Tag: School Design (3)

Designing Safe + Secure Schools

PART 1 | School Security Practices Whether or not your building a new school, retrofitting, or renovating, it is always the right time to review your school’s security infrastructure to ensure your students, staff, and school personnel are as safe as possible. As important as cameras, scanners, lighting, and alarms are within a school’s security system, the must be supported by training, policies, and most importantly collaboration with the other systems creating a holistic approach to your school’s security design. In this 3-part series we will look at the process for developing a school security assessment to develop specific actions and discuss response and recovery options. PART 1 | We will dive into a process of ASSESSING your current facility with an honest look at the security and threats. PART 2 | We will develop specific action steps to the school district’s PREPAREDNESS. PART 3 | We will discuss RESPONSE + RECOVERY. FACILITY SECURITY ASSESSMENT A complete and holistic facility assessment is a combined team effort that involves steps to develop a comprehensive program that is used to review how our current facilities are built, how they function, and how current school policies affect security within school buildings. SECURITY ASSESSMENT TEAM The Security Assessment Team should be made up of a diverse team of: Students + Teachers + Administrators Parents + Community + Local Law Enforcement Architect + Security Professionals Superintendent The assessment team should provide a comprehensive district-wide analysis of current facility infrastructure, design, maintenance, policies, and procedures. The assessment team will compile all findings and research into a document that can be reviewed and updated on a regular basis. At minimum the Team will review the following items for your School Security Assessment: Building Exterior Conditions and relationship to such factors and environmental design + site configuration for vehicle and […]

Kodet Construction Observation Twin Cities Academy

Adapting To AXP

July brought more than fireworks and BBQ’s this summer for those on the path towards becoming an architect. A complete overhaul of the experience requirements to become an architect was put into motion, which has the potential to be a game changer for how those in the program gain and record experience. Formerly known as the Intern Development Program the new Architectural Experience Program (AXP) will require architecture firms to adapt in order to keep young talent advancing towards becoming licensed architects. In 2012 , NCARB conducted a national survey to review the old program and realized changes were needed in order to strive for better independent performance of required tasks at the completion of the program. The new AXP allows licensure candidates the opportunity to be more flexible with the number of hours needed for a particular task. This allows for greater time spent on a challenging task and less on ones candidates find easier, which is a major change from the static hours required in the old highly prescriptive system. Below are some of the biggest changes within AXP: 17 specific IDP experience areas are now 6 broad AXP experience areas These 6 areas align with the ARE exams and project phases, essentially WHAT YOU DO FOR AXP = WHAT YOU STUDY FOR ARE’S = WHAT YOU DO IN THE REAL WORLD! There are 96 listed tasks that licensure candidates are expected to have competency in at the completion of AXP. Reduction of supplemental experience in favor of firm-related project experience.   5 TIPS FOR FIRMS ADAPTING TO AXP To efficiently and effectively support those on the path to licensure Broaden Impact of Tasks Firms should encourage those in AXP to broaden the impact of their particular task into a greater network of interconnected tasks. By understanding how […]

District Facilities Planning Process

Is your district considering embarking on a District-Wide Facilities Comprehensive Planning process? Or, is your district experiencing facility accommodation, capacity, efficiency, and/or space utilization challenges? If so, this is a very exciting time for your district! But it may also be a bit daunting if you’re unsure of where to start. Through our experience working with schools, districts, and other educational facility master planners, we have developed a brief overview of the first steps in our District-Wide Facility Comprehensive Planning process for your reference (shown below). We hope this overview helps to clarify what the beginning of this process would look like once the design team has been hired by the district. All design teams and districts are different, so keep in mind that all steps are flexible to adjust to the unique characteristics, needs, and preferences of the team, district, and community. 1) Educational Visioning Event A one-day event that invites the community to envision the future of education in their community. This event kicks off the comprehensive planning process as a community-wide endeavor. Potential discussion topics include:   2) Steering Committee Formation Establishing a Steering Committee, or a Task Force, helps to guide the comprehensive planning process. The committee’s responsibilities include: Represent the district and community in the planning process Review and discuss Educational Visioning Event findings Formulate questions for Community Dialogue meetings Provide feedback to design team throughout process Develop a recommendation to the Superintendent 3) Community Dialogue #1 The first Community Dialogue focuses on creating an educational framework for the district. The educational framework developed will guide the planning process by attempting to define: Grade configuration Class size Number of facilities Criteria for determining facility lifespan Strategies for building and site disposition 4) Community Dialogue #1 Findings The design team will assess and present the Community Dialogue #1 findings to the Steering […]