Resource Lists
SCHOOL CAPITAL IMPROVEMENT PROGRAMS
Information on major school construction projects across the country, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
Facility Needs and Costs in America's Great City Schools.  Casserly, Michael; Lachlan-Hache, Jonathon; Naik, Manish (Council of the Great City Schools, Washington, D.C. , Oct 2011)
Results of a survey of the nation's major city public school districts show substantial construction, renovation, modernization, and deferred maintenance needs because of the age and size of their buildings, and shifting populations. Results indicate that responding school districts have $15.3 billion in new construction needs; $46.7 billion in repair, renovation, and modernization needs; and $14.4 billion in deferred maintenance needs. Total facilities needs in these 50 major city public school districts amount to $76.5 billion or approximately $8.9 million per school. Includes a city-by-city chart of facility needs. 20p
Schools of the Future Report. (California Department of Education, Sep 23, 2011)
Key recommendations include: support a future statewide facilities bond measure to fund new construction and modernization projects throughout the state that will invest in students and teachers and create jobs; examine regulations to ensure they are streamlined, promote safe and sustainable schools, and meet the needs of today's students; highlight best practices for school facilities by creating a Web page with links to research on creating learner-centered, safe, sustainable schools that are centers of the community; sponsor legislation to encourage schools to install solar and other renewable energy systems; establish a Green Schools Award.
92p
New Schools for Downtown Nashville (Nashville Civic Design Center, Nashville, Tennessee, Jul 2011)
Advocates for the building of new schools in downtown Nashville, Tennessee for a dramatic positive affect on the growth and new development in the urban core of the city. Details universal reasons to invest in downtown schools as well as the benefits to Nashville. Provides extensive case studies from Memphis and Chattanooga, highlighting lessons learned, as well highlighting projects in San Diego, Chicago, and St. Louis.
Outlines specific locations for the new schools, with plans and photographs. 17p
Final Report--Audit of Department of General Services, Office of Public School Construction's Proposition 1D Bond Funds (California Department of Finance, Sacramento , Jun 14, 2011)
Reports that the California School Facility Program's (SFP) formal appeals process is not followed when awarding bond funds. This may result in inequitable distribution of bond funds. For the period September 2009 through August 2010, only 6 percent of high risk projects were audited, leaving approximately $4 billion in SFP project costs unaudited. The lack of audits increases the risk of noncompliance with SFP regulations or funds being used for unintended purposes. As of August 2010, OPSC's program data reflects over $5.9 billion in project savings; however, this data may not be reliable because the required LEA annual reporting is unenforced and the data unverified. Project savings are required to be used for future facility projects or returned to the state if not used within three years. OPSC has not determined the extent of project savings which could be used to offset new bond disbursements. Project status tracking and reporting is incomplete and OPSC lacks outcome-based performance measures to assess if the SFP goals are met. 22p.
Auditor's Review of the Operations and Administration of the Office of Public Education Facilities Modernization. (Office of the District of Columbia Auditor, Washington, DC , May 11, 2011)
Reports that the auditor for the District of Columbia office established a procurement contract record management system that did not facilitate a review of school-and project-specific expenditurcs for school facility capital improvements, maintenance, repairs, and operating costs. OPEFM's contract and procurement files did not consistently contain sufficient information to constitute a complete history of contract and procurement transactions. OPEFM did not create or maintain meeting minutes, written summaries of key decisions, lists of project next steps, or reports on the impact that changes in project scopes had on subsequent modernization projects. Finally, OPEFM issued payments to a vendor without a valid contract and assigned managerial functions to a contractor. Individual findings and recommendations are detailed. 46p.
What Types of School Capital Projects are Voters Willing to Support?
Zimmer, Ron; Buddin, Richard; Jones, John; Liu, Na (Public Budgeting and Finance, v31, n1, Mar 04, 2011)
In many states, investments in school capital must be approved by bond referenda. Consequently, voter preferences can directly impact the quality of school facilities and their infrastructure. Researchers have often analyzed the causal mechanisms of referendum passage, but they have not examined whether the type of capital project affects the outcome of the referendum itself. In this paper, we use data from the state of Michigan to examine whether voters are willing to provide more or less support for specific types of capital investments. We focus on the relationship between voter support for maintenance versus the construction of a new building or additions to existing buildings. Our analysis suggests there is a higher approval rate for maintenance of existing facilities than the construction of new school buildings or additions. [Authors' abstract]
p37-55
New Jersey School Development Authority Capital Program Report.
(New Jersey Schools Development Authority, Mar 02, 2011)
Outlines criteria the SDA will use going forward on New Jersey's 10-year $12 billion construction program. Includes a scorecard for every proposed project in the 31 districts falling under the program, more than 100 projects in all, and each rated on a host of factors. Section 1 describes the process for project identification and evaluative criteria. Section 2 details the results of the review and reassessment. Section 3 explains the implementation approach. Includes the SDA Rating Criteria.
31p.
Alabama Department of Education Capital Plan Report.
(Alabama Department of Education, Montgomery, 2011)
Provides a district-by-district summary of school capital improvement plans for Alabama schools. For each project, the type of work to be done (replacement or renovation) is listed, along with a description of the facility, budget, and funding year.
An ACT Concerning Education. (Illinois General Assembly, Springfield , 2011)
This bill requires education facilities master planning for the Chicago Public Schools (CPS). It requires the first ever 10-year facilities master plan, ground rules to ensure that school facility related decisions are made with broad public input and reflect educationally sound and fiscally responsible criteria; financial transparency; guidelines for closings, co-locations, consolidations, new schools, boundary changes; transition plans for students and schools affected by school actions; space utilization and school building performance standards; and a requirement for plan coordination with other agencies. 23p.
Database: Broward School Construction Costs 2004-09.
(Sun Sentinel, 2011)
Provides project data on more than $1 billion spent on 144 major school projects, such as classroom additions and new schools. The database can be searched by school name, contractor or year.
Superintendent’s Recommended FY 2013 Capital Budget and the FY 2013–2018 Capital Improvements Program.
(Montgomery County Public Schools, Maryland, 2011)
Presents the recommended fiscal year 2013 capital budge and th FY 2013-2018 capital improvements for this district. The six-year plan addresses overcrowding isssues, reduces the backlog of critical repairs, and keeps the modernization program on track to replace aging facilities.
Under Construction: Improving New Hampshire's School Building Aid Program.
Barrick, Daniel; Delay, Dennis (New Hampshire Center for Public Policy Studies, Concord , Jan 2011)
Details challenges to state's school building aid program, explains recent legislative changes to the way it is funded, and suggests new options for the future. Since the 1950s, New Hampshire's School Building Aid Program has underwritten the construction and renovation of hundreds of school buildings. But according to our report the cost of the program has outpaced other budget items in recent years and may not be achieving its original goals. The program is expected to cost more than $100 million in the coming biennium, up from $50 million seven years ago. Rather than drawing annual district reimbursements out of the General Fund, the Legislature bonded the payments for FY2009-11, for a total of $131 million. While that decision was made in response to fiscal pressures brought about by the recession, bonding future School Building Aid payments will substantially add to the state's debt burden in coming years. 15p.
State Capital Spending on PK-12 School Facilities.
Filardo, Mary; Cheng, Stephanie; Allen, Marni; Bar, Michele; Ulsoy, Jessie (National Clearinghouse for Educational Facilities and 21st Century School Fund, Washington, DC , Nov 2010)
Presents a state-by-state examination of capital outlay funding for elementary and secondary public education facility construction and modernization. The document reports how much capital outlay has been expended by states from 2005-2008, as reported to the U.S. Census of Governments, and surveys every state on what share of these funds were provided from state sources as compared to local sources. Information was collected from from each state's department of education and/or building authority concerning their school facility capital outlay and related capital data management, planning, funding and oversight practice.
67p.
Selected Laws Relating to the Construction and Repair of Public School Facilities in North Carolina.
(North Carolina Dept. of Public Instruction, Raleigh , Jul 2010)
Focuses mainly on financial concerns covering areas such as bids, sources of state funds, selling or buying school property, bonds, capital outlay funds, and general loan information. Other statutes covered include architectural and engineering services, public contracts, classroom sizes, the duties of local educational and civic authorities, inspections, energy savings contracts, lease properties, long-range facility plans, the North Carolina Historical Commission, facilities guidelines, repair of damage to school property, replacement of buildings, and fire safety. 107p.
New Jersey Schools Development Authority: Audit Report.
(New Jersey State Legislature, Trenton , Jun 10, 2010)
Raises questions about the 2008 master plan for New Jersey's multi-billion school construction program, saying that some of the school projects in the plan may not have been most critically needed. The report, which covered the time period of July 1, 2007 to Feb. 28, 2010, faults two rules in particular: one that gave priority to projects already underway, and one that made sure each eligible district had at least one project included. The report also briefly details the costs of the master plan. The audit details sunk costs of more than $26 million for eight suspended or replaced projects 16p.
Buildings for Academic Excellence: A Vision and Options to Address Deficient School Facilities in Baltimore City.
Patinella, Frank; Verdery, Bebe (American Civil Liberties Union of Marylnad Foundation, Baltimore , Jun 2010)
Advocates for improving Baltimore's school facilities, to further promote recent advances in the school system's student achievement. After describing those recent advances, the document continues by describing the current school facilities situation; the negative impact of deficient school facilities; evidence of the positive impact of schools that have been improved; and a discussion of planning; state, local, and federal funding. Case studies of successful schools highlight the report. 44p.
The Economic Impact of LAUSD Facilities Service Division Bond Programs. (Los Angeles County Economic Development Corporation, Feb 19, 2010)
Los Angeles Unified School District's renovation and modernization program is budgeted for $7.6 billion and includes over 23,000 projects. The new construction program is budgeted for $12 billion and consists of 435 projects, including the construction of 131 new K-12 schools and 64 additions. Together this spending is generating economic activity (measured by business revenues) that will exceed $45 billion in the five-county Southern California region and creating 331,700 jobs with total earnings of over $15 billion over the program period. The projects will generate almost $1.5 billion in state, county, and local tax revenues. 32p.
Wyoming School Facilities Commission Design Guidelines.
(Wyoming School Facilities Commission, Cheyenne, Feb 2010)
Presents the state's facility guidelines, covering the topics of site design, foundations, structural systems, exterior walls, roof assemblies, interior partitions, doors/windows, wall and ceiling finishes, interior floor finishes, plumbing systems, HVAC systems, electrical systems, technology/special systems, fixed equipment, safety and security, specialty spaces. Includes appendices on energy and building systems life cycle analysis, FF&E list, and design construction standards for outdoor athletic facilities. 134p.
2010 Special Sector Study on Education Construction.
(McGraw-Hill, New York, Ny, 2010)
Advises on how to better understand and more effectively pursue opportunities in the $50 billion educational facilities construction market. The study delivers analysis and extensive data, in development for more than a year. It offers full analysis of construction spending and outlook for primary/junior High Schools, senior high schools, and higher education construction. Also addressed is the impact of the recession on school construction and long term drives for the sector, green building trends and incentives to sustainable construction, and notable projects and key players.
This report is available for $3,900, or for $2,500 for current subscribers to MHC Analytics services.
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Clark County School District. 1998 Bond Accomplishment. A Report to the Community. (Clark County School District, 2010)
Details Nevada's Clark County School District's accomplishment from 1998 through 2010 in completing the construction of 101 new schools, delivering 11 replacement schools not included in the initial program, and completing more than $1.6 billion worth of school improvements. 8p
DC Public Schools Master Facilities Plan 2010.
(District of Columbia Office of Public Education Facilities Modernization, Washington , 2010)
Summarizes facilities improvements made in the District of Columbia public schools since 2007, followed by a discussion of priorities, objectives, and defining modernization for the future. The document covers anticipated renovations, demolitions, new construction, swing spaces, maintenance, and programs for early childhood education, special education, charter schools, and adult education. 16p.
Kentucky Department of Education 2010 District & Building Assessments.
(Kentucky Department of Education, Frankfort, 2010)
These building assessments explain the relative building conditions for each Kentucky educational facility using the following descriptors: Excellent (new, generally less than 10 years; Better (generally 10-20 years old; Good/Average (20-30 years old); Fair/Poor (30-40 years old, needs renovation); and Poor (older than 40 years old). The accompanying "District Assessment Map" explains the relative district assessment for each district by using the following descriptors: Green-Districts with limited facility needs, Yellow-Districts with moderate facility needs, and Red-Districts with significant facilty needs.
New Construction. Strategic Execution Plan 2010.
(Los Angeles Unified School District, Facilities Services Division. , Jan 2010)
Outlines the Los Angeles Unified School District's continuing effort in delivering new schools for the students of the Los Angeles Unified School District. By 2010, 81 new schools, 60 classroom additions and more than 88,500 K-12 classroom seats have been delivered. In addition, more than 30 new K-12 schools are under construction. In 2010, the plan is to open 20 new K-12 schools, two of which are opening a year earlier than previously anticipated. The mission, vision and organizational structure of the program are outlined, and the scheduling and costs of every project are provided, along with maps and renderings. 274p.
Rebuilding New Orleans Schools.
(Recovery School District and the Orleans Parish School Board, 2010)
Provides the School Facilities Master Plan for New Orleans schools, a joint effort of the Recovery School District and the Orleans Parish School Board. The Master Plan provides a blueprint for the school construction program that began as a result of the impact of Hurricane Katrina. Sections of the website provide building names, current school programs, building status in the Master Plan, technical information, and a photo gallery of projects. The Current Capital Construction Report provides information about every capital project currently underway, including minor projects (such as roof replacements) and demolitions. The Phase 1 Project Update provides construction status of all projects in Phase 1, a summary of the number of projects in each stage of construction, and the total cost of all projects in each stage of construction. An interactive map of the school districs is also included.
Educational Policy: A Study of the Fiscal Impacts of the College Readiness Program on School Facilities.
Dorris, L. Denae (Tarleton State University, Stephenville, TX , 2010)
Investigates the impact of the Texas' 2006 College Readiness Program on Texas public school construction trends, trends in type of facilities constructed, and financial discretion. Superintendents from 228 Texas public school districts voluntarily participated in an e-mail survey to determine the impact curriculum mandates had on school construction. The findings indicated as school district size increased, the need to construct facilities increased as well. Construction trends indicated 66% of Texas public school districts reported constructing/remodeling science laboratories to fully implement the 4x4 curriculum mandate. While science laboratories dominated the construction, the study confirmed other types of educational facilities were needed as well. Implementing the 4x4 curriculum mandate cost districts on average approximately $500,000. In addition, funding methods differed according to school district size. Larger school districts preferred to employ construction bond elections, while small school districts preferred to use fund balance/reserves to construct facilities. Furthermore, a relationship between school district size and the percentage of the total budget used revealed as school district size increased, the percentage of the budget used to construct facilities decreased. The data from this study indicated, as a result of the 4x4 curriculum mandate, (a) construction trends changed in Texas public schools, (b) trends were apparent in type of facilities constructed, and (c) schools districts experienced a financial impact. [author?s abstract] 22p.
Secondary Schools Modernisation Programme: The Portuguese Experience.
Heitor, Teresa (Comportements and Authors, Lausanne, Switzerland , 2010)
Provides a general diagnosis of the Portuguese school building stock; discusses the school building modernization program, encompassing planning strategies, programmatic concepts and design principles applied in the refurbishment of existing buildings; and describes the school modernization program's operational process. The three main goals of the modernization program are to upgrade existing buildings, to open the school to the surrounding community, and to ensure the maintenance and management of the buildings after modernization. The management model implies a joint contract for construction, conservation, and maintenance operations for a longer period. 10p.
Strategic Capital Development: The New Model for Campus Investment. Kaiser, Harvey; Klein, Eva (APPA, Alexandria, VA, 2010)
Proposes a model of higher education campus development intended to urge institutions and systems to 1) identify more systematically all capital needs of all types; 2)integrate quantitative space needs with qualitative facility assessment to define whole-building solutions; 3) prioritize projects, based on planning principles, while minimizing the influence of politics; 4) associate the needs/projects with financing
sources in a comprehensive long-range capital investment plan; and 5) via all the above, ensure that perpetually scarce capital resources are applied as productively as possible.
172
Building Capital Projects in Tough Times.
Lynch, John (National Association of State Facilities Administrators, Lexington, KY , Nov 2009)
Advises public facilities authorities on how to manage construction projects in a time when many bids might be received from contractors not qualified to do the work. Lessons from the past, price versus value, and project delivery options are detailed. 8p.
2009 Annual Report and 2011-2012 Budget Presentation to the Governor and Select Committee on School Facilities.
(Wyoming School Facilities Commission, Cheyenne , Sep 01, 2009)
Reports that Wyoming school facilities meet state adequacy standards and proposes a budget that aims to help raise that standard. Areas not adequately able to be assessed include capacity and maintenance standards, with latter due to a lack of correlation with need. Enrollment and enrollment trends are reported, and a needs index and prioritization of capital projects is included. 211p.
School Construction: Meeting the Classroom Building Needs of Florida's Growing Student Population.
Miller, Tracey (Florida Atlantic University, Boca Raton , Apr 2009)
Presents a case study of two Florida counties that have attempted to implement school concurrency, as well as a Nevada county that has taken a different approach to managing the same issue. Through an analysis of documents, interviews and district data, a hypothesized model is tested and modified to present one method of providing adequate classroom space in Florida schools. [author's abstract] 187p.
Planning Educational Facilities: What Educators Need to Know.
Earthman, Glen (Rowman & Littlefied, Lanham, MD , 2009)
Provides a detailed discussion of the processes involved in planning a school building, from a discussion on how to organize the local staff to the final evaluation of the building. Individual chapters address planning, educational program development, evaluation of existing facilities, enrollment projection, financial planning, development of the capital improvement program, development of educational specifications, site selection and acquisition, federal regulations, architect selection and employment, project management, commissioning, post-occupancy evaluation, technology integration, and green schools. 332p.
Smart Schools, Smart Growth.
Fuller, Bruce; Vincent, Jeff; Bierbaum, Ariel; Kirschenbaum, Greta; McCoy, Deborah; Rigby, Jessica (University of California, Institute of Urban and Regional Development, Center for Cities and Schools, Berkeley , Jan 2009)
Examines how California's massive and ongoing investment in school construction could better advance the shared goals of school improvement, sustainable urban growth, and equal opportunity. The brief is organized in five parts: 1) a framework for how smart growth principles could help guide school facilities investments, 2) how the $82 billion in bond revenues are being distributed to California's various regions, 3) how a lack of coordinated planning is placed in sharp relief to where people live to how far they travel to jobs, 4) the benefits of high-quality school facilities that accrue to students and teachers, and 5) state policy makers, local educators, and city planners could exercise influential policy levers more wisely. Four communities that are grappling with these challenges in innovative ways and constructing smart schools that build from smart growth principles are highlighted throughout this report.Explores California's current $82 billion school construction investment as an opportunity to advance educational quality and lift local communities. The report urges incorporation of smart growth principles into school facilities construction, more accountability from the State Allocation Board, and investigation into how facility improvement have improved achievement. 37p.
Building Minds, Minding Buildings: School Infrastructure Funding Need, A State-by- State Assessment and an Analysis of Recent Court Cases.
Crampton, Faith; Thompson, David (American Federation of Teachers, Washington, DC , Dec 2008)
Reports on a study that aimed to estimate the current level of school infrastructure funding need in all 50 states, on a state-by-state basis, to compare these estimates to those of a similar 2001 assessment, and to determine the impact of recent court cases that have addressed school infrastructure. The report concludes that the total estimated national need is approximately $254.6 billion, representing a 4.3 percent decrease from 2001. Also examined are the nature and impact of recent court cases that have addressed school infrastructure. Includes major policy recommendations that the federal government assume a strong leadership role and direct funding to states. 82p.
