By��Alexandra��Korestski��IIDA, NCIDQ,��and��William Wong,��AIA,��LEED AP��

How can school construction project teams tap into student creativity��and��make��their��project itself��a once-in-a-lifetime learning experience? In an East Coast STEAM school expansion build-out, school leaders and contractors, along with architects and interior designers from��Spacesmith, put the entire high school body in the driver’s seat to design their future.��

As designer and architect for this endeavor, the team learned to advocate for high school students in a new way. The process offers “a roadmap for student advocacy and championing schools by letting students be an integrated part of their facility planning and design,”��according to the local AIA chapter.��Designed��like��a STEAM workplace, the result — the����in the Brooklyn Navy Yard,��a New York City Public School��— is a “school built��with��students,��for��students,”��and a replicable process for high schools around the country.��

The roadmap for advancing student outcomes is anchored in the integration of curricular goals and enrichment planning with the design and construction of the school itself.��In this��case, the��school leaders envisioned their��STEAM Center to��resemble��a workplace,��an environment for��students��to��be treated as young professionals and��for them to��learn��skills and��hands-on trades that��are��applicable��to��real-world��occupations and industries.��Highlighting��and��elevating��all the inner workings that��comprise��the built environment, the project team could enrich a varied group of STEAM education subjects.��

Almost doubling its footprint on the full third floor of��the Brooklyn Navy Yard’s��Building 77,��the project creates��27,000 square feet��of bright and comfortable classrooms, shops, lounge areas, and administrative zones. The entire space is��customized for academic success��in the school’s three departments — Building Trade Systems, Computer Technology Systems, and Engineering — and eight curricular��pathways including carpentry,��cybersecurity��and manufacturing.����

Guided by the school’s distinctive, career-oriented curriculum, the project team and Brooklyn STEAM Center��sought��to engage students as emerging professionals. In��close collaboration with school leadership,��Spacesmith��helped shape the process around three key strategies that support student engagement through an interactive, hands-on approach:��

1. Student��pre-design input.��The design team spent a day at the STEAM center��observing��the general operations, student��arrival��and��departure schedules as the Senior and Junior classes changeover from morning to afternoon, revisiting each area at multiple points throughout the day to see how each space is used.����
2. Design��input.��The design team led two design charettes with students��representing��each of the pathways, which was the main driver in the design for the common space.����
3. Construction��input.��During the construction phase, the design team and general contractor hosted monthly tours for the Construction Technology��student groups.����

Through a collaborative design process with both students and staff at the Brooklyn STEAM Center, the��school’s��layout moves beyond the pure efficiency of a typical classroom model to create a vibrant, flexible environment. Biophilic elements and movable furniture support a range of uses, allowing spaces to shift with daily needs. Curved lighting reinforces this sense of fluidity—evoking waves and water in response to the Brooklyn Navy Yard setting—while introducing��a natural��softness and enabling flexible furniture arrangements without reliance on fixed point lighting.��

Student input played��a central role��in shaping quieter, less stimulating areas for focus and privacy. In response, the design incorporates two smaller-scale lounge areas, or “Focus Nooks,” that provide retreat while��maintaining��appropriate staff��visibility.��

Glazed classroom entrances enhance transparency and connection, with color film patterns derived from the STEAM Center’s identity of abstracted tool forms. These openings draw daylight deeper into��the space��and offer glimpses into each classroom’s unique character and activity.��

In contrast to Building 77’s industrial palette, the design��layers in��warmth and vibrancy through acoustic panels, lounge furniture, and other student-driven elements. A pegboard installation above the pantry cabinets maps Brooklyn and partner school locations, serving as an evolving, participatory feature. Its kit-of-parts—simple shelves and interchangeable components—allows students to adapt and contribute over time, creating a living installation where each class can leave its mark.��

To address noise during class transitions—a key concern raised by both educators and students—acoustic treatments are carefully integrated across floors, walls, and ceilings, supporting a more focused and comfortable learning environment.��

Materials throughout are school-grade and selected for durability, health, and minimal environmental impact, while also introducing a palette of organic, natural elements. Together with a range of varied, neuro-inclusive settings, the design supports the diverse ways students learn today. Each classroom is equipped with modular, highly flexible furnishings, allowing both students and instructors to adapt their environment to different teaching styles and modes of engagement.����

In these ways and more, the expanded Brooklyn STEAM Center reflects the vision and ambition of its students. It serves not only as a place of learning, but as an inspiring launchpad for future educational pathways and professional lives.������

Alexandra Koretski, IIDA, NCIDQ, is a senior associate at Spacesmith. William Wong, AIA, LEED AP,��joined Spacesmith as an architect and project manager.

