Provides basic facts about lead and information about lead safety when work is being childcare facilities or schools. These include basic facts about lead and health, how to choose a contractor, how to prepare for the renovation or repair job, what to look for during the job and after the job is done, and where to get more information about lead 20p.

Describes the process of cutting holes between classrooms to open up traditional, double-loaded corridor schools. The resulting floor plan creates clusters of connected rooms that can more easily accommodate contemporary educational delivery. 2p.

Advises on testing and abatement of PCB-laden caulk typically found in school applications from 1950 to 1977. Caulk that is in place and fallen into the soil are potential sources of contamination. State and national guidelines are cited for handling theses hazardous materials. 4p.

This illustrative guide presents the complex code issues inherent to designing schools in a clear, easily understandable format. It highlights major changes between the new international code and previous model building codes to help readers better understand how these changes will affect their practice. 432p.

Reports the results of a study demonstrating improved reading, mathematics, and Scholastic Aptitude scores following large-scale renovations of school buildings in the Wake County Public School System. From a sampling of eighteen schools, with data from two years before and after the renovations, improvement from 1 to 7 percent was observed, depending on the grade being tested. Includes eight references. 16p.

Details the Maryland Aging School Program's eligible and ineligible projects and expenditures, the application and project approval process, and procedures for procurement and contract awards. 14p.

A team of clients, architects, and a contractor discuss how they worked together to turn an abandoned laundry building into a vibrant new charter high school. The process created a school that feels like home to the students, and helps revitalize their New Jersey community. The different phases of the project are explained using a series of online videos, models of the project, photographs of the before and after, and photographs of the final project.

Discusses the redesign and renovation of an open-plan middle school that is incompatible with the instructional policies practiced. TEAMS (Technology Enhancing Achievement in Middle School), an advanced educational system is proposed to be implemented at the school, will be reflected in the educational philosophy of the school and the new proposed design. The project will seek to create an environment that is an expression of the school's educational approach and make the school a place that students look forward to entering. The proposed design covers site conditions, types of construction and materials, energy conservation, and other "green" design features. 97p.

This PowerPoint presentation explores the best thinking about fitting innovative educational practices into older facilities. Includes more than 100 slides illustrating with photographs and floorplans a number of case studies of new schools in old buildings, historic preservation, and adaptive reuse. The presentation was given by Frank Locker, Laura Wernick, Lorne McConachie, Randy Fielding, and Steve Olson.

Identifies key areas of consideration in school renovation, including the clear identification of existing building conditions; specification of work hours, conditions, and policies; a clear "substantial completion" clause and occupancy date; protection of occupants from pollutants; an asbestos clause; and site security. 3p.

Provides information on potential health and safety hazards associated with school renovation and construction and what precautions to take in order to prevent or control them. These include dust, debris, asbestos, lead, volatile offgassing from new furnishings and coatings, machine exhaust, mold, bird droppings, and noise. 6p.

Advises school board members on a variety of school condition and construction issues, including the impact of facilities on student achievement, how to get started with capital improvements, new construction versus renovation, project management, selecting design professionals, key components of school design, "green" construction, financing, and typical legal problems of school construction. 186p.

Presents recent British school renovation case studies that illustrate the benefits of refurbishing some facilities, and replacing others. Also described is how each school's budget will be set, with guidance on how to make the best use of those funds according to the vision and ethos of the school. Project statistics, floor plans, and photographs are included. 95p.

Advises that schools plan for the future when renovating, explaining the benefits of fiber optic cabling, conduits large enough to accommodate future cable pulls, wireless transmitters, networked HVAC systems, flexible walls, and removable large equipment throughout the facility. 3p.

