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S CHOOL BUS INESS AF FAIRSsbaMay 2010 | Volume 76, Number 4 Association of School Business Officials International®

Facilities andEnvironmental Issues

A Sustainable, Holistic Approachto Design and Construction

Replacement vs. Renovation

Build a School, Inspire a Community

Also:2010 Bridges to the Future Information

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table of contents | MAY 2010

FACILITIES ANDENVIRONMENTAL ISSUES8 A Sustainable and Holistic Approach

to Design and Construction By Leo Bobadilla

12 Midcentury Modern High Schools:Rebooting the ArchitectureBy Kevin Havens, AIA

18 Replacement vs. Renovation:The Reincarnation of HubbleMiddle SchoolBy Douglas J. Ogurek, LEED AP

24 Build a School, Inspire a CommunityBy Mary Bowen-Eggebraaten and Paul J. Hoffman

28 Creating Good Schools—What If?By Tim Sanders

32 The Top 10 Energy Wastersin K–12 Facilities (and What toDo About Them)By Dave Leathers

8

18

DEPARTMENTS4 PRESIDENT’S MESSAGE

6 PUBLISHER’S MESSAGE

7 EXECUTIVE DIRECTOR’S MESSAGE

36 LEGAL AND LEGISLATIVE ISSUESTechnology and the Law: The Dangers ofSexting in SchoolsBy Charles J. Russo, J.D., Ed.D., and Kelli Jo Arndt,Ph.D., PCC

39 CORPORATE CORNER

40 AD INDEX

40 SPOTLIGHT ON FRANCES (FAY) MILLER

2 MAY 2010 | SCHOOL BUSINESS AFFAIRS www.asbointl.org

12

24

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The aim of education, some say, is not to“fill the bucket,” but to “light the fire.”

Is the goal of education to make certain ourstudents achieve in school? Or, is it to ensurethey do well in their lives after school? Is thehoped-for end product good grades and highassessment scores for our students, or do wewant to prepare them for what they will dowith the skills and knowledge once they gradu-ate—assuming they graduate? Is the end goalfor students to know the “right” answer or,given the speed of knowledge developmenttoday, to learn the skills to keep learning?

These are interesting questions given the cur-rent administration’s focus on raising the bar forstudent achievement and tying teacher evalua-tion in part to the achievement of their students.

As we look at what’s going on in our schoolstoday, we can’t help but notice that K–12 edu-cation is moving away from the “one teaching/learning style fits all” model. Student-centricindividualized and differentiated education areincreasingly required to ensure better outcomesfor students during their time in our classroomsas well as in their lives after graduation.

Howard Gardner identified at least eightkinds of learners:• Linguistic learners do well at writing, read-

ing, and speaking.• Logical learners excel at math.• Spatial learners think in three dimensions.• Kinesthetic learners are active and learn by

doing.• Musical learners are sensitive to beat and

rhythm.• Interpersonal/social learners are interactive

and outgoing.• Intrapersonal/self learners have a sense of self.• Naturalist learners are sensitive to the envi-

ronment.Without a doubt, my dominant learning style

is kinesthetic. As a kid, I was always jumpingon a pogo stick, climbing trees, riding bikes,swimming, or ice skating. I had a hard time sit-ting still in school. Today, even though I have a

“desk job,” I make it a point of moving aroundduring the day. And, you’ll still find me biking,hiking, skiing, skating, or swimming whenever Iam able.

When I was in school, my teachers didn’tknow about multiple intelligences. They didn’thave to factor learning styles and differentiationinto their lesson planning. Teachers todayalready are overwhelmed with trying to cram inthe required curricula that is aligned to their statestandards—curricula custom-crafted to matchthe knowledge/content tested in state exams.They assess student performance to produce the“coin of the realm”: the almighty test scores.

In the face of shrinking budgets, layoffs, andcrowded classes, how can we help teachers pro-vide that individualized education that is soimportant to student success?

This is where technology can come into play.The new technologies can help teachers delivereducation in sync with various learning stylesand content knowledge gaps: iPods, iPhones,iPads, laptops, shareware, and cloud computingare just the tip of the iceberg of what’s available.

School business officials must find ways tosupport the cost of these technologies. We alsohave to support ways to educate new and exist-ing teachers to understand how to use the tech-nology most effectively.

We may have to empower staff to take risksso they can make the jump. At a recent confer-ence I heard the term “weapons of mass collab-oration,” referencing the sharing of knowledgeand of best practices that needs to take placetoday. Collaborating to assure a well-informed,educated teacher corps and student graduate—what a great concept!

Erin K. Green, MBA, RSBAPresident, ASBO InternationalDirector of Business Services,Greendale (Wisconsin) School District

president’s message

Personalizing Education

In the face of

shrinking budgets,

layoffs, and crowded

classes, how can we

help teachers provide

that individualized

education that is so

important to

student success?



School Business Af fairsMay 2010 | Volume 76, Number 4

SCHOOL BUSINESS AFFAIRS (ISSN 0036-651X) is the professional journal of the Association of

School Business Officials International and is published monthlyby the association. Periodical postage paid at Herndon, Virginia,

and additional mailing of fic es.

Postmaster: Send address corrections to School Business Affairs,11401 North Shore Drive, Reston, VA 20190-4200; 703/478-0405.

2010 BOARD OF DIRECTORSPRESIDENT — Erin K. Green, MBA, RSBA

IMMEDIATE PAST PRESIDENT — Angela D. Peterman, RSBSVICE PRESIDENT — Charles E. Linderman, RSBA

EXECUTIVE DIRECTOR — John D. Musso, CAE, RSBA

DIRECTORSPaul M. Bobek, CPABrian L. Mee, RSBA

Shirley A. Broz, CPA, RSBARon McCulley, CPPB, RSBO

Randy C. Evans, RSBOTerrie S. Simmons, RSBA

PUBLICATIONS POLICYThe materials published in each issue represent the ideas, beliefs,

or opinions of those who write them and are not necessarily theviews or policies of the Association of School Business Officials

International. Material that appears in School Business Affairs maynot be reproduced in any manner without written permission.

2010 EDITORIAL ADVISORY COMMITTEEStephen B. Lawton, Ph.D.

Richard C. Hunter, Ed.D.Ellen SkovieraGail M. Zeman

Karen J. DeAngelis, Ph.D.William Flaherty

Gayle D. Isaac, CPABrian Moore, RSBS

Board Liaison—Charles E. Linderman, RSBA

EDITORIAL STAFFDIRECTOR — Siobhán McMahon

EDITOR — Patricia GeorgePUBLICATIONS COORDINATOR — Lauren A. Konopka

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ASBO’S ENVIRONMENTAL RESOURCE CENTER

If this month’s topic—facilities and environmental issues—caught your eye, don’t miss the opportunity to gather thegreat information available on our Website at ourEnvironmental Resource Center.

This resource center is your destination for informationabout everything from indoor air quality and green prac-tices to energy savings programs and efforts to eliminatechildhood obesity. Its goal is to make sure your districtprovides healthy learning environments for studentsand staff. Take a look at the School EnvironmentalManagement Resource List that ASBO’s IndoorEnvironmental Quality (IEQ) Advisory Group puttogether, learn more about the Green Schools Alliance,and review the new guide to financing energy smartschools. Download the Go Green Initiative’s Go GreenPlanning Guide and learn more about the national farmto school network. You’ll find it all under the publicationsand resources tab on our homepage: www.asbointl.org

Safeguard Your SchoolAnother great ASBO resource is the Indoor EnvironmentalQuality Advisory Group. The goal of this group is to safe-guard your school facilities and your students. Whetheryou are just getting started or well on your way towardimplementing an IEQ management program, your districtcan benefit from the expertise this program provides.Thanks to a grant from the U.S. Environmental ProtectionAgency, ASBO is able to provide consultants to not onlyaddress IEQ concerns within your own school district, butalso to educate and train staff on how health and perform-ance are affected by the environment.

Contact Jay Snyder at 866/682-2729 x 7079 [email protected] for more information.

Social ResponsibilityASBO’s efforts in the area of social responsibility (SR)continues. Take a look at the SR resource center to learnwhat SR looks like in schools and how you can imple-ment it within your own school district.

Gift of LearningDon’t miss “Gift of Learning,”a free webinar available toall members. Learn the proven strategies for developingand implementing a sustainable, customized environmentalmanagement program within your district. The next webi-nar, “Cut Costs, Drive Revenue, and Improve Performancethrough Sustainable Operations and Management,” will beavailable May 10 at www.asbointl.org

— Siobhan McMahon, Managing Editor

Colophon: During production of this issue, Siobhan went to a bestfriend’s wedding in Manchester, England and surprised dear familyfriends by showing up at their 50th wedding anniversary celebration;Pat visited her mom in New Mexico; and Lauren celebrated Easterwith a visit from her father and sister.



www.asbointl.org SCHOOL BUSINESS AFFAIRS | MAY 2010 7

School officials, educators, parents,students, and other stakeholders aremore aware of facility and environ-mental issues today than ever before

because research affirms that these issues affectstudent learning and achievement. They alsoaffect the physical world in which we live, andthus the future of our society.

We address facility and environment issuesday in and day out. That means that on a dailybasis, we have the opportunity to add value tothe educational process through “teachablemoments.” We can provide students and staffmembers with opportunities to learn about facil-ity construction, operations, environmentalissues, and the solutions that go along with them.

We know that children and adults learn indifferent ways. We also know that the majorityof us learn through experiential learning.Experiential learning is the perfect venue forthese learning activities.

For example, environmental education hasbeen a component of science curricula for years,but no text can provide the kind of informationthat can be gleaned from actual hands-on learn-ing as students witness first-hand the benefits ofnatural lighting, recycling, and wise energy con-sumption. More and more schools and districtsare exploring the benefits of growing their ownvegetables, of using electric vehicles, of turninglights out and turning down the air condition-ing and heating.

Now that schools have become everything toeveryone, available “teaching” time is a prizedcommodity. The last thing that teachers need orwant is one more subject to teach, one moretopic to cram into an already full curriculum.

Instead of adding additional components tothe curriculum, educators should take theseteachable moments and incorporate them intotheir current subject areas. They can and should

include socially responsible actions like conser-vation and “green” concepts into their currentlesson plans. Whatever the issue—green build-ing, slow food, hazardous waste disposal, recy-cling—there is a teachable moment.

Teaching social responsibility across the cur-riculum also provides an opportunity to collab-orate with the school nurse, community groups,parents, and other stakeholders. In some cases,this collaboration with the community and par-ents brings additional fiscal resources to schoolsystems. Partnerships with local businesses cangenerate additional income through rebates ordecrease spending through discounts.

As we educate the students, we are also pro-viding a higher level of information and under-standing about these facility and environmentalissues to our stakeholders.

Many of us have spent countless hours deal-ing with community unrest about facility issues.Rebuild or renovate? Stay open or close? Mostof the student, staff, parent, and communityunrest around these issues is due to a lack ofinformation and education about these issues.

Social responsibility also means explainingthe budget to your stakeholders so they havethe information they need to make the rightdecisions and to support your efforts. Once thecommunity has the facts, the dust settles. Sowhy not be proactive rather than reactive andprovide the information prior to the march onthe administrative offices?

We have before us myriad opportunities tomake a difference in the classroom. We alsohave the opportunity to model social responsi-bility for our staffs, our students, and our com-munity. As a leader in your district, you havethe unique opportunity to set a positive exam-ple for your students and for your community.Be a living model of the values that are taughtdaily in the classrooms.

Taking Our ResponsibilitiesSeriouslyJohn D. Musso, RSBA

On a daily basis,

we have the

opportunity to

add value to

the educational

process through

“teachable

moments.”

executive director’s message


Building energy-efficient school facilities is not just about being“green.” It is about providing high-performance facilities that are safe,healthy, and conducive to learning. It is also about building facilitiesthat are cost-effective from their inception and in the long term.

Many school districts are working under ever-tightening budgets, soreduced operating costs are welcomed. With careful planning, facilities andconstruction departments can build schools that encourage learning, reducelong-term operating costs, and lessen the effect on the environment while con-trolling up-front construction costs. The keys are including staff as activeparticipants in the process and using a holistic approach to facility design.

