• Project:��New Fort Pierce K-8 School��
• Location:��St. Lucie County, Fla.��
• Size:��215,000 square feet��across six buildings��
• Capacity:��Approximately 1,800 students��
• Architect:��Spiezle��Architectural Group��
• Construction Manager: The Morganti Group Inc.
• Key spaces:��Academic environments, gymnasium,��auditorium��and supporting facilities��
• Project goal:��Replace aging schools with a unified,��flexible��and resilient K-8 campus

LUCIE COUNTY, Fla. — St. Lucie Public Schools has broken ground on a new 215,000-square-foot K-8 campus in Fort Pierce designed to replace aging school facilities and create a modern learning environment for approximately 1,800 students.

District leaders joined project architect��Spiezle��Architectural Group and other members of the project team for a groundbreaking��ceremony��July 27. The new campus will��consolidate��students into a unified K-8 environment intended to serve families in the Fort Pierce community for generations.��

The project encompasses six buildings supporting academics,��recreation��and broader school community activities. Plans include contemporary instructional spaces as well as a gymnasium,��auditorium��and supporting facilities designed to accommodate students across multiple grade levels.��

Spiezle Architectural Group is providing design services for the project. The construction manager is The Morganti Group, Inc.

Creating a Flexible K-8 Environment��

The campus is��being designed��around��flexibility,��safety��and long-term adaptability. Academic and support spaces will accommodate the different developmental and educational needs of elementary and middle school students while connecting them within a single campus community.��

Resilience is also a��component��of the design, reflecting the importance of durable educational infrastructure in Florida and the district’s goal of creating a facility capable of serving the community over the long term.��

“Breaking ground on the new Ft. Pierce K-8 School marks an exciting step forward for St. Lucie Public Schools and the families it serves,” said Steven G. Siegel, AIA, LEED AP, principal at��Spiezle��Architectural Group. “This campus is designed to help connect a learning community that will give 1,800 students safe, flexible and inspiring spaces to learn, grow and thrive.”��

The new school continues an existing relationship between��Spiezle��and St. Lucie Public Schools focused on adaptable K-8 and K-12 learning environments.��

During the groundbreaking ceremony,��Spiezle��representatives presented St. Lucie Public Schools Superintendent Dr. Jon R. Prince with a commemorative gold shovel recognizing the project milestone and collaboration between the district and project team.

Editor’s Note: A previous version of this article incorrectly listed Wharton Smith as the construction manager on the project. The Morganti Group Inc. is the construction manager. ������Ů regrets this error.

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• Project:��Heights��CareerTech��Institute
• Location:��Fort Myers, Fla.
• Opening:��Aug. 28, 2026
• Developer:��The Heights Foundation
• Architect:��RG Architects, P.A.
• MEP Engineer:��Matern Professional Engineering
• Programming:��Construction, automotive, marine, healthcare,��business��and other career fields
• Purpose:��Hands-on post-secondary training, industry-recognized��credentials��and workforce development
• Reach:��Expected to serve hundreds of students annually throughout Lee County and Southwest Florida

FORT MYERS, Fla. —��The Heights Foundation has opened the new Heights��CareerTech��Institute, a post-secondary training facility designed to expand access to skilled-trades education and workforce opportunities in Southwest Florida.��

The two-story institute opened Aug. 28 and will provide hands-on training and industry-recognized credentials in high-demand career fields. Programs will prepare students for careers in construction, automotive, marine, healthcare,��business��and other industries with significant workforce needs throughout the region.��

Developed by the nonprofit Heights Foundation following years of planning, fundraising and community support, the institute is expected to serve hundreds of students annually from Lee County and surrounding communities. The facility is intended to connect students with career-focused educational opportunities while helping address regional demand for skilled workers.��

RG Architects, P.A. designed the facility, with Matern Professional Engineering providing full mechanical,��electrical��and plumbing engineering services.��

The building incorporates a combination of classroom and specialized technical-training environments to accommodate both academic instruction and hands-on learning. The project team designed the facility to support the varied infrastructure requirements of multiple career programs while providing a modern educational environment capable of adapting to workforce needs.��

“As engineers, we know the future of our industry depends on creating opportunities for the next generation to learn and develop meaningful careers,” said Todd Griffith, PE, LEED AP BD+C, director of Matern Professional Engineering’s Southwest Florida division. “The Heights��CareerTech��Institute represents an investment in future talent and the long-term success of the Southwest Florida community.”��

Griffith added that access to hands-on training and industry credentials can provide students with more direct pathways into rewarding careers.��

The Heights Foundation developed the institute as part of a broader effort to increase educational opportunities, economic��mobility��and workforce readiness in Southwest Florida. By bringing career training programs together within a purpose-built facility, the organization aims to give students practical experience and credentials that align with regional employment opportunities.��

The new institute also comes as the architecture,��engineering��and construction industries continue to emphasize the importance of developing the next generation of skilled professionals. Its construction-focused training is among several programs intended to provide students with pathways into industries critical to Southwest Florida’s continued growth.��

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By Elizabeth Link����

The new 77,000-square-foot, two-story Myrtle Grove Elementary School in Pensacola, Fla., serves PreK through fifth-grade students with 29 contemporary classrooms, a STEM lab, and outdoor learning spaces. The design celebrates the school’s history, while providing state-of-the-art educational technologies. Rather than erasing the past, the architectural approach transformed historical elements from the original 1939 building into meaningful design features, which��required an in-depth process design and construction.

Honoring 150 years of educational legacy in Escambia County, the new school needed to solve three distinct challenges: honor the school’s legacy in the community, bring state-of-the-art learning environments to the county, and be seamlessly built on the same site as the existing school on an active campus. ��

What started as a single-phase project evolved into multiple phases during the programming stage, as studies and evolving stakeholder needs determined that more of the campus and facilities required replacement than originally anticipated. The only structure from the original school that the project team retained was the library/media center, which had been built in the 1990s and was still in good condition.��

For Escambia County Public Schools, keeping the campus intact during construction was paramount. With two campus buildings no longer fully functional, the DAG Architects team began by creating a new master plan for the site that included acquiring 20 relocatable classroom buildings to be utilized during construction. The DAG team also renovated a separate existing building onsite to temporarily house the school’s administration department. As certain facilities, including a music and art building and an eight-classroom building, had to remain functional, a single-phase approach wasn’t possible. Instead, the design team opted for a phased approach to the project which offered many benefits, including: ��

• Minimal Operational Disruption — Phased construction allowed the school to remain open and operational (with minimal interruptions) by strategically sequencing tasks so specific areas remain accessible and functional throughout the project construction.��
• Lower Risk Management — Each new construction phase built on the previous phase, making the overall construction process more manageable, as it was easier to source materials and labor. This reduced the likelihood of costly delays or complications.
• Flexibility to Adapt — Completing initial phases allowed stakeholders to provide feedback that informed subsequent stages, such as increasing the scope of the project. It also helped to mitigate possible challenges in the design, though this required increased diligence to the project and site. ��

Overcoming Project Challenges��

The biggest challenge involved unknown conditions such as locating existing utilities and establishing water, sewer, fire and telecommunications connections to the temporary campus. Additionally, all power had to be rerouted in a manner that allowed the team to demolish buildings while still maintaining campus functionality. To further complicate the project, for a period in the construction process, all existing, temporary, and new systems had to function together, requiring careful coordination of fire alarm and telecommunications switches. ��

Additionally, because buildings were being demolished at different times, the project team had to carefully stage access while students were on campus. Intense scrutiny of the site was required, and the project team strictly adhered to safety requirements, such as installing double fences and closing off the temporary campus to maintain student safety. ��

When Phase I was completed, students and administrators moved into the newly constructed building. Currently, all temporary classrooms, buildings, and walkways are being removed, making way for future additions on the campus. ��

Developing the Design Philosophy��

As a true neighborhood school, the project needed to preserve Myrtle Grove Elementary’s significance in the community. Rather than replicating the previous building’s appearance; the design team chose to provide something special to reinforce the school’s long history and its connection to the community.

DAG researched historic schools throughout Pensacola for inspiration, seeking to restore traditional elements that have been lost over time. The design ultimately incorporated traditional gables, red brick, brick patterning and white trim. All exterior surfaces feature real brick to give the building a timeless quality, while the interior uses elements such as terrazzo flooring, patterned tile and clay masonry that allude to its history. ��

Some elements of the school were even salvaged for use in the new facility. The decision as to which historic elements would be preserved was driven by stakeholders, including the school’s previous principal, who (during past interior upgrades) had saved the old wooden doors from the cafeteria. These became the doors to the balcony in the new building. Additionally, the wooden stage planks became a conference table and the historic cafeteria doors frame views from an upper balcony that overlooks the modern cafetorium.