Written for decision-makers in school buildings, district offices, and boards, this book outlines the major aspects of school maintenance and renovation, with a focus on cost-effectiveness. Chapters include: 1) How Schools are Funded; 2) Organization of Maintenance, Engineering, and Operations Staff; 3) School Board Policies for Maintenance and Operations; 4) Administrative Process--The Paper Chase; 5) Capital Improvement and Maintenance Planning; 6) Cost Maintenance; 7) Deferred and Preventive Maintenance; 8) Emerging Role of Technology; 9) Contract Maintenance--External Management Service; 10) Regulatory Aspects of Maintenance and Operations; 11) Cost-Effective Procurement Processes; 12) Deciding to Renovate; 13) Planning the Educational Program; 14) Selection of the Architect; 15) What the Architects Does; 16) Renovation Funding; 17) Alternative Funding Plans; 18) Bidding and Contractor Selection; 19) School Operating During a Renovation; 20) Bringing Closure to the Project; and 21) The Price of a Good Education. 200p.

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.

Covers the building and renovating process from initial planning, needs assessment and design through move-in. The “Planning and Design” section features guidelines for developing planning documents and selection of the design team, green design standards and technologies, integrating computer and building automation technology, security equipment and design approaches and cost issues, and the special design considerations of specialty spaces. “The Construction Process” section covers estimating and monitoring project costs, the role of a project manager and project team, and construction contracts and schedules. Also included are case studies of recently completed school projects, square foot cost models for elementary, middle, and high school facilities with costs for individual building components such as classrooms, auditoriums, labs, administration areas, gyms, libraries, and swimming pools. 412p.

This publication focuses on four school adaptive reuse projects--in Phoenix, Arizona; Wake County, North Carolina; Pomona, California; and Trenton, New Jersey. Together, the projects illustrate the many benefits of adaptive reuse and show that mainstream school districts can meet the regulatory and political challenges necessary to make such projects succeed, providing new schools when and where they are needed and transforming unused buildings into spaces that serve the diverse needs of students, parents, educators, and communities. While geographically and demographically distinct, the four projects share certain similarities: an immediate need to provide more school space existed; long construction lead times and state-mandated minimum site sizes were not available; non-educational buildings existed within the school district that could be transformed affordably; and the school district and the community possessed people who could recognize adaptive reuse opportunities and follow through with a project that called for innovation, good management, and political savvy. 12p.

A team from Princeton University's School of Architects followed a group of innovative educators in the Bronx High Schools as they rethought the architecture of small schools. Seeking to imagine the creation of educational spaces where students and teachers can truly learn through collaboration and challenge the traditional ways of thinking about size and scale, this report responds to the diversity of the Bronx, and offers ideas as to how to reclaim space administrative and obsolete spaces for use as classrooms. This toolkit's proposed strategy for the successful incubation and growth of new small schools begins with architecture, but also suggests the formation of design teams to take non-architectural interventions such as graphic design, furniture organization and educational planning just as seriously. 80p.

Asserting that the strategy of incremental seismic rehabilitation makes it possible for schools to get started now on improving earthquake safety, this manual provides school administrators with the information necessary to assess the seismic vulnerability of their buildings and to implement a program of incremental seismic rehabilitation for those buildings. The manual consists of three parts. Part A, "Critical Decisions for Earthquake Safety in Schools," is for superintendents, board members, business managers, principals, and other policy makers who will decide on allocating resources for earthquake mitigation. Part B, "Managing the Process for Earthquake Risk Reduction in Existing School Buildings," is for school district facility managers, risk managers, and financial managers who will initiate and manage seismic mitigation measures. Part C, "Tools for Implementing Incremental Seismic Rehabilitation in School Buildings," is for school district facility managers, or those otherwise responsible for facility management, who will implement incremental seismic rehabilitation programs. (Appendices offer additional information on school facility management.) 73p.

This report examines public policy effects on historic neighborhood school expansion, renovation, and replacement needs. It addresses four basic questions: (1) Are public policies inadvertently sabotaging the very type of community-centered school that many parents and educators are calling for today? (2) Do some policies and practices promote mega-school sprawl at the expense of older neighborhoods? (3) Why can't kids walk to school anymore? and (4) How have some school districts overcome policy and other barriers to the retention and modernization of old historic schools? Included are examples of how some communities are addressing these policies, including several school renovation successes. Concluding sections provide recommendations for policy reforms to buttress neighborhood conservation and smart growth efforts that can help to retain and improve good schools that have served established neighborhoods for generations. 52p.

