ASU Sustainable Design Guidelines

1 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER VOLUME 47 | ISSUE 1 Publisher John K. Ramsey CAE, Executive Director, CEO Editor Barbara C. Worth Graphic Design 68 Creative Group CEFPI Board of Directors and Foundation & Charitable Trust Board of Trustees Irene Nigaglioni, AIA, CEFP — Chair David M. Waggoner, CEFP — Vice Chair Dan R. Mader, AIA, CEFP, LEED AP — Chair Elect David C. Edwards, CEFP — Past Chair John K. Ramsey, CAE, Ex-oicio Chief Executive Oicer Judy Hoskens, , REFP, LEED AP — Midwest/GreatLakes Director David L. Schrader, AIA, LEED AP — Northeast Director Steven C. Olson, AIA, LEED AP — Paciic Northwest Director R. Wayne Roberts, AIA, REFP — Southeast Director Scott Layne — Southern Director Julie Barrett — Southwest Director Andrew Bunting, Ed.D., CEFP — Australasia Director John Wheatley — Canadian Director Neil Logue – UK Director he Educational Facility Planner is a publication of the Council of Educational Facility Planners International (CEFPI) and is written, produced and distributed by CEFPI Headquarters, 11445 East Via Linda, Suite 2-440, Scottsdale, AZ 85259. he Planner is paid for annually as a part of the CEFPI membership dues. Non-members may subscribe at a rate of: U.S./Domestic, $60; Canada, $70: Foreign, $85 annually for four single issues; $15 single issue price. TO ADVERTISE IN THE Educational Facility Planner he Educational Facility Planner welcomes advertising in upcoming issues. Raising the Game is the theme for our next issue October/November 2013. To reserve space, contact Barbara Worth at barb@cefpi.org or call 480-285-9002. Space close date is: October 4, 2013 FOR EDITORIAL INQUIRIES We welcome articles, case studies, research articles and commentary ofering diferent viewpoints and perspectives on issues of interest to our diverse membership. Please submit articles to Barbara Worth at barb@cefpi.org. To access the editorial calendar, please visit: www.cefpi.org ADVERTISERS IN THIS ISSUE We thank the following companies for their generous support in advancing the mission of the Council. CPI Daylighting Everase Kalwall Corporation he Educational Facility Planner solicits and publishes articles designed to further information about the planning of educational facilities. he opinions expressed in such articles are those of the author and do not necessarily relect the position of the Council of Educational Facility Planners International, its oicers or the membership. EDUCATIONAL FACILITY PLANNER © 2013 by the Council of Educational Facility Planners International Talk About It! CEFPI Headquarters John K. Ramsey, CAE Chief Executive Oicer Michelle Mitchell Director of Operations & Administration Barbara C. Worth Director of Strategic & Private Development/Regional Director Carla Terian Director of Meetings/Regional Director As you read and enjoy articles inside this issue, make it a point to talk about it with your co-workers and colleagues in educational facility planning, design and construction. Your feedback is important to us. We would like to share your comments. Please send to MembersConnect Open Forum at Council of Educational Facility Planners International (CEFPI) or e-mail your comments to Barbara Worth at barb@cefpi.org. Janell Weihs Regional Director Edi Francesconi Regional Assistant Donna Robinson Marketing & Development Manager Regional Director ON THE COVER: Howard D. Woodson High School 2 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY... 4 7 A 21st Century Learning Commons By Laura Wernick Effective School Design Process for Innovative Curriculum Models By Richard D. Moretti 9 Special Needs School Kuwait — The World’s Largest School “Touches” the Smallest of Children By Dr. Franklin Hill 14 Getting from a 21st Century Vision Statement to Construction Details — The New Guilford High School By Paul Freeman and Ryszard Szcypek SUSTAINABLE COMMUNITIES... 19 27 ASU Sustainable Design Guidelines FINDING CERTAINTY IN UNCERTAIN TIMES: USING STRATEGIC PLANNING & IMPLEMENTATION TO MAXIMIZE CAPITAL INVESTMENT by Hakim Chambers & Rachel Lynn By Auriane Koster Reducing School Operating Costs via Building Material Choice By James Hodgson PLANNING PERSPECTIVES 32 32 Finding Certainty in Uncertain Times: Using Strategic Planning & Implementation to Maximize Capital Investment In the wake of the 2007 inancial collapse, public school districts have faced persistent challenges that have limited or halted capital investment in school facilities. For many districts, the recession only exacerbated pre-existing trends, fueling a self-perpetuating... > page 32 By Hakim Chambers and Rachel Lynn 37 Subtraction as a Facility Planning Methodology 40 21st Century Tools for Building 21st Century Schools — The Evolution of BIM in K-12 Construction By Mike Raible By Anand “Andy” Gajbhiye and Angela Z. Cardwell 3 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY A 21ST CENTURY LEARNING COMMONS By Laura Wernick In August of 2012, three new K-5 elementary schools opened in Concord, NH.  e schools were intended to support new ways of teaching and learning and were designed with speciic educational priorities in mind.  ose priorities, set by visionary superintendent Christine Rath and her senior academic sta, included stimulating critical thinking, creativity and collaborative work. In light of those priorities, the educators were ready to try something dierent in the school layout. T learning spaces throughout a central learning commons. he learning commons is surrounded by classrooms but it is not an empty doughnut hole. his vibrant, active zone contains an amphitheater, a cozy storybook room, a media integration center, a book-illed literacy center, an open teacher’s work room and multiple project areas. he layouts were generated because they felt that the traditional, stand-alone library was not going to provide efective use of space for the types of activities anticipated. While literacy would be a consistent underpinning of the entire curriculum, a focus of the design process was to create spaces where children could engage in a wide range of activities that could reinforce diferent skills and appeal to diferent learning styles. hey wanted space with more lexibility than a traditional library might allow. he project areas serve many purposes. With seating and tables for a full class, students can spread out and work on large-scale projects, speciic skill centers can be set up for use by multiple classes or a specialist can work one-on-one with individual students. Project areas have a sink, storage, plenty of counter space and easily moveable furniture. Windows from each class While there is still a small book collection room in each school, the design ultimately “deconstructed” most of the library space and, dispersed a range of lexible and specialized BeLoW GRAde CR CR SM GRP SM GRP MediA CR CR Book CoLL. kiTChen CAFeTeRiA SM GRP STAGe MUSiC PRoj AReA PRoj AReA Classroom Learning Commons CR AdMiniSTRATion CR ART PRoj AReA CR Shared Spaces Circulation ReAd SM GRP Administrative CR CR SM GRP SToRy CR Support Toilet McAuliffe First Floor Learning Commons 4 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG look into the learning commons so that adult supervision is always apparent and yet the students using the learning commons independently feel trusted and empowered. With the irst year of school almost completed, Kristine Gallo, the principal of the Christa McAulife School, described what happened. “It has been a culture shit. Teachers were not used to working outside of their classrooms and were initially uncomfortable not having their students right in front of them. But, gradually teaching and learning has begun to change.” Initially this has happened with adaptations to programs that had occurred in the old schools, but now more and more, new ideas are being tested speciically with the new space in mind. Diane Johnston, a second grade teacher described one such adaptation that occurred with the three second grade classes. “I wish you could have been there for our latest use of the learning commons. he children paint diferent kinds of papers using diferent painting techniques. hey sponge paint, spatter paint, print on Plexiglas, bubble paint, paint and then salt the papers, or cover them with Saran Wrap. he children go from place to place within the learning commons, creating and having fun. he amphitheater gave us a chance to introduce the project to the children all together. hen they moved to the project area. hey moved freely through all of the painting stations. Having the sink in close proximity made set-up and clean-up a breeze. he cabinets made storage of the many items required readily available. In the past, the items were stored in the basement. We had to set up everything on the third loor and then bring it back. We had to go into the custodial closet to carry water to the many stations. It was truly a lot more work than it was this year. We were very concerned about the mess that we might create in our brand new school but everything cleaned up beautifully, it was a very successful experiment and we discovered that it was the easiest and best year ever for image making.” CR CR SM GRP SM GRP CR CR GyMnASiUM oPen STU SPed SeRV RSRC. CR oPen SM GRP oPen oPen PRoj AReA CR SToRy Classroom oPen oPen Learning Commons Shared Spaces Circulation Administrative k k oPen k CR SPeeCh SM GRP CR CR SM GRP oPen Support Toilet McAuliffe Second Floor Learning Commons CR Deb McNeish, principal at the McAulife’s sister school, Abbot Downing, reported on a similar experience at her school. “One class wanted to build a colonial village. here wasn’t enough room in the classroom but the project areas were perfect for it.” She also remarked on how well the areas work for science experiments. “he apparatus can be set and let up while each class in the grade uses them.” She highlighted an aspect of the space that is critical for success. “When the fourth graders were building their Native American projects in the learning commons, the space was abuzz with activity. Students spread out on tables, counters, and even the loor. Meanwhile, students in the surrounding classrooms were undisturbed by the activity beyond their walls.” Careful attention to acoustics means that little noise travels from one space to another and sound-absorptive materials help keep adjoining classroom discussion clear and audible. Kris Gallo recounted a recent activity that was created when a fourth grade teacher talked to a ith grade teacher about an idea. he fourth graders had just inished learning about writing sentences. he ith graders had just inished learning about ive paragraph essays. he fourth grade teacher asked the ith grade teacher if the older students might mentor the younger students in paragraph writing. he students from the two grade levels were paired of, the students dispersed throughout the learning commons and the adult teachers stepped back, watched and listened. “hink about a strong opening sentence here.” “his is good but you will need more detail.” he 5th grade “teachers” used their newly gained experience thoughtfully and felt respected and important. he fourth graders were encouraged in their writing and excited to be working with the big kids. he adult teachers also learned that they could let go and that their students would act responsibly and beneit on multiple levels from the experience. he media room at both schools is used regularly for student presentation of their work, both digital and analog. Gallo says the students love presenting in the media space because they feel like they are in a mini theater giving a performance. “hey take it very seriously,” she noted. In addition to the options ofered by the learning commons, each pair of classrooms adjacent to the learning commons shares a small group instruction room. Large enough for six, and visible from the classroom, this space is used constantly for students catching up on work, for specialists working with small groups, and for teachers planning together. Diane Johnston describes one of the ways she uses this space. “Recently, we were doing a writing assessment. One of my students was having diiculty getting started. He saw others around him writing away and this imtimidated him. I took him to the small group instruction room between classrooms and was able to watch him work. He couldn’t see anyone 5 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 Mill Brook Second Floor Project Area can be taking place in the commons without disturbing the classroom teachers. around him. He settled down and began to write with ease. I would look in at him and give him a thumbs- up and he gave me a big smile while inishing his writing, satisied that he had done the job. Fourth, the unique spaces, the amphitheater, the media space and the storytelling room allow teachers and students a wonderful excuse to get up and move from the classroom. Not only are the spaces themselves special, the teachers report the movement helps break up the routine of the classroom, refocuses the student’s attention, and adds to the sense that new the activity is important. Certainly many of these same activities might take place in any school. here are, however, some attributes that the Concord schools share that conspire to make it particularly easy to support a range of learning experiences. First, there are a variety of spaces immediately outside of the classroom and those spaces are highly lexible with sinks and with storage. Teachers don’t need to be continually rearranging their classrooms to support a special activity and collaborative activities, whether between three classrooms or three students can happen easily with little pre-planning. For all these reasons the educators are reporting that the schools are well on their way to fulilling the original vision. As teachers become more and more comfortable with opportunities presented by the layout, there is reason to believe that there will be more and more opportunities for individualized instruction, more emphasis on students working independently outside of the classroom, and more and more opportunities for new and easy collaboration. Second, the level of visibility between the classrooms and the learning commons and throughout the commons provides teachers with a high degree of comfort when they allow their students to undertake independent activities outside of the classroom. Walking through the commons, one is always aware of multiple students working alone or in small groups. he teachers are conident that there are many adult eyes overseeing those students. About Laura Wernick Laura Wernick, AIA, REFP, is a principal with HMFH Architects, a Cambridge, MA, architecture irm focused on the academic market. She is a registered architect and Recognized Educational Facilities Planner and is extremely active in the national dialogue on architecture and education. hird, there is good acoustical separation between the learning commons and the classrooms, so that loud activities 6 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG EFFECTIVE SCHOOL DESIGN PROCESS FOR INNOVATIVE CURRICULUM MODELS By Richard D. Moretti Schools across the country are pushing the boundaries of public education with innovative ways of teaching and learning that energize teachers, excite students, and raise achievement. Deeper learning school models are characterized by academic programs that oer teachers and students new and engaging ways of teaching and learning that focus on deepening content knowledge and understanding, providing real-world experiences, and helping students develop the 21st century skills they need to be successful in college and careers. No single school model is a perfect it for students and every community. T his article will briely outline four diferent high quality, high performing school models, including Early College High School, New Tech, Big Picture and Expeditionary Learning School Models. hese models have a strong record of successful replication in public schools across the country in urban, suburban and rural settings. Each can be implemented either as a school-withina-school or as a stand-alone school. Each of these models has their own implications for educational planners. he Early College High School Model is a bold approach, based on the principle that academic rigor, combined with the opportunity to save time and money in college, is a powerful motivator for students to work hard and meet serious intellectual challenges. Early college high schools blend high school and college in a rigorous yet supportive program, compressing the time it takes to complete a high school diploma and the irst two years of college. he context in which this model operates can be characterized as follows: • Placed on a college campus, these schools design their entire school to be a launching pad to accelerate irst generation college students into college coursework. • College coursework begins in grade 9 with one or two courses. • As students progress through the grades, additional college courses are taken depending upon the capacity of the student. • hrough the four years of high school and beyond, this model provides a strong foundation and anchor for students who may ind college overwhelming without oncampus support. he New Tech High School Model delivers academic content through project-based learning. Students are given problems that are relevant to them and their community. Coursework is purposefully integrated through innovative classes such as Bio-Literacy or Information, Technology, and American History. he context in which this model operates can be characterized as follows: • Businesses partner with teachers to design projects that are connected to the community and make learning relevant to the students. • Students work in teams to brainstorm ideas, research the issues, solve the problem at hand and present their results in writing and in presentations. • 1:1 computing allows student access to technology to complete research and design products in authentic ways. he Big Picture High School Model is a dynamic approach to learning, doing and thinking. All components of this model are based upon three fundamental principles. First, that learning must be based on the interests and goals of each student. Second, that a student’s curriculum must be relevant to people and places that exist in the real world. hird, that a student’s abilities must be authentically measured by the quality of his or her work. he context in which this model operates can be characterized as follows: • Students spend three days a week in an academic advisory and two days a week away at internship sites. • he community becomes the students’ classroom as they venture out into the public to complete their learning through interest internships. 