yurko cefpi-2011 planner of the year v2print€¦ · dear cefpi colleagues, it is a true honor to...

July 15, 2011

The Council of Educational Facility Planners International9180 E. Desert Cove, Suite 104Scottsdale, Arizona 85260

Dear CEFPI Colleagues,

It is a true honor to have been nominated by the Midwest Great Lakes Region for the 2011 CEFPI Planner of the Year Award. I have admired and learned from the ideas and insights of past recipients – and nominees – of

Affirmation of Candidate Qualifications

The candidate is a CEFPI member in good standing.

learned from the ideas and insights of past recipients and nominees of this award, and I am flattered to be considered worthy of this distinction in the company of these experts.

In the following pages of this submittal, I aim to clearly and succinctly present to you my qualifications with the hope that you will get a glimpse into the depth of my passion for creating spectacular spaces for teaching and learning. Thank you in advance for your time and consideration.

In summary, I have been practicing architecture since 1987 and focusing

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The candidate is actively engaged in Clause 1 (educational organizations), Clause 2 (university staff) & Clause 6 (architecture) of the professional areas identified in the CEFPI Bylaws as being essential to qualify for Council membership. y p g g

solely on educational facilities since the mid-1990’s at which time I also began part-time teaching. In the years since, I have continued my career as both an architect and educator, actively seeking opportunities to bring these two worlds together.

I have enjoyed working with and learning from such prestigious firms as Perkins+Will and DLR Group, planning and designing schools throughout the world. I have been fortunate to have continued success with my own educational facility planning firm BrainSpaces achieving a solid base of

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The activities upon which the nomination is based have produced a positive and significant impact on learning, regionally, nationally and internationally. educational facility planning firm, BrainSpaces, achieving a solid base of

repeat clients and a healthy continuum of new ones.

In my opinion, the most valuable portion of this submittal is the section which includes letters of endorsement. In preparation for this submission, I was concerned that school clients and staff would be on vacation and/or unavailable this time of year. I am honored by the number of responses I received, and I am humbled by the kindness and respect shown in their words. I feel like the luckiest girl in the world to have developed lasting relationships with these incredibly smart and thoughtful people!

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The candidate's activities judged worthy of recognition must have occurred within five years preceding nomination.

Letters of endorsement as well as relationships with these incredibly smart and thoughtful people!

As you review my submission for the CEFPI 2011 Planner of the Year, please let me know if I can clarify any of the provided information, or if I can offer additional insights. Please also feel free to visit my website: www.BrainSpaces.com.

Again, I feel that it is a great honor for you to even review my information, an even greater one that your review may cause you to consider me for this coveted award

projects included in the Appendix are limited to those that represent the immediate past five years. However, information from prior years is provided primarily for the purpose of adding context to the past five years of activities.

----- coveted award.

respectfully,

Amy M. Yurko, AIAFounder/Director BrainSpaces: Uniting Education and ArchitectureAdjunct professor, IIT College of Architecture

The candidate received the Planner of the Year Award from the Midwest Great Lakes Regional Chapter in 2010 and is thus nominated. The candidate has not previously received the Planner of the Year Award from CEFPI international.

Teacher, Drummond Magnet School, Middle School Choices ProgramBoard Member, Schools for the Children of the WorldWife to David, Mom to Sam

2AMY M. YURKO | AWARD SUBMITTAL | 2011 CEFPI PLANNER OF THE YEARBrainSpaces Inc. | Uniting Education & Architecture | www.BrainSpaces.com1100 N. California Ave, Chicago, IL, 60622 | 773.531.3221

requirementsrequirements

BiographyEducationFirm ExperienceTeaching ExperienceProject ListingsPresentations & Publications

(Endorsements from Amy’s biggest fan)(Endorsements from Amy s biggest fan)


Amy M. Yurko, AIAPrincipal/Founder, BrainSpaces Inc.

Amy Yurko is the founder of BrainSpaces. She is both a licensed architect and educator who believes in applying brain-based strategies to the design of learning environments.

Amy has developed a keen understanding of the challenges in education today and how they can be addressed through effective learning environments. Her thoughtful integration of education, learning and architecture allows for fresh approaches to programming and planning as well as accurate translations of educational goals into clear and effective directions for school facilities. For over 22 years she has planned and designed meaningful places for learners throughout the country and

d th ld Sh h ti i t d i th d l t f

EDUCATIONMaster of Architecture, Washington University in St. Louis, St. Louis, MO, 1987

Bachelor of Arts, Architecture, around the world. She has participated in the development of over one billion dollars of public and private, domestic and international school projects, ensuring that best practices in educational facility planning and design are considered throughout the project’s development.

A wide range of rich experiences have deepened Amy’s perspective, allowing for a holistic approach virtually unparalleled in the industry. Creating architecture with some of the country’s most renown educational

, ,Washington University in St. Louis, St. Louis, MO, 1985

LICENSURELicensed Architect, IL

FIRM EXPERIENCEBrainSpaces: 2004-PresentDLR Group: 2000 2004 architecture firms, collaborating as an educational facility planner with

some of the country’s most thoughtful clients, working as an educator in the Chicago Public School system as well as with high caliber institutions such as Harvard, Illinois Institute of Technology and the University of Southern California, and volunteering to build schools in underprivileged communities in Central America, she has been fortunate to experience the joy of learning and the value of promoting that joy in others.

DLR Group: 2000-2004Perkins + Will: 1990-2000Booth/Hansen: 1987-1990

TEACHING EXPERIENCEDrummond Magnet School (Chicago Public Schools) Introduction to Architecture Middle School Choices Program, 2008 09 A recognized expert in her field, Amy is consistently invited to teach, speak,

write and participate in design juries and summits. As designated advocate for curriculum strategies on the national American Institute of Architects’ Board Knowledge Committee, she is leading efforts to strengthen continuing education for its 80,000 members worldwide. An engaging communicator and facilitator, she demonstrates an innate ability to envision, coordinate and apply complex solutions to challenging design projects. She is known for her straightforward style and no-nonsense

2008-09

Illinois Institute of Technology, College of ArchitectureAdjunct ProfessorGraduate/Doctoral Course, Thesis Prep. 2008-present1st & 2nd Year Undergraduate Design Studios, 1995-97

approach, and has a proven talent for bringing people and ideas together in new ways – promoting dynamic collaborations with compelling results.

For personal time, Amy enjoys family time, traveling, volunteering, gardening, reading, and playing scrabble! She is a huge fan of kids and enjoys witnessing them develop and challenge new ideas in their natural quest to engage in the world around them.

University of Southern California, School of Architecture, LA Visiting Professor, 3rd-4th Year Topic Design Studio, Topic: Educational Facilities, 1998-99

Harvard Graduate School of Design, CambridgeProfessional Development CourseProfessional Development Course Instructor: “Public School Planning & Design”, 1997


BrainSpaces: Project ExperienceThe following list includes projects completed by Amy Yurko since the formation of BrainSpaces in 2004.

All projects are team efforts and include team members from schools, districts, architecture firms and/or other consultants. Additional detail on select projects is included in the Appendix.

PLANNING & DESIGN RECOGNITION

The new Marysville Getchell High School Campus has sweeping wins in awards programs throughout the country. Recognition in the

K-12 Education: Campus, District-wide, Master Planning, and Other StudiesOlympia Public Schools, District-wide Master Plan, Olympia, WAAnchorage School District; The Whaley School, Anchorage, AKRiver Forest School District 90, District-wide facilities study, River Forest, ILGlen Ellyn School District 41, District-wide Facilities Study; Glen Ellyn, ILAnchorage School District, District Standard Educational Specifications;, AKMontgomery Public Schools; K-12 Planning, Montgomery, AL

first half of 2011 include:• Grand Prize: NSBA• Polished Apple Award: CEFPI

Washington Chapter• Grand Prize: School Planning &

Management• Award of Merit: AIA Committee

on Architecture for Education• Merit Award, Civic Design: AIA

W hi t C il

High SchoolsNatrona County School District, Kelley Walsh High School, Casper, WYSt. Vrain Valley School District, New High School, Longmont, COMarysville School District, Pilchuck High School Renewal; Marysville, WAMatanuska-Susitna Borough SD, Susitna Valley Jr/Sr High; Sunshine, AKLos Angeles Unified School District, Small Schools Initiative, CAMontgomery Public Schools, New Carver High School; Montgomery, AL

Washington Council• 2011 MacConnell Award finalist

CEFPI Pinnacle Award, 2010, South Palmer (Machetanz) Elementary School, Palmer, AK