This document provides a case study of the renovation of Johnson-Williams Middle School in Clarke County, Virginia. Chapter 1, "Planning and Designing a School Renovation," describes considerations for measuring the quality of a school renovation project, including its value to users and its imapct on learning. It presents the condition of the school prior to renovation, and articulates the planning phases of the construction processes. It concludes by delineating the projected outcomes and expected benefits of the renovation project to its stakeholders. Chapter 2, "Undertaking the Construction Process," discusses the guiding principles of the project and the punch-list phase of construction. Chapter 3, "Outcomes of Renovation," discusses the results of the renovation in terms of industry standards of renovation quality, user perceptions of facility quality, changes in social interactions and school relationships, and student achievement outcomes. The concluding chapter provides thoughts on educational facilities research and implementing school renovation. (Appendices contain a list of the primary sources and the plans of Johnson-Williams Middle School.) 42p.

This factsheet is for anyone responsible for modernization projects in California's public schools where materials containing lead may be disturbed or where lead abatement is planned. It explains the state requirements for properly dealing with lead hazards so that children and workers are protected. Its sections address why to be concerned about lead in schools, what lead regulations apply to school districts, non-compliance, proper procedures, and resources. 12p.

Discusses changes affecting Natick High School, which was constructed in 1954, expanded in 1965 because of growing enrollment, and partially renovated in 1985 to increase energy efficiency and improve interior finish quality and exterior appearance. This study assesses not only anticipated enrollment growth but also the existing building's ability to sustain a quality educational program for students. Includes a physical assessment of the present building conditions, an education program analysis and forecast of pupil growth, and cost estimates for renovating the existing high school or for building a new high school. 87p.

If renovations are undertaken when a school is in session, precautions should be taken to avoid exposure to roofing fumes, dust, paint, and adhesive vapors among others. This discusses control options, good work practices, project control specifications, and commissioning the area. 4p.

This report presents an overview of recent efforts to promote small schools by first reviewing the rationale for small schools based on recent studies linking school size and various educational outcomes, followed by arguments supporting larger schools. Succeeding sections explore the following four ways to reduce the negative effects of school size: build smaller schools; utilize satellite facilities; reallocate space in existing schools; and redesign and renovate existing schools. Focusing on the third and fourth options, the report identifies a variety of ways in which large schools are being downsized. A brief description of one such project is provided, followed by a discussion of design issues related to the subdivision of large schools into smaller units. 12p.

This paper draws on the experience of the Sebastopol Union School District, a small school district in California, which formed a team to manage facilities renovation. The team was comprised of the district superintendent, the architect, a construction manager, and a facility/financial consultant; it allowed the district to succeed at the school construction "game" in a manner similar to large school districts that enjoy well-developed facility departments. The roles and responsibilities of each team member are outlined for the following phases of facility development: master planning/educational specifications, funding and finances, design, pre- construction, construction, and post-construction. It illustrates the manner in which the several consultants coordinated their roles and responsibilities in an effort to ensure the most effective leadership for successful completion of projects that support the facility master plan. 13p.

This guide presents cautionary tips for protecting children's health during school renovation and construction projects, the New York state laws regarding school renovation and construction, and the steps the law requires to eliminate dangerous conditions for children during these projects. Included is a checklist of uniform safety standards during school renovations and construction and several examples illustrating the negative outcomes when districts renovated or constructed their schools without regard to the effects on children's and adult's health. Selected resources for additional information are provided. [Free registration required.] 6p.

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.

Guides a principal through planning and executing a renovation, covering the stages of determination of the program and specifications, community involvement, architect selection, plan review, bidding and completion. Also covered are the principal's responsibilities for the continuation of instruction; safeguarding of students, staff, and equipment; management of spaces; dispute settlement; and unexpected and easily overlooked issues. A proposed school renovation and sample educational specification are offered. (Includes 10 references) 44p.