Proposed November 4, 2008, Bond Resolution.
(Los Angeles Unified School District Board of Education , Jul 31, 2008)
This Los Angeles Unified School District bond proposal also includes correspondence which describes typical repairs and upgrades planned for the schools. These efforts largely address technology infrastructure, accommodation of current educational programming, and "green" strategies. 144p.
Economic Impacts of Planned School Construction Projects in New Jersey.
Lahr, Michael; Fichter, Aaron; Bloustein, Edward (Rutgers University, Edward J. Bloustein School of Planning and Public Policy, New Brunswick, New Jersey , Jul 2008)
Examines benefits to the state of New Jersey from currently anticipated school capital improvements. Planned expenditures on school construction will generate direct and indirect economic impacts for the state in the form of employment, income, gross domestic product, and state and local tax revenues. The research estimates that school construction spending will total $5.4 billion from August 2008 to 2013 and generate 9,357 jobs annually. Numerous formulas, tables, a detailed explanation of the methodology illustrate the results. 17p.
Linking School Construction Investments to Equity, Smart Growth, and Healthy Communities.
Vincent, Jeffrey; Filardo, Mary (University of California, Center for Cities and Schools, Berkeley , Jun 2008)
Links patterns of public school construction investment to equity, smart growth, and healthy community issues. The study builds on previous research that found tremendous growth in public school construction spending nationally, due to: 1) enrollment growth; 2) aging buildings; 3) federal and state mandates; and 4) changes in education. It examines the scale, scope, and distribution of public school facility investment in California and Florida. These two states have had high enrollment growth, have increasingly diverse student bodies, and have been leaders nationally in school construction spending. Also discussed is which communities benefitted from school facility improvements by neighborhood income and racial composition in these two states, as well as what types of school construction has been invested in. The report also suggests that the disinvestment seen in school facilities in lower income and minority urban areas is yet another factor continuing to drive families with children from core cities and older suburbs. These families are seeking better schools for their children and the public investment that helps support them. While educators rightly look at patterns of educational program spending, school construction spending is an important and historically overlooked input that has a multitude of influences on school quality, residential patterns, segregation, and land use. 29p.
An Overview of the State School Facility Programs.
(California Department of General Services, Office of Public School Construction, Sacramento , May 2008)
Describes the variety of California school facilities programs grants, the organization and staffing of the Office of Public School Construction, and the School Facility Program construction process. Charts and tables illustrate education facilities bond programs, the funding process, and a summary of deferred maintenance allocations. 20p.
Growing Pains: Reforming Department of Education Capital Planning to Keep Pace with New York City's Residential Construction.
(Office of the New York City Comptroller, NY , May 2008)
Reports how New York City's capital planning process is a reason the New York City public school system is failing to build enough new schools to accommodate children in many neighborhoods experiencing residential construction booms. Shortcomings of the capital planning process are discussed, followed by analyses of neighborhoods where population growth is not matched by increased school capacity. Persistent elementary and middle school overcrowding in some neighborhoods is attributed enrollment projections based only on Community School District (CSD) and not for individual neighborhoods. Recommendations include improvements to the capital planning process for schools and an increase in accountability within that process. 117p.
School Facility Program Handbook: A Guide to Assist with Applying for and Obtaining Grant Funds.
(California Department of General Services, Office of Public School Construction, Sacramento , May 2008)
Assists California school districts in applying for and obtaining grant funds for the new construction and modernization of schools under the provisions of the Leroy F. Greene School Facilities Act of 1998. Following a preface and overview, the guide s chapters address the involved agencies, project development activities, application for eligibility, new construction funding, charter school facilities, critically overcrowded school facilities, joint use projects, modernization funding, financial hardship, facility hardship grants, program accountability, and additional requirements and features. Appendices provide contact information, forms, and a construction services matrix. 111p.
Final Report: New School Construction Grant Adequacy Study.
(California Department of General Services, Office of Public School Construction, Sacramento , Jan 24, 2008)
Reports results from a study to determine whether or not new construction allocations under the California Office of Public School Construction School Facilities Program (SFP) are adequate to build "complete" schools in California. The study analyzed the adequacy of new school construction funding by examining trends in funding allocations and construction costs for 366 schools built between 1999 and 2007, and compared funding allocations and costs for a selected group of 46 school projects identified by the California Department of Education (CDE) as having the essential components of a "complete" school. In addition, six case studies were conducted to determine the manner in which individual school districts met or failed the challenge of bringing construction projects in on budget. 117p.
Alaska Department of Education and Early Development Capital Projects Priority Lists.
(Alaska Department of Education and Early Development, Juneau, 2008)
Provides school capital projects priority information for years 2003-2008. Documents online illustrate initial and final project considerations, amounts requested and recommended, and local and state share.
Construction and Modernization: Information to Assist School Districts in Addressing Construction and Modernization Needs.
(San Mateo County Office of Education, California , 2008)
Advises local school districts on how to manage construction projects. Topics covered include district leadership and staffing, procedures for selecting professional design consultants and firms, contracts, master planning, and project delivery programs. 17p.
Planning Your School Building Project: Putting the Pieces Together.
(Ohio School Facilities Commission, Columbus , 2008)
Offers extensive guidance in the school facilities planning and construction process, with particular reference to Ohio requirements. Individual large sections are arranged to follow the general project timeline of preplanning, planning approval and funding, contracting, design, bidding, construction, occupancy, and post occupancy. Numerous examples forms and documents to assist with job descriptions, planning, policies, procedures, budgeting, and commissioning are included. 601p.
The Little School System That Could.
Duke, Daniel (State University Press of New York, Albany , 2008)
Examines the Manassas Park, Virginia, City Schools' 10-year turnaround from a low- performing district to one in which every school was accredited by 2005. The turnaround is largely credited to superintendent Tom DeBolt, who was hired in 1995. The author considers the district's turnaround from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations. The book offers lessons for any school system facing the challenges of low performance, underfunding, political turmoil, and a culture of low expectations, with special attention to school size and the impact of improved facilities. 182p.
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Building Better Schools-Improving Buildings to Support Learning.
(Tasmanian Dept. of Education, Capital Planning and Development, Hobart , Nov 2007)
Presents the Tasmanian Department of Educations priorities and procedures for building better schools. The project planning principles, application process, and project selection criteria are detailed. 36p.
Williams v. California: The Statewide Impact of Two Years of Implementation.
(Decent Schools for California , Aug 2007)
Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first two years of implementation. The first two chapters provide a general summary of key findings, the case, and the settlement legislation. Chapter three discusses the statewide impact of implementation, with special focus on the entire state, as well as on specific geographical regions. Throughout the report, facility improvement information is combined with that for textbooks, materials, and qualified teachers. 62p.
Revenues and Expenditures by Public School Districts: School Year 2004-05.
(U.S. Dept. of Education, National Center for Education Statistics, Washington, DC , Jun 2007)
Contains data on revenues and expenditures per pupil made by school districts for school year 2004-05. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for capital outlay and operations are also included. 22p.
Report NO: NCES 2007-355
Palo Alto Unified School District Facility Master Plan.
(Palo Alto Unified School District, California , Apr 2007)
Presents the district's 20-year school facilities master plan, which details educational specifications, plans for existing campuses, and sites designated for futures schools. 350p.
A Year of Reform and Rededication: New Jersey Schools Construction Corporation 2006 Annual Report.
(New Jersey Schools Construction Corporation, Newark , 2007)
Presents a report of the Corporation's work in calendar year 2006. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report describes the Corporation's structure and significant reforms made during the year, as well as highlighting projects in the disadvantaged "Abbott Districts." Grant totals for each county are also reported. 25p.
Better Buildings Better Design Better Education.
(Department for Education and Skills, London, United Kingdom , 2007)
Presents a survey of all 150 English local educational authorities, revealing the results of capital investment over the last 10 years. The booklet shows that schools are off to a positive start, and it demonstrates that excellent design can support broader aims from school sport and healthy eating to personalized learning and provision for pupils with special needs and disabilities. 62p.
Regulations Relating to the Leroy F. Greene School Facilities Act of 1998: (School Facility Program)
(California Dept. of General Services, Office of Public School Construction, Sacramento , 2007)
These regulations include a description of the High Performance Incentive Grants available to California schools for more energy and resource efficient "green" classrooms. These regulations implement the Leroy F. Greene School Facilities Act of 1998, which establishes a State program to provide State per pupil funding for new construction and modernization of existing school facilities. The regulations include a High Performance Rating Criteria, which will be used to determine the high performance attributes in a project and to assign a score that will directly correlate to the increased amount of funding a project receives. The high performance grants will provide incentives of between 2-10 percent of the base grant for high performance facilities. 115p.
School Construction Bond Citizen's Oversight Committee
(Los Angeles Unified School District, 2007)
The mission of this oversight committee is to oversee the expenditure of money for the construction, repair, and modernization of schools by the Los Angeles Unified School District (LAUSD). The Oversight Committee communicates its finding to the Board and the public in order to ensure that school bond funds are invested as the voters intended and that projects are completed wisely and efficiently.
Ten Year Facilities Plan. [Idaho]
(Idaho State Dept. of Education, Boise, 2007)
Presents documents suggesting what a ten-year facility plan should include, as well as examples of the various facility plan sections and spreadsheets that can be used to calculate demographic, capacity, and building condition data.
Current and Future Facilities Needs of Texas Public School Districts.
(Texas Comptroller of Public Accounts, Austin , Oct 2006)
Illustrates in text and charts the results of an extensive survey of Texas public school facilities. The survey addressed the following questions: 1) How many and what types of facilities make up Texas school districts? 2) What was the age and date of the last renovation of all school facilities? 3) What are the conditions of all existing school facilities? 4) What are the average age, number of years since last renovation and condition of instructional facilities? 5) How much permanent and portable instructional square footage is available per student and what is the ratio of permanent instructional square footage to portable instructional square footage per pupil? 6) What is the projected cost of current maintenance needs and how long will it be before the buildings will need to be renovated or replaced? 7) Where are the greatest projected needs for new instructional facilities based solely on growth and when will they be needed? 8) When will instructional facilities need to be replaced? 9) How many and what type of permanent instructional facilities are overcrowded or underutilized? 10) What types of energy management activities are districts carrying out? 106p.
Growth and Disparity: A Decade of U.S. Public School Construction.
Filardeo, Mary; Vincent, Jeffrey; Sung, Ping; Stein, Travis (Building Education Success Together at the 21st Century School Fund, Washington, DC , Oct 2006)
Analyzes who has benefitted from $600 billion of United States school construction expenditures from 1995-2004. The report reveals that construction funds have not been equally distributed, with the least affluent school districts making the lowest investment of $4,800 per student, and the most affluent the highest at $9,361 per student. It shows schools with the greatest need, those in high-poverty and minority school districts, have seen the least investment. Money spent on low-income schools was more likely to fund basic repairs such as roofs or asbestos removal, but that spent in affluent districts frequently funded educational enhancements such as labs or performing arts centers. Numerous tables include school construction growth by type of project, by state, enrollment growth, and spending by family income, community household income, and race and ethnicity. Includes 23 references. 41p.
Third Report to the Governor by the Interagency Working Group for School Construction.
(Education Law Center, Newark, NJ , Sep 14, 2006)
Recommends that the New Jersey legislature authorize an additional $2.5 billion for school facilities projects in New Jersey's urban or "Abbott" districts, along with $750 million for projects in suburban, rural and other districts across the state. The report, however, conditions the new funding on the adoption of a "Strategic Plan" by the state School Construction Corporation (SCC). The report presents a new method for prioritizing Abbott projects for funding, including those now stalled because of a lack of funds, and suggests changing the way in which state funding for construction would be allocated to projects in non-urban school districts. The report recommends the Legislature consider moving from guaranteed grants covering at least 40 percent of a community's construction costs to annual aid for debt service on local bonds. 30p.
TO ORDER:
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Apple Awards Capital Project: Guidance Manual.
(Office of the Superintendent of Public Instruction, Olympia, Washington , Sep 2006)
Provides guidance for Washington's Apple Award Construction Achievement grants, a program that rewards schools improving their achievement on state tests with grants for capital improvement projects conceived by the students. Program procedures; instructions for project planning, proposal preparation and submission; and forms are included. 34p.
2005 Indiana School Construction Annual Report.
(Indiana Dept. of Local Government Finances, Indianapolis , 2006)
Compares the sizes and costs of Indiana school building projects to national costs and sizes for 2004 and 2005, revealing that Indiana's costs were 40.4 percent higher than the national average in 2005. The report also examines the statewide impact of school construction debt on taxpayers and analyzes the types of school construction and distribution of construction costs. 12p.
Dekalb County School System SPLOST II Forensic Program Review: Preliminary Report of Findings and Recommendations.
(Dekalb County School System, Decatur, GA , Jun 2006)
Presents the results of an audit of the County's school construction program that offered 11 major conclusions in regard to program management and oversight by the school system administration and board of education. The auditors reviewed in particular detail perceived problems including an understated needs assessment, approval of projects for which there was inadequate budget, performance by the program manager under its contract, and a school system policy of allocating to each school cluster 40 percent of its 10-year assessed needs and allowing it to decide how to use the funds. The report also provides 19 recommendations relating to policies, processes, contracting, staffing, systems, communications and best practices. 75p.
East Haddam Public School Long Range Facilities Plan.
(East Haddam Public Schools, Moodus, CT , Jan 10, 2006)
Presents this small (less than 1500 students) district's plan to re-organize into a three-school system consisting of a preK-3, 4-8, and 9-12 grade facilities. The grades 4-8 school is to be built, the district central office is to be moved to the municipal building (which was formerly a middle school), and the elementary and high schools are to be repaired and renovated. 11p.
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http://www.easthaddamschools.org/
2006 South Carolina School Facilities Planning and Construction Guide.
(South Carolina Dept. of Education, Columbia , 2006)
Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by CSI Masterformat divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 111p.
Miami-Dade County Public Schools Five-Year Capital Plan Fiscal Years 2006-2010.
(Miami-Dade County Public Schools, 2006)
This web-based capital plan includes a message from the superintendent, an overview of the 2005-2006 capital program year, examples of school prototypes, reports on projects at existing facilities, a summary of proposed adjustments to capacity projects for
fiscal years 2006-2010 by region, and a list of projected school openings.
Proposition MM: Repairing our Neighborhood Schools. [San Diego, California]
(San Diego City Schools, CA, 2006)
Provides information on and reports on the progress of San Diego's Proposition MM, a $1.51 billion bond measure that funds modernization of 161 existing schools and construction of 12 new and three rebuilt schools. Also included on the website is a history of the proposition, the long range facilities master plan, status of new/rebuilt schools, environmental impact reports, designs, maps, advice on naming a new school and planning a ribbon cutting event, and other links.
State Allocation Board, Office of Public School Construction, Annual Report 2005-2006.
(California Department of General Services, Office of Public School Construction, Sacramento , 2006)
Presents the annual report of this state agency that carries out the laws, regulations, policies, and programs of the California State Allocation Board (SAB), which in turn mandates requirements for safe and comfortable California classrooms. The programs covered included new facility construction, modernization, joint use, critically overcrowded schools, energy conservation, charter schools, Williams Settlement programs, lease-purchase programs, deferred maintenance, relocatable classrooms, and unused school sites. Directories of state agencies and financial summaries of programs are included. 54p.
State of New Mexico, Public School Outlay Council, Public School Facilities Authority, 2005 Reference Guide.
(State of New Mexico, Public School Outlay Council, Public School Facilities Authority, Santa Fe , 2006)
Compiles New Mexico school capital program information, including Public School Capital Outlay Council reports and awards, status of current projects, a chronology of 2005 events, district bonding capacities and matches, district maintenance plans and master plans, staff directories, state rules, application and grant procedures, adequacy standards rules, deficiency correction program rules, and a history of public school capital outlay in New Mexico. 265p.
The Ohio School Facilities Commission 2005 Annual Report.
(Ohio School Facilities Commission, Columbus , 2006)
Describes the funding, management oversight, and technical assistance provided by the Ohio School Facilities Commission (OSFC) to meet Ohio school district construction and renovation needs for fiscal year 2005. The report highlights the work of the OSFC programs for urban schools, planning for the future, school safety, and partnering. A statewide district-by- district summary of Commission work completed or in progress is included. 32p.
State of New Mexico Public School Capital Outlay Council and Public School Facilities Authority Annual Report.
(State of New Mexico Public School Capital Outlay Council and Public School Facilities Authority, Santa Fe , Dec 31, 2005)
Presents the annual report for these two New Mexico authorities, reporting amounts and types of expenditures on school construction, capital and maintenance priorities, award recipients, planning endeavors, and partnering endeavors. 23p.
The Williams v. California Settlement: The First Year of Implementation.
(American Civil Liberties Union of Southern California, Los Angeles , Nov 2005)
Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first year of implementation. The first section provides a general summary of the case and the Settlement Legislation, breaking down the approximately $1 billion in new funds and describing how the new legal standards for instructional materials, school facilities, and teachers apply to all public schools. The facilities section explains how the new "good repair" and "emergency facilities needs" standards were developed through regulations and how the overlapping accountability systems in this area improved school facility conditions around the state. 54p.
Vermont School Construction Planning Guide.
(Vermont State Dept. of Education, Montpelier , Sep 29, 2005)
This guide for Vermont administrators beginning a school construction project is to be used in conjunction with Vermont State Board of Education Rules for Capital Construction. Its intent is to identify key state agencies, and the stage or stages in the development of a school project at which each agency should be consulted. Described are the procedures that school officials should follow in the development of a project. Guidelines are organized in the following areas: (1) the process; (2) professional assistance, construction methods, and the bidding process; (3) suggested procedures for school boards; (4) roles of the different state agencies; (5) other construction issues; (6) capital outlay formula; and (7) applications. 107p.
Building for the Future: The School Enrollment Boom in North Carolina.
Stoops, Terry (John Locke Foundation, Raleigh, NC , Sep 2005)
Discusses the inadequacy of even the largest school bond revenues in addressing rapid growth in North Carolina school districts, advising instead that districts employ cost-effective construction, renovation, and maintenance solutions that are taxpayer-friendly and enhance educational opportunities. Public-private partnerships to finance new construction, adapting and reusing buildings, rethinking design standards, revising financing policies for stadiums and sports facilities, building modular schools, and using virtual schools are discussed, as are innovative project management techniques. 22p.
Capital Needs Assessment Survey.
(Illinois State Board of Education and Illinois Capital Development Board, Springfield , Feb 2005)
Summarizes the results of the state's 2004 survey assessing school construction needs through 2006. Districts reported $6.7 billion in capital needs for new schools, additions, and repairs. The data are organized by type of district, location of district, type of school, and type of repair. Information on potential consolidation of districts is also included. 2p.
CDE Capital Construction Program.
(Colorado Dept. of Education, Denver , Feb 2005)
Details processes and requirements for requesting project funds from various state and federal funding sources administered by the Colorado Department of Education. Six major programs are detailed, accompanied by contact information, sample forms, frequently asked questions, and historical funding information. 148p.
2005 South Carolina School Facilities Planning and Construction Guide.
(South Carolina Dept. of Education, Columbia , 2005)
Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 108p.
Guidance for Review of School Building Project Financing. [Indiana]
(Indiana Dept. of Local Government Finance, Indianapolis , 2005)
Provides Indiana school officials with the parameters within which the state will evaluate local school construction project financing. The guidance indicates how projects will be assessed under state legislation, detailing considerations such as square footage per student, enrollment patterns, age and condition of current facilities, cost per square foot, and effect of the project on local tax rates. 15p.