Guilford County Schools in North Carolina is an example of a district thatwas able to build a high-performance school that continually saves money.


Facilities and Environmental Issues

A Sustainable and Holistic Approachto Design and Construction

School districts can

construct efficient

buildings and lower

energy expenses

without greater

up-front costs.

By Leo BobadillaNorthern Guilford Middle School in Greensboro, N.C., is a two-year-old$20.7 million facility with 1,030 students. The school is beginning to showthe long-term benefits of energy efficiency with lowered electric bills anda reduction in water use. The building uses 43% less energy than a schoolof comparable size and saves about $77,000 in energy costs each year.This equals big savings for Guilford County Schools.


Northern Guilford Middle School is a $20.7 million facil-ity serving 1,030 students. At two years old, it isbeginning to show the long-term benefits of energy effi-ciency with lower electric bills and reduced water use.The building uses 43% less energy than a school of com-parable size and saves about $77,000 in energy costseach year based on Energy Star data. This achievementequals big savings for the school district.

The building uses 43%less energy than a schoolof comparable size.

The school district wanted to use taxpayer dollarswisely while building a sustainable facility and creating athree-dimensional learning experience for students.During the planning and construction of NorthernGuilford, the district’s facilities staff worked with thearchitects to develop a holistic design for the school,detailing how the lighting, heating, cooling, and othersystems would work together in the building. Since thedesign of each system would influence other decisions,the team worked to optimize the systems concurrently.

The architects designed a new daylighting system forthe school to maximize the amount of natural light usedin the building and to lower the energy needed to lightthe facility. Under the design, natural daylight is the pri-mary lighting source in the school during two-thirds of

the daylight hours, which cuts the energy used by lightsin half. Since daylight produces less heat than fluores-cent lighting, the facility could accommodate a heatingand air-conditioning system that is 20% smaller than istypical for a building of similar size, therefore reducingconstruction costs.

While developing each of the school’s systems, theteam conducted extensive energy modeling to under-stand how the systems would work together and tobalance the building’s heating and cooling needs.Through this process, the expected energy use of eachsystem could be predicted up front and could be used asthe school district monitored the facility after it opened.

Ongoing ImprovementsThe school district’s quest to develop a high-perform-ance building did not stop when the building opened.Guilford County Schools continued to improve the effi-ciency of the building—and lower its bills—by carefullymonitoring the facility and comparing its energy usewith the predictions found through modeling. Modelingpredicted that the school would use about half theenergy required by a typical school of its size; however,initial monitoring after the building opened found that itwas using more energy than expected. A typical school

Northern Guilford Middle School’s daylighting systemmaximizes the amount of natural light used in the

building. It includes revolutionary curved, translucentinterior light shelves. Natural daylight is the primary

lighting source in the school during two-thirds of thedaylight hours, which cuts the energy used by light fix-

tures in half. Since daylight produces less heat thanfluorescent lighting, the facility can accommodate a

heating and air conditioning system that is 20%smaller than is typical for a building of similar size.



uses about 79,500 Btus per squarefoot annually based on Energy Stardata, but Northern Guilford wasusing 85,166 Btus.

After studying the building care-fully, the design team found that anatural gas leak and a malfunction-ing carbon dioxide monitor werecausing higher energy consumption.Through monitoring, they also deter-mined that some of the building’scontrols were not working properly.By addressing these issues and con-tinuing to monitor the facility,Northern Guilford’s energy con-sumption is now about 45,000 Btusper square foot annually—50%–60% lower than a typical school.

In addition to the energy andmoney saved, Northern Guilford’sdesign provides students with valu-able learning opportunities. Forexample, students learn firsthand theimportance of conserving naturalresources by observing the school’snatural water cycle. A 360,000-gal-lon tank collects rainwater that isfirst used in the school’s toilets. Afterit is flushed, it travels to an on-sitecleansing wetland and then into theschool’s underground irrigation sys-tem. Teachers at Northern Guilfordcan incorporate the water cycle andthe school’s system monitoring intothe science curriculum. Since the sys-

tems are monitored in real time, thedata are readily available for use.

Guide for GreenGuilford County Schools has made acommitment to achieving energy effi-ciency in its schools by developing itsown outline of standards for newconstruction projects. The “GuilfordGreen Guide,” the first of its type inNorth Carolina, includes the dis-trict’s requirements for the processesand materials that builders shoulduse in school construction. (Viewthe guide at www.gcsnc.com/construction/pdfs/G3.pdf)

The district also developed designguidelines and educational specifica-tions to ensure as much consistencyas possible across all projects. Indeveloping its standards, the schooldistrict looked for guidance fromorganizations like the U.S. GreenBuilding Council; the AmericanSociety of Heating, Refrigeratingand Air-Conditioning Engineers;the Council of Educational FacilityPlanners International; and theU.S. Department of Energy.

The school district also plans tomake its existing facilities moreenergy efficient. Implementation ofa districtwide energy master plan iscurrently under way, which includesa system to monitor energy con-

sumption at each of the district’s 120schools and to develop energy con-servation measures for each facility.

Toward High-PerformanceSchoolsSchool districts can construct effi-cient buildings and lower energyexpenses without greater up-frontcosts. Here are some points schooldistricts should remember as theydevelop plans to build high perform-ance schools:• Define clear goals for energy

efficiency and share them witharchitects and design teams dur-ing the design process.

• Work with architects to designsystems holistically to achieveenergy efficiency and save on construction costs.

• Use modeling throughout thedesign process to balance heating,ventilating, and air-conditioningneeds with the lighting and airdistribution systems. After thebuilding is complete, comparethe modeling analysis with theactual energy consumption ofthe building.

• Follow through with periodicmonitoring after the facility opensto detect issues that may be inter-fering with energy efficiency.Continue to make adjustmentsuntil peak performance isachieved.

School districts that are interestedin building high-performance facili-ties have a number of resourcesavailable. School districts can consultthe Websites of the American Societyof Heating, Refrigerating and Air-Conditioning Engineers; the U.S.Green Building Council; the Councilof Educational Facility PlannersInternational; the U.S. Department ofEnergy; and the Association of SchoolBusiness Officials International,among others.

Leo Bobadilla is chief operations officerfor Guilford County Schools in NorthCarolina and a member of ASBO’sSchool Facilities ManagementCommittee. Email: [email protected]

About 75% of Northern Guilford Middle School’s hot water is providedby solar power from 10 compound parabolic collector panels. The schoolalso gathers energy for a road sign and wetland aerators from threephotovoltaic solar power systems.


SBA_May10_pp 4/23/10 1:54 PM Page 10

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Teaching science can be challenging...

buildings with long, unconnectedcorridors that inhibit students’ abil-ity to move quickly and easilybetween classes.

The classrooms in these highschools, even those in the relativelynew additions, reflect the 1950s’ education pedagogy: a teacher atthe front of a rectangular room lec-turing students seated in neat rowsof desks. Pedagogy has evolvedsignificantly since then. We now recognize that students learn in dif-ferent ways: visually, auditorily, andkinetically. In addition, teachersare using new strategies, such asproblem-based learning and differ -entiated instruction. Traditionallearning environments are no longerfunctionally appropriate for the different teaching styles and otheractivities that are integral to moderneducation.

Another common trait shared bymidcentury modern high schools is alack of public spaces. Educators atthe time did not think “outside theclassroom” and concepts such as“watering holes” or technology-enriched lounges for socializing andcollaborative learning were beyondtheir imagination.

At Naperville Central High School,an outdoor courtyard is being converted into a three-story, sky-lighted atrium with a new com-mons, cafeteria, and kitchen.Suffused in natural light, this new,centrally located addition will bea gathering place for students andfaculty and a hub for extracur -ricular activities.

high school is more than abuilding; it’s a repositoryof memories for manycommunity members.

High schools built at the turn of thecentury are not only cultural andcivic landmarks, they are also oftenarchitectural treasures. When thesefacilities become outdated, a renova-tion that preserves the building’saesthetics and character is usually thepreferred option.

Today, the post-Gothic “genera-tion” of high schools built in the1950s and 1960s are often in disre-pair and unsuitable for the needs of21st-century students. Unlike theirpredecessors, however, these schoolsare not architectural icons; most areworn, drab, and dated. Yet manycommunity members still consider

Midcentury Modern High Schools:Rebooting the ArchitectureBy Kevin Havens, AIA



these buildings “their schools” andstrongly oppose their demolition.This loyalty factor, combined withthe higher costs of new construction,has spurred a flurry of activity in therenovation of midcentury modernhigh schools.

A Sprawling SamenessFew of the high schools built for the baby boomers were based ona master plan for accommodatingtheir communities’ growth. Asurban sprawl transformed sleepysuburban towns into thriving cities,high schools responded by addingmore classroom wings, usuallyconstructed as cost-effectively aspossible. Each population growthspurt meant a new addition, result-ing in a sprawling patchwork of

A

SBA_May10_pp 4/23/10 1:54 PM Page 12

Designed for FlexibilityAlthough midcentury modern highschools seem hopelessly outdated tothe casual observer, they have thepotential for openness and flexibilitythat makes them ideal candidates forrenovation. Their architecture, forexample, features post-and-beamconstruction that eliminates thebulky support walls prevalent inschools of the early 20th century.This structure also makes it easier toknock down walls and reconfigurerooms during a renovation.

Moreover, the midcentury modernaesthetic made ample use of win-dows and open floor plans to free upinterior spaces, all of which are com-mon in present-day design.

Still, substantive renovation of anybuilding more than 50 years oldrequires updating its infrastructure,

which can be challenging for a vari-ety of reasons. Because midcenturymodern high schools were built tobe “tight” with little room betweenfloors, retrofitting air-conditioningand ventilation systems can be a diffi-cult process that involves changes toceiling heights or floor levels.

These buildings also have inade-quate plumbing, electrical, andtechnology features, which typicallyneed to be entirely replaced. Theylack thermal windows, and refen -estration can be a lengthy andexpensive process. The massive sizeof older schools adds to the difficultyand costs of such projects. For example, when it opened in 1959,Willowbrook High School in Illinoishad 436 rooms, 294 miles of wiring,and 33 miles of conduit, all of whichhad to be replaced during a recentrenovation.

Although school districts havebeen vigilant about asbestos abate-ment for quite some time, it is notuncommon to encounter encapsu-lated asbestos-containing materials

Left: A common trait shared by midcentury modern high schools is a lack of public spaces. A new expansivecommons area at Willowbrook High School balances midcentury modern design principles with today’s peda-gogical needs. This space will become an interactive student lounge that resembles a high-tech coffee shopwith “hot spots” and large screens, which might show clips from the last football game or rehearsal “trailers”for the spring musical. Right: Educators today think “outside the classroom” much more than they did 50years ago. Therefore, the renovation at Willowbrook High School added a technology-enriched lounge forsocializing and collaborative learning.

When it opened in 1959, Willowbrook High School had 436 rooms, 294miles of wiring, and 33 miles of conduit, all of which had to be replacedduring renovation.


Substantive renovation of any building morethan 50 years old requires updating its infra -

structure, which can be challenging for avariety of reasons.

SBA_May10_pp 4/23/10 1:54 PM Page 13

during a major renovation.Removing hazardous materialsaffects project schedules andincreases costs.

Rebooting the ArchitectureRenovations of Addison Trail,Naperville Central, and Willow -brook High Schools in Illinoisinvolved a “reboot” of the existingarchitecture into alignment with current educational requirements.A primary goal was to reconfigurespaces in ways that would contributeto students’ learning and the vitalityof campus life.

Today, the post-Gothic “generation”of high schools builtin the 1950s and1960s are oftenin disrepair andunsuitable for theneeds of 21st-centurystudents.

Classrooms were designed to takeadvantage of the open, flexible floorplans, giving teachers more optionsfor multimodal learning activitiesand the ability to quickly change aroom’s setup from one period to thenext. They can move and recombinefurniture to create spaces for small-group projects, remedial tutoring,and even contemplative work. Thearchitecture complements andenhances the educational experience;form and function are in harmony.

The reboot also embraces a cen-turies-old education concept that isonce again in fashion: providingspaces for social or informal learn-ing. These spaces are the nerve centerof the school’s community and arere-created wherever possible.

