By Sarah Clow

糖心少女 attended on June 2 at the Omni Hotel in Los Angeles, the organization鈥檚 first conference dedicated entirely to K-12. The event brought together school district leaders, architects, contractors and investors to address the funding, design and delivery challenges reshaping school campuses across the region.

From Bond to Building: Funding, Procurement and Delivering K-12 Projects in a High-Cost Environment

Financing K-12 construction in California is complex. Bond dollars are tightly earmarked, and districts are responsible for keeping both the community and industry informed on how those funds are being used. Regulatory hurdles, namely with the Division of the State Architect (DSA) and the Department of Finance for state-funded projects, continue to slow timelines, and panelists stressed that planning needs to start earlier to absorb those delays.

Alternative delivery methods like design-build offer real opportunity in K-12, but early collaboration between project teams is essential. The strategies that impact goals, timelines and funding need to be established from the outset.

As for what鈥檚 getting built, modernization is the dominant story. From Long Beach to Santa Monica, existing school facilities are approaching 70 years old. Seismic upgrades, sustainable renovations, Universal TK facilities, and investments in gyms, arts and experiential learning spaces are driving the current project pipeline. Building on active campuses remains one of the industry鈥檚 most persistent challenges. Panelists described it as 鈥渇ixing the plane while flying,鈥� with early phasing plans and community engagement strategies being critical to keeping projects on track.

Speakers in this session included Carey Upton, Chief Operations Officer at Santa Monica-Malibu Unified School District; Kate Hirsh, Co-Head and Managing Director of Healthcare + Education at Turner Impact Capital; Tracy Nishihira, Executive Director of Facilities Development & Planning at Long Beach Unified School District; Brooke Murray, Director of Facilities Planning & Operations at Ontario-Montclair School District; and Dave Amudson, Project Executive at C.W. Driver Companies.

The Future of Southern California K-12 Learning Environments: Safety, Flexibility, Technology and Student Experience

Declining enrollment is reshaping how districts think about their facilities 鈥� and panelists argued that it needs to reshape how they think about their communities. Schools serve more than current students, and long-term planning needs to reflect that.

On technology, the message was practical: build for flexibility now, and design spaces that can accommodate upgrades without full retrofits down the line. Educators also need proper training to make technology investments worthwhile. Inclusive design was another priority, with several Southern California districts committed to integrating special education facilities into every school so families can keep children enrolled at their neighborhood campus.

Safety generated the day鈥檚 most candid conversation. The ideal of open, community-welcoming campuses is in direct tension with today鈥檚 security requirements. Fencing, controlled access and fortified perimeters are becoming standard. The design challenge is making those elements feel considered rather than institutional. Panelists favored modern security detection technology over traditional metal detectors and emphasized that transparency and sightlines remain important tools for creating environments where students feel secure.

Underlying all of it was a call for deeper community engagement. The best school facilities are designed for the people they serve, and that requires understanding what matters to each community from the very start.

Speakers in this session included Alix Walsh O鈥橞rien, FAIA, Deputy Chief Facilities Executive at Los Angeles Unified School District; Kelvin Okino, Executive Director of Facilities and Construction at Irvine Unified School District; Anney Hall, Principal at Lionakis; and Jerry Lam, Principal at Lam + Tea Engineering.

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By Lindsey Coulter

With more than 20 years of architectural experience,听Aaron Jobson, AIA, ALEP, CEO and President听补迟听Quattrocchi Kwok Architects听(蚕碍础), has worked听飞颈迟丑听numerous school facilities across all grade levels and school types. From f补肠颈濒颈迟颈别蝉听m补蝉迟别谤听planning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the 糖心少女 Editorial Advisory Board.

