QKA Archives - 91Ƶ /tag/qka/ K-12 + Higher Education Market Coverage Fri, 04 Sep 2026 03:35:27 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.5 /wp-content/uploads/2026/01/cropped-SCN_favicon-32x32.png QKA Archives - 91Ƶ /tag/qka/ 32 32 A Better Bathroom for Everyone: Why Schools Are Moving Toward Inclusive Restroom Design /2026/09/14/a-better-bathroom-for-everyone-why-schools-are-moving-toward-inclusive-restroom-design/ Mon, 14 Sep 2026 14:24:36 +0000 /?p=55822 School restrooms have long been viewed as purely functional spaces, but educators, architects and administrators are increasingly recognizing thatrestroom design canhave an outsized impact on safety,wellnessand the overall studentexperience.

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]]> The inclusive restroom at Freestyle Academyin theMountain View Los AltosUnified High School Districtshowsthat these layouts can often be achieved within the same building footprint as traditional restrooms, making themfeasiblefor both new construction and renovation projects.| Photo Credit (all): Tim Maloney

By Lindsey Coulter

School restrooms have long been viewed as purely functional spaces, but educators, architects and administrators are increasingly recognizing thatrestroom design canhave an outsized impact on safety,wellnessand the overall studentexperience. Rather than focusing solely on gender inclusion, many districts are rethinking restroom design as an opportunity to improve comfort,privacyand supervisionfor all users.

That shift is prompting architects to move beyond traditional multi-stall restroom layouts in favor of designs that create greater openness in shared spaces while offering significantly more privacy where students need it most.Prompted in part by the AIA’s“Inclusive restrooms & locker rooms in K-12 schools” reportfrom2024,more education leaders and design partners arereimaginingthese critical spaces to offera more dignified approach to the traditionalrestroomexperiencethat also netsbetter student health outcomes.

Rethinking the Restroom

Full-height compartments, such as those at Lake Elementary School in the West Contra Costa Unified School District, help protect occupants from potential harassment.
Full-height compartments, such as those at Lake Elementary School in the West Contra Costa Unified School District, help protect occupants from potential harassment.

According to Joel Williams,Studio Director for Quattrocchi Kwok Architects (QKA) in the firm’s Castle Rock, Colo., office,the conversation has evolved well beyond accommodating specific student populations.

“Restrooms are one of the most challenging spaces on a school campus,from the studentexperience standpoint and from the supervision standpoint,” Williams said. “It’s not a spacethatadministrators can easily moderate. The bad stuff that happens ona campusoften happens in a restroom.”

For Williams, the discussion begins with a simple question: Are school restrooms actually serving students?He oftenreferences Maslow’s Hierarchy of Needs when discussing restroom design witheducationclients.Before students can fully engage academically, they must first feel physically safe and comfortable meeting their most basic needs.

“Having things like air, food, water, shelter, sleep and clothing are foundational, and I think bathrooms fit in that layer,” Williams said.“When studentsavoidusingthe bathroom at school, that’s a very clear sign that it’s a problem.”

Stakeholder engagement sessions reinforce that conclusion. When Williams asks students,parentsand teachers to describe school restrooms, the responsesoften include words such as “smelly,” “dirty,” “dark,”and“sketchy.”Vaping,bullyingand general discomfort arealsorecurring concerns.

Balancing PrivacyWithSupervision

Mountain View Los Altos High School balances two competing design priorities: creating enough privacy for students while maintaining enough visibility to discourage inappropriate behavior.
Mountain View Los Altos High School balances two competing design priorities: creating enough privacy for students while maintaining enough visibility to discourage inappropriate behavior.

The greatest design challenge lies in balancing two competing priorities: creatingenoughprivacy for students whilemaintainingenough visibility to discourage inappropriate behavior.Rather than hiding the entire restroom behind a single door, many newer concepts shift openness deeper intothe space. Shared handwashing areas become visible from adjacent corridors, while individual toilet rooms are enclosed with full-height walls and doorsfor more visual and acoustic privacy.