Major Capital School Construction Project Workbook.
(Maine Dept. of Education, Augusta, 2005)
Provides guidance for the school construction projects, covering architect selection and approval, new construction versus renovation, site selection and approval, educational specifications, space allocation, financing, technology, bond approval, life cycle analysis, energy efficiency standards, design and funding approval, reporting requirements, and equipment.
Responsibility+Results+Renewal=the 3R's of School Construction: New Jersey Schools Construction Corporation 2004 Annual Report.
(New Jersey Schools Construction Corporation, Newark , 2005)
Presents a report of the Corporation's work in calendar year 2004. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report describes the Corporation's responsibilities, highlights statistics illustrating successes in school facility improvement in 2004, and reports the year s grant totals for each county. 20p.
State Allocation Board, Office of Public School Construction, Annual Report 2004-2005.
(California Department of General Services, Office of Public School Construction, Sacramento , 2005)
Presents the annual report of this state agency that carries out the laws, regulations, policies, and programs of the California State Allocation Board (SAB), which in turn mandates requirements for safe and comfortable California classrooms. The programs covered included new facility construction, modernization, joint use, critically overcrowded schools, energy conservation, charter schools, Williams Settlement programs, lease-purchase programs, deferred maintenance, relocatable classrooms, and unused school sites. Directories of state agencies and financial summaries of programs are included. 66p.
State of Indiana School Construction Annual Report 2003-2004.
(State of Indiana, Department of Local Government Finance, Indianapolis , 2005)
Compares the sizes and costs of Indiana school building projects to national costs and sizes, examines the statewide impact of school construction debt on taxpayers, presents historical data on Indiana school construction, and establishes benchmarks for local officials to use in guiding their own projects. The data is divided into figures for new buildings, additions, and renovations. 9p.
Planning and Programming for A Capital Project.
Tanner, C. Kenneth; Lackney, Jeff (University of Georgia, College of Education, School Design and Planning Laboratory, Athens , 2005)
Advocates regular school facility assessment and outlines the stages of a capital planning project as steps A-Z-FF, in chronological order. The stages begin with the planning process and end with the completed warranty inspection. 7p.
School Building Programmes: Motivations, Consequences and Implications.
Woolner, Pamela; Hall, Elaine; Wall, Kate; Higgins, Steve; Blake, Anthony; McCuaghey, Caroline (University of Newcastle; School of Education, Communication and Language Sciences; Centre for Learning and Teaching, Reading, United Kingdom , 2005)
Reviews previous phases of school building in the United Kingdom, Europe, and the United States. Common themes and the aspects which initiate and then influence school building programs are identified, and then related to the outcome. Recommendations of past practices to be avoided are made, particularly when a large number of schools are built at one time and repeat the same shortcomings. The seventy-four references represent the literature consulted. 48p.
State Spending on Capital Outlay/Interest, 1998-1999.
(Education Commission of the States. Data from the Digest of Education Statistics 2002, National Center for Education Statistics, 2003. , Jul 2004)
State-by-state data on 1) Capital Outlay Expenditures; 2)Interest on School Debt; 3) Capital Outlay and Interest Expenditures; 4) Student Enrollment Fall 1999; 5)
Per-capita Spending on Capital Outlay; 6) Per-capita Spending on Interest; and 7)Per-capita Spending on Capital Outlay & Interest.
The Abbott School Construction Program: Report on the NJ Department of Education Proposed Regulations on Long-Range Facilities Plans
Ponessa, Joan (Education Law Center, Newark, NJ , Feb 16, 2004)
According to findings contained in this report, Abbott districts must develop new five-year facility
improvement plans next year, but lack guidance from the New Jersey Department of Education (NJDOE)on how to perform
this critical task. In addition, rules recently proposed by NJDOE fail to address minimal requirements for sound facilities planning, and must be completely overhauled. The proposed rules are under review by the State Board of Education. The rules fail to: 1) Direct districts to adopt a schedule and budget to ensure effective completion of the plans by the EFCFA deadline, and to maximize participation of stakeholders in the planning process; 2) Instruct districts on conducting a thorough
re-assessment of their education program as a foundation for planning new or renovated facilities; 3)Provide standards for planning community centered schools; 4) Require NJDOE to maintain a reliable, public
database to promote community engagement in facilities planning and State and district accountability for effective program implementation.
15p.
The Abbott School Construction Program. NJ Department of Education Proposed Facilities Regulations: Analysis of Preschool Issues
Ponessa, Joan; Boylan, Ellen (Education Law Center, Newark, NJ , Feb 2004)
This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE)to implement the Educational Facilities Construction and Financing Act. The report begins with a summary of key findings and recommended amendments to the NJDOE proposed regulations. It then provides background on the Abbott preschool and school construction programs, analyzes the proposed NJDOE regulations, and makes recommendations for needed changes. As the report makes clear, substantial revision of the proposed rules are necessary to improve implementation of the Abbott preschool and facilities programs over the next five-year construction cycle. 14p.
Miami-Dade County Public Schools Educational Facilities Planning and Standards. Design Criteria.
(Miami-Dade County Public Schools,Facilities Planning and Construction Office, Miami, FL, 2004)
This details current design criteria for the Miami-Dade County Public Schools, with sections on general requirements, site work, materials, equipment, furnishing, technology integration, thermal and moisture protection, mechanical, conveying, and electrical systems.
Miami-Dade County Public Schools Educational Facilities Planning and Standards. Master Specification Guidelines
(Miami-Dade County Public Schools, Facilities Plannng and Construction Office, Miami, FL, 2004)
Guide specifications for the design and construction of Miami-Dade County Public Schools are provided for the sixteen divisions including general requirements, site work, materials, equipment, furnishings, technology integration, thermal and moisture protection, mechanical and electrical systems.
New Jersey School Construction Corporation Annual Report.
(New Jersey Schools Construction Corporation, Trenton , 2004)
Presents the report of the Corporation's work in calendar year 2003. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report highlights innovative demonstration projects and reports the grant totals for each county. 36p.
Public School Capital Outlay Council and Public School Facilities Authority Annual Report 2004.
(New Mexico Public School Capital Outlay Council/Public School Facilities Authority, Santa Fe , 2004)
Presents the annual report for these two New Mexico authorities, reporting amounts and types of expenditures on school construction, progress on energy efficiency and indoor air quality, and partnering endeavors. 19p.
School Building Assistance Program[Massachusetts].
(Massachusetts Department of Education, 2004)
Massachusetts' School Building Assistance program is designed to help communities undertake important school building projects
by having the state assume a significant portion of all costs associated with the construction of new buildings and
the renovation of (or major additions to) existing buildings. This describes the law and regulations, provides reimbursement rates, a priority list, and administrative advisories. Includes a series of informational items.
School Construction Handbook.
(Pennsylvania School Boards Association, Mechanicsburg , 2004)
Advises school board members on a variety of school condition and construction issues, including the impact of facilities on student achievement, how to get started with capital improvements, new construction versus renovation, project management, selecting design professionals, key components of school design, "green" construction, financing, and typical legal problems of school construction. 186p.
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State Allocation Board, Office of Public School Construction, Annual Report 2003-2004.
(California Department of General Services, Office of Public School Construction, Sacramento , 2004)
Presents the annual report of this state agency that carries out the laws, regulations, policies, and programs of the California State Allocation Board (SAB), which in turn mandates requirements for safe and comfortable California classrooms. The programs covered included new facility construction, modernization, joint use, critically overcrowded schools, energy conservation, federal renovations, charter schools, lease-purchase programs, deferred maintenance, relocatable classrooms, and unused school sites. Directories of state agencies and financial summaries of programs are included. 60p.
Strategic Execution Plan, Los Angeles Unified School District.
(Los Angeles Unified School District, Facilities Services Division , Jan 2004)
Describes the Los Angeles Unified School District's plan to deliver over 11,000 new classroom seats by 2010, with a goal of returning all schools to a 180-day, two-semester calendar and allowing all students to attend a neighborhood school. The mission, vision and organizational structure of the program are outlined, and the scheduling and costs of every project are provided, along with maps and renderings. 208p.
Wake County Public School System Plan 2004.
(Wake County Public School , 2004)
Provides information and resources to accompany the Wake County Public School System's Plan 2004. The Plan is the result of a $450 million school bond referendum, covers 2004-08, and includes building 13 new schools and a pre-kindergarten center, comprehensive renovations at 16 schools, and repairs and re-roofing projects at 61 campuses. PLAN 2004 is one segment of a continuous capital improvement program to address growth in the district.
School Maintenance and Renovation: Administrator Policies, Practices, and Economics.
Earthman, Glen; LeMasters, Linda (Proactive Publications, Lancaster, PA , 2004)
Written for decision-makers in school buildings, district offices, and boards, this book outlines the major aspects of school maintenance and renovation, with a focus on cost-effectiveness. Chapters include: 1) How Schools are Funded; 2) Organization of Maintenance, Engineering, and Operations Staff; 3) School Board Policies for Maintenance and Operations; 4) Administrative Process--The Paper Chase; 5) Capital Improvement and Maintenance Planning; 6) Cost Maintenance; 7) Deferred and Preventive Maintenance; 8) Emerging Role of Technology; 9) Contract Maintenance--External Management Service; 10) Regulatory Aspects of Maintenance and Operations; 11) Cost-Effective Procurement Processes; 12) Deciding to Renovate; 13) Planning the Educational Program; 14) Selection of the Architect; 15) What the Architects Does; 16) Renovation Funding; 17) Alternative Funding Plans; 18) Bidding and Contractor Selection; 19) School Operating During a Renovation; 20) Bringing Closure to the Project; and 21) The Price of a Good Education. 200p.
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ProActive Publications, 1148 Elizabeth Avenue #2, Lancaster, PA 17601. http://www.proactivepublications.com
Ten Ways to Help Avoid Legal Problems in School Construction.
Kelin, Howard L. (National Clearinghouse for Educational Facilities, Washington, DC. , Sep 2003)
This publication recommends that school districts include a legal plan in every school construction project. The author discusses negotiating agreements with the project architect and construction manager early on; exercising due diligence in selecting the project team; determining proper levels of professional liability insurance; clarifying legal issues with the architect and the construction manager; predetermining methods of dispute resolution; reviewing non-technical contract provisions in bid packages; developing surety bonds for bid packages; and exercising care in handling non-responsible bidders, bid errors, and contractor disputes. The publication concludes that properly applying these measures can significantly increase the chances of completing a school construction project on time, within budget, and without litigation. 8p.
Creation of a System-Wide Commissioning Program for a Public School District.
Mosier, Roger (California Commissioning Collaborative, Sacramento , May 2003)
Presents some of the challenges and obstacles involved in initiating a commissioning program in Arlington County (Virginia) Public Schools, as well as anticipated outcomes from the program. As of fall 2002, a commissioning program has been designed and is in place. With the knowledge and supervision of the School Board, approximately $100 million in planning, design, and construction activities will be affected by this program in the next four years. This work will be accomplished by three commissioning firms that have been retained on five-year indefinite delivery contracts. Procurement and funding of commissioning services, as well as their inclusion into the A/E contracts is covered. 7p.
How Communities Can Use Research To Hold School Systems Accountable.
Baum, Howell S. (Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL , Apr 25, 2003)
This study examined how community organizations can use research to identify community education interests and influence school systems to serve those interests. A case study of the Southeast Education Task Force in Baltimore, Maryland, analyzed the organization's efforts to develop a school facility plan and persuade the school system to adopt and implement it. The community organization combined the formal research on school facilities, political research on allies and decisions makers, and an informal collection of local knowledge. It used this research to develop short-term and long-range facility and capital improvement plans, and then persuaded the school system to repair school facilities and state decision makers to approve a new neighborhood school. (Contains 56 references.) 19p.
The Economic Impact of Implementing the Cincinnati Public Schools' Facilities Master Plan on Greater Cincinnati.
Rexhausen, Jeff (Cincinnati University, Economics Center for Education & Research, Ohio. , Apr 2003)
The construction proposed in the Cincinnati Public Schools' Facilities Master Plan will have a significant impact on the greater Cincinnati, Ohio, economy. Highlights include: (1) the Facilities Master Plan of the Cincinnati Public Schools envisions a 10-year program with $985 million in construction spending. The funding of this program includes $211 million from the State of Ohio, which increases the purchasing power of the $774 million local funding commitment; (2) the Facilities Master Plan will generate a total of $2.35 billion in economic impact, including $718 million in local household wages and salaries, meaning an average annual impact of the Facilities Master Plan for the next 10 years of $232 million, and household earnings totaling $71 million and 2,339 jobs will be generated for area residents each year; (3) the return of $718 million in wages and salaries for $774 million in local dollars is important, meaning that every $100 in local funding ultimately returns $93 in wages and salaries to the pockets of local workers; (4) business activity will especially be stimulated in the construction, business services, real estate, and retail sectors; and (5) economic benefits may result from improvements in educational quality, quality of life, and physical conditions of neighborhoods, but are not measured here. 35p.
Citizen Oversight of Public School Construction Programs: In Search of Promising Practices.
(21st Century School Fund, Washington, DC , Feb 12, 2003)
This paper asserts that one part of a comprehensive control system for school construction projects is a citizen oversight committee. It suggests that citizen oversight committees are a cost-effective and politically important method for supplementing a school board in its monitoring and oversight functions. In
addition, the committee acts as a means of engaging the public to increase accountability, meeting the public's desire to ensure taxpayer dollars are used effectively, efficiently, and equitably. The paper provides information on the advantages associated with having a citizen
oversight committee as well as lessons and promising practices on how to develop and
implement a committee. Ten districts with citizen oversight committees in place were
interviewed to determine promising practices that are most effective in fulfilling the responsibilities and achieving the advantages of an oversight committee. 20p.
Coalition for Our Children's Schools. Abbott School Construction Program Report Card.
(Education Law Center, Trenton, NJ , 2003)
In July 2000, the New Jersey State Legislature enacted the Educational Facilities Construction and Financing Act, providing $6 billion to rebuild the schools of the Abbott districts, and created a procedure controlled by State government by which the school construction and renovation was to take place. This report card on the Abbott school construction program gives the state a D for its progress to date in implementing the school construction mandate of the court and legislature. 17p.
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State Allocation Board, Office of Public School Construction, Annual Report 2002-2003.
(California Department of General Services, Office of Public School Construction, Sacramento , 2003)
Presents the annual report of this state agency that carries out the laws, regulations, policies, and programs of the California State Allocation Board (SAB), which in turn mandates requirements for safe and comfortable California classrooms. The programs covered included new facility construction, modernization, joint use, critically overcrowded schools, energy conservation, charter schools, lease- purchase programs, deferred maintenance, relocatable classrooms, and unused school sites. Directories of state agencies and financial summaries of programs are included. 63p.
Keys to Success: School Facilities Primer, Questions & Answers 101.
Brady, Jim (PageSouthlandPage, Arlington, VA. , 2003)
This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools; life cycle costing; facility standards; facility costs; maintenance; bond issues; site issues; accessibility; building codes; asbestos; working with architects; construction delivery options; and sustainabilty issues. 28p.
Saving America's School Infrastructure. Research in Education Fiscal Policy and Practice.
Crampton, Faith E., Ed.; Thompson, David C., Ed. (Information Age Publishing, Greenwich, CT , 2003)
This book addresses funding for school facilities. Contents of section 1, "Overview and Scope of the Problem," are: (1) "Unmet School Infrastructure Funding Need as a Critical Educational Capacity Issue: Setting the Context" (Faith E. Crampton); (2) "Financing School Infrastructure Needs: An Overview across the 50 States" (Catherine C. Sielke); (3) "Canadian Approaches to the Financing of School Infrastructure" (Vivian J. Hajnal); and (4) "Financing Captial Facilities in Higher Education" (Mary McKeown-Moak). Section 2, "Current Challenges to Funding of School Infrastructure," contains the following chapters: (5) "Capital Needs and Spending in Urban Public School Systems: Policies, Problems, and Promises" (James G. Cibulka and Bruce S. Cooper); (6) "Funding School Infrastructure in Rural America" (Jeffrey Maiden); (7) "Infrastructure Funding Considerations and Students with Disabilities" (William T. Hartman); (8) "School Finance Litigation: One Strategy To Address Inequities in School Infrastructure Funding" (David C. Thompson and Faith E. Crampton); (9) "Funding Technology versus Bricks and Mortar: Can We Have It All?" (Faith E. Crampton, Janis M. Hagey, and Kathleen C. Westbrook); and (10) "Should Principals Be Involved in School Renovations?" (Brian O. Brent and Marie Cianca). Part 3, "The Future of School Infrastructure Funding," contains the following chapter: (11) "Striking a Balance in School Infrastructure Funding" (David C. Thompson). 270p.
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Information Age Publishing, 80 Mason St., Greenwich, CT 06830, Tel: 203-661-7602http://www.infoagepub.com
Guide for Planning School Construction Projects in Minnesota.
Division of Assistance Management (Minnesota State Dept. of Children, Families, and Learning, St. Paul, MN , Jan 2003)
This guide summarizes changes in laws and regulations for educational facility funding options and construction project proposals; highlights some of the latest ideas in planning and designing school sites, space design, and related issues; and examines essential considerations when designing middle level and community use/partnership spaces in schools. Minnesota state regional and local agency procedural requirements for school construction project review are included. Related issues and considerations involving the development of partnerships with community groups, public agencies, and private users; urban and rural schools; school security; indoor air quality; lighting and electrical systems; and charter and private schools conclude the guide. 160p.
Progress Report, Fiscal Years 1998-2003, School Construction Program.
(Illinois Capital Development Board, Springfield , Nov 01, 2002)
Presents a brief overview of the the State of Illinois School Construction Program, tables illustrating how and where funds have been distributed since inception, and a statewide list, by county, showing state and local shares of school construction funds. 12p.
School Capital Funding: Supplementary State Profiles.
Gurley, Richard (Tennessee Comptroller, Office of Education Accountability, Nashville. , Aug 2002)
In July 2001, the Tennessee Comptroller's Office of Education Accountability (OEA) began studying methods other states use to finance K-12 capital outlay. The final product of this research is the report "School Capital Funding: Tennessee in a National Context." As part of this research, OEA staff compiled information on state K-12 capital finance methods in all 50 states. This information is included in these supplementary state profiles. The profiles contain information on contact person, credit enhancement programs, loan programs, annual capital funding programs, additional methods, state oversight, and legal action. 103p.
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Office of Education Accountability, 505 Deaderick Street, Suite 1700, Nashville, TN 37243-0268. Tel: 615-401-7911.
School Capital Funding: Tennessee in a National Context.
Gurley, Richard (Tennessee Comptroller, Office of Education Accountability, Nashville. , Aug 2002)
This report evaluates the need for K-12 capital spending in Tennessee and the methods the state uses to meet this need within a national context. The report examines the benefits of capital outlay spending and its impact on student performance. It identifies the major drivers of capital expenses. The report then investigates the roles the federal government and other state governments play in funding these expenses and how Tennessee compares to other states. Finally, it identifies strengths and weaknesses of Tennessee's existing funding programs and suggests possible improvements. The report's conclusions include: (1) based on the condition of existing facilities, Tennessee's school construction needs are significant but less than those found in other states; (2) based on enrollment growth, Tennessee's school construction needs are comparable to those of the rest of the nation and will decline in the coming decade; (3) legal challenges have increased state capital funding in Tennessee, but not to the extent found in other states; and (4) total K-12 capital spending in Tennessee increased more rapidly over the past decade than did spending nationwide, but probably remains below the national average. 39p.
