 703-875-0745; Email: magazine@aasa.orghttp://www.aasa.org/SchoolAdministrator.aspx
Cincinnati Organizes and Trains Residents to Help Plan School Rehab Project.
Van Lier, Piet Catalyst; Apr 2002
Cincinnati is scheduled to submit a facilities master plan to the state in 2002 to become eligible for hundreds of millions in state repair and construction funds. The 75-school district is using an extensive and ongoing community engagement process to involve residents in the planning of new schools.
Image Control, not Damage Control.
Rittner-Heir, Robbin M. School Planning and Management; v41 n3 , p53-55 ; Mar 2002
Discusses the need for school districts to practice active community relations in order to positively influence information flowing to the community. Addresses performing a communications audit and ways to disseminate information to the public.
Rio Del Norte School, Oxnard, California.
Architectural Record; v190 n2 ; Feb 2002
The first new school built locally in over 35 years, Rio Del Norte School realized that critical to their success was the inclusion of the community in the planning process. Classrooms have been designed by Dougherty + Dougherty Architects to cluster around "tech" centers that encourage interaction, team projects, and group learning. Each cluster is linked to an outdoor classroom space that allows the teacher to take the students out of their traditional setting. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Timothy Dwight Elementary School, New Haven, Connecticut.
Weathersby, William, Jr. Architectural Record; v190 n2 , p104-107 ; Feb 2002
Describes the design of a multipurpose addition to an elementary school in New Haven, completed by the Yale Urban Design Workshop. The project was launched as a three-day community design charrette in 1995, with more than 300 participants including the mayor, civic officials, and local residents. A program was developed for a multipurpose room to accommodate its 500 students while also serving as a community meeting place, and two office/meeting rooms were earmarked for community organizations. Describes the title school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a commentary on the design. Also includes the floor plan and photographs. [Free subscriber registration is required.]
Nontraditional Approaches to Building Better Schools.
Grant, John; Meano, Lionel San Diego Union-Tribune; Jan 04, 2002
Describes a planning model developed by the National Center for the 21st Century Schoolhouse (San Diego, California). This model provides for district and community scanning of mutual issues, and analysis and pinpointing of outcomes that best meet the needs of students and community improvement. It brings together school leaders, community members, social service agencies, philanthropic groups, design professionals, politicians, students, parents, and others interested in the process.
Educator and Architect Partnerships for Success.
Butz, James New Directions for Teaching and Learning; n92 , p53-62 ; Winter 2002
An architect and educational facilities consultant talks about the roles of architect and user in a building process, suggesting how educators can make best use of partnerships with architects.
High-School Village.
Cotton, Bob Texas Architect; v52 n1 , p30-33 ; Jan-Feb 2002
Portrays the Sandra Day O'Connor High School in Helotes, Texas, whose architectural design, materials, and building forms reflect a rural Texas setting and a community wish that the large campus not overpower the nearby town. Includes photographs and a site plan.
Involving Principals in School Renovations: Benefit or Burden?
Brent, Brian O.; Cianca, Marie Journal of Education Finance; v27 n2 , p729-40 ; Oct 2001
Examines the nature and extent of principal involvement in school renovation, assesses costs and benefits thereof, and reviews principal training in school renovation.
Blue Ribbon Planning
Boss, Suzie Northwest Education; v6 n4 , p14-18 ; Summer 2001
Vancouver (Washington) is rebuilding its entire educational infrastructure. Community involvement in the planning process for each school has created a sense of ownership, created spaces that implement good educational ideas and accommodate community activities, and given each school its own "signature." An emphasis on efficiency has kept costs below the state average for school construction.
Places To Learn. School Facilities Provide an Entry Point for Community Organizers.
Byron, Joan; Exter, Hillary; Mediratta, Kavitha Shelterforce; v23 n4 , p18,19,25 ; Jul-Aug 2001
School facilities are both part of a community’s physical infrastructure and a vital factor in educational quality. As such, they can provide a concrete issue around which community groups concerned about educational quality can rally. Some community development corporations (CDCs) are even supporting this kind of organizing by becoming developers of new school facilities.