Similarly, DAG salvaged bricks and the old school letters from the demolished buildings and incorporated them as a feature of the main stairway in the new facility, mimicking an “entryway” to the exterior. Adjacent to this reconstructed wall is a two-story photographic mural containing photos spanning decades. The combination of elements creates an almost museum-like atmosphere. While this project is not a reconstruction, the building attempts to convey the same feeling as passing through the old school building. This solidifies space as a true member of the community, a place where generations of students will learn, grow, and maintain the legacy of Myrtle Grove Elementary School.

Phase II is set to be completed in 2027, which will add 16,000 square feet of multipurpose spaces for arts and physical education.

Elizabeth Link is Communication Manager for DAG Architects.

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By Lindsey Coulter

Dorian Maness, GGP, is a Senior Project Manager and Mechanical Engineer for the Education Division of Matern Professional Engineering in Maitland, Fla.��Focusing on��project management and mechanical systems design, Maness��delivers��innovative,��tailored��HVAC systems��that allow��students and educators to focus on learning, while giving school leaders operational peace of mind.��

“School environments are often occupied and require continuous, rapid maintenance,” Maness said. “So, there’s a��balance to be struck between what the owner wants, what mechanical system��success��needs to meet the functionality of the school, and what the maintenance team can maintain to ensure the system operates effectively.”����

Maness joined the ������٠(SCN) Editorial Advisory Board in 2025, bringing valuable��expertise��in��engineering and mechanical systems for��K-12 and higher education.��As school facilities must contend with more extreme temperatures, changing codes, shifting maintenance budgets��and��higher��performance expectations, Maness��spoke with SCN about��what it takes to design and deliver systems that work and last.��

SCN:��What’s��your philosophy on balancing performance and cost in HVAC design?��

Maness:��Each project is��unique��and��it’s��critical we have the right conversations to figure out what works within the framework of the project and the owner.��My philosophy breaks down to “Make it make sense.” There is a fine line between the performance��of��a system and the cost of getting that performance out of the system. Clients often approach a project with the notion that they want the highest performance system. However, there is a��[financial]��tradeoff. As an engineer and project manager,��it’s��my job to understand things like budget and Life Cycle Costs to be able to have conversations with the owners or clients to guide them in a way that makes sense for their needs and the needs of their school. Sometimes��I’m��able to design a��cool��high-performance system and give them the most efficient HVAC system,��which can save money over time or get tax rebates for the district. At other times, due to first costs and budget, we must design a more robust system that is more easily��maintained��and that the district is more familiar with.����

SCN:��What innovations in mechanical system design are most promising for schools?��

Maness:��Schools are becoming more complex.��They’re��constantly��changing and��offering many��new programs��that used to be��available��only in colleges or technical schools. Mechanical equipment has become smaller and more powerful, allowing us to support various programming spaces, such as auditoriums, large gymnasiums, welding labs, automotive��labs��and robotics labs. Along with mechanical equipment, innovations in programming and BAS control have also been crucial to the advancement of how mechanical systems��operate. Adjusting to various school loads, allowing owners to see real-time alarms and failures on the equipment, are all innovations that have allowed us to change the way we design schools and give value back to the owners and clients.��

Additionally, in Florida, high temperatures and high humidity will always drive the mechanical system design in schools. Ensuring that the mechanical system has capacity to cool all spaces as required will become more challenging as the climate increasingly gets warmer or stays warmer longer. However, one trend I’ve seen is mechanical equipment becoming more efficient and better at handling high humidity or high temperatures. Utilizing this equipment in newer designs will be crucial to keeping up with future demands.��

SCN:��What’s��a misconception owners often have about mechanical design?��

Maness:��Owners underestimate the cost and space��required��to house mechanical systems. Most owners care��first and foremost��about how their building looks aesthetically, not about the space inside the building that no one sees. Ironically, this is the space that mechanical engineers care about the most:��the cavity above ceilings, the space on the roof, or mechanical rooms on a floor plan that no one will ever go into or see. These are the areas that house our��ductwork and��air��handlers,��chillers,��exhaust��fans��and many more pieces of mechanical equipment that are crucial to our design. Often, I hear how surprised they are about how many mechanical rooms we need on a floor plan or how much space we need outside for our chillers. This makes it crucial for us to be involved in early talks with the owner and architect when designing the footprint of a new building.��

SCN:��In what��other��ways do you collaborate with architects and planners to��optimize��student comfort?��

Maness:��I collaborate very closely with architects and planners to be sure the overarching designs maximize student comfort. While the architects design the layout of a school in respect to hallways, classrooms, gymnasiums, and more,��it’s��my job to ensure that our mechanical design��maintains��the various spaces and makes them��comfortable��—��no matter what the students are doing. The same type of mechanical system that serves a classroom��wouldn’t��be useful in a gymnasium or a cafeteria. Ensuring that these different areas of a school have the��appropriate mechanical��design is our most important job. Working closely with architects and planners is critical, and we communicate extensively about the spaces we need for all these different areas to ensure we can fit our equipment and have enough space above the ceiling for our larger ductwork.��

SCN: What project taught you the most about energy-smart system design?��

Maness:��Whether��it’s��elementary,��middle��or high school, the first question is always about costs. Since most schools are��supported by taxpayer dollars, cost savings and energy savings are always the first topics with owners.��In my experience, high-school projects present the most opportunity to��utilize��high-energy saving designs because they are larger and have more diverse student programming; kitchens, culinary labs, chemistry labs, auditoriums, and gymnasiums are all high-energy use spaces. These unique spaces create opportunities such as Bi-Polar��Ionization or��Demand Control Ventilation, which are energy-saving designs that help to reduce energy and life cycle costs over time.��

Get more weekly reports and��timely��updates by subscribing for free at��schoolconstructionnews.com/subscribe.��

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What You Need to Know��

• Lincoln Memorial University��hosted a��grand opening for its��Orange Park, Fla.,��health sciences campus,��on��March 23.����

• The��12-acre��site spans��about��130,000 square feet��across two buildings and will house osteopathic medicine and veterinary medicine programs.����

• LMU says the Orange Park location positions LMU-DCOM as the��first four-year medical school in the greater Jacksonville area.����

• The campus is slated to open in��fall 2026��in a newly renovated��85,000-square-foot��facility for a class of��100.����

Learn More��

ORANGE PARK, Fla. — Lincoln Memorial University (LMU) has expanded its health sciences footprint in Northeast Florida with an Orange Park campus that will house osteopathic medicine and veterinary medicine programs. The campus — which spans approximately 130,000 square feet across two buildings on 12 acres — is designed for interprofessional, clinically focused training, with inaugural cohorts expected to begin this fall. The university hosted a formal grand opening and ribbon-cutting ceremony on March 23.��

In��an��announcement, LMU President Dr. Jason McConnell framed the expansion as a milestone for health education in the state. “The Orange Park campus represents a significant step forward,” according to��.����

The campus is home to the LMU-DeBusk College of Osteopathic Medicine (LMU-DCOM) and the LMU-College of Veterinary Medicine at Orange Park (LMU-OPCVM) and��is intended to strengthen the regional health care workforce.��LMU also positions the Orange Park site as a regional medical education milestone. The location establishes LMU-DCOM as “the first four-year medical school in the greater Jacksonville area,” and that the program will mirror LMU-DCOM curricula offered in Harrogate and Knoxville, Tenn.����

LMU states that DCOM at LMU-Orange Park will offer the same four-year, full-time academic and clinical program as the Harrogate and Knoxville campuses,��and that the new campus is expected to��serve��a��class of 100.��The facility is designed to support innovative, clinically focused education and to strengthen the regional health care workforce.��

In a statement, the institution also highlighted the��“One Health”��approach��that brings human and veterinary medicine together on one campus. “Bringing human and veterinary medicine��together… reinforces the importance of a One Health perspective,” according to��.����

For LMU-DCOM, Dr. James Toldi,��Campus��Dean for the Orange Park site, said the new campus is intended to support clinical training capacity. “We are creating meaningful clinical training opportunities,” he said in a statement.��

On the veterinary side,��the��LMU-OPCVM Doctor of Veterinary Medicine program is structured as a three-year program emphasizing early clinical experience and a distributive clinical model.��The institution��also cited��planned partnerships, including with the Jacksonville Humane Society and Clay County Animal Services, to place students in community-based learning environments.����

“Bringing human and veterinary medicine together on one campus reinforces the importance of a One Health perspective��in��how we educate and serve,” McConnell said. “Orange Park allows us to extend that commitment into Florida in a meaningful and lasting way.”����

This article is based on information published by Lincoln Memorial University via PR Newswire on March 4, 2026, and on LMU’s DCOM at Orange Park program page.��

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Perez��has��more��than��20 years working with higher education and K–12 schools, specializing in master planning,��programming��and sustainable design.��As Studio Principal,��Perez��will lead business development and drive growth for the studio, working closely with Design and Technical Principals to advance design excellence and strengthen client and community partnerships. A LEED Fellow and current President of AIA Orlando, she is a nationally recognized thought leader and passionate advocate for resilience and sustainability.

“Lindsey’s passion for resiliency and sustainability aligns directly with our approach to community projects, and her ability to help clients understand and get excited about the benefits of these strategies is impressive,” said Practice Leader J. Lynn Reda in statement.��“We are excited to expand our community presence in Orlando under her leadership.”��

Perez��currently serves as the 2026 President of AIA Orlando��and��founded and chaired the AIA Florida Resilience Committee, helping shape a proposed update to the Florida Building Code focused on resiliency. Her��work in the areas of��policy, advocacy, and professional development��also earned��her recognition as an AIA Florida Citizen Architect and an Orlando Business Journal 40 Under 40 honoree.

“I look forward to guiding a remarkable team that is committed to thoughtful, regenerative design work that advances our clients’ visions while considering the broader impact on people, communities, and the environment,” Perez said in a statement. “Our responsibility extends beyond buildings; it’s about shaping spaces that contribute meaningfully to the world around them.”��

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Morgan will now oversee day-to-day operations and��execute the��board’s strategic vision��for the firm, which has completed projects across multiple verticals, including education, healthcare, aviation, manufacturing and more.��Morgan��first joined the company as Director of��Construction in��2006 and was later promoted to CEO of Healthcare/COO of Commercial. Prior to joining the firm, he was a senior project manager with��MJ Harris Company and a project manager with Whitaker Construction.��

Following Morgan’s leadership transition, the company’s co-founders,��David Diamond and John DeAngelis,��will serve as co-chairs of the board, with��Diamond��continuing to��serve��as CEO.��DeAngelis will��focus��on client development��and��strategic partnerships.��

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By Daniel Abou-Jaoude

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

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

Balancing New Construction with Major Renovations����

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

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

Prioritizing Safety on Active Campuses����

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

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

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

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

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

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By Lindsey Coulter

The new 217,500-square-foot Western Grove K-8 prototype campus for Port St. Lucie, Fla., Public Schools is a massive undertaking. Construction is expected to span approximately 18 months, ending in August 2026, and will include a plethora of new facilities: two-story academic buildings, a two-story administration building, several playgrounds, a multipurpose field a gymnasium, athletic courts, a chiller plant with thermal storage and a particularly innovative auditoria.

The auditoria is a foundational and multi-functional part of the overall project. The expansive space will double as a cafeteria and auditorium, containing dining facilities, a kitchen, custodial areas, a stage, a band classroom, a vocal classroom and even an art classroom. As the campus is located on the coast of southern Florida, an area often in the path of hurricanes and severe weather, it will also serve as an Enhanced Hurricane Protection Area (EHPA), keeping students and school employees safe in the event of extreme weather.

Full-service architectural, interiors, and design firm Spiezle Architectural Group Inc., with several offices throughout Florida, was selected to provide design services for the project, which will be constructed by Wharton-Smith, headquartered in Sanford, Fla.

“Spiezle’s design for Western Grove K-8 builds on the extensive history shared between us and the school district, as we continue to evolve and modernize our prototypes, while creating a model that is easily replicable at other future school sites throughout the district,” said Anthony Donadio, principal at Spiezle. “This new school will provide students in Port St. Lucie with a safe, clean and forward-thinking facility that will suit their needs for many years to come.”��

������٠spoke with Steven Siegel, a fellow principal and EHPA expert at Spiezle, to learn more about the intricacies of designing an expansive project for an estimated 2,000 students that considers safety and security from a multitude of perspectives.��

SCN: How did the team develop the Port St. Lucie Prototype Campus auditoria? Does it look and feel different from any other spaces on campus?