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Office of Education Accountability, 505 Deaderick Street, Suite 1700, Nashville, TN. Tel: 615-401-7911.
Revitalization by Design: A Guide for Planning and Implementing School Improvement Projects through School-Community Partnerships.
Davis, Stephanie, Ed. (State of Maryland, Public School Construction Program, Baltimore , Jun 2002)
This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.
TO ORDER:
State of Maryland, Public School Construction Program at 410-767-0617.
Submittal Requirements for Review of Planning, Bidding and Construction Documents for Georgia Public Schools.
(Georgia State Dept. of Education,Facilities Services Unit, Atlanta. , May 2002)
This document presents the Georgia Department of Education's submittal requirements for documents addressing the planning and construction of educational facilities. Requirements cover such areas as project funding sources, copies and format, site plan, floor plans, elevations and sections, construction delivery method, and heating, air conditioning, and ventilation requirements. 13p.
D.C. Public Schools' Modernization Program Faces Major Challenges. Testimony before the Subcommittee on the District of Columbia, Committee on Appropriations, House of Representatives. Statement of David E. Cooper, Director, Acquisition and Sourcing
Cooper, David E. (United States General Accounting Office, Washington, DC , Apr 25, 2002)
This Congressional testimony focuses on the challenges faced by the District of Columbia in modernizing its public schools. Specifically, it addresses: (1) increases in the cost of modernizing the schools; (2) delays in completing the schools; (3) quality inspection problems; and (4) concerns about managing asbestos hazards. The testimony concludes that although the school system, with the Corps of Engineers' assistance, has accomplished much in the last few years, the modernization program will cost significantly more and take longer to accomplish than originally projected. It asserts that the school system needs to revise its plans to reflect these realities and to fully fund asbestos management activities this year and ensure that sufficient funding is budgeted in future years. 10p.
Report NO: GAO-02-628T
Chicago Public Schools: State of the Buildings. The Capital Improvement Program.
(Chicago Public Schools, IL , Apr 2002)
This describes the recent accomplishments that have been made by Chicago Public Schools's Capital Improvement Program (CIP). This reviews CIP funding history, discusses overcrowding, the e-rate technology program, science laboratories, ADA upgrades, health centers, early childhood and pre-K classroom renovations, playlots and exterior enhancements, and operations and maintenance improvements. 25p.
From the Ground Up: Legal Issues in School Construction.
Brickman, Heather K.; Goodrich, Christine A.; Griffith, Christine W.; Kuhn, Jeffrey L.; Levi, James S.; Levin, Michael I.; Osher, Daniel A.; Segal, Su (National School Board Association Council of School Attorneys, Alexandria, VA , Apr 2002)
This publication is intended to assist school lawyers, business officials, board members, and administrators in making sound decisions, understanding the legal implications, and securing the maximum contractual protections for the school district before a school construction project begins. The first chapter examines the necessity of investigating and evaluating potential sites for school construction to avoid unforeseen environmental liability. This is followed by chapter 2 exploring the legal ramifications of an emerging project delivery method, design-build--its advantages and disadvantages, and the legal considerations before opting for this non-traditional approach to school construction. Chapters 3, and 4 describe the agreements school districts will sign with various entities in the design and construction process. Chapter 5 deals with issues relating to architect-owner agreements and construction manager contracts review standard forms of agreement commonly proffered by these professionals and recommend changes to protect the school district's interests and concerns. Chapter 6 discusses school construction bidding issues; and finally, chapter 7 explains the provisions crucial to an effective contract between schools and general contractors. (An appendix lists other resources.) 202p.
TO ORDER:
http://www.nsba.org/
Portland Public Schools Long Range Facilities Plan.
(Portland Public Schools, Oregon , Feb 2002)
Presents this plan for Portland, Oregon, based on a predicted trend of a declining school age population and pressure for more personalized learning. The plan includes reduction of property inventory, with adaptive reuse of facilities and inclusion of non-traditional learning spaces. 112p.
Title 7. Education Chapter 6. School Facilities Board Rules. [Arizona]
(Arizona State School Facilities Board, Phoenix , Feb 01, 2002)
Presents rules and policies governing and detailing facility design, construction, and funding for Arizona public schools. The document’s six articles cover definitions, regulations on minimum school facility guidelines, square footage calculations, the process for deficiency corrections, new school and land funding, and allocation and use of contingency funds. Specific areas of a school facility discussed include the school site; classroom; libraries and media centers; cafeterias, auditoriums and multipurpose rooms; spaces for science, arts, vocational and physical education; parent work space; and administrative space. The report also places some emphasis on fixtures and equipment, technology integration, communications, and materials and finishes. 48p.
TO ORDER:
Arizona School Facilities Board, 1700 W. Washington St. Suite 602, Phoenix, Arizona; Tel: 602-542-6501
State Allocation Board, Office of Public School Construction, Annual Report 2001-2002.
(California Department of General Services, Office of Public School Construction, Sacramento , 2002)
Presents the annual report of this state agency that carries out the laws, regulations, policies, and programs of the California State Allocation Board (SAB), which in turn mandates requirements for safe and comfortable California classrooms. The programs covered included new facility construction, modernization, lease-purchase programs, deferred maintenance, relocatable classrooms, and unused school sites. Directories of state agencies and financial summaries of programs are included. 52p.
A Model Schedule for a Capital Improvement Program.
Oates, Arnold D.; Burch, A. Lee 2002)
The Model Schedule for a Capital Improvement Program described in this paper encourages school leaders to consider a more holistic view of the planning process. It is intended to assist those responsible for educational facility planning, who must assure that all important and relevant tasks are accomplished in a timely manner. The model's six phases are: (1) assessment of current facilities, programs, and community beliefs; (2) preliminary planning for facility master plan development; (3) implementing the facility master plan; (4) marketing the master plan; (5) implementation of projects in the master plan; and (6) post-occupancy evaluation. Each phase includes a list of tasks and responsible persons, and an estimated time frame.
Update of School Construction Assistance Programs Survey for Wyoming State Legislature.
(MGT of America, Inc., Tallahassee, FL. , Aug 23, 2001)
This report summarizes data collected from all responding departments with school construction facilities budget responsibility in 49 of the 50 sates (Wyoming excluded). Each of the 49 states was asked to participate in the update of the survey, which was last compiled in 1999. Data are presented in two formats. The first is broken into categories describing the background of school construction issues, school funding programs, key policy questions, and a list of states with legal challenges to school construction programs, both current and resolved. The second is a collection of data for each individual state. In this section there is information on these issues: administering agency; current appropriate; dedicated revenue; funding sources; local matching requirement and related funding source; eligibility criteria; priority factors; specific criteria; and recent or pending legal actions and outcomes. The report includes data from 45 states, 36 of which are currently operating state funded school construction programs. Nine states do not currently have such programs. Six states have established a new agency to oversee school construction in the state, and 10 states have established formulas for determining the amount of state funding each school district receives. Four states require the governor and the state legislature to approve all school construction projects before state funding is made available, and 11 states subsidize, reimburse, or match local funding for construction projects 83p.
Land Acquisition Practices of the Miami-Dade County School District. A Special Review.
(Florida State Legislature,Office of Program Policy Analysis and Government Accountability, Tallahassee , May 2001)
This review, requested by the Florida Legislature, answers six questions about Miami-Dade County School District's land acquisition practices: (1) Does the district effectively identify its facility needs and plan for those needs? (2) Does the district acquire the land it needs? (3) Has the district adopted land acquisition processes needed to ensure that it acquires land at reasonable prices? (4) Does the district construct cost-effective facilities? (5) Can the need for construction be limited by more efficient use of existing facilities? (6) Can the district raise extra local revenue to support its construction program? The review's findings indicate that, while the district is generally effective in identifying its facility needs, it has not acquired the land it needed because it often did not use the five-year construction plan to guide its acquisitions, nor has it established procedures to help ensure it pays reasonable land prices. The findings conclude that the district is capable of raising adequate funds for new facilities and land without raising taxes or obtaining additional state funding. 60p.
Report NO: R-01-26
The Good, The Bad, and The Ugly: An Analysis of the Chicago Public Schools' Capital Improvement Plan.
Ryan, Matt; Schwartz, Chris (Neighborhood Capital Budget Group, Chicago, IL , Mar 2001)
This report examines the Chicago Public School System's need for capital improvement, and it highlights action
plans for the future. The report reveals that many planned school improvements projects are unfunded and that there is about $229 million worth of projects that no longer appear in the city's capital improvements plan. Overcrowding remains a persistent and unresolved problem, and there has been no clear plan for integrating educational technology. The Chicago public school
system alone has $2.5 billion in unfunded capital needs for its schools, but funds allotted for statewide capital needs are rapidly disappearing, and federal assistance in local school construction and repair needs is in jeopardy. It is recommended that, to ensure that the Capital Improvement Program is as fair and efficient as possible, the Chicago Public Schools should release the
building assessments for each school facility and make public its demographic predictions for enrollment growth. Appendices contain highlights of capital programs in other major midwestern cities and a summary of Chicago's Teachers' Pension Fund Proposal. 49p.
Building Our Future: The Ohio School Facilities Commission Fiscal Year 2001 Annual Report.
(Ohio School Facilities Commission, Columbus , 2001)
Assesses the funding, management oversight, and technical assistance provided by the Ohio School Facilities Commission (OSFC) to meet Ohio school district's construction and renovation needs for fiscal year 2001. Following a brief history of the OSFC, the report describes and examines progress in the following OSFC programs: Classroom Facilities Assistance; Exceptional Needs; Expedited Local Partnership; Accelerated Urban Initiative; Extreme Environmental Contamination; Short-Term Loan; Emergency Assistance; and Energy Conservation. Project milestones are listed, and the Ohio School Design Manual is described. The report concludes with information about OSFC investments in website and network technology, and comparative financial data on each of its programs and Ohio capital appropriations for school facilities. 23p.
City School District of Albany Facilities Plan.
(Albany City School District, NY, 2001)
The Albany, New York, Board of Education has developed a facilities improvement plan for the Albany City Schools. This document provides detailed information about the plan, its process, vision, funding, timing, voting information, and frequently asked questions.
Cost Containment Cookbook for Public School Construction.
(Coalition for Adequate School Housing, Sacramento, CA , 2001)
This document is intended to be a "cookbook" of the numerous elements that collectively influence the cost containment of school construction projects. Each element is meant to indicate an action in the process that the school district should pay attention to and ensure is properly accomplished. The elements influencing cost containment are detailed in five categories, each representing one of the basic phases of a project: (1) pre-design; (2) design; (3) bid and award; (4) construction; and (5) occupancy. (Contains a glossary of terms.) 20p.
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Coalition for Adequate School Housing http://www.cashnet.org/
New Jersey State Department of Education, Administrative Code, Chapter 26: Educational Facilities.
(New Jersey Department of Education, Trenton , 2001)
Lists the states rules for educational facilities. Seventeen subchapters detail requirements for long-range facilities plans, capital project review, management of capital projects, educational adequacy assessment, planning and construction standards, land acquisition, school closing, land disposal, temporary facilities, capital reserve accounts, lease and lease- purchase agreements, county vocational district rehabilitation, maintenance and operation, retroactive funding, witholding of support for non-compliance, documents, qualifications of a certified educational facilities manager, and the appeals process. 121p.
State Allocation Board, Office of Public School Construction, Annual Report 2000-2001.
(California Department of General Services, Office of Public School Construction, Sacramento , 2001)
Presents the annual report of this state agency that carries out the laws, regulations, policies, and programs of the California State Allocation Board (SAB), which in turn mandates requirements for safe and comfortable California classrooms. The programs covered included new facility construction, modernization, lease-purchase programs, deferred maintenance, relocatable classrooms, and unused school sites. Directories of state agencies and financial summaries of programs are included. 53p.
Assessing the Need.
(Governor's Education Reform Study Commission, Education Facilities Committee, Atlanta, GA , Nov 28, 2000)
This issue paper presents an assessment of Georgia's need for school facilities--both current need as well as the additional need created by law HB 1187. For the purposes of this paper, the current unmet needs are addressed
separately from the impact of HB 1187. The pre-HB 1187 needs are identified from the facilities plans in terms of classroom additions, new schools, renovations, and modifications and are expressed not only in terms of units but also in terms of eligible costs at a standard state rate that is applied to all systems. Then, the impact of HB 1187 is examined and an estimate of the additional need for classrooms as a result of HB 1187 is provided. For illustrative purposes only, the number of additional classrooms or instructional units is broken into new schools and additions. No definitive cost estimates are provided at this point until all 180 facilities plans can be examined with local facilities personnel to determine how many of these additional classrooms would be accommodated in new schools.
36p.
Financing School Facilities.
(Governor's Education Reform Study Commission, Education Facilities Committee, Atlanta, GA , Nov 28, 2000)
The purpose of this paper is to provide information regarding the financing of Georgia school facilities in the past, the current method of financing needed school facilities, and possible alternatives for providing the financing needed for school facilities in the future. The methods used and the level of state funding for school facilities in other states allow a comparison of Georgia's Capital Outlay Program to the capital outlay programs available in other states. The responsibility for financing school facilities in Georgia has been shared by the state and local boards of education, using both state and local revenue sources. An examination of the appropriate balance between state and local obligation for capital expenses is a focus of this paper. Additionally, since local school systems vary in their ability to finance school facilities with local revenue sources, alternative formulas are considered for taking that variation into account in the distribution of state capital outlay funds. 32p.
Build Smart: School Construction in Illinois.
(Illinois Capital Development Board, Springfield , Nov 2000)
Presents successful ideas and identifies common pitfalls in school construction campaigns. Chapters cover the planning process, financing, site selection, design, construction, and community involvement aspects of projects. Each of these phases is then broken down chronologically according to the steps to be taken during that phase. 103p.
School Concurrency: Lessons Learned from Broward County, Florida. Revised.
Stroud, Nancy E. (Presented to the Stein and Schools Lecture Series: Policy, Planning & Design for a 21st Century Public Education System. Cornell University, Ithaca, NY , Sep 25, 2000)
This paper presents an overview of the intergovernmental planning and cooperation in a failed effort to defend a regulatory program for school concurrence in Florida's Broward County public school system. A detailed description of the proposed concurrency system is provided along with the critiques of the system that resulted from the administrative challenge, the County's response to the critiques, and the lessons learned from the program. 27p.
Utilization & Sharing of School Facilities.
(Governor's Education Reform Study Commission, Education Facilities Committee, Atlanta, GA , Sep 07, 2000)
Asserting that as Georgia moves into the 21st century, its public education sector must examine alternative means of utilizing and sharing buildings and facilities, this paper explores the alternatives to relying on taxes alone to meet the ever-increasing needs for additional and improved school buildings, as well as ways to reduce the need for more schools and classrooms. The discussion focuses on three major topics: privatization, more effective facility utilization and sharing, and technology. 32p.
Rules for School Construction Projects. [Maine]
(Maine Dept. of Education, School Support Systems Team. , Apr 04, 2000)
This document defines the conditions under which the State of Maine will subsidize school building construction projects. The document identifies several stages of approval that must be secured, including site approval, concept approval, local voter approval, and funding approval. A flow chart identifies how the project will proceed and the various organizations that will have primary importance during each stage. There are descriptions of these organizations and their specific responsibilities. The report also specifies general submission guidelines and deadlines, and it details the rating system to be used in evaluating each school construction process under a major capital improvement program. The document also contains the educational specifications and space allocations information required from each local unit by the state's department of education. Other sections discuss site size regulations; the required school site approval documentation; financial record keeping requirements; regulations regarding school construction project bonding; surplus project fund handling and contingency usage approval; and definitions of moveable equipment. 20p.
Transforming Our Schools, Building for Student Success: San Lorenzo Unified School District.
Duran, Janis A.; Glassberg, Arnie C. (San Lorenzo Unified School District, CA , Mar 30, 2000)
This two-part report presents the organizational and developmental process behind the San Lorenzo Unified School District's school strategic planning initiative created to transform its schools and thereby enhance student success for the next century. The first part addresses the school district's history, demographics, enrollment trends and enrollment's impact on facility decision making, the schools' ages and condition, grade level spand prior to transformation, class size reduction, identified goals, and funding options. The second part presents an overview of the transformation process, school board role and preparation, board action points, special update sessions, and implementation challenges. The District's 1998/99 annual report is included. 86p.
Planning Effective Leadership for Facility Development (for Small and Medium Size Districts).
(Coalition for Adequate School Housing, Sacramento, CA , Feb 23, 2000)
This paper draws on the experience of the Sebastopol Union School District, a small school district in California, which formed a team to manage facilities renovation. The team was comprised of the district superintendent, the architect, a construction manager, and a facility/financial consultant; it allowed the district to succeed at the school construction "game" in a manner similar to large school districts that enjoy well-developed facility departments. The roles and responsibilities of each team member are outlined for the following phases of facility development: master planning/educational specifications, funding and finances, design, pre- construction, construction, and post-construction. It illustrates the manner in which the several consultants coordinated their roles and responsibilities in an effort to ensure the most effective leadership for successful completion of projects that support the facility master plan. 13p.
Building Our Future: The Ohio School Facilities Commission FY 2000 Annual Report.
(Ohio School Facilities Commission, Columbus , 2000)
This report assesses the Ohio School Facilities Commission's (OSFC) funding, management oversight, and technical assistance to Ohio school districts' construction and renovation needs for fiscal year 2000. The report describes OSFC's School Design Manual, and updates progress in the Classroom Facilities Assistance Program, the Exceptional Needs Program, the "Big 8" Accelerated Urban Initiative, Disability Access, and Short-Term Loan Programs. Also discussed is how the OSFC provides assistance in resolving school construction disputes through its partnering program. The report concludes with information about OSFC website technology and comparative financial data on each of its programs and Ohio capital appropriations for school facilities. 15p.
Guidebook to the School Facility Program. [California]
(California State Office of Public School Construction, Sacramento , Jan 2000)
This guidebook assists California school districts in applying for and obtaining "grant" funds for new construction and modernization projects of its public schools under the provisions of the Leroy F. Greene School Facilities Act of 1998. It provides direction on accessing the processes leading to project approvals, insight to the various features of the School Facilities Program (SFP), and includes suggestions on how to make the funding system as efficient as possible. An overview of the SFP is provided followed by chapters addressing specific points of the SFP such as project development activities, the application for eligibility, new construction funding, facility hardship grants, and additional SFP requirements and features. 78p.
School Building Construction and Inspection Resource Manual. [Utah]
(Utah State Office of Education, School Finanace and Statistics, Facilities & Safety. Salt Lake City , 2000)
This manual contains current legal requirements and information on school building construction and inspection in the state of Utah. Major topics include facilities long-range planning; the role and responsibilities of the School District Building Official; school site issues such as size and location, impact, and acquisition and development; as well as coordination with the local municipality and county. Also provided are plan development issues such as educational specifications; life-cycle costing; the structural, energy, Fire Marshal and State Office of Education plan review; the construction bidding process; the construction inspection process; and maintenance and operation of buildings after construction.
State Allocation Board, Office of Public School Construction, Annual Report 1999-2000,
(California Department of General Services, Office of Public School Construction, Sacramento , 2000)
Presents the annual report of this state agency that carries out the laws, regulations, policies, and programs of the California State Allocation Board (SAB), which in turn mandates requirements for safe and comfortable California classrooms. The programs covered included new facility construction, modernization, lease-purchase programs, deferred maintenance, relocatable classrooms, and unused school sites. Directories of state agencies and financial summaries of programs are included. 60p.