New Visions.
Copa, George; Sutton, Sharon Northwest Education; v6 n4 , p10-13,39 ; Summer-Fall 2001
An educator and an architect discuss school design considerations that include developing a strong learning
plan, a strong concept of community, and architecture that supports both. Involving the community and students in planning
instills a sense of ownership and pride that is more conducive to learning and school safety than tough standards and tight
security measures.
Corning's Choice.
Edmondson, Brad Preservation; v53 n4 , p42-49 ; Jul-Aug 2001
Discusses Corning, Inc.'s relationship with the surrounding community and the problem that arose when a large Corning-backed campus-style high school was proposed that brought objections from many local residents.
Making the Grade
Leibowitz, Julie Facilities Design & Management; v20 n5 , p42-47 ; May 2001
Discusses the process and results of one Connecticut community s effort to build a new high school and simultaneously renovate its current high school to an intermediate school. The new school s design, which used traditional materials that is in concert with the surrounding community, is described as is the renovation design and project development.
Creating Learning Environments That Work.
Rittner-Heir, Robbin M. School Planning and Management; v40 n5 , p48-53 ; May 2001
Examines how Walnut Hills High School s (Cincinnati, OH) new Arts and Science Center was designed to students' and teachers' specifications. Facility assessment and planning are discussed, concluding with comments on the new facility's impact on education.
The Responsive Designer.
Lippman, Peter Learning By Design; n20 , p31-33 ; Spring 2001
Discusses the use of evidence-based design and responsive research when designing learning environments. Four built examples illustrate the results of engaging the community in the design process.
At a Price.
Popke, Michael Athletic Business; v25 n4 , p41-42,44,46,48,50,52 ; Apr 2001
Discusses the use of student and faculty fees for paying for the construction and renovation of college recreation facilities. Community participation in the recreation facilities as an additional revenue resource is addressed.
Viewing School Facilities as Community Development Projects: The Case of Hinesburg, Vermont.
MacKinnon, Colleen T. Small Town; v30 n2 , p28-31 ; Mar-Apr 2001
Instead of accentuating differences among agendas through competition for scarce resources, community members, educational planners, and community development planners cooperated in renovating a high school building in Hinesburg, Vermont, to include community spaces for recreation, social services, and nontraditional education. Design elements that promote the greatest possible use of facilities by community members are discussed.
Artful Instruction.
Arora, Cathi School Construction News; v4 n1 , p27-28 ; Jan-Feb 2001
Describes an educational program that involves students in the construction process to help them better understand the entire operation and expose them to new ways of thinking about the structure around them.
Hearing the Public Voice.
Carey, Kelley D. Learning By Design; n10 , p10-13 ; 2001
Discusses the tendency of school leaders to assume ownership of problems and solutions themselves, to focus on politics instead of facts, and to ask the public simply to ratify decisions that have already been made, rather than intelligently harnessing valuable input from the community. Emphasizes the value of thoughtfully planned public hearings and advisory committees to gain and utilize community expertise and opinion. Includes a 17-point public-hearing checklist and a 13-point checklist for advisory committees.
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School Pride.
Hoekstra, Joel Architecture Minnesota; v27 n1 , p38-39 ; Jan-Feb 2001
Discusses a south-Minneapolis (Minnesota) community's investment in a K-5 school design that has become a neighborhood landmark. Photos and a floor plan are included.
Forming Small Learning Communities: Implementing Neighborhoods in an Existing High School.
Lackney, Jeffery A. Educational Facility Planner; v36 n3 , p5-10 ; 2001
Outlines a longitudinal study of a Midwest urban high school to investigate the design of smaller learning communities within large school buildings. Explores the role of the physical environment in forming small learning communities. Examines how the school's physical environment contributes to sociability. Discusses the role that youth participation plays in forming small learning communities.
Research Based Design: Participatory Programming for the CAp School at the Federal University of Rio de Janeiro.
