By Rick Young,��AIA, LEED AP��

The Crow Island School in Winnetka, Illinois was designed and built in 1940, by a team of architects including Larry Perkins (of Perkins, Wheeler & Will) and Eliel and Eero Saarinen. The first project of what would later become��Perkins&Will, Larry Perkins��rooted��the design in the progressive educational principles that would become a model for school design in the modern era. He achieved this through extensive classroom observation and with the support of the school’s superintendent and education reformer, Carleton W. Washburne. The resulting school is a piece of living, breathing history which earned immediate recognition. The American Institute of Architects named it the most advanced elementary school in the country upon opening, later awarding the project its prestigious Twenty-Five Year Award in 1971—and led to the school’s designation as a National Historic Landmark in 1990.����

The classroom layout, considered a monumental step forward in education at the time of construction, is still used as inspiration for today’s contemporary classrooms. With the completion of construction in 2025, architects��Perkins&Will, along with Bulley & Andrews Construction,��finalized��a multi-year expansion and renovation of Crow Island School. The project was designed to respect the past and serve as a seamless extension of the existing school, proving that thoughtful design can honor a historic legacy while meeting modern construction standards.��

Extending the Campus While Preserving Scale��

The project’s addition grows from this history. A key��early decision��was to connect the expansion of the new gym and classrooms to the 1954 addition. The new addition matches the roof heights of the existing four wings,��maintaining��the low profile and horizontal massing. New classrooms��utilize��the same L shape, allowing for a primary instruction area and separate work area. The iconic wood paneled walls in the original 1940 building and 1954 addition continue into the 2025��addition,��giving the interior warmth. Entrances to the new classrooms emulate the 1954 addition with display cases at the entries with expanded clearances for accessibility.��

Recreating Chicago Common Brick��

The new��addition’s��exterior is an extension of the existing 1954 façade in detail, profiles, and materials. One of the many challenges the design team faced was matching the existing brick. Both the original 1940 building and the 1954 addition were constructed of Chicago Common brick, which differs in size and production techniques from modern ASTM tested brick. Historic Chicago Common brick��measures��8-1/2” when stacked 3 courses tall rather than 8″ for modern brick. Chicago Common brick was extruded and cut horizontally, which leads it to having very particular texture on its end faces, and the varying particulates in the clay give the bricks a distinctive non-homogeneous coloring. A great deal of time and energy was invested into finding a suitable contemporary brick that would match the color, texture, and general feel of the existing Chicago Common, resulting in a harmonious transition from the existing building to the new addition.����

Modern Performance Within Historic Constraints��

In 2003 the single pane windows throughout the building were replaced with steel framed insulated glazed windows. The team explored duplicating those steel��windows;��however, they could not meet current energy performance requirements. While thermally broken steel windows options are available, they were also prohibitively expensive. After many iterations with the design team, consultants, and the client, the team settled on an attractive combination of thermally broken storefront and aluminum windows, giving the same effect as the existing steel windows, but with improved performance to meet current energy standards at a fraction of the cost.����

Another key element of the renovations included adding air conditioning throughout the historic building. Through extensive investigation of the existing building, the design team was able to thoughtfully coordinate routing of new hydronic piping and condensate lines with minimal impact on��the existing��spaces. Where work was performed in the existing 1940 and 1954 wings, the construction team went to great measures to carefully remove, salvage, and reinstall the old growth wood wall paneling. Similarly, new security systems were installed throughout the facility. New cross-corridor doors were added to isolate sections of the building in��the case��of a lockdown. These interventions were carefully detailed and executed to minimize the visual impact��apparent��to its occupants.����

Building Consensus Around a Landmark��

Given the sensitivity for this beloved school, all visual impacts to this historic facility were carefully analyzed, graphically represented, and shared with the School District, Board of Education, local Stewardship Group, as well as the Illinois State Historic Preservation Office. At every stage, the design team shared not only the proposed solution, but also the rigorous investigation exploring every option leading to that point. It was through this effort that made all these invested voices feel like a genuine part of the process and allowed the team to build consensus around the best solutions to meet the modern needs of this operational school while honoring its historic legacy.��

Rick Young, AIA, LEED AP, is Senior Project Manager and Associate Principal with��Perkins&Will.��

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School districts are confronting a complex challenge: how to modernize aging campuses while preserving the history and memories that generations of families hold dear.��This challenge��isn’t��just a construction assignment —��it’s��a responsibility. And the path to success begins with one essential step: listening.��

Community Listening: The Foundation of Every Great��School Campus Renovation��

Many��contractors��can renovate a school, but when construction and design teams��seek input from the community��about what makes��a��school unique, those qualities can be reflected in the��renovated school campus.��McCarthy��Building Companies’��Education team��members��regularly��participate��in parent forums, neighborhood workshops, teacher feedback��sessions��and design charrettes to uncover ideas that may not otherwise��come to the surface��when a school renovation is being planned.��Listening efforts often reveal traditions,��symbols��or architectural elements that help anchor a campus’��reimagined��identity.��

