|
High School Renovation Project Frequently Asked Questions
Why do we need to renovate the high school?
Is there a timeline for the project?
High School Demographic Information
When was the high school built?
How many students currently attend the high school?
What is the student population of the High School projected to be in 5 years?
Assessment of Needs: Educational and Structural
What has been done to determine the needs for the High School in the future?
How extensive are the needed infrastructure repairs?
What will happen to the asbestos in the existing building?
What are some of the structural and infrastructure issues with the high school?
What does the state require a school district to do before building/renovating a school building?
Where are we in that process?
Does Pennsylvania have requirements for how large a class should be or a square footage per pupil?
Architects
Who are the architects that have been selected and what experience do they have building schools?
Project Costs/Funding
Who developed the construction cost estimates presented at the July 22, 2008 Community Forum?
How were the cost projections developed?
What other costs will need to be included as part of the total project?
How will a Construction Manager help the District estimate costs and schedules for the project?
Will there be any savings in utility costs with new systems and renovation?
What are “hard costs?”
What are soft costs?
How is a project like this funded?
What is involved in issuing bonds?
Are there costs involved to issue bonds?
How does issuing bonds affect my taxes?
How long will it take to pay-off these bonds?
Does the District have a limit to the amount of debt we can have?
At what point would the District have to have voter approval for the project?
Development of Alternative Approaches
The architects presented several Alternative Approaches at the July 22 Community Forum. How did they come up with these options?
What is the difference between the Alternative Approaches?
Can changes to the Alternative Approaches still be made?
What will the exterior of the Building look like?
Phasing
Will students have to have all of their classes in trailers?
Where will students be housed during the project?
Green/ Sustainability
What is LEED certification?
What role will sustainability and Green construction play in the project?
Do the architects have experience with green building projects?
High School Renovation Frequently Asked Questions
Why do we need to renovate the high school?
The current high school building has infrastructure problems which must be addressed. Equally important is the fact that the physical space is not designed to accommodate 21st century teaching and learning requirements:
-Classroom size is too small to be used for learning activities beyond direct instruction
-Resource areas such as the library do not serve today’s needs
-Common areas are needed to provide for learning activities outside of the classroom
-The building layout is complex and inefficient; it has evolved based on additions in the 30’s, 50’s and 70’s with each addition being a reaction to the problems of the time and without a comprehensive plan.
The infrastructure - including building systems such as heat, electricity, HVAC, boilers and windows - while supported and well maintained beyond life expectancy, is seriously aging, constantly failing and in need of replacement. Though these major systems are in need of total replacement, they have been well maintained over the past ten years as the District’s long-range plan was to focus on the high school renovation after the completion of the renovation of the two middle schools and seven elementary schools. The high school has not undergone a major renovation since 1972.
Secondly, as has happened in each building renovation in the District, an assessment of program needs is done in conjunction with major infrastructure renovation. The current building design and layout does not adequately support today’s educational requirements. Since we will be undertaking a major community investment in the renovation of the high school, it is vital to take into consideration how well the school design will serve to support the changing needs of education in the 21st century. Education, especially the use of technology, has changed drastically in the 35 years since the school was last updated. We need to make this building suitable for 21st century learning in order to give our students the best education possible. The research, discussion and understanding of 21st teaching and learning requirements were an important element of the work done by the Education Specifications Committee to develop the DeJong High School Space Utilization Study in 2006.
Return to Top
Is there a timeline for the project?
Once the Board decides on which alternative to pursue, the design phase will be begin and continue for approximately 28 months. The target date to begin construction of the project is June of 2010. The length of the construction phase of the project will depend on the scope of work and project staging with a estimate of 28 months for a new building and as long as 48 months for renovations.
Return to Top
High School Demographic Information
When was the high school built?