Sanoff, Henry EDRA Proceedings; n32 , p91-96 ; 2001
Discusses the experience gained in a particpatory design workshop at this university. The case considered rehabilitating an existing 1-8 school or relocating to a new site. Teachers rated the school's environment according to such factors as physical features, outdoor areas, visual appearance, learning environments, social areas, and safety. Results from the ratings were used in a workshop with teachers and parents to develop a program and alternative design concepts.
Welcome to the Neighborhood.
Schneider, Jay W. School Construction News; v4 n1 , p15-16 ; Jan-Feb 2001
Case study of the Jordan Park School of Extended Learning, a K-8 school in Minneapolis, Minnesota. Discusses how community interest and involvement helped this new school reinvigorate an urban area. The neighborhood rendered final decisions regarding site selection, school design, modifications to a park that borders the school, and stipulated after-hours access to various parts of the building-including the gym, multipurpose space, and computer lab. Construction management is also addressed.
Planning Without Anxiety.
Henry, Clyde School Planning and Management; v39 n10 , p28-30 ; Oct 2000
Examines how to conduct a successful school renovation or building planning process through thorough preparation and community involvement. Briefly highlighted are the use of population projections, building evaluations, cost analysis planning as is why it's important to involve the community in the planning process.
The Latest at Longview: 2. Roll Up Your Sleeves.
Roark, Steven College Planning and Management; v3 n10 , p46-47 ; Oct 2000
Details the charette process that architects and administrators completed as part of the facility space planning process for Longview Community College's (Missouri) Liberal Arts Building expansion and renovation project. The meeting's planning and agenda are detailed.
Public School A-B-C's.
Hawkins, Beth Leibson Facilities Design and Management; v19 n9 , p44-48 ; Sep 2000
Reveals how working with the surrounding community can make public school construction and renovation easier and make the school a more community-friendly facility. Topics cover the facilities planning process, the ultimate cost of deferring maintenance, school/community relationships, use of modular classrooms, and reliance on high technology in the construction and renovation process.
Three School Districts Honored for Their Community Relations Efforts.
Enderle, Jerry School Planning and Management; v39 n5 , p26,28-31 ; May 2000
Examines three award-winning school districts receiving recognition for their community relations programs or packages. The two top winners are recognized for a school promotion video and for a comprehensive website used to update the community on its schools. The third winner is recognized for its community relations informational package of newsletters, reports, and brochures.
Location, Location, Location.
Finucan, Karen Planning; v66 n5 , p4-8,11 ; May 2000
Discusses how good schools have drawing power in revitalizing both urban and rural communities and increasing property values. Several examples of the value of school renovation and its impact on the surrounding community and enrollment are discussed, including descriptions of planning and financing renovation efforts by some communities.
Renovations: Take the Time To Do It Right.
De Haan, Alan B. School Planning and Management; v39 n3 , p26,28-32 ; Mar 2000
Explains how working with architects, involving the community, and developing a comprehensive program can eliminate many of the problems encountered when planning a school renovation. Steps in program development are highlighted, including discussions on each of the factors in building programs, such as enrollment trends, space needs, technology requirements, and teaching trends.
Celebrate School Building Day.
Moore, Deborah School Planning and Management; v39 n3 , p46 ; Mar 2000
Discusses ways that school districts can celebrate national School Building Day that channel students, parents, local professionals, business leaders, and legislators to consider the role the school building plays in the educational process. Also discussed are ways to increase school safety and security.
Protecting Plano.
Bangs, Kenneth School Planning and Management; v39 n2 , p41-42,44 ; Feb 2000
Examines how one school district used a comprehensive plan, that included cooperation between parents, students, and local law enforcement, to effectively respond to the current furor over school security. The components and costs of the plan are highlighted.
Managing Public Scrutiny.
Burgess, Dianne American School and University; v72 n5 , p38-40 ; Jan 2000
Discusses how proper responses by school administrators to public and media inquiries can promote positive relations with the community. Advice on responding to media inspection and the importance of informing the media throughout the year is offered.