Siegel: The design process involved updating a K-8 prototype built 18 years ago with modern technology and features to meet the heightened building codes and latest standards, ensuring it can withstand Florida’s intense hurricanes, storms and other catastrophic weather events. It does look and feel like a different space from the other five buildings on campus, as it doubles as a cafeteria and auditorium and is freestanding. At 33,569 square feet, this building contains dining facilities, a kitchen, custodial spaces, a stage with specialized lighting and ceilings for theatrical performances, and separate classrooms for band, vocal, and art, in addition to serving as an Enhanced Hurricane Protection Area (EHPA).

The school district preferred the auditoria to be the EHPA as the kitchen and cafeteria could provide fresh meals and space for the community to shelter in place during bad weather. The design process balanced making the auditoria look and feel from the exterior structural and interior design as an aesthetically pleasing place versus a drab shelter. Spiezle Architectural Group then enhanced the structure to withstand wind loads of up to 184 miles per hour (mph), installed standalone emergency generators for backup power, and further hardened the structure to meet Florida building codes and Florida Department of Education State Requirements for Educational Facilities (SREF). Spiezle partnered with the mechanical engineering firm CMTA and construction management firm Wharton-Smith to help transform this building.

��SCN: What specific design strategies and materials were used to ensure the space can also serve as an Enhanced Hurricane Protection Area?

Siegel: The design strategies and materials used, which often exceeded code requirements, include, impact-resistant concrete block walls, hardened building envelope, impact-resistant windows, potable water storage and a roof structure that can withstand wind uplift pressures.

SCN: Is EHPA design within the state highly prescriptive, or do designers have the ability to tailor each area to the specific project and need?

Siegel: EHPA design is guided by Florida building codes and Florida Department of Education SREF protocols. These guidelines provide a baseline for designers to meet, and then the design team collaborated with emergency management officials to refine the design look and feel. This ensured the aesthetics would accomplish the school district’s goals while making this a more inviting shelter environment.

SCN: Has the firm designed other EHPA projects?

Siegel: Having worked on other EHPA projects in facilities—such as gyms, cafeterias and multi-purpose rooms—we’ve learned the importance of coordinating with emergency management professionals and school district personnel early on. It’s key to know what size capacity the EHPA needs to be to accommodate different population sizes within a community. Each facility also has different security precautions and features, so Spiezle was mindful of knowing these priorities as it upgraded Port St. Lucie’s Prototype Campus auditorium.

SCN: Does including an EHPA generally increase a project budget, or are they budget-neutral spaces?��

Siegel: It depends on how the project is built and designed. If it’s a new build, it can increase the cost, which varies depending on the building size and the number of people it needs to accommodate. In the instance of Port St. Lucie’s Prototype Campus auditoria, it was already designed as a cafeteria and auditorium, which helped keep the cost down versus it being a new EHPA.

SCN: In what other ways does the Port St. Lucie Prototype Campus enhance student safety?

Siegel: There are many student safety measures in place at the Port St. Lucie Prototype Campus, including controlled access points, video surveillance, and a hardened perimeter with concrete block walls encircling the buildings and bollards to minimize the amount of harm that could be done. Spiezle intentionally made these perimeter walls aesthetically pleasing so that the campus is more visually appealing, rather than seeming like a fortress.

For first responders, all buildings have a distinct number, and the fire detection systems inform firefighters exactly where the issue is occurring. There is also a clearly marked evacuation zone path for emergencies. Structural resilience is paramount, and the building was upgraded to withstand up to 184 miles per hour, per the Hurricane Risk Factor 4 ratings, sustained winds of up to 143 mph, and tornadoes up to 76 mph, since all of these considerations can happen during hurricanes and bad storms.