7 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY • heir passions and internships largely drive their academic program. • Talked with the building principal. • Advisors who are certiied teachers stay with students in their advisories for all four years of high school and guide each student’s academic program through the use of the Student Learning Plan which customizes learning opportunities for each student. • Talked with students. • Talked with staf. • Based upon our experience visiting the New Tech high school, we added the New Tech principal, educational planner and lead architect to our design team. • Held a Visioning Charrette with students, staf, parents and community to develop the vision and “need to knows” to allow for the development of educational speciications. Expeditionary Learning Schools inspire the motivation to learn, engage teachers and students in new levels of focus and efort and transform schools into places where students and adults become leaders of their own learning. his model challenges students, even those starting with low skill levels, with high-level tasks and active roles in the classroom. he context in which this model operates can be characterized as follows: • Developed educational speciications that were reviewed and approved. • Held a Concept Design Charrette, again with students, staf, parents and community to develop the concept design for the new wing. • In-depth expeditions integrate curricula, including the arts, and require case studies, ield studies, interviews and service projects. • Had the concept design approved and moved forward to complete the design and generate construction documents. • Approval milestones at 50% SD, 100% SD, 50% DD, 100% DD, 50% CD, and 100% CD. • At the secondary level, Expeditionary Learning schools use Intensives in between Expeditions to provide additional opportunities for students to explore and learn in diferent ways. • Had a “peer review” of our documents at 50% DD by the New Tech building principal, lead designer and educational planner for Columbus Signature Academy to conirm that we were “on the right path.” As educational planners designing new or renovated facilities for these deeper learning models, we must understand the content, context, and learning processes of each of these models if we are to design facilities that support teaching and learning. We must ask ourselves three essential questions: We feel that the level of engagement and interaction described above was the minimum necessary for us to be able to understand what was needed to generate a design that would best support teaching and learning in the New Tech Model. Each of these deeper learning models will require a similar degree of planning and interaction by educational planners and designers if they are to develop and design the best spaces for the unique content, context and learning processes that these models represent. • How may architecture and education intersect when planning and designing learning environments for these new and innovative school models? • How can all the stakeholders, including educators, architects, planners, administrators, students, parents, and community make the most of this intersection? About Richard D. Moretti • What can designers and facility planners do to support and facilitate the learning environments of each model and how may educators assist in that process? Richard D. Moretti, Ed.D., CEFP, LEED™AP, has enjoyed a career spanning over 45 years in various school capacities including high school teacher, undergraduate and graduate instructor, building and central oice administrator, capital programs administrator, and now educational facility planner with StudioJAED Architects, Engineers, Facilities Solutions. His construction experience includes land acquisition for four new schools, construction of six new schools and major renovation and addition programs for over 50 schools. He has authored several nationally-published articles and has made numerous presentations, including national/ international conferences of CEFPI, ASBO and NSBA. Dr. Moretti has been the recipient of several awards including ASBO’s prestigious Pinnacle of Excellence award for his Managing Architecture Pre-Purchase Program. As an example, we recently completed the design for a new wing of an existing high school to support a New Tech “schoolwithin-a-school” model for 400 students. In order to be sure that our design met the needs of the staf and students, we went through a thorough engagement process as follows: • Researched New Tech. • Researched project-based learning. • Spent a day at a premier New Tech high school, Columbus Signature Academy, while school was in session. • Talked with the educational planner and lead architect of the facility. 8 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG SPECIAL NEEDS SCHOOL KUWAIT THE WORLD’S LARGEST SCHOOL “TOUCHES” THE SMALLEST OF CHILDREN By Dr. Franklin Hill  e sensory experience is fundamental to learning.  is is especially true for students with autism, down syndrome, deafness, blindness and physical handicaps.  e future of learning environmental design is to compliment the environment with sensory experiences that will enhance learning based on the unique multi-modal needs of each student. K Please Touch Museum – Philadelphia uwait City, Kuwait will soon house the world’s largest three campus educational complex for special needs students. Totally over 6 million gross square feet, these sites will be both the largest as well as most forward thinking learning environments for special needs education, technology and sensory design. A future trends tour by the Ministry of Education and Ministry of Public Works for Kuwait included the world renowned Please Touch Museum in Philadelphia. he objective was to explore the multiplicity of creative ways that kinesthetic, visual and auditory learning can be creatively brought into the education experience. By so doing, it would show that appropriate curriculum and training are essential, but it must also be enhanced with properly balanced incidental sensory learning experiences that encourage independence, self-esteem and age appropriate risk taking. he sensory experience is fundamental to learning. his is especially true for students with autism, down syndrome, deafness, blindness and physical handicaps. he future of learning environmental design is to compliment the environment with sensory experiences that will enhance learning based on the unique multi-modal needs of each student. Equally important, the design must avoid sensory elements that can be distracting and disruptive to the cognitive process. he proper balance and blending of design is the cornerstone of the Kuwait Special Needs School (SNS). In a universal sense, quality autism concepts ultimately beneit all students. he sensory experience is fundamental to learning. Extended Applications Whereas many pre-design school tours visit educational facilities as part of the process, the Langdon Wilson International planning team, at the recommendation of educational consultants Franklin Hill & Associates, included the Please Touch Museum and other out of the box locations. 9 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY he touch museum ofers a broad array of unique learning zones that are diferent in scale, educational objective and sensory experience. building loors. Other features may include a sensory garden, creative play, and more… he special needs school will consider and may incorporate a variety of these diverse educational circumstances within each building and throughout the campus as a whole. Small Learning Communities – Expanded Sensory Experiences he Kuwait Special Needs School will incorporate both properly designed individual classrooms within small learning classroom communities. At this point, the concept is similar to many successful schools that provide small resource learning areas, adjacencies to art classrooms and small conferencing rooms. he SNS Kuwait however, extends this design concept much farther. Each small learning community proposes an abundance of appropriately extended sensory learning activities. In the “living room” group resource area, students may engage in a Lego block work station, clay or traditional building block construction. Access from the upper loors of a multi-story building down to ground level can be particularly time consuming and a logistical challenge for special needs students. his is particularly diicult and important in the warmer temperatures of the Middle East. More immediate, climate controlled play becomes essential. Living room Lego block work station Adjacent to the indoor space is an easily accessible “outdoor” closed conditioned patio. his climate controlled indoor/outdoor environment can provide a variety of authentically natural sensory experiences. A child sized treadmill on the patio or in the small neighborhood playroom, may be a wonderful option. Physical education is a fundamental aspect of elementary learning. But it can take on a much more therapeutic role and enjoyable experience for the special needs child. Water tables may stimulate a variety of incidental learning experiences in a creative and personally relevant way. Water tables can be fun and easy to access on the patio location adjacent to the neighborhood, even on upper 10 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG Kinesthetic gross motor sensory learning can take some very creative forms, including music and dance, and put a whole new spin on physical therapy. Many special needs students have diiculty accessing automobiles and busses because of physical restrictions, reduced conidence or frightening external sensory experiences. Again, properly scaled, safe and independent exposure to simulations examples in those categories will be very helpful via the car and bus below. Special needs students oten have diiculty exploring the world of work in a safe and appropriate way. his is especially true for very young students. Simulation work space may be a method to imagine, explore and safely improve self-esteem. Automotive repair and the pure “fun” of ixing a car might be an example. 11 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY Family activities such as shopping are diicult to properly experience for many younger special needs students. Properly designed simulation activities can become a marvelous introductory tool for building selfesteem conidence and independent decision making like Mommy and Daddy. Simulation “grocery stores” look like fun… Kuwait. Exploring the breadth of ways creative design and curriculum exploration can enhance the learning process is the irst step to creating a proper application. he most important issue is to see the special needs student as a whole person. his means that they are not only taught information that is academically appropriate, but they are allowed to independently explore and gain personal conidence through incidental learning that is safe and appropriate to their exceptionality, their age, and learning temperament. his combination of educational goals with creative curriculum technology and design elements will be the cornerstone of the Kuwait Special Needs School. Suggestion to Educators and Designers When planning any school, think out of the box. WAY out of the box!! his means out of the box of current learning practices regardless of how creative they might seem. hink beyond simply small learning communities in the currently employed national models. View the entire campus as a learning system. Visualize every level of learning as a seamless symbiotic process. Conduct tours with the client that go beyond academic examples, as with the Please Touch Museum, sensory gardens, or outdoor creative playgrounds. By doing so, those on the tour may actually ind a long forgotten connection to the joys of learning they once had themselves. Going to the doctor for an exam is oten a common experience but can become particularly frightening to younger special needs students. Again, a simulation space that creates a safe exploration of medicine is also under consideration at the Special Needs School, Kuwait. Sometimes it is essential to re-identify ourselves with our “child within” as part of the process of creating a truly visionary school for other children. Pictures taken at the Philadelphia Touch Museum during Kuwait Tour About Franklin Hill Franklin Hill Ph.D. Franklin Hill & Associates was the exclusive educational facility planner for the Kuwait Special Needs School for the Langdon Wilson International design team. As part of the planning process, he orchestrated several tours to unique schools, technology applications and the Please Touch Museum in Philadelphia. he results reinvented thinking about small learning communities generally and expanded sensory learning to include indoor/outdoor patio spaces, creative playgrounds, sensory swimming pools, and simulated family living activities. Hill believes this holistic approach to learning as it applies to special needs students has applications for all students. Unique Cultural Considerations It is essential that any sensory learning experience be properly adapted to the local customs and cultures of the community in which they will operate. his will be most important in addressing special needs students in 12 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG s s o r c A s g n i Sav . d r a o the B Discover the ease and cost-effectiveness of installing the Everase whiteboard solution to your existing classroom chalkboards and under-performing whiteboards. With Everase, upgrading your old chalkboards or stained whiteboards is viable even in the tightest school budgets : • Proven durability • Installed directly over your existing boards • Installed in 30 minutes or less • Unsurpassed erasability • Superb performance • Full warranty • Made in the USA • Stain-resistant TO LEARN MORE, VISIT EVERASE.COM/FREESAMPLE OR CALL 1.800.494.5677 TO SPEAK TO ONE OF OUR SPECIALISTS. everase_cefpi_ad_8_5x11_R2.indd 1 3/18/13 11:10 AM 13 13 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY GETTING FROM A 21ST CENTURY VISION STATEMENT TO CONSTRUCTION DETAILS: THE NEW GUILFORD HIGH SCHOOL by Paul Freeman and Ryszard Szczypek Just what did it take to move from a successful referendum and an 18-month collaborative planning process to the inal plans and educational speciications for the new 205,500 sf New Guildford High School about to go into construction? O expectations among members of the Board of Education, the Building Committee, the school administration and staf, and the community at large. he task following the referenda was to answer an almost endless series of questions. In the fall of 2011, a Building Committee was seated by town oicials, Tai Soo Kim Partners were selected as architects for the project, and work began in earnest on the design of a new Guilford High School. n June 14, 2011 the people of Guilford Connecticut, a shoreline community of approximately 20,000 with a PK-12 school population of approximately 3,600, approved a referendum to construct a new high school. he community had voted to replace an aging and outdated, circa 1950 high school that sprawled across the school site through several additions in a predominantly dark, one-story, egg crate design. his was to be the irst new school construction in Guilford since the 1970’s, and there was a tremendous level of local support, enthusiasm and anticipation for the project as expressed through a 70% approval at the ballot box. State guidelines and reimbursement schedules stipulated the overall size of the school, a maximum of 208,116 sq.t., based on the highest projected enrollment of 1,127 students, grades 9 through 12. But many other questions had yet to be answered. What should this school be? What should it look like? How would spaces be apportioned? How would Following a 7-year push to get community support for high school upgrades, there was now a complex array of Diagram of high school site, illustrating both the existing structure as well as proposed new facility and site improvements, Tai Soo Kim Partners, Architects. 