Planning Educational Facilities for the Next Century.
Earthman, Glen I. (Association of School Business Officials International, Reston, VA , 2000)
This book examines each phase in the process of planning capital projects and those individuals in the schools who make decisions about the buildings students will use. It uses the long range planning process of the school system as the vehicle for providing the proper housing for students and programs. Program development, student enrollment projections, existing facility evaluation, and financial planning are discussed. Further areas address the development of the capital improvement program, architect employment, educational specifications development, the federal regulations in planning educational facilities, design phase monitoring, construction project bidding and construction phase management, and technology planning. Appendices provide sample forms and correspondence such as the standard forms of agreement between owner and architect and between owner and contractor, a middle school appraisal form, site selection flow chart, a flow chart for developing educational specifications, job description for construction supervisor, a planning process evaluation form, and school planning checklist. 299p.
Equality and Liberty in State Policy for the Funding of School Capital Expenditures.
Schmielau, Robert E. (Dissertation, Ball State University, Muncie, IN , 2000)
The primary purpose of this study was to determine the provisions for equality and liberty in the funding of school capital expenditures in each of the 50 states. More specifically, the following issues were analyzed: (1) the extent to which state policies provide equality in funding school facility construction; (2) the extent to which state policies provide local boards liberty in decisions on funding school facility construction; and (3) categorization of the 50 states with respect to provision of liberty and equality for capital outlay funding. Data were collected from August through November 1999 using a survey instrument developed by the author. Usable data were received from all states. States were categorized as high, moderate, or low with regard to their potential to achieve funding equality and liberty for local districts. Only one state, Hawaii, ranked low in liberty; however, 18 states ranked low in equality. Six states ranked high in both liberty and equality. The following conclusions were formulated: (1) states that continue to rank low in equality are likely to face future litigation; (2) the courts have tolerated some degree of inequality to preserve liberty; (3) politics and not economics often determined how state legislatures responded to equality concerns; (4) differences among the states are far greater with respect to equality than they were with respect to liberty; and (5) many states will continue to experience considerable conflict over funding school construction because of the inevitable tensions between liberty and equality. 193p.
Report NO: UMI AAI9963090
The Newark Public Schools Five-Year Facilities Management Plan. Summary Report.
(The Hillier Group Architects; Newark Public Schools, Newark, NJ , Dec 15, 1999)
This report summarizes the Newark Public Schools Facilities Management Plan that describes the process by which the district assesses projected enrollments and program space needs to support the Core Curriculum Content standards; determines space deficiencies; and analyzes corrective options. The document presents district and plan overviews as well as data collected from the five School Leadership Teams (SLT) that examined school space issues within different geographical regions in the district. Each SLT report includes a summary of existing conditions, physical space analyses and deficiencies, facility operations costs, and deficiency and correction budgets for each school on an item-by-item basis. 190p.
Evaluation and Improvement of the Functions and Operations of the DPS FMCI Service Center. Final Report.
Usmen, Mumtaz; Dikec, Tunc; Baradan, Selim; Emari, Hani (Wayne State University, Dept. of Civil and Environmental Engineering , Nov 1999)
This study examines the Detroit Public Schools Department of Facilities Management and Capital Improvements Center (DFMCI) in the following five areas: 1) establishing the DFMCI's status in its organizational structure, functions, and operations; 2) determining the pertinent parameters/measures for the DFMCI's success; 3) evaluating the DFMCI using these parameters; 4) identifying shortcomings and challenges associated with the DFMCI's set-up, functions, and operations; and 5) developing recommendations for improvements in a continual mode. Based on the study's findings, the report provides a set of recommendations to be considered by the DFMCI to impart improvements on its administration and operations. Exhibits of various reports, forms, and maintenance employee directory conclude the report. 56p.
Montgomery County Public Schools Policies: Section F: Facilities Development. [Maryland]
(Montgomery County Public Schools, Rockville, MD , Jul 06, 1999)
The Montgomery County Public Schools (Maryland) has published its procedures, criteria, and standards that apply to educational facilities development. The policies it contains are part of a planning process that recognizes the interrelationship of its facilities planning policy with other policies such as those on educational programs and capital modernization/renovation projects. The planning process is designed to promote public understanding of planning for county schools and to encourage community members, local governments agencies, and municipalities to identify and communicate their priorities and concerns to the Superintendent and Board of Education. Policy guidelines are presented for facilities planning and construction; naming new facilities; facilities renovation; site acquisition; and facilities development plans. 39p.
Public School Capital Improvement Programs Basic Elements and Best Practices: Guidance for the District of Columbia.
(The 21st Century School Fund, Washington, DC , Jul 1999)
Presents the results of a review of the current capital improvement programs and practices of seven school districts and the history of the management of public school capital improvement programs in the District of Columbia.The study found that all well-managed capital improvement programs consist of six basic elements: accurate information systems; comprehensive, multifaceted planning; clear decision-making structures; sufficient and stable funding; skilled project management; and effective oversight and monitoring. Underpinning all of these elements is public trust and support. In the seven school systems' capital improvement programs reviewed in this study, overall program management of the capital construction program and its basic elements took three different forms: local school system management (in-house management), management by another public agency (other governmental management); and management by private sector firms (private-sector management). 101p.
Chicago Public Schools Five Year Capital Improvement Program
Fiscal Years 2000 - 2004
(City of Chicago; Chicago School Reform Board of Trustees; Chicago Public Schools, Jun 1999)
This document outlines the current assessment and needs of the Chicago Public School's district's buildings as well as proposed plans to meet those needs. Includes an executive summary, capital program, funding sources, capital budget, details of elementary and high schools projects, and summaries of new construction, renovations, and educational enhancements.
Building, Expanding and Renovating Public Schools in Massachusetts. A Brief Owner's Guide to the Process.
Finney, David (Boston Society of Architects, Educational Facilities Committee , May 1999)
This paper describes general educational facility improvement planning principles and how factors peculiar to Massachusetts affect the planning process, including a description of the roles of the owner, architect, and other building professionals. Chapters examine the first steps in school planning, the role of the architect in preliminary planning, the school building assistance program, time requirements of the design process, Massachusetts law and how it affects design and construction, the successful completion of school construction, and the owner's representation and project management. 17p.
State Building Aid for Public School Districts and BOCES. [New York]
Thurnau, Carl T. (New York State Education Dept., Office of Facilities Planning, Albany , Apr 1999)
This New York State Education Department bulletin provides guidelines and information on determining state building aid for public school construction pursuant to New York State Education Law: section 3602(6)(1) & (2). Guidelines address state building aid's purpose, eligibility, and formula for aid estimation. Included are guidelines on minimum classroom sizes for K-12 schools; aid requirements for elementary school additions; rating capacity for K- 12, special schools, and their additions; and determination of allowable expenses for building aid and eligible reconstruction projects. 22p.
TO ORDER:
The State Education Department, University of the State of New York, Office of Facilities Planning, Room 1060, Education Building Annex, Albany, NY 12234
North Dakota's School Construction Approval Process and School Construction Loan Approval Process Reference Guide.
(Department of Public Instruction; 600 E. Boulevard Ave, Dept. 201; Bismarck, ND 58505-0440 , Mar 1999)
The North Dakota Department of Public Instruction has published a guide that includes all documents related to the subjects of school construction approval for schools under, and over, $150,000; construction loans, including application forms which can be reproduced; and the timelines for both processes. School facility plan forms are provided to guide school districts in the development of sophisticated, conclusive, and supportive documentation for proposed school facility projects. Also included are North Dakota Statutes related to the Joint Powers Agreement, School Construction Approval, State School Construction Fund and Loans, Selling Evidence of Indebtedness, and the Competitive Bidding Process. 50p.
Wake County Public School System Design Guidelines [North Carolina].
(Wake County Public School System, Raleigh, NC , Mar 1999)
The Wake County Public School System has published its guidelines for planning and design of functional, cost effective, and durable educational facilities that are attractive and enhance the students' educational experience. It presents basic planning requirement and design criteria for the entire construction process including codes and standards; site development; construction materials; thermal and moisture protection; doors and windows; finishes; equipment and furnishings; plumbing; electrical and mechanical systems; and specialities areas such as toilet facilities, lockers, fire extinguishers and cabinets, and operable partitions. Attachments cover detailed installation and construction specifications for such items as wiring, landscaping, fencing, stage equipment, cable installation, and laminate casework. 201p.
D.C. Public Schools Renovation Work.
(U.S. Army Corps of Engineers, 1999)
This reports on the Corps' Support For Others project working with the District of Columbia Public School system. Called upon to assist the school district in a multimillion dollar renovation effort, the Corps provides technical oversight on the capital improvements program, facilities assessments and the long range master planning process.
Ohio School Facilities Commission 1998 Annual Report: Building Our Future.
(Ohio School Facilities Commission, Columbus, OH , 1999)
This manual seeks to ensure uniform, energy efficient, cost effective, easily maintainable, and technologically advanced educational facilities for Ohio’s public schools. The manual provides a critical analysis of individual spaces and components necessary for elementary and secondary schools and combination facilities. The manual presents choices contained within specific guidelines of the State’s Classroom Assistance Programs. It stipulates the cost per square foot for three grade configurations in nine regions in the State as well as the square footage allowed per child according to grade level. Each of the following programs are detailed: Building Assistance/Classroom Facilities Assistance Program; Emergency School Building Repair Program; Big Eight Renovations and Repairs; Energy Conservation; and Disability Access Program. Also includes information on summarized program appropriations. 21p.
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Ohio School Facilities Commission, 88 East Broad St., Suite 1400, Columbus, OH 43215; Tel: 614-466-6290http://www.osfc.state.oh.us
Ohio School Facilities Commission 1999 Annual Report.
(Ohio School Facilities Commission, Columbus , 1999)
This report assesses the funding, management oversight, and technical assistance provided by the Ohio School Facilities Commission (OSFC) to meet the construction and renovation needs of Ohio school districts for fiscal year 1999. Also included are the OSFC's technology and website improvements to disseminate information about, and administer, school construction projects. Comparative school district cost data are included for the Classroom Facilities Assistance Project passed in 1997 and 1998, the 1990 Building Assistance Project, and the Exceptional Facilities Needs Pilot Projects. The report concludes with a financial summary of Ohio capital appropriations for school facilities by fiscal year and program. 13p.
TO ORDER:
Ohio School Facilities Commission, 88 East Broad St., Suite 1400, Columbus, OH 43215; Tel: 614-466-6290
http://osfc.ohio.gov/
Optimizing Value and Avoiding Problems in Building Schools.
(SBBC Facilities Management Services Division; 3D/International, Inc., Houston, TX , 1999)
This report describes a school design and construction delivery process used by the School Board of Brevard County (Cocoa, Florida) that help optimize value, avoid problems, and eliminate the cost of maintaining a large facility staff. The project phases are examined from project definition through design to construction. Project delivery processes are analyzed including the traditional competitive bid, construction management at risk, and design-build followed by discussions on using continuing service and performance contracts in school building projects. Delivery processes available to Florida school districts are compared and contrasted. Additionally addressed is school board involvement in approving school building contracting and expenditures. Answers to frequently asked questions on school construction contracting conclude the paper. 14p.
Report NO: 055; 141
Public School Construction Program. Administrative Procedures Guide. State of Maryland. Revised
(Maryland State Interagency Committee on School Construction, Baltimore, MD , 1999)
The State of Maryland has published this guide that provides State and local personnel, architects, and governmental officials with the method of operation and administration of the State's Public School Construction Program. The material is arranged in sequential order and follows a project from inception through design, construction, and occupancy. An introductory section provides a brief outline of the general procedures and responsibilities for a school capital improvement project. Section 1 examines the programming phase where an educational facilities master plan is developed, and capital improvement program is established, architects are selected, and sites are approved. Section 2 describes the planning steps, individuals involved, the educational specifications document, and the schematic review process. Section 3 describes design and construction reviews, bidding, and change orders. Section 4 explains the procedure for systemic renovations to prolong facility life. Section 5 describes the process and procedure for reporting or requesting approval facility use changes. Section 6 covers use, maintenance, and movement of State- owned relocatable classroom buildings. Final sections detail the appeals process; maintenance plan development, including funding, reporting, and compliance. 233p
TO ORDER:
Public School Construction Program, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0610
School Construction Assistance Programs.
(MGT of America, Olympia, WA , 1999)
This report summarizes survey data collected from responding Departments of Education in all 50 states concerning the planning and financing of public school facility design and construction. The survey was conducted as part of a study for the New Mexico Public School Capital Outlay Equity Task Force. It does not attempt to address every possible aspect of state school construction assistance programs. It does, however, provide an up-to-date summary of state programs. The survey results are displayed in two formats. The first is a state-by-state written summary, and the second is a pictorial display of data. Accompanying these exhibits are reference notes, as written by the state or compiled from supplemental materials, that further explain their responses to the survey. 83p.
The ABC's of Building a School.
(Oklahoma State Dept of Education, Financial Services Division, Oklahoma City, OK , 1999)
This booklet is designed for administrators who are being encouraged to build a new, or remodel an old, school facility. It describes the planning process from perceived need to the hiring of an architect; the duties of the architect, bondsman, and contractor; school bonds and finances; disability access requirements; force account; economical maintenance; the chronological order of construction; an overview of building systems and materials; applicable state laws; construction costs; and sample construction forms. Also included are Oklahoma State Fire Marshall fire resistive considerations and safety. Appendices contain a checklist for designing maintenance-free buildings; samples of the forms used in building construction projects such as contracts, bonds, and affidavits; and examples of energy conservation measures. 84p.
TO ORDER:
Oklahoma State Department of Education, 2500 North Lincoln Boulevard,Oklahoma City, Oklahoma 73105-4599; Tel: 405-521-3812
What is Facilities Program Management?
(National School Board Association Toolkit, Washington, DC, 1999)
Facilities program management is a comprehensive method of managing
all capital resource needs, including planning, design, and construction.
Program management provides a single-source professional agent
representing the school board, like an in-house facilities department.
Program management may be provided by a construction company,
architect, or engineering firm. It is most successful when provided by a
company that specializes in this service.
Handbook on Planning School Facilities. [West Virginia]
Clutter, Wayne; Elswick, Bill (West Virginia State Dept. of Education, Charleston, WV , 1999)
The state of West Virginia requires all its counties to develop a 10-year Comprehensive Educational Facilities Plan (CEFP), update it annually, and rewrite every 10th year. This guide addresses the development of a 10-year CEFP plan, its components and governing regulations. Chapters examine the CEFP process and requirements in the following areas: educational facilities planning; site design; common facilities necessary for school operation; facilities for primary education, and junior high and high school education; instructional areas for exceptional students; vocational educational facilities; general support facilities; facility safety; surface and other facilities such as those involving engineering and custodial services; and environmental controls. The guide's final section addresses statutes, procedures, and tasks relative to preparing and submitting the CEFP for approval, including on-site inspections by state officials and current standards for existing facilities. 250p.
School Project Manual: Methods to Manage a Successful Project.
Poles, Michael Stuart (MPGroup, Los Angeles, CA, 1999)
This manual of procedures, protocols, and recommended guidelines is for the construction administration, quality control and structural inspection of school construction projects. Resource for school administrators, architects, attorneys, contractors, project managers, superintendents, inspectors of record, and special inspectors.
122p.
TO ORDER:
Builder's Book, Inc.
School Construction Technical Assistance Manual. [Delaware]
Vacirca, Nicholas (Delaware Dept. of Education, Dover , Jan 1999)
This manual is a reference guide for those involved in school planning, maintenance, repair, and construction funded through the Capital Improvement Program for Delaware public schools. It is an updated version of the previous edition adopted by the state board in May 1991 and presents regulations adopted by the state board. Following each regulation is technical assistance to support it. The manual's main sections address general information, planning, school construction formulas, referenda, sites, plan preparation, bidding and awarding of contracts, minor capital improvement regulations, accounting procedures, emergency procedures, standards, suggested constuction materials, satellite school agreements, custodial allocations, and planning sites for school bus safety. (Appendices offer several related forms and checklists.) 163p.
Report NO: 945-01/90/10/17
Capital Improvement Project Workshops. [Alaska]
(Alaska State Dept. of Education, Juneau/Anchorage, AK , May 1998)
The Alaska Department of Education has developed a workshop addressing the application process for capital improvement funding from the state, e.g., who should apply, applicant eligibility and evaluation criteria, the types of funding available, and project specifics to be included in application submissions. The evaluation and scoring process of applications is explained followed by the lessons that have been learned from past application reviews that will help make the process more complete and fair. Attachments include the application form for funding (Capital Grant or State Aid for Debt Retirement) and instructions for its completion. Appendices provide a breakdown of the phases of capital improvement projects and give explanations behind the application process that include the categories of the grants available, project cost estimates, definitions of maintenance, the current law regarding waiver of participating share/in-kind contributions, and descriptive categories of the types of spaces to be added or improved.
Office of Public School Construction Applicant Handbook.
(California State Dept. of Public Services, Office of Public School Construction, Sacramento , Apr 1998)
This handbook provides guidance on applying and gaining apportionment for public school construction in California; the procedures for site selection, the development of cost estimates, and construction plans; and guidance on preparing for construction phase and bid approval. Final sections cover change orders and the close-out audit of expenditures. Appendices provide information on the 50/50 program, cost sharing, the restricted maintenance account, transfer of apportionment, seismic retrofit, reimbursements, hardship status, construction management, abandonment and/or rehabilitation, environmental impact documents, geographic adjustment factors, and Disabled Veteran Business Enterprise Contract Participation Goal. 123p.
TO ORDER:
California Department of Public Services, Office of Public School Construction, 1130 K. St., Suite 400, Sacramento, CA 95814
Asset Management Plan: 1998-2003. Jefferson County School District, No. R-1.
Jefferson County Public Schools (Jefferson County School District R-1, Denver, CO. , Mar 1998)
The Jefferson County School District (Denver, Colorado) presents its final scheduling and funding source information for the 1998-2003 capital improvement program and the status of the 1992-1997 completed capital improvement project costs compared to the budget. Funding data are detailed for each of the district's 182 public schools, special use facilities, support facilities; and community use facilities as well as any future capital improvement needs. The district's eight environmental regulatory programs are examined. Remaining sections provide assessment data and information on facility maintenance, pavement management, real property management, school and office equipment, sponsorship, technology, temporary buildings, and vehicle replacement.
A Report on a New School Facilities Capital Plan.
(Alberta Dept. of Education, School Facilities Task Force, Edmonton , 1998)
This report is designed to reflect the recommendations and opinions of the School Facilities Task Force (appointed for Alberta in February 1997) and public opinion regarding the development of a new school facilities capital plan. The Task Force provides seven guiding principles for composing its recommendations, including the needs of the students, local decision making, and long-range planning. Summarizes and explains in detail the seven key recommendations that the Task Force derived from its own deliberations and public input. Nine appendixes include a sample school capital funding scenario; the purpose, members, scope, and process of the Task Force; and principles for Alberta's education system. Also provides the following lists: community public meetings and its participants; stakeholder and school board presentations; written submissions from the public; materials distributed by the Task Force; and references. Includes a discussion paper, "Towards Development of a New School Facilities Capital Plan for Alberta's Students," which reviews and describes in greater detail six key issues raised earlier in the text, including the maintenance, renovation, and replacement of existing school facilities and the accommodation of enrollment growth.