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By Evelyn Long

In modern school design, the most critical spaces for student development may not be classrooms — they may be the areas in between. Third spaces like commons, libraries and even hallways represent an untapped frontier for fostering the youth’s social and mental well-being. They’re crucial for community health, but they are steadily declining. This presents a unique opportunity for educational facilities. ��

The Disappearing Third Space and Its Toll on Student Wellness��

Third spaces��, unlike the first and second spaces — the home and work or school. However, third spaces like malls, local parks and other����after the COVID-19 pandemic and rise of digital platforms and online communities. This reduces the number of venues and opportunities for low-stakes social interactions that children and young adults especially need.������

“We need intimate, close relationships,” Japonica Brown-Saracino, a sociology professor at Boston University, said. “But casual relationships serve a purpose as well, and many of those can be cultivated in a third place.”����

Around����between the ages of 13 and 29 report feeling lonely. Teenagers have the highest rates, and those experiencing this isolation are 22% more likely to earn lower grades. These statistics are alarming, as loneliness can����and diminish life expectancy.����

Within academic institutions, third spaces are where students choose to be, without a formal agenda. Students����these places when��they’re��at school. For example, many Gen Z students prefer to spend time in settings with third-space qualities when��they’re��not in class. The challenge for designers is how to bring those qualities inside school walls.����

From Concept to Construction — How to Build a Third Space��

While the sociological need for third spaces is compelling, the “how” is where design and construction experts can translate an abstract concept into a functional reality. Here are design strategies and ideas that can transform underutilized areas into vibrant hubs for student life.����

Implement Flexible and Biophilic Design��

Modern third spaces must serve multiple purposes and ideally connect students to nature. Consider these ideas:������

• Use modular seating, movable��partitions��and varied furniture to create distinct zones for quiet study, social��interaction��and collaborative work within a single��open area.����

• Go beyond potted plants by incorporating living walls, wood-paneled��accents��and large windows to maximize natural light.����

• Choose carpets,��textiles��or acoustic panels that feature patterns inspired by nature to create a subtle connection to the natural world.����

Adopt a “Resimercial” Approach to Materials and Comfort��

Blending the comfort of home with the durability of commercial environments is possible with��particular strategies:����

• Use durable but comfortable materials like cleanable fabrics, warm-toned��flooring��and area rugs to dampen sound and define spaces.����

• Install a long, recessed electric fireplace in communal spaces to create a powerful sense of warmth and gathering.����

• Designate��wall spaces for framing systems that display rotating student artwork to highlight the school’s community.����

Ensure Accessibility and Code Compliance��

Compliance with codes and regulations, from��, is also nonnegotiable. Professionals must go beyond meeting the��minimum��requirements of the Americans with Disabilities Act to ensure accessibility:������

• Create clear, intuitive pathways free of obstacles, with good lighting and clear wayfinding signage to��assist��neurodiverse students or those with low vision.����

• Provide a variety of seating options, including chairs with and without armrests and couches at different heights.����

• Design for various sensory needs, which may include using acoustic paneling to dampen noise in “quiet zones” and providing areas with lower levels of stimulation.����

Leverage Smart Technology for Efficient Environments��

Smart technology will be part of an estimated����by 2028. This widespread adoption means that many students and their parents increasingly see responsive features as a standard.����

• Implement a zoned, smart HVAC system to keep different zones within a third space cool or heated simultaneously based on occupancy and need.����

• Install motorized shades that are programmed to automatically lower during peak sun hours to reduce solar heat gain.����

• Ensure the smart features are well-integrated to reduce energy consumption����and gain significant savings.����

Provide Pervasive and Accessible Technology��

Beyond smart automation, third spaces must always provide the fundamental technological infrastructure students need.��

• Integrate power outlets and USB charging ports directly into couches, tables,��benches��and other furniture.����

• Ensure the third space has a blanket��coverage��wireless network with sufficient density of wireless access points to handle hundreds of simultaneous connections without lag or dead zones.����

