Proposal to Provide: Architectural Design Services

Proposal to Provide:

Architectural Design Services

Submitt ed to:

State College Area School District

January 5, 2012

in association with:

Williamsburg Square || 1975 Waddle Road || State College, PA 16803 T: (856) 797‐4300 || F: (856) 983‐8739 || E: corpinfo@bh‐ba.com

www.bh‐ba.com Pennsylvania I Louisiana I Maryland I Mississippi I New Jersey I Tennessee I West Virginia I Germany

January 5, 2012

Mr. Ed Poprik, Director of Physical Plant RE: Architectural Design Services State College Area School District 131 West Nittany Avenue State College, PA 16801

Dear Mr. Poprik:

In these hard times there are two aspects of school design and delivery that we have all had to come to grips with; design must complement pedagogy and construction funds are harder to come by.

The BH/BA | FHAI team has experience and solutions for both.

For more than 50 years Fanning Howey has been a national leader in school design. Our mission of “Creating places to Learn” has demanded a standard of care that focuses on the support of educational spaces and the learning environments. Our “next generation” of school facilities focus on “future proof” strategies for flexibility and adaptability. Our school designs, especially our High School designs, provide a center for community education, improvement, and well being.

This focus on the “next generation” of school design has led us to also reconsider the principals of sustainable design. Gone are the days of “counting points” for one certification or another. Our design teams take a holistic approach at sustainability and life cycle costing. Fanning Howey has recently completed the design and construction of one of the first “Net Zero” school buildings in the country. Looking at the aggregate energy use across the course of a year allows us to maximize building efficiency and sustainability. An “after the fact” LEED analysis of the Ft. Huachuca School, the Net Zero school, also realized a Gold certification much to the surprise and excitement of FHAI’s client.

Our team has the resources to look at the environmental as well as facilities sustainability issues. The “places to learn” are not limited to the confines of conditioned space.

With our team being located in the City of State College, we can provide these resources and expertise to the School District on an immediate and present basis. We feel that this is a critical discriminator due to the fact that we commit to aggressive bond referendum assistance.

In summary the BH/BA | FHAI team brings you four essential discriminators:

1. Recognized Comprehensive “Next Generation” High School expertise 2. Net Zero / Sustainability school design leadership 3. Local State College location, and 4. Bond Referendum assistance track record

We are so confident of these discriminators and their benefit to you and the future High School community that we will put “our money where our mouth is”. Our teams we have long-term stability in our ownership structure and a longer history of successful projects that allows us to offer some of our services and design development “at risk” in support of the development of the necessary bond campaign information.

Thank you for the opportunity to present our qualification and capabilities. We look forward to the opportunity of presenting our team in person.

Sincerely, BUCHART HORN, INC./BASCO ASSOCIATES

Anthony J. Shinsky, AIA, LEED AP Vice President of Facilities


CONTENTS

2. Sustainable Design

3. Referenda Assistance

4. 21st Century High Schools

5. Personnel

6. Consultants

7. Project Experience


INTEGRATED SUSTAINABLE DESIGN

Sustainable Design Our standard design practice produces educational facilities that can typically achieve LEED Certification, whether the Owner chooses to pursue LEED or not. But in this day and age, LEED Certified isn’t enough. We propose to design your project to achieve Net Zero.

Over the last several years, energy efficiency and sustainability has continued to become more important. As a result, the buildings being designed for school districts across the country have become more and more efficient. Buildings designed five years ago were designed to operate in the 50 kbtuh/sf/year range, whereas buildings designed more recently were designed to operate in the 25 kbtuh/sf/year range. This equates to a 50% reduction in utility costs, as well as reduced dependence on fossil fuels. The reduction in utility costs means that there will be funds that no longer need to be spent on operating the buildings that can now be used to fund other educational programs.

Contrary to perception, “Net‐Zero” does not mean that the building does not use any utilities. It means that over the course of one year, the total utility consumption of the building vs. the total utilities generated on the building site equal zero. “Net‐Zero” buildings typically are designed to operate in the 15‐19 kbtuh/sf/year range, and then on‐site renewable energy is added to offset the use of the building. Some months, the facility will have utility bills that require payment, and in other months, the utility bills will result in a credit.

Some high efficiency design options to consider include: a high efficiency building envelope with increased roof and wall insulation, and upgraded glazing for the windows; heating and cooling by a water‐cooled variable refrigerant volume system ‐ this system utilizes a geothermal loop to absorb heat from, and reject heat to the ground; all occupied spaces will include natural daylighting and lighting controls to reduce the amount of electric lighting when natural light provides satisfactory lighting levels; laptop computers can be used throughout to reduce plug load energy consumption; solar water heating can be used for domestic hot water and pool water heating, should a swimming pool be part of the project. All of these strategies, as well as occupant usage, can help result in your new high school becoming “Net‐Zero.”

LEED Project Experience Buchart Horn, Inc./BASCO Associates currently has six projects, which have either achieved or are pursuing LEED certification, and four projects with SPiRiT* certification. Fanning Howey currently has 60 projects which have either achieved or are pursuing LEED certification. Projects Certified LEED Gold Clyde‐Green Springs EVS, Clyde, OH Clyde Elementary School A/R McPherson Middle School


INTEGRATED SUSTAINABLE DESIGN Dayton Public Schools, Dayton, OH Meadowdale High School Edison PK‐8 School Trexler Nature Preserve, Lehigh County Environmental Center

Projects Certified SPiRiT Gold Fort Indiantown Gap, Annville, PA Mission Support Training Facility Unmanned Aerial Vehicle Maintenance Facility 171st Air Refueling Wing Combat Arms Training Simulator and Combat Arms Training and Maintenance Facility

Projects Certified LEED Silver District of Columbia Public Schools, Washington, DC Phelps High School Recovery School District, New Orleans, LA Lake Area High School

Projects Certified SPiRiT Silver Fort Indiantown Gap, Annville, PA Unit Site Storage Facility

Projects LEED Certified Canaan Valley Institute Research Support Facility

Projects Pursuing LEED Platinum Fremont City Schools, Fremont, OH New Middle School Projects Pursuing LEED Gold Cincinnati Public Schools, Cincinnati, OH North Avondale Elementary School Winton Montessori at Schwab School Detroit Public Schools Martin Luther King High School District of Columbia Public Schools, Washington, DC Eastern High School Renovation Wilson High School Modernization Takoma Elementary School Reconstruction Huber Heights City Schools, Huber Heights, OH 5 New Elementary Schools Wayne High School Weisenborn Middle School Louisville City Schools, Louisville, OH Louisville High School A/R Louisville PK‐5 Building Manheim Township School District, Lancaster, PA Manheim Township High School Recovery School District, Baton Rouge, LA Fannie C. Williams Elementary School


INTEGRATED SUSTAINABLE DESIGN Rio Rancho Public Schools, Rio Rancho, NM V. Sue Cleveland High School

Projects Pursuing LEED Silver Austintown Local Schools, Youngstown, OH New PK‐2 Elementary School New 3‐5 Elementary School Bellevue City Schools, Bellevue, OH New PK‐5 Elementary School New 6‐8 Middle School Cincinnati Public Schools, Cincinnati, OH Chase Elementary School Columbus Grove Local Schools, Columbus Grove, OH New PK‐12 Additions/Middle School Renovation Coshocton City Schools, Coshocton, OH New PK‐6 Elementary School Dayton Public Schools, Dayton, OH Residence Park PK‐8 School Eastmont PK‐8 School Detroit Public Schools, Detroit, MI Brightmoor PK‐8 School Clark PK‐8 School Downingtown Area Schools, Downingtown, PA Downingtown Middle School

Eaton Community City Schools, Eaton, OH Eaton Elementary School Eaton Middle School Elgin Local Schools, Marion, OH Elgin K‐12 School Hopewell‐Loudon Local Schools, Bascom, OH Hopewell‐Loudon K‐12 School Madison Local Schools, Madison, OH New Elementary School New Middle School Maple Heights City Schools, Maple Heights, OH New PK‐1 Elementary School New 2‐3 and 4‐5 Elementary School Milkovich Middle School New High School North Baltimore Local Schools, North Baltimore, OH New High School/Middle School Powell Elementary School Renovations Port Clinton City Schools, Port Clinton, OH New Middle School Bataan Memorial Elementary School A/R Princeton City Schools, Cincinnati, OH New Middle/High School Vanguard‐Sentinel Career Centers, Fremont, OH Vanguard Career & Technology Center A/R Sentinel Career & Technology Center Renovations


INTEGRATED SUSTAINABLE DESIGN Western Reserve Local Schools, Berlin Center, OH Western Reserve K‐12 School Xenia Community Schools, Xenia, OH 5 New Elementary Schools

Projects Pursuing LEED Certification State Correctional Institution Pine Grove, PA New L‐3 Housing Unit State Correctional Institution Coal Township, PA New L‐3 Housing Unit


REFERENDA EXPERIENCE

Winning at the polls has never been more important. The best conceived and designed projects are never executed without financing. In the current economic climate, securing voter approval is challenging to say the least.

The Fanning Howey approach, which was initiated over 20 years ago and refined as opportunities and challenges have emerged, is a proven method for referendum success. Our record of success speaks for itself. During the past five years, which includes the height of the Great Recession and when nationally, less the one‐third of the efforts passed, Fanning Howey‐led referenda were successful 55% of the first‐time tries (37 out of 67). This included assisting with successful campaigns in economically hard‐hit places such as Detroit, which passed a $500 million dollar referendum despite the recession. When considering second attempts, the Fanning Howey success rate increases to over 80%.

Winning is based on four key elements. However, a campaign has direct control over only three. Whether it is a political campaign, a ballot initiative or a referendum vote those same four elements are present.

Issue / Messaging First, there needs to be a good issue. A “good issue” is defined as a project which clearly meets educational needs and has been developed with a significant degree of community‐wide stakeholder involvement. The benefits of that “good issue” must be defined and communicated.

The BH‐BA/FH team will assist with both efforts. In the first effort, we will work with you to spell out both the academic benefits of a new high school as well as the community benefits embodied in the project.

That leads directly the second effort—messaging. The benefits of a new high school will resonate differently with individual voter groups. Obviously, the educational benefits tend to positively influence parents. However, with only about one‐third of the households within the State College Area School District having children at home, a significant portion of the electorate will be motivated by other benefits. Older adults are often positively affected by the benefit a new school brings to property values. Analyzing the voter registration list and crafting a message that appeals to different voter groups is a key to success and an effort in which the BH‐BA/FH team excels.