At Galveston Elementary School in Arizona’s Chandler Unified School District — opened in 1963 — these conversations shaped the direction of the school’s $35 million transformation. Community members shared memories of outdoor gathering spaces that once served as the heart of campus life. Their insights guided the design of new shade structures, flexible courtyards and shared areas that blend nostalgia with modern learning environments.��

“It doesn’t matter how sophisticated the design plans are — if the campus doesn’t reflect the heart of the community, something is missing,”��said��Matt Lyons,��business unit leader with McCarthy’s Education team in Phoenix. “The best��campus��renovations��happen when we infuse the school’s heritage directly into the new build.”��

Shifting Campus��Learning Environments��to Meet��Modern Education��Needs��

Today’s students pursue a broader range of interests than ever — spanning arts, STEM, CTE, athletics��and more. As a result, modernizing and��remodeling K-12 campuses��increasingly includes��adding or expanding��multipurpose spaces, flexible classrooms and outdoor teaching areas designed for multidisciplinary learning.��

The new Galveston Elementary campus��transitioned its traditional learning space to include��arts-focused classrooms, multipurpose collaboration zones, outdoor learning��spaces��and flexible��environments that support both small-group instruction and larger activities. Teachers and administrators emphasized��the need for��spaces that make hands-on learning creative,��social��and academically connected.��

Two major Phoenix-based��renovations now underway��— Madison Rose Lane Elementary School and Metro Tech High School��— are incorporating similar principles.��

As one of the oldest schools in Madison’s 135-year-old district, Madison Rose Lane carries significant historic value. Early listening sessions revealed a desire to honor the school’s legacy through preserved architectural��elements,��pathway updates reflecting original circulation patterns and spaces that highlight its longstanding arts identity.��

The remodel will also deliver expanded arts classrooms, enhanced safety features, outdoor learning��areas��and flexible indoor environments that can adapt as student needs��evolve.��

“Working with McCarthy has been a collaborative and inspiring experience. Through the listening sessions, their team actively engaged with us, gathering ideas and finding solutions,” said��Andre��Reyes, Madison Rose Lane��Principal.��“They showed a real commitment to understanding what makes Madison Rose Lane special, and in doing so, they are building a school that our students, teachers and community truly deserve. We always say that Madison Rose Lane CARES, and McCarthy has exemplified that same spirit of care and partnership throughout this process.”  ��

Metro Tech High School — originally opened as West High in 1949 and repurposed as a vocational school in 1985 — is also undergoing��major��modernization. Today, Metro Tech is one of Phoenix Union’s most dynamic CTE-focused campuses, yet its facilities require��significant��updates��to��match��modern technological capabilities and��modern career training��program��needs.��

Metro Tech High School Principal Shawna Wright said, “This renovation shifts��what’s��possible for our students in real, tangible ways.��We’re��not just updating walls and equipment.��We’re��building collaborative spaces that will give students the skills they need to exceed in jobs we have not even imagined yet.”��

Local businesses,��neighbors,��faculty��and students��were engaged to��provide��DLR Group and McCarthy��input on��Metro Tech’s��campus remodel.��As a result, the��campus is��adding new collaborative labs��with��space for��future program��growth; technology infrastructure��updates; and��improving��the campus��flow��to��enhance the student experience.��Adding to the��project’s��complexity is the sequencing of��eight��construction��phases on the active campus, where safety is a priority, while accommodating the successful renovation and relocation of��the ballfields, gymnasium,��utilities��and parking lot.����

Hands-On Learning: Bringing Students��into��the��Construction��Process��

Another��value��central to McCarthy’s Education team is engaging students through construction-themed learning opportunities��and activities to help make the renovation process more fun for students and teachers being displaced during the project, and to show students how construction enhances our communities and can be a rewarding career.����

Construction Clubs,��which McCarthy��hosts in��elementary and middle schools across the��Southwest��for��over��a decade,��allow students to experience��working in the��construction trades firsthand.��Students��engage in activities involving��carpentry, plumbing, electrical,��virtual modeling��and other tasks, applying skills from classes like math, science, technology, art and others, while being��guided by��McCarthy team members and others on the project team to work on an aspect of construction that’s happening on the project at their school.��For example, during��construction��at��Metro Tech,��students��in the school’s construction and electrical programs are��being given these��opportunities as their campus transforms around them��

At Galveston Elementary,��the��McCarthy��team engaged students a little differently by��creating��an “Elf on the Shelf” construction challenge��that��involved daily��math and reading clues tied to the��campus��renovation. The activity generated schoolwide excitement and gave students a sense of��excitement and ownership��in the transformation happening around them.��

Programs like these��deepen students’ connection to their evolving��campus��and��simultaneously��introduces��them��to potential��career pathways��while seeing the��way what��they are learning in school has application in the future.��

Natalie Carroll is Business Development Manager for McCarthy’s K-12 Education Team based in Phoenix.��

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By Ray Makiejus

The stakes of roof failure are high for any building. This is especially true of educational buildings, where the price of failure can result in significant disruption to students’ education.

