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HomeMy WebLinkAboutAgenda - 04-30-2007-a School Construction Standards ----- Deleted: February ~- ril 2007 U.pdate ---.._.._..._..._.-_.:...._..---~~----~----===-_- o~e~: ~ As Proposed by the School/county collaboration ork Group Table of Contents Introduction School and County Collaboration Work Group Proposal Traditional and (don Traditional (Models Class Size and School Capacity Square Footage School Site and Minimum Acreage Interior Building Space Allocations idon-Specialized Classrooms Specialized Classrooms Cost Per Square Foot Other Facility and Site Considerations Fom,attea --------~ .- Formatted ."~._~.,.._---"' .- Formatted -------~ ~ Formatted ----- Formatted -----~ ~~-------~ Formatted------ __J Appendices -. Deleted: a ~ Appendix 1,._ Elementary__School_Space Prof le and Square Footage_______________~.•--" Standards - oe~eted: ~ s Appendix ?,_ Middle School Space Profile and Square_Foota~ge_Standards______.----- oe~etea: ~ c Appendix ~__High School_Space_Profile and Square_Footage Standards_________.---- (1,000 Student Capacity] Deleted: ~o Appendix ~_ High_School Space Profle_and_Square Footage_Standards________~ -=' (1,500 Student Capacity) _Appendix 5 School Project Cost Calculation Template Appendix 6 School Construction Proiect Components 2 School Construction Standards -----~ -.__.__....._---'-- Deleted: February County/School Collaboration Work Group ril 2007 Update._-,._.. Orange County's current elementary and middle school construction standards have been in place since 1996, and its high school standards since 1999. While these standards have served as a model for many schools constructed in both the Chapel Hill- Carrboro City and the Orange County Schools, it has become increasingly difficult to adhere to the standards due to economic factors such as rising construction costs as well as educational reforms. such as changes in state mandated class sizes for grades kindergarten through third. In addition, land use regulations and environmental considerations that incorporate sustainable building components and smart growth elements are becoming more prevalent in the construction industry. Two separate School Facilities Task Forces, convened in 2000 and 2002, identified a number of standards that required clarification and/or updating (e.g. baseline estimates for per square foot cost, an appropriate inflation factor, percentage of project budget that should be set aside for contingency, etc.). To that end, the Boards of County Commissioners and Education recognized the need to update and refine Orange County's current School Construction Standards, and last year requested that the School/County Collaboration Work Group review existing School Construction Standards with the intent of bringing them more in line with today's practices, regulations, and construction market. At the time that Orange Commissioners adopted the County's existing School Construction Standards, the North Carolina Department of Public Instruction (NCDPI) had Facilities Standards in place that established minimum construction criteria for individual school districts to adhere to when they constructed new facilities or renovated older ones. Since that time, the State has moved away from the "standards concept" and now has "Facilities Guidelines" in place. While the intent of the Guidelines remains consistent with the previously enacted State Standards - to ensure that school systems provide adequate space for instructional classes and activities -the .Guidelines now allow for flexibility and allow for more consideration of local situations such as availability of land or other limitations that school districts may face. The report that follows offers the Work Group's proposal. 3 School/Gounty Collaboration Work Group Proposal Traditional and Non-Traditional Models The Collaboration Work Group recommends that the Standards make a distinction at all levels -elementary, middle and high - between "traditional" school models and "non- traditional" ones. Traditional IlAodel -The planning model for a traditional school is set out in these standards. Capacity of a traditional school would be 585 for elementary schools, 700 for middle schools and would range from 1,000 to 1,500 for high schools. For the most part, a traditional model would consist of a site that would have sufficient acreage to allow for future building expansion, outdoor play areas, full complement of athletic facilities and on-site parking for faculty, students and buses. ®. Non-Traditional Il~odel - Anon-traditional model would be one that. deviates in someway from the'traditional model and would be defined on a project-by-project basis. This model would offer flexibility and accommodate various local conditions, including the availability, or lack thereof, of land in addition to a school district's needs. This report, outlines the Traditional Model at all levels and provides examples of Non- Traditional Models. The Work Group foresees the need for Non-Traditional Models becoming more prevalent in the future. Furthermore, the Work Group encourages School Boards and County Commissioners to consider non-traditional models as they plan new schools. 