At Naperville Central, an outdoorcourtyard is being converted into athree-story skylighted atrium with anew commons, cafeteria, and

kitchen. Suffused in natural light, thisnew, centrally located addition willbe a gathering place for students andfaculty and a hub for extracurricularactivities. At Willowbrook, a lobbywill become an interactive studentlounge that resembles a high-techcoffee shop with “hot spots” andlarge screens, which might show clipsfrom the last football game orrehearsal “trailers” for the springmusical. At Addison Trail, the areabetween the lobby and cafeteria

(which will be more like a bistro thanthe traditional mess hall) will betransformed into a two-story atriumfeaturing a mall of student services.For all three projects, the sociallearning idea is being reinvigoratedwith elements of modern design.

Sustainability BenefitsSustainability is a prime considera-tion for all school building projects,and the decision to renovate a highschool rather than raze it demon-

Top: The renovations at Addison Trail High School were envisioned as areboot of the existing architecture into alignment with current educa-tional requirements. Spaces were reconfigured in ways that wouldcontribute to students’ learning and the vitality of campus life, and class-rooms were designed to take advantage of the open, flexible floor plans.Bottom: The reboot of Addison Trail High School embraces a centuries-old educational concept of providing spaces for social or informallearning, a “nerve” of the school’s community.


SBA_May10_pp 4/23/10 1:54 PM Page 14

strates a commitment to preservingresources. As we’ve seen, the designof midcentury modern schools is wellsuited for renovations. An importantbut often overlooked considerationfor such projects is the use of storm

water, which should be viewed as anasset rather than a waste product.The three projects described here, forexample, include the use ofbioswales, rain gardens, and, to alimited extent, green roofs, which

enable the schools to capture waterfor irrigation.

These and other sustainable designfeatures can also be integrated intothe curriculum as living laboratories.Biology classes can study nativeplantings; physics students mightexplore renewable energy sources,such as solar voltaics; and chemistscan examine the efficacy of water fil-tration systems. Such hands-onexperiences are more likely to engagestudents while giving them a deeperunderstanding of the subject matter.

The decision torenovate a highschool rather thanraze it demonstratesa commitmentto preservingresources.Striking a ChordMidcentury modern high schools stillstrike resonant emotional chords inthe collective consciousness of theircommunities. Renovation projectshave the potential to educate youngadults for many years to come. Infact, by rebooting a school’s architec-ture (and technology) to align withmodern pedagogy and providingmore opportunities for social learn-ing, we can make it better than ever.

With the right renovations, thesebuildings can be extraordinary learn-ing environments, well suited to the21st-century students.

Kevin Havens, AIA, is senior vice presi-dent and director of design for Wight &Company in Darien, Illinois.

The renovations at Naperville Central High School include sustainable ele-ments, including the use of bioswales, rain gardens, and, to a limited extent,green roofs, which enable the school to capture water for irrigation.

Mark Your Calendar2011 ASBO Executive Leadership ForumFebruary 24–26, 2011 in Grapevine, Texas


SBA_May10_pp 4/28/10 9:20 AM Page 16

Shalini AggarwalBusiness Manager The British School New Delhi, India

John P. Baber, CMA, CFM Director of Accounting & Budgeting Rio Rancho Public Schools Rio Rancho, NM

Aaron M. Bushberger, CPA Director of Finance South Washington County Schools–

ISD No. 833 Cottage Grove, MN

Linda R. Darling Business Director Lebanon Community School District Lebanon, OR

Salvatore DeAngelo, Jr. Business Manager/Board ClerkSchenectady City School DistrictSchenectady, NY

Jerry Domanico Business ManagerCanton Public Schools Canton, CT

Melissa A. Fettkether Business Manager/Board Treasurer Valley Community School District Elgin, IA

Laure A. Fiero, CPA, SPHR Finance Director Western School District &

Springport Public SchoolsParma, MI

Anthony S. Fraley Business ManagerSpringfield-Clark Career Technology

CenterSpringfield, OH

Ricardo D. Hernandez Chief Financial Officer Pima County School Reserve Fund Tucson, AZ

Kurt E. Kaup Director of Accounting Orchard Farm R-V School District St. Charles, MO

Michael A. Klosowski Chief Financial Officer Elkton-Pigeon Bay Port Laker

Schools Pigeon, MI

Luann T. Mathis, CSBO Director of Finance & Operations Mundelein Elementary School

District No. 75 Mundelein, IL

Debbie M. Mosloskie Assistant Business Administrator Chichester School DistrictBoothwyn, PA

M. Peter Neale Secretary-Treasurer Peace River School District Peace River, Alberta Canada

Lisa L. Palmarin, CGA Secretary TreasurerHoly Spirit Catholic Schools Lethbridge, Alberta Canada

Alison P. Rendon Executive Director of Business Friendswood Independent School

District Friendswood, TX

Heather R. Roszkowski Accounting Supervisor Wayland Union Schools Byron Center, MI

Dustin S. Zuffelato, CPA Business Manager/ClerkColumbia Falls School DistrictColumbia Falls, MT


Bridges to the Future Scholarship ProgramHelps Grow the Profession

Applications Due June 1, 2010

Since 2004, ASBO International’s Bridges to the Future Scholarship, sponsored by MetLife, has given new school business officials the opportunity to attend the ASBO International Annual Meeting. The scholarship offers emergingleaders in the profession, the chance to network with colleagues, take advantage of professional development oppor-tunities, and explore ASBO’s resources.

If you have worked in the profession for five years or fewer, you could qualify for the Bridges to the FutureScholarship. This scholarship would help bring you to Lake Buena Vista, Florida, for ASBO’s 2010 Annual Meeting.Applications are due June 1, 2010. Spread the word to your colleagues and to your team. For details, visitwww.asbointl.org/Bridges

Congratulations to the 2009 Bridges to the Future Scholarship recipients.

Proudly sponsored by

SBA_May10_pp 4/23/10 1:54 PM Page 17

Hubbard Middle School teachers use the entireschool—inside and out—as a classroom.

Replacement vs. Renovation:The Reincarnation of Hubble Middle SchoolBy Douglas J. Ogurek, LEED AP



On the first full day at the new HubbleMiddle School in Warrenville, Illinois, science teacher Meg Tillman and her seventh-grade students saw something

majestic when they looked out their lab windows: ared-tailed hawk swooping into the vegetation that fillsthe campus’s five-acre retention pond. After some com-motion within the tall grasses, the hawk clasped itsprey in its talons and took flight.

At the original Hubble Middle School, neither theviews (a congested Roosevelt Road and glimpses ofdowntown Wheaton) nor the century-old facility thatoffered them was very inspiring. Built at the start of the20th century, the 250,000-square-foot building was con-verted from Wheaton Central High School to HubbleMiddle School in the early 1980s.

The age, size, and design of the facility led to a host ofobstacles. Andy Johnson, Wheaton Warrenville Com -

munity Unit School District 200 Board of Educationpresident since 2001, recalls, “The old Hubble wasgrossly inefficient to operate when compared to any ofour other middle schools, and even to our much largerhigh schools.” These inefficiencies surfaced in studenttransportation, educational programs, and energyexpenditures.

A decade of discussions about solving these issues culminated in a planning study, which revealed thatbuilding a new facility would be a much more budget-and student-centered solution than renovating the exist-ing one. Big old Hubble Middle School was just too bigand too old.

At three-quarters the size of its predecessor, the new190,000-square-foot Hubble Middle School is rooted inthe school’s program and instructional delivery methods.The input of students, teachers, and community mem-bers inspired everything from the outdoor nature

SBA_May10_pp 4/23/10 1:54 PM Page 18

observatory that flows beneath theglass bridge to the green roof accessi-ble through the learning resourcecenter.

The “new” Hubble also stands asthe first middle school in Illinois toregister for LEED for Schools® certi-fication from the U.S. Green BuildingCouncil. Leadership in Energy andEnvironmental Design (LEED) is arating system for achieving comfort-able, healthy, energy-efficient, andenvironmentally friendly facilities.

Recently featured as a U.S. GreenBuilding Council case study, the facil-ity not only testifies to the successachieved when all stakeholders par-ticipate to create a program-drivenschool, but it also sets an examplefor other districts, for public buildingagencies and corporations, and forthe 1,000 students it serves. Johnsonsays, “We’ve had nothing but posi-tive responses from those who havebeen to the school . . . kids andadults.”

Reduced Commutes andParklike CampusThe first major challenge was findinga suitable location for the newschool. District 200, located 25 mileswest of downtown Chicago, servesfive communities in DuPage County.The original Hubble sat near the cen-ter of the district in Wheaton.However, more than half its studentslived in Warrenville, at the south-western corner of the district. “It wascompletely outside the attendanceboundaries for many of the familiesit served,” Johnson explains.

According to Beth Sullivan,Hubble Middle School principal, theold school had only four eligiblewalkers, while many Warrenville stu-dents had 25-minute bus rides to andfrom school. Bad weather wouldsometimes double travel times.

After an intense search, the admin-istration and board found a potentialsite. It was in Warrenville and wasmuch closer to the majority of stu-dents. However, the process ofsecuring that site was “tumultuous,”

says assistant superintendent of business operations Bill Farley.

A small but vocal group resistedthe move. “They raised all sorts ofunfounded objections,” addsJohnson. “But in the end, the com-munity saw through the red herringsand voted 60–40 to support a newschool in a new location.”

The new Hubble’s site raises thenumber of eligible walkers to 45 andsignificantly cuts travel time for themajority of students; they have moretime to participate in middle school

programs and more time to spendwith their families.

Whereas the sounds of horns andsirens often invaded the old Hubblecampus, its reincarnation offers amuch more tranquil setting. The22-acre campus features drought-resistant landscaping highlighted bya 5-acre storm-water basin filled withwetland vegetation. “It’s a parklikesetting,” says Sullivan. “Some haveeven called it ‘pastoral.’”

Farley adds that the board, admin-istration, and architect worked hard

Top: Students and teachers congregate on the green roof throughout falland spring. Bottom: Natural lighting brightens the library/resource center.


SBA_May10_pp 4/23/10 1:54 PM Page 19

to ensure that the site did not disrupt the school’s corpo-rate and residential neighbors. For instance, theplacement of landscaping berms and trees keeps theschool from imposing on its surroundings, while lower-wattage parking lot lighting eliminates light pollution.

A Much Better FitPaul Pessetti, the architectural firm’s project manager forthe new Hubble, described its forerunner as “a sprawlingmass of rooms at odds with the program.” For instance,a sixth-grade team of 100 students on the lower levelmight have to ascend two floors and then walk the fulllength of the building to arrive at their next class.

The district and the project’sarchitects set out to overcomesuch inefficiencies by creatinga program-driven design.

The district and the project’s architects set out to over-come such inefficiencies by creating a program-drivendesign. Patrick Brosnan, president and CEO of LegatArchitects, says, “We saw it as an opportunity to rethinkhow the middle school is organized based on the wayteachers teach.”

Building on their work of the previous 10 years, themiddle school planning commission and the architectanalyzed the effectiveness of different middle school lay-outs. They toured the existing building, noted itsshortcomings, and studied the Hubble curriculum. Theyalso toured other innovative middle schools in Illinois.

The architects drew from learning styles research andbest practices gained through America’s SchoolhouseCouncil, a national collaboration of educational archi-tects, to lead a series of programming sessions with thedistrict’s programming committee. Administrative and

district staff, as well as teachers from each department,provided input. “We started with a blank slate,” saysBrosnan. “Teachers talked about the activities the stu-dents took part in during each period of the day andhow their spaces affected these activities.”

What resulted is what Brosnan calls a “hybrid” or“integrated team” approach that organizes spacesaccording to specific activities. A series of team houseslocated close to one another offers easy access from oneteam area to the next. This arrangement allows forfuture changes or shifts in the organization of the teams.

Classroom and community spaces are clearly divided.Each floor of the three-story classroom building has 10classrooms, 6 special education classrooms, 2 sciencelabs, and a faculty team room. The one-story main(community) building includes a cafeteria/commons thatseats up to 340, a 500-seat auditorium, faculty offices,large and small gymnasiums, a fitness center, a healthclassroom, and separate classrooms for band, music,orchestra, and drama.

