The architecture firm ��—��with��offices��in Santa Rosa, Calif.,��and Oakland,��Calif. —��recently advanced��it’s��2030 vision by��establishing��an office in Castle Rock, Colo.��The��nearly 80-person��firm now has three employees in Colorado��supporting��projects across the company and��as they��look to build a strategic pipeline of opportunities in��the region.��Led by Studio Director Joel��Williams,��AIA,��LEED AP, ALEP,��the team also includes��Project��Designers Joseph Puyot and Spencer Robinson.��

Williams joined��QKA in 2020��and��has more than 18 years of experience in education design, from��small classroom renovations to large-scale campus master planning projects. With a leadership��style rooted in collaboration and��communication,��he will build on his established client and��partner relationships to grow QKA’s presence in the Rocky Mountains.����

“This��expansion is a natural extension of our community-minded work in��California and��offers great��opportunities to build our talent pipeline in a��highly desirable��region to live and work,” Williams said.��

Williams, who will also share his insights at the �鶹������ (SCN)��Design & Construction Symposium��in August, spoke recently with SCN to explain why Colorado is a compelling market for K-12 design, and how architecture can help schools do more with limited resources.��

SCN:��Colorado has seen significant growth and voter support for school bonds. How do you see those market conditions shaping the next generation of school design in the state?��

Williams:��Colorado voters approved��nearly��$6 billion��in new school bond funding in the 2024 election cycle, with��additional��measures��anticipated��on the 2026 ballot. That sustained community investment reflects the same conviction��we’ve��seen across the Bay Area: that well-designed schools are worth funding, and that communities will��back��that commitment at the ballot box.��

The policy landscape is similarly aligned. Evolving energy codes in both states are driving demand for schools that prioritize efficiency, renewable generation, and reduced fossil fuel reliance. Sustainability strategies that were once aspirational—daylighting, natural ventilation, solar generation, stormwater management—are now baseline expectations in both markets. The frontier of the conversation has moved upstream, from operational energy use to the embodied carbon inherent in the materials and processes��required��to build and renovate in the first place.����

The key distinction between the two markets is demographic. California enrollment is��largely stable��or slightly declining, while Colorado’s population growth is driving enrollment increases and expanding housing development across the region. That translates into demand for both new campuses and significant modernization of existing ones.��

SCN:��Many districts are balancing enrollment growth, aging infrastructure, and budget pressure. How can architecture help schools do more with limited resources?��

Williams:��There is no universal answer to the gap between funding and��need��that every public school district faces. Sometimes a creative renovation is the right investment; sometimes demolition and replacement of an aging facility is the better long-term decision. What matters is that the solution fits the place.��

In every case, the goal is the same: buildings that meet today’s needs while��remaining��adaptable, and that incorporate systems district facilities staff can��actually operate��and maintain effectively. Architecture helps schools do more with limited resources when��it’s��rigorous about long-term cost of ownership, not just first cost—and when��it’s��honest about which investments will still be paying dividends in 20 or 30 years.��

SCN:��Colorado districts vary widely—from fast-growing suburban systems to rural communities. How should education design adapt to��very different��local needs rather than relying on one-size-fits-all solutions?��

Williams:��Every project starts with active listening. Before we reach for a solution, we work to understand what a particular district, campus, and community actually��need. We have decades of experience in school design, but we focus more on bringing that��expertise��to creatively respond to a client’s goals than on telling them what they should think. The best designs respond to the constraints that make a school community and site unique—not necessarily those with the largest footprint or the biggest budgets. Across a state as varied as Colorado, that posture��isn’t��optional;��it’s��the only approach that works.��

SCN:��You bring��nearly��20��years of education design experience. What are the biggest shifts��you’ve��seen in learning environments over that time, and how will those lessons influence your Colorado work?��

Williams:��The biggest shifts��haven’t��been in classroom layout or building configuration;��they’ve��come from the systems, technology, and construction methods that make schools work��over time. As I mentioned previously, this is��apparent��in the shift in priorities��regarding��sustainability strategies. As certain strategies become the baseline, we can move to��focusing��more on concerns like embodied carbon.����

That whole-lifecycle thinking, developed through years of California work, is a direct asset as Colorado districts make long-term infrastructure decisions. Our Colorado presence��isn’t��designed to function as a stand-alone regional office; the vision is a distributed studio model—one firm,��operating��across multiple geographies, carrying the same design standards, technical rigor, and culture that have defined QKA for four decades. For Colorado districts, that means access not just to a local team, but to the full depth of QKA’s institutional knowledge, built project by project, district by district, over 40 years.��

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MILPITAS, Calif. — Milpitas Unified School District has broken ground on Phase III of its Milpitas Innovation Campus, starting the final construction stage of a multi-phase learning and career training hub in Milpitas.����

District and project leaders said the last phase will add dedicated facilities for workforce development and early childhood education research, building on campus components that opened in fall 2023 and fall 2024.����

Phase III is planned to deliver two separate buildings: a 9,000-square-foot Workforce Development Center and a 3,500-square-foot Early Childhood Education Research Center, according to QKA.����

MUSD Superintendent Cheryl Jordan pointed to the campus’s broader impact, saying, “The multi-year development of this project at the intersection of global Silicon Valley has allowed us to see the benefits these facilities and programs are already bringing to our students, residents and businesses.”��

Jordan also described the role of the final phase within the overall campus plan: “Phase Three is the cornerstone of the MUSD Innovation Campus as it provides our industry, governance, community organizations and educators with a place to convene in partnership for work-based learning and durable skills development for career and life.”��

QKA said the Workforce Development Center will include meeting rooms, offices, conference rooms, a cafe,��kitchen��and lobby. The meeting rooms are designed to be reconfigured using operable partitions to create larger gathering space for conferences and��MUSD��Board of Education meetings. The kitchen is planned to open to a covered outdoor dining area��adjacent to��the campus’s existing main quad.����

The Early Childhood Education Research Center is described as having two classrooms with restrooms, along with breakout and administrative spaces.����

QKA President Aaron Jobson said the team emphasized flexibility across age groups and subject areas, noting the goal was to create “adaptable learning environments” that can support “a wide range of subjects and industries.”����

Project partners include QKA as designer for all phases, Blach Construction as builder and TBK Construction Management as construction manager.����

The release also notes sustainability measures such as designing toward Collaborative for High Performance Schools (CHPS) certification, using renewable power from MUSD’s existing photovoltaic system, and incorporating energy-efficient lighting, all-electric mechanical systems, stormwater��catchment��and water-efficient landscaping.����

Funding for the $90 million,��nearly 100,000-square-foot��Innovation Campus is attributed to the 2018 Bond Measure AA and California state-matching grants, with Phase��III��expected to complete in��summer 2027.����

This article is based on a press release originally published by Quattrocchi Kwok Architects on April 28, 2026.����

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By Lindsey Coulter

With more than 20 years of architectural experience,��Aaron Jobson, AIA, ALEP, CEO and President��at��Quattrocchi Kwok Architects��(QKA), has worked��with��numerous school facilities across all grade levels and school types. From facilities��master��planning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the �鶹������ 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 �鶹������ 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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What You Need to Know

• West Contra Costa Unified School District recently celebrated completion of the Lake Elementary School Campus Replacement Project in San Pablo, Calif.
• The Bond Measure R-funded, design-build effort replaced an outdated campus and will serve 470 students in transitional kindergarten through sixth grade.
• New construction totals 56,700 square feet and includes learning-suite classroom clusters, a library, administrative spaces and a multipurpose building with a kitchen sized to serve the full student body.
• Safety and accessibility upgrades include higher-elevation synthetic turf fields and new paved play areas, replacing flood-prone grass fields.
• The multipurpose room and library are planned for permitted community use after hours.

Learn More

SAN PABLO, Calif. — West Contra Costa Unified School District recently celebrated the completion of a new Lake Elementary School campus replacement designed to deliver modern learning environments for students in transitional kindergarten through sixth grade.

The Bond Measure R-funded project replaced an “outdated and undersized campus” and was delivered through a design-build partnership between Quattrocchi Kwok Architects (QKA) and Alten Construction, according to a press release from QKA.

The new campus is designed to serve 470 students and introduces 56,700 square feet of facilities that extend beyond standard classroom space. In addition to new instructional areas, the project includes a library, administrative spaces and a multipurpose building with a large kitchen that can serve the full student body, the release states.

“This campus marks a new era for our students and the entire community,” said WCCUSD Superintendent Cheryl Cotton. “These facilities are a source of immense pride, replacing buildings that were no longer up to code or capable of supporting our educational programs. The campus now provides students and staff with the essential resources they need to thrive. Thank you to the project team and the community for your support in bringing our new school to life.” according to .

