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PROJECT DELIVERY METHODS FOR SCHOOL CONSTRUCTION
NCEF's resource list of links, books, and journal articles discussing the variety of contractual arrangements for the procurement of architectural and construction services for school building construction. 
Construction Management at Risk, a New Construction Delivery Method for Public Schools.
http://www.schoolclearinghouse.org/pubs/CMatRisk.pdf (North Carolina Dept. of Public Instruction, Raleigh , Sep 2007)
Describes this project delivery method by providing a definition of, the criteria for selecting, a brief primer on, and contingencies of the method. 6p.
A Report on the High Cost of Construction for K-12 Schools and Community Colleges in California by an Interdisciplinary Ad-Hoc Roundtable.
http://www.parsons.com/k-12-cc_construction_cost_report.pdf (Parssons, Inc., Pasadena, CA , 2007)
Presents the findings of a group of representatives from California s governmental, educational, legal, design, and construction communities recently detailing why construction costs are so high for kindergarten through twelfth grade (K-12) educational facilities and community colleges in California. Reasons for these high costs including economic conditions, competitive construction market conditions, increases in the number and complexity of designs, seismic requirements, and legal restrictions for project delivery and contracting processes. The report also identifies initiatives to lower costs without sacrificing public and educational objectives, including broadening the choices for project delivery and contracting, as well as collaboration to standardize design and construction. 27p.
Project Delivery Processes.
http://web.archive.org/web/20061015160052 Thomsen, Charles (3D/I, Houston, TX , Apr 02, 2006)
Details the current construction project delivery processes of design-bid-build, design- build, bridging, CM-agency and CM-at-risk, Job order contracting, alliancing, and fast-track and GMP contracts. For each process, a history, description of how it works, advantages, and disadvantages are provided. 53p.
Educational Facilities Planning: Leadership, Architecture, and Management.
Tanner, C. Kenneth; Lackney, Jeffery (Allyn and Bacon, Pearson Education; Boston, MA , 2006)
This textbook on educational facility planning and design covers conceptual, descriptive, and applied aspects of the development of educational facilities. The 17 chapters are organized in eight parts entitled: Educational Architecture: History and Principles of Design; Educational Facility Planning, Planning, Programming, and Design of Educational Learning Environments; School Construction and Capital Outlay Activities; Management, Maintenance, and Operations of School Buildings; Legal and Financial Issues in Developing Educational Facilities; Research on the Physical Environment; and Models, Examples and Applications. How-to examples, step-by-step procedures, case studies, and learning activities are included which encourage unconventional thinking, and an applications toolkit includes a procedure for forecasting student populations, supported by accompanying online content containing student population forecasting programs. 437p.
ISBN-0-205-34246-9 TO ORDER: Allyn & Bacon, 75 Arlington St., Boston, MA 02116 http://www.ablongman.com/catalog/academic/product/0,1144,0205342469,00.html
The Development of a Model Design-build Specification Document for Educational Facilities Construction Projects.
Bavi, Reza (Doctoral Dissertation, Wilmington College, Delaware , Jul 2005)
Proposes a design-build process for schools, in order to have a more efficient and cost effective plan when designing construction projects for new buildings and renovations. The first stage of the development phase included identification of ideas, techniques, and recommendations as well as resources, personnel and strategies determined to be effective in this study. Once these factors were determined, a committee structure was designed. The second stage of the development phase was to select a joint planning committee which represented eight areas of construction projects. The structure identified in this project included setting up a schedule of four meetings. The first meeting introduced the concept. The second meeting introduced the design- build document and evaluation questions. The third meeting discussed the document and the fourth meeting included acceptance of the document. The final stage was field testing of the model by the local community college on three different construction projects. The results of field-testing the design-build construction specification model for three projects were successful and construction was completed on schedule. The college saved a significant amount of money on all projects by using the design-build specification. 106p.
Report NO: 3189965ISBN-0-542-34379-7 TO ORDER: Proquest, 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
Selection of the Construction Management Firm: Negotiated Fee-guaranteed Maximum Price.
http://www.duvalschools.org/static/aboutdcps/departments/facilities (Duval County Public Schools, Jacksonville, FL , Jun 2005)
Presents the Duval County Public Schools construction management firm selection criteria, detailing the steps in the selection process, including required forms and submittals. 40p.
Recommendation II: Efficient Methods for Developing Abbott Schools.
http://www.edlawcenter.org/ELCPublic/AbbottSchoolFacilities/ Aschom, Benjamin (Education Law Center, Newark, NJ , 2005)
Describes five options that the State of New Jersey and Abbott school districts can utilize to build schools, should the State enable it. These options represent various developmental criteria available to the State and school districts, depending upon the district's willingness and ability to undergo the building/construction process. Each of the five options describes the district's partnership with an outside county, municipal, or redevelopment agency, and some include project delivery suggestions as well. A one-page matrix for comparing the five options is included. 21p.
The Non-Architect's Guide to Major Capital Projects: Planning, Designing, and Delivering New Buildings.
Waite, Phillip (Society for College and University Planning, Ann Arbor, MI , 2005)
Introduces the steps and sequence of planning, designing, and delivering a capital project. The six stages of the project delivery process (planning or pre-design, schematic design, design development, construction documents, construction administration, and occupancy) are covered in order, with emphasis on the pre-design phase, where non-architects are the most involved. A glossary is included, as are appendices which explain how to interpret architectural drawings, suggest further reading, and categorize design services. Includes 30 references. 128p.
ISBN-0-9700413-7-3 TO ORDER: Society for College and University Planning, 339 East Liberty Street, Suite 300, Ann Arbor, MI, 48104; Tel: 734-998-7832, Fax: 734-998-6532 http://www.scup.org/pubs/books/
Project Delivery Systems Owner's Manual
Warne, Thomas; Beard, Jeffrey (American Council of Engineering Companies, 2005)
This in-depth manual is intended to help owners select the appropriate project delivery system for their project. It includes chapter-length discussions of each of the major sequential delivery processes, (design-bid-build, design/contract-build and construction management at risk); as well as full chapters covering the new integrated delivery options, (design-build and design-build-operate). Additional delivery and procurement variations and a full glossary are also included in follow-on sections.
56p.
ISBN: 0-910090-41-6 TO ORDER: American Council of Engineering Companies http://store.acec.org/
Project Delivery Method Handbook.
http://www.eed.state.ak.us/Facilities/publications/project_delivery_handbook.pdf (State of Alaska Dept. of Education and Early Development, Juneau , Nov 2004)
Discusses the variety of construction project delivery methods available to Alaska school districts. Traditional and alternative methods are described with detail on selection method and contract type factors. Processes for selecting and implementing a project delivery method are accompanied by a glossary, sample approval flowchart, and sample evaluation criteria. 41p.
The What, Why and How of Job Order Contracting (JOC).
http://web.archive.org/web/20071029102543 Jayne, Ken (The Council of Educational Facility Planners International, Scottsdale, AZ , Oct 2004)
Defines Job Order Contracting (JOC), where the owner and construction/contractor enter into fixed-price, indefinite quantity, long-term relationship with pre-defined line items. It is recommended for repetitive projects that would normally be contracted with individual "design-bid-build" contracts, and is particularly useful for time-sensitive projects and situations where the scope of work may vary as actual conditions are uncovered. Reasons for using, steps for securing, and ways to use a JOC are provided. 4p.
