Reviews the behind schedule state of school construction under Cleveland's current bond issue. Efforts to catch up include elimination of some project from the original program. A short glossary of construction management terms is followed by reports for each of nine segments of the master plan. Good budget performance in some segments will offset poor performance in others. 14p.

This illustrative guide presents the complex code issues inherent to designing schools in a clear, easily understandable format. It highlights major changes between the new international code and previous model building codes to help readers better understand how these changes will affect their practice. 432p.

Provides guidance for compliance with the Building Authority. The document addresses comprehensive educational facilities plans, funding of School Building Authority projects, funding specific facility plans, project administration and review, and School Building Authority contracts, agreements, and procedures. Extensive appendices detail the Authority's regulations and procedures, as well as providing numerous forms for assessment, review, and submission. 240p.

Presents the results of an audit of the County's school construction program that offered 11 major conclusions in regard to program management and oversight by the school system administration and board of education. The auditors reviewed in particular detail perceived problems including an understated needs assessment, approval of projects for which there was inadequate budget, performance by the program manager under its contract, and a school system policy of allocating to each school cluster 40 percent of its 10-year assessed needs and allowing it to decide how to use the funds. The report also provides 19 recommendations relating to policies, processes, contracting, staffing, systems, communications and best practices. 75p.

Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by CSI Masterformat divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 111p.

Discusses controlling the budget as the essence of construction management, with particular attention to school construction projects. Once every activity, material, and risk is quantified into a dollar amount, tracking financial expenditures is the primary function of those in authority. The focus is school building construction, however, for a complete analysis the industry should not be viewed in a vacuum. Therefore, the social environment, such as illegal aliens, teachers unions, and whistle blowers are topics. 302p.

Presents a reader-friendly account of the school design process, with guidance on defining a community's "dream school," building support for its funding, converting dreams into an actual design, managing construction, and celebrating the building opening. Includes tips on guiding participants' efforts, selecting consultants, and making key design decisions. 40p.

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.

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.

This contains recommendations for school districts on maintenance of good indoor air quality and a safe learning environment during school construction. Lists elements to be included in a safety policy in chronological order, under headings that correspond to the stages of building construction: pre-construction planning, establishment of communication procedures, safety items to include in the bid specifications, and project completion. 11p.

Examines the challenges to principals who opened new elementary schools and identifies the essential responsibilities and duties they encountered. Identifying the role and latitude of the principal at different phases of the school construction was also examined. The sample for the study included three principals from three Tennessee public elementary schools who opened a new school for the first time during the 2001-2002 or 2002-2003 school years. Several findings emerged revealing observations about the duties, responsibilities, and challenges that principals encounter opening a new school. These included: 1)The planning and design stage of the new school was developed before the principal was appointed. 2)The latitude of the principal during the construction phase varied depending on when principals were appointed. 3)There was a diverse list of duties and responsibilities consisting of processes, procedures, and functions for which no assistance was provided or formal guidelines established. 4)An incredible amount of time and energy was spent by the principal dealing with unexpected and unavoidable challenges and concerns. 5)There is a need to consult and involve all stakeholders in the process of establishing a new learning community. 6)Specific skills and attributes are needed by those who open new schools. 7)A sufficient amount of time is needed by new school openers to focus solely on the task of organizing and implementing a new school setting. 8)There is a rewarding personal and professional feeling that accompanies the challenge of opening a new school. The following recommendations are drawn from the findings of the study. The recommendations of the study suggest: 1)Principals should be appointed early in the design and planning phase of new schools. 2)Specific knowledge, skills, and characteristics are needed by those who open new schools. 3) A support system is needed for new school openers. 4)Principal preparation programs need to be improved. 168p.

Provides guidance for federal environmental requirements in construction and development process, with advice on how to recognize the federal environmental requirements and factor in the associated expenses for the project, designate the responsible party to fulfill these requirements, file the necessary paperwork, perform the required activities, obtain the essential permits and identify additional sources of information to help implement these requirements throughout your project. Part one of the guide presents background information on environmental requirements for the construction and development industries, with a checklist to help assign environmental responsibilities. Part two contains seven self-audit checklists that help construction companies evaluate their compliance status in these seven areas once the project has commenced. 255p.

Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 108p.

Presents the results of a survey of the largest 500 school systems in the U.S. that discusses top issues in construction management, trends in school construction, master planning practices, funding, project management practices, commissioning, prototype schools, and sustainability. 26p.