Capital Outlay and Exceptional Growth Programs Overview. [Georgia]
(Georgia State Dept. of Education, Facilities Services Unit, Atlanta, GA , 1998)
The state of Georgia provides funds to assist local school systems in
meeting their needs for public school facilities. This overview examines
the implementation of Georgia's Capital Outlay and Exceptional Growth
Programs initiative, its implementation, the formula used to calculate
each school system's entitlement earnings under both the regular
Capital Outlay Program and the Exceptional Growth Program; the
assessment process of the program; and program funding
responsibilities by state, local, and school districts. The document
concludes with forms for the scheduling of events of the local facilities
plan and the capital outlay project. 8p.
Financing of Construction and Major Maintenance of Public School Facilities. [Alaska]
(Alaska State Department of Education, Juneau , 1998)
The state of Alaska has authorized an educational funding plan that should provide a long-term, stable source of funding for statewide school construction and major maintenance projects. The details of this plan are presented here. It is hoped that by leveraging dedicated cigarette tax revenues to work through the Department of Education school construction might receive adequate funds. The plan will balance the needs of rural and urban school districts, with an emphasis on the early years of major maintenance projects. Such a plan, it is claimed, will keep economic benefits in the state, promote local hiring, and minimize costs by not allowing more than $100 million in state funds for school projects to hit the street in any given year. Furthermore, these monies should provide greater planning certainty for local governments so that they know how their school construction and major maintenance projects will be funded. Details on how the plan works, local share requirements, the financing structure, the mechanics of the financing and disbursement of funds, and the mechanics of debt administration are covered.
Report NO: JB 352 & SB 258TO ORDER: Alaska State Department of Education, P.O. Box 110571, Juneau, AK 99811-0571
From the Ground Up: A Handbook for Organizing for Capital Improvements to Your Public Schools.
(Neighborhood Capital Budget Group, Chicago, IL , 1998)
Guidelines are presented of the Capital Improvement Program (CIP) that illustrates to parents and community members of local school councils how they can advocate for and get real capital improvements to their local schools. A nine-step process is detailed for increasing capital investment in local schools. Steps include setting up a facilities committee, evaluating school building conditions and the building s influence on school environment, organizing for overcrowding, putting together a plan for capital improvements to the school, presenting the CIP to the local school council and the broader school community, and monitoring plan implementation. 10p.
Letter of Intent Forms.
(New York State Education Dept.,Office of Facilities Planning, Albany , 1998)
New York State school districts wishing to build, add to, or lease additional facilities have administrative forms to use as supplied by the state's Department of Education, Office of Facilities Planning. This document is a collection of Letters of Intent forms in the following categories: New Building, Addition, and Reconstruction Form; Leased Space or Discovered Building Form (and Individual Project Information Form); Manufactured Building (Relocatable/Portable) Form; and District-Wide Forms (for the same but multiple projects conducted in several districts and connects the buildings in some way). 7p.
TO ORDER:
The State Education Department, University of the State of New York, Office of Facilities Planning, Room 1060, Education Building Annex, Albany, NY 12234
Planning for Education: Space Guidelines for Planning Educational Facilities. [Oklahoma]
(Oklahoma State Dept of Education,Common School Capital Improvement Needs Assessment Committee, Oklahoma City, OK , 1998)
The Oklahoma Department of Education has published this booklet providing guidelines for school planners and designers on the State requirements for space allocation in its K-12 public schools. Recommendations are included for various specialized facilities to assure that proper spaces can be provided beyond the typical classroom space. Guidelines are arranged under the categories of instructional, auxiliary, and service and structure spaces. Also included are guidelines for site development and planning and a table of working heights and toilet fixture guidelines for educational occupancies. 31p.
District of Columbia Goals 2000: Rebuilding Public School Facilities to 21st Century Standards. Interim Report Goals 2000 Panel. Revised May 7, 1997.
Filardo, Mary (District of Columbia Public Schools, Washington, DC; 21st Century School Fund, Washington, DC , May 07, 1997)
The Goals 2000 is a national effort to improve education in American schools so students can compete with other students throughout the world. This report is the District of Columbia's translation of the national initiative reflecting its efforts to improve student education that addresses the Goals 2000 objectives. It incorporates input from the working groups and ideas from the local community and from current research on educational reform and facility design. The report's focus and organization is on the seven goals outlined in DC Goals 2000; the interface between educational programs and school facilities. It discusses each goal and the recommendations pertinent to how facility related standards or improvements can support the reaching of the goal. Goals examined include the following issues: academic standards and career preparation, staff excellence, school governance and decision-making autonomy, school safety, managements and funding mechanisms for public education, school renovation standards, and family and community involvement. 21p.
Lessons Learned From Recently Opened High Schools: A Study of Process and Outcomes.
Withycombe, Richard (Council of Educational Facilities Planners, International, Scottsdale, AZ , May 1997)
This case study of six newly-opened high schools explored: (1) What steps were taken to involve district staff members and community representatives in educational-specifications and design-development work? How effective did these steps prove to be? What impact did this involvement appear to have on the emergent and completed high school project? (2) What goals were established for the project? What specific school features and building elements were created in response to project goals? How were these decisions made? By whom? (3) How did value-engineering activities influence the eventual design of the project? Were design modifications made? What impacts were observed? (4) During construction, how did school district personnel align themselves with the project? Was a planning principal selected? Was a project-management service employed? How were facility-related concerns addressed over the duration of the project? How were educationally related concerns addressed over the same time frame? (5) Prior to the actual opening of school, what steps were taken to ensure the school's successful opening? What impact did these steps appear to have? How were responsibilities assigned and coordinated? (5) In the first six months after the school's opening, what did staff members and students "discover" about the new school? How were these discoveries made? and (6) During the new high school's first and second years of operation, how did staff members respond to the features of the school? To what degree were design visions and corresponding project goals realized in final construction? What lessons did staff members learn as they sought to effectively utilize the school's physical potential? What unanticipated consequences, if any, emerged from these efforts? The six schools studied were: Colville High School in Colville School District, Washington; Kamiak High School in Mukilteo School District, Washington; River Ridge/New Century High School in North Thurston School District, Washington; Lord Tweedsmuir Secondary School in Surrey School District, British Columbia; Westview High School in Beaverton School District, Oregon; and Walnut Grove Secondary School in Langley School District, British Columbia. 115p
Selected Laws Relating to the Construction and Repair of Public School Facilities in North Carolina.
(North Carolina State Dept. of Public Instruction, Raleigh , Feb 1997)
Schools in North Carolina are governed by numerous laws pertaining to construction and repair. Financial concerns constitute the bulk of these statutes, covering areas such as bids (financial outlay, advertisement, rejecting bids, and withdrawing bids); sources of state funds; the selling or buying of school property; bonds required; capital outlay funds; general loan information such as loan sources, loan terms, securing and paying loans the issuance of bonds, and the computer loan revolving fund; special appropriations; grants; and budgetary parameters. Other statutes dealing with school construction include architectural and engineering services such as specific guidelines on conflict of interest and compliance; basic education programs; classroom sizes; the duties of local boards, of superintendents, of principals, and of teachers; inspections; energy savings contracts; lease properties; long-range plans for school facility needs; the North Carolina Historical Commission; public building contracts; facilities guidelines; repair of damage to school property; replacement of buildings; fire safety and prevention; and vocational programs affiliated with schools. 67p.
Construction Procurement Handbook for Texas School Districts and Institutions of Higher Education.
Ford, Jeffrey, et al (Associated General Contractors, Texas Building Branch , 1997)
Texas legislation allows public school districts to use a variety of contracting methods to obtain the "best value" for their construction projects. This resource document provides some of the basic framework regarding laws governing the award of construction contracts by school districts and institutions of higher education. Also provided are Contracting Method Summary Sheets that summarize the various authorized contracting methods. Specific topics for both public schools and higher education institutions address competitive bidding for construction services, competitive sealed proposals for construction services, construction manager-agent contracts, construction manager-at-risk contracts, design-build contracts, and job order contracts for facilities repair. 50p.
Guidelines for Receiving State Capital Outlay Funds. [Georgia]
(Georgia State Dept. of Education, Facilities Services Unit, Atlanta , Nov 1996)
Because receiving capital outlay funds from a state government requires precise reporting, a guide for correct planning is essential. To simplify this reporting process, Georgia's guidelines for receiving funds are presented here. The procedure is divided into three parts: preliminary planning, design and preconstruction, and construction. Discusses how the preliminary planning phase utilizes the state's schedule of events for project administration and provides explicit directions for architect services and preliminary designs and plans, such as educational specifications and coordination of plans. Highlights design and preconstruction considerations including project cost estimates, contract documents, advertising, bidding, overruns, underruns, contract awards, the preconstruction conference, the notice to proceed, and reimbursement. The portion of the report addressing the construction process examines guidelines for the inspection of instruction, the contractor s payrolls, any alteration to the contract, accounting records, periodic payments, occupancy prior to completion, final inspection, final payment, and warranty inspection. This step-by-step process is intended to help project managers keep an orderly accounting of state requirements for funds disbursement. 10p.
Building Clean. The Control of Crime, Corruption, and Racketeering in the Public Construction Markets of New York City. A Preliminary Assessment of Efforts Made by the Office of the Inspector General, New York City School Construction Authority.
Moore, Mark H.; Tumin, R. Zachary (John F. Kennedy School of Government; Harvard U.; Cambridge, MA , Feb 1996)
The Office of the Inspector General of the New York City School Construction Authority (SCA) is attempting to secure the School Construction Authority and its building program from crime, corruption, and racketeering. This report is a preliminary assessment of this effort. It sets forth for practitioners and theorists the strategy that guided the establishment and operations of the SCA Inspector General and the key issues of implementation it faced in seeking to accomplish its purposes. It discusses the goals and other measures of success by which the SCA Inspector General would hold itself to account, the strategies used, and the underlying assumptions it made about the world it faced; examines whether and how the SCA Inspector General enacted its theory in concrete operations; and determines the effectiveness of the SCA Inspector General which assessed the outcomes and outputs for which the Office was held accountable. Finally, the report suggests further ways and means to evaluate more completely the impacts of the Inspector General's efforts on SCA building metrics of price and performance; on the public construction markets in New York City, more broadly; and on organized crime in the city. 146p.
Improvements Needed in Construction Contracting Practices. Final Report.
(Office of the State Comptroller, Division of Management Audit , 1996)
The purpose of this audit was to determine whether New York City's School Construction Authority (SCA) followed its required procedures for awarding and monitoring contracts for construction work in New York City schools. It evaluated the adequacy of these procedures and surveyed school officials to determine their views about SCA work. The report finds that SCA's procedures for prequalification and requalification of contractors, selection of contractors, procedures for approving subcontractors, and controls over costs were often inadequate. More than a third of schools were dissatisfied with SCA work. The report includes recommendations for each of these areas. 41p.
Report NO: 96-N-5
The School Design Primer: A How-To Manual for the 21st Century.
(Little Institute for School Facilities Research, Charlotte, NC , 1996)
This document was developed to provide those individuals involved in school construction with an easy-to-understand resource. Ten chapters address facility and educational planning, budgeting and funding, organizing the planning team and process, site selection, space planning, contracts and negotiating, the design and building process, special features of an educational facility, security and vandalism prevention, and indoor air quality. Includes a school evaluation and a site selection criteria checklist, theoretical space profiles for three educational facility levels, a table detailing adequate space allocation, and a standard school project schedule and construction timeline. The appendix provides the following samples: "Request for Proposal" questionnaire, policy statement, letter of intent for subcontractor, commitment form, school construction project directory, construction data sheet, and project cost data sheet. 125p.
TO ORDER:
Little Diversified Architectural Consulting, 5815 Westpark Dr., Charlotte, NC 28217. Tel: 704-525-6350
Planning and Financing School Improvement and Construction Projects.
Bittle, Edgar H. (National Organization on Legal Problems of Education, Topeka, KS; Education Law Association, Dayton, OH; American Bar Association, Chicago, IL , 1996)
Although a high-quality learning environment is crucial to educating America's youth, numerous studies have shown that the country s schools are in substandard condition. Suggestions and guidelines to help school administrators, business officials, board members, and others interested in improving school facilities are presented in this book. It opens with an overview of the legal and planning issues that school boards face and provides practical insights from a school administrator for planning and implementing capital improvement projects. It also offers an experienced architect's insights concerning the planning process. Financial concerns that school districts face in planning a capital improvement project are covered, as are considerations for complying with the Americans with Disability Act in building or renovating a building. How to conduct competitive bidding is described, and information on public policy is offered. The last two chapters present a detailed summary of the federal tax and securities laws, which govern the marketing of securities for financing capital improvement projects. It is hoped that this information will help school administrators and others understand the requirements of the federal tax and securities laws. 171p.
TO ORDER:
Education Law Associationhttps://store.educationlaw.org/
Guidelines of Best Practices for School Building Projects. [Kentucky]
(Kentucky Dept. of Education, Division of Facilities Management, Frankfort , May 1995)
This guide addresses the most common considerations when building school facilities in Kentucky. Included are the regulations for the Capital Construction Process, the Kentucky Department of Education's Project Review Process, and a suggested document filing system. Additionally, it features common questions and their answers regarding the Kentucky Facility Programming and Construction Criteria Planning Guide. Appendices provide a variety of school design and construction information accumulated from school construction projects, a plan review checklist for school building projects, and forms for developing requests for proposals and project account summary sheets. 48p.
Building Schools, Building Communities and Building for New York City's Future: Report on the First Five-year Capital Plan (1990-1994)
(New York City School Construction Authority, NY , 1995)
This report profiles the first five years of the New York City School Construction Authority's existence. Discussed are the achievements in the acquisition, design, construction, and major rehabilitation of New York city schools, and improving the efficiency, economics, and quality of the process by which the city's schools are renovated and constructed. 48p.
Construction Management for Educational Facilities: Professional Services' Procurement and Competitive Bid Statutes.
Goldblatt, Steven M.; Wood, R. Craig (National Organization on Legal Problems of Education, Topeka, KS , 1995)
Construction management is utilized when a school district engages a firm to coordinate a total project. Construction management seeks to save an owner time and cost primarily through better contractor coordination and project management. Services may include the planning and design phases of the project as well as the actual construction of the facility. State laws regarding construction management are placed in categories according to whether construction management is authorized, apparently authorized, not authorized, or not addressed. An examination of the status of construction management for public school districts throughout the country reveals a mixed picture. The construction of educational facilities is clearly within the purview of the state legislatures. Generally, this state responsibility is delegated to the local school districts. While the responsibility is delegated, so too is the observance of public bid statutes. Within the past few years, many states have moved toward more flexible approaches to how school districts may construct educational facilities. 18p.
Managing the Construction Process. School Buildings Planning, Design, and Construction Series No. 6.
Odell, John H. (Association of Independent Schools of New South Wales, Ltd., Sydney, Australia , 1995)
A school construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides guidance in the area of managing the construction process covering such topics as consultant appointment and management, various contracting methods, forms of contract, time management, budget control, managing contractual changes, and post-contract management. Specific topics include an explanation of consultant types, agreements, and fees; securing quotes for work; assessing tenders; and describing the roles of the project and construction managers. 27p.
The Decision Making Roles and Processes of Texas Superintendents in Educational Facility Planning.
Ross, James Moffatt (Ph.D. Dissertation, University of Texas, Austin , 1995)
This survey of 96 Texas public school superintendents and 96 Texas public school business managers determined their decision making roles and differing perceptions of the facility planning process. Survey data reveal few significant differences between superintendents and business managers suggesting that business managers often perceive correctly to what extent superintendents involve others in decision making entailing school facility acquisition. Superintendents were more often collaborative than autocratic in decision making, particularly, during the "selling" and "occupation" phases of facilities' planning. "Selling" involved justification to the public for the new school and presentations made in the public arena to persuade members of the community of the need for the new school. During the "occupation" phase decisions were made to involve parents and other community members in the opening of the new facility through open houses, etc. Superintendents also tended to be highly collaborative when the time came to develop educational specifications for the new building. 213p.
The Kentucky School Facilities Planning Manual. 702 KAR 1:001. Revised.
(Kentucky State Board for Elementary and Secondary Education, Frankfort , Dec 1994)
This manual guides school districts in the development and adoption of written plans describing their construction needs and use of school facilities. The guide examines the selection, operation, and responsibilities of the local planning committee (LPC) and the types of research data to be collected. It covers the development of a facility plan needs statement and displays the maximum project budget numbers for a typical school along with square footage requirements for various school enrollment sizes for K-12 schools. 29p.
Guidelines for Successful Supervision of School District Capital Construction Projects.
(New York State Education Dept., Office of Facilities Planning, Albany , 1994)
Successfully completing school district capital construction requires the proper execution of the construction project itself involving the cooperation and understanding by all parties involved. This document presents guidelines that clarify the interrelationships and expected actions on the part of school representatives, the architect or engineer, the construction manager, and the clerk of the works during the important phase of construction supervision. It also examines the services considered necessary, or desirable, during the construction/contract administration phase of a project in order to help avoid duplication of services. 7p.
Report NO: FP-G1.94
Obtaining Professional Services for Construction Projects.
(New York State Education Dept. Office of Facilities Planning, Albany, NY, 1994)
School districts must contract for various professional services to complete capital construction projects. Professional services involve architects, engineers, surveyors, and attorneys. Other services involve a clerk of the works and construction managers for various supervision activities.
Statewide School Facilities Needs Assessment Study: Comparison of State Construction Assistance Programs.
(MGT of America, Inc., Tallahassee, FL , Mar 1992)
This survey presents school facility funding, technology, and non-traditional programs currently used in the public school educational systems of twelve states. Each state reveals its current appropriation, funding source(s), local matching ratio, eligibility criteria, priority factors and weights, use of space standards, periodic needs assessment, technology enhancements, and non- traditional use of public school facilities. Appendices contain a detailed list of priority factors and weights for Alaska, Florida, and Maine; and the survey form used to gather the data. 39p.
Development of a Model for a School Facilities Construction Program: Congruence of Building Programs Under the Ohio School Building Assistance Program with the Model.
Dubbs, Philip E. (Dissertation, Miami University, Miami, Ohio , 1992)
This descriptive study involving interviews with school district superintendents assesses the congruence to a
School Facilities Construction Model by school districts participating in the 1983 to 1990 round of Ohio School Building
Assistance Projects. Chapter 1 introduces a general background on the need for studying the amount of congruence to a
construction model developed from school construction literature by districts that have participated in Ohio's School Building
Assistance Program. Chapter 2 reviews the literature related to planning, designing, contracting, evaluating, occupying, and
establishing a preventive maintenance program for a new school facility. Chapter 3 describes the research design and
methodology used and the population and interview format. Chapter 4 presents a model which identifies the key components of
a building program derived from the literature review. Chapter 5 presents the results of the research and an analysis of the
findings. The final chapter discusses the significance and implications of this research for future Ohio superintendents about to
begin a school building program and offers suggestions for further research. 224p.
Report NO: AAG9223262TO ORDER: UMI, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Recommendation of Standards for Educational Space for Public School Facilities. [Texas]
Seals, Jack Reece, Jr. (Ph.D. Dissertation, University of Texas at Austin. , May 1991)
This study provides space standards for selected academic areas in order to guide Texas officials in their funding allocations during school construction. The data indicate an absence of statistical differences between practitioners' perceptions of space adequacy regardless of school district wealth. Analysis further suggests that enrollment is not a major factor in the concept of educational space adequacy. Based on the findings, a recommendation of standards to guide the construction of educational facilities is provided. 313p.
Guide for Planning Educational Facilities.