14 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG space be organized? How would it afect education in the town? How would it beneit the town beyond the students? How would everything that comprises a 21st Century high school it inside one new box? Do we really need to demolish the existing 20 year-old science wing? And a few people worried, “Why are we doing this anyway? Ater all, our students are high achievers already, and a new building won’t change that. Let’s not mess with success.” As is oten the case, building a new school can become an opportunity for citizens to add features to the project that are important to the community as a whole, although not speciically required by the Ed Specs. And, indeed, Guilford was no diferent. he amount of $2.25 million was added to the project to include a number of energy saving measures as well as to ensure that portions of the building could be used as an emergency shelter. he total project amount approved by referendum was $92.2 million. Additionally, by the time the building program was completed, the total loor area had grown to 214,140 square feet. his exceeded the state guidelines, but the consensus was that this amount of space was absolutely necessary. he Ed Specs, completed as a requirement for state approval of the project and as part of the referendum approval process, were essentially comprised of two components. he irst, titled “Guiding Statements for the Construction of a New Guilford High School,” was made up of 22 bulleted belief statements that laid out a vision for the type of school the district wanted, and while these statements covered a wide swath, a philosophical strand ran through all of them. he district described a building that needed to be student centered and focused on student learning that would lean toward collaboration, research, access to information technology, freedom of movement, problem solving and transparency. he document further described a school that would be lexible and adaptable to changing educational needs over time and that would encourage the adults in the school to work cooperatively and collaboratively in ways that could include interdisciplinary arrangements as well as more traditional departmental structures like the ones currently in place at Guilford High School. he second, and much longer portion of the document was a detailed listing of the spaces and size of spaces that would be required in the new facility driven by the enrollment numbers and program of study. Working with high school and district administration, Frank Locker, an educational planning consultant, led two full days of interactive discussion and exploration to lesh out the vision of the Ed Specs before proceeding with the design. A group of 50 interested parties, including high school teachers, students, parents of elementary, middle and high school students, Board of Education members, community leaders and architects, worked together to think about and discuss what high schools could look like; how they could be structured and arranged today and into the future. Some of the options were intimidating and some challenged the way things were being done currently. And as Guilford High is a successful school, ranking among the top high schools in Connecticut by standardized test scores, those intimidating ideas were important. It was important to discuss the idea that the ways in which instruction was occurring now, and even ways that instruction was envisioned in the near term, were likely not the ways instruction would continue to be delivered in the mid to long term future. And yet, ideas about project based instruction, interdisciplinary high school and academies within a school all needed exploring before important design decisions could be made. Several months ater the referendum, a Building Committee meeting was convened to share the process, conversations and ideas that emerged from the planning session with the community at large. Nearly 100 people attended the evening meeting, demonstrating the signiicant and vested interest the community had in establishing Guilford High School as a seat for 21st Century learning. While the conversations about the future of high school pedagogy continued among the faculty at the high school, the Building Committee and the architects, Tai Soo Kim Partners (TSKP) began the work of concept and design. Encouraged by the Building Committee, many members of the community participated in the design process. All four partners of TSKP made up the design team, with each partner focusing on particular aspects of the project, with the intent of moving the project forward quickly and eiciently. Having such a commitment from all the partners of an architectural irm is very unusual. Ordinarily there Photo of Frank Locker, educational planner in group discussion across table from Superintendent Paul Freeman. 15 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY minutes, and at times, especially when special areas like the arts and athletics were discussed, the commentary became passionate. Subcommittees were formed to look at special spaces within the design, allowing for more indepth discussion and further opportunities for community participation. would be just one partner in charge of the project, assisted by one project manager, with support from a number of design and technical staf members. he four-partner collaboration was described by the irm as a swim team in a pool with lanes, with each partner devoted to achieving the objectives in his own swim lane, while at the same time observing the activities in the adjacent lanes, and pacing the work so that decisions could be made in a timely manner. Teachers, parents and other community members took a good look at energy use and sustainability, emergency shelters, theatre and music spaces, gymnasium and athletic spaces. Spaces like the television studio, the kitchen and servery as well as custodial areas were discussed in such small groups. Perhaps most importantly, the architects met with teacher groups by subject area to discuss their needs and their expectations for classroom and learning areas during this time. Following on the heels of Locker’s conversations with the community, and in part due to active participation from the administration and the architects in these meetings, teachers discussed their own goals for instruction in the future, and wrestled with how spaces could best be used to facilitate learning rather than to simply allow instruction. Diagram of ‘swim team’ collaboration, Tai Soo Kim Partners, Architects. Ryszard focused on interpreting the Ed Specs, meeting the educational program requirements, square footage, and budget. Meanwhile, in another swim lane, Tai Soo Kim focused on the architectural design concept, or “parti”, and on developing that concept into a beautiful building. Randall Luther focused on developing the strategies for energy eiciency, and on integrating the engineering details with the architectural design. At the same time, Whit Iglehart focused on planning the specialty spaces such as the studios and labs, adding his expertise in the design of higher education and research facilities. Building Committee meetings were held openly in public session with 50 to 100 community members in attendance. Public comment at those meetings oten ran over 30 Diagram of classroom coniguration exploration, Tai Soo Kim Partners, Architects 16 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG hrough these conversations, the shape of classrooms, teacher areas and the building as a whole shited and began to grow. Gymnasium and music areas both grew as community members spoke out about how the building might serve the community beyond the schools. Classrooms began to lose any designated “front” as the space was considered as multipurpose rather than unidirectional. Teacher work stations were designed as lexible oices rather than as departmental meeting rooms, complete with modular and moveable furnishings as opposed to a stationary desk that took away one corner of every classroom. Teacher oice areas were designed to function in a variety of ways--as a discipline based subject area oice; as academy oices organized by theme; or by grade level, or just as interdisciplinary spaces that would foster communication and collaboration among high school teaching colleagues who would ordinarily be subdivided and segregated by area of specialty. Additionally and perhaps uniquely, the team engaged in one further activity that signiicantly shited thinking about classroom design. In 2012, Guilford Public Schools collaborated with Herman Miller, Inc., to research the impact that classroom space and furniture could have on teaching and learning, by redesigning the physical space of a typical math classroom at the old Guilford High School into a new model classroom. Carpeting, lighting and wall color were all changed. All display areas in the room were removed and were replaced with a combination of permanently mounted and movable white and tack boards. he furniture was replaced by lat table tops on wheels and comfortable, upholstered chairs on casters, in a variety of heights. Findings from the study demonstrated that such changes do afect instruction and learning as perceived by the students. his model classroom also allowed teachers throughout the school to experience a classroom coniguration that might be implemented in the new school. As the architects moved into FF&E meetings with school staf, the furniture in the “learning studio” was consistently referenced, and teachers uniformly looked to selections that would support lexibility and increased communication and collaboration in their classrooms. At the present time, the Connecticut Department of Construction Services is reviewing the inal plans and speciications prepared by the architects. A ground breaking ceremony was scheduled for June 6, 2013. Initial site preparation, utility relocation, and the installation of construction trailers and temporary fencing will be done this summer. When students return to school this fall, a portion of the site will be a construction zone. new building is scheduled for mid- 2015. When the new high school opens, many Guilford residents and teachers will have participated in a substantive and meaningful way in the planning and design of the school. heir participation will have resulted in a high degree of ownership and satisfaction with the new facility as well as a broader and deeper understanding of the shits taking place in education and the ways in which a new school can not only respond to those shits, but can, in fact, interact with the changes taking place and leverage greater student learning. About Ryszard Szczypek Ryszard Szczypek, AIA, NCARB, Tai Soo Kim Partners, Architects was born in England and immigrated with his family to the United States. From a very early age he understood that his life would somehow involve a combination of art and mathematics. His enthusiasm for the two disciplines ultimately drew him to architecture, graduating Summa cum Laude from Syracuse University, and earning the AIA Student Medal. Formally trained as an architect with 39 years of professional practice, Ryszard has acquired a wealth of knowledge having developed building programs for more than 40 schools. Mr. Szczypek is vastly experienced in the planning and design of educational facilities and has become a student of pedagogy in K-12 education and assists our clients in the development of school-speciic educational speciications and with districtwide facilities plans. He has earned a reputation for strategic and patient problem solving. He currently serves on the Planning & Zoning Commission in Hamden, Connecticut. About Paul Freeman Paul Freeman, Ed.D., has been a Connecticut educator for 20 years. Freeman currently serves as the Superintendent of Schools in Guilford Connecticut and is an adjunct instructor at the University of Connecticut in the Neag School of Education. Dr. Freeman has served as Chair of the New England League of Middle Schools, as a contributing editor for National Middle School Association’s Journal, and has published numerous works in the ield of education. He is a frequent presenter at national and regional educational conferences, and he is the 2010 recipient of the James P. Garvin Distinguished Service Award. Dr. Freeman has contributed to the design and construction of schools in three Connecticut school districts. he Building Committee will continue to work through the summer during the bidding phase of the project, and subsequently for 22 months of new construction, demolition of the old building, and inal site work. Completion of the 17 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 INNOVATIVE EDUCATIONAL DELIVERY Phone (800) 759-6985 DAY LIGHT I N G www.cpidaylighting.com TRANSLUCENT SCHOOL CANOPIES, SKYLIGHTS, AND CURTAIN-WALLS provide the highest ratio of insulation UÊ Ê/iÃÌi`Ê>ÃʘiÜÊ>vÌiÀÊ £äÊÞi>ÀÃʈ˜Ê >ÀÃ Ê œÀˆ`>ÊÜi>Ì iÀˆ˜} to light transmission in the industry, UÊ Ê1rä°Ó{É/ÊÕ«Ê̜Êxȯ ensuring glare-free natural daylight UÊ -ÕÃÌ>ˆ˜>LiÉ into the covered area. UÊ Ê>ˆ˜Ìi˜>˜Vi‡vÀii CPI Translucent Daylighting Systems University of Illinois Recreation Center, IL Nashua High School Gym, NH LEED Platinum Certified Harvard-Evans Classroom, OR Laremont School, IL 18 American Hebrew Academy, NC Ferris High School, TX EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 SUSTAINABLE COMMUNITIES EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG ASU SUSTAINABLE DESIGN GUIDELINES by Auriane Koster and Patricia Olson In light of the growing recognition of the value and importance of sustainable buildings, communities and campuses, and participation in the American College and University Presidents Climate Commitment, Arizona State University (ASU) has implemented sustainable practices in the planning, design, construction, operation and maintenance of University facilities. One of the objectives of the American College and University Presidents Climate Commitment (http://www.presidentsclimatecommitment.org/) was the creation of a Carbon Neutrality Action Plan (http:// carbonzero.asu.edu), which commits the University to mitigating 100% of carbon emissions from energy, agriculture and refrigerants, and waste-related sources by 2025, and 100% of the carbon emissions from transportation by 2035. W ith the initiation of the Carbon Neutrality Action Plan, it is more important than ever that all buildings at ASU maximize sustainable design strategies. In addition, by mandate of the Governor of the State of Arizona in 2006, all new state buildings are required to meet a minimum of LEED Silver certiication. LEED (Leadership in Energy and Environmental Design) is a green building certiication program administered by the US Green Building Council (www.usgbc.org). USGBC, which promotes green buildings, developed the LEED rating system with the support and direct involvement of design and construction professionals, manufacturers, and related businesses and industries. hirty-six LEED certiied building projects have been completed at ASU (1 Platinum, 23 Gold, 12 Silver and 1 Certiied). In addition to ensuring that ASU buildings meet the LEED Silver mandate, the Oice of the University Architect has developed its own Sustainable Design Guidelines for new construction and major renovation projects. he guidelines reinforce and advance the incorporation of University sustainable design priorities. Creation of the Sustainable Design Guidelines followed the formation of the Sustainable Design Advisory Committee (SDAC) by the Oice of the University Architect in June 2009. he SDAC provides reviews and recommendations on new building and renovation projects to assist in advancing sustainable design and construction at the University. he committee is comprised of representatives from