Also the medium with which the message is delivered is critical. Years ago mass media, door‐to‐door, and direct mail were the standard message mediums. With the evolution of the Internet, a Web site and use of social media are becoming increasingly important. Again, the BH‐BA/FH team has proven experience in that area.


REFERENDA EXPERIENCE

Organization The second element is organization. A successful referendum vote needs a good organization to accomplish the multitude of tasks necessary to win. This graphic depicts the key elements of the BH‐BA/FH team approach. It begins at the top with developing an outstanding leadership committee. Next, there are clearly defined tasks that the organization needs to accomplish from analyzing voter behavior to targeting likely “YES” voters all culminating in an Election Day win!

The campaign organization and its tasks have all been documented in a campaign “playbook” that is provided to the leadership committee at the start.

Financing Financing is the third element of a successful referendum vote. Every campaign needs some degree of funding to deliver its message. The BH‐BA/FH team has developed techniques and strategies to define what is needed; raise sufficient funds; and use those resources wisely to conduct a successful campaign.

Opportunity The final element of a successful referendum effort is one in which the campaign committee has no direct control over ‐ “opportunity.” Outside events that can impact a campaign in either a positive or negative manner do occur. A jump in gas prices or a new employer moving to the community can affect the mood of the electorate. While the campaign committee cannot control those factors, what our approach does is build a system that takes advantage of opportunities and mitigates challenges.

Summary With more than 20 years of successful referenda campaign assistance, we look forward to putting our proven method to work for State College Area School District!


21ST CENTURY HIGH SCHOOL DESIGN

Change is the one constant in today's high schools. These buildings are being asked to support an ever‐expanding array of curriculum offerings and instructional methods. They are increasingly providing a "24/7" approach to community use. And they are doing so while minimizing operating costs and the impact to the surrounding environment.

With this in mind, the BH‐BA|FH team helps clients plan and design 21st century high schools that are flexible, adaptable, and highly‐customized. We strive to create learning environments – both traditional and non‐traditional – that support current curriculum needs and have the ability to change over time.

Consistently recognized for excellence, we have won more than 150 local and national design awards, including three Crow Island Citations, three Shirley Cooper Awards, and 21 Impact on Learning Awards. Our team combines relevant experience with nationally‐recognized educational facility designers.

Designed From the Curriculum Up Our collaborative process engages all stakeholders in an exploration of current and future trends. The goal is to gain a clear understanding of the client's educational philosophy and curriculum delivery methods, so that the building can support teaching and learning in the most effective way. This includes in‐depth discussions regarding the use of educational technology – one of the most rapidly‐changing elements of the modern high school environment.

A Focus on Flexibility The best high schools provide flexible environments that can change along with the needs of teachers and students. Operable walls, raised access floors, and adaptable classroom configurations help to ensure that the building will be as relevant 50 years from now as it is on the first day of school.

Student‐Centered Sustainable Design The incorporation of sustainable strategies is one of the most important aspects of a 21st century high school. Daylighting, indoor air quality, thermal comfort, and acoustics all have a significant impact on a student's ability to learn. In addition, we provide clients with a host of options – ranging from chilled beam systems to displacement ventilation – that can lower operating costs and allow more money to be directed toward education. In many cases, our designs incorporate demonstration elements such as renewable energy systems which allow the building to be used as a teaching tool.

Community Use A 21st century high school is more than just a place to learn. Today's flexible facilities support a wide variety of community activities. Performing arts centers, continuing education labs, gymnasiums, and athletic fields help to enhance the lives of all residents and establish the high school as a true center of the community.



Recent 21st Century School Experience

V. Sue Cleveland High School Redefining the Learning Environment. At the new V. Sue Cleveland High

School, learning doesn't just occur in the classroom. Six "schools‐within‐a‐school" offer safe, personalized environments, including project rooms and commons areas for breakout activities. The secured outdoor Main Street Plaza, the library, lecture hall, and a variety of high‐tech studio labs are also hubs of learning. The school's diverse range of offerings allows students to pursue individual interests and prepare for post‐secondary education.

Multi‐Disciplinary Instructional Center Say Goodbye to the "Sage on the Stage." The Zionsville High School Multi‐Disciplinary Instructional Center offers students a self‐directed, project‐based learning environment. The open, flexible floor plan allows students to reconfigure the space to accommodate their needs. Teachers' stations are located along the side walls, allowing students to quickly and easily engage instructors if they have questions. In this environment, the teacher no longer acts as a "sage on the stage;" instead, they are a "guide by the side."



Fort Huachuca Middle/High School Complex A 21st Century Learning Environment. Fort Huachuca represents an entirely new type of learning environment. The school's STEM‐based curriculum will be supported by a cloud computing environment and hand‐held instructional devices for students. Flexible Collaboration Areas will support individual, small group, and large group instruction. In the High School Wing – which has been designed but will be constructed in a separate phase – students will experience an environment very similar to that of a community college or professional workspace.

Phelps Architecture, Construction and Engineering High School Building as a Teaching Tool. Sustainable elements at Phelps – a LEED Silver certified building – do more than lower operating costs; they also help students learn. The design includes exposed, multicolored building systems, horticultural gardens, and a variety of demonstration elements, including photovoltaic solar arrays, wind turbines, and a geothermal system. In addition, specialized learning areas, such as an HVAC laboratory with three alternate heating source units, allow students to explore careers in the field of sustainability.



Eastern High School Reinventing a Classic. The renovation of Eastern High School turned an 80‐

year‐old building into a 21st century learning environment. Sustainable strategies – the design team targeted LEED Gold certification – include building envelope upgrades and the replacement of inefficient heating equipment. However, building systems aren't the only thing new at Eastern. Many outdated classroom areas are now cutting‐edge, project‐based learning environments. This includes a Project Lab, which includes a real‐life ambulance used by the school's Health and Medical Science Academy.

12Educational Facility Planner | Volum

e 45: Issue 4w

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INN

OVATIVE ED

UCATIO

NAL D

ELIVERY n

“W

e don’t want a Taj M

ahal School.”

“We need a C

hevy school, not a C

adillac.”

“Buildings don’t matter; kids can

learn in tents.”

Anyone involved in the planning

and design of school facilities has al-m

ost certainly heard one, or all, of these statem

ents. At their core, these

sentiments call into question the role of

the learning environment in the edu-

cational process. In these economic

times—

when funding for education is

increasingly limited and budget cuts

are the norm—

is it more im

portant to spend our m

oney on teachers than on facilities? C

an the quality of a teacher transcend a subpar environm

ent?

Put another way, “D

o school facili-ties m

atter?”

This question is in no way new

. For years, educational theorists, psy-chologists and econom

ists have tried to identify the specific factors w

hich im

pact a person’s development. Their

findings not only suggest that schools do indeed m

atter, but that they have an im

portant new role to play in the edu-

cational process—one that is focused

on inspiring achievement rather than

limiting obstacles to education.

A Tale of Two Com

munities

To highlight the difference that

school facilities can make, it is helpful

to examine tw

o very different learning com

munities.

In 2008, the A

merican Institute of

Architects’ C

omm

ittee on Architecture

for Education held its annual confer-ence in H

elsinki, Finland. The theme

of the conference was “Schools in a

Flat W

orld: G

lobal Perspectives

in Pedagogy and the Built Environm

ent,” and part of its purpose w

as to expose attendees to H

elsinki’s schools, which

are widely acknow

ledged to be among

the best and most sophisticated in the

world.

C

ontrast this with a 2010 trip to

Haiti sponsored by Schools for C

hildren of the W

orld (SCW

). Organized in re-

sponse to the devastating earthquake, the purpose of the trip w

as to help re-build the nation’s schools. U

pon arriv-ing in Léogâne, one of the hardest hit regions of H

aiti, the SCW

team found

students learning in tents that served as m

akeshift schools. It was not a rare

occurrence to see goats grazing inside the “classroom

s.”

The juxtaposition

of these

very different learning environm

ents raises an interesting question: W

hat role do schools play in the quality of education in H

elsinki and Haiti? H

istorically, H

aiti has one of the lowest literacy

rates of any of the Latin Am

erican and C

aribbean countries, while Finland has

some of the highest literacy rates in

the world. O

bviously, there are many

social, economic and political factors

which lead to these results. But if

you removed H

elsinki’s students and

teachers from their m

odern schools and placed them

in the tents of Léogâne, w

hat would be the effect on student

achievement?

C

an you get great results teaching in a tent?

Developm

ent Theory and Environmental

Impacts

For hundreds of years, hum

ans have w

restled with the issue of our

relationship to the surrounding en-vironm

ent. In 1935, the psychologist K

urt Lew

in published

his fam

ous equation B=f(PE), in w

hich he stated that behavior (B) is a result of a per-son’s (P) interaction w

ith their envi-ronm

ent (E). This theory was intend-

ed to equalize the role of nature and nurture, stating that behavior w

as a product of the dynam

ic interaction be-tw

een the two forces. O

f equal impor-

tance was the em

phasis that Lewin’s

equation placed on an individual’s current conditions as opposed to their past experiences.

In 1992, Urie Bronfenbrenner, an-

other noted psychologist and the co-founder of the H

ead Start program,

suggested a substitution to Lewin’s

theory, stating that a person’s develop-m

ent is the product of their interaction w

ith the

surrounding environm

ent. This equation is presented as D

=f(PE), and explains how

emotional, social

and cognitive development occurs in

context. (Bronfenbrenner, 2004)

Am

idst the debate over funding cuts, an increased focus on teacher effectiveness, and the move tow

ard e-learning, m

any question the importance of quality educational facilities. But an exam

ination of developm

ental and psychological theory suggests that exceptional schools have an exciting and crucial role to play in 21st century education.

Transcendent Schools for the 21st Century

By Greg M

onberg, George K

acan and Riyad Bannourah

13w

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Educational Facility Planner | Volume 45: Issue 4

The w

ork of these two em

inent psychologists w

as ahead of its time.

Both recognized the impact of the en-

vironment on hum

an development,

and both lamented the lack of focus in

general psychology on an individual’s physical environm

ent, in particular.