4 Space Considerations 1) Class Size and School Capacity The Collaboration Work Group recommends that traditional school capacity be in accordance with State class size/teaching station requirements as outlined in North Carolina General Statute 115C-301. Elementary School -For school year 2006-07, elementary class size/teachin statio re uirements are------------------------------------------------- ---------------... t~e~a: -------~ _~,. g ---------------------------- • Average of 21 students per class in grades kindergarten through three ® Average of 26 students per class in grades four and five 10 students per class in special needs classrooms Based on the average class sizes outlined abovq,_the: capacity_ of_a_ traditional _.__.--- ~~~~ .forschool year200s-o7,~ elementary school totals 585 students - a reduction of 15 students from the oeie~a. e~'ng .. _.. - revious Coun_ __ standards of 600 students.___ SECTION =MOVEt7 TO,..aVEXT _,_,: ._ (?A - ty - - --°-------- ~~~~nds th oshould tPhe Genera ------•- -------- ----- --- -----------------•--------------•--------- -------------- -- -- re me at Middle School -Middle school includes grades six through eight. For school `~, Assembly amend Bass s¢es at any level, the County's School year 2006-07, middle school State class. size requirements are: Construction standards shomd be amended within some reasonable g ~ ''. timeframe that would allow for • Average of 26 students per class in grades six throu h ei ht . ........ .... consideration of funding and ® 10 students per class in special needs classrooms ', adequate timing of new schools: • •. `' Deleted: ¶ Based on the average class sizes outlined above, for school year 2006-07, the '~• Deie~a: s --- capacity of a traditional middle school veraf. es 700 students________________________________-_-___ D~~; totals . High School -High school includes grades nine through twelve. For school year 2006-07, high school class sizes allow for: Regular classrooms with a minimum capacity, 20 students per --- class/teaching station __ Deleted: of Vocational Education class rooms with a capacity ranging from 15 to 20 ~r;:: Deleted. s students per class/teaching station ---~ All other classrooms range from 15_ to__25_ students _per_ class/teachin ___._.-- Deiet~ed: ~o .station - o .For example a theater arts, class_ room__may__ have__upper_ range_,_.---- Deierna: capacity while exceptional education class rooms would be on the lower end of the spectrum For school year 2006-07, the capacity of a traditional high school ranges between 1,000 and 1,500 students. The Work Group further recommends that should the General Assembly amend class sizes at an level the Coun 's School Construction Standards should be amended within some reasonable timeframe that would allow for consideration of funding and adequate timing of new schools. While the Collaboration Group does not recomrriend going above the state mandated class size at any level, there might be examples in the future where total school capacity may vary from the Standards. For example, a smaller than traditional school site may create the need to construct a smaller school or a multi-story one. Other examples include a non-traditional school that may allow for smaller than mandated class sizes or may include additional classroom space for pre-kindergarten students. The chart below compares existing standards with those proposed by the Collaboration Work Group: C -Traditional Model y apac~ April 2007 Proposal from School School Level Existing Standards Collaboration Work Group Elementa 600 585 700 Middle 700 1 000 1 500 1 000 1 500 Hi h School Ran e t 2) Square Footage ---- In calculating total square footage of new schools, the Collaboration Work Group ---~ concluded that the r~ for standards for square_ footage_per_ student are_suff_icient.___..---- ~~~~ existing Given the Work Group's proposed change in elementary class size and total elementary capacity, as outlined earlier in this report, the proposed elementary ueleted. epsting square footage is reduced from the re,~v~io,,,-us standards_of_95,235.square feet to __._- 92,840. Statutory class sizes for middle and high school levels remain ___--~ unchanged from the ,previous Standards;___ therefore, ___the___ Work __ Group _,..---~ ~elerea: epsting recommends no changes in existing standards for total square footage of middle and high schools. The chart below compares existing standards with those proposed by the Collaboration Work Group: ~_.._..., e.,.,E~.,e _ T~~rli+innal Model ~afua~c ~ vv~..y.. - - - - --- April 2007 Proposal from School School Level F~cisting Standards i Collaboration Work Group Elementa 95,235 92,840 192 132 Middle Hi h School Ran a 132,192 151 049 251 345 , 151 049 251 345 6 Square footage of anon-traditional school may be higher or lower than those outlined by the School Collaboration Work Group. Examples of factors considered as non-traditional include community recreational facilities such as a mnasium or smaller schools constructed on smaller than traditional sites. 