academics and facilities development and management at the University. Facilities staf, faculty and student committee members review new construction and major renovation projects over $5,000,000. Represented academic departments include the School of Architecture & Landscape Architecture, the Del E. Webb School of Construction and the School of Sustainability within the Global Institute of Sustainability. Facilities Development and Management departments represented on the SDAC include the Oice of the University Architect (planning and design), the Capital Programs Management Group (construction management) and Facilities Management (operations and maintenance). he Sustainable Design Advisory Committee (SDAC) assisted the Oice of the University Architect in developing the guidelines. Numerous drats were reviewed and some issues were contentious, including whether to require speciic levels of achievement. Ultimately, the decision was made to establish a level of achievement when the guideline intent was to exceed the minimum equivalent LEED credit requirement; if not, the LEED credit provides the reference standard and options for levels of achievement. he debate continues over whether the University should eventually set minimum levels of achievement rather than leaving it to the design team, or oten the budget constraints, to make that determination. An example would be minimum energy use requirements, which afect the energy performance for the life of the building. Substantial energy savings could be returned, but may require an additional upfront investment. Ater six months of planning, meeting and editing drats, the Sustainable Design Guidelines were approved by ASU senior administrators in December 2009. he ASU Sustainable Design Advisory Committee now works with the project team to maximize sustainability opportunities, utilizing the Sustainable Design Guidelines as a design guidelines and review tool. he ASU Sustainable Design Guidelines are organized into eight categories, each consisting of two to eleven individual guidelines. he categories, guidelines, and brief descriptions of each guideline can be found in Tables 1-8. he eight Sustainable Design Guideline categories are: Programming & Design; Site Planning & Development; Energy Use & Conservation; Water & Wastewater; Construction & Finish Materials; 19 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 Fortunately, ASU President Dr. Michael Crow is an advocate for sustainability. For example, he challenged the local design team of Gensler/Architekton to achieve a LEED Gold rating for the College Avenue Commons project on the Tempe campus and the building is currently on track to achieve that rating. College Avenue Commons is a mixeduse project which combines retail on the irst loor with academic classrooms, gathering spaces, and faculty and administrative oices on the upper levels of the 5-story building. Indoor Environmental Quality; Operations & Maintenance; and Green Building Education. he goal of the guidelines is to augment the LEED green building rating system by “pushing the envelope” to the extent possible in advancing sustainable design and construction further on each project. Some of the Sustainable Design Guidelines reinforce the LEED credits while others, primarily in the areas of programming & design and building education, address issues which are not included in the LEED rating system. he design team and the contractor are asked to incorporate the guidelines, meeting as many as possible, with guidance from the SDAC reviews. Many of the guidelines are implemented, especially those which align with LEED credits. hose which the architectural team cannot implement are oten eliminated due to a lack of funding. he Sustainable Design Guidelines provide direction in working toward the University’s goals of carbon neutrality, zero waste, active engagement and principled practice in the planning, design, construction, operations, and maintenance of ASU facilities. he remainder of this article presents an overview of the ASU Sustainable Design Guidelines and three case studies which utilized the guidelines and the Sustainable Design Advisory Committee review process. Funding issues are an ongoing struggle in implementing sustainable design strategies and justifying and obtaining the additional funds upfront for sustainable design strategies that exceed the project budget. he additional funding is required for strategies that may beneit the University in energy savings, staf and student productivity, in meeting carbon neutrality and waste reduction goals, and overall environmental sustainability. Quantifying that beneit and approving additional upfront costs are the key issues. he debate over balancing of the “3 E’s” of sustainability (environment, economics and equity) continues in the efort to balance limited project budgets and sustainability goals. Application of the Guidelines Biodesign Building B he Biodesign Institute seeks to learn from nature in order to create bio-inspired innovation. he Institute is working in three main areas: security, sustainability, and biomedicine and health outcomes. With over $300 million in external funding since its inception in 2003, the Institute has many noteworthy accomplishments. Researchers at the Institute identiied 28 blood biomarkers for the early detection of breast cancer and collaborated to ind a novel biomarker for ovarian cancer. ISTB 4, Arizona State University Ehrlich Architects 20 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 SUSTAINABLE COMMUNITIES EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG Arizona State University Health Services Building Orcutt Winslow Architects, Bill Timmerman, Timmer Photography Researchers have established the only DNA repository of its kind in the southwestern United States. In 2010, Nobel Laureate Dr. Lee Hartwell was recruited as Chief Scientist of Biodesign’s Center for Sustainable Health, which addresses core issues impeding better health outcomes at a lower cost, including social and policy barriers and lack of uniform metrics. he building has many sustainability features. For example, it reduces water consumption by 40%, reduces the urban heat island efect by contributing to the restoration of local natural habitat, utilizes a green cleaning program, and maximizes indoor environmental quality. Approximately 50% of the waste generated during construction was diverted from the landill, and the building is composed of recycled and regionally available building materials. he building also includes solar panels, mounted on the roof, which generate approximately 10% of the building’s electricity needs. For more information on the Biodesign Building as the “front door” to the Biodesign Institute, please visit: http://www. biodesign.asu.edu/facilities/building-design Global Institute of Sustainability (GIOS) Before sustaining the environment, economy and society, the GIOS building, now known as Wrigley Hall, sustained medicine as the home of the College of Nursing and Healthcare Innovation. It oicially opened its door as the LEED Silver Global Institute of Sustainability in March 2008 ater $8 million worth of renovations. he Global Institute of Sustainability conducts research, education and problem-solving related to sustainability, with a special focus on urban environments. he Institute initiates and nurtures work on issues of sustainability across many departments on all four campuses at ASU, and collaborates with other academic institutions, governments, businesses and industries and community groups, locally, nationally and globally. Although sustainability is studied and implemented in a number of buildings and programs throughout ASU, Wrigley 21 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 in a variety of ways in the building. Hall can be thought of as the epicenter. It scored 5 out of 5 for LEED Innovation and Design credits. he building reduces potable water use by 48%; 20% of the building materials came from recycled products; and there has been an 8% energy cost savings. Also, the building is one of the closest to public transportation, only 0.3 miles away. Wrigley Hall has a number of note-worthy guideline standouts. he building includes increased daylight, low-emitting materials to improve in-door air quality, recycled-content looring, waterless urinals and low-low ixtures, porous paving materials to control storm water run-of, water eicient landscaping (which are all native to the desert environment), exterior shading and a sensor-controlled light system. he building also has a 24 kW PV solar array and 6 thermal updrat wind turbines. he building is educating students and visitors not only through its innovative exterior, but through the Campus Metabolism website (http://cm.asu.edu/#). A large lat panel monitor, which can be viewed from the outdoor lobby, provides realtime energy use. For more information on Health Services, please visit: https://students.asu.edu/health For a full list of LEED certiied ASU buildings, please visit https://cfo.asu.edu/fdm-recently-completed-construction CONCLUSION hrough use of the Sustainable Design Guidelines, ASU is advancing sustainable design at the University by reinforcing now standard sustainable design practices, and identifying additional university priorities which are outside the parameters of the LEED green building certiication program. hose in ASU Facilities Development & Management who are working on major new construction projects struggle between standard project delivery processes and innovation, with the realities of budget and schedules oten still driving many decisions. In time, sustainable design will become standard practice. For now, ASU plans to continue to utilize the LEED Green Building Rating System as the third party veriication for green building implementation. he Sustainable Design Guidelines have enabled the creation of buildings such as the fully renovated Health Service Building and many others, that seek to minimize their impact on the natural environment and protect human health while meeting the educational goals of the University. he Sustainable Design Guidelines will continue to evolve and may be fully incorporated into the general Project Guidelines at some point, rather than serve as a separate set of guidelines. For now, they provide a map in the journey towards meeting the University goals of carbon neutrality and zero waste. Sustainable design and the ASU Sustainable Design Guidelines are an integral component in the process of achieving these goals. For more information on GIOS, please visit: http:// sustainability.asu.edu ASU Health Services Building In March 2012, the ASU Tempe campus opened the doors to its fully renovated and expanded LEED Gold Health Services Building (HSB). he building was originally built in 1954, and was then added onto in 1968. he current project was the irst major renovation to the space since 1968; a time when student enrollment was 23,000. Student enrollment is currently almost 300% more than in the late 1960s; enrollment in 2012 was 73,378 students. Located on the Tempe campus, the 33,800 square foot building was designed and constructed for $10 million. he primary goal of the renovation was to allow service for 45-50 additional students per day, to decrease wait times by creating more eicient rooming procedures and the availability of a fast-track area, allow more evening and weekend hours, create separate areas for primary care by isolating sick students with acute care needs, further develop a separate women’s health area, and enhance privacy for students in acute care, billing, insurance, referrals and appointment check-in areas. Another goal of the renovation was to create an inviting place where students not only come to heal, but to learn and study. Health Services is also collaborating with the Herberger Institute’s School of Art Northlight Gallery to feature student and faculty work on the second loor of the building. Many recycled materials were used in the renovation. Concrete from the old courtyard was fabricated into blocks that were repurposed into the landscaping. Bricks were also repurposed and used If you would like to learn more about the ASU Sustainable Design Guidelines you can ind the full version at http:// www.asu.edu/purchasing/forms/Sustainable_Design_ Guidelines.pdf. he Sustainable Design Guidelines are the product of the Oice of the University Architect within Facilities Development & Management, and participation of the ASU Sustainable Design Advisory Committee. 22 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 SUSTAINABLE COMMUNITIES EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG Arizona State University Health Services Building About Auriane Koster Auriane Koster, PhD, is a lecturer for the Mary Lou Fulton Teachers College at Arizona State University teaching the Sustainability Science for Teachers course. She completed her PhD in Sustainability from Arizona State University analyzing how governance contributes to energy transitions and successful renewable-energy implementation at the national level. In addition to her PhD work, Auriane has become heavily involved in sustainability initiatives from the local to the national scale. For example, she is a member of the ASU Sustainability Design Advisory Committee and the Arizona USGBC Green Schools Committee. As a Sustainability Science for Sustainable Schools (NSF GK12) fellow, a program which won the ASU 2013 President’s Award for Sustainability and the 2012 Valley Forward Award of Merit for Environmental Excellence, she helped implement sustainability into the curriculum, campus, and community of Phoenix valley high schools. Auriane was awarded the 2010 Environmental Professionals of Arizona Scholarship, was an original ASU Spirit of Service scholar, and attended the by-invite-only Clinton Global Initiative University and World Student Environmental Summit. About Patricia Olson Patricia Olson, Ph.D., LEED-AP, is a Senior Architect in the Oice of the University Architect at Arizona State University. Patricia’s doctoral research focused on sustainable design education. She coordinates the Sustainable Design Advisory Committee and sustainable design initiatives, including sustainable design reviews, the ASU Sustainable Design Guidelines, and LEED certiication. She also coordinates the Built Environment committee of the ASU Sustainable Practices Network, which consists of eight University-wide working groups focused on advancing sustainability in their speciied areas of expertise to meet ASU’s sustainability goals. 