A glass bridge with a multiuse art lab on the first floorand a learning resource center on the second connectsthe classroom and main buildings. The bridge offersviews to the outdoor nature observatory that flowsbeneath it.

Another unique space inspired by the Hubble programis the “collaboration zone.” Each floor of the classroombuilding has two of these team areas located in the corri-dor. “Collaboration zones help create smaller schoolswithin the school,” says Pessetti. “They promote cooper-ative learning and informal gathering.” Large windowsallow teachers to observe collaboration zone activityfrom the classroom. Sullivan says the zones get a greatdeal of use, whether by a group of students working ona project or by a teacher using a laptop with the wirelessconnection to provide one-on-one instruction.

Sullivan attributes much of the school’s programmaticsuccess to the many full- and part-day strategic planning

Hubble Middle School offers aninviting entryway to students,staff, and visitors.


SBA_May10_pp 4/23/10 1:54 PM Page 20

bridges to the future scholarship

supporting emergingschool business leaders


bridges to the future scholarship application

Application Deadline: June 1, 2010

application guidelines

Make sure your packet includes: l The Bridges to the Future Scholarship application.l A recommendation from a supervisor or district superintendent that addresses the candidate’s character and professional ability.l The candidate’s resume, including professional responsibilities and credentials, involvement in profess ional associations (including ASBO), and a list of any publications, presentations, and awards.l Responses to two of the three short answer questions.

short ansWer Questions

Answer only two of the three short answer questions below. Each response should not exceed 100 words. When responding to the questions, please note the question number.1 What are your short- and long-term professional goals? How do your current job responsibilities promote advancement of those goals?2 Why you are interested in applying for the Bridges to the Future Scholarship and what value will you bring to the program?3 How will you build on the experience of the Bridges to the Future Scholarship to contribute to the school business profession?


Check one: Mr. Mrs. Ms. Ed.D. Ph.D. RSBA RSBO RSBS CPA Other:_________

First Name/Middle Initial/Last Name:

Title:

School Entity/Employer:

Street Address:

City: State/Province: ZIP/Postal Code: Country:

Work Phone Number: Fax Number:

E-mail:

Years in School Business: ASBO International Membership Number:I hereby certify the information in this application is true and accurate, and I authorize the release of this information to ASBO International and MetLife to publicize in whatever way consid-ered appropriate. Signing this application also certifies my participation in ASBO International’s 96th Annual Meeting & Exhibits in Lake Buena Vista, FL, September 24–27, 2010 and that I am employed full time by a school district.

Signature: Date:If you have questions or need additional assistance, please contact Vee Boehringer, manager of recognition programs, at 866/682-2729 x7069 or [email protected].

WaYs to applY

Fax to: Vee Boehringer 703/478-0205Mail to: ASBO International Bridges to the Future Scholarship 11401 North Shore Drive Reston, VA 20190-4200

Want to applY but not a member?

Join now and take advantage of all that asbo international has to offer! Visit www.asbointl.org/Join for more information.

Congratulations 2009 Bridges to the Future sCholarship award reCipients

welcome to school BusinessasBo international and Metlife developed the Bridges to the Future scholarship to support new school business officials who would like to further develop their knowledge, skills, and leadership.

shalini aggarwalBusiness Manager New Delhi, India

John P. Baber, CMA CFM Director Accounting & Budgeting Rio Rancho, NM

Aaron M. Bushberger, CPA Director of Finance Cottage Grove, MN

linda r. darling Business Director Lebanon, OR

Brian J. dasher Administrator of Finance West Bend, WI

Salvatore DeAngelo, Jr. Business Manager/Board ClerkSchenectady, NY

Jerry domanico Business ManagerCanton, CT

Melissa A. Fettkether Business Manager/Board Treasurer Elgin, IA

Laure A. Fiero, CPA, SPHR Finance Director Parma, MI

anthony s. Fraley Business ManagerSpringfield, OH

ricardo d. hernandez Chief Financial Officer Tucson, AZ

Kurt e. Kaup Director of Accounting St. Charles, MO

Michael A. Klosowski Chief Financial Officer Pigeon, MI

Luann T. Mathis, CSBO Director of Finance & Operations Mundelein, IL

Debbie M. Mosloskie Assistant Business Administrator Boothwyn, PA

M. peter neale Secretary-Treasurer Peace River, Alberta Canada

Lisa L. Palmarin, CGA Secretary TreasurerLethbridge, Alberta Canada

alison p. rendon Executive Director of Business Friendswood, TX

Heather R. Roszkowski Accounting Supervisor Byron Center, MI

Dustin S. Zuffelato, CPA Business Manager/ClerkColumbia Falls, MT

MetLife Resources (MLR) is the division of Metropolitan Life Insurance Company that specializes in providing retirement planning and retirement products suited to the unique needs of health care, educational and non-profit institutions. MLR offers innovative financial products and services in the 401(a), 401(k), 403(b), and 457(b) markets. For more infor-mation about MLR, please visit www.metlife.com/MLR.

ASBO International11401 North Shore DriveReston, VA 20190-4200

P 866/682-2729F 703/708-7060www.asbointl.org

are you a new school business manager who is emerging as a leader in the profession? if you have been in the profession for 5 years or fewer—apply!

Do you know someone who has been working in school business for 5 years or fewer? pass this brochure to them!

Bridges BeneFits

l $2,000 scholarship. Receive $2,000 to attend ASBO International’s 96th Annual Meeting and Exhibits in Lake Buena Vista, Florida, September 24–27, 2010.l Customized workshop. Attend a pre-conference workshop and networking luncheon at the 2010 Annual Meeting devel-oped specifically for new school business officials.l Face-to-face networking. Meet colleagues around the world who share in your challenges and successes, to call upon during the year for support and advice.l Professional development. Build a stronger career with premiere professional development to spark new ideas and inspiration.

prograM eligiBility

l The scholarship applicant must be a school business official who has been in the profession for five years or less.l The applicant must be a member of ASBO International at the time the scholarship application is submitted.l The Bridges to the Future Scholarship may be received only once.

For more information, visit www.asbointl.org/Bridges

I thoroughly enjoyed my Bridges to the Future Scholarship experience. The networking opportunities, informative seminars, and the workshop geared to new business officials were of great value to my own professional development.

—Kathy Maedke

Few organizations I know provide an opportunity, like ASBO, with the Bridges to the Future Scholarship, for those new to the profession to get involved so quickly.

—len Flood

Being new to this profession, I discov-ered that I could connect to colleagues throughout the nation through Bridges to the Future Scholarship. The chance to bounce ideas off other school business officials is great—and I am still tapping into that network today.

—dave Jensen

Wow! What an experience! Not only are the professional development and net-working opportunities valuable, it’s also fun to share ideas with other new school business officials.

—Gail Haack

Not only did Bridges to the Future introduce me to others who share my experiences as a new school business professional, it also served as a wonder-ful introduction to ASBO and all of the resources the association has to offer.

—Melissa lee

One of the best professional development opportunities I have ever participated in, the Bridges to the Future Scholarship brought a wealth of insightful information to my fingertips.

—patricia decibus

Deadline Date is June 1, 2010

bridges to the future scholarship

supporting emergingschool business leaders



Application Deadline: June 1, 2010

application guidelines

Make sure your packet includes: l The Bridges to the Future Scholarship application.l A recommendation from a supervisor or district superintendent that addresses the candidate’s character and professional ability.l The candidate’s resume, including professional responsibilities and credentials, involvement in profess ional associations (including ASBO), and a list of any publications, presentations, and awards.l Responses to two of the three short answer questions.

short ansWer Questions

Answer only two of the three short answer questions below. Each response should not exceed 100 words. When responding to the questions, please note the question number.1 What are your short- and long-term professional goals? How do your current job responsibilities promote advancement of those goals?2 Why you are interested in applying for the Bridges to the Future Scholarship and what value will you bring to the program?3 How will you build on the experience of the Bridges to the Future Scholarship to contribute to the school business profession?


Check one: Mr. Mrs. Ms. Ed.D. Ph.D. RSBA RSBO RSBS CPA Other:_________

First Name/Middle Initial/Last Name:

Title:

School Entity/Employer:

Street Address:

City: State/Province: ZIP/Postal Code: Country:

Work Phone Number: Fax Number:

E-mail:

Years in School Business: ASBO International Membership Number:I hereby certify the information in this application is true and accurate, and I authorize the release of this information to ASBO International and MetLife to publicize in whatever way consid-ered appropriate. Signing this application also certifies my participation in ASBO International’s 96th Annual Meeting & Exhibits in Lake Buena Vista, FL, September 24–27, 2010 and that I am employed full time by a school district.

Signature: Date:If you have questions or need additional assistance, please contact Vee Boehringer, manager of recognition programs, at 866/682-2729 x7069 or [email protected].

WaYs to applY

Fax to: Vee Boehringer 703/478-0205Mail to: ASBO International Bridges to the Future Scholarship 11401 North Shore Drive Reston, VA 20190-4200

Want to applY but not a member?

Join now and take advantage of all that asbo international has to offer! Visit www.asbointl.org/Join for more information.

sessions held with the architects. “There was nary astakeholder, from the board of education to the centraloffice staff, who didn’t have an opportunity for input.”

Straddling the Educational SpectrumHubble’s programmatic responsiveness becomes evenmore apparent with an examination of the two depart-ments that occupy opposite ends of the educationalspectrum: science and art.

Science labs in the old Hubble had outdated systemsthat were designed for specific branches, such as chem-istry, biology, and physics. However, each year, Hubblestudents study a variety of disciplines, including life,chemical, and physical earth sciences. This “spiraling”curriculum often forced classes to trade rooms, leadingto scheduling difficulties in the old school.

The new school’s labs are fully equipped with contem-porary technology and offer much more flexibility.Tillman says, “We can teach any one of our scienceclasses, sixth, seventh, and eighth, in any one of ourlabs.” The labs also accommodate the high school-levelcourses that Hubble added to its curriculum for fast-paced students.

Brosnan adds, “Science acts as an independent depart-ment, yet integrates into all the academic houses.” Oneach level, two science labs join the team houses. Thelabs’ central location allows a common prep area forequipment storage and the stacking of plumbing andventilation.

One challenge for art teacher Heather Adams and herdepartment was scaling down the amount of space shehad in the old Hubble. Additionally, her old room’s L-shape constrained movement, and the space had limitedviews and natural light.

Today, daylight and views thrive in Adams’s smallerthough much more efficient space within the glassbridge. Her kiln, previously located below her teachingspace, now resides in a storage closet in the classroom.Students’ three-dimensional artworks, formerly storedon the floor, are now stored in individual lockers andcubbies. The room’s location next to the entry enablesmore people to see student work in the display cases out-side the room. Adams says, “It is well-organized and ismore like a professional studio that any artist would behappy to create in.”

Flexible for Special EducationHubble has many students with learning disabilities andemotional disorders participating in individualized edu-cation programs. Therefore, the district and architectengaged in a second track of meetings focused on inte-grating special education into the facility.

A multineeds room in the new Hubble includes a dedi-cated entrance with a ramp. Also, each house hasself-contained special-education classrooms, as well as

space for “pull out” and “pushed in” services. Theseareas can easily be expanded to full-size classrooms ifthe district’s needs change. Moreover, the collaborationzones will support a shift to a fully integrated special-education process. Brosnan says, “The flexibility to offerspecial education in a variety of ways enhances the long-term viability of this building.”

Bringing in the CommunityAnother important goal was to ensure that the new schoolnot only sustained but also enhanced the strong relationshipwith the community that the original Hubble had. “Thecommunity members supported the referendum,” saysSullivan. “We wanted to create a resource that they coulduse for many years.”

The new location made a difference immediately;Sullivan notes that many more Warrenville families areattending social events.

A series of team houseslocated close to one anotheroffers easy access from oneteam area to the next.

Bill Farley and the administration helped developintergovernmental agreements with the Wheaton andWarren ville Park Districts to use all parts of the facility.To start, the indoor and outdoor athletic areas have beenopened to the community. The district anticipates thatthe auditorium will soon be available to other districtschools, as well as to local theater groups and commu-nity organizations.