Selection of the Design Build Firm on the Basis of Qualifications.
http://www.duvalschools.org/static/aboutdcps/departments/facilities (Duval County Public Schools, Jacksonville, FL , Apr 2004)
Presents the Duval County Public Schools' design/build firm selection criteria, including qualifying data and forms, and step-by-step specific selection procedures. 15p.
Creating Connections: The CEFPI Guide for Educational Facility Planning.
(Council of Education Facility Planners International, Scottsdale, AZ , 2004)
Guides new and experienced school planners from the conception of educational needs through occupancy and use of the completed facilities. Chapters follow the planning, design, and occupancy processes in sequence as follows: forming the educational plan, creating community partnerships, establishing a master plan, writing educational specifications, addressing design guidelines, evaluating and selecting the site, infusing technology, integrating sustainable design, working with a design team, evaluating project delivery options, identifying cost and funding options, monitoring construction, integrating maintenance and operations, and assessing the completed project. Numerous references, photographs, drawings, figures, and a glossary are included. 386p.
TO ORDER:
Council of Education Facility Planners Int'l., 9180 East Desert Cove Drive, Suite 104, Scottsdale, AZ, 85260, Tel: 480-391-0840, Fax: 480-391-0940.http://www.cefpi.org/i4a/ams/amsstore
Primer on Project Delivery.
http://agc.org/galleries/projectd/AIAAGCPrimer.pdf (American Institute of Architects and Associated General Contractors of America, Washington , 2004)
Proposes a set of definitions for the three primary project delivery methods: design-bid- build, design-build, and construction management at risk. The definitions are broadly written with the expectation that hybrid arrangements will fall within one of these three categories. Recognizing that consensus on the definitions will not be reached quickly, the publication aims to provide a baseline against which others can reconcile their own set of definitions. 6p.
Project Delivery Systems for Construction.
(Associated General Contractors of America, 2004)
Provides information written by AGC contractor members and professional industry practitioners on traditional and alternative project delivery systems. It includes chapters on Design-Bid-Build, Design-Build, Construction Management At-Risk, Construction Management Agency, and Program Management. The book breaks down each delivery system by "typical" and "defining" characteristics and comes with self-tests and case studies to emphasize points covered in the text. 180
TO ORDER:
AGC of America, 2300 Wilson Boulevard, Suite 400, Arlington, VA 22201; Tel: 800.242.1767, Fax: 703.837.5405
http://www2.agc.org/ecrm/scriptcontent/ProductDetail.cfm?pc=2915
Building & Renovating Schools: Design, Construction Management, Cost Control.
Macaluso, Joseph; Lewek, David; Murphy, Brian (R.S. Means, Kingston, MA , 2004)
Covers the building and renovating process from initial planning, needs assessment and design through move-in. The “Planning and Design” section features guidelines for developing planning documents and selection of the design team, green design standards and technologies, integrating computer and building automation technology, security equipment and design approaches and cost issues, and the special design considerations of specialty spaces.
“The Construction Process” section covers estimating and monitoring project costs, the role of a project manager and project team, and construction contracts and schedules.
Also included are case studies of recently completed school projects, square foot cost models for elementary, middle, and high school facilities with costs for individual building components such as classrooms, auditoriums, labs, administration areas, gyms, libraries, and swimming pools.
412p.
TO ORDER:
Reed Construction Data, 63 Smiths Lane, Kingston, MA 02364-0800, Tel: 781-422-5000http://rsmeans.com
Overview of Alternative Funding.
http://mlis.state.md.us/other/education/public_school_facilities_2003/ Lever, David (Maryland General Assembly, Annapolis , Oct 02, 2003)
Presents an outline of alternative school funding, including a description, pros, and cons for each. The methods described are impact fees, excise taxes, sales taxes, proffers, grants and donations, lease/purchase arrangements, performance-based contracting, public-private partnership, commercial development schools. Also included are descriptions, pros, and cons of the five project delivery methods: Construction Management, Construction Management At-risk, Design-Build, Job-Order Contracting, and Finance-Design-Build. 10p.
Lease–Leaseback Construction Delivery Method for School Districts.
http://www.cashnet.org/resource-center/resourcefiles/288.pdf Chialtas, Andreas C. (Coalition for Adequate School Housing, Sacramento, CA , May 2003)
This is based upon California's Education Code Section 17250.10-17250.50 and Education Code Section 17406 and describes the lease-leaseback design build approach. Covered are site lease, facilities leases, construction provisions, guaranteed maximum sum, bonding insurance, and dispute resolution. 11p.
Best Practices Report: A Sampling of Best Practices and Resources of School Facility Construction.
http://www.documents.dgs.ca.gov/opsc/Publications/Other/best_practices.pdf (California Office of Public School Construction, Sacramento , Mar 2003)
Reviews useful documents from the California Office of Public School Construction and several "feature projects" that illustrate recent school facility planning ideas and design solutions approved by the Division of the State Architect and the California Department of Education. Examples of prototype school plans, developer-built schools, and design-built schools are highlighted. 59p.
School Construction Guide.
(Associated General Contractors of America, Alexandria, VA , 2003)
This guide is intended to help those involved in school construction to better understand the process to ensure the project is successful for everyone. Eight sections walk the reader through the school construction process from project planning to project turnover. The Guide covers site selection, funding alternatives, design, and construction. It explains the roles of the participants, various methods of project delivery, and highlights the unique nature of school construction. 110p.
Report NO: 2913TO ORDER: Associated General Contractors of America, 333 John Carlyle St., Suite 200, Alexandria, VA 22314-5743,Tel. 703-548-3118 http://www2.agc.org/ECRM/source/orders/
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.
ERIC NO: ED466096 ; ISBN 0-88364-252-2 TO ORDER: National School Boards Association,1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6738, Toll free: 800-706-6722 800-706-6722 http://www.nsba.org
Top 10 Ways to Survive Design-Build (D/B) [PowerPoint Presentation]
http://www.cashnet.org/resource-center/resourcefiles/286.pdf Clark, Thom; Kelley, Mark; Torone, Brian; Brown, Miller (C.A.S.H., Sacramento, CA, Feb 2002)
This presentation defines the scope, D/B principles, selection of design/builder, assumptions, tinkering, documentation, scheduling, budget, contracts, team selection and motivation. 27p.
AB1402: Design-Build Projects Guidelines. 2002 Edition. [California]
http://www.cde.ca.gov/re/pn/fd/documents/dbpguidelines.pdf (California Dept. of Education, School Facilities Planning Division, Sacramento , 2002)
Assembly Bill (AB) 1402 authorized California's school districts to enter into design-build contracts for projects with design and construction costs exceeding $10 million. These guidelines are intended to accomplish the following purposes: (1) inform school districts of the design-build process under AB 1402; (2) help school districts to determine whether the design-build process is right for their project; and (3) help school districts comply with the statutory requirements of AB 1402 while avoiding potential problems that may occur during the project. The guidelines' sections address the request for proposal and prequalifcation of design-build entities, the selection of design-build entities, and implementation of the design-build contract. 45p.
School Law in Review 2002.
(National School Boards Association, Alexandria, VA. Council of School Attorneys. , 2002)
This is a compilation of presentations delivered at the National School Boards Association Council of School Attorneys Annual School Law Seminar. Includes: "Environmental Hazards for Urban Schools Facing the New Challenge" (Kelly Frels, Kevin A. Ewing, Timothy A. Wilkins, Jason B. Hutt ); "The Design-Build Project Delivery Method: An Analysis of Legal Issues and Practical and Policy Implications" (Susan Plimpton Segal); and "Owner Controlled Insurance for School Construction: Reducing Costs and Reliance on Project Risk Management" (Stuart L. Knade).