The original high school- the A building which now houses the North gym and tech ed classes was built in 1928. In 1930, B Building, which fronts Cochran Road, was constructed. Buildings D and E – the gym, pool and auditorium wings – were added in 1955. In 1972 the Fine Arts Theater in Building F was added along with Building C- which faces the football field and Cedar Boulevard and houses science labs, a planetarium, a kitchen and three cafeterias located on four separate floors, group lecture space, a larger library, the Center Court - and the turf field.
Return to Top
How many student s attend school now?
The high school enrollment for 2007 was 1912 students.
Return to Top
What is the student population of the High School projected to be in 5 years?
The high school enrollment for the year 2013 is projected to be 1666 students.
Return to Top
Assessment of Needs: Educational and Structural
What has been done to determine the needs for the High School in the future?
Listed below are some of the actions taken by the District to determine the needs for the high school in the future:
- In 2001, consultant Ken Brooks was asked by the School Board to provide a preliminary identification of the needs for the elementary schools and the high school. The study concluded that “the high school is complicated by the reality that it needs full renovation. Doing such a renovation piecemeal would be costly, spread the disruption over many years, and be very difficult to achieve.”
- In 2005-06 The high school administration and professional staff began to study educational trends and their impact on facilities;
- In 2006 Dr. William DeJong, of DeJong, Inc. was selected to review the high school and prepare a Facility Utilization Study;
- During the process of developing the Facility Utilization Study, an Educational Specifications Committee was formed with individuals from the community, municipal officials, administrators, teaching staff, andstudents, parents and Board members, to review and discuss the findings of the DeJong Study and to begin to define what would need to be done to meet the needs of our students for the next 30 years from both a structural and educational perspective.
- Two community forums were held in conjunction with the Education Specification Committee meetings in the fall of 2006 to gather community input for the high school project.
- The DeJong Study was completed in December, 2006 and presented to the School Board in at a Community Forum on January, 2007.
In the fall of 2007, after an extensive search, the School Board selected the architectural firm, of Celli-Flynn Brennan (Pittsburgh) and OWP/P (Chicago) as the project architects.
- A site survey of the high school property was conducted by Deglau Engineering that included the topography, the location of utilities, the property boundaries and all buildings and geometric physical features such as roads, walkways, fencing, trees and fields.
Return to Top
How extensive are the needed infrastructure repairs?
These are complex infrastructure systems that are interdependent. Work done to replace or renovate any one system would first require major asbestos abatement which could also affect other systems creating the need for additional work on those systems. Major infrastructure renovation could cause disruption for staff and students if the work is extensive enough that it could not be completed over a summer or during the school year.
Return to Top
What are some of the structural and infrastructure issues with the high school?
The high school, which spans 536,000 square feet, is in need of modernization. It is costly to heat and cool. The utilities for 2006-2007 cost $974,121 (which is 57 percent of the District’s heating, cooling, and electricity costs). The building has excess square footage and is difficult to navigate. Other deficiencies in need of replacement or major renovation include:
-window sealing (the building has over 1250 exterior windows)
-roofs (there are 27 roofs)
-electric heat in “B” building
-univents are noisy and have poor air filtration
-HVAC control systems are antiquated and do not allow for the best efficiency
-steam heat – leaking steam traps
-boilers installed when the B building was constructed in 1930 and need to be replaced; some parts not longer made.
-hot water heater – a separate water heater for pool is needed; currently, to heat the pool, the hot water heater (located in A building) pipes water through other buildings to get to the pool; radiators are on throughout the year.