Practical tips, methods, and design examples on all aspects of structural renovation and strengthening of buildings, with a focus on low and midrise buildings. Covers repairing deteriorated concrete, rehabilitating slabs on grade, strengthening lateral-load resisting systems, renovating a building facade, and handling seismic upgrades or fire damage. Illustrated with autoCAD generated details, supplier illustrations of materials, and procedural techniques. 688p.

As an alternative to new construction or consolidation, many rural communities are considering the option of retaining their existing schools, upgrading them through renovations, and providing community-sensitive and effective additions as needed. The feeling of being connected to one's community can be enhanced by the continuity of community institutions, and in rural areas the school is an important community institution. The integrated sequence approach to an addition or renovation project is distinguished primarily by the commitment and effort applied to analyzing the existing building and integrating meaningful existing elements with new elements. Challenges to successful school renovation include state and federal building codes and standards, the need for flexible design, and environmental concerns. Steps in the integrated sequence approach involve organizing participants; formulating a plan that considers the life expectancy of existing buildings, elements with potential for reuse, the value of existing building components, and other cost variables; maintaining good communications with the community and the builders during the construction phase; commissioning the building; and final completion. Case histories describe the sequential renovation and development of school buildings in Cambridge, Minnesota, and McGregor, Minnesota. 25p.

Design information, floor plan, photos, and energy use data are presented for a combined 45,000 square foot junior/senior high school in Mississippi's Aberdeen School District, built in 1956 and retrofitted over time to improve its usability. Exterior and interior photos show classrooms, the cafeteria, and gymnasium. Data are presented on the school's current energy use and every area where improvements are required. Lighting retrofit information and cost/savings data on a geothermal heat pump retrofit conclude the document. 49p.

A slide presentation text examines the decision making process behind whether a community should renovate their older school facilities or abandon them for new facilities. Three factors to be considered in this decision are addressed and involve the school's location, the history of the school, and the relationship of the school to the community and the opportunities the older school affords. Each factor is examined and examples of school design are provided, including modifying double loaded corridors to provide resource areas and cluster learners to promote collaboration. 22p.

A conference of school architects, construction managers, and school administrators convened to examine the question of renovation or replacement of aging public schools. The panel discussed such topics as turn-of-the-century architectural features and sources of renovation financing. The proceedings contrast the distinguishing characteristics of schools from the early 20th century and the mid 20th century and they address the unique design principles and materials typical of facilities constructed during these eras. Other subjects include evaluation and assessment of existing school buildings; the tools and techniques for condition assessment; management of K-12 renovation projects; construction management as a construction delivery method of school renovation; the role of the architect as construction manager; construction scheduling; renovation programs that preserve valuable resources; and alternative funding possibilities such as public/private development partnerships. 24p.

To assist higher education facility officers in documenting their financial needs for renewing and renovating existing physical facilities, tools to identify vertical infrastructure maintenance needs are examined for accuracy against observed conditions at a large public university. Data developed for U.S. Army facilities is utilized in three different ways to identify whether such data will be accurate in higher education facilities. The application methods explored are selected to utilize as much data as possible that is familiar to non-technical people while still providing a reasonable reflection of changing annual needs. The selected funding needs model is accurate within 10 percent, a similar level of error when compared to the physical assessment techniques used. The model is also useful for planning purposes to identify future resource needs and documenting costs for overhead charges. Appendices contain a building maintenance database report and building evaluation form. 297p.

This reports on the Corps' Support For Others project working with the District of Columbia Public School system. Called upon to assist the school district in a multimillion dollar renovation effort, the Corps provides technical oversight on the capital improvements program, facilities assessments and the long range master planning process.

A case study explores the importance of the educational setting and its affect on student learning, performance, attitude, and behavior. The study focuses on the facilities planner's perspective and raises important questions needing further study. Among the study's findings are the importance of timing in a school district's renovation projects, and a demonstrated positive relationship between upgraded school facilities and math achievement. Thoughts on facility/ student relationship research needs and design conclude the article. (Contains 14 references.) 11p.