3) Interior Building Space Allocations 1` a) Non-Specialized Capacity Generatinu ClassroomslTeachina Stations Elementary - A traditional elementary school contains 25 non-specialized classrooms. As stated earlier in this report, the Work Group recommends that non- specialized classroom sizes for a traditional elementary school be in accordance with State class size requirements as outlined in North Carolina General Statute 115C-301 The Statute currently states that kindergarten through third grade classrooms have capacity for 21 students per class with third through fifth grade ; teaching stations having capacity for 26 students per class. Appendix 1 of this ;;;~ report outlines by grade level the capacity and square footage guidelmes fora ~;~ traditional elementary school. ote:from;Ddnna - Wlthahls referenceao'a endlx ' Middle A traditional middle school contains ,21,_,regular. c~assroo individual class size of 26 students plus 6 science classrooms. A pp~endix 2 _sguare:footage_for_regular_traditional_middle school_ plus storage total 1,014 square feet and sclerice classrooms i ----- m_ s with a_ n s outlined in '~, classrooms ~1 ncludmg lab , `., Vlllth <fhiS i) High A traditional 1,000-student high school contains ,~4 ,~cademic._ `,, classrooms allowing for a minimum of 20 students per class in grades ,dine through twelve. A traditional 1,500-student high school contains 40 regular ;!; classrooms allowing for 26 students per class in grade nine and 29 students ;,, per class in grades ten through twelve. ~;; i; Square footage for~raditional academic high school classrooms_allows for in-, room student use computers and ranges from 850 to 950 square feet per i, ;+ classroom and square footage for science classrooms, including lab storage ~; ,r space, range from 1,200 to 1,500 square feet. Appendix 3 of this report outlines capacity and square footage guidelines fora `, traditional 1 000 student high school and Appendlx 4 provides similar information for a traditional 1 500 student high school Note from Donna ~ With this .reference to alpt=ridc 3~and 4 suuaest~remouina.thechar ~___________________________________________________~_., ~~, b) Specialized Classrooms Specific functions of each specialized classroom determine the total square footage needed for each. The narratives below provide overviews of the function Formatted Deleted:: ¶ - Type of Nonspecialized Classroom Kindergarten (21 students er class Grades 1 through 3 (includes 4 per grade level plus one "swing" room) (21 students er class Grades 4 through 5 (26 students er class Total Classrooms Additional C Smal l Total Classroom Deleted: z2 _ Deleted: the chart below Deleted: ¶ Type of Nonspecialized Classroom Re ular Classrooms Science Classrooms Total Classrooms Total Classroom '';;,~lebed: 22 Deleted: regular Deleted: nine through Deleted: regular Deleted: ¶ l ... Cl_1J~ 7 of each specialized classroom while Appendices 1 throw h _provide_ detailed ___.---- neie~a: a. 1s and 1c space profiles including square footage information for each specialized area,. -__ `" Coun~ e~~~9 c ~ ~~" The Work Group recommends that the existing standards for specialized rooms Standards for5pecialized Classrooms remain unchanged for traditional model schools. i) Pre-School Area (Elementary Level) NC Public Schools Facilities Guidelines recommend 1,200 to 1,400 square feet for pre-kindergarten classrooms. Orange County Standards allow for one classroom for pre-kindergarten children ages three and four at 1,700 square feet. ii) Special Needs Classrooms (All Levels) ' Programs for exceptional children vary greatly,. depending on age of children and local factors. Additional support spaces may be necessary-fior exceptional education purposes depending on the program. Specialized spaces, such as cooking areas, toilets, bath/shower rooms,: laundries, observation rooms, and special equipment to accommodate certain disabilities may be required. iii) Remediation and Resource Labs (All Levels) -School plans should include one or more small group classrooms for remediation, conferences, guidance and testing for groups. Smaller group activities may require additional smaller rooms. . iv) Instrumental and Vocal Classrooms (High School Level) -Student participation for these programs is often high - it is not unusual for the number of students in these classrooms to range between 40 and 80. Orange County Standards provide for a range of 2,800 to 6,600 square feet for these two classrooms (not including storage). v) Dance Classroom (High School Level) -Dressing rooms and access to showers for dance students are desirable in high schools. If located adjacent to the gymnasium locker rooms, this space can be combined. Orange County Standards for this function range from 1,800 to 2,000 square feet. vi) Workforce Development (flfliddle and High School Levels) -Facilities for high school workforce development programs are often large, extensively equipped and more expensive than regular classrooms because of their similarity to industry. Square footage included iri Appendices 1 B and 1 C parallels the State Guidelines. In accordance with State statutes, a basic high school vocational education program must offer at least three of the workforce development programs. Many high schools offer all seven programs including agricultural, health occupations, business, family and consumer sciences, marketing, technology, and trade and industrial. The number and types of laboratories depend on local factors. More than one laboratory for a program such as family and consumer sciences education may be necessary 8 in larger schools. Another factor to consider is the co-use of the darkroom of a school. Alarger-than-standard darkroom with additional storage could serve art and science programs as well as workforce development programs. Existing County high school standards allow for offering all seven programs with allocated space for each program ranging from 10,750 to 16,100 square feet. c) Media Center Standards (All Levels) -The capacity for the media center of the school should be ten percent of the average daily