Because the shared areasremainvisible, staff members no longerhave toenter enclosed restroom spaces tomonitoractivity. Students moving in and out naturally createadditionalaccountability, while security cameras canmonitorcirculation zones without compromising privacy inside the toilet rooms.

The approach also addresses newer concerns such as digital bullying. Traditional partitions leave gaps above, below and beside stalls that can expose occupants to unwanted photography or harassment. Full-height compartmentslargely eliminatethose vulnerabilities.

Small Details Can Improve Comfort

Beyond the overall layout, Williams believesseemingly minordesign decisions can significantly improve the user experience.Things likedoor hardwareandoccupancyindicatorsto reassure users that the door is securedcontribute to reducing anxiety.

Accessibility is another opportunity to improve restroom functionality.

Williams advocatesforincluding sinks within larger accessible toilet rooms. While originally intended to serve wheelchair users, these spaces can also provideadditionalprivacy for students dealing with medical conditions, menstrualhygieneor other personal needs.

“It’s about providing space that accommodates other people who need whatever special considerations they may have on that particular visit,” Williams said. “That’s an example of how we can make these spaces better foreverybody.”

Read the full article in the Design & Construction issue of 91Ƶ, available now.

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]]> Los Altos School District Breaks Ground on New San Antonio Campus /2026/08/27/los-altos-school-district-breaks-ground-on-new-san-antonio-campus/ Thu, 27 Aug 2026 15:42:33 +0000 /?p=55689 Los Altos School District has broken ground on a new San Antonio Campus in Mountain View, Calif., a project intended to add space for students in transitional kindergarten through eighth grade as enrollment grows.

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]]> Plans call for six buildings, outdoor learning and recreation areas, and athletic fields. | Photo Credit (all): Courtesy of Quattrocchi Kwok Architects
  • Los Altos School District has started construction on a new 70,000-square-foot San Antonio Campus serving transitional kindergarten through eighth grade.
  • The six-building campus will include 29 classrooms, a library, gymnasium, multipurpose room, administration space, outdoorareasand athletic fields.
  • Blach Construction and Quattrocchi Kwok Architectsare deliveringthe project using the Folia Ecosystem, a customizable prefabricated building approach.
  • The City of Mountain View is contributing funding for a new two-acre public park and joint-use athletic fields and gymnasium.
  • Completion is expected in fall 2028.
The 70,000-square-foot campus is being delivered by Blach Construction and Quattrocchi Kwok Architects and is expected to be completed in fall 2028.
The 70,000-square-foot campus is being delivered by Blach Construction and Quattrocchi Kwok Architects and is expected to be completed in fall 2028.

MOUNTAIN VIEW, Calif. —Los Altos School District has broken ground on a new San Antonio Campus in Mountain View, Calif., a project intended to add space for students in transitional kindergarten through eighth grade as enrollment grows.

The 70,000-square-foot campus is being delivered by Blach Construction and Quattrocchi Kwok Architects and is expected to be completed in fall 2028.

Plans call for six buildings, outdoor learning and recreation areas, and athletic fields. The campus will include 29 classrooms, with dedicated spaces for transitional kindergarten and kindergarten, along with an administration wing, library, gymnasium, multipurposeroomand a restroom building serving the athletic fields.

The district selected the Folia Ecosystem, a customizable prefabricated building solution developed by Blach Construction, Quattrocchi Kwok Architects and GPLA Structural Engineers. According to the supplied release, the system is intended to improve schedule and cost predictability while allowing the district to use adaptable one- and two-story structures for classroom, administrative and library functions. Separate multipurpose and gymnasium buildings are also planned.

The campus will include 29 classrooms, with dedicated spaces for transitional kindergarten and kindergarten.
The campus will include 29 classrooms, with dedicated spaces for transitional kindergarten and kindergarten.

The project also emphasizes campus access, neighborhoodintegrationand shared community use. Plans include dedicated bike lanes, updated parkingroutesand circulation improvements intended to support safer movement for students and families.

Los Altos School District is working with the City of Mountain View on recreation components at the site. The city is contributing funding for a new two-acre public park, while the athletic fields and gymnasium are planned for joint use with the city.