-chill water pumps over 35 years old
-cooling tower valves do not hold
-air handler in pool does not heat
-pool dehumidifier system is in poor condition
-locker rooms/showers outdated and are not water conserving type
-auditorium seats
-poor signage
-no lighting control, sensors, timers or automatic controls which is required by today’s code
-elevators need modernized
-asbestos floor tile/ceiling tile,
-corrected pipes – domestic water, steam heat and chiller
-settling of building structure
-lack of ADA handicapped accessibility
-traffic flow poor
-inadequate parking
-no elevator to Fine Arts
-brick pointing
-cannot adequately light Center Court
-Orchestra and band room
-poor insulation throughout all sections of the building
-inadequate possibilities for gating or isolating areas
-inadequate refuse removal methods
-poor storage
-loading dock is inefficient
-kitchen needs upgraded
-only elevators are used for kitchen and cafeteria
-and utilize more energy than today’s equivalent lighting systems
-North Gym locker room poor, North Gym floor, North Gym workout room floor, Rifle Range –
-exterior units leak
-waterline in Fine Arts needs replaced – previously repaired
-wiring and electrical boxes some of which are very old
-exterior gating is poor
-community access is scattered throughout the building
-Nurse’s Office is inadequate to meet the needs of students
-no storage for grounds equipment
-heat exchangers are tubes that are 40% plugged
-wiring for new technology is difficult because of asbestos throughout building C
Return to Top
What will happen to the asbestos in the existing building?
As with all of our renovations at the elementary and middle schools, asbestos in the buildings will be removed and disposed of in accordance with legal regulations.
Return to Top
What does the state require a school district to do before building/renovating a school building?
When a school district undertakes a major school construction project and seeks reimbursement from the Commonwealth, a process known as Plan Con is initiated. Plan Con, an acronym for Planning and Construction Workbook, is a set of forms and procedures used to apply for Commonwealth reimbursement. The forms are designed to: (1) document a local school district's planning process; (2) provide justification for a project to the public; (3) ascertain compliance with state laws, regulations and standards; and (4) establish the level of state participation in the cost of the project.
The Division of School Facilities in the Department of Education reviews proposed school building projects including their plans and specifications, enrollments, building utilization and building condition. The Division also calculates state reimbursement for qualified school construction projects, and reviews and approves the financing for reimbursable projects.
DESCRIPTION OF PLANCON
Part A Project Justification, provides the description of a proposed project and the justification of its need.
Part B Schematic Design is a technical review conference of the conceptual drawings, site plan and educational specifications. The architect and a district administrator who is knowledgeable about the project and the educational program must be present at the schematic design conference.
Part C Site Acquisition, deals with the acquisition of land for school building projects or the purchase of a building for school or district administration office use. This part is completed only if land is acquired or a building is purchased as part of the scope of the project.
Part D Project Accounting Based on Estimates, is concerned with estimated project costs. In this part, various "tests" of a district's financial ability to make payments are performed, as required by Section 21.51 of the State Board of Education Regulations. This part also addresses the requirements for public hearings on school building projects, as required by Sections 7-701.1 and 7-731 of the Public School Code of 1949, as amended. PlanCon Part D also provides an estimate of state reimbursement.
Part E Design Development, is a conference to review the architectural aspects of a project when the design is fully developed. The architect and a district administrator must be present at this review conference.
Part F Construction Documents, is a conference to review the bid specifications and drawings for the project and documentation that other state and local agency requirements have been met or will be met before entering into construction contracts. Departmental approval of PlanCon Part F authorizes a district to receive bids and enter into construction contracts. The architect and a district administrator must be present at this review conference.
Part G Project Accounting Based on Bids, is concerned with actual construction bids. A project’s eligibility for reimbursement is ultimately determined at PlanCon Part G.
Part H Project Financing, addresses the financing used for a project. Calculation of the temporary reimbursable percent for a project's financing occurs at PlanCon Part H. Once PlanCon Part H is approved, reimbursement on a project commences.
Part I Interim Reporting, provides for the reporting of change orders and/or supplemental contracts during construction.
Part J Project Accounting Based on Final Costs, is the final accounting for the project. The permanent reimbursable percent is calculated at PlanCon Part J.
Part K Project Refinancing, is used if a reimbursable bond issue is refunded, refinanced or restructured.
Return to Top
Where are we in that process?
Mt Lebanon has begun to gather some of the data required by the State, but has not as yet submitted any portion of PlanCon. A district-wide facility assessment is required as part of the process and has been completed.
Return to Top
Does PA have requirements for how large a class should be or a square footage per pupil?