ISBN-0-88364-254-9 TO ORDER: National School Boards Association Council of School Attorneys, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722. http://www.nsba.org/cosa
Public School Design Build
http://www.cashnet.org/resource-center/Section2/2-2-8.html Silva, Ernest (C.A.S.H., Sacramento, CA, Oct 2001)
This describes the benefits of design build, what projects are eligible, pre-contract procedures, contract requirements, and post-construction reporting.
2001 School Facilities Planning, Construction and Financing Workshop: Design-Build.
http://www.cashnet.org/resource-center/resourcefiles/285.pdf Bowie, Alexander (Coalition for Adequate School Housing, Sacramento, CA , Sep 28, 2001)
This explores the pro's and con's of constructing school facilities on the basis of a negotiated contract including design and construction as outlined in California's AB 1402. Includes including design-build provisions, cautions, and conclusions. 14p.
A Report on the Design and Construction of the University of Massachusetts Computer Science Center.
http://www.state.ma.us/ig/publ/umarpt.pdf Cerasoli, Robert A. (Commonwealth of Massachusetts, Office of the Inspector General, Boston , Mar 2001)
This report describes a review conducted by the Massachusetts' Office of the Inspector General of the construction of the Computer Science and Development Center at the University of Massachusetts, Amherst. The review concluded that the design-build approach used in the building's construction did not produce the anticipated time savings and also fell short of the school's standards for quality. 91p.
Report NO: 18285-110-750C-03/01
The Public-Private Partnership that Built a "Traditional" School. A Case Study from British Columbia. SAEE Research Series No. 7.
http://www.eric.ed.gov/contentdelivery Brown, Daniel (Society for the Advancement of Excellence in Education, British Columbia, Canada , Jan 2001)
This study examines the management and outcome of the public- private partnerships (P3s) school construction project used in the Auguston housing development in Abbotsford, British Columbia to build a traditionally designed elementary school. The study explored the relationship between the project's major players, the fiscal incentives that drove the project and the risks and responsibilities assumed by key stakeholders, project chronology, and outcome analysis. It is revealed that the P3 methodology allowed the school to be constructed in only 12 months, at 10 percent below that achieved by conventional procurement, and accomplished within standard building specifications. Outcome analysis demonstrates the P3 methodology can be used to build public schools at lower cost, freeing public dollars for other uses, and the viability of the Design/Build option. Interviews with the participants reveal a need for extra time to work with the various partners and the need to comprise. 50p.
ERIC NO: ED451693 ; ISBN-0-96851444-5-6
Construction of Educational Facilities.
(Governor's Education Reform Study Commission, Education Facilities Committee, Atlanta, GA , Nov 28, 2000)
This issue paper discusses principles of good management of construction and some options Georgia may use in the future to manage school construction and control costs. The paper begins by providing some background on common forms of construction management and delivery. Then the paper discusses principles of good contracts. The
background section concludes with some information on factors that influence the cost of construction once the design is complete and background on construction materials. The next section of the paper, "Current Conditions," looks at what school systems and the state are doing related to construction. The third section of the paper highlights specific findings about the construction process and the current state activities related to school construction. In the final section of the paper, various alternatives are presented related to construction materials and techniques, costs of construction, construction management and delivery, and contractual issues that could improve school construction in the state of Georgia. 20p.
ERIC NO: ED470377;
Building Middle Schools On a Budget.
http://www.eric.ed.gov/contentdelivery Lundt, John C.; Matt, John (Dept. of Educational Leadership and Counseling, University of Montana , Oct 26, 2000)
This report describes the history of St. Ignatius, a small school district in western Montana, and reveals how it defied conventional wisdom that school construction was a stress-filled and expensive experience by building and then expanding their middle school under budget and with greater control. Use of a project manager who would serve as a district employee along with a district team made up of the superintendent, maintenance staff, and trustees to control each phase of the project is described. 15p.
ERIC NO: ED450551 ;
The Role of a Construction Manager in Educational Building Programs.
http://www.oasbo-ohio.org/agile/sbo/spring00_construction.html Tokarski, Roland; Crawford, Trisha (Ohio Association of School Business Officials, Apr 2000)
Paper advocating retaining the services of a construction manager for school's undertaking building projects. Cites effective planning, cost savings, assistance with detailed cost estimating, claims reduction, multiple prime contractors, time savings, site safety during construction, and budget control as factors favoring hiring a construction manager. Article claims that the reduction in general contractor's markup fees will more than pay for the costs of a construction manager, while the construction manager is hired as an advocate for the school district. This is different from the often adversarial relationship between a school district and a general contractor. 3p.
Managing the Rural School Facility Construction Process.
http://www.eric.ed.gov/contentdelivery Passarelli, Angelo; Goehring, Wade; Harley, Anne (Chapter 7 in: Improving Rural School Facilities: Design, Construction, Finance, and Public Support. , 2000)
The decision to renovate or replace a school building is the starting point for a long and challenging journey with
many phases: planning, development, and project delivery and construction. Each phase requires different levels of expertise,
skills, and activities. The challenge of a rural facility project is to find leadership to provide guidance through all phases of the
project. This chapter describes an approach to project management that can help the school district leadership to successfully
interact with the construction management team while facilitating open, respectful, and effective communication with local
stakeholders. This approach--the project cost management system (PCMS)--has proved successful in rural school
construction projects in Nebraska, Iowa, and South Dakota. Key to the success of this approach is a project manager with a
good understanding of community needs and a good grasp of the technical aspects of school facility construction. This
individual has responsibility for both developing community consensus and managing the technical details of the construction
process. The various phases of PCMS are described, along with the role of the project manager in each: (1) the planning
process (forming a facilities study committee, identifying needs related to building code violations and to new educational
models and technologies, and seeking broad-based input from staff and community); (2) design workshops to develop the plan;
(3) developing community consensus; (4) bond referendum campaign; and (5) project delivery and construction. 13p.
ERIC NO: ED445862;
Bridging.
http://www.3di.com/toolbox/Bridging.pdf (3D/International, Houston, TX, 1999)
Bridging combines many of the strengths of
design-build with the advantages of design-bid-build. The article states
that bridging delivers cost-effective construction, centralizes
responsibility for the project, produces an enforceable price in less time
for less cost than the traditional process and reduces claims and change
orders. It puts architects in collaboration with contractors, specialty
subcontractors and manufacturers. This essay discusses an overview of
bridging, how to do it, the argument for bridging, and the Federal
Acquisition Reform Act of 1996.
CM at Risk.
http://www.3di.com/toolbox/cmatrisk.pdf (3D/International, Houston, TX, 1999)
Construction Management at Risk (CM at Risk), similar to established private sector methods of construction contracting, is gaining popularity in the public sector. The author claims this process allows a client to select a Construction Manager (CM) based on qualifications; make the CM a member of a collaborative project team; centralize responsibility for construction under a single contract; obtain a bonded guaranteed maximum price; produce a more manageable, predictable project; save time and money; and reduce risk for the client, the architect and the CM. This essay discusses some history of CM; how to do it; terms of payment; and minimizing risk and cost.
12p.
Optimizing Value and Avoiding Problems in Building Schools.
http://www.3di.com/toolbox/OptValue.pdf (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
What is Facilities Program Management?
http://www.nsba.org/sbot/toolkit/Facilities.html (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.