District officials said the campusisthe result of several years of planning and collaboration. The project team also described the design as focused on flexible, student-centered learning environments and long-term adaptability.

Los Altos School District serves students across nine schools in Los Altos, Los Altos Hills, MountainViewand Palo Alto.

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]]> Phased Strategies to Achieve Modern Campus Transformations /2026/08/19/phased-strategies-to-achieve-modern-campus-transformations/ Wed, 19 Aug 2026 18:15:25 +0000 /?p=55625 Manyagingschoolfacilitiesare in need ofrepair,failing tomeet current building code and safetystandards,andrequiringsignificant investment.

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]]> New and renovated spaces at Los Altos High School expand opportunities for learning and support student health and wellness. | Photo Credit (all): Tim Maloney, Technical Imagery Studios

By Aaron Jobson

During the post-World War II populationboom,school construction accelerated across the countryasschool systems swelled with new students. As many of these1950s- and 60s-eracampusesare now 60to75 yearsold,they present schooldistrictswithseveralchallenges.

Manyagingschoolfacilitiesare in need ofrepair,failing tomeet current building code and safetystandards,andrequiringsignificant investment.Coinciding with this need,the modernapproach to educational and community programs,andtheunderstanding of the impact of learning environment quality on educational outcomeshas changeddramatically.Older buildings may not provide the flexibility needed for next-generation learning,or the daylight, ventilation,and other features that support learning andwellbeing.This leaves manydistrictswiththe complicated challenge ofdeciding whether to modernize or replace existing campus buildings,all while continuing tooperatean active school.

For each schoolfacing thesechallenges,it is best tostart with a master-planning level analysis of modernization and replacement options. For eachoptionit is important to consider a variety of parameters,including:

  • Existing building conditions,including needs forcode andstructural upgrades
  • Constructionbudget
  • Scheduleandphasing
  • Campusoperationsandsafetyduring construction
  • Learningenvironmentquality
  • Community impact

Taking this holistic view ensures that the available funding is used to provide maximum benefit to education.

Looking at theLong Term:Los Altos High School

New Facilities include a classroom building, CTE building, student services center and auxiliary gym.
New Facilities include a classroom building, CTE building, student services center and auxiliary gym.

In some cases, the best course of action is a combination of modernization and building replacement projects phased overseveralyears. At Los Altos High SchoolinCalifornia’sSilicon Valley,a carefully planned sequence of projects over a10-yearperiodreimagined a legacy mid-century campus into a flexible, student-centered learning environment that supports academic innovation, student wellness, career technical education(CTE),athleticsand community engagement.

Guided by a comprehensive campus-planning strategy with multi-layered community engagement,themaster plan strengthened the relationships between academic buildings, student-centered outdoorspacesand shared community resources.Severalexisting buildings that could continue to support theschool’s academicprogramswere renovated to update worn-out finishes and systems—and somemore extensivelyto address code complianceissuesand reconfigure learning environments to provide more flexible and modern spaces.New facilities include a classroom building, CTE building, student servicescenterand auxiliary gym.Prioritizing flexibility and connections to the outdoors, these spaces expandopportunitiesfor learning and support student health and wellness.

The project was designed to achievea high levelof sustainability with major projects achieving LEED certification.All-electric HVAC systems and an extensive solar array combineto significantly lower the environmental footprint of the campus.Careful project planning wasrequiredtoallow construction to continue in phaseswhile continuing operations of the schoolwith as little disruption as possible.Together, these projects havesignificantly transformed the campus into a high-performing, future-ready learning environment that directly supports student achievement,wellnessand long-termeducationalgoals.

A Fresh Start:Lake Elementary School

The new Lake Elementary School serves 470 students in transitional kindergarten through grade six.
The new Lake Elementary School serves 470 students in transitional kindergarten through grade six.

There are also manycaseswhereit makesthemost sensetocompletelystartover. AtLake Elementary School in San Pablo,Ca.,the buildingswere old and undersized and no longer supported the school’s educational programs or the needs of the surrounding community.These challenges,and thecost of upgrading the existingfacilities,resulted ina plan for a two-phase replacement of the existing campus on the same site.