For the University of Notre Dame—one of the nation’s most respected campuses and home to more than 4 million square feet of low-slope roofing across its many facilities—failure is simply not an option. It’s why the school’s facility management team made a critical decision regarding roofing standards across the entire campus. That decision is paying dividends today, helping ensure greater roof longevity and reliability.

“We couldn’t afford to replace roofs every 20 years or so,” said Tony Polotto, Senior Director of Construction and Quality Assurance. “We needed a solution that could go the distance.”

Indeed, several years ago, Notre Dame faced a challenge similar to that of many other facilities around the world: roof systems that could not deliver reliable performance beyond 20 years. As cracks, leaks, and premature failures drove up costs and disrupted campus operations, Polotto was tasked with vetting higher-performing systems that could eliminate these problems.

“My boss basically said, ‘Go find me a roof that’s been on a building for more than 20 years and is still performing,’” Polotto said. “That was the mandate.”

To meet the requirements, Polotto and his team identified ketone ethylene ester (KEE)-based roof systems as a potential solution. In practice, this type of roof material has delivered returns for the organization years later.

Evaluating Common Material Performance

Low-slope commercial roofs—whether on an educational facility, industrial plant, hospital, or any other type of structure—typically use one of four types of single-ply membranes:

• Thermoplastic polyolefin (TPO)
• Polyvinyl chloride (PVC)
• Ethylene propylene diene monomer (EPDM)
• Ketone ethylene ester (KEE)

TPO has become the most widely installed membrane in the United States due to its low purchase cost, common installation practices and broad familiarity among commercial roofing contractors. Both TPO and EPDM offer similar upfront cost advantages compared to PVC and KEE roofs. However, initial savings do not necessarily equal long-term value or protection.

For example, KEE-based membranes—specifically those meeting American Society for Testing and Materials (ASTM) standards—are recognized for providing exceptional puncture and weathering compared to TPO or EPDM. This is because ASTM-compliant KEE membranes contain a dense fiber reinforcement layer as part of their construction, where other common membranes do not. Such construction advantages enable KEE membranes to deliver performance benefits while consuming fewer raw materials (one 36-mil membrane is recognized as an alternative to most 60-mil membranes).

These attributes can make a significant difference over the course of a roof system’s anticipated service life, resulting in greater resistance to common modes of failure. In the case of a severe storm, for example, a KEE membrane could be more likely to resist puncture and impact from flying debris or foreign objects that may impact the roof.

Notre Dame Discovers the KEE Difference

Polotto’s team started with research, first to identify potential solutions and then to learn how they were produced and how they performed in the field. The team obtained samples and consulted with multiple manufacturers, including one that produces a KEE-based membrane.

“We saw how it was built, and the difference in the scrim and material was obvious,” Polotto said, noting the variances between KEE and other common materials. “You can see and feel the contrast in the fabric. It’s clear that it’s built to withstand the stresses of foot traffic, weathering and puncture.”

Furthermore, KEE has also established itself within the industry as a high-performance option proven to deliver excellent longevity and service life. Some KEE roof systems have performed for more than 40 years, and it was this kind of demonstrated track record that Notre Dame needed to move forward.

Creating a New Standard for Performance

The first KEE installation on the Notre Dame campus was in 2005, and the difference became clear quickly. The KEE system included a FiberTite® membrane from Seaman Corporation, which has demonstrated consistent performance since that time, and was adopted as the campus standard for low-slope roofing.

Twenty years later, the university has installed approximately 2 million square feet of KEE membrane and has not experienced any system failure. Maintenance has been minimal, limited to routine activities.

“Our roof systems are no longer a worry,” Polotto said. “We’ve seen the proof for ourselves, and there’s no looking back. It’s no surprise that Notre Dame is a big fan.”

For Notre Dame, KEE membranes represented a small increase in upfront investment compared to common alternatives. However, that investment paid off—the university has saved millions by avoiding 20-year replacement cycles. By investing in proven performance, the university has avoided disruptive replacements, doubled the service life of its roofs, and gained greater control over budgets.

“For us, the numbers tell the story,” Polotto said. “No failures in 20 years, and a system capable of lasting twice as long as the alternatives. The life cycle savings are clear.”

For educational facility managers everywhere, an investigation into higher-performance roof systems can make a real difference. From smaller local school districts to major campuses like Notre Dame, proven longevity, minimized repair and replacement costs, and reliable operation can lead to significant operational benefits.

Ray Makiejus is the FiberTite® Roof Systems Midwest Regional Manager with Seaman Corporation. He has more than 20 years of experience in building envelope consulting to support architects, consultants and owners.