Grand Prize: NSBA, Clark Middle School g y , g ; g y,

Marysville School District, Getchell High School; Marysville, WALewis-Palmer School District, Palmer Ridge High School; Monument, COAnchorage School District, West High School; Anchorage, AKLaramie County School District 1, Central High School; Cheyenne, WYLaramie County School District 1, East High School; Cheyenne, WYLaramie County School District 1, South High School; Cheyenne, WY

Len Meckler Award: CEFPI AK Chapter, Clark Middle School

CEFPI MacConnell Award Finalist, 2009, Palmer Ridge High School, CO

CEFPI MacConnell Award Finalist, 2005 South Anchorage High Middle Schools

Fairbanks North Star Borough SD, Ryan Middle School, Fairbanks, AKSchiller Park School District 81, Lincoln Middle School; Schiller Park, ILMontgomery Public Schools, Two New Middle Schools; Montgomery ALClark County School District; Prototype Middle School; Las Vegas, NVAnchorage School District, Clark Middle School; Anchorage, AKAnchorage School District, Romig Middle School; Anchorage, AK

2005, South Anchorage High School, AK

CEFPI Pacific NW Regional Pinnacle Award 2005, EstevanPrimary School, Saskatchewan

AIA Alaska Chapter, Honor Award, 2005, South Anchorage High School, AK

Pre-Kinder, Elementary & K-8 SchoolsLaramie County School District 1, New North Elementary, Cheyenne, WYBensenville School District 2; District-wide Master Plan, Bensenville, ILSublette County School District 9, Big Piney Elementary, Big Piney, WYAnchorage School District, Girdwood K-8 Community School, AKFairbanks North Star Borough SD, Barnette Exploratory Magnet School, AKMatanuska-Susitna Borough SD, Machetanz Elementary, Palmer, AKMontgomery Public Schools New Elementary School; Montgomery AL

School, AK

AIA California Council, Merit Award, St. Bonaventure K-8 School, CA

AIA Honor Award, International School Manila (K-12)

AIA Merit Award, Middle School at Montgomery Public Schools, New Elementary School; Montgomery, ALClark County School District; Prototype Elementary School; Las Vegas, NV


High Desert, NM

Project Experience prior to the formation of BrainSpaces

The following list includes projects completed by Amy Yurko with firms such as Perkins+Will and DLR Group, prior to the formation of BrainSpaces in 2004.

K-12 EducationBradley-Bourbonnais Community High School; Bradley, IL (with DLR Group)Washington Unified SD; West Sacramento High School, CA (with DLR Group)Farmington Independent SD#192; Farmington HS, MN (with DLR Group)Gravette Public Schools, New High School; Gravette, AR (with DLR Group)Ray Marsh Elementary School; Overland Park, KS (with DLR Group)Laramie County School District #1, Freedom Elementary, Cheyenne, WY (DLR)Nampa High School; Nampa, ID (with DLR Group)Douglass Replacement High School, Oklahoma City, OK (with DLR Group)Kamehameha Schools Master Plan; Honolulu, Hawaii (with DLR Group)Lawrence Unified School District #497; Lawrence Kansas (with DLR Group)Lawrence Unified School District #497; Lawrence, Kansas (with DLR Group)Lee’s Summit High School; Lee’s Summit, Kansas (with DLR Group)Clark County Prototype Elementary School; Las Vegas, Nevada (with DLR)Sacred Heart School; Chicago, Illinois (with DLR Group)Pequot Lakes K-5 School; Pequot Lakes, Minnesota (with DLR Group)Nampa Middle School; Nampa, Idaho (with DLR Group)Estevan Joint Use Primary School; Estevan, Saskatchewan, Canada (with P+W) Long Branch High School; Long Branch, New Jersey (with DLR Group)San Diego City Schools; San Diego California (with Perkins+Will)

DESIGN AWARD JURIES, INSTITUTES, SUMMITS

CEFPI McConnell Juror, 2011

CEFPI Annual Conference Planning Committee, 2010

AIA National Conference Planning San Diego City Schools; San Diego, California (with Perkins+Will)St. Bonaventure Integrated Educational Facility; Concord, CA (with P+W)South Anchorage Area High School; Anchorage, Alaska (ECI/Hyer & P+W)Broward County School District High Schools; Miami, Florida (with Perkins+Will)Middle School at High Desert; Albuquerque, New Mexico (with Perkins+Will)Anderson North and South High Schools; Anderson, Indiana (with Perkins+Will)Liberty High School; Liberty, Ohio (with Perkins+Will)Falmouth High School; Falmouth, Maine (with Perkins+Will)Old St. Patrick’s Elementary School; Chicago, Illinois (with Booth/Hansen)

AIA National Conference Planning Committee, 2009

AIA Committee on Architecture for Education, Annual Awards Juror, 2008

Juror: Chicago Award in Architecture, AIA Chicago, 2008

y g ( )

K-12 International SchoolsConcordia International School; Shanghai, PR of China (with Perkins+Will)International School Manila, Fort Bonifacio, Manila, Philippines (with P+W)International School Beijing, People’s Republic of China (with Perkins+Will)Brent International School-Manila; Manplasan, Manila, Philippines (with P+W)International School Yangon; Yangon, Myanmar (with Perkins+Will)

American Architectural Foundation : National School Design Institutes, 2006 & 2007

Design Alabama/AAF School Superintendents’ Design Summit, 2008

American School & University,

Higher EducationUniversity of Hawaii; West Oahu Campus (with DLR Group)University of California-Riverside; Riverside, CA (with Perkins+Will)University of California San Diego, School of Medicine; CA (with Perkins+Will)Loyola University Medical Center; Maywood, Illinois (with Perkins+Will)

Annual Awards Juror, 2006

DesignShare, Annual Design Awards Juror, 2006 & 2007

CEFPI Alaska Chapter, Annual Design Awards Juror, 1999, 2005 & 2006


AIA National Gold Medal & Firm Awards Juror, 2002

Sharing IdeasAmy is consistently invited to share her ideas and insights in venues throughout the country. The following list includes a selection of Amy’s presentations and publications as evidence of her commitment to sharing ideas.

2011The Wonder of Wonder: Stimulating Curiosity through Design

TEDx Bloomington Conference

“If we Learn by Doing, then what are we learning sitting in this classroom?” REFP Pre-Conference Workshop, CEFPI MWGL Annual Conference

The Best School Ever Made: How Architecture can Support LearningOpening Minds Annual Conference, 2011, 2010 & 2009

The Right Fit: Designing for Children with Emotional & Behavioral ChallengesCEFPI Annual World Conference, 2010

When Funding is Scarce: making the Best Use of Existing Facilitiesby-line article, CEFPI Educational Facility Planner, Volume 44, Issue 2/3

When There's No Money to Build: How to Enhance Utilization of Existing Facilities

2000 - 2010

gCEFPI Annual World Conference, 2009

Learning Styles & the Spaces that Support Them, All-day workshop presented with Susan Rundle, CEFPI AK Chapter Annual Conference, 2008

Gearing Up for Change: Transforming a School District One Facility at a TimeCEFPI Preconference Workshop, Annual World Conference, 2008

Vision to Reality: The Planning & Design of Marysville Getchell High SchoolAIA Committee on Architecture for Education Spring Conference, 2008

The League of Extraordinary School DesignersPanel Discussion, AIA CAE Spring Conference, 2008

Calculating School Capacity: Local, State & National PerspectivesCEFPI Pre-Conference Workshop, Annual International Conference, 2007

Small School, Different Model: Linking Students with Learning CommunitiesCoalition of Essential Schools, National Annual Conference, 2006

The Great Debate: Small SchoolsPanel Debate, CEFPI Midwest/Great Lakes Regional Conference, 2006

Trading Spaces: Transforming Schools into Spectacular Learning EnvironmentsCEFPI 82nd Annual International Conference, 2005 (Also presented at Alaska CEFPI Annual Conference, 12/2005)

Educational Adequacy Assessments: Case StudiesCEFPI 82nd Annual International Conference, 10/2005 (Also presented at Alaska CEFPI Annual Conference, 12/2005)


Sharing Ideas

2000-2010 (continued)

Calculating School Capacity: An Architect’s ApproachCEFPI Mountain Regional Program, Denver, 2005

Managing Design g g gPreconference Workshop, AIA National Convention, Las Vegas, 2005

Mastering the Metrics that MatterSeminar/Panel, AIA Practice Management Conference, CA, 2004

Defining Your Strategic ContextCo-Presented Seminar, AIA Practice Management Conference, CA, 2004

Community Use Spaces in the K-12 Learning EnvironmentSchool Planning & Management, “Building Blueprints” by-line article: 2004School Planning & Management, Building Blueprints by line article: 2004

To Renovate or Build New – Looking Beyond the NumbersCEFPI Quarterly Review, January 2004