Green Goes GoldThe old Hubble’s size and age wreaked havoc on itsoperating expenses. “Our energy analysis showed thatthe district was spending as much on energy for the oldHubble as it was for its two high schools combined,”says Pessetti. “And the high schools had four times thearea.”

As with its other recent projects, District 200 placeda high priority on energy conservation for the newHubble. Farley, who has overseen nearly $250 millionin district construction, was adamant about full buildingcommissioning. This process optimizes a facility’s heat-ing, ventilation, and air-conditioning; plumbing;electrical; and fire and life safety systems from the firstday of occupancy to maximize long-term payback.

When the architects introduced the possibility ofLEED certification, the administration and the boardembraced it enthusiastically. “We suggested pursuingLEED silver,” says Brosnan, “and the board said,‘Let’s go for gold!’”


SBA_May10_pp 4/23/10 1:54 PM Page 21

The new Hubble, with its LEED for Schools® Gold reg-istration—it is the first middle school in Illinois to doso—sets a standard for energy efficiency and environmen-tal respect. Architectural critic Edward Keegan wrote,“With thoughtful strategies that embrace the difficult siteand cutting-edge green amenities, the campus demon-strates the environmental challenges and solutions that arepart of today’s architectural practice and community life.”

Hubble’s commute-reducing location and 60,000fewer square feet than its predecessor are just the prel-ude to its sustainable performance. Among the school’ssustainable features are drought-resistant landscaping,materials with high recycled content, superior insulation,low-flow plumbing fixtures, and a mechanical systemthat is 20% more efficient than standard systems.Sullivan says that the daylighting system allows her tokeep lights off in many of the spaces . . . even on winterdays with little sun.

The architects helped District 200 obtain a $135,000sustainable design grant from the Illinois Clean EnergyCommunity Foundation. Vuk Vujovic, director of sus-tainable design at Legat Architects, says, “Grants likethis one allow districts to explore sustainable designsolutions, review cost-benefit scenarios, and considerenergy-efficient building systems that they wouldn’t oth-erwise be likely to pursue.” At Hubble, the foundationgrant helped fund building energy modeling, daylightingstudies, and advanced building commissioning.

The most exciting benefits of Hubble’s green elementsare that they support the curriculum and help trainfuture generations to respect the environment and thenatural resources it provides. “We wanted to lead byexample,” says Farley. “What we achieved is on the fore-front when it comes to teaching sustainable values.”

The second level of the glass bridge houses one ofHubble Middle School’s feature sustainable spaces. Thelearning resource center, with its floor-to-ceiling glasswalls and white floors, ceilings, and columns, gives usersthe impression that the airy, light-filled space floats amidthe trees that surround the school. The center also offersaccess to a green roof where students, whether readingalone or participating in a class lesson, can be foundduring nearly every class period in fall and spring.

Teachers use the learning gardens, outdoor studios,and surrounding wetlands to support their lessons. Artteacher Heather Adams calls her space, located beneaththe library, the “bridge suite [from the Atlantis resort inthe Bahamas] because it is that fabulous!” Because herclassroom offers views of the campus landscape, Adamsis creating more projects based on artists that use theenvironment as part of their inspiration. “We’re outsidemore often than before. I am enjoying bringing natureback into the classroom.”

Tillman and other science teachers have used the facil-ity to teach students about how building materials can

be recycled. The school’s high-performance systems havealso supported lessons in light reflection, absorption oflight energy, radiant energy, and rainwater runoff andinfiltration. Additionally, the district plans to integratethe green roof into its curriculum so its three other mid-dle schools can benefit.

The interior also offers sustainable teaching tools,such as the recycling stations in the cafeteria/commons.District 200 and the architects are now working on edu-cational signage that will appear throughout the schoolto elevate awareness of environmental issues.

In another sustainable gesture, parts of the old Hubbleadorn the new school to connect to the past. Forinstance, decorative stone panels salvaged from the exte-rior of the original building are incorporated into theinterior walls of the cafeteria, library, and corridor.“Reusing components of the old school is not only agood example of recycling,” says Johnson, “but it payshomage to our history, which is important to the boardand the community.”

One of the biggest concerns school districts haveabout high-performance systems is their up-front costs.To adhere to its budget and still achieve its sustainablegoals, District 200 used limited applications of somehigh-performance systems. For instance, the team limitedthe size of the green roof, while white roofs that reflectsunlight to reduce heat gain cover the remainder of thefacility. Similarly, although both parking lots have vege-tated bioswales to absorb and filter storm-water runoff,only the smaller lot has permeable brick pavers, whichfurther manage runoff.

All Hands on DeckDuring planning, the Hubble Middle School team hostedmany community meetings, ranging from 1 citizen to 80.According to Farley and Sullivan, this “all hands ondeck” approach enabled Hubble to emerge as a placewhere learning, collaboration, and performance pre-vail. “It’s very rewarding,” says Sullivan, “whencommunity members with no significant ties to theschool offer praise.”

Another factor in the project’s success was the board’sinvolvement. Johnson explains, “We just kept drivingthe staff and professionals to bring in the project ontime and on budget, and they did.” Board membershave received many positive comments from Hubblestudents. Johnson adds, “Our kids have a schooldesigned around them.”

Douglas J. Ogurek, OEED AP, is communications manager forLegat Architects. Email: [email protected]

All photos courtesty of Steinkamp Photography/LegatArchitects


SBA_May10_pp 4/23/10 1:54 PM Page 22

Is your institution going green?

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For more information on this exciting opportunity, visitwww.wilkes.edu/sustainability, call (800) WILKES-UExt. 4235 or e-mail [email protected].

use, recycling of building materials,and other important factors.

Students and Teachers BenefitFrom the beginning, the HudsonSchool District had a vision for creat-ing a 21st-century, hands-on learningenvironment. Primary to that visionwas the commitment to make a posi-tive effect on the future of itsstudents—on their learning, on theirhealth and well-being, and on theearth they would inherit. The chal-lenge was to create this kind oflearning environment and pair itwith a highly sustainable elementaryschool that combined a smart, logicalfloor plan with a distinctive design.

The school layout includes foursections per grade with two earlychildhood classrooms. Teachersfavored a small learning communitylayout with a shared resource andstorage room between classrooms,providing space for curriculum kitsand other teaching aids, as well as aroom for tutoring, testing, and small-group activities.

“My first thought when I sawRiver Crest is that it had a very smartdesign,” recalls Kathleen Mullvain,a teacher at the new school. “I’mreally passionate about keepinggrade levels together so teachers andstudents can work together withintheir grade-level teams. So, my firstthought was how wonderful that allthe fifth-grade classrooms would beright together and that we can shareresources and rooms.”

Pat Hodges, River Crest’s princi-pal, agrees that there is somethingspecial about the architecture of theschool: “I was very impressed withthe design of the school. People really

Build a School, Inspire a CommunityBy Mary Bowen-Eggebraaten and Paul J. Hoffman



From this inaugural decision, theylaunched a green movement andcommitment to sustainability. Theenthusiasm expressed by River Creststaff, students, and parents spreadacross the district as greater emphasiswas placed on learning about andpracticing sustainability. The “tip-ping point” came as the Hudsoncommunity began to recognize RiverCrest as the standard or model forconstruction in the area.

Built for 588 students, River Crestreceived the certification of Leader -ship in Energy and EnvironmentalDesign (LEED®) Gold under the newLEED for Schools Rating System.This esteemed designation, awardedby the U.S. Green Building Council(www.usgbc.org), certifies that theschool meets high standards forindoor air quality, energy and water

When River CrestElementary Schoolopened onSeptember 2, 2008, it

was clear that the effect of a “green”school would extend beyond the stu-dents who walked through the doorsfor class each day.

The 93,450-square-foot facility inHudson, Wisconsin, serves as a cata-lyst for sustainable change and hasbeen an educational tool forecofriendly behavior in the commu-nity. River Crest’s role goes beyondbeing “just a school” and offers ablueprint worthy of duplication.

The Hudson School District Boardof Education and administrationchose to incorporate sustainabilityinto the design and construction oftheir new elementary school. Theyknew it was the right thing to do.

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like the feel of the building, the flowof the building, the details that werelooked into when we designed thebuilding.”

The design not only facilitatescooperation between classes but alsoprovides more natural light and freshair. The overall project provides aplatform to focus on green principles.John Muller, a fifth-grade teacher atRiver Crest, adds that the focus onsustainability has become the normbecause of the lessons that are in allthe school’s features. But the effectdoesn’t stop with just the studentsand teachers.

Lower Costs CommunicateVolumesThe community watched with greatanticipation as the new facility grewfrom a concept to a functioning placefor learning. It was obvious that theschool was going to be attractive andhighly sustainable. But some won-dered about the cost. They werepleasantly surprised when the projectwas completed.

River Crest was designed and builtfor $166 per square foot, whichincluded the design, site work, con-struction, furnishings, fixtures, andequipment. That total project cost is$57 per square foot less than, or

29% below, the average cost of pub-lic elementary schools built inIllinois, Minnesota, and Wisconsin in2008 as reported by School Planning& Management magazine in its“2009 Construction Report.” Com -munity residents’ enthusiasm forthe design of their new elementaryschool was exceeded only by theirdelight in the total cost of buildingthe award-winning school.

The school provides a model ofgreen construction practices, demon-

strating that one can truly build anattractive, highly sustainable buildingfor less than conventional construc-tion costs. That means not onlylower overall initial project costs butalso lower utility expenses for the lifeof the building.

Partnerships Paved the WayPartnerships and stories of collabora-tion paved the way for this high levelof success. The relationships that setthe stage for all others included theunified spirit among members of theboard of education. Board memberstook the risk to endorse buildingsustainably, and members workedto ensure that the district pusheditself for LEED Gold throughoutthe entire project.

The school providesa model of greenconstruction practices.

Another significant partnershipgrew between the Hudson SchoolDistrict and its planning, design, andconstruction management partner.These two groups were instrumentalin developing the vision and explor-ing the many highly sustainablesolutions.

A mural in the brightly lit hall welcomes students and visitors to River Crest.

The River Crest cafeteria is clean, bright, and welcoming.


SBA_May10_pp 4/23/10 1:54 PM Page 25

Another community partner, a national window man-ufacturer, worked with the architectural firm to design anew wood window product for River Crest that wouldmaximize natural light but would reduce glare and pro-vide energy savings with its design and construction.Additionally, to help meet LEED requirements, the window manufacturer used Forest StewardshipCouncil–approved wood.

“I love the number of windows and the fact that wedon’t have curtains on them—that we’re able to lookout into that beautiful environment,” Hodges says. Byworking with a local company, the district supportedits business community while avoiding the expense andemissions of transporting materials.

The location of the school provided yet another strate-gic relationship. River Crest is located directly acrossfrom YMCA Camp St. Croix. An underpass was con-structed beneath a county highway, permitting safeaccess between the school grounds and the camp prop-erty. After forming a partnership with the camp, thetrails at Camp St. Croix were linked to the paved walk-ing/bike trail that winds around the 43-acre school site.

These and many other partnerships provided not onlyenhanced opportunities for sustainability but greaterexcitement and enthusiasm throughout the community.Simply put, many more community members know,understand, and have a part in the success of River Crest.

Facility and Features Tell TheirOwn StoriesRiver Crest is the Hudson School District’s sixthelementary school but its first to be designed and con-structed using sustainability principles. The followingare a few of the sustainable highlights of the designand construction:

Daylight harvesting and views. High ceilings,strategic placement of gray low-emissivity windows, andphotosensors control the direct and indirect lighting, adddaylight to classrooms, and provide a connection to theoutdoors—potentially improving student performanceand how students feel about school.

Water efficiency. Water-reducing bathroom fix-tures, including dual-flush valves and waterless urinals,provide water savings in excess of 40% over a conven-tionally designed building. The smart use of waterteaches students that one area of their lives really canhave a powerful effect on the environment.

Sustainable site. Designed to retain storm water onsite, the landscaping employs native species to reduceirrigation and minimize maintenance. A portion of thesite is protected from future development to preserveopen space and wildlife habitat.