23 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 Table 1 Programming & Design Principles Characteristics A1. Innovation and Creativity The State of Arizona mandate for all state facilities to achieve LEED Silver certiication is the minimum standard for ASU A2. General Project Planning & Design Sustainability shall be addressed comprehensively as an integral aspect of the design philosophy and in all aspects of the building design A3. Building Size & Footprint The goal is eicient use of space to reduce overall resource consumption; including embodied energy, operational energy, and building materials A4. Design for Future Use Plan for a “100-year Building” through lexibility of use and future reuse; no “throw away” buildings A5. Programming & Space Planning Group spaces or activities with similar energy requirements and times of use to allow for zoning eiciency of passive and mechanical energy systems A6. Service Areas Service areas shall support eicient operations, program, and building management for ASU sustainability initiatives; such as recycling collection, trash compaction, water capture, service vehicle access, etc A7. Transition Space Provide suicient exterior screening, transition courtyards, exterior atrium spaces, shade trellises, etc., to allow the building occupant the opportunity for eye adjustment from bright to low light and from low to bright light A8. User Involvement Survey building occupants/users for sustainable design, maintenance and operations suggestions A9. Building Commissioning Provide “enhanced” building commissioning as speciied by the LEED Green Building Rating System to insure coordination of all building systems A10. Life Cycle Assessment & Life Cycle Costing The goal of LCA is to compare the full range of environmental and social impacts assignable to products and services, and to choose the least environmentally detrimental alternative while meeting the project intent Table 2 Site Planning & Development Characteristics B1. Existing Landscaping Protect signiicant natural and historic landscaping and incorporate those elements into the new landscape design B2. New Landscaping/Site Planning Maximize opportunities to create landscape shading and cooling for the building, exterior spaces, and walkways while also specifying low maintenance and desert-appropriate plant materials B3. Paved Surfaces Utilize permeable surfaces to reduce runof and relective surfaces to reduce the urban heat island efect B4. Bicycle Parking Provide ample bike rack space to accommodate both staf and student use of the building 24 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 SUSTAINABLE COMMUNITIES EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG Table 3 Energy Use & Conservation Characteristics C1. Carbon Neutrality A zero carbon emission campus is the ASU goal C2. Building Envelope Exceed the current ASHRAE (American Society of Heating, Refrigerating and Air-Conditioning Engineers) building envelope performance baseline standard by 30% or more C3. Energy Analysis Prepare a projected building energy use and life cycle cost analysis and submit to SDAC for review C4. Climate-Responsiveness and Passive Systems Design Design buildings in a climate- responsive manner to reduce energy demand, maximize passive heating and cooling, and minimize mechanical HVAC requirements C5. Window Glazing Select glazing size and materials appropriate for the orientation of the windows. Use double or triple glazing wherever possible C6. Window Shading Every exterior window shall be shaded appropriately for the window orientation C7. On-Site Renewable Energy Generation Ensure that the building and roof are “solar ready” C8. Mechanical Systems Specify energy-eicient HVAC and electrical systems C9. Energy Commission & Monitoring Provide building energy commissioning beginning in schematic design to establish energy goals, and ending with a post-occupancy energy analysis. Provide permanent energy metering on all buildings for monitoring each type of energy use, utilizing the ASU Campus Metabolism4 monitoring standards for water, lighting, other electrical, gas, etc. Provide the capability to monitor and analyze postoccupancy performance in comparison to energy analysis predictions. Submit comparative analysis for review by the SDAC. Provide a 1-year and 2-year post occupancy energy/carbon use analysis C10. Energy Modeling Provide energy systems modeling and use calculations for strategic design decisions C11. Building Systems Consider using energy saving building elements and systems like radiant cooling, chilled beams, under loor air distribution systems, etc. Table 4 Water & Wastewater Characteristics D1. Landscaping Reduce demand on all systems D2. Irrigation Maximize the use of captured water (reclaimed, harvested rainwater , etc.) for landscape irrigation D3. Water Capture Provide a site location for collection opportunities for current and/or future water capture and reuse D4. Plumbing Fixtures All plumbing ixtures shall be certiied low water use D5. Gray Water Maximize gray water use for landscape irrigation and other purposes as the law allows D6. Landscape Maintenance Reduce maintenance and potential problems caused by landscape debris D7. Monitoring & Metering Provide water metering and monitoring at each building and insure that data collection will be compatible with the ASU Campus Metabolism Project 25 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 Table 5 Construction & Finish Materials Characteristics E1. Climate-Responsive Materials Specify materials that are durable under desert climate conditions (UV radiation exposure and extreme heat) E2. Embodied Energy Minimize the use of high embodied-energy materials E3. Reused & Repurposed Materials Present opportunities for installation of reused and repurposed materials, including the building shell, structural materials, inishes, ixtures, etc. utilizing Green Globes reference guidelines for baseline standard E4. Recycle-Content Materials Present opportunities for installation of reused and repurposed materials, including the building shell, structural materials, inishes, ixtures, etc. utilizing Green Globes reference guidelines for baseline standard E5. Local/Regional Materials Specify locally and/or regionally harvested and manufactured materials whenever possible E6. Rapidly Renewable Materials Specify materials that are made from rapidly renewable materials whenever possible and practicable E7. Construction Waste Minimize or eliminate construction waste E8. Maintenance Material and building maintenance, and special cleaning procedures, shall be reviewed with ASU FACMAN (Facilities Management) in the design development phase for integration into the ASU sustainable cleaning program standards E9. Building Construction Supervision Schedule on-site quality control inspections to check for/assure freedom from heat bridges Table 6 Indoor Environmental Quality Characteristics F1. VOCs Eliminate or minimize use of volatile organic compounds for interior inishes, cabinetry, furnishings, and other interior applications F2. Natural Daylight Utilize natural daylight and views to enhance building occupant comfort F3. Occupant Control of Thermal Comfort Provide opportunities for reasonable individual control of thermal comfort, including lighting, heat, shading, and natural ventilation within the parameters established for the space by Facilities Management Table 7 Operation & Maintenance Characteristics G1. Building “Owner’s Manual” Provide a Building Owner’s Manual (in digital format) on how to operate and maintain the building and site to optimize the building systems and design G2. Operation & Maintenance Education Conduct a building owner/user/FACMAN workshop prior to occupancy to review the “Building Owner’s Manual” and direct building users on how to optimize the building systems and design G3. Post-Occupancy Evaluation Post-occupancy evaluations will be performed by the Architect/Design Professional (DP) or a consultant retained by the DP at the end of the irst year of occupancy Table 8 Building Education Characteristics H1. Resource Usage Information Display Provide smart meters to educate and inluence user behavior with the goal of reducing energy consumption H2. Interpretation Provide innovative ways to educate users about the sustainable building design, through the use of signage, displays (green screen or other form) and any other appropriate communication device to explain design strategies, techniques, technologies, etc. 26 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 SUSTAINABLE COMMUNITIES EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG REDUCING SCHOOL OPERATING COSTS VIA BUILDING MATERIAL CHOICE by James Hodgson  e U.S. Department of Energy (DOE) reports the country’s school districts spend more than $6 billion per year on energy.  e agency notes that amount exceeds the combined expenditures for computers and textbooks. Moreover, “up to 30% of a district’s total energy is used ine ciently or unnecessarily.” While it is possible to retroit older schools or to implement programs that lower energy consumption, the clear way to use energy most wisely is to design and build schools from the start with that goal in mind. S chool districts typically paid $1.25 per square foot annually for energy in 2008, according to Touchstone Energy Cooperatives. At that rate, a mid-size district operating 800,000 square feet of facilities spends $1 million or more per year for energy. Rising energy costs cut into schools’ ability to fund critical educational needs, from books and supplies to teachers. While it is possible to retroit older schools or to implement programs that lower energy consumption, the clear way to use energy most wisely is to design and build schools from the start with that goal in mind. A key is ensuring a tight, well-insulated building envelope. Educational facility professionals at all levels—from private grade schools to public colleges—are developing ultra-energy-eicient schools with advanced building envelope components such as structural insulated panels (SIPs). SIPs help reduce energy consumption in educational facilities and other institutional and commercial buildings up to 60% and provide a ready way to help achieve net zero energy status. As building heating and cooling are a major part of school operating budget costs, lowering energy use is a key way for administrators to save money year ater year. A SIPs primer SIPs are wall and roof components that take the place of the wood or steel framing, concrete tilt-up walls and concrete masonry blocks architects and contractors typically use for educational facilities. he panels are precision engineered, built in a controlled setting and delivered to the jobsite ready-toinstall in pieces up to 8 t by 24 t. Manufacturers produce SIPs by laminating structural wood sheathing (typically oriented strand board—OSB) to a rigid foam insulation core (oten expanded polystyrene—EPS). he resulting panels are strong and durable. SIPs provide a tighter, more energy-eicient building envelope in several ways: • reduced air leakage • less thermal bridging • reduction, if not elimination, of convective looping Because they come in large sizes, SIPs greatly reduce the number of joints between structural components. his decreases potential leak points for air. DOE research shows that SIP-built enclosures are about 15 times more airtight than wood-framed construction. Contractors can easily reach and seal joints between SIP panels for an almost airtight it. A tight structure is crucial for lowering the amount of time districts must run heating or cooling equipment. Unlike other building methods in which crews it insulation around structural components, such as insulation batts inserted between wall studs, SIPs have continuous insulation across each panel’s height, width and depth. his helps eliminate a common source of heat loss / gain—thermal bridging. In traditional construction, structural elements such as studs and roof joists link the warm and cold faces of a wall or ceiling and provide a path for heat transfer. Because SIPs have unbroken insulation, thermal bridging is reduced within the panels. Some bridging might be present where wood splines join panels, but there are far fewer of these connections than there are studs in a stickframed wall). 27 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 design team, led by Mahlum Architects, set an energy consumption target of 25 kBTU per square foot per year, compared to a DOE EnergyStar Target Finder average energy use of 47.3 kBTU per square foot per year. he target is a 47% improvement over the already demanding EnergyStar level, and up to 70% more energy eicient than older schools in the Seattle area. Finally, SIPs prevent convective looping. In a typical insulated wall cavity, small spaces between the insulation and framing allow warm air to circulate, which wastes energy. SIP walls do not have these spaces, so the problem does not occur. In addition to energy savings, school administrators oten choose SIPs for other beneits, including fast construction, improved indoor air quality and lower jobsite waste. he SIP panels help save the school district money on its ongoing heating and cooling costs, and allowed for installation of smaller, more cost-efective mechanical systems. By lowering energy demands, the SIPs help make it possible for the school to meet its energy needs through on-site, renewable energy sources such as roof-mounted solar panels. Following are examples of various educational facilities that used SIPs to meet energy savings goals. No middling for energy-efficient middle school he Seattle area is known for its progressive attitude and commitment to green construction. For the Lake Washington School District in suburban Kirkland, Washington, being green isn’t just about helping the environment, but also lowering school operating costs. Las Vegas school takes no chances with energy savings Anyone who has been to Las Vegas, Nevada, knows daytime temperatures oten exceed 100° Fahrenheit. Keeping students and faculty cool can require near continual operation of air conditioning systems. As with many public school districts, the Clark County School District faces pressure to operate under When the district commissioned a replacement for its Finn Hill Junior High, the project architects speciied SIP walls and roof for the net-zero energy 120,000 square-foot building. he The science wing in Seattle’s Bertschi School Photo credit: Restorative Design 28 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG SUSTAINABLE COMMUNITIES tight annual budgets. To help reduce operating costs for the replacement Jacob E. Manch Elementary School, the project team selected SIPs. “Using SIPs cuts down on energy-related costs two ways,” said Gary Radzat, President of Shell Building Systems, SIP design and installation consultant for the school. “here’s less demand for heating and cooling, so HVAC systems can be substantially smaller, saving on equipment costs. Plus, the ongoing costs to run the equipment are much less.” he building team estimated that the Manch School’s HVAC operating costs would be to 65 to 70 percent lower than other schools in the Las Vegas area. Additionally, by cycling on and of less frequently, the life of the HVAC equipment would be increased about 75 percent. An energy-efficient gymnasium in Montana? With numerous, wide-open spaces such as gyms, auditoriums and cafeteria, educational facilities provide a special challenge for energy-eicient construction. Such was the case for the 35,000-square foot Health and Wellness Center at Montana’s Little Big Horn College. he state is known for its harsh, snowy winters, which can suck the heat out of buildings. he college serves members of the Apsàalooke Nation (Crow Tribe of Montana). In respect of the tribe’s commitment to a healthy environment, the project team designed the center to meet U.S. Green Building Council (USGBC) Leadership in Energy and Environment (LEED) Platinum standards. “Energy savings is a big part of getting to the LEED Platinum goal,” said Ben Mitchell, Project Manager with Fisher Construction, general contractor. “It’s hard to get a gym to meet any energy code, let alone LEED Platinum, but the SIPs provide a super energy-eicient envelope—much better than we could get from other products for the same labor and material costs.” he Health & Wellness Center includes an NCAA gymnasium seating approximately 1,300 people. he SIPs will help Little Big Horn College Rams fans stay warm when the winter winds howl during basketball season. SIPs help keep the Jacob Manch Elementary School cool in the Las Vegas sun. Photo credit: Premier SIPS by Insulfoam 29 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 Montana’s Little Big Horn College Health & Wellness Center relies on SIPs for energy eficiency Photo credit: J K Lawrence Photography, Courtesy of Springer Group and BNIM Architects Camping out in style its extreme temperature swings throughout the day and across the seasons makes it essential to have a tight building shell to achieve energy eiciency.” Educational facility planners have used SIPs in non-traditional school facilities, as well as typical buildings. One such project was new dorms and a lodge in the San Diego Oice of Education’s Camp Cuyamaca in the high mountains east of the city. Although SIP buildings are typically one or two stories, the project team for the Wind River Hall dormitory at Western Wyoming Community College developed a four-story SIP building. he SIP walls help provide a tight, well-insulated building envelope and the panels’ OSB sheathing provides durability to resist damage from active college students living away from home. he camp ofers outdoor environmental education for 6th grade students in San Diego County. As such, the project team wanted to create comfortable and environmentally responsible new facilities. “he extreme mountain climate calls for maximum insulation to dampen the temperature swings,” said Ric Davy, principal with Davy Architecture. “We chose SIPs because they help seal out air leaks better than other building methods.” No cookie cutter schools When it comes to pre-built components such as SIPs, school administrators might be concerned that buildings will look institutional. However, architects can use SIPs in virtually any building design. Inside and out, SIP schools look no diferent than any other school. One example of the design lexibility with SIPs is the new Zuni Christian Mission School serving Native American children in northwest New Mexico. Hibbard Architecture & Planning designed the two-story, 18,000 square-foot school in the Zuni architectural style to be compatible with the historic pueblo site. Commenting on the school’s energy eiciency, architect Larry Hibbard said: “New Mexico’s high-elevation desert climate with Structural insulated panels are made of wood sheathing laminated to a rigid insulating foam core. Photo credit: Premier SIPS by Insulfoam 30 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG SUSTAINABLE COMMUNITIES Traditional building practices—notably stick framing— generate large volumes of scrap from cut-ofs for studs, joists and other framing members. SIPs are planned and made in a factory so eliminate