Moore, Deborah P., Ed. (Council of Educational Facility Planners International, Scottsdale, AZ , 1991)
Advises on planning educational facilities from the conception of needs through occupancy and use. Each unit contains numerous photographs, drawings, and figures that illustrate the contents. Unit subjects are as follows: historical perspectives; planning resources; developing a master plan; the planning professionals; educational specifications; the site; spaces for learning; auxiliary spaces; environment for learning; equipping the facility; project budget and cost control; financing the capital program; the construction program; renovation, alteration, conversion; orientation and post-occupancy evaluation; college and university planning; and buying, selling, and leasing. 244p.
School Housing for the Schooling of Children.
Ortiz, Flora Ida (California Educational Research Cooperative, Riverside, CA , 1991)
The demand for school construction and the agency regulations and practices
involved in the process are described in this report. A four-part theoretical framework explains the
process of school facility construction. First, school districts follow a process that consists of nine
fundamental steps: (1) needs assessment; (2) long-range planning; (3) fiscal planning; (4) school
building planning, which includes school-site planning and selection, architectural services, and
educational specifications; (5) bidding for contractors; (6) facility construction; (7) occupying the
building; (8) postoccupancy evaluation; and (9) school facility use. Second, school districts
accomplish these nine steps by coordinating three functions: executive leadership, professional
expertise, and representative legitimation. Third, in order for the school district to construct new
schools, it is also necessary to relate to external agencies such as the state (for regulation, fiscal
allocation, and technical distribution). Fourth, local school district and state officials relate to each
other interpersonally as well as interorganizationally. A brief discussion of the historical evolution
of school construction is followed by arguments for the importance of school environments and the
school structure itself. The conclusion is an indepth review of the nine steps from stage one of the
theoretical framework mentioned above. (5 tables and 204 references) 102p.
References to Journal Articles
Systemic Approach to Building 21st Century Schools: Experiences in the Aloha State Bingler, Steven N,; Kaneko, William M.; Oshima, Alan M. Educational Facility Planner; v45 n4 , p35-37 ; Dec 2011
Recognizing that public funds are severely limited, in 2009, the Hawaii Institute for Public Affairs (HIPA) initiated a research- and community-based effort to develop an innovative, systemic and practicable approach to school facilities upgrades, management and development. The essence of this approach is to leverage underutilized or vacant public school lands that are consistent with the educational and community needs of the school, teachers and its students. Joint-use, lease-backs, land swaps and other use of public school lands provide unique opportunities to maximize the value of public school lands.
New Mexico's Model for Funding School Facilities' Greatest Needs. Gorrell, Robert and Salamone, Frank School Business Affairs; , p8-12 ; Nov 2011
New Mexico's assessment and ranking model, widely regarded as a national best practice, is its primary tool for allocating state capital to school facilities' needs. Describes New Mexico's adequacy standards, dynamic facilities ranking, modeling facility deficiencies dynamically, and systems performance and value.
Preparing for Fall during the Summer. Kollie, Ellen School Planning and Management; v50 n6 , p20,22-26 ; Jun 2011
Prioritizes capital projects that should be addressed in the summer when they have the least impact on education process.
Avoid Costly Mistakes. Abramson, Paul School Planning and Management; v50 n5 , p66 ; May 2011
Reviews the statistics on numbers of recently constructed schools, noting a recent decline. Concluding that school renovations will be more the norm in the short term, the author advises using renovations and upgrades to align facilities with current educational programming.
Integrating Sustainability Programs into the Facilities Capital Planning Process.
Buchanan, Susan Facilities Manager; v27 n2 , p24-27 ; Mar-Apr 2011
Advises on how to select sustainability initiatives for inclusion into the capital planning process. Considerations include the institutions mission, opportunities for improved efficiency in conservation, maintenance, and operations, and long-range planning. Facility condition assessments are vital to evaluating opportunities.
Schools in the New Economy.
Kennedy, Mike American School and University; v83 n7 , p16-18,20-22 ; Mar 2011
Describes impact of economic downturn on school construction projects. The article includes the topics "Staying Afloat" (cutbacks needed simply to keep schools open); "On Hold" (school systems that anticipate an upturn); "onstruction Moratorium" (selective elimination of capital projects rather than an increase in tuition); and "Pogress Halted." (Reduction in spending on programs that have demonstrated success).
Rebuilding for the Community in New Orleans.
Bingler, Steven CELE Exchange; 2010/14 ; Nov 2010
Describes New Orleans' plans for rebuilding its schools. Many of the school sites will become a "nexus" for their neighborhoods, surrounded by retail, social service, health, and cultural facilities. Over 10,000 citizens were involved in the planning.
Public School Revitalization in Detroit
Cave, Christin cele; n2010/9 ; Jul 2010
One of the main problems facing big-city school districts in the United States is deteriorating and underutilised school infrastructure. The Detroit public school district is attempting to tackle this issue with an injection of federal funding and a comprehensive school facilities renovation plan. Money from a bond issue passed in November 2009 will be used to construct new replacement school buildings and renovate existing ones.
Fresh Thinking for K-12 Schools: Community Leaders.
Millan, Naomi Building Operating Management; v57 n4 , p24-27 ; Apr 2010
Describes how school leaders in Charlotte, North Carolina, and Bibb County, Georgia, confronted community resistance and dissatisfaction with the capital program. Reforms to project management, procurement, improved design quality, and thoughtful prioritization of projects are addressed.
OECD Review of the Secondary School Modernisation Programme in Portugal.
Blyth, Alastair CELE Exchange; n2010/01 , p1-5 ; Mar 2010
Discuses the Centre for Effective Learning Environments' (CELE) first review of a national school building programme, which aims to tackle the physical deterioration of the building stock, poor environmental standards in terms of energy performance. The review found considerable improvement in school facilities, strong political support, but over-adherence to traditional classroom design.
Building the Brand.
Dean, Krystin College Planning and Management; v13 n3 , p50-55 ; Mar 2010
Profiles Young Harris College's plans for virtually doubling the student population, highlighting the president's insistence on quality design, amenities, and aesthetics, as well as student involvement and sustainability in new construction.
15th Annual School Construction Report.
Abramson, Paul School Planning and Management; v49 n2 , pCR1-CR16 ; Feb 2010
Reports that school construction completed in 2009 was just over $16 billion, representing a 16 percent decline over 2009. $11.9 billion was spent on new schools, while $2.1 billion went to expansion and renovation of existing schools. Accompanying information for 12 geographic regions include 2009 data and projected 2010 school completions. Additional tables present data on spending according to grade level, building type, school size, amenities that are being included in today s schools, regional breakouts, and trends in costs since 1995.
Deferred Capital Renewal as a Spoiler for Campus Programs.
Whitefield, Joe Facilities Manager; v26 n1 , p30-35 ; Jan-Feb 2010
Discusses the difficulties for facilities managers that deferred capital renewal presents. Methods of quantifying its effect, the risks it presents, its role as a "spoiler" in facilities management plans, and its sustainability are addresssed.
Minding the Gap.
Dilworth, Mark American School and University; v82 n3 , p243--245 ; Nov 2009
Discusses ways for higher education institutions to bridge the gap between capital funding limits and academic needs. Funding delays, reallocated funds, campus visioning, and building beyond need to attract students and faculty are discussed, and illustrated with examples from various institutions.
Portugal's Secondary School Modernisation Programme.
Heitor, Teresa; Freire da Silva, Jose; Calcada, Teresa; Teodoro, Vitor; Trincao, Paulo CELE Exchange; 2009/5 ; Jun 2009
Discusses the strategies adopted to reorganise school spaces under Portugal's Secondray School Modernization Program. It describes the conceptual model and highlights the solutions proposed for libraries, science teaching spaces and museum units.
San Diego's Capital Planning Process.
Lytton, Michael CELE Exchange; v2009/4 , p1-6 ; Feb 2009
Discusses the San Diego Unified School District's approach to assessing functional adequacy of its school facilities. How this process goes beyond facility condition assessment to examine facility fitness by identifying and quantifying discrepancies between design standards and the status of the facility, the condition of the structure and mechanical system, and the conditions that actively impede teaching, learning, and working. A brief review of how the District executed its capital planning process from 2002-2007 is included.
Campania Region's Educational Quality Facilities Project.
Ponti, Giorgio CELE Exchange; v2009/2 , p1-4 ; Feb 2009
Previews the Italian region of Calabria's efforts to build new and renovate its school facilities. Their 20 indicators of quality, management of transition to new facilities, and flexible prototypes are outlined.
Building Schools, Rethinking Quality? Early Lessons from Los Angeles.
Fuller, Bruce; Dauter, Luke; Hosek, Adrienne; Kirschenbaum, Greta; McKoy, Deborah; Rigby, Jessica; Vincent, Jeffrey Journal of Educational Administration; v47 n3 , p336-349 ; 2009
Explores how the designers of newly built schools in Los Angeles--midway into a $27 billion construction initiative--may help to rethink and discernibly lift educational quality. This may be accomplished via three causal pathways that may unfold in new schools: attracting a new mix of students, recruiting stronger teachers, or raising the motivation and performance of existing teachers and students. The research tracks basic indicators of student movement and school quality over a five-year period (2002-2007) to understand whether gains do stem from new school construction. Initial evidence shows that many students, previously bussed out of the inner city due to overcrowding, have returned to smaller schools which are staffed by younger and more ethnically diverse teachers, and benefit from slightly smaller classes. Student achievement appears to be higher in new secondary schools that are much smaller in terms of enrollment size, compared with still overcrowded schools.
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Stimulus for Schools.
Matt, Chris Maintenance Solutions; v17 n1 , p6,7 ; Jan 2009
Describes the Los Angeles Unified School District's expansive capital improvement program, funded by five bond measures totaling $20 billion. The project has so far created 76 new schools, 59 additions, and 18,000 modernization projects. The involvement of facilities department in reviewing designs for maintainability is discussed, as are major renovations to two large high schools.
Head of the Class.
Maintenance Solutions; v16 n8 , p6,7 ; Aug 2008
Reviews features of Seattle's Building Excellence school capital improvement program. The phases of the program are described, and the collaboration between designers and maintenance personnel from the outset is emphasized. An example of work done at one middle school is included, noting the sustainability features that were added to an historic campus.
Subtraction By Addition: A Watchdog Report on MPS Failed Construction Program.
Milwaukee Journal Sentinal; Aug 2008
Describes how Milwaukee Public Schools' ambitious capital improvement program aimed to create neighborhood schools, but in many cases created new or improved facilities that are under-used or even vacant. Dubious partnerships with local churches, construction of new schools in areas of declining enrollment, contracting scandals, unwillingness of families to switch to the school closest to their home, and declining student achievement in spite of the campaign are among the problems detailed.
Up and Coming.
Dingeldein, Mike School Planning and Management; v47 n6 , p68-70 ; Jun 2008
Profiles the work of Alabama's Baldwin County Public Schools in creating a school facilities master plan in a rapidly growing district. Extensive community involvement and support is described.
A Nearly $2B Effort.
Henwood, Patrick; Pagliaro, Vincent School Planning and Management; v47 n5 , p58-61 ; May 2008
Describes the four major components of Philadelphia's school restructuring program, the program management put in place to accomplish it, along with the program's funding, educational priorities, challenges, and anticipated results.
L.A.'s Learning Curve.
Dickinson, Elizabeth The Architect; v97 n4 , p70-75 ; Apr 2008
Profiles the Los Angeles Unified School District's multi-billion dollar capital improvement program, highlighting early failures, the hiring of large number of architects, the innovative and community-oriented designs, and a few of the most notable facilities, designed by renowned architects.
Formula for Success: Building an Equation for School Construction.
Willis, Dail School Business Affairs; v74 n4 , p8,10-12 ; Apr 2008
Details the Charlotte-Mecklenburg Schools' technique for prioritizing school capital improvements by means of complex calculations involving demographics, enrollment, facility condition, and type of project. The system promotes equity and helps avoid politicization of the process.
Modernizing Portugal's Secondary Schools.
Heitor, Teresa PEB Exchange; 2008/1 ; Feb 2008
Discusses the goals, funding, and four pilot projects of Portugal's current school modernization program.
Implications of Curriculum Reform for School Buildings in Scotland.
Scott-Watson, W. PEB Exchange; 2008/1 ; Feb 2008
Discusses the implications for curriculum reform as a result of Scotland's Building Excellence school facilities campaign. The three phases of the Building Excellence are detailed, as are its accomplishments to date.
New Zealand: Modernising Schools in a Decentralised Environment.
Sheerin, Bruce PEB Exchange; 2008/1 ; Feb 2008
Discusses resources provided by the New Zealand Ministry of Education to local educational authorities who are building schools, including best practice examples.
Massachusetts Unlocks $2.5B for Schools.
School Planning and Management; v47 n1 , p96 ; Jan 2008
Reviews Massachusetts release of long-awaited funding for school construction and renovation. The disbursement of funds follows a statewide assessment of school buildings, with funds going first to the neediest facilities. A short description of how the assessment was conducted is included.
Extreme School Remodeling.
Catron, Bill; Martin, Bonnie School Planning and Management; v46 n12 , p41-43 ; Dec 2007
Profiles the 2003-2007 remodeling campaign in California's Newport-Mesa Unified School District. Major features of the 27-school program, the project management scheme, unexpected problems, scheduling challenges, and architect selection criteria are discussed.
Meeting the Challenges of Facility Needs.
Pepe, Louis School Business Affairs; v73 n11 , p22-24 ; Dec 2007
Advises on addressing the demands of aging educational infrastructure, in an environment of shrinking state funds and demands for equity in school facilities. Planning that budgets for short- and long-term needs, alternative ways to organize capital projects, non- traditional funding schemes, and quality project teams are discussed. Includes one reference.
Up from the Ruins: State and District Leaders Are Fighting to Rebuild and Repair New Orleans Schools.
Maxwell, Leslie Education Week; v27 n6 , p27-30 ; Oct 03, 2007
Reviews the rebuilding program for New Orleans public schools damaged by Hurricane Katrina. The first step was to make sure that the usable schools were safe, clean, and relatively modern, which was not typically their state before the storm. The implementation of modular buildings, triage of schools to be repaired or replaced, and the role of the Federal Emergency Management Administration are also covered.
Why School Building Programs Go Bust.
Carey, Kelley School Business Affairs; v73 n7 , p8-11 ; Jul 2007
Provides an extensive checklist of warning signs that might indicate funding trouble for a school capital program. These involve long-range planning, management of the bond issue, construction project management, building programming, and communication and citizen involvement.
The Challenges Faced by Fast-Growing School Districts.
Kollie, Ellen School Planning and Management; v46 n7 , p16,17,19,20 ; Jul 2007
Discusses challenges faced by America's fastest-growing school districts in projecting enrollment, funding new facilities, and finding sites. Examples from three fast-growing districts illustrate the situation.
Managing the K-12 Portfolio.
Schneider, Jay Building Design and Construction; v48 n7 , p43,44,46 ; Jun 2007
Reviews how the city of New Haven, Connecticut, is managing a program to build five new schools and renovate seven others. Financing and project management are covered.
The Challenges of LAUSD.
Moore, Deb School Planning and Management; v46 n4 , p10 ; Apr 2007
Reviews the Los Angeles Unified School District's $19.2 billion school construction program, which is scheduled to add 155 new schools by 2013 to accommodate growth that was not addressed for nearly three decades before the building program was undertaken in the mid- 1990's.
Growing from Good to Green.
Roger, Tom School Planning and Management; v46 n4 , pG38,G40,G41 ; Apr 2007
Reviews the $1.5 billion program to rebuild New Haven, Connecticut, schools, in which "green" standards are applied to all new projects. Examples of building features in place and the savings being realized are detailed, as are plans for future additions and inclusion of sustainability and high performance in the curriculum.
Building Boom.
Maintenance Solutions; v15 n3 , p6, 8 ; Mar 2007
Describes Wake County, North Carolina's program to renovate and build new schools to accommodate rapid growth. Particular attention is being paid to equalizing facility condition between new and renovated schools.
New Dallas Schools.
Winters, Willis Texas Architect; v57 n1 , p24,25 ; Jan-Feb 2007
Reviews the ambitious building campaign in the Dallas Independent School District, whose enrollment grew by 30 percent between 1989 and 2001. The respective educational programs for elementary and middle schools are described, as is the emphasis on neighborhood schools designed for joint use. Signature schools completed so far are profiled as well.
Building on Success: Keeping up with Growth.
Lorenzo, Rory School Business Affairs; v72 n10 , p16,18,19 ; Nov 2006
Reviews the explosive growth of the Clark County, Nevada, School District, which has seen a 75% enrollment increase in the last decade. The author describes new construction and renovation projects, growth of facilities staff, rising costs of labor and materials, unfunded state mandates, year-round-scheduling, and the technology they use to keep track of it all.
When Enrollment Soars.
Shroades, Renee Maintenance Solutions; v14 n10 , p8,10 ; Oct 2006
Describes some measures that school districts take when enrollment rapidly outgrows available teaching space, often made even more difficult when districts operate under mandates to reduce classroom size. Emergency conversion of non-teaching space into classrooms, aggressive new building and renovation programs, and portables are discussed, as are proper communication between facilities staff and those who make enrollment projections.
Growth Spurt at LAUSD.
Monroe, Linda Buildings; v100 n7 , p38-42 ; Jul 2006
Reviews Los Angeles Unified School District's $19.2 billion construction program, which is presently the nation's largest. The program anticipates 150 new schools and 70 additions. Details of the core design principles are included, emphasizing high-performance, community-centered facilities, and multi-disciplinary teams that include architects, planners, demographers, and GIS technicians.
Using a Student Yield Index in Planning for Student Growth.
Earthman, Glen School Business Affairs; v72 n5 , p37-39 ; May 2006
Explains the use of student yield index, rather than the traditional cohort survival method, when projecting enrollment in districts experiencing rapid population growth. An example based on housing permits for new residences is presented, along with potential challenges to the accuracy of this method.
Bigger Bang for a School District's Buck: Merging Capital and Technology Plans and How to Fund Them.
Hayes, Bill School Planning and Management; v45 n5 , pT2,T4,T6 ; May 2006
Advocates bundling of capital construction and technology efforts to efficiently create adequate educational facilities and to take advantage of outside funding at the most opportune time. Advice on creating a district-wide plan joining technology and facilities personnel is offered, as is and example of how the Syracuse City School District accomplished such a project.
Sustainability is Here to Stay.
Eisenberg, Larry College Planning and Management; v9 n4 , pG4,G6 ; Apr 2006
Describes the Los Angeles Community College District's $2.2 billion building program. The 500 sustainable projects include new construction, upgrades, modernization, and renovation, with each of the 140 design teams including a certified LEED professional.
Master Builder.
Silverman, Fran District Administration; v42 n2 ; Feb 2006
Presents an interview with Los Angeles Unified School District's Jim McConnell, who led the District into the building of 160 new schools and renovation of many more. He describes his efforts at salvaging the District's damaged reputation, his techniques for staying within budget, and the solution for the notorious Belmont School site.
Managing Large District Facilities.
Moss, David; Horstman, Eric Educational Facility Planner; v41 n1 , p3-6 ; 2006
Describes the construction, renovation, and maintenance program of Plano Independent School District, outlining their 20-year renovation target and illustrating the program with a description of renovations at one elementary and one high school. Includes three references.
Putting Technology to Work on a Capital Project
Hare, Dudley, Jr. School Administrator; v62 n4 , p51 ; Apr 2005
Managing complex capital construction projects provides formidable challenges to school leaders. Increasing enrollment, new state mandates, aging schools and the need for technology-rich environments are issues that require both more space and better quality facilities. Short-handed district leadership teams already find themselves more than fully engaged with ongoing responsibilities. Taking on a major construction project creates a broad range of new, time-consuming duties. When the oversight of a complex, multi-million dollar capital project is added to the leadership's ongoing responsibilities, a school administrator faces a daunting question: How can all this be managed? In this article, the authors attempt to answer that question.