Local materials. More than half (by cost) of thematerials used were manufactured within 500 miles ofthe construction site to reduce fuel consumption andpollution associated with transporting them and to sup-port the regional economy.

Recycling of construction waste. An impressive94% of construction waste materials (measured byweight) were reused or recycled, thus avoiding landfills.

The Benefits AboundThrough River Crest Elementary, the Hudson SchoolDistrict has seen sustainability awareness extend to thebroader community. River Crest Elementary studentsare promoting green practices at home. More commu-nity members are beginning to think differently abouttheir daily choices—choices that affect the environ-ment. As more and more people are educated aboutthe ongoing benefits that are provided by sustainableplanning, design, and construction—as well as greenlifestyle choices—green practices will continue toflourish and grow.

Any school district can have this type of effect if it hasthe willingness and tenacity to begin making responsible,sustainable choices.

Mary Bowen-Eggebraaten is the superintendent of schools inHudson, Wisconsin. Email: [email protected]

Paul J. Hoffman is owner and president of Hoffman LLC, aWisconsin-based planning, architecture, and constructionmanagement firm. Email: [email protected]


SBA_May10_pp 4/23/10 1:59 PM Page 26

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The key is to understand the proper sequenceof the four Rs of going green:

reduce, reuse, recycle, and replace.

What if parents really cared aboutthe healthiness, energy efficiency, andsustainability of the schools theirkids attended? What if the kids caredabout it too? What if green couldsave money? What if green schoolsproduced better-educated students?

To a person, these skeptics wouldsay, “If you can show me that, tellme where to start.”

Start with PeopleMillions of Americans are part of agrowing consumer segment that pas-sionately promotes products andservices that align with social valuesranging from health to ecology. In2005, research conducted by theNatural Marketing Institute in con-junction with author and sociologyresearcher Paul H. Ray identified thisnew market, which they deemed ashaving lifestyles of health and sus-tainability (LOHAS).

According to the study, 63 millionadult Americans are LOHAS con-sumers and spend almost half atrillion dollars annually. Unlike pre-vious findings in which consumersshowed a willingness to switch to asocially good company when pricewas roughly equal, Paul Ray’s studyfound that even though LOHAS con-sumers are not necessarily wealthierthan other Americans, they are will-ing to spend up to a 20% premiumon clean, green products over non-sustainable alternatives.

Although the recent economicdownturn may put a damper on thesale of organic fruit or earth-friendlyfurniture, it will not be long lasting.Followers of LOHAS are not onlyresilient in their values, they arevocal about it. Significant numbers ofparents in your school district are

Creating Good Schools—What If?By Tim Sanders



Some say that it doesn’t matter tothe community how green the schoolis, that going green is expensive, andthat this is a bad time to increaseexpenses.

Some point out that their businesscharter as a school is to deliver aneducation and that the concept ofhealthy green schools lies just outsidethat boundary, making it a “goodeconomic times” luxury.

I ask these folks, “What if . . . ?”

Done right, green is not onlythe right thing to do, it’s agood business move.During the past year, I’ve

talked with quite a few school busi-ness officials. Some are on board with“going green,” whereas others arestill leery. Some, I think, aren’t quitesure what “green schools” are. Iquickly explain that a school is greenwhen it provides a safe and healthylearning environment that is resourceefficient and sustainably sourced.

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likely in this LOHAS segment, wondering what yourschool is doing to improve its sustainability.

You can see this trend already, with the rise of greenuniversity building planning. This movement is fueled bygovernment incentives, combined with college studentsand parents who believe they are making a difference bysupporting schools that are “thoughtful” in their designand planning.

Green Is AffordableDone right, you can green up your school for free. I’vestudied dozens of organizations that have made the deci-sion to “go green.” They consider efforts to reduceenvironmental impact now or in the future as a strategicarea of innovation. Factories, call centers, hospitals,office buildings, and universities have all benefited fromtheir sustainability efforts through lower operationalexpenses, increased productivity, and improved commu-nity goodwill (which has political capital).

Although the recent economicdownturn may put a damper on thesale of organic fruit or earth-friendlyfurniture, it will not be long lasting.

The key is to understand the proper sequence of thefour Rs of going green: reduce, reuse, recycle, andreplace. Apply them in order and you’ll discover howInterface Incorporated saved $300 million in five years.You’ll find out how the city of Seattle cut its bills bymore than 25% in areas such as electricity, printing, andshipping.

Reduce. Any sustainability initiative should be cen-tered on reducing the use of resources, such as energy,paper, and fuel.

The best way to generate an immediate financial winwith green is to create a specific goal of reducing the useof electricity. Invite everyone to participate by turningoff lights, power strips, and other energy vampires.

One school district cut costs by creating a magnetthat displayed the meal menu for an entire semesterrather than printing paper menus every week. Anotherschool put menus online, with paper copies availableby request. One school used de-lighting as a way ofreducing heating and lighting expenses.

Once you embark on this journey, you’ll likely findyour own areas of eco-innovations that equate to savings.

Reuse. Step two of the sustainability strategy is toreuse before replacing. Whenever possible, eliminate dis-posable items, such as event-specific signs or throwawaycutlery. Put off equipment upgrades, especially if theyaren’t necessary for basic functionality. By delaying ourimpulse to replace, we can again save money and reduceresource consumption.

Recycle and replace. After a few years of reduc-tion and reuse innovations, you should have a handle onyour budget for the investment steps of sustainability:recycle and replace. Whether you are going to hire recy-cling services or replace unsustainable buildingingredients, you now have a war chest to draw fromover time. Using this approach is how the business-minded at any organization can eventually go greenwithout breaking the bank.

In 2006, a massive cross-industry study, “GreeningAmerica’s Schools” (Kats 2006), analyzed the costs andbenefits of sustainability at K–12 institutions. Its findingsand the findings of other studies done since, estimatethat the maximum up-front investment for a LEED-certi-fied facility is about 2%—roughly three bucks a foottoday. In most cases, schools that took the plunge standto gain a significant return on investment over the nextdecade.

As Henry Kelly, president of the Federation ofAmerican Scientists, shares in the report’s introduction:“Failure to invest in green technologies is not financiallyresponsible for school systems; the study uses conserva-tive accounting practices to show that investments ingreen technologies significantly reduce the life-cycle costof operating school buildings. And the public benefits ofgreen schools are even larger than those that workdirectly to the financial advantage of schools. Theseinclude reductions in water pollution, improved environ-mental quality, and increased productivity of learning inan improved school environment” (Kats 2006, p. 3).

When children and their parentsare part of something bigger than

themselves, they engage moreand try harder to succeed.

The report is a must-read for any school business offi-cial and can be downloaded free at www.usgbc.org.

Good for LearnersHealthy students and teachers make for a good educa-tional environment. Consider the benefits of daylighting,where students have constant access to natural light. TheHeshong Mahone Group, a prominent commercial con-sulting company, conducted a study in 1999 to measurethe effect of natural light on students’ comprehension.After examining 2,000 classrooms, researchers deter-mined that the students in the classrooms with naturallighting progressed 20% faster in math and 26% faster inreading than their peers (Heshong Mahone Group 1999).

Green schools also reduce indoor air pollution, whichaffects learning. In Washington State, a coordinatedeffort to reduce indoor air pollution and increase the


SBA_May10_pp 4/23/10 1:54 PM Page 29


quality of lighting led to a 5%increase in test scores. A surprisebonus came from increased produc-tivity due to fewer teacher absencesand sick days.

Do It with PurposePurpose can do a wonderful thingfor education. When children andtheir parents are part of somethingbigger than themselves, they engagemore and try harder to succeed.A “green up the school” initiativecan do just that.

Anyone can ignite a green move-ment at a school. Consider the caseof Barb Nissel, food service supervi-sor at the Great Valley SchoolDistrict in Pennsylvania. As part ofthe state’s PA Preferred program,Nissel’s team sought out Penn -sylvania-produced food products forstudents. Unfortunately, the scale ofthe local businesses kept them frommatching national food services ven-dors. So Nissel decided to grow thefood at the schools using the PAPreferred funding as “seed money.”

Staff, students, and parents allpitched in to help care for and picka variety of vegetables that wereturned into lively pesto, deliciousbutternut squash bread, salsa, soups,and a host of better-than-you-usu-ally-get-at-school food. Onehundred energetic volunteers con-tributed to feeding 4,500 studentsat 14 schools, with a surplus thatwent home to the dinner tables ofstudents’ families. Talk about a vir-tuous circle!

Nissel told me that the programboosted parents’ involvement withthe school and their satisfaction withit. “There was a high participationfactor like we’ve never seen before,”she exclaims. “But it wasn’t easy, byany stretch. If it were easy, everyschool would have its own garden.We had to solve problems to keepit organic. Packaging and storageposed challenges, especially as wewere trying to be local and greenat the same time.”

In the end, though, her storyunderscores the opportunity forschool business officials to recon-sider greening up their schools inone way or another. Talk to yourmanagers, your staff, your teachers,your students, and their parents.Start with something affordable andcelebrate progress along the way.

You’ll feel great knowing thatyour school can do well by doinggood.

ReferencesHeschong Mahone Group. 1999.Daylighting in schools: An investigationinto the relationship between daylight andhuman performance. Fair Oaks, CA:Heschong Mahone Group.

Kats, G. 2006. Greening America’sschools: Costs and benefits. U.S. GreenBuilding Council.www.usgbc.org/ShowFile.aspx?DocumentID=2908.

Tim Sanders is the former chief solu-tions officer at Yahoo! Inc. and is theauthor of several books, includingSaving the World at Work. Email:[email protected]

SBA_May10_pp 4/23/10 1:54 PM Page 30

1. Inefficient Energy Management SystemA poorly configured energy management system canwaste 20%–25% of your gas and electricity dollars.Align yourself with a control professional who not onlyunderstands how to “write code” but also• Integrates the functions of your mechanical systems,

using concepts of time-of-day scheduling, ventilationcontrol consistent with space use, optimized start-stop, free cooling, and heat recovery;

• Demonstrates a working knowledge of the rate struc-tures offered by your utility company and ways tomanage your mechanical systems to function withinthe restrictions of those structures; and

• Develops graphic interfaces that a novice user canunderstand and navigate.

Although often cursed, an energy management systemcan be one of your greatest assets.

2. Lack of Central Plant OptimizationThe typical workhorse components of your heating, ven-tilating, and air-conditioning system are boilers, chillers,pumps, and cooling towers. They can look intimidatingand if not properly optimized can be very costly to oper-ate. For example, if the burner on a boiler is improperlycalibrated, it can cause a boiler designed to operate at80% efficiency to run at 60%.

Although often cursed,an energy management system

can be one of your greatest assets.

Develop a relationship with a mechanical systemsservice organization that has a verifiable positive recordin providing preventive maintenance on central plantcomponents. Again, as with the controls, the serviceorganization must be able to articulate a workingknowledge of utility rates so as to help “right size”equipment or offer higher-efficiency alternatives to yourcurrent equipment.

In addition, your energy management professionalmust be able not only to program your central plant to

The Top 10 Energy Wasters in K–12Facilities (and What to Do about Them)By Dave Leathers



Every year, K–12 facilities waste millions of dol-lars in excess energy consumption. Thosedollars may take the form of lost heat throughwalls, windows, doors, and roofs. Or the villain

may be poorly conceived or mismanaged control sys-tems. Those excess funds that districts are sending to thelocal utility companies could be invested “at home” toimprove the facility and work toward a zero net-energyenvironment.

Start with the following list of top energy wasters andstrategies to mitigate them.

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function in harmony with your K–12 building operationbut also to exploit opportunities in the utility rate struc-tures.

3. Postponed Routine PreventiveMaintenance

Even the most routine maintenance, like changing filters,can greatly enhance the energy efficiency of a building sys-tem. The facilities management staff should review theoperations and maintenance manuals for each piece ofequipment and use that information to develop a list ofmaintenance tasks, such as boiler cleaning, belt tension-ing, lubrication, and chemical treatment. From there, theymust integrate the task list into a calendar. Contract witha preventive maintenance firm or purchase a computersoftware program to track tasks and generate reminders.