The new elementary schoolnowserves470 students ingradestransitional kindergarten (TK) throughgrade six. A welcoming front entrance provides administrative services and library space that can also accommodate community events after school hours.Newclassrooms forthe first through thirdgradesare housed within alearningsuite; a conceptin whicheach classroom opens to a large, sharedflexible spaceto support a variety of teaching and learning approaches. A separate, similarlearningsuitesupportsstudents in gradesfour through six.Further, adistinctearly-childhood education cluster provides dedicated learning environmentsand outdoor gathering and play areasfor thecampus’youngest students.The multi-purpose building,locatedin the heart of the campus, provides food service, indoorandoutdoor dining, and performance and gathering space.

LakeElementary School’snew campus was designed with significant input from the staff and community and features bright colors anda strong senseof identity to engage with thecommunity and foster pride.

Constructing the new campus while continuing to welcome students every dayrequiredcareful planning and collaboration. The first phase of construction built the new administration,libraryand classrooms on the existingfields,leaving most of the existing buildings operational.Following this completion,theprojectteam removed the remaining original buildings and constructed the new multi-purposeroom, early childhood classrooms,playgroundsandathleticfields in their place.The end resultis a completely new campus that will serve the community many years into the future.

Read more in the Design & Construction Issue of 91Ƶ, available now.

Aaron Jobson is president and CEO of Quattrocchi Kwok Architects in Santa Rosa and Oakland, Ca., and Castle Rock,Colo.Heis a member of the 91Ƶ Editorial Advisory Boardandcan be reached ataaronj@qka.com.

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]]> Design + Construction Symposium Tackles Real Challenges with Real Solutions /2026/08/11/design-construction-symposium-tackles-real-challenges-with-real-solutions/ Tue, 11 Aug 2026 18:55:44 +0000 /?p=55582 The 91Ƶ Design + Construction Symposium brought education leaders, architects, designers, contractors, developers and facilities professionals together Aug. 5 at Denver’s historic Tivoli Turnhalle to examine how evolving needs are reshaping the design and delivery of K-12 and higher education environments.

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]]> Moderated by Chuck Amos, CEO ofSchoolBondFinder, the panel featured David J. Henderson,DeputyChief ofOperations for Cherry Creek School District, and Justin Sinnott,VicePresident ofCorporateOperations at Erickson-Hall.
Panelists Erika Ashauer, Human Experience Research Lead for HCM’s PK-12 Studio; Joel Williams, Studio Director at QKA; Guy Grace, vice chair of the Partner Alliance for Safer Schools; and Pat Tackney, Security & Architectural Sales Consultant for McGrory Glass Systems, expanded the traditional definition of school safety beyond access control and security hardware.
Panelists Erika Ashauer, Human Experience Research Lead for HCM’s PK-12 Studio; Joel Williams, Studio Director at QKA; Guy Grace, vice chair of the Partner Alliance for Safer Schools; and Pat Tackney, Security & Architectural Sales Consultant for McGrory Glass Systems, expanded the traditional definition of school safety beyond access control and security hardware.

By Lindsey Coulter

The 91Ƶ Design + Construction Symposium brought education leaders, architects, designers, contractors, developers and facilities professionals together Aug. 5 at Denver’s historic Tivoli Turnhalle to examine how evolving needs are reshaping the design and delivery of K-12 and higher education environments.

Held on the Auraria Campus, the event focused on project-driven discussions around student belonging, school safety, community engagement, mass timber, urbandevelopmentand the increasingly compressed construction schedules facing school districts. The symposium was designed to move beyond broad industry trends and examine real projects and lessons that can be applied to future work.

Designing for Belonging

The program opened with a keynote from Dr. Drew Coleman, Chief of Schools for Jeffco Public Schools, who challenged attendees to consider the relationship between school environments, studentexperienceand educational outcomes.

Coleman’s presentation, “Building Belonging: Designing Schools Where Students Feel Safe Enough to Learn and Prepared Enough to Lead,” examined how the physical environment can either support or hinder student success. His perspective connected education leadership, schoolcultureand the built environment, reinforcing the symposium’s emphasis on designing schools around the needs of the people who use them.