The Custodian: Your New Building Design Consultant.
Sims, Joel K. College Planning and Management; v3 n1 , p59-60 ; Jan 2000
Discusses how today's classrooms and other campus buildings are driving the need to consider the requirements of maintenance personnel when designing new facilities. Issues such as planning for adequate staff and equipment, low- versus high-maintenance areas, and short- term cost versus long-term durability are addressed.
A Fish Tale: Cabrillo High School's Aquarium Gets a New Facility.
Rittner-Heir, Robbin M. School Planning and Management; v38 n12 , p22-24 ; Dec 1999
Examines how community cooperation helped to create a state-of-the-art aquarium for its high school. Discussed are building challenges and solutions, sponsorship from the state of California, and the aquarium program's community outreach.
Open-Door Policies
Bingler, Steven Architectural Record; , p111-113 ; Nov 1999
Discusses the new trend in K-12 architectural designs that help schools provide interdisciplinary, hands-on learning along with community interaction. Several design projects are highlighted.
Architects as Educators.
Illanes, Eduardo American School and University; v72 n3 , p319-21 ; Nov 1999
Examines the selection process for an architectural firm in new school design and the importance of the firm including the philosophy of the school and its surrounding neighborhood into the design. An example is provided of a school design exemplifying the community vision.
Collaborating for Community-Based Planning
Fielding, Randy; Butterfield, Eric
Discusses collaboration methods and the possibilities of community participation in planning learning environments. Areas discussed include helping school districts save money through business partnerships, creating good communication between diverse community groups, using public facilities as extensions of the classroom, and creating diminishing returns by overspending on planning.
Building a School and Recruiting Staff Under Budget and in Less Time Using CQI
Adams, W. Sam; Gray, Todd W.; Sprangers, J.D.; Henderson, James B School Business Affairs; v65 n7 , p.21-25 ; Jul 1999
In planning a new school and general remodeling
and technology upgrades, the Oshkosh (Wisconsin) High
School District used a variation of total quality management
called Continuous Quality Improvement. The plan involved
students, teachers, staff, parents, and members of the
business community assisting in the school's design and
selecting its staff
Building a Rooftop Playspace: I Can't Believe We Did It!
Barron, Marlene Montessori Life; v11 n3 , p32-34 ; Jul 1999
Describes how the process of constructing a roof-top play space at the West Side Montessori School in New York
City yielded lessons about organizing a community for a specific goal, the importance of maintaining relationships with alumni
families, and working with architects and builders.
Designing Facilities for the Next Millennium
Carlson, Howard C.; Eller, John School Business Affairs; v65 n7 , p30-33 ; Jul 1999
Outlines a five-step process to help school and
community members in planning the initial phases of a new
school: (1) establish a realistic planning timeline; (2) select a
design team with diverse perspectives; (3) develop a sense
of team/community among design-team members; (4)
develop a vision for a new facility; and (5) select an
architect.
Notes on Community-Based School Design.
OBanion, Kerry Architecture California; v20 n1 , p33-35 ; Summer-Fall 1999
Based on experiences in Berkeley, California, offers observations about community-based design of schools: welcome the community into the school, fit the school into its community, be resolutely honest about cost, and empower and inspire rather than direct.
More Than Bricks and Mortar.
Stratton, Charles E. The School Administrator; v56 n6 , 10-13 ; Jun 1999
A superintendent of a rural district in central New York State describes student, staff, parent, and community reactions to a brand-new K-12 building in their own words. Feelings of concern and doubt were dissipated by the time the building opened.
New York City's Cool Schools; Within the Country's Largest School System, Architectural Innovation Finds a Foothold
Gould, Kira L. AIArchitect; v6 , p13 ; May 1999
Describes how extraordinary collaborations between
agencies, educators, architects, and others created special
places to learn within the New York City school system. It
discusses this group approach in fostering commitment and
achieving success in creating innovative educational facility
designs.