such waste. SIPs can help reduce construction waste by up to two-thirds. Fast construction: Educational facility professionals typically are under pressure to complete buildings under tight, ixed schedules—oten coinciding with the start of classes. Because they come in large-size sections, SIPs install fast. hey also eliminate separate work for building the structure and installing insulation. “With the pre-built panels, you just have to piece the building together like a puzzle,” said Glen Kamerman, Partner with Kamerman Construction, SIP contractor for the Little Big Horn College Health and Wellness Center. “Using SIPs probably saved about 15 - 20% or better on the installation time.” In the Las Vegas Manch Elementary School, SIPs enabled the contractor to reduced the framing schedule from the 121 days allocated by the school district to only 47 days—a 60 percent time savings. Wind River Hall at Western Wyoming Community College Photo credit: Premier SIPS by Insulfoam Getting schooled on SIPs Designers are using SIPs to meet demanding green building goals— from voluntary programs to government-mandated energy codes. For example, the American Institute of Architects (AIA) Committee on the Environment honored Portland (Oregon) Community College’s Newberg Center as a 2012 Top Ten Green Project. he award recognizes the project as the irst net-zero energy higher education building in Oregon. In addition to high thermal eiciency SIP walls and roof, the building uses natural ventilation and passive cooling to reduce energy consumption. About James Hodgson James Hodgson serves on the board of directors of the Structural Insulated Panel Association (SIPA) and is currently general manager of Premier SIPS by Insulfoam. He writes frequently about energy saving construction for educational facilities and other institutional and commercial buildings, and has held several leadership positions with building product manufacturing companies. For educational facility professionals who have not worked with SIPs before, getting started is simple. Contact the Structural Insulated Panel Association for information on SIP manufacturers near you. Some manufacturers provide design assistance and can either help teams adapt a non-SIP design to SIP construction, or can provide code reports and information to design with SIPs from the beginning. Other benefits of SIP construction Energy savings are oten the driving choice for educational facility professionals who specify SIPs, but the panels ofer other advantages, such as: Indoor air quality: In addition to helping keep heated or cooled air inside buildings, SIPs’ airtight nature also helps seal out common pollutants for healthier indoor air. Blocking or slowing iniltration of radon, pollen, volatile organic compounds (VOCs), lead dust and the like contributes to a better learning environment. Lower construction waste: 31 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 PLANNING PERSPECTIVES FINDING CERTAINTY IN UNCERTAIN TIMES: USING STRATEGIC PLANNING & IMPLEMENTATION TO MAXIMIZE CAPITAL INVESTMENT by Hakim Chambers & Rachel Lynn In the wake of the 2007 inancial collapse, public school districts have faced persistent challenges that have limited or halted capital investment in school facilities. For many districts, the recession only exacerbated pre-existing trends, fueling a self-perpetuating dynamic that has diminished student enrollments and cut deeply into district budgets. Declining populations have drained school buildings of students and eroded tax bases that fund not only academic programs but operating costs and capital investments; growing competition from an expanding charter school market has also challenged districts for ever more scarce funding. Nevertheless, the conditions for a renaissance in the nation’s public schools are now forming; the inancial crisis has compelled districts that have deferred capital investment and improvements to explore aggressive, innovative and cost eective planning and implementation strategies to rebuild crumbling facilities and transform them into 21st century learning environments. Challenges to the Nation’s Schools First, while urban light has long been considered a contributing factor to population loss in America’s cities due to a failure of public conidence in these areas, student enrollment loss from urban districts to surrounding suburban schools today can be attributed to the loss of conidence in the schools themselves. Second, the decline in the urban birthrate in cities has decreased the number of school age children and resulted in fewer students entering the school systems. hird, the surge in competition from the charter school market has drawn students away from public school districts. Now operating in 42 states, as well as the District of Columbia, charter schools serve more than two million students, according to the National Alliance for Public Charter Schools, while hundreds of thousands are currently waitlisted. Between 2005 and 2010, enrollment in traditional public schools declined by ive percent, while charter school enrollment increased by 60 percent. T he challenges confronting the nation’s public school districts have been well-documented. In Detroit, a district where over 100 school buildings have been pulled of-line since 2000 — totaling more than seven million square feet of educational space — another 28 schools are targeted for closure by 2016 due to a projected enrollment decline of 13,000 students. Meanwhile, Chicago Public Schools will close 50 schools to resolve the district’s budgetary woes, impacting 27,000 students but saving more than $560 billion over the next decade. his year, 70 charter school operators in North Carolina have applied to expand the state’s charter school market in 2014, ater the General Assembly lited the 100-school statutory cap on charter schools in 2011. he roots of distress in these districts and others are multi-faceted and interrelated. Schools are underenrolled and under-funded, resulting in the neglect of capital assets that perpetuates further declines in student enrollment and associated per-student funding. he exodus of students from the public school system, whether by urban light or charter transition, has had tangible impacts on the inancial viability of the districts, where school funding is inextricably linked to student enrollment. In the wake of the recession, states have adjusted per-pupil funding formulas downward with 35 states now funded at pre-recession levels. he root causes of this spiral are pervasive with three primary issues emerging to the forefront of the discussion. 32 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG Local governments, struggling with loss of property tax revenue attendant with population loss and home foreclosures, have had diiculty compensating for the decline in state aid. Federal funding, which had grown at the fastest rate in proportion to other funding sources in recent years, has contracted, as well; most recently the National School Boards Association has reported that the federal government’s budget sequestration triggered by the 2011 Budget Control Act will pull 5.1 percent of federal aid from local school districts, amounting to $51,000 less in funding for every $1 million in federal aid. However, expenditures — particularly operations and maintenance spending — have continued to grow even as per-pupil funding has decreased. While some variable costs correlated with enrollment may be managed as students exit schools, the ongoing costs of building utilities, custodial services, security, maintenance and the like remain constant even when a building operates at a fraction of its capacity. With competing needs for increasingly scarce resources, capital maintenance is many times deferred, while work order backlogs grow and school facilities are extended beyond their useful lives. A 2011 survey by the Council of the Great City Schools of 50 member districts revealed a total of $76.4 billion needed for signiicant capital improvements, including $15.3 billion in new construction, $46.7 billion in renovations and repairs, and another $14.4 in deferred facility maintenance. With district budgets allocating fewer dollars to capital needs, schools districts are turning more frequently to alternative forms of funding, such as bond referenda, in hopes of generating funds to maintain and improve school facilities. Bonds, however, are no longer reasonably relied upon to pass in the current economic climate, leaving districts to stretch already thin resources. he combination of lower enrollment, budget cuts and crumbling facilities may leave school districts to consider school closures and consolidations in order to maximize the impact of available funding. However, while closures might be the irst step in rightsizing facilities with enrollment and budget realities, they should not be the last. he questions remain as to where to prioritize investment and how to implement capital projects efectively, questions that are especially salient in this uncertain economic climate. In an efort to counteract the accumulated impact of these factors on school facilities, District of Columbia Public Schools embarked upon an ambitious and innovative modernization program on the eve of the recession that is transforming a once deeply troubled school district despite a time of economic uncertainty. Conditions for Change in District of Columbia Public Schools In fall 2007, District of Columbia Public Schools (“DCPS”) had been long plagued by declining enrollment and poorly maintained schools. hirty-one percent of DC students were enrolled in the district’s robust public charter school system. While the budgetary woes so evident across the country had not adversely impacted the district’s spending — in fact, the $12,979 per-pupil allocation was among the highest in the country — years of ineicient spending and resource allocation had let 118 of the district’s 146 school facilities in poor condition. Approximately 20,000 work orders had been backlogged, and the district’s schools faced an average response time of 379 days for repairs. Mayoral intervention sought to reverse the long-standing trends that had let DCPS among the poorest performing districts in the country. While the district’s academic overhaul garnered considerable attention nationwide, an Savoy exterior 33 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 PLANNING PERSPECTIVES speciications, whether through new construction or major renovation. Elementary and middle schools, in contrast, are modernized in three phases over a period of years, allowing DCPS to allocate funds to a greater number of schools annually than if full modernizations were undertaken at each site. Phase I modernizations focus resources irst on improving the spaces that have the greatest impact on educational outcomes — the classrooms — by bringing lighting, acoustics, indoor air quality, ergonomics and technology into conformance with district standards to support successful learning environments. Subsequent Phase II modernizations make similar improvements to school support spaces — e.g. administrative oices and computer labs — and group assembly areas, while the inal Phase III of the program comprehensively addresses the school’s mechanical systems. Woodson exterior equally ambitious and complementary vision emerged to modernize District of Columbia Public Schools into world class educational facilities. In recognition of the wellestablished link between academic outcomes and the quality of facilities’ conditions, a dedicated public agency — the Oice of Public Education Facilities Modernization (“OPEFM”) — was established to oversee the planning and implementation of a ten year district-wide modernization program to stabilize a deteriorating facility inventory and transform each school into a 21st century learning environment. he program would rely upon a combination of in-depth planning based on comprehensive facilities’ assessments and strategic implementation methodologies to execute improvements across the district. DCPS established an on-call maintenance program funded annually through the CIP to protect the capital investments completed through the modernization program and ensure that the facilities would receive as-needed repairs and routine maintenance in timely fashion. Contracts awarded through a public procurement process are re-bid every two years to encourage ongoing participation from the contracting community and secure competitive pricing for the district. All work orders, emergency repairs and scheduled maintenance throughout the district are addressed through this program, including seasonal cleaning and repairs of all HVAC systems at the end of the heating and cooling seasons. his proactive approach to facility operations and maintenance ensures that investments are not subject to the previous practice of deferred maintenance that badly deteriorated district assets. As a necessary irst step, DCPS developed a Masters Facilities Plan (“MFP”), which served as the roadmap for planned improvements at each of the district’s 146 schools. he facilities’ conditions assessments, the foundation of the MFP, meticulously detailed schools in disrepair, documenting deiciencies in building systems, the quality of the indoor air, any compromise of the building envelope, and aesthetics of the building and academic spaces, among other areas of assessment. he buildings averaged 70 years in age, which was oten relected by roof leaks, faulty plumbing, poor lighting and faulty mechanical systems that compromised the thermal comfort of students throughout the school year. A third planning tool, the Capital Improvement Plan (“CIP”), sequenced and funded modernizations outlined in the MFP over a six-year time horizon in order to maximize both available program resources as well as the number of students impacted by planned improvements on an annual basis. Likewise, DCPS and OPEFM structured the implementation of modernizations to maximize the program’s impact across the district. Full modernizations — generally reserved for the high school buildings — bring school buildings into complete compliance with district design guidelines and educational Savoy gymnasium 34 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG Savoy cafeteria Sousa science lab Nevertheless, as DCPS reshapes the district in response to shiting demographics, schools have been closed and consolidated as part of the modernization program. Budget realities have required the district to shutter schools operating below 40 percent capacity. Four major contributing factors — demographic and enrollment trends, building utilization rates, facility condition and quality of receiving schools — are used to inform the MFP and determine the long-term viability of schools based on enrollment projections. Facilities that do not meet the speciied criteria face closure, while receiving schools are used to ease the overlow of students once a school has been identiied for closure. Receiving schools also play a major role during full building modernizations by providing transition spaces for students during construction. educational space. Long-range strategic planning and tactical, innovative implementation solutions have facilitated the district’s transformation and maintained public support for the program in spite of the inancial crisis. However, reversal of the trends that prompted the overhaul is not instantaneous, despite the success enjoyed by the program to date. he district has seen modest gains in enrollment igures in recent years; though charter school rolls continue to grow in the district, DCPS is no longer seeing losses in enrollment, which bottomed out in the 2008-2009 academic year. District of Columbia Public Schools is indeed enjoying a renaissance, efecting positive change and transforming schools into 21st learning facilities through multi-year planning and strategic implementation of the Master Facilities Plan. Bringing Change to Student in DC Public Schools he planning tools and implementation strategies employed by DCPS have challenged the status quo and brought signiicant change to the district. he Master Facilities Plan has proven a dynamic tool, lexible and adaptive to the needs of a changing district, its students and its communities. Critical to the success of the district’s planning of the modernization program has been the substantive engagement of project stakeholders. he School Improvement Teams established at each school have collaborated closely with project staf during the implementation of school improvement projects, resulting in school buildings that relect the vision of the stakeholder groups, are responsive to needs of the school community, and serve as an asset to the broader community. More than ive years since DCPS took the irst steps toward its ambitious district-wide modernization, over $2.1 billion has been invested in the