Successful Learning Environments: Linking Facilities to Student AchievementWI Association of School District Administrators, Annual Conference, 2003

Are We Breaking Ranks? Notes on the Progress of High School ReformASBO 89th Annual Conference, Charlotte, NC, 2003

Opportunities and Challenges in School PrototypesCo-presenter, CEFPI Executive Director’s E-Conference Series, 2003

Planning & Designing Surge Space for the Expanding College Campusby-line article, College Planning & Management, “Architecturally Speaking”, f2003

The Role of Aesthetics in Quality School DesignCEFPI Alaska Chapter Conference, presentation/discussion group, 2002

School Prototypes: Myths Pros & Cons (co-presented with Dale Schiedeman)School Prototypes: Myths, Pros & Cons (co-presented with Dale Schiedeman) CEFPI Annual International Conference, Phoenix, AZ, 2002

Top Ten Considerations for School FacilitiesAmerican School & University article, January 2002

Technology for Science: Special ConsiderationsCEFPI Annual Technology Conference, Scottsdale, 2002

How to Plan a Learning Environment with Technology that is Curriculum-Based and Instructionally Validand Instructionally-Valid

NSBA Annual Conference, SCA, 2001

School Facilities for Year-Round EducationNational Association for Year-Round Education, Annual Conferences, 2000, -01, -02 & -03

Science Facilities for a New Generation of LearnersPresentation, CEFPI MWGL Conference, Kansas City, 2001

New Directions for Science FacilitiesPresentation, CEFPI Technology Conference, AZ, 2000


Sharing Ideas

Designing Spaces for Hands-On LearningCEFPI Annual International Conference, Baltimore,1999

Curriculum & Context in Designing International Schools

prior to 2000PROFESSIONAL AFFILIATIONS In addition to CEFPI

American Institute of Architects (AIA), 1991-present g g

CEFPI International Conference, Baltimore, MD, 1999

Unique Solutions for Learning EnvironmentsCEFPI, Alaska, Anchorage, AK, 1999

Schools Around the WorldCoalition for Adequate School Housing (CASH) Annual Conference, Sacramento, 1999

K-12 Campus Planning: International SchoolsAssociation for the Advancement of International Education, Annual Conf., Houston, 1999

Board Member/Board Secretary, Schools for the Children of the World (NGO), 2007-present

AIA Chicago, Board of Directors, 2007-2010

National AIA Board Knowledge C itt 2009 2010 Association for the Advancement of International Education, Annual Conf., Houston, 1999

Beyond Technology: Your School as a Textbook for LearningCEFPI 75th Annual Conference, Vancouver, Canada, 1998

School Planning and Design WorkshopPresentation & Interactive Workshop, Saskatoon Public School Division, Saskatoon, 1998

Schools for 2001Guest Speaker: University of California-Riverside, Riverside, CA, 1998

Committee, 2009-2010

National AIA Liaison to the NAAB Accreditation Review Task Force on the Future of Education, 2007

National AIA Continuing Education (CEQAP) Chair, 2008-2009

Chicago Women in ArchitectureProjects Exhibited, Art Institute of Chicago, Chicago, IL, 1998

Public School Planning & DesignCo-Instructor, Harvard University Graduate School of Design,1998

School Construction ReportThe State of the School Market, 1998, NSSEA By-line article, 1998

National AIA Continuing Education (CEQAP) Chair, Curriculum Design Sub-Committee, 2006-07

National AIA Continuing Education Task Group, Appointed Member, 2005

American Architectural

Utilizing Cultural Context in Planning International SchoolsAssociation for the Advancement of International Education, Annual Conference, 2000

Innovative Ideas for SchoolsEast Asia Regional Council of Overseas Schools; Quarterly Magazine, Spring, 1998

international venuesFoundation (AAF); “Great Schools by Design” initiative, 2003-2008

AIA/ACG National Joint Committee, Appointed Member, 2004-2006

AIA National Practice Management Knowledge

Planning Schools for the 21st CenturySchool Planning Workshop, Singapore Ministry of Education, Singapore, 1997

Innovation in School DesignEast Asia Regional Council of Overseas Schools, Kuala Lumpur, 1997

g gCommunity Advisory Group, 2000-2005 (2004 Chair)

AIA California Council, Chair, Practice Management, 1999-2000

Association for the Advancement of International Education (AAIE)


East Asia Regional Council of Overseas Schools (EARCOS)

Amy Yurko is actively engaged in the following activities:A detailed description of the y y g g g

Clause 1 (educational organizations)Each spring, Drummond Montessori School, an inner-city magnet program in the Chicago Public School system, offers career-focused electives to its mid-level students. The program includes courses taught by local community business leaders, and includes choices such as theater arts, finance/stock market, j li hit t d it t j t

A detailed description of the activities that the individual has been nominated for clearly identifying the nominee's role in the activity.

journalism, architecture, and community art projects.

As part of this program, Amy teaches one 20-week course per year on the topic of architectural planning & design. Geared towards middle school students, the course includes an research projects on historical and contemporary architecture (student’s choose a building, study it and present to the class), field trips throughout the city of Chicago, analysis and understanding of their existing school facility (what the school is) and explorationtheir existing school facility (what the school is), and exploration of new more effective environments for learning (what a school could be). Students learn to build both physical models and virtual models using Sketch-Up.

The final project is a day-long model-building competition, where students use graham crackers and “edible adhesive” to build a design of their choice. At the end of the competition, the students present their creations, and the school Principalthe students present their creations, and the school Principal judges them. The winning entries are awarded architectural “tools of the trade” (tools vary each year.) Following the awards ceremony, milk is delivered from the lunch room, and students from the whole school are invited to eat the models!

Clause 2 (university staff) Amy Yurko is an Adjunct Professor in the College of ArchitectureAmy Yurko is an Adjunct Professor in the College of Architecture at Illinois Institute of Technology. While she taught undergraduate design studios in the 1990’s, she now teaches graduate students and doctoral candidates who are in their first semester of developing their thesis projects. The course is a requirement of all degree candidates, and she typically works with more than 50 students at a time.

Having developed the syllabus herself Amy’s key focus for theHaving developed the syllabus herself, Amy s key focus for the course is to assist each student in establishing, exploring and defining his or her individual passion for the built environment, and then translating that passion into a viable yet inspirational thesis project statement. Throughout the semester, students define their projects, research and document relevant case studies, select and analyze their project sites, identify potential stakeholders, develop guiding principles, define their programs of space requirements, and embark on the planning and initial p q , p gconceptual designs for their thesis projects, which are developed further as students work towards their degrees.


Amy Yurko is actively engaged in the following activities:A detailed description of the y y g g g

Clause 6 (architecture)

With a Master’s Degree in architecture, an active professional license to practice architecture, past and current teaching appointments in collegiate schools of architecture local and


The candidate's activities judged worthy of recognition must have occurred within five appointments in collegiate schools of architecture, local and

national leadership positions in the AIA, and 24 years of experience as an architect, Amy’s passion for and success as an architect is undeniably clear and strong.

Throughout her career, Amy has enjoyed exposure to a variety of client and project types such as museums, corporate environments, healthcare and fitness facilities, and residential projects. But her focus and passion is clearly with facilities for

must have occurred within five years preceding nomination.

NOTE: Additional information is provided primarily for the purpose of adding context to the past five years of activities that is “worthy of recognition” per the Award submittal p j p y

learning, and she has focused her career, since 1995, solely on architecture for education.

In the early 1990’s, Amy led the design of a building type that did not yet exist – a comprehensive, stand-alone facility for the diagnosis, care, treatment, and general services for people who were HIV-positive. There simply were no precedents, and the client and design team were prompted to understand the wide

prequirements.

range of stakeholders (patients, families, care providers, staff, etc.) and to develop a new facility to address their unique physical as well as emotional and psychological needs. The team developed a new strategy for supporting these stakeholders with compassion as well as expertise and urgency. The resulting CORE Center, a joint project including Cook County and Rush University Hospitals, was thus developed as a “one-stop-shop for services such as counseling, dental and salon services in addition to the diagnostic treatment research andservices in addition to the diagnostic. treatment, research and education. Families are welcomed, and uplifting art is incorporated. Stakeholders from every category are prompted to share, collaborate, and innovate in the care of each other. Education is a key component in the care of all those involved. The success of the center has sparked a wave of similar facilities throughout the country and abroad, and it is now expanded to serve patients with various infectious diseases. The CORE Center remains one of the largest HIV/AIDS clinics in the United Statesremains one of the largest HIV/AIDS clinics in the United States.

This project experience has had a lasting impression on Amy and her work. It illustrated just how directly facilities can influence the lives of their occupants. The lessons learned have directly impacted Amy’s philosophy of architecture in general and school planning in particular – and has reinforced her belief that anything is possible when the right questions are asked, the right people are involved, and an atmosphere for collaboration is p p , pfostered.