membership of the school. State guidelines recommend that the media center be located on the ground floor, be single story and convenient to all learning areas of the school. Minimum support areas include offices, work/production rooms, conference rooms, periodical storage, audiovisual equipment storage, and spaces for professional collections. State guidelines recommend that the media center's location should not preclude future expansion of the facility. When appropriate, school media centers allow for joint use and public access. Additional technology and security .measures are required in order to allow for public access. During facility planning, the respective School Board, along with the Board of County Commissioners, would .invite local municipalities to participate, financially and programmatically, in possible joint use opportunities. d) Physical Education and Gymnasium Standards (All Levels) -The State square footage guidelines for physical education facilities vary by school level. Gymnasiums for traditional middle and high school levels should include dressing and shower areas large enough to accommodate physical education and athletic programs, offices and storage. Orange County Standards for a traditional middle school includes locker rooms and weight rooms. Both elementary and middle school levels allow additional space that would allow after school use including a multipurpose room. In addition, Orange. County Standards for a traditional high school provide for an auxiliary gym at the 1,000-student profile compared to the current standards of allowing for an auxiliary gym at the 1,500-student profile: During initial facility planning and programming states, the respective School Board, along with the Board of County Commissioners, would invite local municipalities to contribute to funding a community use gymnasium or other athletic facilities such as soccer fields. e) Administration Standards -The size of the Central Office will vary according to school level and staffing at each school. Partition construction should allow for flexibility of space. 9 f) Student Support Area Standards -This general area includes counseling rooms, guidance rooms and health services, social workers, psychologists or other health professionals. g) Staff Support Areas Standards - In accordance with State Guidelines, Orange County Standards allow for shared office and workspace areas for teachers. In addition, the existing standards provide work areas for instructional, lab and teacher assistants along with at least one centralized workroom for copy machines and other specialized equipment and supplies that are not typically located in teacher offices/workspaces. h) Child Nutrition (Cafeteria/Food Service) Standards -Existing Orange County Standards for all levels provides for a full service kitchen and seating to accommodate the entire student body in no fewer than three shifts. _ _ i) Dining areas allow for 12 to 14 square feet per pupil dining. The formula for calculating dining area size is capacity /number of seatings x square foot per pupil ii) State Guidelines calculate kitchen area square footage based on the number of meals served per day. The chart below outlines the State's Guidelines for kitchen areas: Lunches Served Square Foota e _, ,._ 100 , ., 856 250• 1,261 500 1,518 750 1,938 1,000 2,208 1,250 2,566 1,500 2,880 A non-traditional model may provide a smaller dining area if the district allows for open lunch (i.e. traveling away from school for the lunch period). i) Commons/Circulation/Entries/Building Support Standards - This area includes miscellaneous space such as corridors, stairs, additional storage, book storage, entries, mechanical areas, and commons areas. In addition, this areas includes additional restroom facilities, academic house centrums and activities areas. • 10 Site Considerations 1) School Site and Minimum Acreage Traditionally, minimum acreage .refers to usable, or developable, acreage. "Usable" or "developable" acreage refers to those portions of the site where a school district can construct something -examples include parking, playfields, .buildings, retention ponds, and septic systems. Examples of areas that are not "usable" or "developable" might include mandated buffers, setbacks, slopes too steep to be effectively developed, rock outcroppings, wetlands or environmentally sensitive areas. School site sizes for non-traditional schools may be higher or lower than those outlined in the State Guidelines -for example, ~creage_ma deviate from State _--: --- ~~~~ additional _ ~ -- Deleted: maybe necessary to Guidelines in order to -------------- - ---- -------------------------------------------- - ------ ----------------------- - • Accommodate community use of the facility and multiuse recreational facilities such as soccer and softball fields. Account for areas that cannot be built upon, such as steep slopes, wetlands, rights-of-way, easements, setbacks, buffers or poor soils • Meet requirement imposed by local ordinances - i.e. restrictions governing the ratio of land that can be disturbed within a development and the permitted amount of impervious service will affect the ultimate size of the site Allow for on-site or off-site parking for staff; students, buses and visitors • Accommodate the expanding number of middle and high school athletic teams either on-site or off-site - i.e. an additional ten acres or more of land may be necessary to allow -for an athletic stadium and associated • spectator parking. However, other areas to consider in siting a new school include areas of population density, public transportation availability and walkability; natural geographic enhancements or barriers, road patterns, and existing or non-existing infrastructure such as water, sewer and roadways. School systems should actively pursue partnering agreements with the Towns and County Parks and Recreation Departments, private developers, and businesses in an effort to Deietea. Otner see censiaeratigns maximize joint use of facilities. Future projects should also.include____________________________ ~- ,.