WEDNESDAY | NOVEMBER 4, 2020
9:45 AM – 11:15 AM
AIA CEU: 1 LU | HSW
1,360,000 homeless students - The National Center fo Homeless Education ('16-'17) Imagine sleeping on the street, under a bridge, on a paper sack. The rain pouring and splashing on your backpack. You're attempting to protect your best school shirt and pants from the rain in a plastic grocery bag. You're only 12 years old. You're cold. You're hungry. You don't know where your next sleeping spot will be tomorrow. You don't know how you're getting to school. You're not certain when your next meal will be. You're experiencing an Adverse Childhood Event, do you think you could learn? In 2016-17 the national Center for Homeless Education estimates that 1.36 million students experienced homelessness. We are joined in this panel discussion by Elida Sanchez, Santa Ana Unified School District, a previously homeless student guest, and design experts from Brailsford and Dunlavey and Perkins Eastman to discuss the impact of homelessness on our learning environments. We will explore how homelessness, an Adverse Childhood Event, impacts how students learn. We will explore how we, designers and educators, can provide learning environments to students that will help them succeed.
#1: Develop tools to evaluate and identify environmental vulnerabilities in learning space designs that are not conducive to educating students who suffer from ACE trauma.
#2: Capacity to formulate strategies to mitigate future design challenges they may encounter.
#3: Establish and apply appropriate environmental parameters to the development of ACE spaces in their future projects.
#4: Communicate and inform their peers of the benefits of providing ACE supportive spaces by defining and recognizing environmental features that will enhance learning and reduce common triggers of ACE events.
Design of Educational Facilities: Acts as a resource to the design team in providing ongoing guidance and support to ensure that the emerging and ultimate design aligns with the established community vision, education goals, future programming, written design standards, best/next practices and education policy.
Educational Visioning: Exhibits an understanding of best and next practices related to educationalleadership, programming, teaching, learning, planning and facility design. Establishes credibility with educators, community members and design professionals while conceiving and leading a community-based visioning process. Demonstrates the ability to articulate the impact of learning environments on teaching and learning and uses that ability to facilitate a dialogue that uncovers the unique needs and long-range goals of an educational institution and its stakeholders – translating that into an actionable written/graphic program of requirements for the design practitioner.
Ty Taylor, ALEP, Senior Project Manager, Brailsford and Dunlavey
Ty is a national expert in Pk-14 planning and implementation. He has managed the design of approximately $1 billion of public schools and planned over $30B+ master plans. He lends his DeafSpace expertise to projects. He is a Summa Cum Laude graduate of North Dakota State University School of Architecture, obtaining a Masters of Architecture. His design theory asserts that design for those with special needs should enhance the lives of all users.
Elida Sanchez, Social Services Specialist, Santa Ana Unified School District
Elida is the Pupil Support Services Specialist for Santa Ana Unified School District and is the district's McKinney-Vento Liaison. She utilizes Positive Behavioral Interventions to support students through coaching and collaborating with the district's teams. Her education includes a Masters of Social Work, Community Organizing, and Planning Administration from the University of Southern California, a BA of Social Ecology from UC Irvine and Hispanic Studies at the Universidad Carlos III de Madrid.