The keynote was followed by a district-level perspective from Micah Ali, president of Compton Unified School District. Ali discussed the development of Compton High School and the importance of trust,continuityand community partnerships in delivering major educational facilities projects.

Born and raised in Compton, Ali played a foundational role in the development ofthe highschool and has extensive experience in land use, development and partnerships aimed at expanding opportunities for students.He also is helping guide the district’s upcoming Centennial and Dominguez Hills High School projects.

The discussion illustrated a broader theme that ran throughout the symposium: successful school construction is not simply about delivering a building, but about creating facilities that reflect community priorities and support long-term educational goals.

Beyond Safety and Security

The morning continued with a design panel examining how safety, security,belongingand well-being can coexist in school environments.

PanelistsErika Ashauer, Human Experience Research Lead for HCM’s PK-12 Studio; Joel Williams, Studio Director at QKA; Guy Grace, vice chair of the Partner Alliance for Safer Schools; and Pat Tackney, Security & Architectural Sales Consultant for McGrory Glass Systems,expanded the traditional definition of school safety beyond access control and security hardware. Panelists considered how visibility, privacy, supervision,comfortand a sense of belonging can influence the experience of students and staff.

The discussion reflected a broader shift in school design toward environments that address both physical safety and the emotional and social conditions that help students learn.

Summit House Provides a Case Study in Innovation

Rather than focusing on mass timber as a standalone innovation, the presentation examined the combination of decisions and partnerships required to make the project possible. Those included material selection, planning, logistics, development and construction delivery.
Rather than focusing on mass timber as a standalone innovation, the presentation examined the combination of decisions and partnerships required to make the project possible. Those included material selection, planning, logistics, development and construction delivery.

After a networking break, the symposium shifted from K-12 schools to higher education and studenthousingwith a case studyonMetropolitan State University of Denver’s Summit House.

Presented byMartha Nelson, Director of Planning, Design and Construction for MSU Denver; Ben Diaz, Senior Development Manager for Columbia Ventures; Macy Huffaker, Project Architect with SAR+ Architects; Ryan Marshall – Superintendent at PCL Construction,thesession, moderated by Leone Dick, Chief of Staff to the Vice President of Administration at MSU Denver,explored the planning,designand delivery of MSU Denver’s first residence hall.

Summit Houserepresentsa significant milestone for the university and for Colorado construction. The 12-story student residence is being delivered using mass timber and is positioned to become the tallest mass-timber structure in the state. The project also incorporates an urban construction environment and a public-private delivery model. (91Ƶ)

Rather than focusing on mass timber as a standalone innovation, the presentation examined the combination of decisions and partnershipsrequiredto make the project possible. Those included materialselection, planning,logistics,developmentand construction delivery.

The case study also gave attendees a closer look at the increasingly complex role of construction teams working in dense urban environments and managing innovative structural systems.

Racing the Summer Construction Clock

The symposium concluded its formal program with a panel focused on one of the most persistent challenges in K-12 construction: delivering projects within the limited summer construction window.
The symposium concluded its formal program with a panel focused on one of the most persistent challenges in K-12 construction: delivering projects within the limited summer construction window.

The symposium concluded its formal program with a panel focused on one of the most persistent challenges in K-12 construction: delivering projects within the limited summer construction window.

Moderated by Chuck Amos, CEO ofSchoolBondFinder, the panel featured David J. Henderson,DeputyChief ofOperations for Cherry Creek School District, and Justin Sinnott,VicePresident ofCorporateOperations at Erickson-Hall.

Dubbed “The Summer Sprint,” the discussionaddressedplanning, coordination, riskmanagementand project delivery during the period when schools are vacant but must be ready for students when the new academic year begins.

Henderson brought more than 25 years of K-12 construction andfacilitiesleadership to the discussion, including oversight of approximately2 million square feetof capital improvement,constructionand renovation projects across Colorado school districts.Sinnott contributed experience in project planning, execution, risk management and operational efficiency.

The panel underscored how compressed schedules are placing greater emphasis on early planning,coordinationand delivery strategies that can reduce risk whilemaintainingquality.