Throughout the 20th century, the educational com

munity displayed a

similar reluctance to address the link

between

student achievem

ent and

school facilities. Then, in 1970, Eric H

anushek, an expert on educational policy, published a theory in w

hich he stated that educational outputs are a function of innate abilities (I), fam

-ily inputs (B), peer influences (P) and school inputs (S). This w

as expressed as an equation: A

it =f (Ii ,Bi (t),Pi (t),Si (t)).

(Hanushek, 1970)

H

anushek’s equation

does ac-

knowledge that the school environ-

ment is a significant factor in educa-

tional success. How

ever, a closer look reveals that three of the four inputs – innate abilities, fam

ily, and peer influ-ences – prim

arily occur outside school

walls. This observation is further borne

out by Dan G

oldhaber, who, in a 2002

article in Education Next, cited research

revealing that 60 percent of the differ-ence in student test scores can be ex-plained by factors outside the school itself. (G

oldhaber, 2002)

The implications are obvious for

the student of Haiti and H

elsinki. H

anushek and Goldhaber’s research

suggests that, tents or no tents, the students of H

aiti are hamstrung by

their social

and econom

ic lim

ita-tions. By the sam

e token, the stu-dents of H

elsinki—w

ith their strong social

structure and,

by-and-large, privileged backgrounds—

should be able to thrive in nearly any learning environm

ent.

In the model of the school plan-

ning and design that defined the 20th century, the previous statem

ent may

be true. How

ever, by taking a new

approach to

K-12

school planning

and design, we can give school fa-

cilities renewed relevance in the 21st

century.

The Deficit and H

umanistic M

odels of Educational Facility Planning

In the mid-20th century, A

braham

Maslow

forever changed the field of psychology. U

p until that time, psy-

chologists viewed patients as a “bag of

symptom

s,” made up only of diseases

to be cured. (Hoffm

an, 1988) Maslow

reversed this view

, choosing instead to focus on the qualities of an exceptional person. From

this revelatory change in em

phasis came the fam

ed Hierarchy of

Needs.

To

ensure that

school facilities

have a positive impact on education

in the 21st century, there must be the

same shift in focus. The 20th century

approach to K-12 school planning and

design viewed facilities as problem

s to be solved. H

ow do w

e provide an ade-quate am

ount of space within the exist-

ing site? How

do we m

eet the budget w

hile accomm

odating the educational program

? How

do we rem

ove barriers to learning?

By merely focusing on rem

oving barriers to learning, w

e engage in a


e 45: Issue 4w

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20th century, or Deficit M

odel, of edu-cational planning and design. In this approach, a school has little chance to im

pact the 60 percent of factors which

exist m

ainly beyond

the boundar-

ies of the campus. H

owever, to m

eet the challenges of the 21st century, the educational com

munity m

ust adopt a H

umanistic M

odel of educational facil-ity planning, in w

hich the physical en-vironm

ent acts as a catalyst for raising the quality all of these inputs.

The difference between the tw

o ap-proaches can be sum

med up by a quote

attributed to W.B. Yeats: “Education

is Not the Filling of a Pail, but the

Lighting of a Fire.” In the Hum

anistic M

odel of educational facility planning,

the learning

environ-m

ent serves to enhance each of the factors that

influence educational out-com

es. It is flexible enough to

accomm

odate the

innate abilities of each student. It en-

courages parental involvement by es-

tablishing the school as a comm

unity center. It enhances peer-to-peer rela-tionships through the integration of project-based

learning environm

ents and through physical and technologi-cal connectivity.

In short, in the Hum

anistic Model,

a school is more than a vessel for the

learning process; it becomes an inte-

grated tool for enhancing education.

A Hierarchy of N

eeds f or 21st Century Schools

Much like A

braham M

aslow used

a Hierarchy of N

eeds to explain what

makes certain individuals so success-

ful, we can use a H

ierarchy of Needs

to assist in the planning and design of school facilities. In such a hierarchy,

transcendent schools would satisfy all,

or most, of the follow

ing needs:

• Level 1 – Facility N

eeds: The school is safe, secure, w

eather-tight and code-com

pliant.

• Level

2 –

Program

Needs:

The school has space appropriate to the curriculum

and pedagogical approach.

• Level 3 – Student-Centered N

eeds: The school is optim

ized to meet the

ideal environmental needs of stu-

dents, reducing stress and increas-ing choice.

• Level 4 – Com

munity N

eeds: The school is reflective of neighbor-hood values and m

eets esteem and

comm

unity service needs.

• Level 5 – Facility Actualization: The school is a fully-integrated teach-ing and learning tool.

• Level

6 –

Transcendence: The

school inspires other comm

unities to achieve sim

ilar results.

A

s in

Maslow

’s H

ierarchy of

Needs,

one level

is not

necessarily m

ore important than the others, but

each lower level m

ust be achieved be-fore the next can be reached. For ex-am

ple, if students do not feel safe in their classroom

, or if the learning envi-ronm

ent is not arranged to effectively support the current curriculum

, it does not m

atter how m

uch daylighting you have or if you em

ploy the latest tech-nology. Each level of the hierarchy builds upon the next, and school dis-tricts m

ust address all needs to create a truly transcendent school.

In the same w

ay, the higher you go on the H

ierarchy of Needs, the eas-

ier it is to achieve the next step. This suggests that in educational facility planning, the m

ajority of the available resources

should be

spent address-

ing lower order needs. A

school only achieves transcendence w

hen it first lays the groundw

ork by providing a safe, educationally-appropriate learn-ing environm

ent. In fact, once a level

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has been satisfied, many districts natu-

rally begin to focus on the next.

The Future of Transcendent Schools

So, what does a transcendent school

look like? Boiled down to its sim

plest term

s, it is about creating connectivity am

ong students and their surround-ings. The traditional classroom

model

filters information through a prim

ary source, “the sage on the stage.” In an integrated classroom

, all students are connected and can learn from

one an-other. The teacher then becom

es the “guide on the side.”

The ubiquity of digital informa-

tion is another important aspect for a

transcendent school. Although techno-

logical change is rapid and seemingly

unpredictable, the direction of change is apparent – tow

ards lower cost and

increased connectivity, mobility and

speed. This requires school districts and their planning and design consul-tants to have a clear understanding of technology and its influence on cur-riculum

delivery. Cloud com

puting, thin clients, virtualization – each of these developm

ents are changing how

students and teachers interact. In the future, the classroom

will not be as w

e know

it today. How

ever, by following

the Hierarchy of N

eeds, we can ensure

that the school – in whatever form

it takes – w

ill be a relevant and power-

ful tool for intellectual, social and emo-

tional growth.

It is this com

mitm

ent to growth

and change that is the most exciting

for school districts, educational plan-ners and architects. In the previously referenced 2008 trip to Finland, tw

o m

embers of the A

IA C

omm

ittee on A

rchitecture for Education spent time

exploring nearby Estonia. There they found

the A

dolphi G

ustav School,

which w

as established in the 1600s by the K

ing of Sweden and is housed in an

800-year-old building that originally served as a nunnery. But rather than touring an old and outdated structure, the architects w

ere treated to a high-tech learning environm

ent, complete

with LC

D im

ages projected onto cen-turies-old stone w

alls and interactive

whiteboards being used to teach stu-

dents about the work of Frank Lloyd

Wright.

Located

a w

orld aw

ay in

an 800-year-old building, these Estonian students w

ere taking a virtual tour of Frank Lloyd W

right’s Falling Water.

This scene

typifies the

educational landscape of the 21st century – a w

orld that is rich w

ith opportunity. As edu-

cators, educational planners and archi-tects, it is our job to ensure that these opportunities are m

et with relevant,

functional and inspiring school facili-ties. It is our job to do m

ore than “fill the pail”, w

e must transcend w

hat we

thought was possible just decades ago

and “light the fire” by creating dynam-

ic learning environments that allow

students to m

eet the challenges of an increasingly com

plex, connected and w

ondrous world. n

______________________________________G

reg Monberg, AIA, REFP, LEED

AP BD+C,

is a principal with Fanning H

owey and has

focused on school design for more than 17

years. He is an active m

ember of CEFPI,

and recently volunteered for the Haiti Relief

Task Force sponsored by CEFPI and Schools for Children of the W

orld. In 2008, Greg

participated in the AIA-CAE “Schools in a Flat W

orld” Conference in Helsinki. H

is recent projects include the aw

ard-winning H

arding Elem

entary School in Ham

mond, Indiana,

and the new G

reater Gentilly H

igh School, one of five “Quick Start” schools constructed as part of the rebuilding efforts in N

ew

Orleans. ______________________________________G

eorge Kacan’s, AIA, REFP, LEED AP,

experience as a school architect spans the country, ranging from

Washington, D

.C. to D

etroit, Michigan, to the state of W

ashington. As a m

ember of the Am

erican Institute of Architects’ Com

mittee on Architecture for

Education, George participated in the AIA-

CAE “Schools in a Flat World” Conference

in Helsinki. D

uring the course of his career, he has focused specifically on the need to restore our nation’s aging buildings and equip them

to serve the students of tom

orrow. His experience in this area

includes the award-w

inning modernization

of Phelps Architecture, Construction and Engineering H

igh School in Washington, D

C.______________________________________R

iyad Bannourah served as technology

designer for the Multim

edia Broadcast Academ

y. He has m

ore than 30 years experience in the technology design industry, w

ith the last 14 spent focusing solely on school facilities. Riyad has presented new

trends in technology design at conferences for CEFPI, the M

ichigan Institute for Educational M

anagement, and for E-School

in Washington, D

C, and has contributed to m

ultiple articles on safety and security issues in schools. Recently, Riyad directed technology design for the new

V. Sue Cleveland H

igh School in Rio Rancho, New

M

exico, a 2010 James D

. MacConnell Aw

ard Finalist.


e 45: Issue 4w

ww.cefpi.org

INN

OVATIVE ED

UCATIO

NAL D

ELIVERY n

Colonel

Smith

Middle

School C

omplex w

ill be one of the coun-try’s m

ost progressive examples

of collaborative and technology-based learning

for Science,

Technology, Engineering

and M

ath C

urriculum

(STEM). The school w

ill house 450 stu-dents in grades 6-8 and an additional 150 in a proposed charter high school. STEM

programm

ing will be appro-

priately differentiated for each grade level. Instructional delivery m

ethods w

ill put heavy emphasis on project

based, interdisciplinary

instruction

that stresses real world problem

-solv-ing and experim

entation in a collab-orative environm

ent. This innovative facility w

ill enable students to utilize hand-held technology such as: tablet com

puters, electronic workbooks, lap-

tops as learning tools within a fully

functional cloud computing environ-

ment. A

ll spaces inside and outside w

ill be spaces for learning. The entry to the school, school site and all areas of the com

plex create interest, curios-ity and learning opportunities. C

SMS

reflects environmental aw

areness and

learning opportunities

to students

through its day-to-day operation. In total, the N

ew C

olonel Smith M

iddle School C

omplex w

ill be a secure, stu-dent-centered school that cham

pions student achievem

ent using strategies and technologies that w

ill change the language and essence of school design for generations to com

e.