Clause 6 (continued)A detailed description of the

When this healthcare facility was complete, Amy began a part-time professorship teaching design studios at IIT’s College of Architecture. Working with students in the renown Mies Van derRohe campus was another example of the impact of architecture on people - this time, learners. Amy’s design studios were focused on understanding the developing mind of students and how to ask the right questions of them to help them succeed She used educational facilities as the primary project


succeed. She used educational facilities as the primary project type for her students to explore, and the connections between learning and learning environments became increasingly clear.

Thus began Amy’s quest to unite education and architecture.

While working with the reputable school design firm, Perkins +Will, Amy was fortunate to work with and learn from contemporary masters such as Bill Brubaker Ray Bordwell Ralph Johnson andmasters such as Bill Brubaker, Ray Bordwell, Ralph Johnson and others. She led teams in the planning and designing domestic and international schools, completing projects across the country and in China, the Philippines, Yangon, and Japan. She was invited by Singapore’s Ministry of Education to conduct a school planning workshop for their staff, and began writing a column on school design strategies for the quarterly publication of the East Asia Regional Council of Overseas Schools.

Over the following decade, Amy’s school design experience grew, as she helped establish P+W’s presence in southern California, taught at the University of Southern California and the University of California, Riverside, and became a leader in the AIA California Council. Amy continued sharing ideas through a multitude of professional organizations, conferences and workshops. She furthered her experience in school architecture working at DLR Group with projects across the country.

In 2004, Amy started her company, BrainSpaces, a consulting firm dedicated to facilitating connections between education and architecture. The BrainSpaces team offers collaborative visioning, programming and planning expertise to schools and school districts throughout the country and abroad.

As Amy has dedicated her career to the thoughtful planning and design of environments for learning this is the perfect fit forand design of environments for learning, this is the perfect fit for her. Integrating architectural expertise and educational perspective is a unique strength of BrainSpaces – understanding both educators and architects allows for an accurate translation of educational goals and needs into clear and effective directions for each project.


Clause 6 (continued)A detailed description of the

Through her company, BrainSpaces, Amy has enjoyed consistent work and an impressive extent of repeat clients. She works with both School Districts and architectural firms as her clients, and she provides visioning, planning, programming, and design services, in various proportions, for both.


Established in 2004, Amy Yurko’scompany, BrainSpaces embodies the work for which she

About BrainSpaces Inc. (www.BrainSpaces.com)A goal at BrainSpaces is to seamlessly assimilate both educational and physical components of this complex scope of work into a comprehensive, coordinated and accurate set of tools for use and by the design team of architects and engineers who will ultimately implement the project and/or master plan. It is a strong belief that this is the key to superior educational f iliti d th i i f B i S i i di t t

embodies the work for which she has been nominated for this Award. Specific Projects spanning the past 5 years are shown below, and are included with additional detail in the Appendix.

facilities, and the mission of BrainSpaces is in direct response to this belief.

We plan schools for today and tomorrow with one primary goal in mind - learning. Our work recognizes the balance among all aspects of educating students including student achievement, curriculum, assessments & standards, school leadership, operations & management, staffing, technology, community building, public support, facilities, and the rapidly changing global environment.

Our process includes strategies for prioritizing decisions and for allocating resources to those efforts that are most likely to yield the maximum educational value.

While we are primarily educational facilities planners we are alsoWhile we are primarily educational facilities planners, we are also dedicated to knowledge sharing and community service relative to enhancing educational opportunities for all learners. We are regularly invited to share our expertise through publications, presentations and workshops at national and international conferences, and through design juries for school awards and competitions. Activities such as these continually widen our perspective while also allowing us to pursue our one primary goal - to help all children discover the joy of learning.goal to help all children discover the joy of learning.

Engaging the expertise of students, educators, and communities, research and theory are combined with real-life best practices from across the country and around the world. Together we explore options, generate fresh ideas and provide tailored solutions, which result in school facilities programs, plans and designs to transform your educational goals into real spaces. Spaces that truly support learning BrainSpacesSpaces that truly support learning. BrainSpaces.


CEFPI believes that:• Facilities impact the learning, development & behavior of the facility user; A detailed statement on how p g p y• The planning process is essential for quality facilities; • Sharing and networking improves the planning process; and • There is a standard by which to measure.

Mission:CEFPI is the primary advocate and resource for effective educational facilities. We serve those who use, plan, design, construct, maintain, equip and operate educational facilities.

A detailed statement on how the candidate's work embodies the values and mission of CEFPI and has advanced the development of effective learning environments.

Vision:CEFPI is the advocate for excellence in student learning environments.

The work and activities of Amy Yurko, as described in this submittal, strongly embody the values – the vision, mission and beliefs – of CEFPI.

As both architect and educator she “bridges the gap” among the twoAs both architect and educator, she “bridges-the-gap” among the two groups to ensure that the goals of all – effective learning environments that contribute to student success – are supported with honesty, creativity and grace.

With this combined perspective, Amy is uniquely equipped to advocate for excellence in student learning environments. Excellence is defined and achieved in varying ways for different clients, however Amy’s involvement ensures that the site-based uniquenesses are recognized andensures that the site based uniquenesses are recognized and accommodated while best practices from around the world are also explored, expanded upon, tailored and incorporated. She has among the highest of expectations for her own work, and expects equal excellence in others. She challenges others to expect even more, and finds innovative ways to meet those expectations while continuing to raise the bar even higher. She learns from each new situation and applies new thinking every chance she gets. She tests new ideas herself, both in the office and in the classroom, and is not afraid to admit when an idea is half-baked and/or needs further development.

In addition, Amy is passionate about sharing what she knows with others. She truly agrees that sharing and networking improves the planning process. She has become a well-known resource for members of CEFPI and AIA. For example, her CEFPI pre-conference workshop, “Calculating School Capacity” has been presented at national, state and regional CEFPI conferences, and has been downloaded from the BrainSpaces website hundreds of times.

Amy is also passionate about sharing her energy in areas of great need. She volunteers her time and talents negotiating, planning, designing, building and making new friends in ultra disadvantaged areas of Honduras. A Board Member of Schools for Children of the World, she is contributing to school construction in some of the poorest areas on earth.

Not only does Amy Yurko’s work embody the values of CEFPI but perhapsNot only does Amy Yurko’s work embody the values of CEFPI, but perhaps more importantly, Amy herself does too.


Amy Yurko is proud of the relationships built, the clients supported d th t d t th t d li ht d b th lt f h k hand the students that are delighted by the results of her work. The

perspectives of her clients and peers are powerful indications of her commitment to her work, and the mission of CEFPI. Included are more letters than requested, because these endorsements speak more loudly and clearly than nearly everything else.

To supplement the letters included on the following pages of this b itt l h f dditi l t i d

Dr. Bill DeJongMWGL Nominating Committee

Miss Meilani RoanStudent

submittal, here are a few additional comments received:

“When I look around the school and see students exploring their ideas with the same curiosity as they explore the building, I find myself saying out loud the same thing I say when I see a bolt of lightning in the sky. ‘Wow, did you see that?!’” – Brian Amsler, Assistant Principal

Lincoln Middle School (whose new mascot is ‘Lincoln Lightning’)

Kelley Walsh High School

Mr. Wally DillerWyoming School Facilities Dept.

Mrs. Mary Cary & Mr. Mike PriceAnchorage School District

Lincoln Middle School (whose new mascot is Lincoln Lightning )

“Amy has done an extraordinary job of listening, creating, revising, and designing for our needs. She is very adept at soliciting feedback from people with competing ideas in a way that allows for participation, but not domination.” – Carol Comeau, Superintendent, Anchorage School District

“It was brilliant of you to give everyone an opportunity to speak [at our

Ms. Tina StavrouPrincipalLincoln Middle School

Dr. Roberta TaylorSuperintendent (Emeritus)Schiller Park School District 81

Mr. Bob BechtoldM t k S it V ll community forum]. I was so pleased to see the interest the community had

in the project. People were so glad to be able to have their voice heard.” – Dr. Roberta Taylor, Superintendent, Schiller Park School District 81

“Amy’s outstanding and innovative work on educational facilities has established her as one of the most creative educational architects practicing today” – Esther Cox, co-author of NASSP’s

Breaking Ranks Changing an American Institution

Matanuska-Susitna Valley Project Manager

Mr. Dennis AukerLaramie County School District #1Planning & Construction

Mr. Larry MorrisFairbanks North Star BoroughProject Manager Breaking Ranks, Changing an American Institution

“[Amy] helped our team take a fresh and unencumbered approach to the challenges and opportunities that the new site and student enrollment presented. I felt that there were actions, comments and suggestions [she] made that forced our group to get out of our "comfort zone".