Construction Project Delivery Systems: Evaluating the Owner's Alternatives.
Loulakis, Michael C. (A/E/C Training Technologies, LLC, 1999)
This is a graphically animated, narrated CD-ROM that explains the “ins-and-outs” of every major delivery system available to construction owners, including design-build and construction management. Material is presented using a combination of narration and on-screen text and graphics.
Among the specific topics addressed are: 1) The historical evolution of project delivery; 2) The roles that procurement and contracting methods play in project success; 3) Strengths and weaknesses of each delivery system, including contract considerations; 4) Research studies showing what can be expected when you use a particular system; 5) Methodologies to assist owners in making the right selection of a delivery approach.
500p.
ISBN-0967626005
Selecting Project Delivery Systems.
Sanvido, Victor; Konchar, Mark (Project Delivery Institute, State College, PA , 1999)
Practical guide to help facility owners select project delivery systems and successfully deliver projects. It examines the construction process by comparing three project delivery approaches--design-build, design-bid-build, and construction management at risk. Each concept is reviewed in detail and provides the facility owner the key elements and deliverables associated with each phase of the project. 77p.
TO ORDER:
Project Delivery Institute, P.O. Box 1142, State College, PA 16804, Tel:814-237-4764
Design-Build in Public School Construction: Post Hearing Briefing Paper. A Report of the Joint Legislative Audit Committee Public Hearing (July 15, 1998).
http://www.eric.ed.gov/contentdelivery Wildman, Scott (California State Assembly, Joint Legislative Audit Committee, Sacramento, CA , Oct 1998)
Reports on the design-build versus the design-bid-build process and offers a hybrid approach combining the two systems as a way of achieving the the greatest cost efficiency at the least risk on public agencies. It suggests the cost benefits of faster delivery of the design-build method may also be attainable in the longer design-bid-build process by making certain potential adjustments to design-bid-build methodology. Examples of these adjustments would require (1) a modification to existing law allowing owner selection of pre-qualified general contractors based on the three lowest bids with a percentage cap on the spread between the lowest and highest bids; and (2) allow for Department of State Architect approval of plans that are "performance" based so that in cases where a firm price is agreed upon, the independently contracted architect/engineer could work collaboratively with the general contractor to design the project's systems. The basic components and competing attributes of both building approaches are examined. 77p.
ERIC NO: ED433681 ;
Preliminary Report Regarding State Allocation Board Funding of the Los Angeles
Unified School District's Belmont Learning Complex.
http://www.eric.ed.gov/contentdelivery Armoudian, Maria; Carman, Georgann; Havan, Artineh; Heron, Frank (Sacramento, Joint Legislative Audit Committee of the California State Legislature , Jul 22, 1998)
Presents findings on the construction team selection process for the Los Angeles Unified School District's (LAUSD) Belmont Learning Complex. It presents evidence revealing a seriously flawed process that directly conflicted with existing law and practice. The report addresses LAUSD violations that include circumventing the competitive bidding process, foregoing a formal selection process in awarding a general contractor position to a partner of the developer's team, conflicts of interest in the selection process, and use of public bond money for joint ventures that may violate the California State Constitution. It states that the LAUSD should be held to the same standards as all other school districts in California and that the school portion of the Belmont project be put out for bid pursuant to the Public Contracts Code prior to Phase C approval by the State Allocation Board. 28p.
ERIC NO: ED433678 ;
Guidelines for Selecting a Construction Approach for Education Building Programs.
(Barton Marlow Co., Southfield, MI , 1998)
Discusses the advantages and disadvantages of the two most common construction planning methods utilized for educational facilities: general contracting and construction management. Provides diagrams illustrating the chain of command and communication within each approach, and highlights considerations that every school district should examine before selecting a program, including owner participation, scheduling, cost savings, and limitations. Several frequently asked questions regarding construction management, such as whether or not construction management will save time as well as money, or if it might have the adverse effect of reducing competitive bidding are highlighted. This guide supplies school boards and planners with a reference table comparing the major points of distinction between general contracting and construction management. 28p.
ERIC NO: ED425610; TO ORDER: Barton Marlow Co., 27777 Frankling Rd., Suite 800, Southfield, MI 48034; Tel: 248-351-4500
Design-Build Contracting by Virginia Public Bodies.
http://www.eric.ed.gov/contentdelivery Lowe, James K., Jr. (Presentation at Commonwealth of Virginia Dept. of Education facilities conference, Blacksburg, VA , Feb 23, 1998)
In an effort to depoliticize design-build contracts, the Commonwealth of Virginia created a management review board to determine whether a locality should be authorized to use a design-build contract in lieu of competitive sealed bidding. This paper explains that process. In order to employ a design-build contract for a specific construction project, the Commonwealth and its departments, institutions, and agencies must seek and secure the prior approval of the Director of the Division of Engineering and Building. For public bodies other than the Commonwealth and its departments, institutions, and agencies, the public body must seek and secure the approval of the Design-Build/Construction Management Review Board prior to using a design-build contract for a specific construction project. For such contracts, prior to determining whether to use a design-build approach for a specific project, a professional advisor must be enlisted and a request for review submitted; the review process includes a judicial review. Information on the selection, evaluation, and award of design-build contracts is covered, as are details on proposal requests, the selection of qualified offerors, and project evaluation. 11p.
ERIC NO: ED419373 ;
Construction Management Guidelines for Capital Outlay Program Projects. [Georgia]
http://www.eric.ed.gov/contentdelivery (Georgia State Dept. Of Education, Facilities Service Unit, Atlanta. , 1998)
The Georgia State Department of Education recognizes two separate methods for utilizing construction management services by local school systems when state capital outlay funds are involved. This report details those two methods. First describes the Construction Management-Agency approach, which allows a CM-Agency manager to enter into a professional services contract similar to an architectural or engineering contract with the local board of education (LBOE). The CM-Agency performs no work with its own employees, receives no additional fees or profit margins from the project other than the fees or expenses provided for in the contract, and maintains a position in the project independent from the designer and the contractors. Explains the Construction Management-At Risk approach, which involves a construction services contract with the LBOE in which the CM-At Risk manager contracts the various components of the project the way that a general contractor would. The CM-At Risk manager does not usually perform any portion of the work except for those items specified under the general conditions of the contract such as cleanup, layout, and security. 7p.
ERIC NO: ED420986;
Option for Qualifications Based Selection for Design-build Teams (Florida Senate Bill 1860)
http://www.thehaskellco.com/ (Haskell Company News Release, 1998)
Describes option for local governments and school boards to select design-build teams in a more streamlined manner.
Construction Procurement Handbook for Texas School Districts and Institutions of Higher Education.
http://web.archive.org/web/20060930000020 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.
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.
http://www.eric.ed.gov/contentdelivery 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.
ERIC NO: ED428519 ;
Improvements Needed in Construction Contracting Practices. Final Report.
http://nysosc3.osc.state.ny.us/audits/allaudits/093099/98f31.htm (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
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.