This paper describes a study conducted at Neville High School (Louisiana) in 1996-1997 designed to examine the effects of facility renovation on faculty morale. Questions considered participant views of the renovation process; their levels of frustration; their concerns over changes in certain physical properties that may effect school tradition and heritage; and feelings of pride, motivation, and new attitudes. Findings show a wide spread of competing emotions, e.g., participants expressed negative comments about change while indicating how excited they were about the newness of it all. Despite numerous negative comments, overall morale appeared to be higher as a result of the renovations. 32p.

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.

The community/school relationship is considered vital in helping rural school districts adapt to changing needs through renovation and/or expansion of its school facilities. How these needs are met involves choices that include consolidation with another district, new school construction, or renovation and adding on to an existing school. This paper argues that the addition/renovation choice can often be a successful one in meeting the changing needs of a school or district, and presents the "integrated sequence" method for analyzing an existing building's reusable resources in meeting those needs. It presents an overview on how the rural school is the center of community life and the consequences of consolidating school districts followed by a discussion of the issues surrounding an integrated sequence of development, such as site size, the planning process, building valuation, creation of a flexible design, issues involving construction, and environmental concerns. Two case histories of school districts using this approach are presented. (Contains 13 references). 22p.

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.

Various contaminants may be generated by renovations, including volatile and semivolatile organic compounds, dusts and fibers (e.g., asbestos), gases (e.g., sulfur dioxide), bioaerosols (e.g., mold and fungus spores), and physical agents (e.g., noise and uncomfortable temperatures). Some IAQ control strategies include the inspection of all building materials; overseeing heating, ventilating, and air-conditioning considerations; scheduling classes around construction; relocating persons who may be particularly susceptible to airborne agents; and notification/communication, which includes early involvement of the school principal, responding to problems and emergencies, and informing all affected parties. 9p.

Examines how the instructional process is affected by major construction on an elementary campus while school is in session. Five schools in Arizona’s Washington Elementary School District formed the setting for this study. The study concluded that the students were not impacted nearly as much as the principals, faculty and staff of the schools. Three recommendations were made for those considering renovation: 1) allow time to examine the worthiness of the renovation project as well as time to carry out the project; 2) hire adequate support staff to aid in carrying out the project; 3) hire a construction supervisor to represent the school who is well versed in construction and education and is knowledgeable in coordinating the two. 188p.

The renovation of existing school buildings may not always be the least expensive or the quickest response to facility needs, but it is often the most politically acceptable. This text provides detailed guidelines that school systems can use in renovation projects. It offers a step-by-step approach to the planning process of a renovation, renewal, or modernization project. The text examines the problems inherent in maintenance and renovation and outlines the information that must be obtained when deciding whether or not to renovate. It describes how to organize staff for renovation projects and the planning for such projects that is required within an educational organization. Tips on financing the renovation projects, developing a program for renovations, and complying with federal regulations are included. Also detailed are suggestions for selecting, and working with, the architect; monitoring the bidding and construction phases; building administrator responsibility; evaluating the renovation project; and adapting the building to educational trends. 186p.

This study analyzed current practices in the revitalization of school buildings and assimilates data that can be used by school administrators when deciding on revitalization issues. Data from nine revitalized schools since 1985 and a literature review of the elements for planning the revitalization of school facilities indicate that structural soundness, program support, site, and cost are the areas of concern with planning of the revitalization of a school. Specific planning elements included the development of educational specifications, attention to site condition, consideration of playground areas, importance of the exterior appearance of the school buildings, space utilization, condition of mechanical and electrical systems, importance of energy efficiency, development of barrier-free environments, treatment of thermal environments, consideration of acoustics, management of visual environments, selection of furniture and equipment, and attention to aesthetics. Appendices provide a roof management program, energy conservation measures of the National Petroleum Council, the functions of carpeting in schools, the National Council of Schoolhouse Construction Brightness Goals, a list of areas where the school facility can enhance student learning, and a revitalization of school facilities review guide. (Contains 51 references.) 133p.

Identifies critical areas of concern related to healthy school buildings. Questionnaires were sent to 53 ecologists and 11 experienced school architects. The respondents identified ten areas of concern: heating, cooling, and ventilation; pest controls; cleaning; chemicals; fragrances; site selection; lighting; remodeling; floors; and art supplies. There was no significant difference in the judgments of the ecologists and architects involved in this study. 260p.