L.A. Facilities Chief Brings Military Ethic To Massive Operation
Joetta Sack Education Week ; Feb 02, 2005
Profile of Jim McConnell, facilities chief for the 740,000-student Los Angeles Unified School District. As the director of the largest school construction program in the country, he will oversee the building of 160 new schools and the renovation and maintenance of nearly 12,000 other facilities in one of the country’s most densely populated areas. [Free subscription required to access online article.]
Building Schools for the Future in the United Kingdom.
PEB Exchange; v2005/1 n54 , p11-13 ; Feb 2005
Reviews England's five-year "Building Schools for the Future" program, describing the investment, changes sought, and the publication of exemplary school designs from eleven firms.
Separate But Equal.
Kendler, Peggy District Administration; v41 n2 ; Feb 2005
Advises on how equally distribute construction efforts in a school district, so that citizens feel that everyone is being fairly served. Districts should plan construction efforts simultaneously, communicate actively and involve the community, make equity a part of the process from the beginning, add the same elements at different schools, and develop a five-year refresh plan.
The Spectrum of Capital Planning.
Adam, Matt Facilities Manager; v19 n6 , p53-54 ; Nov-Dec 2003
Summarizes the wide variety of formats for capital planning in a selection of university settings. Where the power resides and how projects are executed varies considerably from institution to institution. Overall, a deficiency in information processing is noted.
Implementing the Capital Plan.
Daigneau, William A. Facilities Manager; v19 n3 , p23-26,28 ; May-Jun 2003
Discusses issues that must be addressed when implementing a capital plan. The four big questions of "When?" "How?" "How much?" and "Who?" are answered by prioritizing projects, deciding on methodology, managing costs and cash flow, and arranging staffing.
Maximum Capital Project Management.
Adams, Matt Facilities Manager; v18 n6 , p47-48 ; Nov-Dec 2002
Describes the stages of capital project planning and development: (1) individual capital project submission; (2) capital project proposal assessment; (3) executive committee; and (4) capital project execution.
Districtwide Designs.
Lopez, Robert; Ruck, James A. American School and University; v75 n3 , p341-44 ; Nov 2002
Discusses steps to help ensure successful district-wide school building improvement projects: identify the right people, plan carefully, implement community communications, and manage the design and construction process.
Lesson Plans Are Being Reworked To Stretch Construction Dollars.
Rubin, Debra K.; Rosta, Paul; Gonchar, Joann; Illia, Tony ENR: Engineering News-Record; v248 n18 , p30-33 ; May 13, 2002
This article looks at the current school construction situation in Ohio, Arizona, Idaho, Michigan, California, New York, and New Jersey. While school-related capital programs in many towns, cities and regions are still flush with cash and generating a boom market for engineers, architects and contractors, increasingly, those purse strings are being pulled tighter as states face budget pressures and taxpayers are less willing to underwrite the bill.
Capital Planning in Uncertain Times.
Daigneau, William A. Business Officer; v35 n7 , p28-33 ; Jan 2002
Discusses scenario planning, a method for evaluating capital investments by weighing their potential benefit to the future of the institution.
Timing is Everything: A Guide to Planning Your Building Project Calendar.
Brunner, Patrick M.; Shelley, Kevin D. American School Board Journal; v188 n10 , p27-29 ; Oct 2001
Describes the major steps for a school board to include in a school building project timeline: 1) build community support by communicating school construction needs to the public; 2) work with board members, administration, teachers, and the community in the programming phase; 3) provide input in the design and documentation phase; 4) plan on two months for a complete bidding process; 5) plan on a minimum of 12 months of construction time for smaller renovations or additions, 15 months for a new elementary school, two years for a new high school, and up to 30 months for renovations or additions to a large high school that is occupied during the construction phase; and 5) plan one month for cleaning and moving into a building.
A Continuous Improvement Capital Funding Model.
Adams, Matt Facilities Manager; v17 n5 , p59-60 ; Sep-Oct 2001
Describes a capital funding model that helps assess facility renewal needs in a way that minimizes resources while maximizing results. The article explains the sub-components of a continuous improvement capital funding model, including budgeting processes for finish renewal, building performance renewal, and critical outcome.
A Bold Plan.
Geiger, Philip E. American School and University; v73 n12 , p162-63 ; Aug 2001
Illustrates how the Arizona School Facilities Board is moving ahead with a massive capital-improvements program for school facilities. Explains the board's guidelines for assessing buildings and funding levels, and ensuring student access to technology.
Fixing It Right.
Henry, Richard A. American School and University; v73 n11 , p45-47 ; Jul 2001
Discusses how a detailed plan can help schools set the right priorities for modernization projects. Examines planning elements such as identifying needs, prioritizing capital outlay funds, establishing budgets, identifying funding sources, and creating schedules.
Soft Sell, Hard Numbers. Where's the Money for K-12 Schools?
Kroll, Karen Building Operating Management; Mar 2001
This gives advice to facility executives to do their homework on facility conditions and costs while seeking public support. The following steps are discussed: 1) Let the academic plan and enrollment picture drive the capital investment plan; 2)Determine how things currently stack up; 3) Figure out where you want to go; 4)Identify the stakeholders, or those who will be affected by the capital investments; 5)Get the community involved; 6)Prepare for tough questions and the potential that the project may change; 7) Use discretion in choosing the architects, engineers and construction managers; 8)Retain an experienced public relations team; 9) Be smart buyers; and 10)Think creatively.
With Apologies to Maria Shriver: 10 Things You Must Know Before Starting a School Construction or Renovation Project
DiBella, Cecilia M.; Anderson, Jim School Business Affairs; v66 n12 , p30-33 ; Dec 2000
Before undertaking a school construction or renovation project,
administrators should plan carefully, collect adequate data, involve the school
board, form a building committee, understand legalities, select the right architect,
consult with technology director, monitor the construction site, enjoy short-lived
trouble-free times; and document expenditures.
Successful Management of Public School Capital Improvement Programs.
Filardo, Mary School Business Affairs; v66 n12 , p4-10 ; Dec 2000
In 1999, the 21st Century School Fund interviewed seven large school districts regarding management of
capital-improvement programs. Researchers found three basic models: in-house management, other-public-agency
management, and private-sector management. Systematic oversight and quality-control approaches will protect school systems from mismanagement, fraud, and abuse.
A Proven Methodology for Assessing School Buildings.
Nair, Prakash; Chin-Santos, Nadine School Planning and Management; v39 n12 , p59-61 ; Dec 2000
Discusses the methodology and benefits of the Building Condition Assessment Survey (BCAS) approach for evaluating school building conditions for long-range capital planning. The level of survey detail needed and its scope are examined as is BCAS preplanning tips.
Statewide Facility Databases
Adams, Matt Facilities Manager; v16 n6 , p46-47 ; Nov-Dec 2000
Discusses state's use of web-based central facilities databases and software to efficiently address capital renewal projects. How to collect data to support the decision process for capital renewal requests is addressed.
Building a New Campus: From Mediocrity to Magnificence.
Milshtein, Amy College Planning and Management; v3 n10 , p22-24,26 ; Oct 2000
Discusses the necessary elements in business planning that can help make building a new campus less difficult. Successful plan administators provide their thoughts on establishing the need for new facilities, closing the funding deal, and selecting and developing the site.
The Insiders' View of School Construction Planning.
Enderle, Jerry School Planning and Management; v39 n7 , p30,32-34 ; Jul 2000
Discusses the basic issues a school district should consider when beginning a school construction planning process. Issues discussed cover funding, the building delivery system, modernization versus new construction, and advances in technology.
Cutting Budget Corners While Adding Value.
Veile, Craig N.; Carpenter, Mark J. School Planning and Management; v39 n7 , p56-61 ; Jul 2000
Discusses how one school district saved money while adding long- term value to its capital improvement project. Planning issues involving square footage requirements, quality of material to be used, and heating and cooling system selection are discussed as are concepts to increase student learning capacity for the same construction dollars.
Evaluating the Planning, Design, and Construction Department: The Capital Programs Management Audit.
Kaiser, Harvey H.; Kirkwood, Dennis M. Facilities Manager; v16 n3 , p15-22 ; May-Jun 2000
Presents a diagnostic model for assessing the state of an institution's capital programs management (CPM) by delineating "work processes" which comprise that function. What capital programs management is, its resources, and its phases and work processes are described, followed by case studies of the CPM Process Model as an assessment tool.
How to Manage a New School Building.
Chan, T.C.; Ledbetter, David Principal; v79 n2 , p25-26 ; Nov 1999
Although the principal of a new school must tackle curriculum
planning, staffing, and community relations, the greatest challenge is making
sure the building opens smoothly and on time. A principal must be a key
planner, an events coordinator, a good communicator, a maintenance
supervisor, and a visionary leader.
Long-Term Planning and the Building
Process
Meglis, Jr., Edward School Business Affairs; v65 n7 , p14-16 ; Jul 1999
A long-range facilities plan includes anticipated
large expenditures and contingencies. The plan should
include an overview of existing facilities, enrollment
projections, program changes, and projected capital
improvements. A school-planning checklist is provided.
Building a School and Recruiting Staff Under Budget and in Less Time Using CQI
Adams, W. Sam; Gray, Todd W.; Sprangers, J.D.; Henderson, James B School Business Affairs; v65 n7 , p.21-25 ; Jul 1999
In planning a new school and general remodeling
and technology upgrades, the Oshkosh (Wisconsin) High
School District used a variation of total quality management
called Continuous Quality Improvement. The plan involved
students, teachers, staff, parents, and members of the
business community assisting in the school's design and
selecting its staff
Hidden Costs of School Construction
Glass, Thomas E. School Business Affairs; v65 n7 , p6-12 ; Jul 1999
Costs that may increase the original school
construction estimates include school design inefficiency,
architect fees, and costs for land, site development,
technology, demolition, consultants, and security. A
quality-review team can plan to avoid hidden costs and
ensure that the new facility will meet instructional needs at the
least possible cost.
Seven Steps to On-Time Delivery.
Konchar, Mark; Sanvido, Victor School Planning and Management; v38 n6 , p26,28,30-31 ; Jun 1999
Describes seven steps to consider when making project delivery
decisions that include defining the school district's goals and profile,
selecting the project delivery system and procurement method, selecting
the project team and contract type, and developing and confirming the
facility program. Concluding comments address the district review of the
steps in totality to determine their compatibility.
Easing the Pain.
McGovern, Gene American School and University; v71 n5 , p37-40 ; Jan 1999
Discusses school building program planning for construction projects on occupied school campuses. Advice is given for choosing a general contractor, scheduling the work to limit its disruptive effects on the school community, establishing safety procedures, preparing the surrounding community for the inconveniences that construction may cause, and raising funds.
Construction Know-How: Making the Best Possible Decisions Regarding School Construction and Renovation Projects.
Argon, Joe, Ed.; And Others American School and University; v71 n3 , p265-293 ; Nov 1998
Presents a series of articles that examine decision making in school construction and renovation projects. Topics include managing construction risks, obtaining adequate and appropriate professional liability insurance, preparing for a construction project, purchasing windows that provide protection at a reasonable cost, choosing the best flooring and carpeting, and dealing with deregulation. An industry roundtable discussion on project planning precedes the articles.
Avoiding Project Creep.
Scarnati, James T.; Kennerknecht, Norbert J. American School and University; v70 n12 , p138-140 ; Aug 1998
Discusses how to keep school district capital-improvement projects within budget. Areas where runaway costs creep into a project and ways of cutting are lessening these costs are examined, such as using standard agreements, controlling architect's expense reimbursements, developing a quality control process, and reducing document duplication.
On the Right Track.
Metzner, Richard R.; Feifer, Irwin J. American School and University; v70 11 , p28,30,32 ; Jul 1998
Offers tips on developing a clear and detailed plan that can keep a school rehabilitation project on time and within budget. Developing proper communication between stakeholders, knowing the regulations, probing for facts about deterioration, and being persistent and demanding in monitoring the construction project are stressed.
Third Party Project Management: A Coming Reality for an Increasingly Unrealistic World.
Griffin, Jeff Facilities Manager; v14 n2 , p19-23 ; Mar-Apr 1998
Third party management of the development and facilities delivery process is a response to trends in the design, construction, and legal industries. Changes in the process and the architect's organization, the role of the project manager, drawbacks to third party management, and the relevance for educational construction projects are discussed.
Setting the Vision: The School Board's Role in School Construction
Rasicot, Julie Learning By Design; n7 , p10,12-15 ; Mar 1998
Defines the school board's role in school construction, its use of outside consultants, the responsibility of securing building funds, and the influence of politics in the decision making process. Discusses some school boards' changing approach to community involvement
Six Rules for School Boards.
Connor, William F. School Planning & Management; v37 n2 , p61-62 ; Feb 1998
Examines administration rules that a public school board should consider for navigating through
school construction and renovation projects. Rules include establishing a forum for public input, identifying project management experts, and requiring a document turnover and familiarization plan.
RFIs and Change Orders Made Simple.
Barrett, Julie R. School Business Affairs; v63 n12 , p34-36 ; Dec 1997
Owners of public building projects are increasingly turning to Interdisciplinary
Coordination and Constructibility Reviews prior to going out to bid. The ICCR is a
methodical quality-assurance process designed to make building projects more cost effective,
constructible, and of better quality. This article describes the Preconstruction ICCR process
and benefits.
Playing Hardball with Facilities Expenses
Fickes, Michael School Planning & Management; v36 n12 , p14-18 ; Dec 1997
Describes one school district manager's tactics for successfully controlling district
costs and increasing capital improvements while only marginally increasing the facilities
maintenance budget. Highlights guidelines for controlling personnel requirements and
cost-reduction methods. Discusses specific cost-control measures involving telephone expenses,
heating and cooling, and preventive maintenance.
Back to School: An Effective Approach To Managing School Renovations.
Lankenau, Matthew; Zack, James G., Jr. The Construction Specifier; v50 n9 , p40-41,46,49 ; Sep 1997
Explains that U.S. schools are in no physical condition to educate students in ways that will increase the quality of life by developing a more enlightened and skilled populace. It outlines a simple approach to efficiently define these problems, raising construction quality, increasing client satisfaction, and reducing construction costs.
Balancing Act.
Hillinger, Howard American School & University; v69 n4 , p36-37 ; Dec 1996
Describes how adding a project manager can ensure a smooth process during capital improvements. Discusses ways to fill program management needs, such as developing in-house staff or retaining a qualified program-management consultant. Details the importance of the project manager scrutinizing overhead costs, risk, responsibility, and other matters.
Facility Accounting: Hammering Out a Capital Replacement Budget
Readinger, Jay School Business Affairs; v62 n7 , p48-51 ; Jul 1996
Most facility and finance managers cannot adequately handle school
infrastructure issues because they lack the tools to describe the problem appropriately. Facility
accounting gives managers accurate deferral and projected replacement costs, using nationally
recognized life-cycle and cost data. Facility accounting enables proper management of
physical assets, ensuring that they contribute to an institution's overall competitiveness.
Planning and Constructing School Facilities
Swartzendruber, Arlis School Business Affairs; v62 n2 , p4-10 ; Feb 1996
Constructing school facilities requires a multitude of considerations.
Outlines a suggested sequence of processes and events that will be
helpful in the three- to four-year planning phase.
Keeping the Roof on Building Costs.
Rydeen, James E. School Administrator; v51 n6 , p8-13 ; Jun 1994
School construction overruns and other disappointments usually stem
from inadequate planning, mismanagement, and inexperienced
individuals. This article shows how to compute "ballpark" estimates
based on a district's unique planning requirements for curriculum,
scheduling, and class sizes; screen firms' and individuals' qualifications;
devise a realistic budget, monitor the design and construction process;
and develop shared responsibility for outcomes.
Control Points in Planning a New or Remodeled School Building
Herman, Jerry J. School Business Affairs; v57 n1 , p22-24 ; Jan 1991
Outlines crucial administrator responsibilities during the planning and
construction phases of a new or remodeled school building. Includes
designing the program, contracting the architect, and establishing and
selling a bond issue.
Capital Asset
Management Program: A New
Approach to Management of
Land, Buildings and
Equipment
Lehr, Ernest Educational Facility Planner; v29, n1 ; Jan-Feb 1991
A Capital Asset Management Program goes beyond
facility planning and maintenance to include long term
decision making on district land, buildings and
equipment. An outline of the components of such a
program is provided.
Capital
Improvement
Planning: Practical Tips From
a Superintendent
Davis, E.E. Educational Facility Planner; v28 n6 ; Nov-Dec 1990
The capital improvement process, if broken into
individual components and taken one step at a time,
can result in a successful program that will generate
internal and external support. Components include
enrollment projections, demographics, program
capacity (pupil/teacher ratios, curriculum offerings,
spaces). Next, evaluation/analysis process which 'Will
include literature research, school system's priorities
for instructional delivery, analysis of
membership/program and environmental conditions.
Planning assumptions and criteria, alternatives
available, and an action plan and criteria complete the
first phase. Making appropriate local planning
assumptions cannot be under-estimated. They include,
but are not limited to, six areas; current/projected
program standards; program capacity analysis;
economic conditions of locality; student re-assignment
options; existing buildings under-utilized; and planning
criteria for action. Finally, allow three full months for a
bond campaign. Appropriate levels of broad-based
community support and a well-researched capital
improvement plan to back up the request should assure
an excellent chance for voter approval.
Directions in Facility Finance: Alternatives for the Future
Jordan, K. Forbis; Stewart, G. Kent Educational Considerations; v17 n2 , p53-56 ; Spring 1990
Reviews the options currently available to school districts involved in capital improvement financing and examines new directions in such financing.
Preventing Chaos during School Renovation--The Need for Relocation Planning.
Vasilakis, John N. School Business Affairs; v56 n3 , p23-24 ; Mar 1990
Modernization or reconstruction programs can be coordinated by developing a relocation plan for each school site. A relocation plan is a detailed outline of the proposed work to be accomplished in a planned sequence to accommodate the educational needs of the school during the project.
Reflections on a Building Program
Hertz, Karl V. School Business Affairs; v56 n1 , p22-24 ; Jan 1990
Describes one school district's plan for constructing new facilities. Preparing the community for the project and attendant costs is essential. Tips are provided for choosing an architect, selecting financial advisers, gaining community acceptance, choosing a construction manager, meeting the construction deadline, and involving school staff.
Features of Construction Contracts to Expedite Construction Work, Reduce Owner's Financial Risks and Expenditures.
Birrell, George S. CEFP Journal; v24 n6 , p.15-19 ; Nov-Dec 1986
Describes the array of contractual features between the project owner and the main contractor that can lead individually or in permutations to expediting the construction process and reducing the financial risks and expenditures of the project owner.
How Well Do You Know School Construction?
Day, C. William; Groten, James P. School Business Affairs; v52 n11 , p44-47 ; Nov 1986
Describes construction process principles and discusses problems school owners experience: (1) laws that
require selection of the lowest bidder, (2) decisions that must be made by the duly elected governing body, and (3) school
board members who often lack knowledge about the construction process. Includes a quiz for owners and attorneys.
Implementing a Five-Year Capital Improvement Plan
Educational Facility Planner; v22 n4 , p15-16 ; Jul-Aug 1984
Describes the Oklahoma State Department of Education's use of a facilities
database in its long-range capital improvement program; includes recommendations for states
planning similar computer applications.
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