The Fort Huachuca School D

istrict is com

mitted to creating highly en-

gaging and technologically advanced program

s for the 1,100 K-8 m

ilitary dependents served by the school dis-trict.

The district

finished building

two new

elementary schools during

the past five years and has begun the planning and designing process for a new

middle school w

ith the oppor-tunity to charter a sm

all specialized high school w

ith a curricular focus on Science, Technology, Engineering and M

athematics.

The governing board of the district

is purposeful in its pursuit of research based, technologically enhanced rigor-ous educational program

s for the stu-dents attending the district schools. The w

ay this is being accomplished is

through placing technology integra-tion specialists at each school. These specialists create building action plans for utilization of new

technology into the

instruction design

and delivery

A child starting school today w

on’t leave until 2023, by which point w

ho knows w

hat technology will be

comm

onplace? Schooling must becom

e more flexible and therefore m

ore engaging and interesting. Classrooms

worldw

ide remain largely traditional, and technology is usually prescriptive. It is clear that bold action is

required to improve STEM

education if we are to m

aintain our place of prominence in the global econom

y.

Lighting Up Students w

ith Technology and Progressive 21st Century Learning Strategies

By Dr. Ronda Frueauff, Tony W

all, Ron Essley and Michael H

all

CSMS G

roundbreaking_______________________________________________________________________

25w

ww.cefpi.org


process. Their role is to coax, coach and m

odel implem

entation of interactive boards, hand held student devices, stu-dent response system

s and technology based instructional program

s. This job-em

bedded professional development

component provides teachers w

ith the necessary support for radically chang-ing day to day instruction.

This foundation is preparing the teachers

for the

creation of

a new

school design developed w

ith external

and internal

collaborative, adaptive

and flexible learning environments. In

2012-2013, middle school students w

ill m

ove into this high tech state of the art new

school. Shortly after this school is open, the district w

ill phase in a new

secondary option for the students en-rolled in the m

iddle school. The plan is to begin the phase in the 2013-2014 school year. The school design process has involved engineers, architects and school construction experts w

ho have envisioned, engaged and innovated to create a truly revolutionizing educa-tion facility.

Language w

as changed

to em

-brace

Dr.

Ronda Frueauff’s

vision. Exam

ples include

changing class-

rooms to Extended Learning A

reas, extended learning areas to a Student C

ollaboration A

rea, science

labs to

STEM Labs and library to Research

Com

mons.

Rethinking

what

sustainabil-ity

means,

the team

incorporated

space that is rapidly reconfigurable. Flexibility allow

s teacher and student educational delivery needs to be m

et at any point during the school day. W

ith very little effort, space can be created and re-created that w

orks with build-

ing systems allow

ing students to par-ticipate in an effective and exciting educational delivery process.

From the very beginning the de-

sign team had a m

ajor goal to reduce

building energy. We have done this us-

ing an integrated design process focus-ing on:

• O

rientation and shape of the building

• Site design

• Lighting, day lighting &

electricity

• V

entilation

• H

eating and cooling

• M

aterial selection

• Envelope design and quality assurance

D

ay lighting in this context is the careful introduction of natural light-ing throughout the m

ajority of the school so the need for electric lighting is reduced to a very few

hours per day. Skylights,

clerestory w

indows

and high-perform

ance window

-wall glaz-

ing systems create a layered approach

to control of glare, solar heat gain and uniform

ity of luminescence through-

out educational spaces.

The resultant

effect is

Colonel

Smith M

iddle School Com

plex, an ed-ucational com

plex that generates more

energy than it consumes on an annual

basis. Such a building is called a “Net

Zero Energy Building” (NZEB). A

fter the initial energy dem

and of the school is reduced by alm

ost 50%, rem

aining energy requirem

ents will be m

et uti-lizing a 250 kW

photovoltaic site pro-duced electrical energy system

, solar potable w

ater heating and 5 wind m

a-chines w

hich are part of the education-al delivery system

.

In the past seven years of the 21st century, the num

ber of people enter-ing science and engineering jobs grew

at the sm

allest rate since the National

Science Foundation began tracking the data in the 1950s. Tw

enty-five percent of all college-educated w

orkers in sci-ence and engineering jobs in 2003 w

ere born abroad.

A child starting school today w

on’t leave until 2023 by w

hich point, who

knows w

hat technology will be com

-m

onplace? Schooling

must

become

more

flexible and

therefore m

ore

CSMS Student Collaborative Space

_______________________________________________________________________

CSMS D

esign Team M

eetings__________________________________


e 45: Issue 4w

ww.cefpi.org

engaging and interesting. Classroom

s w

orldwide rem

ain largely traditional, and technology is usually prescriptive. It is clear that bold action is required to im

prove STEM education if w

e are to m

aintain our place of prominence in

the global economy.

The vision for this learning envi-

ronment w

as strengthened by research from

the National Science Foundation,

the Science

Foundation of

Arizona,

the 21st

Century

Partnership, the

International Society of Technology, the Science and Technology N

etwork,

the National A

cademies, the A

rizona K

-12 Center, the N

ational Diffusion

Netw

ork, the Center for Innovation in

Engineering and

Science Education,

and the

National

Assessm

ent of

Educational Progress.

For an informative video show

ing im

ages of the project along with dis-

cussions of the learning environment,

please go to “Tapestry for Learning: Interw

oven Instructional

Design

Com

ponents” at

http://ww

w.you-

tube.com/w

atch?v=laodF_Gw

BjE n

_____________________________________D

r. Ronda Frueauff has directed program

s and districts since 1989, and is currently the superintendent of the Ft. H

uachuca Accom

modation D

istrict in Sierra Vista, which

serves the children of military personnel

at the Ft. Huachuca U.S. Arm

y Base. Her

field studies include Instructional Strategies Im

pact, Effective Schools Impact, and

Leadership Impact Studies for Ohio school

districts. She received a Bachelor of Science in Elem

entary Education/Special Education from

Miam

i University (Oxford, Ohio), a M

asters Degree in Learning D

isabilities/Behavior D

isorders (Xavier University, Ohio), a M

asters Degree in Educational

Administration (University of Akron, Ohio),

and an Educational Doctorate in Educational

Administration and Supervision w

ith research em

phasis in Organizational Developm

ent (Arizona State University)._____________________________________Tony W

all, 3W M

anagement, has served as

a school administrator, and is the form

er Executive D

irector/CEO of The Council of Educational Facility Planners International. In the private sector, he has experience as a successful general contractor, real estate developer and ow

ner’s representative, giving him

an unparalleled background to assist school districts across the country. H

is hands-on approach and broad perspective leads team

s to successful development of

unique and sophisticated projects. _____________________________________R

on Essley, AIA, NCARB, REFP, Em

c2 Group

Architects Planners, PC, has been actively involved in design and construction of 52 new

schools including 25 elementary, 17

middle/K-8 and 11 high schools throughout

Arizona. He has a M

asters of Architecture and Urban Planning from

Washington

University (St. Louis, Missouri), and a

Bachelor of Architecture from Arizona State

University._____________________________________M

ichael Hall, AIA, REFP, Fanning H

owey,

serves as K-12 group director and chief m

arketing officer for Fanning How

ey, a 200-person architecture/engineering firm

w

ith 10 regional offices. Under Michael’s

direction, Fanning How

ey has worked w

ith educational com

munities in 36 states, the

District of Colum

bia, and the Philippines. He

has also helped lead the firm’s sustainable

design initiative, which has resulted in

Fanning How

ey being named a “Top 100

Green D

esign Firm” by Engineering N

ews-

Record.

CSMS Perspective

______________________________________________________________________

CSMS Com

mons

_______________________________________________________________________

5. Personnel

5. Personnel


Personnel

ANTHONY J. SHINSKY, AIA, LEE D AP Principal‐in‐Charge

Education: Registrations/Certifications: Years’ Experience:

Bachelor of Architecture/Architecture/Temple University

Registered Architect: PA, MD, NJ, VA, FL

National Council/Architectural Registration BoardsLEED AP

With BH: 4

Total: 24

Project Experience:

As the Principal‐in‐Charge on this project, Mr. Shinsky will meet regularly with the Project Manager to monitor schedules and budgets. He will also periodically contact you to confirm that you are satisfied with the progress being made and with our performance throughout the course of this project. As Buchart Horn’s Vice President of the Facilities Division, Mr. Shinsky is available to discuss any aspect of this project with you at your request. In addition, he will review project performance reports prepared by the QA/QC Officer and coordinate with the Project Manager and QA/QC Officer any action to be taken to maintain excellent performance standards.

New Third Middle School, Downingtown Area School District, Downingtown, PA. Architectural and engineering services during pre‐design, schematic design, design development, construction documents, bidding, construction contract administration, and post‐construction phases for a new 1,300‐student third middle school.

Mechanical, Electrical, and Plumbing Engineering Services for New Intermediate School, Dallastown Area School District, Springfield Township, PA. As consultant to Crabtree, Rohrbaugh & Associates, electrical and structural design services including construction documents preparation for installation of primary power by Met‐Ed.

Design of New Elementary School, East Stroudsburg Area School District, PA. Feasibility study and complete architectural and engineering for new $30.6 million K‐5 elementary school to accommodate 900 regular education students and 150 special education students.

Woodson High School Mechanical, Electrical, and Plumbing Renovations, Fairfax County Public Schools, VA. Mechanical, electrical, and plumbing services for renovations to 302,000 SF high school and 40,000 SF addition. Improvements include “green” technology, high efficiency lighting, data and communication systems, and low consumption plumbing fixtures.