A founding member of the School Energy Coalition (SEC),听Jobson is also a legislative advocate for energy efficiency measures affecting schools and a leading voice on sustainability. He has written听about Building Information Modeling, sustainable design, community engagement, designing for wellness, and in 2015听was certified as an Accredited Learning Environments Planner (ALEP) by the Association for Learning Environments (A4LE).听

When asked what excites him about the future of K-12 and higher education design, Jobson shared a broad vision of progress. “Teaching is continuing to evolve, and I am excited to see how we can evolve the design of learning environments alongside it,” he said. “At the same time, we are learning more about how the physical environment affects the brain, which will continue to influence design.

Jobson spoke with 糖心少女 about finding new design strategies to connect classrooms to nature, to support teachers and students’ well-being and mental health, and why he’s expanded his view of design to include advocacy and policy.

SCN: With more than 20 years in practice, what experiences most shaped your path into school design and firm leadership?听 听

Jobson: My architectural journey has been deeply influenced by engaging with, learning from, and understanding the perspectives of educators, including my wife and many members of my family. Understanding their experiences has shaped how I think to design spaces. Over two decades of collaborating with educators on various projects has provided me with a broad understanding of how learning and facilities interact. Together, these have informed a deep level of empathy, appreciation, and respect for the work these professionals do, which informs how I approach the design of school facilities. Our goal with every project is to help educators better serve their students and communities. Some of my most impactful and rewarding experiences are when we get the opportunity to hear from students and teachers who are using the facilities we designed and how our work has听impacted听their educational experience.听听听

SCN: How has working across all grade levels鈥攆rom听Pre-K听to higher education鈥� influenced your design approach?听听听听听

Jobson: Working across many grade levels and schools in different communities has provided me with a deep understanding of the breadth of challenges that educators face and how school facilities can support them. This work has helped me understand that each school environment is unique and that the best projects start with actively listening to and learning from teachers and community members.听听听

SCN: As a founding member of the School Energy Coalition, what gaps in policy or practice compelled you to get involved?听听听

Jobson: Schools are a unique set of energy users, differing from residential or commercial users, which have听particular challenges听and opportunities. Energy laws and programs often听failed听to address the specific needs and requirements of schools. In part, we started the School Energy Coalition (SEC) to provide a voice for schools and their needs in the California state government.听听听听

SCN: How do you see the architect鈥檚 role evolving in legislative advocacy for energy efficiency in schools?听 听

Jobson: Architects offer valuable听real world听examples of energy efficiency policy, including the costs and challenges of implementation. Over the past decade or so, the landscape of sustainable design, energy efficiency and regulation has changed a lot. Many older strategies focused on energy efficiency are being replaced by听newer approaches听focusing on decarbonization and renewable energy generation and storage. Architects can also help听identify听regulatory roadblocks that make it harder to implement energy efficiency changes.听听听听

SCN: How has your definition of 鈥済ood school design鈥� evolved over time?听听听

Jobson: In general, my definition of听good design听has always been spaces that are beautiful and functional. Over time, I have learned more about the technical aspects of how the quality of space impacts learning through factors such as acoustics, air quality, etc. These factors have become an important aspect of how I think about functional design and what makes a well-designed learning environment.听听听

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By Jennette La Quire, AIA, LEED AP ID+C听

Across all grade levels,听hands-on learning is听gaining renewed momentum. As teachers and administrators听increasingly embrace experiential approaches, education is transforming into a more active,听collaborative听and dynamic process听for students. This shift is fueling a demand to听creatively and effectively听connect theoretical knowledge and practical听application听鈥� and is听set to define 2026 and beyond.听听

Nurturing Wellbeing with (and without) Technology听

Safety is the priority for all school design stakeholders. Creating a single point-of-entry, while allowing for emergency egress from various parts of the campus, is a strategic way to enhance security without installing overbearing fencing. Windows enable passive supervision and enhance the overall atmosphere. While light and healthy learning spaces are ideal, they must also be designed with potential threats in mind. Aside from window treatments, interior locks, places to duck-and-cover, and screening via shrubbery, schools are starting to install call buttons (also known as panic buttons), which can instantly alert the entire campus to an emergency. This style of broadcast system is an听additional听tool to make students feel safe without making them feel confined.