We Must Stop Recreating Century-Old Stand-Alone Schools
Divorced from Our Communities: An Interview with New Orleans Architect, Steven Bingler.
The Planning Report; , p7 ; Apr 1999
Discusses how communities can more productively engage in the planning and programming of new school facilities.
A True Community School.
Cecil, Daniel; Boynton, Rodney School Planning and Management; v39 n4 , p44-45, 48-50 ; Apr 1999
Discusses how one community middle school, whose creation was the
result of involvement of the town it resided in, became a lifesaving facility
for many of the town's residents when disaster struck. The
community-wide effort in the school's construction planning and its
benefits to the community after its completion are examined.
The Planning Game.
Rutherford, David; Lokting, Stan Athletic Business; v23 n4 , p67-68,70-73 ; Apr 1999
Discusses how to get a community to participate in educational facility
development that is effective provided one starts with a format that is fun.
It presents a sequence of workshops that have been proven successful
in developing community participation.
Getting the Architects to Listen
Powers, Mary Caroline Cleaning Management and Maintenance Online; 1999
Cleaning maintenance managers should get involved in the earliest stages of building design, armed with in-depth knowledge of what it will cost to clean the architect's vision.
Something for Everyone
Raiford, Regina Buildings; v93 n1 , p64-66 ; Jan 1999
How do you encourage a small town to bond a new school that is equal
to its entire annual operating budget? The planners of the Mashpee
Junior/Senior High School did it by creating a facility that serves
students and the community.
How Helping Hands Beautified a School
Howard, Karol K. Principal; v78 n2 , p46-47 ; Nov 1998
Concerned about the deteriorating condition of existing facilities, a dedicated group of students, staff, parents, and community members completely redecorated and refurbished the school, transforming it into a bright, colorful building--at no cost to the district. The "Make a Difference Day" had unexpected social and hands-on learning benefits for volunteers.
Talk of the Town. Designs for Learning: Building Schools for the 21st Century.
American School and University; v71 n2 , p16-17,20-22 ; Oct 1998
Presents excerpts from a satellite town meeting where participants
discussed issues common to the nation's schools. Topics include
federal legislation for school construction, the planning of one school for
future technology, ways school design influences learning, and
community involvement in school redesign.
Happy Together.
Ballard, Ken; Willson, Ralph Athletic Business; v22 n8 , p48-50,55 ; Aug 1998
Discusses the development of a planning symposium as a means of
getting community involvement for building a community recreation
center. The steps in creating and managing a planning symposium are
examined, including tips on agenda development.
Taking the Measure of a Customer-Designed School.
Hammond, Gerald S.; Schwandner, Stephen H., II School Planning and Management; v37 n8 , p40-44 ; Aug 1998
Explores how research can confirm that customer-driven educational
facilities planning actually works. It describes a matrix format for gauging
value scores on a school renovation's importance to a community and
how the community believes the building is performing against that value.
Getting Community Buy-In on School Planning Means Including Your Community in the Planning.
Schoolhouse of Quality; v2 n2 , p4-5, 15 ; Summer 1998
Discusses the need for the community to support the process and
outcome of planning their new schools and describes how two Cincinnati
(Ohio) school districts, one rural and one urban, made it happen.
Under One Roof: How Public Spaces at Schools Help Entire Communities Grow
Schoolhouse of Quality; v2 n2 , p6-9 ; Summer 1998
Many communities are finding that agreeing to pool their monetary resources together can be a way of giving the
local school and the local community room to have academic and nonacademic events. Four facilities in Ohio are designed to
increase community participation with such features as a community meeting room, professional theaters, and "town squares" in
the center spine of two high schools.
The Inner Struggle.
Cox, Susan M. American School and University; v70 n11 , p60-61 ; Jul 1998
Describes one inner-city school district's struggles with old buildings and community apathy that has caused no school funding issues to be passed in 2 decades. Showing the school district's ability to give value back to the neighborhood is considered an important element in changing public opinion.
Customer-Focused Approach to Design Inspires Customization and Creativity.