Provides guidance for the school construction projects, covering architect selection and approval, new construction versus renovation, site selection and approval, educational specifications, space allocation, financing, technology, bond approval, life cycle analysis, energy efficiency standards, design and funding approval, reporting requirements, and equipment.

Discusses the makeup and qualifications of members of a value engineering team for school construction. A construction manager is recommended, and his/her qualifications and duties detailed. Also recommended is the use of in-house maintenance staff to execute small changes to the plans, rather than submitting change orders with the contractor. 3p.

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.

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.

Establishes a uniform and detailed approach to school facilities design for the New Jersey School Construction Corporation. The guide sets forth 24 required criteria that inform the design process and sets individual goals for each. Required design and construction standards follow, organized by CSI Divisions. Required deliverables for each major phase of work are described. Appendices explain how project progress reports will be made and provide a LEED checklist. 237p.

According to findings contained in this report, Abbott districts must develop new five-year facility improvement plans next year, but lack guidance from the New Jersey Department of Education (NJDOE)on how to perform this critical task. In addition, rules recently proposed by NJDOE fail to address minimal requirements for sound facilities planning, and must be completely overhauled. The proposed rules are under review by the State Board of Education. The rules fail to: 1) Direct districts to adopt a schedule and budget to ensure effective completion of the plans by the EFCFA deadline, and to maximize participation of stakeholders in the planning process; 2) Instruct districts on conducting a thorough re-assessment of their education program as a foundation for planning new or renovated facilities; 3)Provide standards for planning community centered schools; 4) Require NJDOE to maintain a reliable, public database to promote community engagement in facilities planning and State and district accountability for effective program implementation. 15p.

This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE)to implement the Educational Facilities Construction and Financing Act. The report begins with a summary of key findings and recommended amendments to the NJDOE proposed regulations. It then provides background on the Abbott preschool and school construction programs, analyzes the proposed NJDOE regulations, and makes recommendations for needed changes. As the report makes clear, substantial revision of the proposed rules are necessary to improve implementation of the Abbott preschool and facilities programs over the next five-year construction cycle. 14p.

This guide provides a framework for community involvement in modernizing or building new public school buildings. The process is broken down into the five steps of assessment, envisioning, planning, development and implementation of the project. The chapters for each step are preceded by an overview of how facilities affect the quality of education and community, and how to initiate the process of improving a school building. 60p.

Discusses staffing, training, planning, and management imperatives for schools that remain open during construction. School co-ordinator's training and responsibilities, recommended consultations, opportunities that might arise, communication issues, hazard and disruption management, and migration to the completed project are detailed. 19p.

Advises school board members on a variety of school condition and construction issues, including the impact of facilities on student achievement, how to get started with capital improvements, new construction versus renovation, project management, selecting design professionals, key components of school design, "green" construction, financing, and typical legal problems of school construction. 186p.

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.

Assists school principals through the process of planning, designing, and building a new, renovated, or expanded school. Step-by-step instructions and guidelines are provided for educational program development, architect selection, feasibility studies, architectural design, relocation, building construction, ordering of furniture and equipment, moving in, and closing out the project. 169p.

This publication recommends that school districts include a legal plan in every school construction project. The author discusses negotiating agreements with the project architect and construction manager early on; exercising due diligence in selecting the project team; determining proper levels of professional liability insurance; clarifying legal issues with the architect and the construction manager; predetermining methods of dispute resolution; reviewing non-technical contract provisions in bid packages; developing surety bonds for bid packages; and exercising care in handling non-responsible bidders, bid errors, and contractor disputes. The publication concludes that properly applying these measures can significantly increase the chances of completing a school construction project on time, within budget, and without litigation. 8p.

This series of articles examines the condition of public schools and public school construction in Florida's Miami and Dade Counties. To prepare the series, the Miami Herald studied thousands of pages of construction records, correspondence, school district reports, and accounting statements over 15 years. It analyzed state and national construction costs, school enrollment reports for Florida's 67 school districts, growth rates, and census data. More than 200 people completed interviews, and reporters and photographers made about 25 visits to schools. The Herald obtained school district databases detailing construction costs and schedules, contractor and architect information, contractor defaults, construction charges, and life-safety violations. The construction analysis of new schools, additions, renovations, and repairs was based on over 1,200 projects, totalling $1.6 billion, completed since 1988. The articles include: "Crumbling Schools: Tens of Millions Wasted in Slow, Sloppy Construction, and Miami-Dade Children are the Losers" (Debbie Cenziper and Jason Grotto); "Aging Schools Wait Endlessly for Renovation" (Debbie Cenziper); "Records of Costs, Budgets are Hard to Come By" (Debbie Cenziper and Jason Grotto); and "Stierheim Vows Fundamental Change" (Debbie Cenziper). 12p.