planning, design and construction of approximately 75 projects across the district en route to the ultimate modernization of 12 million square feet of Woodson ields 35 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 PLANNING PERSPECTIVES Chastity Pratt Dawsey, “Detroit to Lose 28 More Schools by 2016, Roy Roberts Says,” Detroit Free Press, January 24, 2013, accessed March 3, 2013, http://www.freep.com/ article/20130124/NEWS01/130124047/Detroit-PublicSchools-deicit-elimination-enrollment-decline-RoyRoberts. About Hakim Chambers Hakim Chambers is a program manager with Brailsford & Dunlavey. He has managed K-12 portfolios totaling over $3 billion in value, which have included various projects ranging from new construction to renovations in both Washington, DC, and Detroit, MI. Mr. Chambers is based in Brailsford & Dunlavey’s Washington, DC, oice and may be contacted at hchambers@programmanagers.com. Lauren FitzPatrick, “CPS Makes History, Closing Scores of Schools in Less Time han it Takes to Boil an Egg,” Chicago Sun-Times, May 22, 2013, accessed May 25, 2013, http:// www.suntimes.com/20258773-761/board-of-educationvotes-to-shut-50-schools-despite-parents-protests-atraucous-meeting.html. About Rachel Lynn Rachel Lynn is a program manager with Brailsford & Dunlavey and has managed more than $200 million in newly constructed and renovated K-12 facilities in Washington, DC, and Detroit, MI. Ms. Lynn is based in Brailsford & Dunlavey’s regional oice in Detroit and may be contacted at rlynn@programmanagers.com. T. Keung Hui, “70 NC Charter Schools Apply to Open in 2014,” News & Observer, March 4, 2013, accessed March 12, 2013, http://www.newsobserver.com/2013/03/04/2724264/ seventy-nc-charter-schools-apply.html. Motoko Rich, “Enrollment Of in Big Districts, Forcing Layofs,” New York Times, July 23, 2012, accessed March 30, 2013, http://www.nytimes.com/2012/07/24/education/ largest-school-districts-see-steady-drop-in-enrollment. html?pagewanted=all&_r=0. ADVERTISE IN THE Educational Facility Planner Council of the Great City Schools. “Facility Needs and Costs in America’s Great City Schools,” accessed March 30, 2013, http://www.chicagomanualofstyle.org/tools_ citationguide.html. he Educational Facility Planner welcomes advertising in upcoming issues. Center on Budget and Policy Priorities. “New School Year Brings More Cuts in State Funding for Schools,” accessed on April 12, 2013, http://www.cbpp.org/ cms/?fa=view&id=3825. To reserve space, contact Barbara Worth at barb@cefpi.org or call 480-285-9002. Space close date is: October 4, 2013 Raising the Game is the theme for our next issue, October/November 2013. Dan Keating and V. Dion Haynes, “Can D.C. Schools Be Fixed?” Washington Post, June 10, 2007, accessed on March 26, 2013, http://www.washingtonpost.com/wp-dyn/content/ article/2007/06/09/AR2007060901415.html. Oice of the State Superintendent of Education (District of Columbia Public Schools). “SY2012-2013 General Education Enrollment Audited October 5th Count,” accessed on April 12, 2013, http://osse.dc.gov/sites/default/ iles/dc/sites/osse/release_content/attachments/SY12-13%20 Gen%20Ed%20Enrollment.pdf. 36 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG SUBTRACTION AS A FACILITY PLANNING METHODOLOGY By Mike Raible Facility planners visualize a new project as an almost blank sheet of tracing paper beginning with a site plan as the base sheet if the project is a new building, or starting with an as-built oor plan as the base when the project is a renovation. We then begin to add all the bells and whistles in the educational speciications. But what might happen if we viewed the project as a process of subtraction, deciding what could be le out of a potential solution? Would this create a more eective design methodology? T he past four years have been painful for public institutions and public education in particular. Receding budgets as a result of the dismal economy have placed many in the unenviable position of deciding what not to do. Although this set-back is unprecedented, those with more than four years’ experience know that scarce resources tend to be a constant or, at best, a cyclical limitation for the profession. the basis of a more deliberate and efective design practice, one that focuses on the primary considerations that apply to three-dimensional problem solving. In 2010 facing what Charlotte-Mecklenburg Schools (CMS) thought was an impending $100 million cut in state funding, the CMS board asked the staf to suggest possible candidates for school closures and consolidations that might ultimately reduce the operating budget. he board accepted almost all of the staf ’s suggestions, closing ten under-performing and under-utilized schools and restructuring the grade levels of another ten. he constraints placed upon the work were next to impossible. No high performing schools were to be closed, successful programs were to be expanded, and every student reassigned must be moved to a better performing school. he process used required scrutiny of each school: looking at their speciic issues based on eight to ten data points, generating lists of alternatives to solve the issues identiied, and then choosing the options that ofered the best opportunity for success. Time was limited, available staf was minimal, and recommendations were based upon the eight to ten segments of data that staf believed were most important. he project process had been developed during years of practice and was probably very similar to that of most experienced facility planners. his process was a classic example of the use of the laws of subtraction, although we didn’t recognize it at the time. • Break is the important part of breakthrough • What isn’t there can oen trump what is •  e simplest rules create the most eective experience • Limiting the information engages the imagination • Creativity thrives under intelligent constraints • Doing something isn’t always better than doing nothing hree-dimensional problem-solving begins with a problem deinition. If what is not there is as important as what is there, the problem deinition phase of the work becomes a reduction exercise to discover the essential issues and express them succinctly. he problem statement should be a book title, not an epistle. In Annapolis, Maryland, a project to expand the capacity of an existing neighborhood school because of increasing enrollment might have simply meant leveling the existing structure and its additions and constructing a new facility, if the project had been framed in those terms alone. However, part of the reason for the increase in enrollment was that third and fourth generations were returning to that neighborhood. And their children were attending the same neighborhood school their parents and grandparents had attended. he existing facility was part of their heritage. So instead of condemning the existing buildings to the landill, the decision was made to renovate the existing facilities and add an addition that was in character with the rest of the historic buildings. In his new book, he Laws of Subtraction, Matthew E. May has synthesized that process and its’ related guiding principles using the Mars Pathinder and the Toyota Lexus projects among many examples. His six simple rules can form he simplest rules create the most efective experience. An innovative solution is dependent upon identifying the naturally occurring patterns and rhythms. At the University 37 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 PLANNING PERSPECTIVES minutes there were 80 ideas from which to choose. It is also interesting that in the follow-up discussions, the designers themselves were most critical of their own material. Pride of authorship had been suspended. of Tennessee at Chattanooga there were existing pathways that had been worn through the lawn by the students taking shortcuts to class. As part of a project to renovate and expand the campus bookstore, those pathways were used as guides for the placement of the addition as well as where to place the walkways. Break is the important part of breakthrough. According to May, functional magnetic resonance imaging demonstrates that a brain at rest is more active than a brain at work. he English author and scientist, Arthur Koestler, termed it “unconscious ideation,” noting that an incubation period such as sleep aids in the creative problem-solving process. In assembling a design team much time and efort is spent securing the talent of the best technical experts for a project. But diversity in background and experience is just as important. he faculty at the d school, Hasso Platner Institute of Design at Stanford, believe that the more diverse the working team, the better the outcomes. In his book, he Diference: How the Power of Diversity Creates Better Groups, Firms, Schools and Societies, Dr. Scott E. Page makes the case for diverse groups and better outcomes. A diverse design team with diferent, but relevant perspectives, is more likely to discover and understand the naturally occurring patterns and rhythms. Sensitivity to those patterns is a key to a better design. Many design teams do their best work in a space away from their everyday work. Of course, today’s hyper-connectivity makes that increasingly diicult. But to the extent possible, isolating the working team allows them to concentrate on the problem at hand. he other reminder in May’s ith law of subtraction is that all work does not occur in the oice. Innovation is a social function, the intersection of divergent vectors. How many times have the solutions to the diicult problem you have been working on come to you while driving or while bathing? his is an ancient technique. Remember Archimedes solved problems that way. Limiting information engages the imagination. Many facility planners want all the facts concerning the project before beginning. But oten, the volume of information tends to overwhelm the solution. hey become ways to stile solutions that may have promise. Limiting information is one way to suspend judgment on a particular solution. During design charettes for a prototype high school and a prototype middle school in Charlotte, North Carolina, the information about the building sites and the educational program were minimal. he three architectural irms working side-by-side in public on each of the projects were initially frustrated by the minimal information that was available. However, as the week-long sessions progressed, the lack of data fueled their creativity. Much of what was proposed would have been eliminated by a full set of educational speciications. he resulting three proposed designs were far more innovative than previous design work had been. And of course doing something isn’t always better than doing nothing. Andy LaRowe from BAISCA, a North Carolina facilities consulting irm, calls it the DNO — the do nothing option. In some cases it may be the best solution. Parents and students of the schools you recommend closing or redistricting will always remind you that this is an option. It doesn’t matter how poorly the schools are performing, they want you to consider doing nothing. Although the design process and the associated pattern language activities always seem to be linear and additive, in their book, Architecture for Achievement, Victoria Bergsagel and her co-authors remind us that “architecture, like language, is not a linear process.” Neither is it an additive process. In so many cases we work today within existing structures. From the elimination of some divising walls, to the elimination of lockers, and the removal of the traditional desk and chair, the efective design process is reductive, not additive discovering the important and reinforcing elements of educational architecture, while eliminating those unnecessary elements. Creativity thrives under intelligent constraints. Intelligent or not, all of us deal with multiple constraints. A project with no constraints is actually more diicult to design. May uses the time limitations of Pechu Kucha nights and TED talks as examples and says they certainly bring out the best in most presenters. Twitter, real-time character limited comments, and the Vine, six second stories on video, are other current examples. Many of the most successful ideation sessions begin with a target: “Using a black marker and a roll of tracing paper in the next 20 minutes, describe 12 possibilities for how to solve this problem.” his focuses the work and eliminates any pride of authorship. With just a handful of team members, many possible solutions are generated. At each of the prototype charettes in Charlotte there were three design irms with three to ive members each. At the end of 20 In a slightly diferent approach, Prakash Nair and Randy Fielding in their Language of School Design discuss the revision of the traditional classroom into a “learning studio” and ultimately into a “learning suite” to accommodate the 18 learning modalities they have identiied. his too is subtraction, a process of reducing the educational space to its essence. And in their book on small schools, Dollars and Sense II — Lessons from Good, Cost-Efective Small 38 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG Schools, Dr. Barbara Kent Lawrence and her co-authors are very straightforward about the change to a small school environment being an exercise in prioritization - subtraction by another name. Innovative solutions are oten created by those individuals that possess a diferent perspective, the people that look through the wrong end of a pair of binoculars. Likewise, looking at the design process in terms of what can be taken away rather than what can be added, has some distinct advantages. Chief among them is the clarity that comes of identifying the most important elements of the work. Which elements are necessary for the intended purpose? Which are ancillary? What is required and how much? What can be eliminated and how much? James Steinkamp Photography While striving to improve the educational environment for our twenty-irst century students, limited resources will tend to dictate that we do more with less. May suggests that “doing better with less”, emphasis added, is the preferred alternative. hinking of facility planning as a process of subtraction could enable that option and provide the mental framework for a more efective practice. About Mike Raible Mike Raible, REFP has over 25 years’ experience with public education in Tennessee, Maryland and North Carolina. In 2008 he was named North Carolina Planner of the Year. Executive Director of Planning and Project Management for Charlotte-Mecklenburg Schools, the 2011 winner of the Broad Prize for Urban Education, he served on superintendent’s cabinet. He has recently created he School Solutions Group, a problem-solving team for educational organizations. Daylighting is the power of Kalwall. High-performance Translucent Wall and Skyroof® Systems with unequaled thermal and daylighting performance. New construction, reconstruction and replacement systems. kalwall.com daylightmodeling.com skylightinfo.com facebook.com/Kalwall C O R P O R AT I O N info@kalwall.com 39 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 PLANNING PERSPECTIVES 21ST CENTURY TOOLS FOR BUILDING 21ST CENTURY SCHOOLS THE EVOLUTION OF BIM IN K-12 CONSTRUCTION By Anand ‘Andy’ Gajbhiye and Angela Z. Cardwell No doubt you have heard the term BIM. But what is it really? And what value does it bring to the educational facility planning, designing and construction process? A So, how does BIM add value? hink of it like this. When I was in school, as I’m sure with many of you reading this article, we used a card catalog and the Dewey Decimal System to search for books and information in the library. Students today just ask Google. Much is the same in design and construction. Many of us came up through the ranks utilizing paper plans and transparent overlays. We might have been of an age to adapt to CAD drawings. Today, utilizing BIM, we can model an entire project in 3D and determine every clash or conlict of plumbing, electrical, gas, water and data lines before we ever break ground! he construction company can save the school s an acronym, BIM is both a noun and a verb – the noun being the Building Information Model and the verb, the actual process of Building Information Modeling. he distinction is made because there is value for the school district in both the product (the model) and the process (the modeling). To better understand this value, it helps to have a clear picture of the current state of K-12 construction. As a builder of schools for 46 years, we have seen three overarching trends: • Complex Construction: School designers have reacted to evolving technology and ever-changing expectations of the educational system by incorporating innovative design and complex structures. • Design/Construction Industry Financial Losses: Estimates place industry losses at $15 billion annually due to a lack of interoperability between facility design, engineering and associated facility management technology. (Gallaher, et al. August 2004) • Construction Labor Productivity Reductions: he industry has not been able to realize the productivity improvements as compared to any other nonfarm industries. he graph below shows the productivity of the construction industry has gradually declined over the past 50 years at an average compound rate of -0.59%/year. (Teicholz 2004) So why should the design/construction industries’ woes be of concern to educational facility planners? Because these inancial and productivity losses impact the stability of individual irms and the industry as a whole, potentially resulting in higher prices, or worse yet, failed irms and uncompleted projects. Figure 1: Labor productivity index for US construction industry and all non-farm industries from 1964 through 2003. 