By Lindsey Coulter

With more than 20 years of architectural experience,��Aaron Jobson, AIA, ALEP, CEO and President��������Quattrocchi Kwok Architects��(�ϰ���), has worked���ɾ��ٳ���numerous school facilities across all grade levels and school types. From f�����������پ������m�����ٱ����planning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the �Ӱ�ԭ��ҕ�l Editorial Advisory Board.

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

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

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

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

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

SCN: How has working across all grade levels—from��Pre-K��to higher education— influenced your design approach?����������

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

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

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

SCN: How do you see the architect’s role evolving in legislative advocacy for energy efficiency in schools?�� ��

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

SCN: How has your definition of “good school design” evolved over time?������

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

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

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

Nurturing Wellbeing with (and without) Technology��

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

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

Adapting to Pre-K (or TK) Inclusion��

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

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

Fine-Tuning Food Service��

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

Reimagining CTE��

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

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

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

Read more about��CTE spaces, and��how adaptable spaces and��new technologies��can also support flexibility and sustainability,��in the��November/December Technology edition of �Ӱ�ԭ��ҕ�l.��

Jennette La Quire, AIA, LEED AP ID+C, is the��Pre-K-12 Sector Leader��at HED and a member of the �Ӱ�ԭ��ҕ�l Editorial Advisory Board.��

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By Michelle Kelly

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

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

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

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

Beyond the Bottom Line

“People often treat estimating as a checkbox during design,” said Conor Clarke, a cost estimator with OCMI Inc. “But it should be treated as a strategic step during programming or conceptual design — if not earlier — to help districts understand the constraints of renovation and replacement options.”

Michael Mejia, an expert in educational facility cost analysis at OCMI, agrees. “It’s not just about cost—it’s about fiscal responsibility and long-term planning. Especially in California, where DSA [Division of the State Architect] regulations can dramatically shift the scope of a project.”

The 50% Threshold: A Critical Pivot Point

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

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

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

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

“Sustainability targets, although necessary from a climate standpoint, further increase the likelihood of these types of triggering events due to their higher associated costs,” said Clarke.

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

Read the full article — including tips on calculating hidden costs, balancing needs with budgets and the case for new construction — in the July/August issue of �Ӱ�ԭ��ҕ�l.

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

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

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

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