The topic also reflected broader pressures facing districts nationwide. 91Ƶ recently examined the “Summer Sprint” as an increasingly demanding period in which districts must complete everything from HVAC replacements and classroom renovations to larger capital projects before students return.

From Conversation to Job Site

Attendees also had the opportunity to take the morning’s discussion into the field with an exclusive tour of MSU Denver’s Summit House.
Attendees also had the opportunity to take the morning’s discussion into the field with an exclusive tour of MSU Denver’s Summit House.

Attendees alsohad the opportunity to take themorning’sdiscussion into the field with an exclusive tour of MSU Denver’s Summit House.

The tour provided a firsthand look at the mass-timber residence hall and connected the project’s planning and delivery discussion with its physical construction. According to 91Ƶ, the projectrepresentsthe intersection of student housing demand, urban development, innovativematerialsand alternative approaches to project delivery.

Across its sessions, the symposium emphasized a common challenge facing both K-12 and higher education: making increasingly complex capital investments serve long-term institutional and community goals.

From Coleman’s examination of belonging to Ali’s discussion of community trust, the design panel’s exploration of safety and well-being, Summit House’s innovative delivery and the final panel’s focus on compressed construction schedules, the event demonstrated that the future of educational construction will require collaboration across disciplines.

Rather than treating design, construction, operations and educational outcomes as separate considerations, the symposium brought those perspectives together around a shared question:How can the industry create schools and campuses that are not only built successfully, but equipped to serve the people and communities who depend on them?

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]]> Hillsborough City School District Starts Construction on New Multipurpose and Administration Facilities at Crocker Middle School /2026/06/30/hillsborough-city-school-district-starts-construction-on-new-multipurpose-and-administration-facilities-at-crocker-middle-school/ Wed, 01 Jul 2026 04:04:28 +0000 /?p=55142 Hillsborough City School District (HCSD) recently celebrated the groundbreaking of a major redevelopment project at Crocker Middle School.

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]]> The new Multipurpose Building (MPR) will replace the school’s existing kitchen, stage, and assembly space. | Photo Credit (all): Robert Becker

HILLSBOROUGH, Calif. — Hillsborough City School District (HCSD) recently celebrated the groundbreaking of a major redevelopment project at Crocker Middle School. Designed by Quattrocchi Kwok Architects (QKA) and being built by Blach Construction (Blach), the new Multipurpose and Administration Buildings will modernize outdated facilities for the campus’s 450 students in grades sixth through eighth. Van Pelt Construction Services (VPCS) serves as program and construction manager.

“We are thrilled to begin construction on these new facilities, a critical investment for our students and staff,” said HCSD Superintendent Ana de Arce. “These modern and adaptable spaces will provide the backbone by which the campus functions, reflecting the district’s dedication to our community’s future. We would like to thank the community for its support of local bond measures that make facilities upgrades a reality, as well as our dedicated project team.”

A center piece of the project, a retractable back wall will open directly out to the campus’s new expansive outdoor courtyard.
A center piece of the project, a retractable back wall will open directly out to the campus’s new expansive outdoor courtyard.

The new Multipurpose Building (MPR) will replace the school’s existing kitchen, stage, and assembly space. The facility is set to include a raised performance space, a meal servery, and a warming kitchen. A center piece of the project, a retractable back wall will open directly out to the campus’s new expansive outdoor courtyard. This student quad will serve as a flexible gathering space for lunch, performances, school events, and community activities, creating a seamless connection between indoor and outdoor learning and gathering spaces.

“Alongside HCSD, Blach and Van Pelt, we are honored to contribute to this project that will replace some of the school’s more outdated facilities with contemporary, flexible, and cohesive environments,” said Lyanne Schuster, principal and studio lead at QKA. “These new facilities are designed to foster collaboration and gathering, ensuring the long-term success of the Crocker Middle School campus.”

The project also includes a new Administration Building, connected to the MPR by a covered walkway. In addition to administrative offices, a nurse’s station, and a reception area, the building will feature a courtyard and partial roof terrace that expand the campus’s outdoor gathering spaces.