– Ellis Kaufman, Director, Small Schools Initiative, LA Unified School District

“I t l d b th b i it t t th ' t d t d

Project Manager

Mr. Mark NeidlingerPrincipalDrummond Magnet School

Mrs. Donna RobertsonDean, College of ArchitectureIllinois Institute of Technology

“I was most pleased by the obvious commitment to the 'student and teacher' experience that you demonstrate. Linking learning trends to environmental issues/impact is a message that needs to echo more and more in national planning discussions.”

– Christian Long, EdD, Teacher, Planner, Founder: BePlayful Design

“Thanks for all of your assistance – I learned a lot from you and thought you did a great job leading the group through the process.”

Mr. Peter LippmanCEFPI Board Member(attended MWGL workshop)

Mr. Peter Brown, AIAPeer, Collaborator, Friend

Mr. John Pfluger, AIAPeer, Collaborator, Friend

– Donna Wood, Teacher, Lewis Palmer School DistrictPeer, Collaborator, Friend


17Student, Kelly Walsh High School

FAQ 1: AnswerAt BrainSpaces, we recognize that regarding educational approaches, educators, administrators and staff know what works for their students. However, we also understand that they have tough jobs, lots of kids and loads of responsibilities, and for various reasons, these professionals can have less exposure to alternative strategies for teaching and learning.

We see our role as leading stakeholders - including students and their families, teachers, staff, administrators, trustees and community members -

FREQUENTLY ASKED QUESTIONS:

1) How does your firm families, teachers, staff, administrators, trustees and community members in the exploration of a multitude of new ideas and educational approaches taking place throughout the country and around the world. Explorations include examples, virtual tours, interviews, research, presentations and school tours to ensure participants are exposed to and understand the challenges and benefits of each example.

We typically find that a few strategies explored rise to the top as preferred, and we work with staff to test and tailor strategies to best serve the unique

1) How does your firm recommend that the School District handle alternative educational approaches that the educators, administrators, and staff may not be ready to embrace with respect to the change in teaching and we work with staff to test and tailor strategies to best serve the unique

needs and populations within the District or even within each school site. We nurture “champions” of each strategy so that they can spread these new ideas throughout the district and keep them progressing through challenges that may arise in the implementation of alternative practices. This strategy has proven to be sustainable long after our work is completed.

FAQ 2: Answer

the change in teaching delivery to an alternative practice?

2) What specific strategies does BrainSpaces use to move school districts to 21st Century leaning methods and other innovative

At BrainSpaces, our strength is in understanding - and experiencing whenever possible - a multitude of strategies for teaching and learning. Of course, new and innovative practices are our focus, but in addition, we also take advantage of the lessons learned from older, more proven methodologies, like the Socratic, Montessori, and Reggio Emilia methods, as well as direct instruction. Current programs like International Baccalaureate, STEM, Career Pathways, and 21st century skills continue to inform the process. We have found that various approaches can be blended in

practices?

various ways to offer teaching strategies that are tailored to address unique teaching and learning needs.

While the latest trends in meeting the needs of 21st century learners are explored with our clients, they can easily become a source of apprehension and skepticism if teachers begin to feel overwhelmed by change. At BrainSpaces, we understand these challenges and are ready to face them with innovative strategies for making the best, most efficient use of the built g gareas we are asked to address.

To facilitate this step of the process, we typically engage your school community (students, parents, teachers, administrators, staff, community members, etc.) in interactive workshops to review your goals, learn from examples of outstanding learning environments (physical and/or virtual tours), discuss the potential impacts of future educational strategies, technology and workforce trends of your school and community, brainstormtechnology and workforce trends of your school and community, brainstorm ideas and options, and collaboratively develop design solutions.


FAQ 2: Answer (continued)

We help alleviate concerns for change and implementation of new methods by engaging teachers, administrators and students in the development or tailoring of these new practices. Our role is to ensure that everyone understands the benefits of innovative practices, the opportunities and challenges presented by change, and to keep everyone focused on the main goal of achieving student success now and into the future.

Specifically, we think that visiting model schools is a powerful way to share innovative practices. Peer-to-peer conversations can provide real insights into the inner workings of the benefits and challenges inherent in many new approaches. In addition, we offer presentations, research and readings, videos and workshops to explore ideas and practices from across thevideos and workshops to explore ideas and practices from across the country and around the world. We suggest ways for teacher volunteers to begin testing ideas in their classrooms and with their peers, and then reporting back to the group their experiences.

A highly interactive and collaborative process is essential. We understand that students by their nature are passionate, creative, open to new ideas, and full of energy to discover the world around them. We also understand the need to support creative principals and teachers who see themselves as collaborators in designing new strategies for schools to be more flexibleas collaborators in designing new strategies for schools to be more flexible, demanding and challenging. Our goal is to seek and find new ways to capture all of this positive energy, and to make sure that the students and teachers themselves are part of both the process and the solution.

By fully understanding the thoughts and needs of young learners, we can focus our activities on providing them with responsive solutions. When we tour schools, both inside and outside of the district, we prefer that the students who attend the school show us around. We ask them to take us to th i t d l t f it l d d t h ltheir most and least favorite spaces, classes, and programs and to help us understand why. We take the ideas and suggestions of students seriously, and offer them a role in redefining their learning experiences. The adults involved can get a true student’s perspective through this activity. With each new school project, we help raise that bar by posing the right questions at the right time, while also interjecting key lessons-learned wherever appropriate.

We also illustrate, through examples, models and even sketches, the facility implications of various educational practices. This helps participants see the practices in action and understand how spatial transformations can assist with transformations in teaching and learning. We understand the relationships between learning and learning environments, and the importance of stimulating curiosity and achievement in all who occupy these facilities. However, we strongly believe that the physical facility should not limit or dictate educational innovations over time. We offer ideas to support teachers, students and administrators in their quest for continual i t d ll f th fl ibilit f th f ilit t t h timprovement, and allow for the flexibility of the facility to support whatever strategies the stakeholders invent throughout the life of the facility.


FAQ 2: Answer (continued)

We believe that key attributes of the successful school of tomorrow include:

• Curriculum based on real-world relevance that is tailored to each learner and designed to optimize their success.

• Organization that allows for flexibility of time and space addressing teacher as well as student needs.

• Technology that is supportive of individual learning and teaching styles and ubiquitous within the learning environment.

• Community engagement to promote collaboration, encourage life-long learning, and which is mutually beneficial.

All of these attributes must be present in a safe and secure physical environment that also provides adequate lighting and daylighting, clean and comfortable air, stimulating aesthetics, and appropriate support facilities. In addition, the facility itself can contribute to the educational experience by allowing students to see and study building components and systems such as structural elements, mechanical components, and electrical meters. The trends in school planning and design require school systems to build effective organizational infrastructure prepare leadershipsystems to build effective organizational infrastructure, prepare leadership to manage and facilitate change, implement sound educational practices, and integrate technology that appropriately supports learning.

Thus, we plan schools for today and tomorrow with one primary goal in mind - learning. Our work recognizes the balance among all aspects of educating students including student achievement, curriculum, assessments & standards, school leadership, operations & management, staffing, technology, community building, public support, facilities, and the rapidly

h i l b l i t O i l d t t i f i iti ichanging global environment. Our process includes strategies for prioritizing decisions and for allocating resources to those efforts that are most likely to yield the maximum educational value.


Anchorage School District (ASD)

Since its launch, BrainSpaces has enjoyed ASD as a continuous client. Assignments have ranged from elementary to high schools and from modernizations to new facilities. According to the former ASD Facilities Planning Manager, Rob Balivet (retired this summer), “Your expected level of quality is one of the reasons we have continued to be pleased with your service.” And according to Superintendent Carol Comeau, “Amy has done an extraordinary job of listening, creating, revising, and designing for our needs. She is very adept at soliciting feedback from people with competing id i th t ll f ti i ti b t t d i ti ” A f

Scope of Project:Educational specifications which will be used to measure the adequacy of all the

ideas in a way that allows for participation, but not domination.” A few examples of Amy’s work in Anchorage are included below.

District-wide Educational Specifications: The educational specification offers valuable direction in the planning and design of educational facilities. Through this process, visions and goals were established and translated into tangible facility parameters and characteristics. BrainSpaces developed strategies and tools for collecting,

q yDistrict’s schools, to develop and implement the long-range capital plan, and direct the planning and construction of all new and modernized schools throughout the District through 2021.

p p g ganalyzing, documenting and communicating both quantitative and qualitative findings during the development of these educational specifications. Collaboratively developed, the resulting ed specs define the criteria used to establish and measure the adequacies and unmet needs of all school facilities, districtwide.