The Pennsylvania Department of Education sets a minimum size of 660 square feet for a classroom to receive reimbursement for school construction. Generally 850 square feet is used as a starting point for the size of a classroom based on the function of the space.
Return to Top
The Architects
Who are the architects that have been selected and what experience do they have building schools?
After an extensive search that included the review of many submissions to an RFP for architectural services, the Mt. Lebanon Board of School Directors unanimously approved the selection of Celli-Flynn Brennan Architects and Planners (CFB) as the architect of record for the Mt. Lebanon High School renovation project at the November 19, 2007 Regular Board meeting. Thomas C. Celli, CFB president, is leading the project. Partnering with CFB is the Chicago based firm of OWP/P. The representatives of OWP/P will lead, in collaboration with CFB, the schematic and design development effort as the building is designed, the concepts are agreed upon and the education specifications are confirmed. Both firms have provided extensive architectural services to school districts.
Celli-Flynn Brennan (CFB) Architects and Planners has been involved in designing educational buildings for 57 years and has completed more than $1 billion dollars in educational projects. The firm began in 1949 and has been in continuous practice of architecture throughout the eastern United States since then. They have constructed buildings in 17 states. Today, the firm's practice includes public schools, Catholic schools, educational buildings, college and university projects and historic preservation projects ranging from South Dakota to North Carolina to New York State.
CFB Education Projects:
-Norwin Senior High School, the
-Belle Vernon Senior High School,
-McKeesport Senior High School and
-Oakland Catholic High School.
OWP/P has been providing architectural services since 1958. Their staff of 40 education architects and engineers is dedicated to the planning and design of learning environments. OWP/P has successfully completed many complex renovation/addition and new construction projects for high schools around the country. Through their involvement with national educational organizations, such as the American Architectural Foundation's 'Great Schools by Design' initiative, OWP/P is considered a leader in the latest design concepts and innovative educational programs.
OWP/P TEN LARGEST EDUCATION PROJECTS:
-- Chicago Public Schools
- A.E. Stevenson High School District 125
- Antioch Community High School District 117
- Arlington Heights School District 25
- Beach Park Consolidated School District 3
- Cayman Islands, Ministry of Education
- Homewood-Flossmoor High School District 233
-. Red Clay Consolidated School District
-. The University of Chicago Law School
- Carbondale Community High School District 165
Return to Top
Who is involved in the actual planning and design of the building?
About 30 individuals from various consulting organizations- architects, site planners, mechanical engineers, electrical engineers, structural engineers and many more specialists have started to play a role in the design. When the project reaches the construction drawing stage more than 50 individuals across 8 or 9 organizations will be involved.
Return to Top
Project Costs/Funding
Who developed the construction cost estimates presented at the July 22, 2008 Community Forum?
The construction budgets presented at the July 22 Community Forum were developed by the architects. These are preliminary order of magnitude numbers and based on the early stage of planning. They are based on square foot costs and are to be used to compare the differences between the three alternative approaches presented. These budgets will be reviewed and validated by the Construction Management firm, once one is selected. Once an alternative is selected and design work on a specific plan proceeds the Construction Manager will prepare detailed cost estimates at each stage of the design process.
Return to Top
How were the cost projections developed?
The alternative approaches presented are only conceptual designs so budgets were developed using a cost model that took into account the amount of square footage to be minimally renovated, moderately renovated, substantially renovated and newly constructed. The cost model includes site development, asbestos removal, phasing, remodeling (light, medium, heavy), mechanical, electrical, plumbing (MEP), roofing, accessibility, code requirements, design and construction contingency. Estimates were then made for each of these categories as they applied to the conceptual schematic.
Return to Top
What other costs will need to be included as part of the total project?
The District will have to raise funds for all aspects of the new or renovated building in some manner. In addition to construction costs, some of the costs the District must fund include the cost of the architects, construction managers, asbestos removal, insurance, legal fees and permits, equipment and furniture, site testing and repairs, temporary structures both for storage and to educate children while the building is in a construction phase and landscaping when the work is complete. Appropriate contingencies for escalation in the costs of materials and labor will also need to be established once a specific plan and construction schedule has been established.