This paper asserts that one part of a comprehensive control system for school construction projects is a citizen oversight committee. It suggests that citizen oversight committees are a cost-effective and politically important method for supplementing a school board in its monitoring and oversight functions. In addition, the committee acts as a means of engaging the public to increase accountability, meeting the public's desire to ensure taxpayer dollars are used effectively, efficiently, and equitably. The paper provides information on the advantages associated with having a citizen oversight committee as well as lessons and promising practices on how to develop and implement a committee. Ten districts with citizen oversight committees in place were interviewed to determine promising practices that are most effective in fulfilling the responsibilities and achieving the advantages of an oversight committee. 20p.

In July 2000, the New Jersey State Legislature enacted the Educational Facilities Construction and Financing Act, providing $6 billion to rebuild the schools of the Abbott districts, and created a procedure controlled by State government by which the school construction and renovation was to take place. This report card on the Abbott school construction program gives the state a D for its progress to date in implementing the school construction mandate of the court and legislature. 17p.

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.

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.

This essay describes effective ways to manage school facility programs to create the broad base of support and consensus required to pass referenda and fund school construction projcts. Advice includes: 1) link facility investment to learning results; 2) engage the public; 3)assure performance; 4)prepare a frugal, bulletproof plan; 5) get the most value for the investment 7p.

This book addresses the administrative procedures associated with planning and managing school facilities and discusses planning from the perspective of both individual facility projects and more comprehensive district-wide efforts. Part One examines historical and contemporary perspectives on school facility planning. A systems perspective is provided for defining the adequacy of school buildings, and the effects of changing demographics, school reform, technology, and obsolescence are detailed. Various planning paradigms and needs assessment are the focus of Part Two. Part Three examines specific tasks related to completing a facility project, including public opinion polling, securing professional services, and management responsibilities before, during, and after construction. Part Four includes focused issues: planning elementary schools, planning secondary schools, making enrollment projections, working with other agencies, choosing between renovation and new construction, financing capital outlay, and maintaining facilities once they become operational. 279p.

Discussion of errors from a school district's perspective and from an architect's perspective. Includes understanding legal terminology and standards of professional care. Case examples are given.

This document is intended to be a "cookbook" of the numerous elements that collectively influence the cost containment of school construction projects. Each element is meant to indicate an action in the process that the school district should pay attention to and ensure is properly accomplished. The elements influencing cost containment are detailed in five categories, each representing one of the basic phases of a project: (1) pre-design; (2) design; (3) bid and award; (4) construction; and (5) occupancy. (Contains a glossary of terms.) 20p.

This revised manual is a resource document for looking at facilities from the planning stage through construction and occupancy. It includes sections on advanced planning, school facilities funding, design process, and construction. The manual is updated on a yearly basis to address the changes to various components. 480p.

This publication explores what school principals should know when construction takes place in or near a school while it is in session. It covers pre-construction preparation, including how to work with architects/engineers and other school staff; actions to take during construction, including proper information dissemination and safeguarding students and property; and post-construction activities, including custodial and maintenance staff training and post-occupancy evaluations. 5p.

Sets forth best practices and strategies for constructing or modernizing school facilities. Developed through a series of workshops, it identifies some of the key issues and processes that inflate construction costs, and suggests how to avoid them. The recommendations are organized under the categories of joint use, site selection, consultant relations, contractor relations, state agencies, construction, prototypes, and project delivery. 107p.

This document defines the conditions under which the State of Maine will subsidize school building construction projects. The document identifies several stages of approval that must be secured, including site approval, concept approval, local voter approval, and funding approval. A flow chart identifies how the project will proceed and the various organizations that will have primary importance during each stage. There are descriptions of these organizations and their specific responsibilities. The report also specifies general submission guidelines and deadlines, and it details the rating system to be used in evaluating each school construction process under a major capital improvement program. The document also contains the educational specifications and space allocations information required from each local unit by the state's department of education. Other sections discuss site size regulations; the required school site approval documentation; financial record keeping requirements; regulations regarding school construction project bonding; surplus project fund handling and contingency usage approval; and definitions of moveable equipment. 20p.