4. Domestic Hot Water SystemsDomestic hot water systems are also prime candidatesfor promoting energy conservation. Centrally locateddomestic water heaters with large storage capacities areoften designed for the anticipated demand of lockerroom shower use occurring simultaneously with dish-washing and general restroom hand washing.

By their very nature, steamsystems are less efficient than

hot water heating systems.

A strong energy partner can evaluate the domesticwater system as it relates to actual use. It may be advan-tageous to distribute small point-of-use water heatersfor hand washing in restrooms, to develop a dedicatedsystem for the kitchen, and to install time-of-day con-trols. Consider demand-based water heating at showerlocations. This approach can eliminate long runs ofdomestic hot water distribution piping with the associ-ated energy losses and can eliminate the lossesassociated with large storage tanks.

5. Inefficient Lighting SystemsAre the gym lights left on all day because they take solong to “warm up”? Maybe the daylight in the lobby orcafeteria would be more than enough on a sunny day,but the “keyed light switch” makes it inconvenient toturn off the lights.

Lighting systems are making tremendous advances intechnology and efficiency; in fact, simple lighting con-trols along with florescent and LED technologies aremaking two-year-old lighting systems obsolete.

Consider systems like occupancy control, daylight har-vesting, and automatic dimming as cost-effective ways toreduce your electricity consumption and energy demandprofiles.

6. Traditional Pumping SystemsMany K–12 facilities use pumps to allocate hot waterand chilled water from the central plant to the distrib-uted heating and cooling systems. By design, thesepumping systems can meet the greatest demand for heat-ing and cooling imposed by occupancy and weatherconditions. In fact, in designing the pumping systems,the systems engineer likely assumed that all areas of thebuilding peaked simultaneously.

Yet we know the students are in the cafeteria atlunchtime and not in the classrooms, and the gym rarelysees full occupancy on the hottest, sunniest days of theyear. As a result, there is ample opportunity for thepumping systems to circulate “less-than-design” flows asmuch as 98% of the year. Consider variable frequencydrives, reduced pumping capacity, parallel pumping, pri-mary and secondary pumping, or other technologies toimmediately lower your electric bills.

7. Wasteful Boiler SystemsAs systems age, they tend to become less efficient. Hotwater boilers are no exception. The burner componentswear and become “sloppy”; the heat transfer surfacesget dirty both inside and out; and controls need recali-bration. Preventive maintenance can keep a boiler at itsbest for many years; yet there is more to consider.

Don’t just assume that because your facility is new, theboiler plant is capable of delivering efficiently generatedheat throughout all ranges of use.

Much like pumping systems, boilers are selected tomeet the greatest potential demand, so for 90% of theyear they are oversized. An energy professional shouldbe able to review your gas consumption history andevaluate the potential advantages of a high-efficiency“light-load” boiler.

8. Outdated Steam SystemsMany older K–12 facilities use steam boilers and steamdistribution systems as a building’s heating source. Bytheir very nature, steam systems are less efficient thanhot water heating systems. They operate at higher tem-peratures, thereby losing more “up the flue.” Conse -quently, they have a constant demand for makeup waterand chemical treatment and the need to heat cold“makeup water” to steam temperatures. They are alsomuch more difficult to control. Because steam systemsoperate at higher temperatures, the piping systems havegreater losses. And when you consider steam traps andcondensate pumps, they are more costly to maintain.

The best approach is to replace the steam plant anddistribution system with an alternative; however, the costfor this work may be more than the utility savings canjustify. In those cases, have your energy partner evaluatetechnologies like periodic trap inspections, flue gas heatrecovery, enhanced piping insulation, and heat recovery


SBA_May10_pp 4/23/10 1:54 PM Page 33

at locations where condensate isvented to the atmosphere.

9. Outdated PlumbingFixtures

K–12 facilities are huge consumers ofwater. Much like lighting, improve-ments in plumbing fixtures have beenswift in the past three to five years.Many fixtures that formerly con-sumed 2.5 or 1.6 gallons per flushcan now be replaced with fixturesthat use 1.1 or 0.8 gallons.Furthermore, you can decrease yourwater cost with low-flow faucets andshowerheads and the application ofsensor-based technology.

10. Retro-CommissioningSchool districts have used commis-sioning for years. By definition,commissioning is the methodicalevaluation of systems and controls toensure that their performance is con-sistent with the design intent of theoriginal architect and engineer.

Retro-commissioning is also amethodical evaluation of your build-ing systems; however, the focus isshifted to make the building functionefficiently as it is currently used.Often, buildings are remodeled orthe function of rooms has changed;yet little consideration is given to theeffect of energy use as a result ofsuch changes.

Additionally, schools may design abuilding with the anticipation of par-ticular enrollment figures that havechanged or have not yet been met.These, and similar issues, justify theinvestment in retro-commissioning. Iffor no other reason, it can enhancecomfort and therefore the learningenvironment.

Start NowThis list of tips, steeped in engineer-ing and technical details, may seemoverwhelming. So where to do youstart?1. Remember, the money is in your

budget to make the appropriatemodifications. It is currently

being spent as excess energy con-sumption. Reinvest those dollarsin the form of payments to retirean investment in energy security.

2. Be sure to benchmark your utilityconsumption against other K–12facilities in your geographic area.The U.S. Department of Energy,Energy Star, utility companies, andothers all have benchmarkinginformation. In addition, firmsthat specialize in energy work canevaluate your buildings. And don’tbe surprised to learn that yournew, supposedly efficient, five-year-old building is an energy hog!

3. Find a professional energy serv-ices firm that can help youintegrate the process. Some firmsspecialize in energy analysis andretrofits, but invest some effort inchecking their references. Talk toyour peers and find out who theyhave used and whether they had agood experience that resulted inreal savings.

4. Don’t become enamored by allthe “renewable technologies”currently being promoted. Yes,they are great technologies andwill ultimately allow the UnitedStates to become more energyindependent. But you should firstfocus on what you can do tomake your facility efficient. Forexample, why invest in a 200-kilowatt solar panel system togenerate power you would haveotherwise not used?

Remember, you can’t tell who wonthe game without a scorecard. Don’tjust pay the utility bills—track them.Ensure that you have developed anenergy baseline before you start yourenergy projects and then, on amonthly basis, compare your currentconsumption to the baseline.

Make sure you are winning theenergy savings game!

David Leathers is senior vice presidentof building service and energy solutionswith Limbach Inc. Email: [email protected]


SBA_May10_pp 4/23/10 1:54 PM Page 34

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Communication through technologyoccupies an increasingly greaterrole in our lives, whether by wayof cell phones and other handheld

communication devices, such as Blackberriesand iPods, or Internet access using comput-ers. Not surprisingly, students and youngadults have devised unanticipated applica-tions for technology that raise significantlegal implications for school business offi-cials and other education leaders.

The most recent and most troublesomemisuse of technology involves sexting—the practice of sending or posting sexuallyexplicit images or text messages via cellphones and other handheld devices. Whilephotographing and exploiting nudity or sex-ually graphic materials have certainly beenaround since the proverbial time immemo-rial, today, in the cyber age of instantaneousfar-reaching communication, images can besent immediately and irretrievably.

Based on the speed of electronic communi-cations, questions arise about whetherstudents or their parents fully comprehendthe ramifications of their actions whenyoung people engage in sexting and itspotentially dire consequences.

Some BackgroundSexting, an offshoot of sending written mes-sages known as texting, is a relatively newphenomenon that emerged due to the rapidspread and use of cell phones and handheldtechnology devices. Not surprisingly, reportsvary on how widespread sexting is. Mostrecently, the Pew Research Center (Lenhart2009) reported that 4% of cell phone–usingteens have sent sexually suggestive nude ornearly nude images of themselves by meansof text messaging. Conversely, according toanother widely read study, Sex and Tech

(National Campaign 2008), 20% ofteenagers (aged 13–19) have used electronicmeans to send or post nude or seminudephotos or videos of themselves online. Yeteven though 75% of teenagers acknowl-edged that sexting could have “seriousnegative consequences,” they continue toengage in the practice (National Campaign2008, p. 3).

Given the widespread use of technologyand the significant percentage of youngadults who admit to sexting, it is likely thatteachers also participate, even absent litiga-tion involving educators. Thus, althoughthis column focuses on students rather thanteachers, education leaders should addresssexting with faculty and staff, remindingthem that although their private lives aretheir own business, taking part in sextingcan affect their employment. They could facework-related penalties up to and includingdismissal and the revocation of their licensesor certifications for conduct unbecomingeducators or insubordination if doing so violates explicit board policies. Moreover,educators could face criminal sanctions fortransmitting inappropriate images.

In the most tragic incidents involving sex-ting to date, two female students committedsuicide. In July 2008, after 18-year-oldJessica Logan e-mailed a nude photo of her-self to a boyfriend, he passed it on to fourof her friends who apparently forwardedthe picture to other students. Over the ensu-ing weeks, Jessica’s picture was viewed byhundreds of teenagers in local high schools(Kranz 2009). In the days leading up toJessica’s suicide, she was inundated withhumiliating taunts, causing her to take herown life.

More recently, in September 2009, 13-year-old Hope Witsell committed suicide

Technology and the Law:The Dangers of Sextingin SchoolsBy Charles J. Russo, J.D., Ed.D., and Kelli Jo Arndt, Ph.D., PCC


legaland legislative issues

SBA_May10_pp 4/23/10 1:54 PM Page 36

three months after she sent a pictureof her naked breasts to a boy sheliked and he forwarded the imageto others. Like Jessica, Hope wastaunted at school once the picturebecame public knowledge. Followinga summer during which she went tocounseling, Hope served a one-weeksuspension at the start of the schoolyear in August for sending the pic-ture. When the harassment did notabate, she took her own life(Meacham 2009).

Legal IssuesThe fact that those who transmittedpictures of Jessica and Hope arelikely to escape criminal charges doesnot mean that others who engage insexting will be protected. The IowaSupreme Court, for example, upheldthe criminal conviction of an 18-year-old for disseminating obscenematerial to a minor after he sent apicture of his genitals with the textmessage “I love you” to a 14-year-old female who attended his highschool (State v. Canal 2009). Thesupreme court ruled that the lowercourt was right in applying its owncommunity standards in finding thatthe photograph of the student’s genitals was obscene.

As a result of his conviction, thesenior faced a $250 civil fine and aone-year probation with the statedepartment of corrections, wasrequired to register as a sex offender,and had to be evaluated to determinewhether he needed treatment.

In other cases, students receivedfelony convictions and/or wererequired to register as sex offendersfor distributing child pornographywhen they transmitted naked pic-tures of minors (Muscari 2009).These young people certainly wereunaware that such serious penaltiescould be imposed and that devastat-ing labels could follow themthroughout their lives.

On the other hand, a federal trialcourt in Pennsylvania granted arequest from parents for a temporary

restraining order that prevented acounty district attorney from charg-ing their high school-aged daughterswith felonies for possession and dis-tribution of child pornography forhaving photographs of “scantilyclad, semi-nude and nude teenagegirls” (Miller v. Shumanick 2009,p. 637) on their cell phones.

The students faced long prisonterms, having to register with publicofficials as sex offenders for at least10 years and having their names andpictures posted on a public Website.Rather than be subject to thesepenalties, the plaintiffs challenged thedistrict attorney’s offer of a plea bar-gain that would have required thestudents to serve probation andattend a program of counseling andeducation about the negative effectof their sexting.

The trial court granted the plain-tiffs’ request for the temporaryrestraining order, essentially termi-nating the legal proceedings. Indeciding that the parents had the rea-sonable likelihood of success on theirclaims and that the students wouldhave been harmed irreparably if thecase proceeded, the court contendedthat requiring the students to attendthe program would have violatedtheir right against compelled speech.In other words, the court thoughtthat obligating the students to writeessays about why their behavior waswrong violated their rights becausethey argued that they did not believethat their actions broke the law.

The court added that since the dis-trict attorney’s threat to prosecutethe students for refusing to accept theplea bargain was retaliatory, theplaintiffs were entitled to the tempo-rary restraining order.