• Deleted: All school plans should ^ risca -in and_re ulato_ry_bu_ff_ers________________________________________________________ include -------p -g-- - - -~-- -" Deleted: x ^ Use of synthetic turf for athletic fields or installation of irrigation systems. 11 The chart below compares existing standards with those proposed by the Collaboration Work Group: _J. T-w.rih:nn~r MAftPI $(: ttOOt SIIe HGr School Level CdyC - ~n~a..~~~y ~•'-"^^'-' Existing Standards -"-- September 2006 Proposal from School Collaboration W ork Group Elementary (10 developable 0 16 acres plus one developable 16.0 . acre for each f00 students Middle (15 developable acres 22 0 plus 1 additional developable 22.0 acre for every 100 students) High School (Range) (30 40 to 50 fora 45 to 60 fora 40 to 50 fora 45 to 60 for a developable acres plus 1 000 student 1,500 student 1 1,000 student. _ 1,500 student additional developable acre for , high school high school high school high school eve 100 students The. Work Group recommends that the acreage standard for a traditional school model remain unchanged. With all of the above-mentioned factors considered, the availability of suitable land and adequate infrastructure may create the need to construct a non- traditional school on a smaller site. As the availability of land becomes less and less due to development and land- use regulations, the Work Group also recommends that the County, both school districts, Towns, and possibly the University of North Carolina, partner to identify suitable, available future school sites throughout the County. The partners would meet periodically to update the database and report the findings to elected officials on an annual basis. Sest 1~lanagement Practices and Development Standards The Board of Coun Comm-ssloners ana Dorn ava~ua ~~ r_~u~q~,~„ ••~"• •-- -_ ___ fiscal stewards of taxpayer monies In order to meet this objective, the Work Group recommends utilizing tools and best manaaement practlces that allow for Improved contract negotiations thereby resulting In the best pricing and outcomes possible. With this objective in mind the Collaboration Work Group recommends tha~he following best management practices serve as guidelines during facility planning. Deleted: Both the Chapel Hiil- Canboro City Schools and the Orange County Schools are signficant real estate development entities within the larger development community of Orange County. As such, both school districts benefit from favorable conditions that, when leveraged effectively, allow the districts and the County to successfully influence development and construction markets. ¶ Deleted: T 12 a) Innovative Development Tools In North Carolina, school districts have a variety of options for constructing schools: ^ General Statute 143-128 (a1) includes (1) Separate Prime Bidding, (2) Single Prime Bidding, and (3) Dual Bidding ^ General Statute 143-64.31 provides for Construction Management at Risk ^ General Statute 143-135.26(9) provides for alternative contracting methods ^ Senate Bill 2009 (Senate Law 2006-232) provides for capital leases of school buildings and school facilities Both the Construction Manager at Risk and the capital lease options allow school districts flexibility in setting actual project cost. Examples of potential benefits associated with these options include: ^ Contract. Negotiation -School Boards and staffs become integral partners within the design build teams that includes the architect and the contractor. This team develops a maximum project cost, in a transparent manner, throughout all areas of the design and development process thereby controlling these costs within the design phase. ^ Flexibility -While school systems had the statutory authority to lease facilities in the past, with the ratification of Senate Bill 2009 in 2006, through public-private partnerships between Boards of Education and contractors, school districts now have opportunities for to enter into "build-to-suit" contracts. School districts have opportunities to identify where the district needs schools, and to provide design, programming and construction specifications to the developer. ^ Future Maintenance of Facility - In accordance with Senate Bill 2009, as part of contract negotiation, responsibility for future facility maintenance/repairs and energy usage guarantees can be assigned to the developer and not the school system. ^ Ownership -Per Senate Bill 2009, transfer of ownership of the leased property may occur at the end of the lease term or ownership may stay with the developer. ^ Time Savings -Contract negotiations offered through public-private partnerships can potentially be conducted more quickly than more traditional public methods. While entities may not realize major cost savings in building costs, there may be savings attributed to beating inflation. 