This paper describes some of the author's experiences in financing and building a new $4 million Catholic elementary school facility and activities center in rural North Platte (Nebraska). Important points that lead to successful school building projects are highlighted and include establishing good relationships with all the stakeholders involved, developing a clear and well-substantiated need, selecting a quality building committee, selecting a quality architect in whom the entire community has confidence, and hiring a proven firm to lead the capital campaign effort. Good communication with all parties is stressed as key to all phases of the process. 11p.

This paper draws on the experience of the Sebastopol Union School District, a small school district in California, which formed a team to manage facilities renovation. The team was comprised of the district superintendent, the architect, a construction manager, and a facility/financial consultant; it allowed the district to succeed at the school construction "game" in a manner similar to large school districts that enjoy well-developed facility departments. The roles and responsibilities of each team member are outlined for the following phases of facility development: master planning/educational specifications, funding and finances, design, pre- construction, construction, and post-construction. It illustrates the manner in which the several consultants coordinated their roles and responsibilities in an effort to ensure the most effective leadership for successful completion of projects that support the facility master plan. 13p.

This booklet provides best practice recommendations for building functional and frugal schools in Florida. Seventeen best practice construction recommendations are addressed, including recommendations for sitework, concrete, masonry, metals, wood and plastics, thermal and moisture protection, doors and windows, finishes, equipment, furnishings, mechanical and electrical, and technology systems. Application procedures are also provided for design professionals to have their design evaluated and designated as a "SMART School Design." A final document is included that lists guidelines for partially determining a school's inclusion as a "SMART School Design." 41p.

This two-part guide presents information for United Kingdom school governors [school board members] to help them in the management and development of their educational facilities. The guide explains how to carry out duties and responsibilities as a client for a building project, and it shows how to ensure that the work carried out is appropriate and helps raise the school's educational standards. Part 1 establishes the context in which capital and recurrent funding may be used. Part 2 describes the possible processes needed to carry out building projects, whether minor repairs or a major capital project such as a new classroom or block. Lists of references and main professional bodies conclude the guide. 40p.

This user guide was developed to assist school districts, step-by-step, through the log on and retrieval of New Construction and Modernization project information for the Lease-Purchase Program. By utilizing this service, school districts can avoid delay when inquiring for standard project standard questions. The Office of Public School Construction published the Project Tracking User Guide to assist you in understanding how to use the Project Tracking System (PTS). It will explain how to access the service, what to enter in the fields, and how to move from screen to screen. The guide includes a survey summary of costs for new schools. 180p.

This guide presents cautionary tips for protecting children's health during school renovation and construction projects, the New York state laws regarding school renovation and construction, and the steps the law requires to eliminate dangerous conditions for children during these projects. Included is a checklist of uniform safety standards during school renovations and construction and several examples illustrating the negative outcomes when districts renovated or constructed their schools without regard to the effects on children's and adult's health. Selected resources for additional information are provided. [Free registration required.] 6p.

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.

This book examines each phase in the process of planning capital projects and those individuals in the schools who make decisions about the buildings students will use. It uses the long range planning process of the school system as the vehicle for providing the proper housing for students and programs. Program development, student enrollment projections, existing facility evaluation, and financial planning are discussed. Further areas address the development of the capital improvement program, architect employment, educational specifications development, the federal regulations in planning educational facilities, design phase monitoring, construction project bidding and construction phase management, and technology planning. Appendices provide sample forms and correspondence such as the standard forms of agreement between owner and architect and between owner and contractor, a middle school appraisal form, site selection flow chart, a flow chart for developing educational specifications, job description for construction supervisor, a planning process evaluation form, and school planning checklist. 299p.

This booklet is designed for administrators who are being encouraged to build a new, or remodel an old, school facility. It describes the planning process from perceived need to the hiring of an architect; the duties of the architect, bondsman, and contractor; school bonds and finances; disability access requirements; force account; economical maintenance; the chronological order of construction; an overview of building systems and materials; applicable state laws; construction costs; and sample construction forms. Also included are Oklahoma State Fire Marshall fire resistive considerations and safety. Appendices contain a checklist for designing maintenance-free buildings; samples of the forms used in building construction projects such as contracts, bonds, and affidavits; and examples of energy conservation measures. 84p.

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.