40 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG district money before a single piece of equipment is moved to the project site. Initially thought of as a tool for architects and engineers, BIM is quickly becoming a standard tool for general contractors. Its use is evolving as fast as the technology itself. In 2012, McGraw Hill construction published a report of their study narrating the business value of BIM in North America. he report showed that the use of BIM in North America has grown from 17% of AEC irms in 2005 to 71% in 2012. Even more interesting, 74% of the contracting irms involved in the study indicated use of BIM, compared to 70% of AE irms. Studies show that BIM creates value as it simultaneously encourages collaboration amongst all project stakeholders. Owners have started to realize these beneits and have begun to include BIM in their evaluation of A/E/C irms in the selection process. (McGraw Hill Construction 2012) Figure 2: Importance of BIM capability for project team selection. Courtesy: McGraw Hill Smart Market Report 2012 We talked about how BIM brings value. Let’s talk about where it brings that value. For the school district and its facility planners, the value is two-fold. In facilities planning and construction, BIM increases the chances of receiving a facility on-time and in budget by requiring that the process be a collaborative one. Once the facility is complete, BIM adds value to the facilities’ management function through more efective operations and maintenance resulting into savings in life cycle costs, volume purchasing and more. Let’s take a closer look at each of these areas. Facilities Planning and Construction We can analyze BIM’s value during this process by breaking it into two phases — preconstruction and construction. Pre-construction Phase he true value of BIM can be accomplished only if it is being utilized collaboratively by all project team members as soon as the project begins. Ways we can use BIM during this phase include: • Clash Detection & Coordination • Phasing Simulation • Model Based Cost Estimation • Value Engineering • Site Analysis • Constructability Clash detection and coordination is the proverbial ‘low hanging fruit’ of the BIM process. Architects, engineers and contractors can collaborate and review clashes within their models. his exercise assures identiication and resolution of coordination issues in design before production of contract documents begins. It increases quality of the documents as they are released with fewer issues. Consequently, change orders during construction are less likely and subcontractors pricing becomes more competitive. Phasing simulation is a term coined to explain the process of linking the phasing plan to a 3D conceptual model. It provides a visual interpretation of the construction process, providing all stakeholders an understanding of the project’s schedule, critical milestones and site disruptions. his simulation can be invaluable on complex additions and renovations at occupied facilities where student movement is an inevitable part of the project. Model based cost estimation consists of three steps: visualization, quantiication and pricing. Once the BIM models are generated, the preconstruction team can use them as a visualization platform to understand design intent and scope of work. 3D visualization via the BIM model increases the comfort and conidence of the estimating team that the project can be built to meet targeted cost and schedule. he second step of the process is quantity take of. Since the model is information rich and has dimensional properties, model estimating sotware can generate quantities automatically, reducing the probability of human error in take of. he project team can quickly check for excessive or missing quantities in 3D to conirm accuracy of quantity reports. As design progresses, multiple iterations of quantity take-ofs can be performed for scope comparison. Due to the automation of quantity take of, estimators can save about 80% of their time, which can be utilized on obtaining better pricing, value engineering and constructability. 41 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 PLANNING PERSPECTIVES Virtual mock-ups are an additional product of the model that is of tremendous value to the owner and A/E team. hese mock-ups can be produced much more quickly than their physical counterparts and provide the needed visual to make critical decisions regarding materials selection. Figure 3: A structure cost model showing all the slabs highlighted by the software he process of value engineering can be contentious. he owner wants the best value, the designers want construction to mirror design intent and the contractor wants to build a facility that is eicient and less likely to produce future warranty issues. he BIM model brings tremendous value to the VE process because it instills collaboration. By analyzing the model, all parties can have a realistic idea of what the facility will look like when VE options are implemented. Case Study Figure 4: SAISD Highlands High school. Model Courtesy: Pfluger Architects, OCO Architects Case Study $56 Million Additions/Renovations of Existing High School 40 months CM@R Results Using BIM During Preconstruction Cost Savings – 2.5% Increased Accuracy in Quantity Takeof – 15% $56 Million Ground Up Middle School 24 months Results Using BIM During Construction Schedule Savings – 4.16% (30 day reduction) Costs Avoided: $180,500 (.32%) RFI Savings: 63 fewer Construction Phase On a typical K-12 project, costs savings utilizing BIM at the construction stage is about 0.32 - 0.75%. Below is a list of BIM activities that can be performed by during construction: • • • • Shop Modeling Clash Detection & Coordination Construction Simulation Virtual Mock-ups BIM is an eicient tool for the production of shop models for all relevant subcontractors. hese models can then be used as part of the project’s inal turnover documents and are also a critical piece of the clash detection and coordination process discussed previously. Similar to phasing simulations, construction simulations can be easily produced using the model. hese can then be shared with the on-site construction team, including subcontractors, to assist all parties in visualizing the project’s schedule as well as the various subcontractor work zones and potential areas of interference. hey can even be made available via tablets and ipads for use by ield personnel when walking the actual site. 42 Figure 5: NEISD Middle School #14. Facilities Management For the facilities management team, BIM can provide information at your ingertips for any facility in the district. his is done through: EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG • As-Built Models • Submittal Loaded Models • Bar-coding • COBie Once a project is complete, the BIM model can be used to produce complete as-builts for the district. hese take the form of 3-D models on digital media which are easily searchable and extremely valuable for facilities management staf. For instance, let’s assume there is a plumbing leak in a facility. he facilities manager can quickly open the 3D as-built model on an Ipad or PC. He can trace the location of the valves in the model while walking through the building and ind the likely location of the leak without opening any ceiling tile or gutting any wall. he other beneit of BIM is that the model can be loaded with all closeout data such as submittals, product data, O&M data, warranties, etc. he inal model turned over to district staf is then truly ‘information rich’. A facilities manager can literally click on a VAV box and pull up all of the documents related to it. With a ingertip, they can ind the exact location of equipment, identify when it is due for servicing, what tools are required to service that equipment and how many of the same type are located in the building. In addition, this information can be tied into a district’s central purchasing database for facilities management. Imagine the power such a tool could provide for operations and maintenance and purchasing contracts! Another option is to attach a barcode to all major serviceable equipment. Simply using a smart phone or tablet PC, the barcode can be scanned and all of its product data can be accessed without even opening a BIM model. Or, technology such as COBie, Construction Operation Building Information Exchange, can be utilized to populate closeout documents in a spreadsheet which ultimately ties back to the district CMMS system. Potential Results Using BIM During Facilities Management Each year, 2.01 dollar/sf is spent annually towards repair and maintenance of a government occupied building (BOMA 2010). If BIM is utilized for facilities maintenance, a cost savings of about 10-40% can be accomplished on each work order issued. (Los Angeles Community College District n.d.) For Example: Assume…. 200,000 SF High School $2/psf costs for R/M annually Total R/M costs=$400,000 With BIM, 10% savings per work order issued = potential $40,000 in annual savings per facility As you can see, given the potential gain in value and cost savings, using BIM in the design and construction as well as operations and maintenance of K-12 facilities has evolved and is making more inancial sense with every RFQ/P issued. Speaking of RFQ/P’s, what should school districts do to ensure that BIM is used for their projects? he answer really is quite simple – establish BIM guidelines, standards and contract language for your district. he good news is, school districts don’t have to start from scratch. here are already many resources available to assist with this process. Start with the following steps. • Find out which districts in your area are using BIM and ask if you can review their documents. • Ask your A/E partners if they have samples they can share with you. • Get involved in any local BIM forums. • Seek out other resources. Here are a few of our favorite examples of Owners that have incorporated speciic BIM requirements into their A/E and contractor selection processes. (State of Wisconsin, University of Southern California, San Antonio Independent School District, Port Authority of New York and New Jersey) • Review the BIM Implementation Guide for Owners created by CURT (Construction Users Round Table). • Review the NBIMS BIM Execution Plan. • Review the AIA’s and AGC’s speciic contract documents for BIM. Finally, it’s important to realize that BIM is not a good it for every K-12 construction project. Its value is in knowing when it makes sense to implement BIM and when it doesn’t. here are several factors worth considering when making a ‘to BIM or NOT to BIM’ decision. • Project Delivery Method — BIM will have an impact on ALL delivery method projects, but will most likely have greater impact on those that encourage collaboration (CMAR, DB, IPD). • Project Complexity — there is signiicant potential for costs savings, eiciency and added value with complex renovations, heavy MEP projects, master plans, and other complicated projects. • Project Budget — you should always weigh the cost of implementation versus the potential beneits. In most cases, the larger the project, the bigger the beneits. • District Size and Expected Growth in Near Term — does BIM make sense for your particular district? 43 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 PLANNING PERSPECTIVES Bibliography To come full circle, BIM is a product and a process. It is a tool that can bring value to all parties involved in the design and construction of K-12 facilities. As someone once said, if a picture is worth a thousand words, a BIM model is worth a thousand pictures. As we are preparing today’s children to use the technology of the future by building 21st century learning environments, we can do so by using 21st century tools. BOMA. “Building Owners and Managers Association International.” BOMA Website. Fall 2010. http://www.boma. org/research/newsroom/boma-kingsley/Documents/BKR_ Autumn%202010.pdf (accessed February 13, 2013). Consensus Docs. Consensus Docs. 2013. https://www. consensusdocs.org/Catalog/collaborative (accessed February 16, 2013). About Angela Cardwell Angela has worked in the marketing arena for more than 20 years and has always had close ties to the industrial, construction and manufacturing markets. In addition, she has a wide variety of sotware and computer application knowledge, resulting in the somewhat unusual combination of marketing and information technology as her areas of expertise. Angela has been with Joeris General Contractors for 12 years and leads the marketing and information technology functions of the company. As a member of Joeris’ Executive Team, Angela contributes to the company’s overall strategic planning process, lending her perspectives from both marketing and I.T. as well as her business planning skills. Angela was also instrumental in the development and implementation of the irm’s in-house Leadership Development program, which assists the irm in identifying and training future leaders in all aspects of leadership from business acumen to self-assessment and personal development. Angela can be reached at acardwell@ joeris.com Department of Administration, State of Wisconsin. BIM Guidelines and Standards for Architects and Engineers. July 1, 2012. Gallaher, Michael P, Alan C O’Connor, John L Dettbarn, and Linda T Gilday. Cost Analysis of Inadequate Interoperability in the. Research, Gaithersburg: NIST-Department of Commerce, Technology Administration, August 2004. Los Angeles Community College District. Improving ROI: “Using BIM for Long Term Facilities Access Management”. Los Angeles. McGraw Hill Construction. he Business value of BIM in North America. Research, Bedford: McGraw Hill Construction, 2012. Penn State. BIM Execution Planning. 2011. http://bim.psu.edu/ Project/ (accessed February 16, 2013). Port of Authority New York and New Jersey. E/A Design Division BIM Standard Manual. New York, September 2012. About Anand “Andy” Gajbhiye Andy Gajbhiye joined Joeris in early 2010 as BIM Manager. Andy has an extensive background in BIM, having worked with one of the technology’s greatest proponents in the construction industry - Dr. Julian Kang of Texas A&M. As a graduate assistant for Dr. Kang, Andy conducted a variety of research projects into the practical use of BIM in the construction environment within varying project delivery methods. He is responsible for project as well as corporate implementation of BIM for the irm utilizing the skills and talents of three BIM specialists. In addition, he is responsible for the training of Joeris personnel in the use of emerging technology. He has overseen BIM’s use from preconstruction through closeout of over $500 million in K-12 and higher education projects. Andy is a recognized authority on the use of BIM through the various phases of construction and has been published in several technical publications. Andy can be reached at agajbhiye@joeris.com Teicholz, Paul. AEC Bytes. April 14, 2004. http://www.aecbytes. com/viewpoint/2004/issue_4.html. he American Institute of Architects. he American Institute of Architects. 2013. http://www.aia.org/contractdocs/training/ bim/aias078742 (accessed February 16, 2013). he Construction Users Roundtable. BIM Implementation: An Owner’s Guide to Getting Started. White Paper, Cincinnati: CURT, 2010. University of Southern California. University of Southern California. 2012. http://www.usc.edu/fms/technical/cad/ BIMGuidelines.shtml (accessed Febraury 16, 2013). US Army Corps of Engineer. Whole Building Design Guide. 2012. http://www.wbdg.org/resources/cobie.php (accessed Febraury 16, 2013). 44 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1 EDUCATIONAL FACILITY PLANNER | WWW.CEFPI.ORG EDUCATIONAL FACILITY PLANNER Council of Educational Facility Planners International 11445 East Via Linda, Suite 2-440, Scottsdale, Arizona 85259 480-391-0840 • www.cefpi.org DC Area Oice Arlington, Virginia VOLUME 47 | ISSUE 1 45 EDUCATIONAL FACILITY PLANNER | VOLUME 47 | ISSUE 1