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by Mark A. Sullivan, AIA, LEED AP��

Colleges and universities are used to making hard choices when it comes to campus structures and facilities, but those decisions seem increasingly fraught, thanks primarily to the unpredictability of market forces. Where previously the choice might have been between building a splashy new athletic center or creating an amenity-rich technology hub, now administrators and trustees are frequently deciding to put new construction projects on hold, owing to construction cost escalations and, for some, reductions in annual budgets for capital investment. Instead, more of today’s funding is being directed toward strategic renovations of existing buildings, either to enhance current functions or adapt spaces to new uses.����

This trend started a couple years ago and has accelerated since, according to , with experts noting a rebound in investment in existing campus assets over the past several years. As an example, higher education institutions in 2023 saw a 26% increase in this type of investment over the previous year. Until these schools see the economy stabilize and become more predictable, this trend is sure to continue, with larger, more expensive projects on hold at least temporarily.����

This is a good thing, arguably. While universities typically lean on big projects as a way to stay competitive for recruitment, existing facilities often languish, sometimes not even receiving necessary maintenance, much less updates. Yet, campus staff, faculty and students interact with these buildings daily, making them critical assets for school performance and student experience. Typically, these structures and spaces require only modest funds and some imagination to realize their value and capture their full potential, and often they are just as visible as the new amenities and offerings universities often want to build and show off. This current era of campus renovations is encouraging high-value, sustainable investment that breathes new life into some forgotten treasures.����

Doing More with Less��

These days campus planners and facilities directors are looking to architects for help identifying opportunities for value-driven projects. The goal is to generate plans for upgrading or adapting an existing asset in whatever way delivers optimally enhanced per-square-foot value, while expending few precious resources. That value may come from improving basic functionality, extending building use life, or adapting to realize new uses. In many cases, renovation and adaptive reuse deliver the biggest bang for the institution’s buck, especially when the facilities are likely to be viewed by prospective applicants, or are regularly trafficked by current enrollees.����

Our architecture firm, based in Princeton, New Jersey, has been involved in a lot of campus renovations lately, and our discussions with facilities leaders suggest there are more on the horizon. The main factor in this market has been a significant hold on capital investment, but there are other factors at play. For example, one historic university here had been aggressively building new projects for years based on annual capital budgets in the billions of dollars, and now reports show that amount for 2025 and 2026 is likely closer to $500 million –- still ample in scale, but a notable cutback nonetheless and prohibitive for most large-scale new construction.��

Yet capital improvements on- and off-campus continue apace. Most recently we administered major upgrades to a row of historic townhomes used for faculty and graduate student housing within walking distance from campus. The project included complete interior refreshes and modernization, including kitchen and bath redesigns with new furnishings, fixtures, lighting and appliances throughout. The upgrades to these Tudor Revival-style lodgings are expected to improve the university’s ability to recruit talented professors and researchers.��

Read the full article, including how to ensure high impact with low cost and address challenges with older buildings, in the ��

Mark A. Sullivan, AIA, LEED AP, is a partner with JZA+D, an integrated architecture and interior design firm that has completed dozens of educational projects across the Northeastern United States.��

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By Tracy Richter

One of the most pressing challenges in the world of K-12 education is aging school facilities and infrastructure. Despite an average of over $18 billion annually spent on K-12 school construction over the past 15 years, the average age of main instructional facilities is approaching 50 years nationally and fewer than half of these facilities have undergone significant renovations or replacement since their original construction. Since 2010, a majority of the funding has been directed toward new construction, with budgets prioritizing new facilities over maintaining existing ones, leading to a growing funding gap for necessary repairs.����

Contrary to traditional thought, the approach to comprehensive facilities planning is often not an architectural solution, but a much deeper dive into what drives the need for improved facilities and infrastructure. This is reinforced by the fact that a majority of K-12 districts prioritize facilities planning only when they are anticipating a request for funding from their communities. However, facilities planning may be more critical when funding is at risk. Outdated, often dilapidated buildings combined with rapidly changing demographic factors and the evolution of educational pedagogy make it increasingly difficult for school districts to meet the needs of the modern student population.������

Starting With the “Why?”: Focus on Your Educational Mission��

Improving existing infrastructure begins with understanding the desired intent of the school facility, both today and in the future. It is imperative to modernize existing facilities and keep them rooted in the core of education, while creating an experience instead of just a space.������

A strategy that planners can emphasize to district leadership is programmatic attraction. Districts should evaluate the programming and amenities available to students at each school. These can include STEM, performing arts, athletics, foreign language immersion, career readiness/workforce development and early college programs. By improving the programmatic offerings, which cater to the user experience and adequately prepare students for college and life after graduation, districts can better attract students to formerly under-enrolled schools. Increasing attendance at these types of schools is often achieved through programmatic choice pathways. Coupling this with demographic analysis such as a live/attend study, which indicates where students live versus where they attend school, can provide valuable insight into why students choose different schools outside their boundaries.��

Understanding the “Gap”: How Do Districts Get Where They Want to Be?����

A comprehensive diagnosis of a district’s facilities is a critical step to understanding the “gap” between where you are today and where you aspire your facilities to be. Facility assessments should contain two major components: a physical assessment of the component and system condition that make up the bones of the facility, and an educational adequacy assessment that is measured against educational standards of today and in the future. The K-12 planning process begins with an Educational Adequacy Assessment, during which faculty groups identify the essential components for effective learning spaces. A facility walk-through evaluates the presence of these components. Following this, a Facility Condition Assessment is conducted to analyze building conditions and maintenance costs, highlighting the importance of performing the Educational Adequacy Assessment first to avoid cost increases. After all the assessments have been completed, a State of Schools Report is created, providing stakeholders with a comprehensive overview of data including enrollment, utilization and demographics, in easy-to-understand graphs.��

Based on the assessments, planning services professionals develop solutions, such as renovations or new additions, to meet the district’s needs. These options are then presented to the district administration. Then, community meetings are held to gather feedback through surveys. Community input is crucial for refining recommendations and addressing stakeholder concerns. Finally, a 10-year facilities management plan is developed, which outlines service needs, timelines and costs. This plan will guide the district’s current and future initiatives.��

Who Are You Serving?: How Demographic Shifts Affect Infrastructure Decisions��

Demographics are ever-changing, leading to uncertainty among district leadership about how to address aging facilities appropriately. Factors such as declining birth rates, homes not regenerating school-age students and a lack of affordable housing have all led to uncertainty when projecting how many students a district will serve in the future.������

According to CDC data, the U.S. birth rate has been steadily declining, with a 2% annual drop since before the COVID crisis. Birth rates are now highest among women aged 30–34 — a shift from 2005, when the peak was 25–29 — while teenage pregnancies have fallen sharply. Together, these trends will continue to impact district enrollment in the years ahead.����

The housing market has also played a large role in enrollment shifts. The rapid increase in housing costs has meant that the typical empty nester who would choose to downsize to a smaller footprint is not as frequent as it once was. Going to half the house for twice the money and three times the interest rate is not a desirable goal for most.������

In many cities across the country, the gentrification of housing driven by the goal of progress and improvement has become the norm. However, the increase in housing costs in urban communities and large metro areas continues to be felt by school-aged families who can no longer afford to live in these areas. This has led to an increase in transience among school-aged families, making them less likely to settle in one district throughout their children’s years in K-12.����

Read the full article, including insights on how planning services canhelp school districts with aging facilities, in the Planning & Construction issue of ���سԹ�.

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By Amber Emery

School construction, whether it is for a K-12 school district or higher education institution, is a complex undertaking — particularly when it occurs on existing, occupied campuses. Challenges may be endless, with projects that can include a combination of structural upgrades, seismic retrofit, mechanical-engineering-plumbing-fire (MEP-F) enhancements, safety-related issues and more. Budgets and schedules, however, are not.

Modernization is frequently considered a more effective choice for upgrading outdated facilities. But is it truly? Before embarking on any kind of project, it is important to weigh the various options and their implications. This will help determine if a renovations-oriented approach is the most efficient solution to achieve programmatic aspirations and budget and schedule goals.

Experience indicates, more often than not, that a better approach is identified once a project is already well underway. When this occurs, districts can be faced with seriously compromising decisions that not only may exceed anticipated budgets and schedules but also add undue stress. It is for this reason that best practice calls for collaboration amongst all project stakeholders as early in the design phase as possible. Doing so will add optimal value and lasting impact to any school construction project, which is particularly important for structures devoted to educating today’s students.

“Early teaming and coordination, regardless of the delivery method selected, is a sure-fire way to put a project on a path to success,” said Aaron Jobson, Principal, CEO and President at Quattrocchi Kwok Architects. “There are always going to be unforeseen issues, but articulating objectives, identifying potential challenges and exploring all avenues together is a pre-emptive secret to a seamless project experience.”

Case Study Insights: Sunnyvale Middle School

A highly successful project that showcases the benefits of early, full-team collaboration is Blach Construction’s (Blach) Sunnyvale Middle School (SMS) campus renovation in Sunnyvale, Calif. Initially, the Sunnyvale School District (SSD) Master Plan called for the modernization of several buildings on the severely outdated campus. Because Blach was brought in early — at the schematic design phase — the collective project team, with the district’s blessing, was able to “pause” strategically, taking time upfront to evaluate all construction options, cooperatively and holistically.