Hammond, Gerald S.; Schwandner, Stephen H., II School Planning and Management; v37 n7 , p28,30,32,34 ; Jul 1998
Discusses how including the community in the decision making process
for school design helps prioritize design needs in new school
construction and inspires customization and creativity. An example of
how community inclusion can help sell new construction bond issues is
highlighted.
Designing Schoolhouses of Quality.
Kissing, Steven School Planning and Management; v37 n6 , p21-26 ; Jun 1998
Discusses using consumer-focused techniques in the school construction and renovation. It explains the idea of allowing community stakeholders to direct the design of a school, its value in design development for both the school and the community, and how this cooperation can inspire architects and designers.
Rebuilding the Learning Community: A Renovation Success Story.
Batz, Linda High School Magazine ; v5 n5 , p16-20 ; May-Jun 1998
Describes one school's successful classroom renovation project that included staff input from the earliest stages in the renovation planning, as well as educating community members about the issues involved. Barriers to successful renovations are highlighted.
Eight Great Community Relations Ideas.
Bete, Tim School Planning and Management; v37 n5 , p49-57 ; May 1998
Presents eight winners of the School Planning & Management's Community Relations Contest that produced ideas that other school districts can use to strengthen community-school coexistence. The papers cover such topics as improving communication between stakeholders, connecting with parents, and keeping the community informed during construction projects. Brief abstracts are provided. The complete papers themselves are not included.
Growing from Within.
Cox, Susan M. American School and University; v70 n9 , p60-61 ; May 1998
Discusses the experiences of one Oklahoma school district's efforts to successfully address the expansion and renovation challenges of its highly diverse school system. The importance of gaining community support is emphasized.
Hands in the Dirt and Hearts in the Community: Developing Successful Partnerships for Urban Environmental Education
Ballard, Crystie; Tong, Collin; Usher, Laurie Clearing; n101 , p18-20 ; Apr-May 1998
Describes an urban environmental stewardship project undertaken by students at a Seattle public school in an effort to make their school more beautiful, their environment more healthy, and their learning more tangible. In partnership with neighbors and the community, students transformed a section of the school grounds into a garden refuge. Interdisciplinary exercises fostered critical observation, cooperative decision making, and communication skills.
Targeted for Growth.
Cox, Susan M. American School and University; v70 n8 , p46-47 ; Apr 1998
Discusses the experiences of one school district in Kansas City (Missouri) in gaining community support and involvement in planning for increased student enrollment while providing the best facilities for education in the most efficient way. Discussions also include the planners' experiences in getting approval for building funds.
Building a Learning Community
Bingler, Steven Techniques: Making Education and Career Connections; v73 n2 , p12-15 ; Feb 1998
Describes the charter school located within the Henry Ford Museum in Dearborn, Michigan, and discusses theories of school design that should reflect the input of all stakeholders, including the school, the students, and the community.
The School of the Future.
Bete, Tim, Ed. School Planning and Management; v37 n1 , p70-73 ; Jan 1998
Describes The Walt Disney Company's K-12 school of the future design
that was developed from combining the hands-on knowledge of a school
district and the curriculum expertise of a teaching university. Several
illustrations and a basic floor plan are provided.
Becoming a Voice in School Facilities Design: Taking the Lead.
Hubler, Gary Schools in the Middle; v7 n2 , p28-31 ; Nov-Dec 1997
Included here are a few tips for how school-level personnel can be advocates for the role their facility plays in the education process: seek a role in facilities design; encourage your district to use facilities management tools; consider the unusual; and champion the cause of better school facilities.
Learning from Your Mistakes.
Jackson, Lisa M. School Planning and Management; v36 n10 , p31-33 ; Oct 1997
Discusses bringing the community into the planning and development
stages of educational facilities, including post occupancy evaluations, to
enhance the facility's positive impact on the community. Provides
examples of one school district's success planning for new computer
workstations in anticipation of future regulations, as well as one failed
process involving learning space development.
The Teamwork Touchdown.