Educational Specifications were completed as separate documents for elementary, middle and high schools while also being coordinated

Elementary Schools:585 students66,700 sf

Middle Schools:750 – 1,150 students123,000 – 186,000 sf

High Schools: 1,800 – 2,200 students297 000 363 000 sf elementary, middle and high schools while also being coordinated

between the three. Typical contents for each set include: Executive summary, Introduction, Educational Goals, Planning & Design, Technology, Space Requirements, Individual Room Attributes, and an appendix. The methodologies for calculating student capacity for each off the schools was also included and coordinated with the demographics and boundary information.

The documents were written with both current and future viability in mind

297,000 – 363,000 sf

Responsibility:BrainSpaces completed the entire scope, including redefining facilities for the future of career and technical education.

The documents were written with both current and future viability in mind. Wherever possible, guidelines define flexibility for evolving educational needs and curricular strategies. For example, performance-based criteria for educational technology is used in lieu of defining actual technology equipment. This will allow the district to incorporate the most appropriate technology in existence at time of each new or renewal project.

During the process, new ideas and strategies for enhancing student engagement were discussed and developed including transitioning theengagement were discussed and developed, including transitioning the District’s grade configuration to accommodate a 6-8 middle school model, enhanced focus on hands-on learning, providing adequate supports for teachers and parents, and initiating a technology plan that is based on developing student skills in addition to simply providing access to technology services and devices. Since these district-wide standards have been developed, several construction projects have been completed or are underway. The District has used this process to begin its transformation, and is just beginning to see the positive impacts of the new standardsand is just beginning to see the positive impacts of the new standards.


Anchorage School District: The Whaley Center(aka “The Anchorage Center for Children”)

ASD operates a series of programs for at-risk students in kindergarten through age 21, on several sites throughout the city. BrainSpaces was engaged to develop educational specifications for a renewal of Helen S. Whaley School, a 7-12 facility component for children with social, emotional and behavioral challenges. The school serves both special and regular education students.

Scope of Project:Educational specifications which will be used to measure the adequacy of all the

As BrainSpaces began the planning process, we posed several key questions to the District leadership and school staff which led to a reevaluation of the program as a whole. The key question was not “what spaces do you need to serve this population of students?” but instead “what educational and support strategies may lead to increased student success for these students and their families?”

The development of educational specifications for a new Whaley Center

q yDistrict’s schools, to develop and implement the long-range capital plan, and direct the planning and construction of all new and modernized schools throughout the District through 2021.

The development of educational specifications for a new Whaley Center addresses this question by reinventing the programs, staffing and spaces required while also engaging community partnerships as a key component. While the new Whaley Center facility is not yet completed, the planning process, led by BrainSpaces, resulted in a powerful and integrated system for supporting children and young adults with social, emotional and behavioral challenges from throughout the state of Alaska in Anchorage.

Th di b l ill t t t d t fl th h th t f i

Responsibility:BrainSpaces completed the entire scope, including redefining programs and services in a wider continuum of structure to support this population of students.

The diagram below illustrates student flow through the spectrum of services to by offered through the Whaley Center in partnership with public and private support services located in Anchorage. The continuum, aptly named “The Anchorage Center for Children” aims to support each individual students in his or her “least-restrictive” settings.

Sharing:A summary presentation for this work was presented at the CEFPI Annual World Conference in San Jose, and at the Northwest Regional CEFPI conference in TalkeetnaCEFPI conference in Talkeetna. A .pdf of the presentation slides is posted at www.BrainSpaces.com


Anchorage School District: Clark Middle SchoolProject Narrative:Project Narrative:Located in a deteriorated urban neighborhood struggling towards revitalization, the old Orah Dee Clark Middle School was a symbol of where the community had been, not where it was going. In collaboration with the City, local citizens and action groups a new vision was created that transforms the neglected site into a dynamic learning environment signaling the rebirth of a community.

The new 3-story, 190,000 sf school is designed to respond to its unique d i l ifi i d i i h b ildi l l leducational specification and existing context. The building plan closely

follows the ideal layouts identified in the Ed Spec, grouping classrooms and students into small Teams. Taking advantage of the south sloping site, the school has been designed to reduce building footprint, improve views and solar exposure and reduce construction costs.

A robust interaction between the School District, Municipality, parents, students and other stakeholders was required to reach this economically disadvantaged and diverse population. Most of the served population did g p p p pnot have the time and resources necessary to attend meetings and due to cultural differences many were not comfortable speaking in public. Our planning process sought to reach these hidden voices through a number of non traditional methods including

The planning team collaborated with the existing school staff to put on two days of workshops with students that explored their existing school culture, aspirations and perspectives. Each workshop was documented by posters depicting the student images of what their new school should be that weredepicting the student images of what their new school should be that were posted throughout the school hallways during the design process.

A Title 1 school with a high percentage of free and reduced lunch students, the new school extends beyond the academic, serving the social and emotional needs of this often fragile population.

• Students need more frequent special services so the small learning community core spaces are surrounded by student support spaces suchcommunity core spaces are surrounded by student support spaces such as tutoring offices, ESL and reading labs.

• A community run health clinic with direct exterior access provides basic screenings and referrals for students now and the community in the future.

• Designated spaces are provided for community counselors along with a community meeting / parent help center near the Welcome Center.

• Discrete areas for needy students to get food, clothing, showers and other i id dassistance are provided.

• Security and supervision provisions are unobtrusive, creating a safe, warm, welcoming environment to greet students each day, something many do not have at home.

Adaptable spaces dramatically transform to serve multiple purposes addressing the functional and aesthetic needs of each with appropriate lighting, environmental controls and furnishings. Learning spaces visually and physically connect creating a strong sense of community Mainand physically connect creating a strong sense of community. Main circulation spaces are connected, visually, to surrounding classrooms to reinforce collaboration and the feeling of community.


Anchorage School District: Clark Middle School

Scope of Project:1,050-student middle schoolSize: 190,000 sfConstruction: $49M, $Completed: 2009

The Clark Middle School revitalized the site ofAnchorage's oldest middle school. Attempts were made to save portions of the existing facility, however economical advantage was achieved through replacing the entire school on the same site.

Responsibility:BrainSpaces completed the educational specifications, planning, programming, concept design andconcept design and community facilitation. The project was completed in association with McCool Carlson Green Architects.

Recognition:Grand Prize, School Planning & Management EducationManagement, Education Design Showcase, 2010

Len Meckler Award, CEFPI Alaska Chapter, 2010


Marysville – Getchell High School CampusProject Narrative:Project Narrative:This project exemplifies one of the most incredible turnarounds in educational history. After a state-record 49-day teacher strike, low graduation rates, enmity between the community and school board, and school overcrowding aggregated over years of bond failures, the Marysville (WA) School District and community rallied under the leadership of a new superintendent (the fifth in five years). They united to redirect energies toward student learning. Five years later, Marysville can boast a 27% increase in graduation rates and having one of the most innovative and

Specialty Learning Environments

Staff


Staff


Staff


Staff

Support Facilities

Support Facilities

Support Facilities

Support Facilities

Admin & St. Svcs

Admin & St. Svcs

Admin & St. Svcs

Admin & St. Svcs

Core Learning Environments




MODEL C – SMALL SCHOOLS:

increase in graduation rates and having one of the most innovative and award-winning campuses in the nation.

The new Marysville School District superintendent knew another high school campus was needed when he joined the district in 2004. Having inherited the biggest high school in the state and a system that was shoe-horning students into portables, business-parks, and an old YMCA, he needed to engage the community, reinvigorate teachers, and inspire public confidence in the school system. Putting together a design team of

Facilities Facilities Facilities Facilities

Shared Support Facilities

Shared Fitness & PE Facilities

Welcome Center

y g g garchitects, planners and an educational strategist well-versed in community engagement and educational facility design, he empowered his community to realize results.

Under his leadership, District administrators traveled coast-to-coast to experience first-hand successful strategies of peer districts. The District engaged students, parents, teachers, Board members, civic, faith and Native American tribal leaders to garner input, share research, and build an

i d h ld i h i h l d i fiesprit de corps that could move mountains. Their approach resulted in five board-adopted Guiding Principles for Design that are now evident in the campus.

• Relationships at the Center - Through extensive transparency and collaborative spaces, the design blurs boundaries between teachers, students, school and community such that students feel known, valued and inspired to perform at their highest potential.

• Focused Learning – Student learning drives all decisions. Student work and achievement is immediately visible. There are no corridors or hallways. Instead, rooms are connected by learning and social spaces. Exterior connections between buildings are treated as learning opportunities. Hands-on, interest-based, collaborative experiences allow students to experience success on a daily basis.