High-resolution听security cameras听are becoming increasingly common, and not just on the听exterior. High schools are experiencing an uptick of students vaping in bathrooms, setting off smoke detectors, and flushing vapes down the toilet, often leading to plumbing issues. One trending solution involves placing a high-resolution camera at the bathroom鈥檚 exterior entrance听as a deterrent,听since听they鈥檒l听be seen entering or exiting the restroom where these incidents occur.听

Adapting to Pre-K (or TK) Inclusion听

At the elementary level, school districts are听following听funding听and policy听shifts to incorporate听transitional kindergarten (TK),听also known as pre-K,听into听both听new and听existing听buildings. The听challenge听for planners and designers is that state听policies听often require preschools to听meet听lower teacher-to-student ratios than the rest of the school,听along with听in-class restrooms听that are easy to supervise.

In听HED鈥檚听听across听the听San Francisco Bay Area, cost-effective use of existing infrastructure has been central to successful modernization efforts.For new construction, districts that have not yet received funding or mandates are proactively planning for future TK integration by including听stubbing in听plumbing and听allocating听additional听classroom space.听

Fine-Tuning Food Service听

For school districts in California (and elsewhere), the free-lunch policy instituted during the COVID-19听era has听continued.听As a result, the number of students taking advantage of accessible food has ballooned. To adapt to the听increased strain on the cafeteria space and staff, food service is shifting away from long queues of counter service to 鈥渟peed lines.鈥澨鼳t听Palo Alto鈥檚 Gunn High School,听HED听instituted lines that move along both sides of grab-and-go, center islands. Minimal staff听members听are听required to听scan items at the end of the two lines, ensuring each student receives a well-rounded听meal听and the food service director can track the volume of items听consumed.听The trend to听streamline food service听helps听minimize听queues,听allowing听more time for children to eat,听and听measures听the impact on kitchen capacity.听

Reimagining CTE听

Career Technical Education (CTE) spaces have become听drivers听for design innovation. Gone are the days of tucking woodshop or auto mechanics in a back room. Practical, hands-on learning environments are taking center stage alongside technology, math,听science听and art instruction.听

In some cases, schools are proactively linking the contemplative and kinetic aspects of CTE,听facilitating听connectivity through all aspects of a particular career pathway. HED鈥檚 project at Santana High School听in听San Diego County, Calif.,听involved converting a formerly HVAC equipment-filled mezzanine into a viewing corridor linking the computer lab to the fabrication lab. Given this easy connection, students can work on architectural and engineering project calculations and drawings; then, they can easily move to the neighboring auto shop, fabrication lab, or electronics lab to bring their creation to life. Incorporating both the technical and hands-on aspects of that learning experience helps students get a feel for different careers, such as engineering versus construction, and gain insight into potential pathways after graduation.

Embracing the 鈥渋f you can see it, you can be it鈥� philosophy, the Grossmont Union High School District integrated a听into its campus. The facility delivers professional training and certifications for in-demand careers, such as dental assistant, vet tech, phlebotomist, EMT and nursing assistant. For younger students, it creates a sense of access and possibility.听

Read more about听CTE spaces, and听how adaptable spaces and听new technologies听can also support flexibility and sustainability,听in the听November/December Technology edition of 糖心少女.听

Jennette La Quire, AIA, LEED AP ID+C, is the听Pre-K-12 Sector Leader听at HED and a member of the 糖心少女 Editorial Advisory Board.听

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By Michelle Kelly

In the ever-evolving landscape of K鈥�12 education, school districts across the country are grappling with a pivotal question: When is it more prudent to renovate an aging facility, and when is it time to start fresh with a new build? The answer is far more nuanced than a simple cost comparison.