Stathulis, Stacey School Planning and Management; v36 n6 , p10-19 ; Jun 1997
Winner of the School Planning & Management 1997 Building Team Contest is the Jackson Memorial Middle
School in Massillon, Ohio. Renovation and addition to the middle school (Jackson Local School District)--the original high
school built in 1930--preserved the nostalgia that the structure held for many of the townspeople. Lists 15 ways to help building
teams succeed.
Planning for Quality
Adams, Sam W.; Henderson, James B.; Chitwood, James M. Learning By Design; n6 , p14-16 ; Mar 1997
Describes one Wisconsin school district's use of continuous quality
improvement (CQI), coupled with community involvement, to plan and
pass a referendum for a new K-8 school. Fourteen CQI principles used to
successfully develop and drive a community-wide effort in school
planning are highlighted and discussed.
Communications on School Facility Projects--A Promise to the Community.
Craig, Joyce A.; DeJong, William S.; McComb, Scott Educational Facility Planner; v34 n2 , p9+ ; 1997
Discusses Beaufort County School District's (South Carolina)
"Facilities 2000" plan to simultaneously build and renovate
multiple schools within one district and an oversight
committee's communication efforts with the surrounding
community. The committee's approach in providing
accountability, monitoring progress, and reporting to the
public are discussed.
Model Building.
Day, C. William; Parsley, James American School & University; v68 n12 , p81-83 ; Aug 1996
Describes how school boards and administrators can use a facility-planning symposium, which brings together educators, students, parents, business leaders, and others, to establish an educational program and to design a template representative of the community. Examines ways to construct a shared vision and looks at design issues.
Forming a United Front.
Erwood, Dennis; Frum, R. David American School & University; v68 n12 , p84-86 ; Aug 1996
Discusses how consensus planning encourages group participation and enhances the overall design and construction process. Describes values analysis and ways to include others in examining values, offers step-by-step instructions on how consensus planning works, and provides two examples of consensus planning in action.
Designing Early Childhood Education
Environments: A Partnership Between Architect and Educator
Maxwell, Lorraine Educational Facility Planner; v33 n4 , p15-17 ; Aug-Sep 1996
Maxwell discusses the importance of teacher involvement in the child care facility design process to create a physical environment that facilitates learning
goals. The physical attributes of an effective child care facility are discussed,
as well as the design elements necessary to ensure these attributes are
present. Maxwell presents a table illustrating how design decisions affect the
learning environment, where she includes examples.
Embracing the Community.
Taylor, Cynthia L. School Planning and Management; v35 n8 , p20-23 ; Aug 1996
A new high school in Gaylord, Michigan, is a focal point for community involvement and activity. The 550-seat auditorium had community input in the design stage, and classrooms were designed to accommodate community use. Other uses of the school include a licensed day-care center, adult education classes, and higher education programs.
Designing a Responsive School: The Benefits of a Participatory Process
Sanoff, Henry School Administrator; v53 n6 , p18-22 ; Jun 1996
Inadequate school facility planning carries fiscal, human, and academic
costs. Building a responsive school requires that future inhabitants
participate in the planning process. The accommodation of various
building-use patterns, teaching methods, and learning styles reflects
how satisfactorily a school building performs for its users. New
occupants' responses are important for making future building
improvements.
Middle School Program and Participatory Planning Drive School Design
Sullivan, Kevin Middle School Journal; v27 n4 , p3-7 ; Mar 1996
Uses the example of award-winning Black Hawk Middle School in Minnesota to examine: (1) developing a middle school architecture; (2) benefits of the house concept; (3) the need for staff involvement in school design; (4) assembling houses into schools; (5) reduced discipline problems; (6) fostering teacher collaboration; and (7) measuring success.
Visions: Involving Teachers as Process Partners for Facility Planning.
Stanard, Marilynn Educational Facility Planner; v33 n3 , p14-17 ; 1996
Suggests teachers be involved in educational school facility planning efforts in order to fulfill educational program needs. The creation or vision process for facilities planning includes the program description, educational overview, imagining the future, storyboarding, a Gap Analysis to identify program needs, and a force field analysis to identify vision obstacles.