• Identity and Purpose – Marysville Getchell’s program consists of four high schools and a Campus Commons. Each HS (Biomed Academy, School for the Entrepreneur, Academy for Construction and Engineering and International Communications) y g g )expresses its unique identity through spatial configuration, graphics, furnishings and a layout that meets its educational mission.

• Community – The design facilitates community at varying scales for each high school. The campus also serves as a center of community through local partnership and globally through technology and sustainability.

• Accountability - Each high school boasts its own self-supporting building which is small enough in population, and transparent enough in design, to ensure all students g p p , p g g ,are known and all adults are held accountable.


Marysville – Getchell High School Campus

Scope of Project:Marysville School DistrictMarysville, WACapacity: 1,600 studentsp yGross Area: 195,000 sq.ft.Site size: 43 acresProject cost: $85,000,000.00Opened: 2010

Responsibility:BrainSpaces completed the educational specifications, educational programming, planning and community facilitation. The project was produced in association with DLR Group architects, and Architects of Achievement, both based in Seattle.

Recognition:Recognition:The new Marysville Getchell High School Campus has sweeping wins in awards programs throughout the country. Recognition in the first half of 2011 includes:

• Grand Prize: National School Grand Prize: National School Boards Association

• Polished Apple Award: Council of Educational Facility Planners International, Washington Chapter

• Grand Prize: School Planning & Management (highest award given nationally)g y)

• Award of Merit: AIA Committee on Architecture for Education

• Merit Award, Civic Design Award: AIA Washington Council

• 2011 CEFPI MacConnellAward Finalist


New Lincoln Middle School, Schiller Park, IL

P j t N tiProject Narrative:With repeatedly failed referendums, decreasing budgets and deteriorating facilities, this District had been pushed to its limit. The Superintendent’s creative actions sparked a student-led effort to rally the community in support of a new school – a school that wouldn’t even be completed in time for these particular students to attend. Successful in their efforts, the students illustrated the power of engaging their community to collaboratively achieve what neither could have done alone.

Schiller Park’s Lincoln Middle School is an excellent example of facilities that were planned and designed to enhance the ability to provide students with 21st century skills. Lincoln Middle School is a replacement school, built on the same site as the original school, now demolished.

The traditional educational environment of the old facility dictated departmental “junior high” teaching strategies in facilities which did little to inspire curiosity or achievement in its students.inspire curiosity or achievement in its students.

When asked, students wanted connections to the outdoors, spaces to hang out, opportunities to perform and display their work, better connections with their teachers, project-based activities, technology everywhere, comfortable environments, good food, and relevance in their education. Teachers wished to reach more students, have space and time for collaborative planning, use technology in meaningful ways, and enjoy where they work. The administrators wanted a safe and secure environment, welcoming atmosphere for parental and community partnerships, elimination of bullying and vandalism, efficient, durable and maintainable facilities, and adequate supports for all students and staff. The community wanted a school that would prepare their children for success in life, a community facility they could use and be proud of, and they wanted their tax dollars to be spent wisely.

The resulting facility was able to support all of these requests. It is a model f t t hi d l t l i t th iddl h l l l Itfor team teaching and exploratory learning at the middle school level. It includes rich connections to the outdoors, even in an urban environment, through green roofs, plazas and a roof deck accessed through the media center so that students can read outside, while also recognizing the importance of sustainability. BrainSpaces provided FF&E services, and the school includes comfortable furniture, geared to the mid-level student’s physical need to move. We also facilitated efforts to rebrand the school from the old “Lincoln Warriors” to the new ‘Lincoln Lightening” – using a student led design competition to establish a new mascot and new schoolstudent-led design competition to establish a new mascot and new school colors, more representative of today’s students.

The entire community is proud of their facility and ecstatic that it was delivered under budget. In the opening speech for the dedication of the building, the Assistant Principal compared the new building to the new mascot: “When I look around the new school and see students exploring their ideas with the same curiosity as they explore the building, I find myself saying out loud the same thing I say when I see a bolt of lightning in the sky.saying out loud the same thing I say when I see a bolt of lightning in the sky. ‘Wow, did you see that?!’”


New Lincoln Middle School, Schiller Park, IL

Scope of Project:Schiller Park School District 81Schiller Park, ILCapacity: 450 studentsGross Area: 98 000 sq ftGross Area: 98,000 sq.ft.Site size: 6 acresProject cost: $20,000,000.00Opened: 2010

Responsibility:BrainSpaces served as the educational planning and design consultant, engaging g g g gstudents and community members in defining and realizing goals for the future of SD81 students. BrainSpaces led the interior design, environmental graphics planning, and completed the entire furniture and furnishings package for the new school, including product research, selection, options and finishes, negotiations and coordination of phased installation and the reuse and furbishing of existing items.


Barnette Magnet School, Fairbanks, AK

Project Narrative:

Barnette Magnet School is a K-8 school renovation in Fairbanks Alaska. Developed by a passionate group of educators, this remarkable educational program for 400 students “empowers children as designers and inventors, enabling them to learn about the world through experimentation and exploration”. The program provides a rigorous course of study for core

Scope of Project:Fairbanks North Star Borough School District, AKCapacity: 400 students, K-8Completed: 2010 p p g p g y

subjects in the mornings and transforms itself in the afternoon to allow students to explore the world through an impressive collection of exploratory opportunities.

Located in the heart of downtown Fairbanks, Barnette was once a traditional elementary school of about 500 students that drew from nearby established but aging neighborhoods. Named after Capt. E.T. Barnette, who established a trading post on the Chena River in 1901 that later became

i b k th h l i it l i f th it ’ hi t t d t h

Completed: 2010

Responsibility:BrainSpaces completed the educational specifications, educational programming, planning and community facilitation. The project was produced in association with

Fairbanks, the school is a vital piece of the city’s history. Many students have parents and grandparents who attended or taught at Barnette in the past. But over the years, the student body had dwindled along with the downtown population to a school of about three hundred students, and closing the school was not an idea supported by the community.

When the planning process began, Fairbanks North Star Borough School District wished to address educational adequacy and facility condition to not only extend the serviceable life of the facility but to reinvigorate the

pMcCool Carlson Green and USKH architects, based in Fairbanks.

not only extend the serviceable life of the facility, but to reinvigorate the learning environment to work hand-in-hand with the educational process in delivering a new model education program which would attract families back to the city. The solution was to create a K-8 magnet school with the draw being afternoon exploratory classes in eight different strands. The District also hoped to boost enrollment by engaging home-schooled students.

BrainSpaces conducted stakeholder workshops to explore educationalBrainSpaces conducted stakeholder workshops to explore educational issues that are important in the design of 21st century schools: Learning-Centered Environments, Community Involvement, Operational Flexibility, Effective Organization, Safety, Security, and Sustainable Design. Additionally, the unique nature of Barnette’s program offered opportunities to explore facilities that support project-base learning, collaborative working environments, hands-on learning and interactive processes.

The school no longer draws from just the small downtown population; g j p pinstead, students enter from the entire community as well as nearby North Pole via a lottery system. The school serves from a borough that covers a geographical area of 7,361 square miles. Students are dropped off by parents in a steady stream of cars each morning and afternoon. The school accepts 450 students and has waiting list of over 100 students each year.


Barnette Magnet School, Fairbanks, AK

planning diagrams:


SuValley Jr/Sr High School, Talkeetna, AK

Project narrative:

Following the destruction of the old school by fire in June 2007, the Mat Su Borough acted decisively to meet community needs. Prior to fall semester a temporary facility was established and a planning team was in place to design the new school. With less than 2 months to explore new directions, create an educational specification and develop a concept design, the project team developed an integrated approach combining concept design activities with visioning exercises in a series of interactive user driven workshops. Breaking from the usual linear progression this process created unique opportunities and insights as design and program discussions evolved on parallel tracks. The more than 200 participants included a broad range of school and community partners and every student in the school.

Due to past conflicts, the initial planning session began with an air of tension and concern. The initial exercise simply asked each participant to discuss their hopes and apprehensions, an activity that was scheduled to last lesstheir hopes and apprehensions, an activity that was scheduled to last less than an hour. FOUR hours later (30 minutes of hopes and 3.5 hours of apprehensions) there were smiles and anticipation. The community had aired their concerns directly to key Borough officials, those officials had communicated their support for creating a great community school and the planning team had displayed their understanding of community values.

Focusing on the school’s specific education programs and unique character the planning/design team crafted a facility that honors the independent artistic spirit of a community that is grounded in the wildindependent artistic spirit of a community that is grounded in the wild landscape of Alaska. A natural outgrowth of the project vision and planning process, the building plan organizes programs to optimize learning relationships, creating an efficient and effective school. At the same time it creates dynamic social spaces to foster meaningful interaction between students, staff, teachers, parents and community. Key features include:• Diverse Learning Spaces: multiple configurations allow learning to occur in a

variety of settings. L‐shaped classrooms, small group rooms, and the applied learning labs are grouped around informal student areas.learning labs are grouped around informal student areas.