• Create dedicated huddle stations for small group work, equipped with a monitor with screen-sharing capabilities and mobile whiteboards that can be moved to��different locations��as needed.����

The Future of School as a Community Anchor��

Third spaces are a proven sociological concept that provides the informal, voluntary social connection that today’s adolescents are actively seeking. The goal is to intentionally design these spaces into the school environment, rather than leaving them to chance. Combine flexible, human-centered architectural planning and strategically integrate smart technology. Aim to become builders of the infrastructure that supports a healthier and more connected generation.����

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What You Need to Know��

• Elwyn held a groundbreaking Feb. 6 for a new school on its Media, Pa., campus as part of its master campus plan.��

• The facility is expected to be completed in August 2027, with plans to welcome students in fall 2027.��

• Elwyn said the school will support two curriculum tracks, including programming for students with complex behavioral needs and for students working toward greater independence.��

• Elwyn has��allocated��$45 million for construction and design, with financing provided by KeyBank.��

Learn More��

MEDIA, Pa. —��Elwyn, a nonprofit human services organization, has launched construction on a new school intended to reshape the organization’s educational and therapeutic space for children with disabilities.��

The organization marked the start of work Feb. 6 with a ceremonial groundbreaking attended by elected officials, community partners,��staff��and students.��

The project��marks a milestone in��Elwyn’s��master campus plan, with the organization approaching its 175th anniversary next year.��

“As we look ahead to our 175th anniversary, it’s thrilling to break ground on the New Elwyn School,” said Charles S. McLister, Elwyn president and CEO, according to��. “This project will set an example of what the future of education can look like for children and adults with autism and intellectual and developmental disabilities.”��

, a full-service architecture, planning, and interior design firm, is pleased to announce the groundbreaking of the new��, a $45 million, 80,000-square-foot PreK–12 facility��located��at the heart of Elwyn’s 260-acre historic campus in Media, Pennsylvania. The new school is the first phase of Elwyn’s $100 million redevelopment plans for the campus.��

Designed in collaboration with Elwyn and an integrated design-build team, the new school will serve 260 students across two curriculum tracks: those with complex needs requiring intensive clinical support with onsite residential care and those building toward greater independence.����

“This project is about more than designing a school building; it’s about reimagining what a learning environment can do for students who have traditionally been underserved by conventional design,” said��Mayva��Donnon, AIA, NCARB, LEED AP, Partner at KSS Architects. “Every design decision is rooted in how��the space��will support students’ growth and independence. KSS is honored to partner with Elwyn by designing a campus that will champion inclusion and innovation for future generations.”����

The building is organized into learning neighborhoods that scale the environment to the individual student experience, offering calming, supportive spaces with direct views of nature using materials drawn from the character of Elwyn’s historic rural campus. A universal design framework rooted in neurodiversity informs every aspect of the plan, from intuitive wayfinding and biophilic design features to restorative spaces and integrated assistive technology. This approach fosters independence, wellness, and a genuine connection to place.��

Sensory rooms, decompression areas, and life skills kitchens complement classrooms and therapy spaces. Specialty program spaces, including music, art, a career discovery lab, and a gymnasium, support holistic student development. The result is a school that is both clinically informed and design-forward: a place where every detail, from the layout of a classroom to the materials on the walls, is grounded in how the space will help students feel, function, and thrive.��

Elwyn has��allocated��$45 million for the new school’s construction and design, with KeyBank providing financing. Elwyn also��identified��Haverford Development Partners as development and construction partner, with Haverford and North Star Construction slated to build the school.��The building is��anticipated��to be completed in August 2027, with plans to welcome students in fall 2027.��

This article is based on reporting originally published by Elwyn on Feb. 6, 2026.��

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What You Need to Know��

• Maine’s Governor’s Commission on School Construction is urging changes to how projects are planned, prioritized and funded, citing rising costs and a growing backlog.��

• The commission estimates the state may need��roughly��$11 billion��over 20 years��to repair or replace aging school buildings; Maine has��nearly��600��public schools��with an average building age of��54 years.����

• Recommendations include addressing deferred maintenance earlier, using prototype designs, building a statewide facilities master plan and reducing red tape that can extend project timelines.����

• The report also recommends creating a quasi-independent��Intergovernmental Office of School Infrastructure��and calls for a short-term working group to draft legislation and��implementation��details.����

Learn More��

AUGUSTA, Maine — Maine’s Governor’s Commission on School Construction is calling for a broad overhaul of the state’s school construction pipeline, arguing that the current approach cannot keep pace with aging buildings, rising costs and long waitlists for state support.����

The commission’s final report lays out a long-term roadmap for planning,��funding��and delivering capital projects statewide — while local districts such as RSU 23 in Old Orchard Beach point to immediate building-system and accessibility issues as they wait for upgrades.����

According to reporting by WGME/CBS13’s I-Team and a follow-up summary by Construction Owners Club, the commission estimates Maine could need��roughly��$11 billion��over the next 20 years to repair or replace hundreds of aging school buildings. The sources note Maine has��nearly 600��public schools and an average building age of 54 years.����

The impact is visible in districts already queued for state��assistance. RSU 23 is seeking to replace Loranger Memorial School, described as a 90-year-old facility whose infrastructure and learning spaces no longer meet modern expectations. The district is currently at the front of the line for state funding, but Loranger’s placement on the priority list underscores how demand is outpacing available bond capacity.����

Commission Chair Valerie Landry said the scale of need requires a shift in strategy, with the report organizing its recommendations around four goals: reducing construction costs, maximizing existing resources, diversifying and increasing funding, and using data more strategically.����

The commission recommends addressing deferred maintenance earlier to avoid costlier replacements later, encouraging school consolidation where it makes sense, developing prototype or model school designs to reduce upfront design costs, and creating a statewide facilities master plan to guide long-term investment.����

Process reform is also a central theme. The report calls for reducing the layers of requirements districts must navigate after a project is approved—such as permitting, engineering studies, design��requirements��and acquisitions—because those steps can stretch schedules for years and delay when students and staff see a new or renovated building.����

Even if the state streamlines the process, the commission cautions that financing��remains��the key constraint. The report discusses options such as raising the bond cap, capturing unused debt-service capacity for maintenance projects, exploring dedicated revenue��streams��and examining public-private partnership models used in other states.����

One of the commission’s most significant recommendations is creating a small, quasi-independent Intergovernmental Office of School Infrastructure to coordinate planning, data��analysis��and funding strategies across state and local government. The commission notes��establishing��the office would require legislative approval and��urges��state leaders to form a short-term working group to draft legislation and��implementation��details.����

This article is based on reporting originally published by WGME/CBS13 I-Team on Feb. 26, 2026, and a related summary published by Construction Owners Club on March 2, 2026.��

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What You Need to Know��

• District leaders opted to permanently close Harris-Lake Park Elementary in Lake Park, Iowa,��in January��after a ruptured steam line caused water, electrical and fire system damage.��

• Students in preschool through fifth grade were shifted to temporary classrooms, including a local church and the district’s high school.��

• The disruption accelerated the district’s timeline to open its nearly completed��56,000-square-foot��replacement elementary facility, which welcomed��students Feb. 17.����

• Administrators say the new addition to the existing middle/high school building is designed for more flexible learning and keeps the campus together K-12.����

Learn��More��

LAKE PARK, Iowa — After a boiler-related steam leak forced an evacuation and damaged key systems, the Harris-Lake Park Community School District has permanently closed its former elementary building and moved students into a new facility weeks earlier than planned.��The district opened its new elementary school Tuesday, Feb. 17, completing a rapid transition that began with emergency relocations for the district’s youngest learners.��

Custodial staff spotted a steam leak in the elementary building��in early January,��prompting an evacuation of the school, which served 167 students in preschool through fifth grade, according to KTIV.����

“It was causing not only some interior water damage, but the steam was putting an incredible amount of moisture into the air,” Superintendent Mike Thompson said, according to��.��

District officials said the partially ruptured steam line also created safety concerns and led to water,��electrical��and fire system damage. Service Master was brought in to address water and steam impacts, along with electrical damage and fire system repairs, KTIV reported.����

Classes for elementary students were canceled for two days as leaders��finalized��temporary classroom arrangements. Preschool, transitional kindergarten and kindergarten classes were moved to Lake Park Presbyterian Church, while first through fifth grade students were��relocated��to Harris-Lake Park High School. Students in grades six through 12 remained at the high school, according to KTIV.����

The district had already been constructing a new elementary school,��designed by��FEH Design,��with a move originally planned after spring break. Following the boiler failure, leaders accelerated the timeline to a mid-February opening.����

On Feb. 16, the district hosted a media tour of the new elementary addition connected to the existing middle and high school building. Elementary principal Rebecca Matthiesen said staff adapted quickly to the midyear disruption.��

“It’s actually been better than we thought,” Matthiesen said, according to��.����

District leaders highlighted design features intended to support flexible instruction, including varied classroom layouts. Thompson also pointed to campus improvements that keep students and amenities in one place.����

“One of the things you’ll notice when you walk down the hallways is just the open design,” Thompson said, according to��.����

With the elementary now co-located on the K-12 campus, Thompson said the district expects more opportunities for cross-grade programming and student collaboration.����

The project team also includes KCL Engineering, Beck��Engineering��and Hoogendoorn Construction.��

This article is based on reporting originally published by KTIV on Jan. 5, 2026, and Feb. 16, 2026.

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“BELL Construction has been part of Middle Tennessee for more than 50 years, and we are committed to continuing to invest in this region,” said Eric Pyle, president of BELL Construction. “That investment��isn’t��just in projects;��it’s��in people.����

Baldridge is a project executive in BELL’s Building Division and leads the company’s Special Projects group, created to meet ongoing demand for high-touch, fast-moving projects often in the under-$15-million range.��His projects include����and��Neuhoff’s����bar.��In 2024, Baldridge earned a Top Construction Professional Under 40 Award from Associated Builders and��Contractors��Greater Tennessee. He holds a bachelor’s degree in environmental and soil science from The University of Tennessee and a master’s degree in building construction from Auburn University.����

Rankin is a project manager on BELL’s Building Division team, overseeing work across the hospitality, K-12 education, religious and office markets.��Rankin’s leadership extends beyond the jobsite through service with AGC of Middle Tennessee, including a role on the Construction Leadership Council board. He holds a bachelor’s degree in civil and environmental engineering from The University of Tennessee.��

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What You Need to Know��

• Sundt Construction has started site preparation for the Albert Einstein Academy Charter High School facility in San Diego.����

• Sundt described the project as a 96,000-gross-square-foot, five-story campus planned to serve about 800 students, with new construction��anticipated��to begin in summer 2026.��

• The 85,000-square-foot adaptive reuse��project��centers on a light-filled atrium intended to function as a vertical student��commons.����

• Albert Einstein Academies’ board previously postponed the school’s opening to fall 2027, citing supply chain delays.��

Learn More��

SAN DIEGO —��Sundt Construction has started work on the Albert Einstein Academy Charter High School project in San Diego, moving into early site preparation ahead of new construction expected later this year.����

“Breaking ground on this project is an exciting milestone.��We’re��proud to help create an environment that will support students’ growth,��curiosity��and future success,” said John Messick, Sundt project director, according to��.��

In its announcement, Sundt said the future campus is planned as a��96,000-gross-square-foot,��five-story��facility designed to support International Baccalaureate instruction and the academic progression of Albert Einstein Academy’s middle years program students. Once complete, the high school is expected to serve��approximately 800 students, Sundt said.����

Planned spaces include 25 classrooms and workrooms, a library, central circulation and collaboration areas, administrative offices, a multipurpose room, food service and culinary classrooms, fitness, dance and weight rooms, a music room and a 200-seat auditorium, according to Sundt. The contractor said the first phase is focused on site preparation, including abatement and removal of the existing building, with new construction anticipated to begin in summer 2026. The adaptive reuse project will be��organized��around a central, light-filled atrium that serves as a vertical��student��commons. It will include��flexible collaboration zones, quiet study��areas��and outdoor learning balconies intended to give students more choice in how they learn and connect.��

Civic��and activity-based programs are planned for the first two stories to allow easier access for community members. The primary community hub and main entry are planned for level three at street level, while classrooms, labs and other academic instruction spaces are planned for the two upper levels.����

Separately, the Albert Einstein Academies Board of Trustees announced that it postponed the opening of Albert Einstein Academy Charter High School. “Originally scheduled to open in Fall 2026, the new high school will now open in��fall 2027,” according to��. The charter operator cited supply chain delays affecting construction materials.��

The��school will��ultimately reach��800 students��in grades 9–12 in the��2029–2030��academic year.��

Sundt��has supported San Diego Unified School District across multiple K-12 facilities, including current and recent work at Hardy Elementary School, Canyon Hills High School, Marston Middle��School��and Morse High School.��

This article is based on information published by Sundt Construction, DLR Group and Albert Einstein Academies.��

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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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What You Need to Know:��

• The new 46,500-square-foot Early College High School facility is complete in Round Rock, Texas, expanding the program’s permanent capacity to 500 students.��

• The $31 million project replaces portable classrooms with a��consolidated��campus featuring 14 classrooms, labs, collaboration areas and indoor and outdoor athletics and dining space.��

• HPM��provided preconstruction, project��management��and quality control across the project lifecycle, from design through closeout.��

• The campus is tied to Round Rock ISD’s 2018 bond program, and HPM says it is supporting��additional��work tied to the district’s 2024 bond program.��

Learn More��

ROUND ROCK, Texas — Construction was recently��completed a $31 million Early College High School facility for Round Rock Independent School District in Round Rock, Texas, outside Austin, moving the program from portable buildings into a new permanent campus for the Spring 2026 semester. The community celebrated the ribbon-cutting ceremony on Jan. 13.

The 46,500-square-foot building is designed to support the district’s early college model, which combines high school instruction with college-level coursework and allows participating students to graduate with both a high school diploma and an associate’s degree.��

The project increases enrollment capacity to 500 students and��consolidates��instructional and��student-support��spaces under one roof.��The facility is��located on Austin Community College’s Round Rock campus, providing��students��access to nearby higher-education resources.��

Program elements include 14 classrooms, eight study rooms and three labs, along with a large��common area��and an administration suite, HPM said. Student amenities include a cafeteria with a 12-by-8-foot��video wall, an indoor gym, an outdoor basketball court, and outdoor dining and study areas.��

HPM��provided preconstruction services, project management and quality control for the build and managed the effort from design through closeout. Bartlett Cocke served as general contractor,��with��O’Connell Robertson��serving��as��architect.��Rabaa Kistner��provided��geotechnical and construction materials testing services.��

“This facility��represents��more than just classrooms and labs.��It’s��a space where students can explore,��grow��and prepare for their futures. Collaborating with the Round Rock ISD to bring this vision to life reinforces our shared commitment to strengthening learning environments that serve students and the community for years to come,” said Denish��Sonani, senior manager of design and construction at HPM.��

The project is part of Round Rock ISD’s 2018 bond program, which the district’s voters approved to fund new facilities,��renovations��and infrastructure improvements. HPM��will continue��to support the��district through its 2024 bond program and is in the design phase for more than 15 projects that will address upcoming campus enhancements and infrastructure needs.��

Attribution: This article is based on information provided by HPM in a Jan. 16,��2026��project completion announcement and an HPM project update dated May 16, 2024.��

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School districts are confronting a complex challenge: how to modernize aging campuses while preserving the history and memories that generations of families hold dear.��This challenge��isn’t��just a construction assignment —��it’s��a responsibility. And the path to success begins with one essential step: listening.��

Community Listening: The Foundation of Every Great��School Campus Renovation��

Many��contractors��can renovate a school, but when construction and design teams��seek input from the community��about what makes��a��school unique, those qualities can be reflected in the��renovated school campus.��McCarthy��Building Companies’��Education team��members��regularly��participate��in parent forums, neighborhood workshops, teacher feedback��sessions��and design charrettes to uncover ideas that may not otherwise��come to the surface��when a school renovation is being planned.��Listening efforts often reveal traditions,��symbols��or architectural elements that help anchor a campus’��reimagined��identity.��

At Galveston Elementary School in Arizona’s Chandler Unified School District — opened in 1963 — these conversations shaped the direction of the school’s $35 million transformation. Community members shared memories of outdoor gathering spaces that once served as the heart of campus life. Their insights guided the design of new shade structures, flexible courtyards and shared areas that blend nostalgia with modern learning environments.��

“It doesn’t matter how sophisticated the design plans are — if the campus doesn’t reflect the heart of the community, something is missing,”��said��Matt Lyons,��business unit leader with McCarthy’s Education team in Phoenix. “The best��campus��renovations��happen when we infuse the school’s heritage directly into the new build.”��

Shifting Campus��Learning Environments��to Meet��Modern Education��Needs��

Today’s students pursue a broader range of interests than ever — spanning arts, STEM, CTE, athletics��and more. As a result, modernizing and��remodeling K-12 campuses��increasingly includes��adding or expanding��multipurpose spaces, flexible classrooms and outdoor teaching areas designed for multidisciplinary learning.��

The new Galveston Elementary campus��transitioned its traditional learning space to include��arts-focused classrooms, multipurpose collaboration zones, outdoor learning��spaces��and flexible��environments that support both small-group instruction and larger activities. Teachers and administrators emphasized��the need for��spaces that make hands-on learning creative,��social��and academically connected.��

Two major Phoenix-based��renovations now underway��— Madison Rose Lane Elementary School and Metro Tech High School��— are incorporating similar principles.��

As one of the oldest schools in Madison’s 135-year-old district, Madison Rose Lane carries significant historic value. Early listening sessions revealed a desire to honor the school’s legacy through preserved architectural��elements,��pathway updates reflecting original circulation patterns and spaces that highlight its longstanding arts identity.��

The remodel will also deliver expanded arts classrooms, enhanced safety features, outdoor learning��areas��and flexible indoor environments that can adapt as student needs��evolve.��

“Working with McCarthy has been a collaborative and inspiring experience. Through the listening sessions, their team actively engaged with us, gathering ideas and finding solutions,” said��Andre��Reyes, Madison Rose Lane��Principal.��“They showed a real commitment to understanding what makes Madison Rose Lane special, and in doing so, they are building a school that our students, teachers and community truly deserve. We always say that Madison Rose Lane CARES, and McCarthy has exemplified that same spirit of care and partnership throughout this process.”  ��

Metro Tech High School — originally opened as West High in 1949 and repurposed as a vocational school in 1985 — is also undergoing��major��modernization. Today, Metro Tech is one of Phoenix Union’s most dynamic CTE-focused campuses, yet its facilities require��significant��updates��to��match��modern technological capabilities and��modern career training��program��needs.��

Metro Tech High School Principal Shawna Wright said, “This renovation shifts��what’s��possible for our students in real, tangible ways.��We’re��not just updating walls and equipment.��We’re��building collaborative spaces that will give students the skills they need to exceed in jobs we have not even imagined yet.”��

Local businesses,��neighbors,��faculty��and students��were engaged to��provide��DLR Group and McCarthy��input on��Metro Tech’s��campus remodel.��As a result, the��campus is��adding new collaborative labs��with��space for��future program��growth; technology infrastructure��updates; and��improving��the campus��flow��to��enhance the student experience.��Adding to the��project’s��complexity is the sequencing of��eight��construction��phases on the active campus, where safety is a priority, while accommodating the successful renovation and relocation of��the ballfields, gymnasium,��utilities��and parking lot.����

Hands-On Learning: Bringing Students��into��the��Construction��Process��

Another��value��central to McCarthy’s Education team is engaging students through construction-themed learning opportunities��and activities to help make the renovation process more fun for students and teachers being displaced during the project, and to show students how construction enhances our communities and can be a rewarding career.����

Construction Clubs,��which McCarthy��hosts in��elementary and middle schools across the��Southwest��for��over��a decade,��allow students to experience��working in the��construction trades firsthand.��Students��engage in activities involving��carpentry, plumbing, electrical,��virtual modeling��and other tasks, applying skills from classes like math, science, technology, art and others, while being��guided by��McCarthy team members and others on the project team to work on an aspect of construction that’s happening on the project at their school.��For example, during��construction��at��Metro Tech,��students��in the school’s construction and electrical programs are��being given these��opportunities as their campus transforms around them��

At Galveston Elementary,��the��McCarthy��team engaged students a little differently by��creating��an “Elf on the Shelf” construction challenge��that��involved daily��math and reading clues tied to the��campus��renovation. The activity generated schoolwide excitement and gave students a sense of��excitement and ownership��in the transformation happening around them.��

Programs like these��deepen students’ connection to their evolving��campus��and��simultaneously��introduces��them��to potential��career pathways��while seeing the��way what��they are learning in school has application in the future.��

Natalie Carroll is Business Development Manager for McCarthy’s K-12 Education Team based in Phoenix.��

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