Can Parents Design Schools?
Bennett, William Schoolhouse of Quality; v1 n3 , p8-9 ; Summer 1995
William J. Bennett's views on the influence parents can have on school
design and the alienating effect on parents from schools when they are
not part of the planning process. He offers the quasi-public school
concept where community opinion influences the ultimate school design.
Building the Better Playground.
Cohen, Deborah L. Education Week; Feb 16, 1994
This article covers design, safety and community involvement aspects of over 100 Alabama elementary school playgrounds built by community and school groups with guidance from Tom Jambor. Jambor is past-president of the American Association for the Child's Right to Play and childhood development psychology professor at the University of Alabama at Birmingham. [Free subscriber registration is required.]
How Schools Are Redesigning Their Space.
Taylor, Anne Educational Leadership; v51 n1 , p36-41 ; Sep 1993
Discusses new visions of learning and how educators and architects are creating "three-dimensional textbooks" that use the learning environment as a teaching tool. Suggests that there is a current revolution in education that requires the design of schools to be rethought. Examines the planning process known as architectural programming, wherein the community and those who will occupy a building are consulted in order to determine developmental needs, aesthetic preferences, and desired climate. Explores the challenge of translating goals that are established for the learners into an architecture that is a true learning environment.
Designing Schools That Work
Crumpacker, Sara Snyder; Esposito, James P. American School Board Journal; v180 n2 , p49-51 ; Feb 1993
A study of what people valued in an old school in Virginia and what they wanted in
a new one can be summarized as a facility that encourages interaction among people. Specific
planning recommendations include using the home as model for designing schools, creating areas
for congregating, and designing the school to be the center of the community.
Designing a Responsive School Environment.
Sanoff, Henry Children's Environments; v10 n2 , p62-80 ; 1993
Describes the community involvement process initiated by the design firm and consultant for a new elementary school in Davidson, North Carolina. The process consisted of a literature search, numerous interviews, and several workshops oriented towards students, teachers, parents, community members, and school planning representatives. The intent of these community events was to build consensus about the educational objectives of the new school in order that the places created in the building would complement and support those intentions. The project further demonstrates the impact of the participation process in thwarting school building conventions. Includes 15 references.
Redesigning Schools: Architecture and School Restructuring.
Goldberg, Bruce, Ed. Radius; v3 n1 , 16p ; Apr 1991
School architecture should be redesigned to match the vision for overall school restructuring. After explaining the need for improving educational facilities, this document describes the role of environmental variables in motivating and assessing improved student performance. The relationships between the environment and social attitudes and between the environment and future demographic, safety, and health concerns are mentioned and restructuring is defined as both product and process. Next, the conventional design process, in which the architect is the primary designer, is compared with the collaborative design process that involves educators, administrators, and community members in the building design. The "interactive environment,""learning community," and "activity appropriate environment" are described as constructs that need architectural expression. Three successful collaborative design projects are described: (1) The design of the Saturn School in St. Paul, Minnesota; (2) the physical redesigning of Hammond Public Schools in Indiana; and (3) the Saturn Project in Florida that led to the construction of 49 new schools. Last, questions regarding the process, design, implementation, and evaluation of school construction that fits restructuring visions are addressed.
Community Advocacy
Stewart, G. Kent, Ed. Educational Facility Planner; v29 n3 , p4-23 ; 1991
Presents several articles on how the community influences and interacts in the planning of educational facilities, as well as what information planners should know about the community for successful referendum planning. Guidelines for working with citizen advisory committees, the rationale behind public opinion polling, and master plan development for extensive community involvement in large school districts are discussed.
An Alternative Strategy for Planning an Alternative School.
Sanoff, Henry School Review; v82 n4 , p731-748 ; Aug 1974
Details the activities of uncoventional planning sessions conducted with students, parents, and teachers who were participating in the design of an educational program for a new private school building.
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