During this time, the team was able to:

• Fully engage stakeholders, securing valuable and impactful input — and subsequent buy-in — from both school administrators and community user groups
• Review structural upgrade and other code requirements
• Complete thorough cost analyses and gather early estimates
• Devise comprehensive, efficient phasing and logistics plans
• Collectively reset priorities
• Appropriately reallocate funds

By investing in these efforts upfront, SSD was able to modify its master plan in a cohesive, timely manner, enabling critical changes that delivered optimal value to programmatic needs and SMS campus enhancements. Modernization remained a cost-effective solution for the structures that made the most sense, namely the SMS gymnasium and multi-use space due to their size and scale. New construction, previously at a minimum, became a more viable option and was incorporated more widely.

Along with a new standalone sixth grade classroom wing that uses a prefabricated Folia (an adaptable, prefabricated classroom building solution that blends modular and site-built construction) design to match the recently completed new seventh and eighth grade Folia village, the team was able to include a new administration building and create a more welcoming campus entry. Furthermore, updated plans enabled all-new locker rooms, efficiently combining both girls’ and boys’ facilities in a central location.

The outcome exceeded the district’s and school officials’ expectations. Pivoting to new construction provided a faster delivery schedule than the originally scheduled modernization scope with minimal cost impacts, as well as significant enhancements to overall campus layout and flow. More importantly, each of the new buildings will provide high performing spaces where SMS students will learn and flourish for years to come.

Read the full article and see more project photos in the Planning and Construction issue of ���سԹ�.

Amber Emery, a ���سԹ� Editorial Advisory Board member, is a project executive at Blach Construction, which is headquartered in San Jose with offices in Monterey and Los Angeles.

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By Daniel Abou-Jaoude

Florida’s school districts are facing unprecedented demand for new school facilities, expansions and renovations. Fueled by steady population growth and shifting demographics, school boards across the state are expanding their educational infrastructure to serve both current students and those expected to enroll in the coming years. Last year, Florida’s K-12 schools had more than 3.2 million students enrolled, with significant increases seen in suburban, urban and rural areas alike. That number is only expected to grow, with recent reports projecting that Florida’s population could increase by 1.4 million people by 2030, further intensifying the need for new and improved school facilities. ��

In some areas, schools are situated in neighborhoods where no land is available for new campuses, forcing districts to prioritize renovations or complete rebuilds. As demand shows no signs of slowing, close collaboration between school districts and experienced construction partners will be essential to delivering the next generation of learning environments across the state.����

Balancing New Construction with Major Renovations����

When aging schools reach the limits of what renovations can achieve, full demolitions and rebuilds often become necessary to provide the kinds of facilities that meet today’s educational standards. Skanska, which has completed more than 160 K-12 projects across Florida over the past 20 years, has seen firsthand how districts must balance preservation with modernization as they plan for long-term growth.����

For example, Newsome High School in Hillsborough County underwent a major transformation through a phased approach that included constructing a new auditorium adjacent to the existing school, followed by a full conversion of the original auditorium into modern classrooms. These types of projects require extensive coordination with school administrators and faculty to minimize disruptions to daily operations.����

Prioritizing Safety on Active Campuses����

Working on active school campuses presents unique challenges that demand careful planning and constant communication. At Buffalo Creek Middle School in Manatee County, Skanska constructed a new two-story media center, converted the former media center into new classrooms and renovated existing facilities while students attended classes nearby. Safety is always the top priority. It is paramount to adhere to safety and security guidelines such as dedicated entry and exit points, and clearly marked separation zones between active construction areas and educational spaces. ��

This ensures students and teachers can continue learning without interruption. At Collins PK-8 in Hillsborough County, construction across six buildings on an active school campus created a complex web of challenges including dewatering an existing pond with 24/7 pumps that exceeded the allowed decibel levels for noise. Through close coordination with school leaders and surrounding neighbors, the firm constructed temporary sound walls to contain the noise and help minimize the impact. Building Strong Partnerships with School Districts Open lines of communication help identify potential challenges before they disrupt project schedules or school operations. Skanska emphasizes the importance of engaging with administrators and curriculum department heads early, hosting site tours for staff and students, and keeping all impacted stakeholders informed. In certain schools, the company issues a community newsletter to keep parents, staff, and neighbors informed about project milestones, potential impacts, and progress throughout the construction timeline. ��

“As the seventh largest school district in the nation, these projects are investments in the future of education across our growing school district,” said Chris Farkas, Deputy Superintendent for Hillsborough County Public Schools. “Maintaining close collaboration with construction partners throughout these complex projects ensures we can deliver future-ready learning environments that reflect the evolving needs of our students and communities.” ��

Learn more about how projects like NeoCity Academy in Ocsceola County prepare students for future academic and professional environments, in the July/August issue of ���سԹ�.��

Daniel Abou-Jaoude is Vice President for Skanska USA Building.��

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A cost-benefit analysis examines a tiered approach to energy investments that can save schools significant money on annual operating expenses��

By Kate Mraw��

The realities of funding school construction make it difficult for districts to weigh the short- and long-term benefits of moving their campuses to cleaner, healthier, more energy-efficient environments. Are energy-efficient strategies cost-prohibitive? The Sustainability & Applied Research team at LPA Design Studios recently worked with in-house designers and engineers, and partner Joeris General Contractors, to explore the cost-benefit analysis of energy-efficient schools.����

For our case study, we chose a recently completed elementary school in Dallas, Texas — where increasingly severe weather and problems with the electrical grid have upset the status quo of cheap energy and light regulation. As school districts in every state struggle to stretch budgets amid historic political and economic uncertainty, the team looked for opportunities to save money through sustainable design.������

Our goal was to understand what it would take to achieve energy independence. We want to be able to have a smart, informed conversation with our clients about up-front costs, return-on-investment and potential savings in annual operational costs.��

Starting with a data-rich digital model of the school, the team studied three tiers of additional energy-efficiency investment and their associated costs and energy savings. Tier 1 studied only passive strategies—design elements like demand-control ventilation and increased roof insulation that reduce energy use with little to no added cost. Tier 2 looked at alternative HVAC systems — options for a variable refrigerant flow (VRF) system and heat pumps — to eliminate natural gas. The third-and-final tier provided multiple options for reaching net-zero energy use by adding on-site energy generation infrastructure.��

The study shows just how much energy performance can be gained for free, simply with smart, passive design strategies; investing in modern, marginally more expensive HVAC tech; how quickly a net-zero energy school might pay for itself and start producing free energy.����

The Results��

The results illustrate the significant operational savings available from creating more-energy-efficient buildings. Starting with a passive-only approach, the estimated annual energy cost was $65,000. The optimized HVAC system cut that number by 40% at the up-front cost of $250,000.����

Going a step further, adding PV on the roof would cost an additional $570,000 but would reduce the energy costs to less than $10,000 a year, an 85% savings. To eliminate the electricity bills altogether, the school would need a total cost premium investment of around $1 million. Each of these scenarios would result in a simple payback of 14 to 16 years — potentially much less if energy prices increase, as expected.����

The numbers reveal a variety of ways to address energy efficiency, from reevaluating so-called ‘best practices’ to full energy independence. What’s clear is that a high-performing school building is not one-size-fits-all. The point is to give school districts what they need to make informed decisions with their budgets. The return might take 15 years, but over a life span of 50 to100 years, it adds up to a lot of free energy.����

Beyond operational savings, the analysis didn’t include the intangible benefits found in energy-independent facilities. Energy strategies can play an important role in developing more resilient campuses, able to function no matter what happens to the grid. Texas energy and electricity customers experience the third-highest rate of power outages in the country, with almost 20 hours of outages in 2021, according to the most recent US Energy Information Administration data.����

More sustainable schools are also, by nature, healthier schools. Campuses with natural daylight, reduced energy demand and no fossil fuel combustion save energy and promote a district’s well-being goals. They also serve as teaching tools, putting engineering and conservation on display on a daily basis.��

The data reinforces the importance of including sustainability in the initial planning process, when energy efficiency can be integrated into the design process and tied to the district’s larger goals. In a recent $370 million bond measure, Alamo Heights ISD included funds for “efficiency and sustainability,” earmarking dollars to address more-efficient energy-saving systems.��

By taking a tiered approach to the initial analysis, districts can find a comfort level that fits their budget and the priorities of their community. Districts can test the waters, see the savings and incorporate more strategies into future projects.��

While on first review, the systems may seem cost prohibitive, the real-world data illustrates an attractive return on investment. Buildings are a one-time expense that, if designed right, create value that can pay off for decades. For cash-poor districts overwhelmed by the maintenance and operation of obsolete, energy-hungry schools, capital improvement dollars provide a unique opportunity to get ahead. The way is clear: prioritizing energy efficiency spending at the right time frees up money later for the education and program expenses that make a real difference for students.������

Kate Mraw is the director of K-12 at LPA Design Studios, founder of the firm’s Sustainability & Applied Research team and co-author of “Creating the Regenerative School” (ORO Editions, 2024).��

Read more great stories in the July/August edition of ���سԹ�.��

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By Lindsey Coulter

SAVANNAH, Ga. — Savannah-Chatham County Public Schools marked a series of major construction milestones this summer with ribbon-cuttings for new facilities and renovations funded through the district’s ESPLOST program.

On Aug. 28, district and school officials, students, law enforcement officers, and community members gathered at the Davis-Edwards-Harris Educational Complex to celebrate the opening of a new athletic complex and a Board of Education Police Department annex. The athletic facility will serve as a hub for physical development and school spirit, hosting football and soccer games, as well as track meets. The adjacent police annex, equipped with the latest safety technologies as well as community meeting spaces, aims to strengthen the district’s dedication to campus security and collaboration with local law enforcement.

A week earlier, on Aug. 21, the district celebrated the completion of another project at the Davis-Edwards-Harris campus: new Career, Technical and Agricultural Education (CTAE) labs supporting the Aviation Maintenance and Logistics pathways. Local industry leaders, including representatives from Gulfstream Aerospace and the Georgia Ports Authority, joined school officials to dedicate the space.