ERIC NO: ED268670; TO ORDER: National Organization on Legaal Problems of Education, 3601 Southwest 29th, Suite 223, Topeka, KS 66614; Tel: 913-273-3550
Educational Design Initiatives in City Technology Colleges. Building Bulletin 72.
http://www.eric.ed.gov/contentdelivery/ Thompson, Andy; Williamson, Beech; Tindall, Sarah (Department of Education and Science, Architects and Building Branch, London, England. , Jun 1991)
Six City Technology Colleges (CTC) were all site selected, built, and opened in under 2 years without being compromised by expense or loss of quality. This document examines this "fast-track" method of building projects using case studies of each school that illustrate the CTC concept and process. The CTC initiative is described including discussions of its funding and ethos, educational characteristics and objectives, curriculum framework, building objectives, and project management concepts. The case studies explore the different forms of building contracts used (management forms, design and build, and measured term), furniture procurement methods, the school design development that supported the educational objectives, the inclusion of technology that met or exceeded the minimum requirements for technology and science, and the creation of a learning environment that supported cross curricular activity with increasing use of technology throughout the curriculum. Each case study includes floor plans and photographs. 83p.
ERIC NO: ED431302 ; ISBN-011-270737-8
A Paradigm Shift.
http://asumag.com/Construction/planning/university_paradigm_shift/index.html Woofter, Miles American School and University; v81 n3 , p352,353 ; Nov 2008
Advocates for the design-build project delivery method for school construction. The process is explained and its advantages to cost and quality control illustrated.
Practice Matters.
http://archrecord.construction.com/practice/projDelivery/0807aia.asp Novitski, B.J. Architectural Record; v196 n7 , p59 ; Jul 2008
Reviews new American Institute of Architect contract documents that address integrated project delivery (IPD), a practice model that seeks to overcome construction industry waste and inefficiency. The key to IPD is the use of building information modeling (BIM) software by a collaborative team of owner, architect, constructor, and consultants.
Integrated Project Delivery: Optimizing the Path to Successful Design and Project Delivery for Educational Facilities Design and Construction.
Harris, William Educational Facility Planner; v43 n1 , p40-45 ; 2008
Discusses the benefits of the Integrated Project Delivery method for school construction, using the construction of the Methuen, Massachusetts, St. Ann's Home and School. The author explains the advantages and disadvantages of both Design-Build-Bid and Design Build methods, and then illustrates how Integrated Project Delivery can combine the best of these two methods, thus smoothing the interactions between architect and contractor and enabling fast-tracked scheduling.
Redefining Construction Management.
http://www.labdesignnews.com/LaboratoryDesign/LD0712FEAT_2.asp Bufe, Mary Laboratory Design; v12 n12 , p1,6,8,9 ; Dec 2007
Assesses the components of construction management that an owner should expect, when to choose construction management, and how to define the duties of the construction manager.
Design-Build: A Good Tool for School Construction?
http://www.schoolconstructionnews.com/ME2/Audiences Westmoreland, David School Construction News; v10 n6 , p16 ; Sep-Oct 2007
Discusses the advantages of the design-build project delivery method, it,s increasing availability to governments due to recent legislation, and five questions that school districts considering this method should ask others who have already done so.
Special Delivery.
http://www.universitybusiness.com/viewarticle.aspx?articleid=830 Sturgeon, Julie University Business; v10 n7 , p64-69 ; Jul 2007
Discusses project delivery methods for campus construction, detailing the features, advantages, and disadvantages of Design-Build, Construction Manager at Risk, and Job Order Contracting. For each method, a case study is provided.
Quick Work.
http://asumag.com/mag/university_quick_work/ Twomey, Mark American School and University; v79 n10 , p51-53 ; May 2007
Reviews tactics of fast-track building of school facilities, including pre-ordering equipment and materials, beginning construction before design is completed, and project delivery methods that can accommodate fast-track building. The risks and advantages of fast-track are discussed, and examples of two successful fast-tracked university buildings are provided.
Job Order Contracting (JOC) Opens Doors to a New Era in Facility Construction.
Carrithers, David Educational Facility Planner; v42 n1 , p12-15 ; 2007
Reviews the benefits of the Job Order Contracting project delivery method to school construction. These include establishing trust between owners and contractors, predictable performance, rapid response, and local benefit. Research reinforcing these conclusions is offered.
How to Select a Project Delivery Method for School Facilities
Kalina, David Techniques: Connecting Education and Careers; v82 n1 , p23-25 ; Jan 2007
In this article, the author discusses and explains three project delivery methods that are commonly used today in the United States. The first project delivery method mentioned is the design-bid-build, which is still the predominant method of project delivery for public works and school construction in the United States. The second is the construction manager (CM), a delivery method developed in two variations--CM at risk and CM adviser (agency). The last one is the design-build (DB), a delivery method which is prohibited in several states but is making significant headway as a delivery option. Furthermore, the author presents some guidelines on how to select a project delivery method for school facilities.
TO ORDER:
http://www.acteonline.org
The Revolutionary Facilities Model of the Future: A New Risk Management Model.
Kashiwagi, Dean Educational Facility Planner; v42 n2/3 , p7-9 ; 2007
Explains the Best Value (BV) Performance Information Procurement System (PIPS). The author presents outlines problems with current project delivery systems, followed by a list of the advantages ov BV PIPS. A discussion of the theory and execution of BV PIPS follows, followed by examples where the method was used successfully. Includes five references.
What Really Happens on Bid Day? Things You Should Know before Embarking on a New Building Program.
Moultrie, Robert Educational Facility Planner; v42 n2/3 , p10-13 ; 2007
Provides a description of the most common project delivery methods, along with some key tools that owners can use to ensure that projects meet quality, cost, and schedule goals. Design-Bid-Build, Construction Management At-Risk, and Design-Build are discussed, with a scenario for a bidding timeline included for Design-Bid-Buld.
Taking Charge.
http://asumag.com/Construction/university_taking_charge/ Wallace, Peter; Kling, Michael American School and University; v79 n3 , p320-323 ; Nov 2006
Discusses project delivery systems and compensation arrangements for school construction, as well as numerous activities that can help meet budgets and construction deadlines.
Successful Project Delivery.
http://www.peterli.com/archive/spm/1237.shtm Moore, Deb School Planning and Management; v45 10 , p10 ; Oct 2006
Describes design-build bid, design-build, and construction management/construction management at risk methods of school construction project delivery, and lists criteria used to assess which method will work best.
Indian River High School.
http://www.d4cost.net/d4cweb/ProjectDetail?CaseNumber=EU060730 Design Cost Data; v50 n4 , p30,31 ; Jul-Aug 2006
Profiles this Delaware school that features an ice storage cooling system and whose use of Agent Construction Management eliminated an anticipated budget shortfall. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.
Weighing the Design-Build Benefits.
http://www.peterli.com/archive/cpm/1157.shtm Sturgeon, Julie College Planning and Management; v9 n7 , p24,26,28 ; Jul 2006
Describes the advantages of the Design-Build method of project management, which typically include a faster completion time, a single consultive team from start to finish, and better cost control. Challenges of the method include a possible necessity of greater participation from the owner, and lack of checks and balances between designer and contractor. Advice on selecting a Design-Build firm is included.
Ambitious but Affordable.
http://asumag.com/mag/university_ambitious_affordable/ Kennedy, Mike American School and University; v78 n7 , p20-22,24,26 ; Mar 2006
Explains how several owners obtained outstanding educational facilities, even though the budget required a reduction from the original vision for the building. Areas for saving that do not diminish educational effectiveness include use of less expensive materials in discreet areas, and use of Construction Manager At Risk project management.
At-Risk/GMP Program Management: The Next Evolution in Project Delivery.
Echols, C. William Educational Facility Planner; v40 n1 , p10-13 ; 2005
Describes the At-Risk/GMP (Guaranteed Maximum Price) project delivery method, which can incorporate one or any combination of the traditional project delivery methods and can cover every aspect of the K-12 facility program. The recommended two-step planning process, contracting methodologies, checks and balances, and applicability to the K-12 environment are detailed.