Return to Top
How will a Construction Manager help the District estimate costs and schedules for the project?
A construction manger will take the architectural drawings and apply current materials costs, labor costs, costs associated with phasing of construction and develop a detailed cost estimate. As the plans progress from conceptual to preliminary design and final design the construction manager will update the cost estimate.
Return to Top
Will there be any savings in utility costs with new systems and renovation?
The current infrastructure in the high school is outdated. The boilers providing the primary heating source were installed in 1932. Upgrading the infrastructure, widows, roofs, and insulation will result in lowering utility costs. Currently the utilities cost for the high school in 2006-2007 was $974,121 (which is 57 percent of the District’s heating, cooling, and electricity costs).
Return to Top
What are “hard costs?”
Hard costs are considered the actual costs for the building itself including general construction, plumbing, HVAC, electrical work and technology wiring, windows, roofs and casework.
Return to Top
What are "soft" costs?
Soft costs are those costs associated with managing the project including the architect’s work, the construction manager and other fees such as asbestos removal, insurance, legal fees and permits, equipment and furniture, site testing and repairs, temporary structures both for storage and to educate children while the building is in a construction phase and landscaping when the work is complete. listed above.
Return to Top
How is a project like this funded?
There are many ways to fund large construction projects. The most prevalent way is through issuance of tax exempt bonds. Other ways include setting aside money annually in a Capital Project Fund to be used when needed for the project. Additionally, a district can levy dedicated millage to pay for the cost of the project and only do those repairs as allowed by the funds allocated each year. Grant money and private donations are also a possibility for some of the cost.
Return to Top
What is involved in issuing bonds?
The theory of bonds is that schools issue ‘promises to pay’ in the future for money today. These ‘promises to pay’ are bonds. When a person buys a bond for $5,000 the district receives that $5,000 and is able to use those funds to pay for the cost of construction. The district then pays the person holding the bond some set amount in interest until the bond matures. When the bond matures, the district pays the final interest payment as well as the original $5,000. Because a school district is a tax exempt entity, the interest paid on these $5,000 bonds is considered tax exempt for the person holding the bond. Because of this, a school district can pay a lower interest rate until the bonds are paid in full because the person holding the bond does not have to pay tax on the interest income. When the district sells the bonds, the maturity dates for the face amount of each bond is structured to come due at different times. The bonds with shorter due dates earn less interest. The bonds with longer due dates earn more interest. For the district to pay the cost of the interest and principal on the bonds, annual debt service payments are calculated at the time the bonds are issued.
Return to Top
Are there costs involved to issue bonds?
The cost to issue bonds includes the cost of the financial advisors to structure the bonds and meet all legal requirements. They also structure the sale of the bonds and calculate the ultimate cost to the district for each bid received. They help the administration prepare the Official Statement upon which bond buyers rely to purchase the bonds. There are also legal fees associated with opinions on the taxable status of the bond as well as opinions that school district is able to issue the bonds within debt limits. Fees are paid to underwriters to sell the bonds. Small fees are paid for minor printing costs.
Return to Top
How does issuing bonds affect my taxes?
To pay the debt service payments, districts must use funds budgeted annually when the district budget is set. New bonds typically increase the total debt service payments due by the district and result in higher millage rates within the community until the bonds are paid out in full.
Return to Top
How long will it take to pay-off these bonds?
Principal on bond issues mature annually in some amount, but the final bond payments typically take between twenty and thirty years to mature. We have estimated a 25 year pay off for future high school bonds.
Return to Top
Does the District have a limit to the amount of debt we can have?
