It Takes a School to Build a CommunityBarbara Worth, The Council of Educational Facility Planners (CEFPI), USA Reinforcing the connection between school facilities and their impact on student learning, it is incumbent upon all of us to provide well planned, high performing, safe, healthy, sustainable schools that foster student achievement and serve as centers of community. Globally, we have an opportunity to build more classrooms and to renovate and update an overwhelming number of school buildings that are wearing out or cannot meet the functional requirements of today's instructional programs. Smart growth offers an important chance to anchor a community and to support revitalization of the community. The school building essentially serves as the learning center for the entire community. This is indeed an opportunity, not a challenge, to create effective learning environments that reflect the community's unique assets as well as its needs; serve as resource of educational, health and human services to students and neighborhood members alike; and, strengthen community life. Communities can play a significant role in supporting the educational program-public-private partnerships can enhance the academic goals by providing a range of services, a business and job-training network, programs with museums, community organizations, local governmental agencies; and, a framework for increased family involvement. Community schools may offer after school programs, adult education, senior center facilities, health clinics, community forums and recreational facilities. A collaborative planning process is essential to defining a new vision for school buildings and revitalizing communities. Participatory planning with both the school district and the community is critical to the development of mutual understanding of school building projects including community participation and shared use of facilities. Gathering all the members of the community-- the parents, business owners, government, school district, staff and students-is best done through smaller focus groups. An assessment of educational resources, programs and requirements is essential to begin the process. Once the face of the community is established, the priorities for the educational program established, then the preparation can begin. Master planning encompasses an inventory of facilities through a needs assessment, demographic studies and enrollment forecasting (GIS), educational specifications, functional capacity issues, funding sources/capital investment programs, architectural programming, construction delivery methods and operations and maintenance. Once an accord has been reached, the architects and engineers initiate the design process, consistent with the educational specifications. The characteristics of a high performance school reflect a mix of environmental, economic, and social objectives. The design professionals must meet energy and environmental performance criteria, maintaining the building and site as a seamless whole within the context of its community. Site design is a significant aspect of high performance design. Integrated design involves the consideration and design of all building systems and components together. High standards for good indoor air quality and the increased use of daylighting will maximize student and teacher performance and achievement. It is important to use life-cycle cost analysis in all decision making, while designing systems to be easily maintained and operated. Additionally, clear guidance, documentation and training should be available to the operations and maintenance staff. High performance school planning and design should integrate the principles of sustainability with teaching and learning. The schematic development plans are presented for approval by both the educational/school board and the community. Again, community support is key to obtaining public approval. Ultimately, the quality of the school building has a direct bearing on the economic vitality and livability of the community. Learning objectives:
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