School Construction Projects: Choosing a Project Delivery Method.
Riecke, Valerie Educational Facility Planner; v40 n1 , p3-9 ; 2005
Reviews four project delivery methods: Design-bid-build using separate- (or multiple-) prime bidding, Design-build-bid using single-prime bidding, Construction manager at risk , and Design build. Opinions on the relative risks and merits of each method are collated from experts representing all construction industry disciplines and from published literature. The methods are evaluated on four criteria: controlling project costs, meeting or accelerating the schedule, ensuring a quality product, and decreasing the administrative burden.
Managing Excellence Delivering Success Awards.
School Planning and Management; v43 n10 , p33-48 ; Oct 2004
Shares effective management techniques in the planning, design, and construction of projects from inception to completion. The selected projects showcase methods and procedures used to control time, cost, and quality in order to provide safe, secure, and appropriate physical environments.
Building Methods: New and Improved.
http://www.peterli.com/archive/spm/689.shtm Fickes, Michael School Planning and Management; v43 n6 , p20,22,24,26,28,30 ; Jun 2004
Describes the rise of construction management, construction management at risk, design build, program management, and program management at risk methods of project delivery for school construction. The advantages of the new methods over the old, the manner in which the new methods are still evolving, and variations offered by some firms are explained. A case study citing a large high school built using construction management at risk is included.
The Managing Architect Approach: A New Paradigm in Construction Delivery.
http://asbointl.org/ASBO/files/ Moretti, Richard School Business Affairs; v70 n4 , p6,7 ; Apr 2004
Describes the advantages of this project delivery method, especially in a multi-project, long term capital campaign. A single point of contact and standardization of equipment and materials across all projects, along with economies of scale in purchasing, are significant benefits.
One-Stop Shopping? The Perils and Promise of Design-Build Project Delivery.
http://asbointl.org/ASBO/files/ Myler, Patricia A.; Keaney, James A. School Business Affairs; v70 n4 , p8-13 ; Apr 2004
Describes conventional design-bid-build and design-build project delivery methods along with the advantages and disadvantages of the latter. Suggestions for successful implementation of design-build are offered.
California Slow to Embrace Design-Build.
http://www.schoolconstructionnews.com/ME2/Audiences Choun, Frances; Halfhide, Lynn School Construction News; v7 n2 , p14 ; Mar-Apr 2004
Discusses recently allowed use of design-build in California school construction projects costing $10 million or more and advises on how to select a design-build firm.
How to Build a Residence Hall in 16 Weeks.
College Planning and Management; v6 n12 , pRH12-13 ; Dec 2003
Describes the use of "design-build" and "lean construction" techniques to facilitate the construction of a 30,000 square foot college residence hall in only 16 weeks.
Building Quality Schools: Team Approach Yields Successful Projects.
http://asbointl.org/ASBO/files/ Aller, Gary School Business Affairs; v69 n11 , p6-9 ; Dec 2003
Describes the Supai Middle School project of the Scottsdale Unified School District, where the project delivery method used was construction-manager-at-risk. The complicated project was executed with funds that required completion within only twenty months of approval and adjacent to an existing school that remained in use during construction. Permits from two municipalities were required due to the site's location. The project team consisted of owner, architect, project manager, CMAR firm, municpal bodies, and subcontractors.
Danger: Construction Area.
http://www.peterli.com/archive/spm/530.shtm Stewart, Willard School Planning and Management; v42 n11 , p22,24-25 ; Nov 2003
Outlines issues to be taken into consideration when school construction occurs during school hours, and lists the types of construction that are more easily managed under this circumstance, and the steps that should be taken to protect students, teachers, and the worksite.
Project Delivery Methods.
http://www.peterli.com/archive/spm/523.shtm Dolan, Thomas G. School Planning and Management; v42 n5 , p33-34,36 ; May 2003
Describes project delivery methods that are replacing the traditional Design/Bid/Build linear approach to the management, design, and construction of new facilities. These variations can enhance construction management and teamwork.
Alternate Project Delivery Methods: New Ways to Build and Renovate School Facilities.
http://asbointl.org/ASBO/files/ Aller, Gary School Business Affairs; v68 n11 , p11-14 ; Dec 2002
Describes potential benefits of four alternative project-delivery methods for school construction, renovation, and maintenance: construction manager-at-risk (CMAR), design-build (DB), design-bid-build (DBB), and job-order contracting (JOC). Compares CMAR, DBB, and DB for construction cost, schedule, and quality.
Fast-Track Building.
Dolan, Thomas G. School Planning and Management; v41 n11 , p18-20 ; Nov 2002
Describes Clark County, Nevada's use of prototype school designs to respond to its rapidly growing school population. The purpose of the prototypes is to simplify designs so that schools can be built quickly and minimize the time and expense that comes with variations.
Bridging Spans the Gaps in Project Delivery.
http://www.peterli.com/archive/cpm/404.shtm Heery, George T. College Planning and Management; v5 n11 , p20-23 ; Nov 2002
Discusses the advantages of "bridging," a hybrid project delivery approach that uses an owner's design architect and program manager to prepare preliminary design and specification documents, and then has this team closely supervise the contractor's architect and engineers in finalizing the construction documents.
Choosing Your Team.
http://asumag.com/mag/university_choosing_team/ McClure, Ray American School and University; v75 n3 , p370-72 ; Nov 2002
Discusses the importance of effective collaboration within the architect, engineering, and construction team involved in design-build projects. Offers steps to make the most of design-build project delivery.
A Different Path.
http://asumag.com/mag/university_different_path/ Schiffer, Joe American School and University; v75 n3 , p326-29 ; Nov 2002
Explains the design-build approach and discusses it as a way for colleges and universities to address their space needs more quickly.
Selecting the Right Construction Delivery Method for a Specific Project.
Klinger, Jeff; Booth, Scott College Planning and Management; v5 n5 , p16,19-20 ; May 2002
Discusses the costs and benefits of various construction delivery methods for higher education facility projects, including the traditional lump sum general contracting approach (also known as design/bid/build); design-build; and, in the case of private institutions, guaranteed maximum pricing offered by those firms willing to perform construction management at risk, and fast tracking.
Construction Management: Doing What You Know Best.
http://asbointl.org/ASBO/files/ Geiger, Philip E. School Business Affairs; v68 n4 , p30-32 ; Apr 2002
Describes characteristics, responsibilities, and at-risk functions of professional school-construction managers. Describes Arizona's use of school-construction managers.
Who Should Manage Your School Construction Program? Part Two: Architect-Administered or Owner-Managed.
Hutson, Kenneth M. School Planning and Management; v41 n2 , p12 ; Feb 2002
This article examines the benefits, pitfalls, and appropriateness for use of the architect-administered versus the owner-managed method for a school district's management of a construction program. The questions that a school district must ask the architect are provided.
Managing the Money.
http://asumag.com/mag/university_cost_management_managing/ Laudolff, Paul American School and University; v74 n3 , p320-23 ; Nov 2001
Explains how schools and universities that clearly define their construction projects will have greater success staying within budget. Examines some fundamentals of project definition and key cost- management steps, including assembling a team, developing a concept, design phase, award phase, and construction phase.