“This project illustrates how building success is driven by strong partnerships between the district, and project and construction management teams,” said Blach Construction Project Director Dean Leyshock. “By prioritizing a safe, streamlined process, we are dedicated to providing high-quality, modern facilities for faculty and students.”

Funded by Local Bond Measure H, construction of the 17,000 square-feet of new facilities is projected to conclude in Winter 2027.

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]]> Joel Williams on Leading QKA’s New Colorado Office and Taking on a New K-12 Market /2026/05/26/joel-williams-on-leading-qkas-new-colorado-office-and-taking-on-a-new-k-12-market/ Tue, 26 May 2026 15:35:17 +0000 /?p=55005 Led by Studio Director Joel Williams, AIA, LEED AP, ALEP, the team also includes Project Designers Joseph Puyot and Spencer Robinson.

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]]> By Lindsey Coulter

The architecture firm —withofficesin Santa Rosa, Calif.,and Oakland,Calif. —recently advancedit’s2030 vision byestablishingan office in Castle Rock, Colo.Thenearly 80-personfirm now has three employees in Coloradosupportingprojects across the company andas theylook to build a strategic pipeline of opportunities inthe region.Led by Studio Director JoelWilliams,AIA,LEED AP, ALEP,the team also includesProjectDesigners Joseph Puyot and Spencer Robinson.

Williams joinedQKA in 2020andhas more than 18 years of experience in education design, fromsmall classroom renovations to large-scale campus master planning projects. With a leadershipstyle rooted in collaboration andcommunication,he will build on his established client andpartner relationships to grow QKA’s presence in the Rocky Mountains.

“Thisexpansion is a natural extension of our community-minded work inCalifornia andoffers greatopportunities to build our talent pipeline in ahighly desirableregion to live and work,” Williams said.

Williams, who will also share his insights at the 91Ƶ (SCN)Design & Construction Symposiumin 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 approvednearly$6 billionin new school bond funding in the 2024 election cycle, withadditionalmeasuresanticipatedon the 2026 ballot. That sustained community investment reflects the same convictionwe’veseen across the Bay Area: that well-designed schools are worth funding, and that communities willbackthat 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 processesrequiredto build and renovate in the first place.

The key distinction between the two markets is demographic. California enrollment islargely stableor 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 andneedthat 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 whileremainingadaptable, and that incorporate systems district facilities staff canactually operateand maintain effectively. Architecture helps schools do more with limited resources whenit’srigorous about long-term cost of ownership, not just first cost—and whenit’shonest 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 tovery differentlocal 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 actuallyneed. We have decades of experience in school design, but we focus more on bringing thatexpertiseto 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 postureisn’toptional;it’sthe only approach that works.

SCN:You bringnearly20years of education design experience. What are the biggest shiftsyou’veseen in learning environments over that time, and how will those lessons influence your Colorado work?

Williams:The biggest shiftshaven’tbeen in classroom layout or building configuration;they’vecome from the systems, technology, and construction methods that make schools workover time. As I mentioned previously, this isapparentin the shift in prioritiesregardingsustainability strategies. As certain strategies become the baseline, we can move tofocusingmore 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 presenceisn’tdesigned to function as a stand-alone regional office; the vision is a distributed studio model—one firm,operatingacross 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 USD Breaks Ground on Final Phase of Innovation Campus /2026/05/18/milpitas-usd-breaks-ground-on-final-phase-of-innovation-campus/ Mon, 18 May 2026 21:49:21 +0000 /?p=54986 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.

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  • Milpitas Unified School District (MUSD) and project partners held agroundbreaking forPhase Three of the Milpitas Innovation Campus.
  • The final phase adds a 9,000-square-foot Workforce Development Center and a 3,500-square-foot Early Childhood Education Research Center.
  • Quattrocchi Kwok Architects (QKA) designed all phases; Blach Construction is the builder; TBK Construction Management is the construction manager.
  • Phase Three is expected tocompletein Summer 2027.
  • The project is designed with sustainability goals that include CHPS certification and use of renewable power from MUSD’s existing photovoltaic system.