An earlier incident involved stu-dents at a nonpublic religious school.The Alabama Supreme Courtaffirmed a grant of summary judg-ment in favor of education officialswho expelled four female ninthgraders for taking nude photographsof themselves and e-mailing them to

a male friend; the male did not dis-seminate the pictures to others (S.B.v. St. James School 2006).

The court held that the students’claims for breach of contract, inva-sion of privacy, and due process werewithout merit insofar as they failedto present evidence supporting theirallegations of wrongdoing by schoolofficials.

Policy RecommendationsAware of the legal challenges thatstudent sexting can present, schoolbusiness officials, acting in conjunc-tion with other education leadersand their boards, should developpolicies to educate students, theirparents, and staff on the severity andpotentially long-term harmful con -sequences of sexting.

Keeping in mind that the bestintervention is prevention, policiesshould raise awareness of and pro-vide professional developmentsessions for educators since they areon the front line of dealing with sex-ting and other abuses associated withtechnology.

The following suggestions shouldhelp school business officials andother education leaders as they devisepolicies that address sexting.

Policies should include provisionsto educate students, parents, andstaff on the social and emotionaleffects of sexting, as well as its legalconsequences. Policies, then, shoulduse a variety of approaches such asschoolwide assemblies or programs,classroom instruction, electronicnotices, classes for parents, and pro-fessional development sessions forstaff.

In developing policies on sexting,education leaders should take the following steps:1. Assemble a team—including

board members, the board attor-ney, administrators (includingschool business officials), teach-ers, counselors, staff, parents,students, and community mem-bers—to develop policies on


LEGAL AND LEGISLATIVE ISSUES

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sexting. It is particularly impor-tant to involve parents because,as reflected in Miller v. Shuman -ick (2009), if parents areunwilling to support board poli-cies against sexting, then schoolofficials may have a difficult timeenforcing school rules.

2. Review preexisting practices andpolicies on student discipline andthe acceptable use of technologyin schools, emphasizing proactivedimensions, such as educationabout the risks associated withsexting. Policies should stressthat their goal is to help studentsunderstand the harmful effect thatsexting can have on their livesand those of their friends as theyprovide assistance, includingcounseling, to address this grow-ing concern. Of course, policiesshould include clearly definedsanctions so students are aware ofthe consequences of their actions.

3. The substantive provisions ofpolicies should address the needsof various constituencies inschool communities.

Students: Policies shouldexplain why it is important forstudents to avoid sexting. Thisexplanation is crucial becausestudents may fail to appreciatethe effect of what can happenonce they hit the send button.They cannot retrieve informationonce it has been transmitted.

Policies should help studentsunderstand the long-term implica-tions of criminal convictions andbeing labeled sex offenders fortransmitting inappropriate images.This information should be pre-sented regularly at schoolassemblies, in health classes, atguidance sessions, and in small-group peer and individualcounseling sessions so students areinformed about the potential long-term ramifications of sexting.

Policies should address thesocial, emotional, legal, and disci-

plinary consequences of sexting.They should inform students thatpotential sanctions for sexting gobeyond traditional school penal-ties, such as detentions,suspensions, or even expulsions;rather, they can result in criminalsanctions and being identified asbeing sex offenders if sextinginvolves images of minors whoare under the age of 16.

Policies should include oppor-tunities for counseling servicesthrough community service agencies.

Parents: Policies shouldencourage parents to restrict theamount of time their childrenspend on cell phones, text mes-saging, and computer use.

Policies should include plansto keep parents informed throughmeetings of parent-teachergroups, in newsletters, onWebsites, and at inservice ses-sions led by qualified counselors.

Faculty and staff: Policiesshould afford regular profes-sional development opportunitiesfor faculty and staff that focus onthe social, emotional, and legalconsequences of sexting. Sessionsshould prepare educators to rec-ognize warning signs thatstudents may be at risk of harass-ment or suicide as a result ofhaving transmitted their picturesto peers.

4. Education leaders should workwith their attorneys to make certain that their sexting policiesare updated at least annually toensure that they are consistentwith rapidly developing changesin the law and technology. Theneed for school boards to keepsexting policies current is par -ticularly important because lawsvary from one jurisdiction to thenext in defining, for example,possession of child pornography,or being identified as sex offenders.

Working TogetherSexting is one of the most challeng-ing issues confronting today’seducation leaders. School businessofficials and other education leadersmust take steps to work with parentsto devise policies aimed at eradicat-ing this harmful practice.

To the extent that education lead-ers can develop policies to fight the illeffects of sexting and other forms ofcyberbullying, schools will becomesafer environments where all stu-dents can learn.

ReferencesKranz, C. 2009. Family wants tougher law.Cincinnati Enquirer, March 22.

Lenhart, A. 2009. Teens and sexting: Howand why minor teens are sending sexuallysuggestive nude or nearly nude images viatext messaging, Pew Research Center,Washington, DC, December 15.www.pewinternet.org/~/media//Files/Reports/2009/PIP_Teens_and_Sexting.pdf.

Meacham, A. 2009. A shattered self image.St. Petersburg Times, November 29.

Miller v. Shumanick, 605 F. Supp.2d 634(M.D. Pa. 2009).

Muscari, M. R. 2009. Sexting: New tech-nology, old problem. Medscape PublicHealth and Prevention. http://www.medscape.com/viewarticle/702078.

National Campaign. 2008. Sex and tech:Results from a survey of teens and youngadults. Washington, DC: National Cam -paign to Prevent Teen and UnplannedPregnancy. www.thenationalcampaign.org/sextech/PDF/SexTech_Summary.pdf.

S.B. v. St. James School, 959 So.2d 72(Ala. 2006).

State v. Canal, 733 N.W.2d 528 (Iowa2009).

Charles J. Russo, J.D., Ed.D., is PanzerChair in Education and adjunct professorof law at the University of Dayton (Ohio)and chair of ASBO’s Legal AspectsCommittee. Email: [email protected]

Kelli Jo Arndt, Ph.D., PCC, is an assistantprofessor and school counseling clinicalcoordinator in the School of Educationand Allied Professions at the Universityof Dayton. Email: [email protected]


LEGAL AND LEGISLATIVE ISSUES

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corporatecorner

No one is going to

spend thousands of

dollars with a vendor

without some form

of personal contact.

Trade shows

provide that.

The Personal TouchBy Margit Weisgal, CME

Every few years chatter goes around theindustry about whether trade showsstill provide viable marketing and salestools in this high-tech world.

Ten years ago, we thought the Internet wasgoing to be the definitive answer to the world’sbusiness problems: increased marketing andsales; Websites that could replace whole salesforces; a paperless society; a reduction in con-sumption of natural resources. Yeah, right!

We also thought electronic media wouldeliminate the need to meet with customers face-to-face. Best of all, we thought the Web wouldreplace traditional sales calls in all their myriaditerations. We could send email, leave voicemail, have virtual conferences, and not have tostand for hours at trade shows. Virtual tradeshows would replace those gatherings of cus-tomers and vendors. Hmmmmm. Instead, thereare now more specialized events with a shiftthat includes regional and user conferences.To our advantage, however, these provide evenmore opportunities for personal contact.

People do business with those they like, trust,and respect. No matter how good our Websites,no matter how user-friendly we make inter-faces, nothing replaces a hand shake, a conver-sation, a personal contact. And no one is goingto spend thousands of dollars with a vendorwithout some form of personal contact. Tradeshows provide that.

Shows are shopping malls for professionals.They allow customers and potential customers tocompare similar products and suppliers, and tosee these vendors in action. As they enter the“stores” that line the aisles, they’re filled withquestions: “Do they welcome me?” “Do they lis-ten to what I tell them?” “Are they responsive tomy queries?” “Once I buy their products or hiretheir companies, will they be a good partner?”

Trade shows, first and foremost, are aboutmaking connections. Personal connections.Relationships. After all, people do business withour sales representatives, not just with the com-pany. They look to companies to provide theproducts or services, but it’s the sales rep theycontact when they have compliments and criti-

cisms. In a sense, the sales rep is the company.And once the relationship is established, voicemail, email, faxes, and other electronic commu-niqués are fine because we know who sentthem—we can put a face to the name.

T. Scott Gross, in his book Outrageous,talks about four stages of creating great cus-tomer service: rapport, discover, solve, andcement. It’s the “rapport” aspect that is soimportant in business relationships. It meansunderstanding, camaraderie, and trust—thatthe people involved have connected to forma union with a similar goal.

We talk about business being win-win—a deal has to benefit both sides in the equation.Mutual trust and mutual respect go a long wayto making that happen.

While new technologies are evolving contin -uously—and who knows what means we’lldevelop for communication in the nextdecade—trade shows remain a place for us tomeet, greet, and bond. No technology can everreplace a firm hand shake, a smile, and a sharedexperience—in other words, a relationship.

Margit Weisgal, CME, is president and CEO ofthe Trade Show Exhibitors Associ ation (TSEA).

ASBO International’s 2010 CentennialCelebration in Orlando, Florida, is a greatopportunity to form new relationships and follow up with current clients in education.For more information, visit us on the Web atwww.asbointl.org/Exhibit, or contact us at866/ 682-2729 x7075.


About TSEASince 1966, TSEA has been providing knowl-edge to marketing and management profes -sionals who use exhibits, events and face-to-face marketing to promote and sell theirprod ucts, as well as to those who supply themwith products and services. Members benefitfrom access to education, networking, re sources,advocacy and member-only discounts on prod-ucts and services that all exhibit and event pro-fessionals use.

SBA_May10_pp 4/23/10 1:54 PM Page 39


The April 29, 2010 issue ofAccents Online introducedFrances (Fay) Miller, assis-

tant superintendent ofadministrative services of Kent

County Public Schools inChestertown, Maryland, who, after

nearly half a century of service in thedistrict, is known locally as “Miss MD/DC ASBO.”

Located in eastern Maryland, Kent County is thesmallest school district in the state, with 2,200 studentsin eight schools. The rural county has a large farmingcommunity but little economic development in otherareas. Fay explains that more than 45% of its studentsare eligible for free/reduced-price lunch. Because thecounty is rich in terms of property and the district relieson county funds for its budget, funding educationalneeds is difficult.

Declining enrollment has taken its toll on Kent Countyschools, resulting in one of the biggest challenges Fayhas experienced: school closings and consolidation.While these circumstances are difficult in any district,they hit small districts with close-knit communities par-ticularly hard. If the suggested changes for Kent Countyschools are approved, one of the district’s three middleschools will close and another will become a fifth ele-mentary school. Other changes include moving fifth

graders from middle schools (which currently servegrades 5–8) to the elementary level.

Fay notes that while emotions are running high,decisions like these have to be made to ensure thatresources are being used to meet students’ needs.“It’s our job to do everything we can to make the bestclassroom climates for kids to succeed,” she says.

Still, there have been a lot of positive happenings inKent County during Fay’s tenure. “The economy hasmade us look at things differently,” she says, explainingthat several small eastern shore districts have bandedtogether to form consortiums in different areas, includ-ing energy, food service, and healthcare. This hashelped control costs while maintaining service levels.“It takes time and cooperation but has proven to besuccessful,” Fay says.

The district has received special education fundingas well as grant money through Title 1, 21st Century, andARRA. And it entered into a partnership with the stateof Maryland several years ago to improve its technol-ogy instruction offerings.

While she clearly has the most experience of anyonein the district, Fay, like so many school business offi-cials, relies heavily on her team of co-workers and givesthem a lot of credit. “When you work with great people,they make you look good,” Fay says. “I’m only success-ful because of those around me.”

Spotlight on Frances (Fay) Miller: Stretching Funding in a Small District

Index of AdvertisersCPI Qualified PlanConsultants, Inc. . . . . . . . . . . . . . inside back cover

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Metlife Resources. . . . . . . . . . . . . . . . . . . . . . page 11

National Alliance for InsuranceEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . page 30

Office Depot. . . . . . . . . . . . . . . . . inside front cover

Sungard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 15

Tyler Technologies . . . . . . . . . . . . . . . . . . . . . page 5

Weidenhammer . . . . . . . . . . . . . . . . . . . . . . . page 27

Wilkes University . . . . . . . . . . . . . . . . . . . . . page 23

Windsor Management Group . . . . . . . . . . . . page 1

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