Several aspects of the school facilities issue are covered in question-and-answer format; (1) What is the current status of aging school buildings? (2) What are the financial implications of restoring school facilities? (3) What role should states play? (4) What methods are school districts using to improve the solution? (5) What is a capital improvement plan? and (6) What are some elements to consider when repairing or renovating school facilities? 4p.

This study attempts to suggest that, with sensitive planning, obsolete but sound old buildings can be recycled to accommodate new educational concepts. The report first suggests guidelines for a school district to consider in implementing a total modernization plan. Then, a case study of a feasibility plan for West Hartford, Connecticut, is presented. A portfolio of 18 suggested modernization plans for the schools in West Hartford concludes the presentation. 191p.

Investigates the possibilities and limitations of converting industrial and commercial structures into educational facilities through the vehicle of a “case study” of a six-story loft building. The study is divided into four parts: 1) description of the spatial and structural characteristics of the building; 2) analysis of the building’s capacity to meet general design criteria for teaching spaces; 3) outline of the program for an intensive learning center; and 4) design proposal incorporating specific design recommendations. The study revealed great potentialities which more than offset the limitations. 40p.

Briefly reviews the six categories of LEED certification for new construction and addresses the additional options available with renovation projects.

Presents the results of a survey of school district spending on construction and renovation, indicating that U.S. school districts spent $23.77 billion in 2006-2007, representing expenditures by 86% of school districts. The average school district spent $3 million. Charts detail the types of expenditures, construction completed and underway, numbers and types of survey respondents, factors driving construction, and district use of design and construction services.

Describes the basic implementation process of a fire protection system during a school renovation, including selecting and working with a fire protection engineer, and creating and implementing a life safety plan.

Profiles four Grand Rapids, Michigan, schools, three of which were renovated for economic or historical reasons, and one of which was replaced.

Advises on painting projects, including proper planning, application methods, the right sizes and configurations of equipment, successful scheduling, and final inspection.

Profiles the 2003-2007 remodeling campaign in California's Newport-Mesa Unified School District. Major features of the 27-school program, the project management scheme, unexpected problems, scheduling challenges, and architect selection criteria are discussed.

Discusses establishing a maintenance program for college building exteriors, illustrated with an example of challenges encountered when restoring a neglected building at Gallaudet University.

Profiles 38 outstanding renovated and modernized school facilities selected for their innovation, sustainability, security, aesthetics, and life-cycle costs. These include new additions to pre-existing structures. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine's school design awards.)

Profiles the University of Dubuque's Charles and Roma Myers Center. This renovation of the University's 1906 main building recreates historical features lost in a 1980's renovation. Photographs and building statistics accompany a brief description of the project.

Profiles eleven interior renovations honored in American School and University Magazine's Educational Interiors Showcase. The K-12 and higher education projects were selected for their high performance principles, innovation, functionality, contextual relationship, humanism, and building quality. Photographs and building statistics accompany a brief description of each project.

Offers a checklist to assess campus buildings for renovation and adaptive reuse. Points to consider include suitability of the space to the proposed reuse, physical attributes of the building, architectural character, location, historical context, and financing.

Highlights the advantages of adaptive reuse of older campus buildings and offers several criteria for assessing whether or not an adaptive reuse is desirable or feasible.

Discusses issues related to reconfiguring a large school for smaller learning communities, including horizontal organization of each community; sharing of certain facilities such as cafeterias, gymnasiums, and laboratories; and security planning across a collection of small learning communities.

Presents points consider when deciding between new construction or renovation of a school. These help to decide between renovating or restoring a school; to assess the architectural merit, condition, and educational usefulness of a school; to involve the community; to select the right design and construction professionals; and to get the best project for the money.

Describes how the Poway (California) Unified School District works with closely with maintenance and operations staff, contractors, and building occupants during their extensive renovations program. Cooperation, high morale, smooth operations, and rapid resolution of incidents is the result.