Instructional areas are organized around the “Learning Suite” concept intended to support specialized and collaborative teaching. Under the approach, classrooms are grouped around shared, flexible open spaces and break-out areas, the release states.

Site work prioritized safety and accessibility, including replacing flood-prone grass fields with higher-elevation synthetic turf fields and adding new paved play areas. The release also positions the campus as a civic hub, with the multipurpose room and library available for permitted community use after school hours.

“We are proud to partner with the district and Alten to make the new Lake Elementary School a reality. Our priority was ensuring a safe learning environment both during the complex phases of construction and for generations of students to come,” said QKA Principal John Dybczak. according to .

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By Aaron Jobson��

In the realm of educational facilities, the design-build project delivery method has gained significant traction due to its efficiency, cost-effectiveness and collaborative nature. This approach, which integrates design and construction services under a single contract, offers a streamlined process with two primary approaches: traditional design-build and progressive design-build. This article will explore the use of design-build project delivery in education projects, comparing the two approaches and looking at successful project examples.��

Understanding Design-Build����

Design-build is a project delivery method where a single entity, known as the design-build entity (DBE), is responsible for both the design and construction of a project under a single contract. This method contrasts with the traditional design-bid-build approach, where the design and construction phases are separate, and the owner must manage two contracts. The design-build method can offer several advantages, including faster project delivery, reduced costs and improved communication and collaboration among project stakeholders. However, there are important considerations for any school project pursuing this delivery method to ensure it is set up for success.����

The Role of Design-Build in Education Projects��

Educational institutions are increasingly adopting the design-build method for their construction projects. The reasons for this shift are manifold:��

• Efficiency and Speed: The design-build method allows for overlapping design and construction phases, which can significantly reduce the overall project timeline. This is particularly important for educational institutions that often face tight schedules and need to minimize disruptions to the academic calendar.��
• Cost Savings and Certainty: By integrating design and construction services, the design-build method can reduce costs associated with project management and coordination. Additionally, the DBE can provide a guaranteed maximum price early in the process, offering greater cost certainty.��
• Collaboration and Innovation: The design-build method fosters a collaborative environment where the design and construction teams work together from the project’s inception. This collaboration can lead to innovative solutions that enhance the functionality and sustainability of educational facilities.��

Traditional Design-Build Approach��

The traditional design-build approach involves selecting a DBE based on a competitive bidding process. The DBE is responsible for both the design and construction phases, and the project is typically delivered under a lump sum or guaranteed maximum price contract. Key features of the traditional design-build approach include:��

• Single Point of Responsibility: The owner works with one contract, simplifying communication and accountability.��
• Faster Project Delivery: With design and construction phases overlapping, projects often progress more quickly.��
• Cost Certainty: The DBE provides a lump sum or guaranteed maximum price early in the process.��
• Bridging Documents and RFQ/P: The district or school must engage a separate architecture or program management firm to work with stakeholders to create a preliminary design for the Request for Qualifications (RFQ) and Proposals (P) process, often called bridging documents. This is essential to make sure the DBE scope is clear, and the district receives competitive proposals.��

This approach is well-suited for projects with defined scopes, minimal expected changes and a short timeframe for completion.�� Some of the challenges can be the time required to create bridging documents and conduct the RFQ/P process, as well as potential changes in design and approach from the bridging documents to the DBE team. It should also be noted that the district gives up a certain amount of control over the details of the final design to the DBE to stay within the contracted guaranteed maximum price.������

Progressive Design-Build Approach��

The progressive design-build approach builds on the principles of traditional design-build but offers greater flexibility during the early stages of a project. In progressive design-build, the owner selects a DBE based on qualifications rather than cost and collaborates closely during the design phase before finalizing the price and construction details. Key features of the progressive design-build approach include:��

• Two-Phase Process: The project is developed in two stages: pre-construction (collaborative planning and design) and construction.��
• Owner Involvement: Owners actively participate in design decisions, ensuring alignment with project goals.��
• Flexibility: This approach allows adjustments to scope, budget and schedule as the design progresses and includes significant community engagement during the process.����
• Streamlined Selection Process: Because the DBE does not provide a guaranteed maximum price at selection, a combined RFQ/P process can be used, and separate bridging documents are not required.������

The progressive design-build approach is ideal for complex projects with evolving or uncertain budget, scope and design requirements. It is particularly beneficial for educational institutions that need to accommodate changing needs and priorities and would like to include significant community engagement throughout the project lifecycle.��

To read the full article, including a case study on Gavilan College, check out��the of �鶹������.��

Aaron Jobson is president and CEO of Quattrocchi Kwok Architects in Santa Rosa and Oakland, Calif., and is a member of the �鶹������ Editorial Advisory Board. He can be reached at aaronj@qka.com.