The labs, designed by LS3P Associates and built by Samet Corporation, feature industry-aligned training areas that prepare students for high-demand jobs. The project highlights SCCPSS’s focus on workforce readiness and partnerships with businesses and Savannah Technical College.

On Aug. 1, more than 100 community members gathered to cut the ribbon on the new Bloomingdale Elementary School building. The $64 million school, funded through ESPLOST, includes 64 classrooms, dedicated art and music spaces, a broadcast studio, STEM and energy labs, and a solar panel system that generates 24% of the school’s daily energy needs. District officials said the facility reflects a commitment to innovation, sustainability, and student success.

Earlier in the summer, on July 30, district leaders and construction partners celebrated the completion of extensive renovations at the Early Learning Center at Henderson E. Formey, Jr. School. Built in 1989 and converted to an early learning center in 2019, the facility underwent a $9 million overhaul funded by ESPLOST and completed by Greenline Architecture and Samet Corporation.

The renovated building features upgraded classrooms complete with bright colors and new flooring and fixtures as well as new outdoor play areas, an updated media center, and a redesigned cafetorium. As one of the district’s largest facilities, the revitalized center now aligns with the district-wide goals to create inspiring, secure, and high-quality learning environments for its youngest students.

The projects were funded through the district’s Educational Special Purpose Local Option Sales Tax, or ESPLOST, a one-penny sales tax that funds school construction, technology, and safety projects without impacting the district’s general operating budget. Unlike property taxes, the sales tax is paid by everyone who shops or stays in Chatham County, with an estimated 40% of revenue coming from visitors.

Since its inception, ESPLOST has funded the replacement of 22 schools, safety enhancements, and technology upgrades across the district. SCCPSS uses a data-driven approach to prioritize projects, assessing facility conditions, enrollment trends, and future growth to determine where new schools, renovations, and additions are most needed.

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COLORADO SPRINGS, Colo. – The Colorado Springs School District 11 recently welcomed students back to Jenkins Middle School following major renovations that prioritized student safety, enhanced learning environments and long-term investment in educational infrastructure.

The work was completed in collaboration with Bryan Construction and CRP Architects and with oversight from the Colorado State Fire Inspectors, Colorado Springs Fire Department and Pikes Peak Regional Building Department to create a safe, functional and inspiring place to learn.

“The transformation of Jenkins Middle School reflects our unwavering commitment to providing safe, inspiring spaces where students can thrive,” said Michael Gaal, Superintendent of The Colorado Springs School District 11. “This project is more than bricks and mortar — it’s an investment in our students’ futures, our educators’ success and the community we serve.”

The project included addressing structural needs as well as improving the campus layout and instructional spaces. Key components of the project include:

• Installation of new modular classrooms, known as “Class Cubes,” fully equipped with furniture and technology for immediate use
• Upgrades to the main corridor and other high-traffic areas
• A refreshed and re-equipped sixth grade wing, ready for the incoming class
• Progress on the Media Center, including new structural foundations (micropiles)
• Demolition of the seventh and eighth grade wings, preparing the site for future next generation learning spaces

“We are honored to contribute to a project that positively impacts the students, staff and community of Jenkins Middle School,” said Doug Woody, Vice President of Bryan Construction. “We take pride in our ability to respond effectively during emergencies and to reopen the school before the 2025-26 academic year. The successful coordination, communication and relationships with District 11 and all relevant governmental jurisdictions were crucial to this expedited timeline.”

To maintain safety during construction, the district implemented new traffic and parking patterns, ensuring no vehicles cross in front of the Class Cubes. The Colorado Springs Fire Department was instrumental in working with District 11 and Jenkins Middle School staff to ensure safety for all students, staff and visitors.

“My team and I are responsible for protecting students from fire hazards,” said Fire Marshal Kris Cooper. “Due to identified impairments to structural and fire protection features, CSFD, in cooperation with Pikes Peak Regional Building Department and the state of Colorado Division of Fire Prevention and Control, made the decision to evacuate the school in January of this year. I’m pleased to announce that, as of Friday, Aug. 9, Jenkins Middle School is approved for reoccupation. The necessary improvements have been made, ensuring the occupiable portions of the building are now safe for students and staff.”

The bulk of the renovation is complete and ready for students, with some areas, such as final plumbing installation and structural slab work in the Media Center, to continue behind secure construction zones. Portable classrooms are in place temporarily and will be phased out as permanent facilities are completed.

“This project is about more than repairs — it’s about giving Jenkins students a fresh start,” said Brian Risley, Principal Architect of CRP Architects. “From vibrant new finishes in the classroom wing to a safer, more functional layout, every detail was designed to welcome students back after a year away. Even as demolition and preparation for the new addition continue, careful separation of construction areas ensures learning can happen safely in an environment full of new energy and possibility.”

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