Reviews advances in wall coverings that make them impact and scratch resistant, easily cleaned, sound absorbing, and able to reproduce desired graphics to create instant wall murals. Weight categories and cleaning techniques for wall coverings are also described.

Profiles the renovated and expanded Stivers School for the Arts in Dayton, Ohio. The historic 1908 structure was preserved and reused to "wonderful advantage," and at a cost lower than demolition and construction of a new facility. Partial demolition made way for new spaces that accommodate contemporary music education, and administrative and common areas were relocated to more accessible parts of the building.

Details the restoration of Hillsborough High School in Hillsborough County, Florida. The restoration, which accompanied necessary updating of systems, revealed extraordinary architectural details of this 1920's landmark that had been covered in previous renovations.

Reviews the renovation of the landmark Yale University Art Gallery, replacing defective systems, removing partitions, and bringing the building back to its original, open design.

Advises on how to keep campus recreational opportunities available in times of renovation. Examples of how alternative fitness facilities were provided, how existing spaces were converted for alternate fitness activities, and how to accommodate administrative staff are provided.

Advises on creating school additions that transform the whole building, rather than just create additional space. The historical practice of attaching incompatible modern structures to old ones is described, followed by examples where new and old have been successfully blended.

Facing the possibility of expanding a Montessori school space can seem overwhelming. This article provides information on planning considerations, contract options, and construction phases.

Discusses human elements of school remodeling, including knowing and understanding the staff, incorporating them into the planning, and encouraging their participation in the planning and design team.

Profiles nine middle, high, and university renovations selected for outstanding innovation, image, function, flexibility, maintainability, sustainability, security, community use, balance of aesthetics and function, and "spirit." Project information and photographs are included.

Describes many advantageous features of today's circuit breakers and advises replacement of older, potentially overloaded circuits in order to prevent power outages.

Describes the conversion of this former elementary school into an "academic commons" for the humanities. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.

Presents twelve K-12 and higher education interior renovations selected for the American School & University 2006 Educational Interiors Showcase. The projects were chosen for their creative renovations and use of existing conditions, engaging and delightful spaces, use of natural light and sustainable materials, technology integration, functionality, and flexibility. Building statistics, a list of project participants, and photographs are included.

Advises on school renovation programs, covering options for relocation of students and how to phase work when students are still on site. Frequent and open communication with students, parents, and teachers is emphasized, as the the opportunity to utilize design and construction aspects of the renovation project within the curriculum.

Describes how an Ohio School district paid for $5.5 million in renovations through energy savings accomplished in an energy performance contract.

Describes the "green" renovation of Berea Colleges Draper Hall, which included a rainwater collection system for use in toilets and irrigation, a skylight and clerestory windows for natural lighting, and an HVAC system that alerts the occupants as to when windows and transoms can be opened for natural ventilation.

Describes two adaptive reuse projects that created schools in former commercial facilities. Nine issues to address when considering adapting a building for educational use are included.

Details the renovation of this landmark high school building that involved restoration of the notable 1935 original structure, demolition of insensitive and educationally inadequate additions, and the creation of state-of-the-art facilities for science, the arts, and community recreation.

Explores the debate between conserving historic windows and doors, or replacing them with more energy-efficient modern ones. Consideration of operational versus embodied energy in building systems is included, illustrating how it might be more cost-effective to retain older windows and doors.

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.

Describes the renovation of a beloved, but threatened 1934 elementary school by removing unremarkable additions of the 1960's and 1970's, and building a modern wing that honored the architecture of the original.

Describes three renovations that incorporated modern facilities into revered historic structures: the McCarl Center at the University of Pittsburgh, the Gottesman Library at Columbia University, and the Governor's Mansion at Georgia College and State University.

Describes the restoration of Ludwig Mies van der Rohe's acclaimed S.R. Crown Hall at the Illinois Institute of Technology. Careful and difficult replication of the architect's signature steel and glass elements in advanced modern materials was necessary to create a practical, yet faithful-to-the-original facility.

Describes the construction, renovation, and maintenance program of Plano Independent School District, outlining their 20-year renovation target and illustrating the program with a description of renovations at one elementary and one high school. Includes three references.