F R I D A Y , A P R I L 1 1 T H , 2 0 1 42 0 1 4 C E F P I S O U T H E R N R E G I O N C O N F E R E N C E

P R E S E N T E R S : J U L I E B A R R E T TB E T H P E N F I E L D

T H E P OW E R O F E N G AG E M E N T I N T H E P L A N N I N G P RO C E S S

Introductions

Overview of Presentation

Why This Topic?

Demand-Based Programming

Discussion

B R A I L S F O R D & D U N L AV E Y

Focus on Education Facility planning and implementation worth nearly $30 billion Experience with large K-12 school districts across the nation

National & Local 120 Employees 9 Regional Offices

Implementation Reliability We implement our plans Professional insight based on objectivity

Industry Leadership Active K-12 conference speakers & writers Educational master planning best practices

Study DesignDevelopment

ConstructionProgram

Effo

rt

Questions focus our thinking. Ask empowering questions like:

“What’s good about this?”

“What’s not perfect about it yet?”

“What am I going to do next time?”

“How can I do this and have fun doing it?”

-Decouvertes

“Millions saw the apple fall, but Newton was the one who asked why.” – Bernard Baruch

Conversational Layering

Curiosity

Credibility

Qualify

Question Based Learning

Expand Relationship

Needs Development

Present Solutions

Commitment

“A prudent question is one-half of wisdom.” – Francis Bacon

Valuable BIG TALK – focus on key issues

Starting with the big picture

Productive questions vs. “pumping” questions

Demonstrate the ability to ask intelligent and relevant questions

Open-ended questions expand relationships – lack established credibility

Closed-ended question build credibility – but you can’t build a house if your only tool is a hammer

“Ask the right questions. It’s the fastest way to change the answers you receive” – Lee J. Colan

Strategic Questioning is a Process

Four categories of Strategic Questions

Status Questions

Issues Questions

Implication Questions

Solutions Questions

The Value LineMutualValue

Emotional

Analytical

If you want to motivate people, then it is more important to think about what they want, rather than what you want.

Needs Come From Both:

Pain

NEEDS

Desire

Without needs, there are no solutions; and without solutions, it is virtually impossible to establish value.

Engagement

Focus Group

Web-Based Survey

Demand Based

Programming

Client

Meeting

L AY E R S & L E V E L S O F U N D E R S T A N D I N G T H E D E T A I L

Goal: Develop a Building 

Concept & Program

Why is it important?

Understand…..

Existing condition and targeted reality

Values, mission and drivers

The biggest gaps and priorities

Empower the planning team

Build consensus and manage expectations through out the

project development process

S T R A T E G I C A S S E T VA L U E A N A LY S I S

Long Range Educational Facility PlanningAlexandria, VA

Strategic Objectives By Category 1 2 3 4 5 6 7 8 9 10 Value BenchmarksI. Educational Outcomesa. Basis of Instruction & Curriculum Drivers X

1 = Focus is on meeting all required performance standards and regular assessments. Class schedules and instruction are planned deliberately and systemically across the Division to ensure students meet performance standards.

O10 = Division utilizes ‘site-based management’ strategies and schools have relative autonomy to make local school decisions on curriculum and program offerings with support from the Division central office.

b. Integration of CurriculumX

1 = Teachers are seen as subject matter experts who should focus on core competencies at least through 8th grade

O

10 = Teaches are coaches who should focus on developing critical thinking skills through project based learning exercises. There is often purposeful interdisciplinary integration into course curriculum.

X 1 = Specialists make differentiated learning happen.

O10 = Differentiated learning occurs whenever and wherever.

d. Learning Pedagogy X 1 =Learning occurs mostly as individuals.

O10 = Learning occurs mostly in groups.

e. Special EducationX

1 = Students with similar, moderate emotional, and intellectual disabilities should be educated in sheltered settings with intensive resources (self-contained or pull-out).

O10 = Students with moderate, emotional, and intellectual disabilities should be educated in regular classrooms with their same age peers (co-teaching and plug-in services).

f. Technology X1 = There is a low level of integration of technology within the schools for staff and teachers.

O 10 = There is a high level of integration of technology for students within the schools.

c. Differentiated Learning Environment

Legend: Existing Conditions ‐ X        Targeted Aspiration ‐ O

Demand-Based Programming (DBP)'s

objective is to translate survey-measured /

quantitative demand into spatial

requirements.

Methodology

On average, how often do you pursue indoor recreational sports and

fitness activities per week?

10%

39%

13%

23%

14%

5 or more times per week2 - 4 times per weekOnce a weekSometimesNever

8%

9%

12%

12%

11%

16%

9%

15%

20%

21%

32%

34%

32%

33%

39%

34%

44%

46%

41%

45%

31%

36%

33%

34%

29%

37%

34%

27%

32%

24%

21%

17%

16%

18%

17%

9%

9%

10%

5%

7%

8%

4%

7%

4%

4%

3%

3%

2%

2%

3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Convenience of hours (n=474)

Availability of services and activities (n=474)

Availability of parking (n=473)

Condition / appearance of building (n=472)

Variety of services and activities (n=473)

Cost of service (n=473)

Quality of service (n=474)

Facility way-finding (n=473)

Facility staff / instructors (n=473)

Convenience of location (n=472)

Very satisfied Satisfied Neutral Dissatisfied Very dissatisfied

How satisfied are you with each of the following aspects of the existing

student recreation facilities on campus? (Please SELECT ONE per

aspect)

When setting up the survey, make sure to identify the questions that will

be used in the DBP.