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Inside the 600,000 square foot high school, K-8 and early learning center expansion project��

By Ryan Strandquest and J. David Torbert, AIA����

The developer that created the vision for Florida’s Friendliest Hometown, The Villages, expanded its vision for Central Florida by creating a new community for a younger population called Middleton. Within this new community are three new campuses for The Villages Charter School (TVCS), created specifically for children of qualified employees of The Villages and employment partners. The new campuses include a high school, a K-8 school, an early learning center and a state-of-the-art athletic facility to accommodate the children of this expanding employee base.����

Growing Educational Needs����

TVCS, established in 2000, is a shining example of public charter school success in Florida, earning 19 consecutive “A” grades from the Florida Department of Education and the “Cognia School and Systems of Distinction” award.��

When TVCS needed additional capacity due to an expanding student base, it sought a designer team that could capture its vision, meet the school’s opening deadlines, and design three distinct campuses that fit within the constraints of a new master-planned community. Construction on the final campus components was completed in December 2024.��

The Project Team��

Constructing the extensive project within a community that was also under construction presented a challenge, intensified by the critical need to coordinate with the construction teams for everything from roadways and utilities to residential and community spaces. In addition, TVCS Middleton campus required a focus on student-centered design, sustainability, storm resilience, state-of-the-art features and outdoor learning spaces. As part of this effort, Matern Professional Engineering of Maitland, Fla.—which managed mechanical, electrical, plumbing and fire-protection building systems for the project—and architect Schenkel Shultz of Winter Park, Fla., collaborated with The Villages developer and other design and construction partners to create the campuses.����

Led by Schenkel Shultz, the design team envisioned an educational environment that respected the master plan of Middleton while simultaneously planning for TVCS’ growth for decades to come. Matern Professional Engineering prioritized safety, functionality, and resiliency in designing the building systems to ensure lasting functionality.����

A Cutting-Edge Campus����

Inspired by collegiate campuses, the new charter high school epitomizes 21st century learning. Spanning 383,961 square feet, the school includes advanced classrooms, career and technical education programs, cutting-edge technology, flexible learning spaces, and STEM labs tailored for science, business, banking administration, construction, engineering, theater and dance.������

Positioned as a pivotal anchor, the three seamlessly connected campuses create a strong sense of community and a path toward knowledge. The second-story Media Center takes in broad views of the adjacent town center, while incorporating state-of-the-art technology and furniture that caters to college-bound students. The school’s Performing Arts Academy is home to the Tracy Performing Arts Center and the Encore at The Tracy Theater, where both students and community members can enjoy the arts.����

The Athletic Complex serves as a shared space, offering a main gym, annex courts, a wrestling room and a weight room. The campus also features an Olympic-sized swimming pool, a 4,000-seat football stadium, baseball and softball fields, tennis courts, practice fields and a golf putting green. Inside the facility is a main arena with seating for 1,200 guests and two full-length basketball courts, along with an auxiliary gym that can seat 1,100 and accommodate four additional courts. The facility provides an elevated and inclusive environment for athletic events and competitions statewide. Local, state, and national teams utilize the collegiate-grade athletic facilities throughout the seasons, making the campus an athletic destination for Central Florida.����

Modern K-8 Facilities����

In addition to the high school, a compact K-8 school incorporates adaptive and community-centric spaces. The 247,946-square-foot school’s design thoughtfully integrates with the regional surroundings, while fostering an atmosphere of inclusivity, warmth and community-based learning. At the heart of the school lies a cutting-edge hub designed to foster collaboration, with a special emphasis on the liberal arts. This dynamic outdoor space is divided into three distinct areas: Discovery, encouraging exploration and the expansion of knowledge; Collaborative, where teamwork and cooperation thrive; and Fun, celebrating creativity and enjoyment. A multi-functional courtyard is designed to accommodate outdoor dining and community events.������

Five vertical light wells and custom graphics that evolve in sophistication as students move from elementary to middle school enhance the campus. Meanwhile, learning is enhanced by integrating technology in both indoor and outdoor settings, as each classroom is equipped with computers and interactive projector screens to create a dynamic, interactive learning environment. The gymnasium features three full-size courts, allowing for grade separation during athletic events, and includes an elevated stage for performances. With outdoor food-to-table learning gardens and abundant natural daylight, the design prioritizes energy efficiency and locally sourced materials. Low-VOC specifications further contribute to the sustainable ethos of the building.��

To learn more about the project, including the unique Early Childhood Learning Center and the engineering collaboration required to bring the project to life, and the project team, read the .��

Ryan Strandquest is president of Matern Professional Engineering. He can be reached at rstrandquest@matern.net.����

J. David Torbert is a partner at Schenkel Shultz. He can be reached at jdtorbert@schenkelshultz.com.����

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