13 Based on County staff discussions with Local Government Commission (LGC) staff over the last few months, it is important to note, that the LGC considers capital leases as outstanding debt for County governments. b) "Large Developer" Status For the most part, local communities view school systems and governmental agencies as "large developers"~__While_this situation offers_....• purchasing advantages on some fronts, it is also a situation that staffs must manage effectively. Being.viewed as a "large developer" often sets "higher than normal" pricing standards in the construction market. As an example, past practice has been that local governments and school districts make construction project budgets known before the bid process beginning. An unintended consequence of this practice has been that development and construction markets tend to "re-adjust" their standards upwardly, and bids more than likely come in at the "pre approved" level or higher rather than coming in at less than the "pre-approved" level. c) Value Transference to Stakeholders "Value Transference" is defined as the value that an external entity or stakeholder receives when schools and governmental entities such as counties or towns invest in particular communities. Individuals, businesses, and other public as well private entities benefit from school and other governmental capital investments into a community. The impact of such investments should be recognized in development practices and principles relative to the potential revenues. from the private sector that this value transference creates. For example, schools and co-located recreational facilities inure to the retail value of residential building lots and existing homes. This value transference to the owner and/or developer of this real estate may be recouped in the form of impact fees, transfer taxes or other reasonable proffers. d) Financial Strength Strong financial conditions of Orange County and both the Chapel Hill Carrboro and Orange County school districts should allow for negotiating positions and purchasing power within land use design, development and operations. All of the practices outlined above offer guidelines to consider as each district proposes new school construction projects. Cost Considerations Delet~!• within the construction market • 14 As a starting point for this update, in setting the budget for future school construction it is important that the building cost per square foot reflect historical costs of constructing new schools (both locally and statewide) as well as consider the current construction market. A School Capital Review Team consisting of County ,staff a_nd _. representatives from each school district, would meet annually, in November, to review construction and land related costs for actual school projects that have occurred within the past year. Based on actual expenditures related to school construction, the Review Team would recommend updated school construction standard costs, which include all of the project components, for the respective School Boards to review and for the Board of County Commissioners to approve. In addition to school construction costs, the Review Team would also review the ten- year Capital Investment. Plan CIP rocess and pay-as-you-go funding. allocations for the upcoming long-range capital plan. The Review Team would take the Construction Price Index CPI and benchmarks set by national education facilities planners into consideration in recommending updated construction standards. Deleted: Budget Director Deleted: Moving away from past practices of establishing and advertising a total project budget before actual construction bidding occurs, the County took a new approach with Ghapel Hill Carrboro City Schools Elementary #10. Detetied: Elementary#10 and Deleted: school __ Deleted: school- Deleted: Xx With historical __practices, __construction___project__ bud~ets__ were: established__ and _•..---~~ ~- -- --------- u n broadcast at the onset of project planning thereby pre-setting the budget fort e market to react to with the ultimate result of the construction community matching or exceeding the budget. However, .with ~uture__proj_ects, _ the _approach _would_v_ary__, somewhat by not °pre-setting" the budget ahead of the bidding process. Amore '~•. conservative approach would be for the School Capital Review Team to create a tool that analyzes historical costs of like projects (elementary ,j_o_ elementary, _middle_ to ____.-• middle, etc.) across all project components. Appendix 5~offers an_example_of the ;"`--- template that would serve as an analytical. tool for developing construction project •'~•-- +....,,.