    • 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,kitchenand lobby. The meeting rooms are designed to be reconfigured using operable partitions to create larger gathering space for conferences andMUSDBoard of Education meetings. The kitchen is planned to open to a covered outdoor dining areaadjacent tothe 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.
    The Early Childhood Education Research Center is described as having two classrooms with restrooms, along with breakout and administrative spaces.

    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, stormwatercatchmentand water-efficient landscaping.

    Funding for the $90 million,nearly 100,000-square-footInnovation Campus is attributed to the 2018 Bond Measure AA and California state-matching grants, with PhaseIIIexpected to complete insummer 2027.

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

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    ]]>         Board Member Spotlight: Aaron Jobson on Energy, Policy and the Evolution of ‘Good School Design’ /2026/04/07/board-member-spotlight-aaron-jobson-on-energy-policy-and-the-evolution-of-good-school-design/ Tue, 07 Apr 2026 18:35:45 +0000 /?p=54862 With more than 20 years of architectural experience,Aaron Jobson, AIA, ALEP, CEO and PresidentatQuattrocchi Kwok Architects(QKA), has workedwithnumerous school facilities across all grade levels and school types.

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    ]]>     Jobson and QKA contributed to the Gavilan College site master plan. | Photo Credit: Jason O’Rear

    By Lindsey Coulter

    Aaron Jobson
    Aaron Jobson, President and CEO, Quattrocchi Kwok Architects

    With more than 20 years of architectural experience,Aaron Jobson, AIA, ALEP, CEO and PresidentatQuattrocchi Kwok Architects(QKA), has workedwithnumerous school facilities across all grade levels and school types. From facilitiesmasterplanning and new campus development to building transformations and critical modernizations, Jobson brings a wealth of experience and insight to the 91Ƶ 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 writtenabout Building Information Modeling, sustainable design, community engagement, designing for wellness, and in 2015was 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 91Ƶ 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 and QKA were involved in the Lake Elementary School project for the West Contra Costa Unified School District | Photo Credit: Tim Maloney - Technical Imagery Studios
    Jobson and QKA were involved in the Lake Elementary School project for the West Contra Costa Unified School District | Photo Credit: Tim Maloney – Technical Imagery Studios

    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 hasimpactedtheir educational experience.

    SCN: How has working across all grade levels—fromPre-Kto 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 haveparticular challengesand opportunities. Energy laws and programs oftenfailedto 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 valuablereal worldexamples 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 bynewer approachesfocusing on decarbonization and renewable energy generation and storage. Architects can also helpidentifyregulatory 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 ofgood designhas 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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    ]]>         West Contra Costa Completes Lake Elementary Campus Replacement in San Pablo, Calif. /2026/01/28/west-contra-costa-completes-lake-elementary-campus-replacement-in-san-pablo-calif/ Wed, 28 Jan 2026 23:15:34 +0000 /?p=54613 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.

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    ]]>     The new campus is designed to serve 470 students and introduces 56,700 square feet of facilities that extend beyond standard classroom space. | Photo Credit: Courtesy of QKA

    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

    Instructional areas are organized around the “Learning Suite” concept intended to support specialized and collaborative teaching.
    Instructional areas are organized around the “Learning Suite” concept intended to support specialized and collaborative teaching.

    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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    ]]>         Design-Build for Education Projects: Progressive and Traditional Approaches /2025/10/29/design-build-for-education-projects-a-comparative-analysis-of-progressive-and-traditional-approaches/ Wed, 29 Oct 2025 22:42:39 +0000 /?p=54341 This article will explore the use of design-build project delivery in education projects, comparing the two approaches and looking at successful project examples.

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    ]]>     Caption: Gavilan College worked with the Volz Group and Steinberg Architects to develop a site master plan. | Photo Credit (all): Jason O’Rear

    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 35,000 square-foot facility includes a welcome desk, lobby, café, community room, administrative offices, learning resource center, two computer labs, four general lecture classrooms, three science labs and a flex lab.

    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 outthe of 91Ƶ.

    Aaron Jobson is president and CEO of Quattrocchi Kwok Architects in Santa Rosa and Oakland, Calif., and is a member of the 91Ƶ Editorial Advisory Board. He can be reached at aaronj@qka.com.

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