K-12 schools nationwide grapple with aging infrastructure, learning environments that fail to support today鈥檚 educational models, rising maintenance and operation costs and limited capital budgets. The decision to renovate or replace a K-12 school facility is one of the most consequential choices a district can make, impacting not only finances but also educational outcomes and community trust.

With rising materials and labor costs, it鈥檚 increasingly important for school districts to evaluate the cost of planned renovations against the cost of new construction today and in the future. While many projects are identified as part of multi-year bond programs and prioritized accordingly, budgeted funds are increasingly insufficient to complete the desired facility and program updates when the project is scheduled to begin.

Before proceeding with design, engaging an independent third-party cost estimator to assess both renovation and new construction options can provide critical context for making data-informed decisions.

Beyond the Bottom Line

鈥淧eople often treat estimating as a checkbox during design,鈥� said Conor Clarke, a cost estimator with OCMI Inc. 鈥淏ut it should be treated as a strategic step during programming or conceptual design 鈥� if not earlier 鈥� to help districts understand the constraints of renovation and replacement options.鈥�

Michael Mejia, an expert in educational facility cost analysis at OCMI, agrees. 鈥淚t鈥檚 not just about cost鈥攊t鈥檚 about fiscal responsibility and long-term planning. Especially in California, where DSA [Division of the State Architect] regulations can dramatically shift the scope of a project.鈥�

The 50% Threshold: A Critical Pivot Point

When renovation costs near 50% of the cost of new construction, comparative estimates become essential 鈥� not only to determine whether to proceed, scale back, or opt for full replacement, but also to uncover hidden project factors that could significantly affect the final cost. Conducting these estimates early helps reduce risk and supports long-term, strategic planning for school districts.

In California, DSA mandates that if renovation costs exceed 50% of the replacement cost value (RCV), the project must include seismic upgrades 鈥� often triggering a cascade of additional code compliance requirements and costs. This threshold is calculated using DSA鈥檚 IR EB4 form, which sets a baseline replacement cost (currently $517 per square foot for K鈥�12 schools). This is often significantly lower than actual market rates, which have been unable to keep pace with market movement over the last 10 years.

鈥淢ost of our renovation projects already exceed that $517 per square foot figure,鈥� Mejia notes. In San Diego, for example, school construction costs range from $800 to $1,200 per square foot. Even modest renovations can inadvertently trigger seismic upgrades.

In Nevada, where no statewide threshold exists, the Clark County School District sees the highest renovation costs in HVAC and roofing, with only minimal to moderate interior updates. When costs near the replacement threshold, the question becomes: Is it worth spending millions to put a band-aid on a school that still falls short of meeting modern educational needs?

鈥淪ustainability targets, although necessary from a climate standpoint, further increase the likelihood of these types of triggering events due to their higher associated costs,鈥� said Clarke.

Areas with significant carbon reduction initiatives, like Washington and California, have a higher predisposition to seeing project costs in excess of replacement thresholds driven by the associated codes and standards that must be factored into a design, as opposed to the nature of the initial project.

Read the full article 鈥� including tips on calculating hidden costs, balancing needs with budgets and the case for new construction 鈥� in the July/August issue of 糖心少女.

Michelle Kelly is a director of Business Development at OCMI Inc. in Seattle. OCMI is an independent cost estimating firm that takes a data-driven approach.

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An Iowa State University alumni holding 20-plus years of expertise, Roth has two decades of experience in building and leading design teams, partnering with school districts, and creating learning environments with the focus of supporting students and educators. Her diverse design background allows her to blend interior architecture; furniture, fixtures and equipment; and planning to showcase the power educational environments have to instill joy, support student and staff wellbeing, and improve student outcomes.

Roth serves as the president of the A4LE Kansas City Chapter, sits on the MWGL board, and is involved in the House of Delegates. She is involved in the EDmarket Certified Learning Place Specialist program and will earn her ECLPS certification this summer.

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