~+~ r,u;+o :+~. ~oa~i~r~ - `Arioendix 5 is bending tinalizat`ton ~by`'Couhiy' and~~School Commissioners on:Ma~ch 13; 2007. This tool allows for a comparable cost analysis without establishing any advantages or expectations to the marketplace. The___following__section__defnes_ individual__construction__project__components,__ and__... Appendix 6provides _ the_ information__ m__a chart format _ Staff _ plans to develop __--_ construction project budgets and track actual expenditures in accordance with the project components outlined in the chart. At the end of the project, staff will prepare a final reconciliation and budget variance analysis for Commissioners and School Boards to review. a) Site Acquisition Site acquisition costs include costs associated with acquiring a site. Examples of these costs include the actual purchase price of the property along with costs of -- Formatf:ed ----- •- pelet~ed: ZZ 15 property survey, appraisals and deed recordings, testing to include soils, cultural, archeological, environmental, suitability, and legal fees associated with purchase and recording the property. for purposes of_this update,_it_i5_recommended_that the_per acre_price_be_ consistent with the fair market value of land at the time of purchase. The School Capital Review Team would review market value of land each year during the process outlined earlier in this report. b) Site Development . Site development should be broken out into two sub-categories: i) Hard Construction -Site & Vertical Tasks Costs included in this category cover the "usual" costs of all construction activities associated with preparing a school site for construction (both "horizontal" [dirt] and "vertical" [building] construction). Examples of items to budget in this category include pre-grading and- final grading of the site to include playing fields and playgrounds, installation of storm water run-off drainage, testing for soil suitability (rock), extension and/or installation of utilities, building structure and systems (includes General Contractor and all Sub-Contractors; satisfying municipal requirements such as storm water run- off drainage; and landscaping to include, when feasible, xeriscaping. Deleted: The purchase price of suitable, developable land vanes within the boundaries of Orange County. Current Standanis allow $25,000 per acre for elementary and middle school sites and $30,OOD for high school sites. Deleted: <#>Fees¶ Fees consist of non-consWdion costs ("soft costs°) related to the direct site and building. Archltectural, engineering and construction management services to indude educational specifications and programming, schematics and design development, bidding, construction documents, construction administration, reimbursables, fumlture selection would be induded in the Fee component of a project budget Other fee costs associated with the Fee component of a projed would include on-site engineedng control inspections, materials testing (such as concrete, sutable soils), survey, topographic and boundary studies, local government applications and permit fees such as zoning, spedal use, conditional use and building, conned fees to utilities, and. In addition, costs assodated with special'¢ed consultants such as traffic engineers, environmental spedalists, and projed schedulerslexpedltors along wish fees charged by North Carolina cable trays. In addition, space there should be sufficient space for local d vtnd ~ wiring and fiber optics, technology computers, file servers, routers, ii) Hard Construction -Off-Site pepartment of Environment and This category includes construction activities for the surrounding area (costs Natural Resources (NCDENR), North of "horizontal" construction). It does not include hard construction costs Transportation NCDOTwouldbe associated directly with the building and direct site (see Section 2 a above). ~ induded in tha Fee portion of the Historically, these costs have been high in cost and are unique to individual projedaudget.¶ projects. Examples of off-site development costs include water and sewer ? ~Tecnnology tnfrastnrcture¶ installations/extensions to the site, off-site road intersection improvements Thsa~s ~enD~a~ ~9"~~OS~,ooic including, roundabouts, turn lanes and traffic signals or other traffic control systems to install up-to-date devices, sidewalks, -off-site environmental mitigation, construction of trails ~ all student ,faculty and staff. When q funds are not available for the and/or greenway systems and other municipal or state re uirements. All design work associated with these costs outlined in this section would be I stale r~eeomm otls tn~t~ n~ls, the considered "Hard Construction -Off-Site" COStS. systems provide empty conduits and - --- -- ----- ------------------°-----------------------' an a area netwo ,files rve - - ------ - - - - ~----------------------------------------------- ~,, and other equipment. Fiber optic cLMoveable Equipment Able may replace wiring dosets. Examples of readily moveable equipment include office furniture (desks, chairs, '~,, This may be a more cost effident files, bookcases), cafeteria equipment (tables, seating, ovens, stoves, '; ¶ anner to provde connedivity.y( dishwashers), conference room furniture, gymnasium bleachers and athletic field In addition to infrasirudure such as bleachers. consulting services along with t• '~, scanners printers, telephones,(-' dZOne-Time Start up Costs Examples of one-time start up costs ma include media center collections, ••' classroom textbooks and & supplies, musical instruments, science lab materials, rmatted: Bullets and Numbering Formatted: Bullets and Numbering 16 art materials, playground equipment, cafeteria utensils and trays, athletic supplies and equipment (wrestling mats, basketball goals, scoreboards), athletic and band uniforms, custodial cleaning equipment, lawn maintenance equipment, recycling and trash containers, postage machines, specialized equipment such as pianos, and signage. 2) Other Considerations -.