Architectural Services for Hardin County Schools, Savannah, TN. Physical facilities and site assessments of district facilities resulted in the design of two new 550‐student elementary schools and renovations/additions to five additional schools including mechanical, electrical, structural, and site/civil upgrades.

Health Suite Upgrade and ADA Improvements, Woodside Elementary School, Anne Arundel County Public Schools, MD. Architectural, mechanical, and electrical engineering design, construction documents preparation, and construction administration services for Health Suite renovations and accessibility improvements throughout the building, including toilets upgrade and elevator installation. .


Personnel

DOUGLAS W. GRABY, AIA, LEED AP BD+CProject Manager & Architect


Bachelor of Architecture/Architecture/University of Tennessee ‐ Knoxville

Registered Architect: PA, TN, MD, MS

National Council/Architectural Registration Boards

LEED AP BD+C

With BH: 6

Total: 19

Project Experience:

Mr. Graby has 18 years of experience as a Project Manager and Project Architect responsible for client interviews/preparation of PowerPoint presentations, project estimating, initial schematic design and design development involvement, coordinating in‐house personnel for schematic design, design development and construction document preparation, coordination and review of consultants’ documents, and PlanCon documents.




Experience Prior to Buchart Horn, Inc./BASCO Associates:

New Central Dauphin High School, Harrisburg, PA

Big Spring School District New High School, Newville, PA

Renovations/additions to Downingtown West High School, Downingtown, PA

Renovations/additions to Central Dauphin East High School, Harrisburg, PA

New Logos Academy K‐8 Private Christian School ‐ York, PA

Deep Creek Middle School Renovations ‐ Baltimore County, MD

Feasibility Study for Kindergarten Center Conversion to Housing ‐ Harrisburg, PA

Renovations/additions to Kernsville Elementary School, Orefield, PA

Renovations/additions to Schnecksville Elementary School, Orefield, PA

Renovations to Ironton Elementary School, Orefield, PA


Personnel

GEORGE M. KACAN, AIA, REFP, LEED AP Project Executive


Master of Architecture, University of Michigan

Certificate of Architectural Design Studies, University of Copenhagen, Denmark

Bachelor of Technology in Architectural Science, Ryerson Polytechnical University, Canada

Architect ‐ DC, IL, IN, IA, MD, MI, OH, PA, TX, WV, WI, WA, WY, MO (in process)

National Council of Architectural Registration Boards

Recognized Educational Facility Planner

LEED Accredited Professional

2011 Planner of the Year, Council of Educational Facility Planners International Midwest Great Lakes Region

With Fanning Howey: 17

Total: 26

Project Experience:

George Kacan joined Fanning Howey in 1995, bringing nine additional years of educational facility design experience. He is recognized as a national leader in the planning and design of primary and secondary schools and is experienced in the successful delivery of complex programs, including numerous high‐profile projects for large school districts such as Detroit Public Schools and the District of Columbia Public Schools. George excels in 21

st Century design of innovative and flexible school environments, and his projects have led him all across the country, developing national best practices related to effective school planning and design.

Downingtown Area School District, Downingtown, PA Annual Demographic Services 2007 Middle School Educational Specification Update PlanCon F Analysis New Downingtown Middle School Master Plan

Anne Arundel County Public Schools, Annapolis, MD Master Plan

Detroit Public Schools, Detroit, MI Capital Needs Study and Preliminary Findings Report

District of Columbia Public Schools, Washington, DC Facilities Master Plan

Grosse Pointe Academy, Grosse Pointe Farms, MI Master Plan

Kensington Academy, Beverly Hills, MI Master Planning

Livingston Public Schools, Livingston, NJ Educational Adequacy Study for High School

Natrona County School District No. One, Casper, WY Educational Specifications and Facility Utilization Study

Norfolk Public Schools, Norfolk, VA Master Facilities Plan

Northville Public Schools, Northville, MI 2006 Bond Study 2004 Facility Assessment Study Feasibility Study/Bond Issue Assistance

Novi Community Schools, Novi, MI 2007 Bond Study 2005 Bond Study

Park Ridge‐Niles CCSD 64, Park Ridge, IL Facility Master Planning

Syracuse City School District, Syracuse, NY Syracuse Master Facility Plan


Personnel

CARL H. BAXMEYER, AICP Community Engagement / Referendum Assistance Lead

Education: Affiliations: Years’ Experience:

Bachelor of Science, Environmental Science and Regional Planning, Grand Valley State University

Master of Science, Hydrology and Natural Resource Management, Colorado State University

American Planning Association

American Institute of Certified Planners

Council of Educational Facility Planners International


Total: 34

Project Experience:

As a community planner, Carl has completed numerous demographic studies and strategic development plans across the nation. His experience includes the development of master plans, feasibility studies, environmental impact studies and audits, transportation planning, and grant acquisition/management. For years, he has provided consulting services to Fanning Howey clients regarding referendum campaign development, community engagement, and facility planning. Manheim Township School District, Lancaster, PA Manheim Township High School

Downingtown Area School District, Downingtown, PA Annual Demographic Services

Great Valley School District, Malvern, PA Great Valley Demographic Study

Arlington Local School District, Arlington, OH Master Planning and Community Engagement

Avon Community School Corporation, Avon, IN Voter Research Study

Cache County School District, Logan, UT Cache County School District Facilities Assessment and Master Planning

Detroit Public Schools, Detroit, MI New Martin Luther King High School Bond Application

District of Columbia Public Schools, Washington, DC Demographics for MP Update Master Plan Revisions

Great Falls Public Schools, Great Falls, MT Great Falls High School ‐ Master Facility Plan

Logansport Community School Corp., Logansport, IN Master Plan and Demographic Study

Long Beach Unified School District, Long Beach, CA Educational Planning Consulting Services

Natrona County School District Number One, Casper, WY Educational Specifications and Facility Utilization Study

New Prairie United School Corp., New Carlisle, IN New Prairie Strategic Plan

Park Ridge‐Niles CCSD 64, Park Ridge, IL Facility Master Planning

Providence Public Schools, Providence, RI Master Facilities Plan

Round Lake Area Schools District 116, Round Lake, IL Early Education Center ‐ Project Definition and Feasibility Demographic Study and Projection

Syracuse City School District, Syracuse, NY Syracuse Master Facility Plan

Wake County Public School System, Raleigh, NC Facility Study


Personnel

HARRISON F. BINK, AIA, LEED AP Project Executive


Bachelor of Arts/Rhode Island School of Design

Bachelor of Architecture/Rhode Island School of Design

Registered Architect: PA, NJ

National Council/Architectural Registration Boards

LEED AP

With BH: 2

Total: 34

Project Experience:

Mr. Bink has more than 33 years of comprehensive architectural and interior design experience. As President of Bink Architectural Partnership, he led that firm in designing practical and pragmatic solutions for state, local, and private clients. Mr. Bink developed the Listen, Lead, Perform™ consensus‐building methodology to facilitate client input into the design process, develop designs that fulfill client and community needs, and create facilities that strengthen the communities they were built to serve. As Buchart Horn’s Director of Facilities Design, Mr. Bink is charged with improving design success for facility projects, focusing sustainable efforts, and expanding design relevance.

New to Buchart Horn, Inc./BASCO Associates, Mr. Bink brings with him the following experience from his previous firm:

Hershey High School, 2006 Additions. Added 26,000 ft², which creatively improved the corridor circulation for the selected renovations to the 77,000‐ft² building. Added 18 classrooms, LGI, cafeteria expansion, two courtyards, and an auxiliary gym locker room/team room.

Morrisville K‐12 School. A new 160,000 ft², 1000‐student, ambitious plan to house an entire district in one state‐of the art building, with separate wings for elementary, middle, and high school. Met Green Globes rating by GBI.

Coudersport Elementary and Stadium. This project management success combined three separate projects into one bid day for 13 prime contracts totaling $7 million. Ten classrooms were added to the elementary school; a new track, field house and grandstands to the community park; and a new food court for the high school.

Wellsboro High School, Phase II. A 60,000 ft² complete renovation of a 1960s building included modernized auditorium, gym, DAO, and maintenance department. Design was expedited into four monthly meetings to achieve a PA Department mandated date.

Harrisburg School District, (4) K‐8 Schools Additions/Renovations. Major additions and renovations for pre‐school classrooms, gyms, cafeterias, kitchens, libraries, computer labs, music rooms, auditoriums.


Personnel

EDWIN R. SCHMIDT, AIA 21st Century High School Design Lead


Bachelor of Architecture, Virginia Polytechnic Institute and State University

Architect ‐ VA



Total: 31

Project Experience:

Ed Schmidt joined Fanning Howey in 2005, bringing 24 years of experience in facility planning, design, and delivery to the firm. As a leader in 21st Century High School design, he has presented at numerous national conferences and has teamed with high‐profile clients throughout the Mid‐Atlantic. His recent efforts for the historic Phelps Architecture, Construction and Engineering High School in Washington, DC, led to the school winning numerous national design, learning and sustainability awards, including the prestigious Crow Island Citation from American School & University.

Capital School District, Dover, DE Facility Evaluations

Charles County Public Schools, La Plata, MD New High School Study

Diocese of Arlington, Arlington, VA O'Connell High School Addition/Renovation

District of Columbia Public Schools, Washington, DC Eastern Senior High School Renovation Woodrow Wilson High School Modernization Phelps High School Addition/Renovation 2006 Master Facilities Plan 2008 Master Plan Revisions

Franklin County Public Schools, Rocky Mount, VA Comprehensive Master Plan

Detroit Public Schools, Detroit, MI Mumford High School Northwestern High School Renovation Western International High School Renovation Chadsey High School Finney High School Cooley High School Renovations Denby High School Renovation Ford High School Renovation Martin Luther King Jr., Senior High School Master Facility Plan DPS Design Standards & Guidelines Preliminary Master Facility Plan Bond Application Program Management Services for $500.5 Million Bond Program

Providence Public Schools, Providence, RI Master Facilities Plan

Syracuse City School District, Syracuse, NY Master Facility Plan

Prince George's County Public Schools, Upper Marlboro, MD Creative and Performing Arts Academy


Personnel

ROBIN O’HARA, REFP Educational Planner


Masters of Urban and Regional Planning, University of Virginia

Bachelors of Arts in Geography and Urban Systems, McGill University


2011 Planner of the Year, Council of Educational Facility Planners International Southeast Region

2011 Planner of the Year, Virginia Educational Facility Planners


Total: 24

Project Experience:

Robin O'Hara joined Fanning Howey in 2009, bringing 21 years of experience in educational and urban planning to our team. She has worked in the planning departments of the City of Manassas, Fairfax County Public Schools, and Arlington Public Schools. Most recently, Robin directed the educational planning functions for the District of Columbia Public Schools. She provides clients with real world experience in a host of planning functions ranging from enrollment projections to educational specifications to Capital Improvement Plans. She is also experienced in community engagement and has presented to community groups, executive staff, city agencies, and Congress.