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By Lindsey Coulter��

CUPERTINO, Calif. — Fremont Union High School District’s (FUHSD) Cupertino High School (CHS) will soon be home to a new state-of-the-art, purpose-built Robotics Facility to serve students from all five of the district’s comprehensive high schools. The project aims to provide an exceptional environment for creativity, collaboration and breakthrough achievement.��

“We are thrilled to create a dedicated space for our award-winning Robotics Teams, who consistently demonstrate exceptional creativity and skill,” said Graham Clark, FUHSD superintendent, in a statement. “This new facility will ignite our Robotics Programs, fostering greater collaboration and further innovation.”��

Designed to reflect the innovative nature of Silicon Valley, the new Robotics Facility will replace the program’s existing home, which is composed of makeshift classrooms and portable buildings. The new 14,500-square-foot building will offer a field space and spectator seating as well as a workshop, classroom, and teamwork areas designed for collaboration and achievement. Delivered by the project team of designer Quattrocchi Kwok Architects (QKA) of Santa Rosa, Calif.; Northern California-based general contractor Landmark Construction and California-based construction manager Blach Construction—the facility will ultimately elevate the district’s robotics program to “a world-class standard” according to a district statement.����

Given the facility’s technical nature, the design focuses on functionality by including enhanced electrical and mechanical infrastructure, controlled daylighting, robust Wi-Fi and technology infrastructure. It will also offer an acoustic roof deck, wall panels and security systems. High ceilings will allow students to operate drones, while the floors will be treated with Electrostatic Discharge (ESD) protection to prevent harmful static buildup between sensitive electronics and robots. Wi-Fi specifications have also been optimized to minimize interference with robotic control systems, ensuring seamless operation without disrupting broader campus connectivity.����

“Designing a facility with such unique requirements presented its own challenges, but the collaboration with current and recent students, adult mentors and coaches was invaluable to our design process,” said QKA Principal Nick Stephenson in a statement. “Their firsthand insights directly shaped the project’s outcome, helping us create a facility that will greatly benefit and enhance their program.”����

Outside, rooftop solar panels will increase energy efficiency and sustainability. Other exterior spaces include an outdoor workspace, entry plaza and drop-off areas all with new landscaping to create a welcoming environment.����

“We are honored to be a part of the team that is going to deliver this state-of-the-art Robotics Facility,” said Kevin Brennan, president at Landmark, in a statement. “With California leading the nation in technology and innovation, this project is especially exciting and is a space that will develop future technology leaders for generations to come.”����

Construction on FUHSD’s new Robotics Facility, which was supported by voter-approved Measure G bond funding, is expected to finish in time for the fall 2026 semester.��

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SAN RAFAEL, Calif. — Tucked into the Northern Bay Area hills, Terra Linda High School’s (TLHS) $27 million gymnasium has officially been recognized with the Collaborative for High Performance Schools (CHPS) certification. The certification program provides a strategic framework schools can follow to deliver high-performance and modern building that improves health for students and staff members. ��

In determining certification, CHPS collects documentation from building and project leaders at the conclusion of the design and construction phases, detailing compliance with carefully monitored planning, design, execution and operational strategies, materials and products. Points are awarded based on alignment with CHPS criteria, which are then used to certify buildings for efficiency.��

Officially opened in 2023, TLHS’s gymnasium was developed by local design-build team comprised of Santa Rosa, Calif.-based Quattrocchi Kwok Architects (QKA) and BHM Construction (BHM) in Napa, Calif. The team’s goal was to create an environmentally conscious hub on campus for athletic events and schoolwide assemblies that could also double as a community resource for emergency situations.��

“San Rafael City Schools has had a long-term commitment to CHPS, and this certification was identified as a requirement early in the project and part of the selection of the design-build team,” said Aaron Jobson, CEO and president of QKA. “It’s always great to follow through on our commitments and achieve certification of a project as well as for the [school] district and design-build team’s commitment to high-performance schools to be recognized.”��

Representatives from the San Rafael City School district (SRCS) as well as school faculty members collaborated with the design-build team to ensure the project met CHPS guidelines as well as student and educator needs. The solar-ready gym is the district’s first building to utilize reclaimed water from dual piping for sanitary facilities and irrigation. On the interior, low-flow plumbing, daylight-responsive lighting controls and highly efficient HVAC systems are powered by 60% renewable energy. Additionally, the facility is future-proofed with capabilities to eventually install a microgrid battery system.��

Outside areas were redeveloped to include new bike paths, sidewalks, safe crossings and bicycle racks to support safe, human-powered transportation to the site. These changes and additions were created in collaboration with the city of San Rafael and the design-build team, according to Jobson.��

“The strong partnerships forged between QKA, BHM and the district resulted in an outstanding new facility which will enhance the TLHS campus and school community,” said Steve Kwok, QKA principal emeritus, in a statement. “Our expertise in high-performance education buildings allowed the design-build team to center the district’s priorities around making the building a safe and efficient campus landmark.”��

The 22,000-square-foot, regulation-size gym and offers a seating capacity of 2,500, making it an ideal competition venue for basketball, volleyball and other on-campus athletic activities. Additional spaces include a complete weight and cardio conditioning room, team rooms, student physical training facilities and conference areas. The project’s ambitious design now allows TLHS to hold league sporting events for the first time in school history, including home tournaments, that will not only draw in revenue but also boost interdistrict morale.��

“This project successfully creates an improved new frontage environment for the TLHS campus as well as for the neighborhood with the addition of a new two-way bicycle pedestrian pathway and underground utilities,” said Jim Hogeboom, superintendent of SRCS, in a QKA statement. “In addition to providing comprehensive California Interscholastic Federation (CIF) regulation facilities to host athletic events, the new gymnasium will double as a much-anticipated community safety refuge in the event of emergency situations. With gratitude for the support that made Bond Measure B and this project possible, we hope to provide essential resources to our community at-large.”��

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FREMONT, Calif.—Project partners Blach Construction and Quattrocchi Kwok Architects (QKA) have successfully delivered the redesign of Thornton Middle School for the Fremont Unified School District (FUSD). The expanded campus now entails classrooms for 6th grade students, increasing the student population by 50 percent. The amount of project space entailed 57,000 square feet in total and 45,000 square feet of new construction all told.

Among the new space is a two-story administration building that effectively serves as the campus’s main entrance. This building also houses a library and student support services. An earlier phase of the project also added five two-story buildings as well.

The renovations to older parts of the school entailed refurbishing all of the existing classroom buildings. Blach and QKA also modernized an older multipurpose building and, on the exterior, worked on fashioning a covered dining space.

Personnel from QKA and Blach had to work together to ensure that disruptions to the school were kept to a minimum. Accordingly, Blach experts pre-built wall panels offsite at its prefabrication shop so they could be quickly assembled at the construction site, thus speeding up the project timeline. The builder also used a panelized wall system to quicken delivery of the five new classroom buildings.

In a bid for sustainability, QKA’s plans included solar-ready lighting, energy-efficient windows, LED lighting, water-efficient plumbing fixtures and “cool” metal roofing panels. The design also features bio-swales to collect stormwater as well as drought-resistant plants as part of the natural landscaping plan.

FUSD Superintendent CJ Cammack thanked the construction partners for their receptiveness to the concerns of the district as the project edged toward completion.

“The new construction and renovated facilities at Thornton Middle School create the type of teaching and learning environment our students and staff deserve,” Cammack said.

“The modern and flexible educational and support spaces that now make up Thornton Middle School provide each grade level with inspiring facilities to learn and grow,” QKA Principal John Dybczak said of the designer’s work at the school. “This has been a complex and fulfilling project to see through to the finish line, and the outcome is a testament to the teamwork of all parties involved.”

“With every aspect of the campus affected by the multiple phases of construction, advance planning and coordination were invaluable to project success,” added Brad Fannin, project executive at Blach. “From the prefabrication of wall panels to the sequencing of work, we employed solutions from the outset that would maintain functionality and safety for Thornton’s students and staff.”

Blach Construction has been a major player in the Northern California school construction market since the company was founded in 1970. In addition to its home base in San Jose, the company has offices in Monterey and Southern California as well. The firm consistently ranks on Engineering News-Record’s (ENR) “Top Contractor in California” list.