This book provides information needed by design professionals, project managers, contract administrators, and resident engineers or inspectors, laying out steps for conducting on-site project administration. Chapters cover project delivery systems, documentation, construction laws and labor relations, meetings and negotiations, materials, claims and disputes, and project closeout. 587p.

This manual of procedures, protocols, and recommended guidelines is for the construction administration, quality control and structural inspection of school construction projects. Resource for school administrators, architects, attorneys, contractors, project managers, superintendents, inspectors of record, and special inspectors. 122p.

Handy list of recommendations that have been successful in reducing indoor air quality complaints during building renovation activities, including 1) coordinate construction schedule; 2) separate construction and occupied areas; 3) prevent dust from migrating to occupied areas; 4) prevent exposure to hazardous chemicals in construction products; 5) inspect areas for lead and asbestos; 6) respond to acute episodes of indoor air quality complaints; 7) check building ventilation. 2p.

Examines the roles of the building principals assigned to the schools, their perceptions of the building design and construction process, and how their respective roles in the process are manifested in ownership of their schools. The focus of the study was two schools designed by the same architectural firm and constructed at the same time by the same general contractor. The results suggest a relationship between a principal's involvement in the school design process and resultant ownership. 129p.

This is a sample contract between a school district and an architect. It includes such basic services as schematic design, preliminary plans, final plans, modernization, consultants extra services, clients responsibilities, project costs, architect compensation, time schedule, accounting, insurance documents and arbitration. 18p

This document was developed to provide those individuals involved in school construction with an easy-to-understand resource. Ten chapters address facility and educational planning, budgeting and funding, organizing the planning team and process, site selection, space planning, contracts and negotiating, the design and building process, special features of an educational facility, security and vandalism prevention, and indoor air quality. Includes a school evaluation and a site selection criteria checklist, theoretical space profiles for three educational facility levels, a table detailing adequate space allocation, and a standard school project schedule and construction timeline. The appendix provides the following samples: "Request for Proposal" questionnaire, policy statement, letter of intent for subcontractor, commitment form, school construction project directory, construction data sheet, and project cost data sheet. 125p.

This guide addresses the most common considerations when building school facilities in Kentucky. Included are the regulations for the Capital Construction Process, the Kentucky Department of Education's Project Review Process, and a suggested document filing system. Additionally, it features common questions and their answers regarding the Kentucky Facility Programming and Construction Criteria Planning Guide. Appendices provide a variety of school design and construction information accumulated from school construction projects, a plan review checklist for school building projects, and forms for developing requests for proposals and project account summary sheets. 48p.

A school construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides guidance in the area of managing the construction process covering such topics as consultant appointment and management, various contracting methods, forms of contract, time management, budget control, managing contractual changes, and post-contract management. Specific topics include an explanation of consultant types, agreements, and fees; securing quotes for work; assessing tenders; and describing the roles of the project and construction managers. 27p.

Examines how the instructional process is affected by major construction on an elementary campus while school is in session. Five schools in Arizona’s Washington Elementary School District formed the setting for this study. The study concluded that the students were not impacted nearly as much as the principals, faculty and staff of the schools. Three recommendations were made for those considering renovation: 1) allow time to examine the worthiness of the renovation project as well as time to carry out the project; 2) hire adequate support staff to aid in carrying out the project; 3) hire a construction supervisor to represent the school who is well versed in construction and education and is knowledgeable in coordinating the two. 188p.

School modernization projects must deal with the problem of what to do with students who may be displaced during the construction. This report is based on information provided by some 50 school districts that had experienced relocation problems. Each of the major relocation strategies is examined, and its advantages, disadvantages, and requirements are discussed. To tie the discussion to real situations, the experiences of some school districts that have tried each strategy are reported. 16p.

Considers the improvement of school facilities in four parts: 1) development of a long-range plan including curriculum and building needs; 2) development of an individual project, covering stages from planning through occupancy; 3) planning for specifics of function, health, beauty, and economy, and 4) whether to modernize or build new. 382p.

Advises on assembling a school construction team, detailing the duties of a project manager, how the project manager addresses the school district's culture and financing mechanisms, and consultant roles.

Profiles San Diego's new Laura G. Rodriguez Elementary school, built on a former dumpsite in a distressed neighborood. The creation of the complex seven-building campus on an aggressive construction schedule and a small site was coordinated by a construction management firm.

Discusses the use of building information modeling (BIM) to create 3-D simulation of educational facilities designs so that all project participants can accurately design and construct their systems. Advice on coordinating a BIM project is included.