Cache County School District, Logan, UT Facilities Assessment and Master Planning

Detroit Public Schools, Detroit, MI Summer Work 2009 Bond Application

Great Valley School District, Malvern, PA Demographic Study


District of Columbia Public Schools, Washington, DC Educational Facilities Planning for Eastern High School Educational Facilities Planning for Wilson High School Educational Specification Alignment Eastern High School Modernization Wilson High School Modernization

Round Lake Area School District 116, Round Lake, IL Master Facilities Plan

Syracuse City School District, Syracuse, NY Master Facility Plan

Providence Public Schools, Providence, RI Educational Facilities Planning Principal Interviews Capacity and Demographic Analysis Educational Specifications Alignment Community Engagement Grade Structure Analysis


Personnel

RODNEY WIFORD, AIA, MBA, REFP, LEED AP BD+C Community Engagement / Referendum Assistance Associate


Master of Business Administration, Wright State University

Bachelor of Science in Architectural Engineering Technology, University of Cincinnati

Associate of Applied Science in Architectural Technology, University of Cincinnati

Certificate of Technical and Professional Communications, University of Cincinnati

Architect ‐ CO, OH



LEED Accredited Professional BD+C


Total: 21

Project Experience:

Rodney Wiford brings a unique combination of creativity, experience, and leadership to every endeavor. An experienced Project Manager, he has devoted his career to the planning and design of educational facilities. This includes new and renovated elementary schools, middle schools, combination schools, high schools, and college/university facilities. Rod advocates a planning/design process that links the needs of the client with the vision of the larger community to create facilities that benefit a wide range of constituency groups. He is also a tireless advocate for the client's needs, ensuring that they are met during each stage of planning and design.

Arlington Local Schools, Arlington, OH Master Planning and Community Engagement

Avon Lake City Schools, Avon Lake, OH Avon Lake High School Addition/Renovation

Bellbrook‐Sugarcreek Schools, Bellbrook, OH Miami Valley South Stadium Renovations Bellbrook High School Addition/Renovation

Fort Recovery Local Schools, Fort Recovery, OH Master Planning Assistance

Hardin‐Houston Local Schools, Houston, OH Needs Assessment Study and Master Plan

Perry Local Schools, Lima, OH Community Engagement

Port Clinton City Schools, Port Clinton, OH Renovations to Port Clinton High School Referendum Assistance Needs Assessment Study

Reading Community City Schools, Reading, OH Master Plan/Community Engagement Reading High School Renovation

St. Marys City Schools, St. Marys, OH St. Marys Memorial High School/Middle School Dennings Vocational Building Renovation Community Engagement

Xenia Community School District, Xenia, OH Master Plan Development


Personnel

SHANNAN LEFEVER Voter Identification Research Associate


Bachelor of Arts in Geography, Valparaiso University

Minor in Urban Studies and at least 35 credit hours of Mathematics

N/A With Fanning Howey: 4

Total: 6

Project Experience:

As a Voter Identification Research Associate, Shannan supports the Solutions Group's GIS, demographics, and planning efforts in school districts throughout the country. She is responsible for geographic map production, database development, field data collection, analysis, and project implementation for a variety of applications. To better assist our clients with important decisions, Shannan will help provide voter identification research, site analysis, build‐out scenarios, and demographic analysis and projections.

Avon Community School Corporation, Avon, IN Voter Research Study

Batesville Community School Corporation, Batesville, IN Demographic and GIS Assistance for Referendum

Bellevue City School District, Bellevue, OH Demographic and GIS Assistance for Referendum

Buchanan Community Schools, Buchanan, MI Master Plan

Buckeye Local School District, Dillonvale, OH Demographic and GIS Assistance for Referendum

Cache County School District, Logan, UT Facilities Assessment and Master Planning

Cassopolis Public Schools, Cassopolis, MI Demographic and Data Assistance for Referendum

Detroit Public Schools, Detroit, MI GIS Analysis for Bond Application

Eaton Community City School District, Eaton, OH Demographic Study and Projection

Elgin Local School District, Marion, OH Demographic and GIS Assistance for Referendum

Hopewell Loudon Local School District, Bascom, OH Demographic and GIS Assistance for Referendum

Huber Heights City Schools, Huber Heights, OH Demographic and GIS Assistance for Referendum

Itasca School District #10, Itasca, IL Demographic Study and Projection

Logansport Community School Corporation, Logansport, IN Demographic Study and Projection, Master Plan


Loudonville‐Perrysville EVS, Loudonville, OH Demographic and GIS Assistance for Referendum

Madison Local School District, Madison, OH Demographic and GIS Assistance for Referendum

Nineveh‐Hensley Jackson United School Corporation, Trafalgar, IN Demographic and GIS Assistance for Referendum

Port Clinton City School District, Port Clinton, OH Demographic Study and GIS Assistance for Referendum

Providence Public School District, Providence, RI Master Plan and Community Engagement

Round Lake Area School District #116, Round Lake, IL Demographic Study and Projection

Southwest Dubois County School Corporation, Huntingburg, IN Demographic and GIS Assistance for Referendum

Tri‐Creek Community School Corp., Lowell, IN Demographic Study and Projection


Personnel

PHILIP A. FREY, AIA QA/QC Manager


Bachelor of Architecture/Architecture/Carnegie‐Mellon University

Registered Architect: PA

With BH: 3

Total: 34

Project Experience:

Mr. Frey’s responsibilities include providing project design team leadership with coordination meetings, reports, and communications through all phases of architectural services: feasibility and planning, schematic design, design development, construction documents, bidding, and construction contract administration.


New to Buchart Horn, Inc./BASCO Associates, Mr. Frey brings with him this extensive K‐12 design experience from a previous employer:

Hershey High School, 2006 Additions. Added 26,000 ft², which creatively improved the corridor circulation for the selected renovations to the 77,000‐ft² building. Added 18 classrooms, LGI, cafeteria expansion, two courtyards, and an auxiliary gym locker room/team room.

Morrisville K‐12 School. A new 160,000 ft², 1000‐student, ambitious plan to house an entire district in one state‐of the art building, with separate wings for elementary, middle, and high school. Met Green Globes rating by GBI.

Coudersport Elementary and Stadium. This project management success combined three separate projects into one bid day for 13 prime contracts totaling $7 million. Ten classrooms were added to the elementary school; a new track, field house and grandstands to the community park; and a new food court for the high school.

Wellsboro High School, Phase II. A 60,000 ft² complete renovation of a 1960s building included modernized auditorium, gym, DAO, and maintenance department. Design was expedited into four monthly meetings to achieve a PA Department mandated date.

Northern Potter Children’s School. 30,000 ft² additions for a gym, classrooms, and offices.

Harrisburg School District, (4) K‐8 Schools Additions/Renovations. Major additions and renovations for pre‐school classrooms, gyms, cafeterias, kitchens, libraries, computer labs, music rooms, auditoriums.

Ben Franklin K‐8 School, 6th Street near the State Capitol. Combined 2 buildings into a a U‐shaped school around an active urban playground, 88,000 ft², 600 students, complete retrofit and new educational program, completed as two projects.


Personnel

RUSSELL R. OFT, JR., PE Mechanical Engineer


Bachelor of Science/Mechanical Engineering/University of Pittsburgh

Professional Engineer: PA, MD, TN With BH: 2

Total: 19

Project Experience:

Mr. Oft has 18 years of diverse experience in the field of mechanical engineering. He is responsible for managing projects and designs. His abilities include all phases of mechanical engineering from conceptual design to the development of construction documents and construction administration. Mr. Oft’s experience includes the design of mechanical systems, cost estimating, system analysis, energy studies, and feasibility/constructability studies for educational, healthcare, correctional, commercial, industrial, and water/wastewater facilities.



Science Building Laboratory Renovations, Penn State University, Altoona, PA. Design for renovation of two inorganic chemistry laboratories, one organic chemistry laboratory, and a wet instrumentation laboratory. Work includes demolition; new casework layout; counter tops; fume hoods; air, gas, and water services; emergency stations; HVAC renovations; switchboard replacement; and two fire protection alternatives for adding a sprinkler system.

L‐3 Close Security Housing Unit Design/Build, State Correctional Institution Pine Grove, GM McCrossin Inc. /PA DGS, Pine Grove, PA. Design/build of two‐story, 128‐cell, L‐3 (close security) housing unit constructed of permanent masonry and concrete type construction. Energy conserving features include energy management control systems, high efficiency motors, lighting, HVAC systems, and any other items necessary to achieve LEED certification.

L‐3 Close Security Housing Unit Design/Build, State Correctional Institution Coal Township, Wohlsen Construction Co./PA DGS, Northumberland County, PA. Design/build of two‐story, 128‐cell, L‐3 (close security) housing unit constructed of permanent masonry and concrete type construction. Energy conserving features include energy management control systems, high efficiency motors, lighting, HVAC systems, and any other items necessary to achieve LEED certification.

Trexler Nature Preserve Environmental Center, Lehigh County, PA. Architectural and engineering services for design, specification, and construction of a 3,000‐SF sustainably designed environmental center used for educational purposes, office space, and rest room facilities for park users. .


Personnel

CHRISTOPHER W. HARMAN Electrical Designer


Bachelor of Architectural Engineering/Electrical/ Pennsylvania State University

With BH: 8

Total: 22

Project Experience:

Mr. Harman has 21 years of diverse experience in the field of electrical design. He is responsible for managing projects as well as coordinating design teams. His abilities encompass all phases of electrical engineering from conceptual design and master planning through production of construction documents. Mr. Harman’s experience includes design of electrical and telecommunication distribution systems (interior and exterior), estimating, system analysis, energy studies, and feasibility/code studies.