Avoiding Construction Snafus.
http://asumag.com/mag/university_construction_avoiding_construction/ Rochefort, Mark; Gosch, Jerry American School and University; v74 n3 , p347-48 ; Nov 2001
Discusses risk management planning tips that help schools avoid project-delaying construction problems. Preconstruction planning topics explored include the type of construction method to use, contract selection, and the need for efficient project management.
Build it Yourself
Lundt, John C.; Matt, John American School Board Journal; v188 n10 , p30-31 ; Oct 2001
As serving as its own contractor, a small district in western Montana saved money, had better control over the project, and inspired public confidence. Major advantages were cost savings, controlling the pace of construction, and the ability to cope with change orders.
Bricks & Mortar, Heart & Soul: Saving a Landmark School in Downtown Boise.
Linik, Joyce Riha Northwest Education; v6 n4 , p24-27,40 ; Jul 2001
Recognizing its integral role in the community, Boise (Idaho) renovated its 100-year old high school instead of
building a new one. The architect, contractor, principal, students, and teachers cooperated throughout the planning and construction. The city enacted a "smart code" to encourage the rehabilitation of historic buildings and a statute that enabled the hiring of a construction manager.
Who Should Manage Your School Construction Program?
Belesi, Craig School Planning and Management; v40 n7 , p12 ; Jul 2001
This article contrasts using a clerk of the works versus a construction manager to manage the intricacies of a building program. Each of these options has its advantages and disadvantages, depending on the size and scope of the endeavor.
Deliver Me.
Milshtein, Amy College Planning and Management; v4 n6 , p22,24,26 ; Jun 2001
Discusses how a facility manager might choose from the array of available building delivery systems. The different systems are defined along with an explanation of the key decision-making criteria to consider.
Design-Build.
http://www.mbinet.org/Showcase/designbuild5_01.aspx Moss, Linc Commercial Modular Construction Magazine; Jun 2001
Short introduction to the design-build process for constructing schools. Advantages and disadvantages are discussed.
Permanent Modular Construction: A Growing Trend.
http://www.mbinet.org/Showcase/permmod5_01.aspx Sickman, Steve Commercial Modular Construction Magazine; May 2001
Case study of the Arlington, Texas Independent School District that needed 103 permanent kindergarten classrooms with complete site development at 37 separate locations all in less than 15 months. The district used design-build as their project delivery system, and permanent modular construction to solve their problem.
Construction from the Inside Out: UAB's Successful In-House Organization.
Baker, Brooks H. III; Hammonds, Hope Duncan Facilities Manager; v17 n2 , p25-26,28-30 ; Mar-Apr 2001
Shares some of the success stories of the University of Alabama's Design Build Services Department and the keys to achieving that success. The evolution of the school's in-house construction management is detailed along with the department's history.
School Construction Management: Expert Administrators Speak.
http://www.peterli.com/archive/spm/232.shtm Fickes, Michael School Planning and Management; v40 n3 , p49-50 ; Mar 2001
Presents expert opinion on school construction management communication concerning educational needs, obtaining consensus among diverse groups, and envisioning what schools must offer in the future. Why furniture issues are also important is highlighted.
Construction Management: Choosing the Best Project Delivery Method.
http://www.appa.org/FacilitiesManager/ Peck, Blake V. Facilities Manager; v17 n2 , p31-38 ; Mar-Apr 2001
Reviews the types of facility construction project delivery methods and the concerns that facility owners have when embarking on a construction program. The considerations that should guide the owner in selecting the proper delivery method are highlighted.
Working with a Real Estate Developer.
http://www.learningbydesign.biz/2001/inprint/realestate.html Bell, Allen; Henderson, Mark Learning By Design; n10 , p18-20 ; 2001
Discusses outsourcing to an experienced real estate developer as a more efficient means of meeting school development goals on a strict time schedule. Advantages of outsourcing are covered as is advice on selecting the right development firm.
Welcome to the Neighborhood.
http://www.schoolconstructionnews.com/ME2/Audiences Schneider, Jay W. School Construction News; v4 n1 , p15-16 ; Jan-Feb 2001
Case study of the Jordan Park School of Extended Learning, a K-8 school in Minneapolis, Minnesota. Discusses how community interest and involvement helped this new school reinvigorate an urban area. The neighborhood rendered final decisions regarding site selection, school design, modifications to a park that borders the school, and stipulated after-hours access to various parts of the building-including the gym, multipurpose space, and computer lab. Construction management is also addressed.
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.
Managing Projects Online.
http://asumag.com/mag/university_managing_projects_online/ Anderson, J. Mark; Cheak, Kathy; Jurewicz, John Jr. American School and University; v73 n3 , p421-25 ; Nov 2000
Describes a web-based project management (WBPM) for university construction projects and the two approaches for establishing this type of system. Also highlighted is how a WBPM can improve project delivery by reducing project lost time, system comparisons, and project cost savings generated by a WBPM.
Choosing the Right Path.
http://asumag.com/mag/university_choosing_right_path/ Humann, Cheryl American School and University; v73 n3 , p414-17 ; Nov 2000
Discusses the need to determine which construction approach best fits a school's unique needs before deciding how to design and build its facilities. The design-bid-build, construction management, and design-build approaches are examined. Tips for selecting a delivery method are listed.
Putting a Team Together.
http://asumag.com/mag/university_putting_team_together/ Murph, John American School and University; v73 n3 , p429-31 ; Nov 2000
Discusses the increasing use of construction and project managers in school construction projects and the benefits that can be realized from the expertise and experience they bring. The fees they charge, including the recent innovation of satisfaction fees, are explained.
Developing an Effective Crisis Management Plan: The Role of a Project Manager
Orifici, J. Michael School Business Affairs; v66 n9 , p52-54 ; Sep 2000
After fire and smoke damaged an upstate New York school's cafeteria, kitchen, and administrative offices, the district superintendent contacted a professional construction-management firm to begin restoration and reopen the school within days. Safety and sensitivity to building occupants' needs were paramount. Discusses the role of a project manager in a school construction project as coordinating the trades, scheduling the work, and cuing the contractors so all the trades are working in concert with one another. Contrasts the hiring of a project manager to hiring a construction management firm. Provides a case study.
Schools: Big Programs Stir Costs.
ENR: Engineering News-Record; , p92-93 ; Jun 26, 2000
Multibillion dollar building programs in some school districts are creating their own micro-cost environment. School construction costs are rising about 2% faster than the overall building inflation measured by the Saylor index.To help contain costs, many school districts with massive building programs are turning to construction management firms to run the show. Includes a study of costs for nine schools built between 1998 and 1999. They had an average cost of $118 per sq ft.
The Use of Construction Management by Indiana School Districts: Frequency and Cost
Kowalski, Theodore J.; Coopman, John T. Educational Facility Planner; v35 n3 , p8-11 ; May-Jun 2000
Examines school construction management (CM), the extent of its use in Indiana school corporations and the fees that are charged for these services. Results suggest a lack of consistency in deciding whether to use CM and the amount of the fee to be paid for the service.
How to Get the Best Value for Your Construction Dollar: A Primer on Construction Delivery Methods.
http://web.archive.org/web/20050312080638/ SHW Concepts; Spring 2000
This concise chart compares the structure, advantages, and disadvantages of the project delivery methods design/bid/build, competitive sealed proposals, construction management at- risk, construction management agency, design/build (possible leaseback), and bridging.
Strategy Reduces Construction Costs.
Flynn, Jim; Petters, Walt School Planning and Management; v39 n4 , p31-32,34 ; Apr 2000
Reveals how a Florida school district had success when switching from a design-bid-build approach for school construction to a construction management (CM) at risk. The CM at risk process involving project delivery options, maximum price guarantees, and the school district s benefits in cost savings accrued are addressed.