QKA has designed educational projects in Northern California for several decades. ENR has called the architectural group one of the top design firms in the nation.

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SANTA ROSA, Calif.—The Tubbs Fire of 2017 wrought severe destruction to the Sonoma Valley, destroying not only vineries but also local buildings and school facilities. Cardinal Newman High School is rising from the ashes, adding a new two-story classroom that will be the school’s single largest building project since the fires. The building was designed by Quattrocchi Kwok Architects (QKA) and Bisbee Architecture + Design. Wright Contracting is overseeing construction duties for the new building.

The 24,000-square-foot complex offers an art studio, a quartet of student collaboration rooms as well as 18 classrooms, many of which will be dedicated to courses not previously offered at Cardinal Newman. Designed by QKA to be sustainable, the new building features such elements as energy-efficient lighting and mechanical systems as well as low-flow plumbing fixtures.

“The opening of this classroom complex marks significant progress in Cardinal Newman’s overall facilities master plan and reveals enduring commitment by administration, faculty and the community to provide students healthy, flexible and well-equipped spaces to learn,” QKA Principal John Dybczak said of the work. “It’s been an honor to guide this collaborative effort and to see our passion for next-generation learning environments support the school’s educational vision and the healing of our community.”

“Celebrating the completion of this striking campus addition contributed to the renewed hope and excitement this school year has brought,” added Cardinal Newman President and Interim Superintendent Linda Norman said of the expansion. “We extend our gratitude to our generous and supportive donor community and to our local project partners who remained flexible amidst the backdrop of the past year—and who share our enthusiasm for seeing students regain a sense of normalcy after so many challenges. We are thrilled to watch students and faculty take full advantage of the resources this modern space provides.”

Cardinal Newman also added the North Classroom Building in 2019 and has since broken ground on a library and new Student Life Center.

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SAN PABLO, Calif.—Designer Quattrocchi Kwok Architects (QKA) has commenced its work for the West Contra Costa Unified School District (WCCUSD) on a complete campus replacement of Lake Elementary School, whose buildings were considered not suitable for modern educational purposes. The new campus will eventually host 500 students from kindergarten through 6th grade.

As designed by QKA, the reimagined school will offer visitors a pleasing main entrance, immediately beyond which will be the library and housing administrative services. The interior design allows for flexible spaces for 4th through 6th grades that can be adapted for larger gatherings and shared learning spaces.

At the campus center, the school will have a cafeteria, performance space, multipurpose areas, as well as dining options that can be enjoyed inside or al fresco in California sunshine. A main thoroughfare will allow students to briskly move from one area of the school to another.

It was important to the WCCUSD that the new school be as sustainable as possible, so recycled building materials were incorporated throughout. The school also features a “cool roof” as well as LED lighting, low-flow plumbing fixtures and energy-efficient mechanical elements. On the exterior, the design called for synthetic turf to mitigate the need for irrigation, and enough shade over the playgrounds and exterior dining areas ensures that extra water isn’t wasted unnecessarily.

Alten Construction Inc. is working with QKA to realize the redesigned campus. John Dybczak, QKA principal and CFO, said that his firm was cognizant of recognizing that the needs of Lake Elementary’s future extended well beyond the classroom.

“Our trusted design-build partnership with Alten Construction was invaluable as we navigated the serious challenges associated with demolishing and rebuilding a school campus while prioritizing safety and uninterrupted learning throughout the process,” he said.

In a subsequent statement to �鶹������, Dybczak said that QKA and Alten worked hand-in-glove with district personnel to ensure the redesigned school’s current and future needs are met.

“From there, the design-build team collaborated with the facilities department to seek solutions for the project’s most significant challenge: demolishing and rebuilding a school while classes remain in session,” he said. “Together, we were able to develop a phased approach to construction that accommodates classroom needs and maintains student safety. The end result will be a completely redesigned campus home to flexible learning suites that allow classrooms to adapt easily to a variety of curricular needs.”

Bob Alten, president & CEO of Alten Construction Inc., said that the groundbreaking itself has shown how the project will meet its timeline. “Our team has worked hard to mitigate the cost escalation challenges that the construction industry has endured over the past several years to ensure the success of the project and save the taxpayers money,” he said.

The new school is projected to be completed in the summer of 2025.

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