• Connected Spaces: scalable spaces can combine or separate throughout the day to meet multiple program needs. A prime example is the welcoming entry where lobby, library, multipurpose room, stage and music rooms flow together to create a flexible, multifunctional environment that accommodates everything from quiet study to community banquets.

• Community Service: the expansive and flexible commons creates an excellent after‐hours venue where community interaction can be easily accommodated while maintaining building security.

• Environmental Response: learning spaces are strategically arrayed around the path of the winter sun maximizing solar exposure in a daylight challenged environment.

• Learning with Art and Nature: local stone and wood are set in an integrated earth themed color scheme. More than a dozen nature based works from Alaskan artists populate the school creating a lively dialogue between art, architecture and the Alaskan environment.

• Inspiring and Motivating: this bold facility brings the power of the Alaskan landscape and the community together. The new school creates a positive andlandscape and the community together. The new school creates a positive and visible focus that is at once fun and serious, provoking student and community pride in its strong sense of purpose and unique expression.


SuValley Jr/Sr High School, Talkeetna, AK

Scope of Project:Matanuska-Susitna Valley Borough School District, AKNew 200-student Jr/Sr High School (grades 7-12)School (grades 7 12)Size: 50,700 sfCost: $17.85MOpened: 2010

Responsibility:BrainSpaces completed the educational specifications, peducational programming, planning and community facilitation. The project was produced in association with McCool Carlson Green architects, based in Anchorage.

Recognition:2011 MacConnell Award finalist

Su Valley is the first high school in the state of Alaska to receive the US Green Building Council’s LEED Silver certification.

Vision:Vision:One of the most telling statements came from Sandra Dawn White, the community representative on the school board:“I want the design team to understand who our kids are when they aren't in schoolare...when they aren t in school they are hiking on the tallest mountain in North America, flying airplanes and landing them on lakes, pulling fish half their size out of the river, riding snow machines to school...if we want our kids to be excited about coming to school, it has


gto be an exciting place.”

Fred and Sara Machetanz Elementary School, AK

Project narrative:

It is the first school constructed with the new prototype plan developed by BrainSpaces, with McCool Carlson Green and the Mat-Su School District and Borough. This 54,000 sf, $13 million prototype incorporates the best of the current strategies for teaching and learning while also incorporating flexibility to adapt to future trends in technology and education.

Designed for multiple learning modalities each classroom can expand

Scope of Project:Matanuska-Susitna Valley Borough School District, AKNew Prototype ElementarySize: 54 000 sf 420 students Designed for multiple learning modalities, each classroom can expand

activities into adjacent hallways and community space. Visually connected to each classroom, these common areas are easily supervised allowing for flexible use throughout the school day. Designed for multiple activities and future program evolution, the Applied Learning Labs and the lively community gathering area are easily transformed. Open, semi-enclosed and enclosed configurations support large group, small group, gallery, dining and other activities in a space that is flooded with natural light even on the darkest days of winter.

Size: 54,000 sf, 420 studentsCost: $13.0MOpened: 2009

Responsibility:BrainSpaces completed the educational specifications, educational programming, planning and community on the darkest days of winter.

The Learning Signature, "A center for creating community", goes beyond the school as being just a community asset and affirms it as a catalyst for the creation of healthy viable communities in the Mat-Su Valley. This 21st Century school serves the community as a “Home Away From Home”, providing an environment that promotes a strong sense of belonging for students, parents, partners, and staff. Transcending the notion that school is for students only, it warmly invites all community members to participate in its daily life This genuine spirit of collaboration makes learning more

p g yfacilitation. The project was produced in association with McCool Carlson Green.

Recognition:2009 Pinnacle Award, Northwest Regional CEFPI

its daily life. This genuine spirit of collaboration makes learning more meaningful, practical, and effective. Fostering a healthy and vital community, the school is a hub for celebration, recreation, and learning.

Machetanz Elementary was the first school in the state to receive the US Green Building Council's LEED certification: LEED Silver rating.


River Forest School District 90, IL

Project narrative:

River Forest School District 90 serves a small community in the greater Chicago area, and communicates a strong commitment to providing the highest quality educational experience for its roughly 1,350 students. Student achievement throughout the District measures among the highest in the state. The Administration and Board of Education realize that school facilities play a supportive role in teaching and learning and they monitor

Scope of Project:District-wide Facilities StudyCompleted in 2009

Responsibility: facilities play a supportive role in teaching and learning, and they monitor facility needs through annual Long-Range Facility Planning.

Understanding space needs is one step in upholding their commitment to academic excellence, and the Space Utilization Study was commissioned in response. This initial step includes analyzing the effectiveness of existing District facilities – in other words, how well existing space is used to accommodate educational programming.

Responsibility:BrainSpaces completed the entire scope, including data collection, verification, analysis and the development of strategies to alleviate educational inadequacies, inefficiencies & overcrowding.

The District retained BrainSpaces to analyze the educational programs, staffing, student enrollments and utilization of space, and to offer recommendations for how to enhance space utilization and efficiency in schools across the district. The study was by nature an integration of education and architecture, analyzing the individual and collective needs throughout District 90 and determining how well these current needs can be supported within existing facilities. Each of the District’s educational facilities was assessed through a combination of quantitative and qualitative criteria.

Sharing:The results of this study were used to illustrate Amy’s article, “When Funding is Scarce: Making the Best Use of Existing Facilities” published in the CEFPI Educational Facility Planner, Volume 44, Issue 2/3, 2010.

Mathematical calculations using established formulas provide objective, quantifiable data. The vision, goals and unique practices used to support individual learners provide the qualitative overlay, which permeates the solid, objective data and transforms it into real, workable understandings of how facilities are used.

Recommendations address strategies for increasing the effectiveness and efficiency of current facilities using current enrollments and projecting new

ff i t fl t th Di t i t’ i it t t iprogram offerings to reflect the District’s ongoing commitment to preparing students for success in the 21st century.

Since the study was completed in 2009, the District has already implemented many of the facility improvements recommended by BrainSpaces. Enhancements to the educational environment allow staff and students to engage in more relevant, hands-on learning activities than were possible prior to implementation of the plan. In addition, the staff’s ability to address individual needs of the students through IEP conferenceability to address individual needs of the students – through IEP conference center, spaces for staff to work with small groups and individual students, more streamlined access to technology, and a more welcoming environment for parental/family involvement – are contributing to enhanced student success.


Palmer Ridge High School, Monument, CO

Project narrative:

Palmer Ridge High School is the second high school in the Lewis Palmer School District. The school's investigative learning curriculum, where students are inspired to be seekers of knowledge, was the creative underpinning for the planning and design team.

Palmer Ridge High School’s campus design seeks inspiration from higher education planning and teaching models enabling collaboration between

Scope of Project:Lewis-Palmer School District, CONew High School1,200 studentsSize: 219 000sf on 69 acres education planning and teaching models, enabling collaboration between

students and faculty as well as treating the facility as a laboratory and learning tool. The school’s central spine is designed to maximize the social interaction of all students with lounges, food service points, lobbies, courtyards, and the media center. The lower level contains public spaces while the upper levels are formed by instructional spaces, the media center and administrative space. Courtyards and green roofs punctuate the experience along the spine while extending the instructional areas outside.

Th hi h h l i l d i th t ll it t d t l

Size: 219,000sf on 69 acresCost: $45.4 MOpened: 2008

Responsibility:BrainSpaces completed the educational specifications, educational programming, planning and community

The high school is planned in a way that allows it to accommodate several teaching models ranging from small learning communities to more conventional grade-based or departmental models. The instructional areas are organized around “academic crossroads,” a dynamic hub fostering collaboration between students and teachers. Faculty neighborhoods have been designed to give teachers a permanent location to utilize as their home base and allow sharing of classrooms. “Front porches” enable the neighborhoods to convey their unique identities through visual displays and digital messaging

p g yfacilitation. The project was produced in association with H+L Architects.

Recognition:MacConnell Finalist, 2009Citation Award, AIA Colorado

and digital messaging.

Palmer Ridge High School consists of a multi-level program that steps along with the site; courtyards and green roofs extend interior spaces into the exterior landscape, and every instructional space has access to natural light and views to the outside.

Endorsement:“It is likely that the very students in this school will solve the current and future energy challenges that face our nation.“- Dr. Ray Blanch, Superintendent


yurko cefpi-2011 planner of the year v2print€¦ · dear cefpi colleagues, it is a true honor to...

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