Renovations and Addition to Susquehanna Township High School, Susquehanna Township School District, Harrisburg, PA. Mechanical and electrical engineering services for classroom renovations and 24,000‐SF addition. Buchart Horn was a subconsultant to Hayes Large Architects LLP.


Susquehanna Township Middle School Renovations and Addition, Susquehanna Township School District, Harrisburg, PA. Mechanical and electrical engineering services for renovations and 16,000 SF addition to middle school as a subconsultant to Hayes Large Architect LLP.

Feasibility Study, Facilities and Capital Planning, York Suburban School District, York, PA. District‐wide facilities feasibility study to satisfy Pennsylvania Department of Education requirements, community concerns and educational planning. Included assessment of future capacity, enrollment projections, alternatives development, and economic guidance for the options. .


Personnel

BRYAN W. ONDRASIK, PE, LEED AP Plumbing Engineer


Bachelor of Science/Mechanical Engineering/ Pennsylvania State University

Professional Engineer: PA, MD

Certified Plumbing Designer

LEED AP

With BH: 2

Total: 13

Project Experience:

Mr. Ondrasik is responsible for supporting the mechanical department by designing plumbing systems, preparing layouts, equipment selections and schedules, sketches, details, drawings, calculations, and preparing specifications relating to the plumbing and fire protection portion of the projects.



Spring Grove Area High School, Spring Grove, PA. Served as lead plumbing designer for a new $49.6 million, 340,000‐square‐foot high school located in Spring Grove Area School District. The project provided new classrooms, auditorium, gymnasium and natatorium.

Red Lion Area Senior High School, Red Lion, PA. Served as lead plumbing designer for a 210,000‐square‐foot, $32.3 million expansion to add 2‐story classroom wing, technical education area, science labs and bi‐level, 3,000‐seat gymnasium.

Hershey High School, Hershey, PA. Served as lead plumbing designer for a 28,000‐square‐foot addition to Hershey High School located in Derry Township School District.

Spring Grove Area School District High School Natatorium, Spring Grove, PA. Served as lead plumbing designer for a new 8‐lane, state‐of‐the‐art natatorium. The project included built‐in electronic scoring system and movable bulkhead system with diving platforms. The pool is also American Disabilities Act (ADA) accessible.

Schuylkill Valley Middle School, Schuylkill Valley, PA. Served as lead plumbing designer for a 52,600‐square‐foot addition to the existing middle school. The project included four science classrooms, small group instruction room, auditorium, new kitchen and cafeteria.

Northeastern School District New Middle School, Manchester, PA. Served as lead plumbing designer for a new 178,000‐square‐foot middle school located in Northeastern School District.


Personnel

JAMES C. CALIFORNIA, PE Structural Engineer


Bachelor of Architectural Engineering/Structural Engineering/Pennsylvania State University

Professional Engineer: PA, MD, NJ, WV, TN, LA, MS, VA, DE, DC, AL, AR, GA, IN

With BH: 16

Total: 31

Project Experience:

Mr. California is a Senior Structural Engineer and has extensive experience in structural building design on various educational, commercial, industrial, municipal, and government projects; field investigation and evaluation of existing structures; technical report preparation; shop drawing review; and technical support during construction. He has also designed various tanks, towers, equipment supports, and foundations.

High School Addition, Penn‐Delco School District, Aston, PA. Design of a second floor addition to a one‐story wing of an existing high school. Design allows the addition to be built over and around the existing building like a bridge, rather than on top of the existing structure.

HVAC Improvements Design, Montandon and Milton Elementary Schools, Milton Area School District, PA. Design and contract documents for implementation of recommended HVAC system improvements at two elementary schools.

High School Renovations and Additions, Dover Area School District, PA. Renovations and substantial additions to a high school originally designed by BASCO Associates in 1959. Work included an eight‐classroom addition, auditorium renovations, an addition for IA and Vo‐Ag shops, and upgrades to communications systems and data network management systems.

High School Additions and Renovations, Dover Area School District, PA. Renovations and substantial additions to a high school originally designed by BASCO Associates in 1959. Work included an eight classroom additions, auditorium renovations, an addition for IA and Vo‐Ag shops, and upgrades to communications systems and data network management systems.

High School Renovations and Addition, West York Area School District, PA. Extensive renovations and additions to high school, including replacement of mechanical and air conditioning systems, upgrade of auditorium, expansion of library, and improvements for handicap accessibility.

Architect of Record and Design of New Middle School, West York Area School District, PA. District‐wide facilities improvement program including design of facility upgrades for four elementary schools, a high school, a warehouse, and a new middle school.

Stroudsburg High School Addition, Stroudsburg Area School District, PA. Complete design of additions and renovations for 1200‐pupil high school.

High School Auditorium Addition, Neshaminy School District, Langhorne, PA. Complete renovations including a 3,500 SF addition and new entrance.


Personnel

SCOTT E. RUSSELL, PE Site/Civil Engineer


Bachelor of Science/Civil Engineering

Professional Engineer: PA

OSHA 16‐Hour Confined Space Operations

OSHA 40‐Hour Hazardous Waste Operations & Emergency Response

With BH: 20

Total: 20

Project Experience:

Mr. Russell has more than 19 years of experience in the field of civil and environmental engineering. His experience encompasses all phases of civil engineering projects from surveying, planning, permitting, design, production of contract documents through the use of CADD (Computer Aided Drafting and Design) and contract administration. He has also served as a Resident Engineer on several water distribution, sewer collection and wastewater treatment projects. Mr. Russell has been responsible for managing and coordinating the activities of Buchart Horn design teams for various engineering projects including sanitary sewer collection systems, wastewater treatment plants, water distribution systems, water treatment facilities, stormwater, and site development.


High School Addition, Penn‐Delco School District, Aston, PA. Design of a second floor addition to a one‐story wing of an existing high school. Design allows the addition to be built over and around the existing building like a bridge, rather than on top of the existing structure.

HVAC Improvements Construction Phase Services, Montandon and Milton Elementary Schools, Milton Area School District, PA. Bidding and construction administration services for implementation of the recommended HVAC system improvements.

Design of New Administration Building, Garage Facility, and Repurposing of Existing Facility for Lab, Lycoming County Water & Sewer Authority, Fairfield Township, PA. Design of two‐story Administration Building with 13,000 SF of new office space, approx. 4,500 SF of new garage/maintenance/yard facilities, and conversion of existing office space for 1,000‐SF laboratory.

L‐3 Close Security Housing Unit Design/Build, State Correctional Institution Pine Grove, GM McCrossin Inc. /PA DGS, Pine Grove, PA. Design/build of two‐story, 128‐cell, L‐3 (close security) housing unit constructed of permanent masonry and concrete type construction. Energy conserving features include energy management control systems, high efficiency motors, lighting, HVAC systems, and any other items necessary to achieve LEED certification.


Personnel

P. ERIC MAINS, PE Site/Civil Engineer


Bachelor of Science/Civil Engineering Technology Professional Engineer: PA, MD With BH: 2

Total: 20

Project Experience:

Mr. Mains has 19 years of experience in the areas of municipal engineering and stormwater management regulation and design. He is currently serving on the Pennsylvania Stormwater Technical Workgroup (PASTW), a committee partnered with the PADEP to rewrite the state’s stormwater BMP design manual.

Engineering Assessment/Study of Five Girl Scout Camps, Girl Scouts in the Heart of Pennsylvania, Central PA. Study assessing and documenting current operating conditions and capacities at Archbald, Echo Trail, Furnace Hills, Louise and Small Valley Camps, while identifying possible future expansion opportunities for on‐site sanitary sewer treatment and water supplies, as well as conditions of streams and waterways, wetlands, and other water bodies.

Security Center Design, Glatfelter Company, Spring Grove, PA. Design of new vehicular and pedestrian entrance to the Glatfelter Company factory including new 7,000 SF building with emergency response vehicle garage, security clearance entrance, and training facilities. Site work includes a stream crossing bridge and environmentally friendly parking area for 350 vehicles.


Gettysburg College, Comprehensive Campus Stormwater Management Master Plan, Gettysburg, PA. Recognizing that campus space is a valued commodity for Gettysburg College, the concept of providing new stormwater management facilities with each new project is not efficient. As such, a much broader perspective was required whereby the campus was viewed as a whole (both in current and anticipated future conditions). This allows decision making for new facilities to include the stormwater management implications. A master plan was assembled to help direct not only the College, but the adjacent Borough with whom the results were shared. Concerns related to runoff often times extend beyond defined boundaries. As such, a cooperative effort with the Borough allows both entities to effectively plan for drainage related improvements and facilities.

Gettysburg College, Center for Athletics and Recreation (CARF), Gettysburg, PA. Mr. Mains served as the Site‐Civil Project Engineer on a project for “The Center for Athletics, Recreation, and Fitness” which broke ground in June 2008 and opened its doors in the fall of 2009. The 55,000 square‐foot facility houses an array of athletic and fitness areas available to Gettysburg College students and staff and includes a fitness center, a student lounge, a multi‐purpose room, bouldering wall, and a large lobby area. Most notably, the facility includes a natatorium which features an NCAA pool with eight competition lanes, a four‐lane warm‐up pool, as well as a spectator gallery. The project was unique in that it physically attaches to an existing indoor athletic field house, while utilizing grounds previously occupied by an underutilized parking area. Stormwater management was provided under a new parking lot in in an offsite facility that manages both current and future phases of expansion.

Personnel

BARRY J. HAUGH, FCSI Kitchen Consultant

Education: Affiliations: Years’ Experience:

Pennsylvania State University

American Institute of Drafting

York Technical Institute

Foodservice Consultants Society International With Barry J. Haugh & Associates: 37

Total: 44

Project Experience:

Thirty‐seven years as Principal of this company with overall responsibility for identifying clients goals, establishing space, cost and energy requirements, developing design and specification package, bidding and coordination of installation and inspection assisting with facility start‐up and demonstration procedures.