School districts have a limit on bonds they can issue without voter approval. This is known as non-electoral debt. The District’s limit on outstanding bonds is 225% of the average revenues over the past three years. As the District’s revenues rise and the District pays off old bond issues, the debt limit rises. The last audited debt limit was as of June 30, 2007 at $155,747,202. At that time the District had $75,023,642 in outstanding debt leaving a balance of $80,723,560 for future bond issuance. Our financial advisors estimate that we will be able to issue about $110 million in bonds for the high school as our debt limit rises over the next five years. Note that is the limit on non-electoral debt. If the community votes to approve additional debt, this limit is not in effect for that electoral debt.
Return to Top
At what point would the District have to have voter approval for the project?
There are different reasons that the District would ask the voters to approve debt. One of those reasons is that the project exceeds our non-electoral debt limit and electoral debt must be issued. Another is that Act 1 of 2006, which limits our ability to raise millage in any given year, prevents us from raising taxes to pay the debt service payment on the non-electoral debt.
Return to Top
Alternative Approaches
The architects presented several Alternative Approaches at the July 22 Community Forum how did they come up with these options?
The architects spent many months reviewing the DeJong Space Utilization Study. This study was the result of many hours of work by stakeholder groups and community meetings during the fall of 2007 to analyze the current and future needs of the high school facility along with current and future educational needs. The architects also spent extensive time reviewing the DeJong Study with the high school staff and the Design Advisory team (the original Educational Specification Committee). This is the information the architects used to prepare the conceptual designs presented at the July 22, 2008 Community Forum.
Return to Top
What is the difference between the Alternative Approaches?
The alternative approaches presented by the architects at the July 22 Community Forum provide a range of options from Alternative 1-repairing the existing building; Alternative 1a- repairing the existing building with some changes to Building C; Alternative 2-additions and renovation; Alternative 3-new construction.
Return to Top
Can changes to the Alternative Approaches still be made?
We are early in the planning process and many decisions are yet to be made. All possible options are on the table for discussion at this time. The alternatives provide a range of possibilities and an associated budget for each approach. The Board will make a decision this fall on the projected scope and budget for the project. With this decision the selected approach will be developed, within each approach there may be options regarding the exact layout of various spaces. The architect team will work with the Master Design Team and the Design Advisory Committee to develop the final design.
Return to Top
What will the exterior of the building look like?
Under Alternative 1, there would be no exterior changes to the building. Under Alternative 1A, the physical size and shape of the building would remain unchanged, but the exterior of building C would be replaced. Alternatives 2 would have substantial changes to the size, shape and look of the building, and of course Alternative 3 would mean a completely new building. The current designs for these alternatives are now being shown with just a general shape. They are based upon blocks of spaces of the required square footage for each academic or public use segment of the proposed buildings. The final design or exterior treatment has not yet been developed, but the architects will design a building that complements our local architecture and that fits in with the other parts of the building that will be retained.
Return to Top
Phasing
Where will students be housed during the project?
Where students will be housed during the project will depend on which alternative approach the School Board approves. The phasing for alternative 1 and 1a will most likely require the use of trailers during the school year. Alternative 2 and new construction would allow for students to occupy current space until newly constructed space is ready for occupancy.
Return to Top
Will students have to have all of their classes in trailers?
What impact the project will have on students will greatly depend on the option chosen and the timeline established for the project.
Return to Top
Green/ Sustainability
What is LEED certification?
LEED is a third party certification program and the nationally accepted standard for the design, construction and operation of high performance green buildings. Developed by the U.S. Green Building Council in 2000 through a consensus based process, LEED serves as a tool for buildings of all types and sizes. LEED certification offers third party validation of a project’s green features and verifies that the building is operating exactly the way it was designed to operate.
Return to Top
What role will sustainability and Green construction play in the project?
Green construction and sustainability will be integrated into the renovation project.
Return to Top
Do the architects have experience with green building projects?
OWP/P has been an active member of the US Green Building Council since 1999. More than 70 of their employees are LEEDTM accredited professionals. These individuals led the design and construction of over 5 million gsf of LEED standard space, which.. equates to more than $1.4 billion in construction. They have completed LEED-certified buildings for Chicago Public Schools, United Airlines, the University of Illinois, among others.
Return to Top
|