Discusses the advantages of Design-Bid-Build project delivery for school construction. Recent state legislation and experience with this method are considered, as are its potential disadvantages and advantages.

Discusses coverage of mistakes in construction documents, considering when the architect should pay costs associated with errors related to their mistakes, and when they should not be held liable for errors attributed to the owner or contractor. Measuring the amount of liability to be assessed to the client, architect, and contractor is discussed, as are typical insurance carried by architects and recommendations to owners as to how to anticipate and prepare for extra costs and delays.

Discusses oversight of school construction contractors to assure safe work that follows specifications. Hiring of a knowledgeable clerk or construction manager is recommended, and their qualifications and duties are cited. Oversight of expenses and regular site visits by the school board are encouraged, as is strict security at the jobsite.

Profiles the construction of the University of Kansas Multidisciplinary Research Building, whose completion in 15 months made the University eligible for federal grants. Details of design, project management, construction, and pre-ordering of equipment are included.

Advises on how to avoid extra design costs to redesign a laboratory down to meet a budget. This involves bringing the general contractor or construction manager into the project earlier than the bid phase, to work along with the design team. The benefits to scheduling, quality, and cost of early and continuous teamwork are discussed as well.

Reviews situations in new school construction that can escalate from inconvenience to litigation. These include site selection, project delays, cost overruns, improper contracting, and poor workmanship.

Provides an extensive checklist of warning signs that might indicate funding trouble for a school capital program. These involve long-range planning, management of the bond issue, construction project management, building programming, and communication and citizen involvement.

Reviews details of managing construction on campuses that are in use, advising on before-, during-, and after-construction issues involving hazard mitigation, site preparation, scheduling, communication, emergencies, engaging of custodial staff, environmental issues, fire precautions, student safeguards, delays, and educational opportunities.

Reviews how the city of New Haven, Connecticut, is managing a program to build five new schools and renovate seven others. Financing and project management are covered.

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.

This focuses on some of the planning and design concepts one may be asked to consider in providing direction to a design and construction team. These include technology, aesthetics, and environmental responsibility. This article is part of a series that has offered insight on planning a facilities project, hiring professionals, delivery system options and owner's responsibilities.

Describes the turnaround of a troubled Middletown, Connecticut, high school construction project. The dismissal of the first project management team and changes made by the second that put the project on track are covered.

This article explains how a project owner can be an active participant during the design and construction of his/her facility. The author discusses the two levels of participation the project owner needs to actively work with the design and construction team. And he further states that a project owner can enrich his/her personal experience and learn a lot about the process of design and construction by being actively involved and asking questions throughout the design and construction period.

Increased student enrollment and the current poor state of the educational infrastructure require the construction of more school buildings and the renovation of many of the existing ones. The large number and magnitude of change orders in these projects constitute an impediment to the rapid and economic delivery of these projects. A total of 6,585 change orders filed in a school district's projects in the 5 1/2 year period from 1999 to 2004 were analyzed in five categories including owner-directed changes, code compliance issues, errors/omissions in contract documents, discovered or changed conditions, and others. The results of the study indicate that the dollar value of change orders relative to the original contract can be reduced if preventive measures are taken. These measures include choosing the right construction management firm, emphasizing the definition of project scope early in the project, and effectively managing the precontract activities by conducting value engineering and constructability reviews. The results indicate that school projects can be completed with change orders not exceeding 5% of the contract value if these measures are taken. This study is of relevance to practitioners involved in school design and construction projects. [Authors' abstract]

Discusses construction project management at length, including timing, assessing, and securing the bids; contingency funding; liquiditated damages to cover delays; contractor- generated voluntary alternates; timing, funding, and reducing the number of change orders; and keeping the project out of litigation when disputes arise.

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.

Discusses the advantages and requirement of three-dimensional building design, and the utilization of a building information model (BIM) that can yield necessary information for systems designers and contractors.

Describes the necessity of drying building materials after installation, outlining risks of damage and contamination from moisture lingering in the building. HVAC systems should not be used to accomplish drying. Proper drying is defined, and problems using heat for drying are cited. Dessicant heaters constructed specifically for this purpose are recommended, as they attract a greater volume of moisture and operate well at a variety of temperatures.

Shares effective management techniques in the planning, design, and construction of several K-12 projects from inception to completion. The selected projects showcase methods and procedures used to control t