-- Deleted. ¶ _~ a) High Performance Buildings During the planning process, school districts should give special attention to incorporating fiscally sound energy efficiencies and sustainable green building standards that use renewable/recyclable materials, improve the environment and air quality, and reduce energy usage. Ways to achieve this include: ^ Choosing efficient lighting systems and energy management controls ^ Incorporating solar orientation, earth integration, and xeriscaping (landscaping with slow-growing, drought tolerant plants to conserve water and reduce trimmings) ^ Selecting energy efficient heating, ventilation and air conditioning systems ^ Adopting energy alternatives and other conservation measures such as day lighting, water reclamation and reuse systems, water free urinals, photovoltaics, and xeriscaping School systems should analyze life cycle costs of high performance systems to determine their efficiency and sustainability. b) Materials Construction contractors and School district staff should select construction materials based on low maintenance and high durability. The presumed life cycle of new schools is fifty or more years. c) Generator Ready Schools -____-- Formatted: Bullets and Numbering Constructian plans for all future schools should include the facility being. "generator readLr" so that they can serve as emergency shelters as needed. dLOther Considerations ..------- Formatted: Bullets and Numbering Other site considerations might include: i) Types of landscaping and buffers at all school sites ii) Installing synthetic playing fields or equipping athletic fields with irrigation systems 17 iii) Installing covered walkways at student drop-off areas, main entrances and bus loading areas iv) Reducing student drop-off lanes _----- ,__-- Deleted: <#>Constructing new t ~s also _ im _ ortant to note that_ the_ cost _ of _the _ regulatory___process _ has _ scnoois as "generator ready° so that - --- ~-------------- - -p ----------------- --- - - --- - historically been high and require from 12 to 24 months before the they can serve as emergency shelters as needed¶ construction project can begin. ~>tt ------------------------------------------___-- Formatted I ~---------------------------------------------------------------------------: ----------------- 18 ~. ,. ..<.: , '. , dcoff!~y, ..: _ •%26/20Q7 8.36':00 PM ~; .Page 7...I1~ peleted.'. _ :-..` . Hiah School Classrooms (1,000 Student High School Model) • Schools Orange County Standard Facilities Type of Non- Number of Square Foot Per Total Square Foot by Guidelines Specialized Classroom Classrooms Classroom Range Grade Level Range Square Foc Per From To From To •,,,,,Y,~ 22 850 ~ 950 ~ 18,700 I ~u,auu i 750 to 8 'SICaI a7GIC11l:C, logy, Physics 4 1,200 1,200 4,800 400 1 4,800 400 1 1,2( 4( 1 Science 1 1,400 1,400 , 500 1 , 500 1 , 51 1 ~ist 1 1,500 1,500 , , , ry Total Classrooms 28 Storage/Science Prep Rooms 26,400 500 28,600 500 Total Classrooms and Story e S ware Foota a 26,900 29,100 Hiah School Classrooms (1,500 Student High School Model) Type of Non- Number of Specialized Classroom Classrooms Regular Classrooms 40 Science Classrooms _ Physical Science; Biology, Physics 8 Earth Science 1 Chemist 3 ry Total Classrooms 52 Classrooms Schools Square Foot Per Orange County Standard Facilities Total Square Foot by Guideline Classroom Range Gmde Level Range Square Fa Per From To From o ~~n 950 34.000 38,000. 750 to 1,200 1,200 9,600 9,600 1,~ 1,400 1,400 1,400 1,400 1,' 1,500 1,500 4,500 4,500 1,; 49,500 53,500 ;fence Preb Rooms 875 875 3J 26%2D0712.54, OO PM .. Page_16_:'[2] Deleted ~ '`% ~ ;dcoffey '' Fees Fees consist of non-construction costs ("soft costs") related to the direct site and building. Architectural, engineering and construction management services to include educational specifications and programming, schematics and design development, bidding, construction documents, construction administration, reimbursables, furniture selection would be included in the Fee component of a project budget. Other fee costs associated with the Fee component of a project would include on- site engineering control inspections, materials testing (such as concrete, suitable soils), survey, topographic and boundary studies, local government applications and permit fees such as zoning, special use, conditional use and building, connect fees to utilities, and. In addition, costs associated with specialized consultants such as traffic engineers, environmental specialists, and project schedulers/expeditors along with fees charged by North Carolina Caroana eDepartment nofeTransportation Resources (NCDENR), North (NCDOT would be included in the Fee portion of the project budget. Technology Infrastructure The State Department of Public Instruction encourages school systems to install up-to-date technology infrastructure for use by all students, faculty, and staff. When funds are not available for the installation of complete systems, the State recommends that school .systems provide empty conduits and cable trays. rea networks, fipe se ee and othebequipme t space for local and wide a Fiber optic cable may replace wiring closets. This may be a more cost efficient manner to provide connectivity. In addition to infrastructure such as wiring and fiber optics, technology consulting services along with computers, file servers, routers, scanners, printers, telephones, copiers, .facsimiles, video recorders, .televisions, video recorders, cameras and satellite dishes should be included in the technology section of the project budget. Telephone, fire and security systems including surveillance cameras should also be~ included in the Technology section.