Demand for Campus Recreation Facilities:• Depth & Breadth• Activity Prioritization• Usage Patterns

Depth = Percent Using the Space “2 or More Times Per Week”

Breadth = Percent Using the Space “Sometimes”

D E P T H & B R E A D T HActivity Depth Breadth

1 Cardiovascular fitness machines 52.2% 77.1%2 Free weights 39.6% 69.2%3 Weight machines 39.4% 67.5%4 Group Fitness (aerobics, dance, slide, spinning, step) 33.7% 66.5%5 Yoga, stretch, or Pilates 32.2% 66.4%6 Indoor jog or walk 26.6% 53.6%7 Recreational swimming 21.6% 64.9%8 Lap swimming 21.5% 53.9%9 Rock climbing wall 19.5% 58.2%

10 Martial arts 16.6% 43.0%11 Water aerobics 12.1% 42.1%12 Basketball 10.3% 33.9%13 Indoor soccer 9.7% 31.9%14 Volleyball 8.6% 35.1%15 Badminton 6.4% 37.3%16 Racquetball 6.3% 35.5%17 Roller or floor hockey 5.1% 24.9%18 Squash or paddleball 1.8% 16.1%

Activity Depth Breadth1 Cardiovascular fitness machines 52.2% 77.1%2 Free weights 39.6% 69.2%3 Weight machines 39.4% 67.5%4 Group Fitness (aerobics, dance, slide, spinning, step) 33.7% 66.5%5 Yoga, stretch, or Pilates 32.2% 66.4%6 Indoor jog or walk 26.6% 53.6%7 Recreational swimming 21.6% 64.9%8 Lap swimming 21.5% 53.9%9 Rock climbing wall 19.5% 58.2%

10 Martial arts 16.6% 43.0%11 Water aerobics 12.1% 42.1%12 Basketball 10.3% 33.9%13 Indoor soccer 9.7% 31.9%14 Volleyball 8.6% 35.1%15 Badminton 6.4% 37.3%16 Racquetball 6.3% 35.5%17 Roller or floor hockey 5.1% 24.9%18 Squash or paddleball 1.8% 16.1%

First Priority

Second Priority

Third Priority

Fourth Priority

Fifth Priority

Priorities = Based on Relationship Between Depth & Breadth

A C T I V I T Y P R I O R I T I Z A T I O N

Priority Peak Space Peak Space AllocationActivity Category Accommodation Type Demand Based on Prioritization of Demand

1 Cardiovascular fitness machines first 75% to 85% Sq. Ft. 2,218 1,700 to 1,9002 Free weights first 75% to 85% Sq. Ft. 2,670 2,000 to 2,3003 Weight machines first 75% to 85% Sq. Ft. 2,655 2,000 to 2,3004 Group Fitness (aerobics, dance, slide, spinning, step) second 55% to 65% Sq. Ft. 3,486 1,900 to 2,3005 Yoga, stretch, or Pilates second 55% to 65% Sq. Ft. 2,635 1,400 to 1,7006 Indoor jog or walk second 55% to 65% Sq. Ft. 2,206 1,200 to 1,4007 Recreational swimming second 55% to 65% Sq. Ft. 3,725 2,000 to 2,4008 Lap swimming third 40% to 50% Lanes 8 3 to 49 Rock climbing wall third 40% to 50% Linear Feet 30 12 to 1510 Martial arts third 40% to 50% Sq. Ft. 2,687 1,100 to 1,30011 Water aerobics third 40% to 50% Sq. Ft. 2,072 800 to 1,00012 Basketball fourth 25% to 35% Courts 3 1 to 113 Indoor soccer fourth 25% to 35% Courts 2 1 to 114 Volleyball fourth 25% to 35% Courts 2 1 to 115 Badminton fourth 25% to 35% Courts 5 1 to 216 Racquetball fifth 10% to 20% Courts 6 1 to 117 Roller or floor hockey fifth 10% to 20% Courts 1 0 to 018 Squash or paddleball fifth 10% to 20% Courts 2 0 to 0

0

500

1,000

1,500

2,000

2,500

6 - 8 AM 8 AM -noon

Noon - 1PM

1- 4 PM 4 - 6 PM 6 - 9 PM 9 PM -Midnight

Squa

re F

eet

Cardiovascular fitness machines

0

500

1,000

1,500

2,000

2,500

3,000

6 - 8 AM 8 AM -noon

Noon - 1PM

1- 4 PM 4 - 6 PM 6 - 9 PM 9 PM -Midnight

Squa

re F

eet

Free weights

U S E A G E P A T T E R N S

F R I D A Y , A P R I L 1 1 T H , 2 0 1 42 0 1 4 C E F P I S O U T H E R N R E G I O N C O N F E R E N C E

P R E S E N T E R S : J U L I E B A R R E T TB E T H P E N F I E L D

D I S C U S S I O N