Design/Build: An Owner's Representative.
Petty, Michael School Construction News; v3 n2 , p13,27 ; Mar 2000
The American Institute of Architects's edition of its standard construction contract document, the
"General Conditions of the Contract for Construction," A201-1997, contains provisions of which
owners need to be aware. In the new design/build delivery method, a different individual must take the role of owner
representative. The architect is now on the design/build team. In the traditional method, the architect
was not a part of the build team. In the new method, he or she is.
Clarifying CM vs. CM At-Risk.
Kenig, Michael School Construction News; v3 n1 , p12 ; Jan-Feb 2000
Explains the difference between construction manager (CM) and construction manager at-risk and explores management versus delivery aspects of both. Concluding comments address why the a decision on CM vs. CM at-risk is not an either/or process.
Delivery Order Contracting: A Better Way To Build.
http://www.appa.org/FacilitiesManager/ Kline, Clayton M. Facilities Manager; v15 n5 , p19-24 ; Sep-Oct 1999
Explains what delivery order contracting (DOC) is and how it can be used to provide a cost effective, efficient, and less acrimonious environment when doing low-bid contracting. Benefits of DOC are discussed, such as compressing the acquisition time; reducing maintenance, repair, and renovation backlogs; and reducing up-front costs. Concluding comments offer tips for managing DOC successfully.
Project Delivery: Cut the Confusion
Parsons, Jim American Consulting Engineer; v10 n5 , p12-20 ; Sep-Oct 1999
Engineers and their clients can get confounded by the wider-than-ever range of "alternative delivery" methods used by public agencies. This discusses how to choose the best method, comparing methods by opportunities, risks, and benefits.
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.
Are You Ready for At-Risk Program Management?
Echols, William C. School Planning and Management; v38 i4 , p56-57, 59 ; Apr 1999
Describes the use of the At-Risk Program Management approach to project delivery management, an approach that guarantees results for time, scope, quality, and cost for all components of project delivery while incorporating any combination of delivery methods. Its general parameters and the role of the at-risk program manager are explored as is the methodology for choosing a contracting method.
Project Delivery Systems: What's the Difference?
Konchar, Mark; Sanvido, Victor School Planning and Management; v37 n7 , p22-26 ; Jul 1998
Discusses project delivery systems in school construction management
and why it is important to both scheduling and budgeting to choose the
right system. Design-build, construction management at risk, and
design-bid-build variations are examined. Also discussed are study data
of quantitative costs, scheduling, and quality performance involving 351
building projects and the systems used.
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.
The Value in Value Management: A Dialogue.
http://www.appa.org/FacilitiesManager/ Huish, John; van der Have, Pieter J. Facilities Manager; v14 n2 , p31,33,36-37,39,41 ; Mar-Apr 1998
Details the value management process in which a group of diverse, disciplined professionals work together to design a better facility for a given budget. Areas addressed include a definition of value management, some derived benefits, negative aspects, projects best suited to this method, specific results, who pays, who is involved, scaled-down versions for smaller projects, operating and management costs, and yearly savings.
Will Low Bid Be Replaced with CM@Risk?
Murphy, John School Planning & Management; v37 n1 , p67-68 ; Jan 1998
Explains how putting the construction manager at greater risk for the projects he or she manages is a benefit to school districts. Why the low bid process doesn't work and why school districts are still using it are discussed.
Commissioning Success.
Lillie, E. Thomas American School & University; v69 n8 , p46,48 ; Apr 1997
Explores the use of a commissioning agent (CA) during school construction projects to ensure that all building systems work together and to specifications. The types of work done by a CA, the cost involved, and the overall benefits derived are outlined.
Options in Project Delivery.
http://web.archive.org/web/20050311115603/ Chandler, Gary SchoolPlace Newsletter [McGranahan Architects]; v1 n1 ; 1997
Compares Design/Build and General Contractor-Construction Manager project delivery methods as alternatives to conventional Design/Bid/Build.
Alternative Project Delivery Approaches for School Construction
Concannon, Michael Illinois School Board Journal; v64 n5 , p.18-20 ; Nov-Dec 1996
The most common delivery systems for school construction projects are general contracting and the more proactive construction-management and program-management approaches. The most beneficial aspect of construction management, with simultaneously selected construction managers and architects, is its system of checks and balances. Program management by an outside consultant is ideal for multiple or complex projects.
Manage Construction In-House and Save Dollars
Stewart, G. Kent School Business Affairs; v62 n5 , p52-54 ; May 1996
Except for unusually large and complicated school building projects, it is more cost-effective to use consultants and in-house personnel for project administration than it is to retain an outside construction-management firm.
ERIC NO: EF525901;
The Merits of Construction Management.
Wright, Dorothy School Planning and Management; May 1996
Fulton County (Georgia) is using construction management for all of its school construction jobs. This strategy allows the board to select a manager purely on the basis of merit and to have more control over subcontractor selection (including selection of more minority contractors) and management.
Master Builder
DeBray, Bernard J. American School Board Journal; v180 n4 , p37-38 ; Apr 1993
A Missouri school district found the most cost-effective means of designing, bidding, and constructing new facilities to be hiring a construction management firm. With a construction manager, the school district's interests come first, and the district can tailor project-delivery strategies to specific needs. Outlines how the process works.
ERIC NO: EF461148;
Construction Program Management: An Effective Tool for the Delivery of Educational Facilities on the International Scene
Campbell, RobertW. Educational Facility Planner; v30 n6 , p8-10 ; 1992
All international endeavors of major size and duration have been conducted under the concept of construction program management. Examples in Saudi Arabia, Qatar, Brazil, and Guyana illustrate the constancy and coordination that international construction program management provides.
ERIC NO: EJ459382;
Associated General Contractors of America.
http://www.agc.org/index.ww Web site contains articles from Constructor, the construction management magazine; a catalog of publications; legislative issues; job site safety information; and a directory of contractors.
Center for Job Order Contracting Excellence.
http://www.jocexcellence.org Information about job order contracting (JOC), including contracting characteristics,
advantages, and performance based comparisons of JOC with
other means of performing construction, repair, renovations,
and alterations. Includes publications,
video, and educational presentations, seminars, and
newsletters.
Construction Management Association of America
http://cmaanet.org/ CMAA is a national association dedicated to the promotion and enhancement of construction management as a professional service among CM practitioners, project owners, and others playing a role in the construction process.
Design Build Magazine
http://www.designbuildmag.com/ Published by McGraw-Hill, this is the online version of the magazine for the design-build industry.
Design-Build Institute of America
http://www.dbia.org/ Represents practitioners from all phases of the design-build process. Web site includes publications, including ordering information on model contract documents, useful links, calendar of events, and an online directory of members.
Project Management for School Construction http://www.edfacilities.org/rl/project_management.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on the management of school construction projects by school administrators, business officials, board members, and principles.
School Building Commissioning http://www.edfacilities.org/rl/commissioning.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on building commissioning, which is the process of certifying that a new school building meets required specifications.
School Construction Costs http://www.edfacilities.org/rl/construction_costs.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on school building costs including costs per square foot and per student, new construction and renovation cost comparisons, and cost estimating.
Selecting School Design Professionals
http://www.edfacilities.org/rl/design_professionals.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on hiring, contracting, and working with design professionals on school facility projects, including architects, landscape architects, and educational facilities planners.
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