Bellefonte High School, Bellefonte, PA

Chambersburg High School, Chambersburg, PA

Elizabethtown Area Middle/High School, Elizabethtown, PA

Franklin and Marshall College, Lancaster, PA

Jidda and Jubail, 19 school complex, Saudi Arabia

Keystone Central High School, Lockhaven, PA

Lycoming College, Williamsport, PA

Mannheim Township High School, Lancaster, PA

Marion Walker Elementary School, Bellefonte, PA

Mt. Joy Vocational Technical School, Lancaster, PA

Northeastern High School, Manchester, PA

Ocean City Intermediate School, Ocean City, NJ

Penn State York Campus, York, PA

North Pocono Mountain High School, Swiftwater, PA

Roslyn Elementary School, Philadelphia, PA

Springfield High School, Springfield, PA

Spring Grove High School, Spring Grove, PA

Twin Valley High School, Elverson, PA

Citadel High School, Reading, PA

Yale School, Lynwood, NJ

York College, York, PA

York County School of Technology, York, PA

Personnel KRISTEN M. WOLF Kitchen Consultant

Education: Years’ Experience:

York Technical Institute With Barry J. Haugh & Associates: 22

Total: 22

Project Experience:

Bellefonte High School, Bellefonte, PA

Chambersburg High School, Chambersburg, PA

Elizabethtown Area Middle/High School, Elizabethtown, PA

Franklin and Marshall College, Lancaster, PA

Jidda and Jubail, 19 school complex, Saudi Arabia

Keystone Central High School, Lockhaven, PA

Lycoming College, Williamsport, PA

Mannheim Township High School, Lancaster, PA

Marion Walker Elementary School, Bellefonte, PA

Mt. Joy Vocational Technical School, Lancaster, PA

Northeastern High School, Manchester, PA

Ocean City Intermediate School, Ocean City, NJ

Penn State York Campus, York, PA

North Pocono Mountain High School, Swiftwater, PA

Roslyn Elementary School, Philadelphia, PA

Springfield High School, Springfield, PA

Spring Grove High School, Spring Grove, PA

Twin Valley High School, Elverson, PA


Yale School, Lynwood, NJ

York College, York, PA

York County School of Technology, York, PA

Chambersburg High School, Chambersburg, P.A.


Clark County High School, Berryville, VA

Columbia High School, Columbia, PA

Connellsville High School, Connellsville, PA

Dallas High School, Dallas, PA

Juniata High School, Alexandria, PA

Midd‐West High School, Middleburg, PA

Mt. Union Jr./Sr. High School, Mt. Union, PA

6. Consultants

6. Consultants


Consultants

Fanning Howey BH/BA has completed three school projects with Fanning Howey:

Downingtown Area School District Downingtown Middle School

Page County Public Schools Luray County High School Page County High School

Barry J. Haugh & Associates BH/BA has completed 11 projects with Barry J. Haugh & Associates:

West York Area Schools District West York Middle School West York Middle School

Upper Merion School District District Feasibility Study and Master Plan

Pocono Mountain School District Clear Run Elementary School Clear Run Intermediate School Coolbaugh Elementary School

Schuylkill Valley School District Schuylkill Valley High School Schuylkill Valley Elementary School

School District of the City of York Goode Elementary School Lincoln Elementary School

Old Forge School District Old Forge High School


PROJECT EXPERIENCE

MANHEIM TOWNSHIP HIGH SCHOOL, LANCASTER, PA

Client: Contact: Cost & Completion:

Manheim Township School District

Mr. David Anstrand, Construction Manager (717) 560‐3095

Cost: $68 million Completion: 2008

Manheim Township High School is a place where exceptional innovation and social responsibility combine to prepare students for life in the 21st century. A comprehensive additions and renovations program was recently completed in support of this vision, encompassing 233,000 new square feet and 199,000 renovated square feet of space.

The expanded high school includes a new three‐story classroom wing, a community field house, and an enlarged cafeteria. The LEED Gold registered building features a geothermal central plan, a displacement ventilation system, and a Green Touch Screen Educational Kiosk.

After the district asked for a revamped design halfway through the project, value engineering efforts eliminated the impact of inflation and resulted in bids that were within one‐tenth of one percent of the established budget. Partner Firm: JPD Architects.


PROJECT EXPERIENCE


PROJECT EXPERIENCE UPPER ST. CLAIR HIGH SCHOOL, UPPER ST. CLAIR, PA


Upper St. Clair Schools

Dr. William A. Pope, Retired Superintendent (724) 941‐5877

Cost: $30.5 million Completion: 2000

The successful modernization of Upper St. Clair High School revitalized the educational community within Upper St. Clair and reaffirmed the high school's position as one of the nation's leading educational facilities.

A new, two‐story, 155,000‐square‐foot academic addition was constructed, while more than 160,000‐square‐feet of space underwent extensive renovation. The existing auditorium was completely transformed into an 860‐seat state‐of‐the‐art theater, adjacent to an extensive fine arts suite and a childcare center. Existing gymnasium and natatorium facilities were upgraded, and the facility now has air conditioning and new life safety and mechanical/electrical systems.

The new academic houses wrap around a central student support area, including a suite of administrative offices, a career counseling and guidance center, and the library/resource center. Four independent academic houses are anchored by a 12,500‐square‐foot library/resource center designed to support quiet reading or study, tutoring, small‐group activities, or access to the Internet or special resources.

Awards: 2001 Educational Interiors Showcase (Library/Media Center Category), American School & University

2000 Building Excellence Awards, Master Builder's Association


PROJECT EXPERIENCE


PROJECT EXPERIENCE

WEST YORK AREA SCHOOL DISTRICT, HIGH SCHOOL RENOVATIONS AND ADDITION, YORK, PA


West York Area School District 2605 West Market Street York, Pennsylvania 17404‐5529

Dr. Emilie Lonardi Superintendent (717) 792‐2796, x 1003

Cost: $14,570,000

Completion: 2002

The final design process for the Senior High School began in September 1999. Instructional leaders, including core and specialty teachers, administration, the building advisory committee and the Board of Directors, provided significant input to the process.

The Senior High School was renovated and expanded to accommodate the highest projected student enrollment of 1,015 students for Grades 9‐12. The building additions include a new library, cafeteria, and chorus room, as well as two art rooms, two Learning Support rooms, two general classrooms, a large group instruction room, and a new Science room. The kitchen was completely upgraded to function with the new cafeteria using a scramble system. The additions total approximately 29,000 SF to accommodate the educational program and enrollment.

The renovations include general refurbishing and replacing of building finishes; repair and replacement of the roof; installation of new indirect lighting; new heating, ventilating, and air conditioning system; and improving computer technology. Renovations also include reconfiguration of the Technical Education Wing, Music, Family and Consumer Science, Guidance, and administrative areas, as well as some Science and regular classrooms, and upgrading of the auditorium with stage repairs, new


PROJECT EXPERIENCE finishes, and new seats. Where possible, the renovations reused existing materials that were in good condition to extend the high quality of the original building, which was maintained in excellent condition for 42 years.

The school was prepared for 21st century technology with each educational space containing capacity for up to 32 computers. The technology area was transformed into a discovery and process center from skills teaching classrooms. The library center was doubled to over 4,000 SF, including periodical storage, AV equipment, workrooms, and conference/seminar areas.

The entire facility became handicap accessible and was upgraded to meet other codes.


PROJECT EXPERIENCE

DOVER AREA SCHOOL DISTRICT, HIGH SCHOOL ADDITIONS AND RENOVATIONS, DOVER, PA

Client: Cost & Completion:

Dover Area School District 2 School Lane Dover, Pennsylvania 17315‐1498

Cost: $14,792,000

Completion: 2003

Consensus building was the first order of business when the District hired BASCO to resolve the then controversial secondary education building issues. BASCO was the third architectural firm the District had hired for this project and we found deep divisions among stakeholders within the community. There were strong advocates for various approaches, but no one view had majority support. The District encouraged BASCO to build a consensus and act on the wishes of the majority.

BASCO conducted several quick and focused studies to satisfy numerous objections that had, until then, halted progress. This technique built trust among the participants and allowed a coalition to develop and also began to suggest the direction the project needed to take. As the project moved forward, we took small, deliberate steps so any challenges to the action taken could be addressed and resolved before moving forward. This approach reduced the risk of moving too far in the wrong direction. We brought the project to the release of bids, however, the project was not constructed when a newly Board of School Directors took office.


PROJECT EXPERIENCE The new Board favored a revised scope for the project and continued to retain BASCO to refine the design and rebid the project. BASCO assisted District staff as they redefined the project while maintaining educational program standards. Their cooperative thinking together with guidance from BASCO allowed the project to move ahead.

The high school work was a combination of code‐required improvements, deferred maintenance, and upgrades to present educational standards. In addition, there were several space additions that include:

Eight‐classroom addition to the rear of the existing 1974 section

Band Room addition

As part of renovation of the existing auditorium, the seating area is expanded through addition to the front of building

A building addition to the existing IA and Vo‐Ag shops allows for a consolidation and expansion of the Practical Arts program

Renovations included re‐roofing, replacement of selected doors and windows, renovation of auditorium seating and ventilation, converting space for an auxiliary gym, library renovation, renovation of the main office, guidance, and nurses suite, consolidation of practical arts, upgrade and expansion of FCS, upgrades to communication systems and data network management systems, upgrade of improvement of ADA issues, and upgrades to HVAC and Electrical Systems.

The architecture and engineering work was distinguished by the ability of BASCO to retain many of the rich details of the original building (designed by BASCO in 1959) in the renovated facility. A second distinguishing feature is the dramatic improvement in building security, both in the support of new District operational requirements and in the automatic precautions undertaken to better assure the building occupant safety.

BASCO also used their significant technology experience to outfit the building with a communications network. This network configuration is a hybrid of fiber optic and shielded copper distributed to punch down panels well within the industry's distance standards. There is a remote learning classroom, a music technology laboratory, a communication classroom, a CNC/CADD laboratory, and computer laboratories. Each classroom has at least six connections available to this network.

The project is fully PlanCon compliant. BASCO worked closely with PDE and received "clean" reviews at each submission. We appealed several PDE rulings on behalf of the District and arrived at a better situation than before we began the dialogue.

The project was constructed under the direction of a separate Construction Manager who subdivided the work into 13 prime contracts and phased it over two years. This phasing keeps the building operational for the District to fulfill its educational mission.


PROJECT EXPERIENCE NESHAMINY SCHOOL DISTRICT, HIGH SCHOOL DESIGN, LANGORNE, PA


Neshaminy School District 2001 Old Lincoln Highway Langhorne, Pennsylvania 19047

Mr. Joseph Paradise Business Manager (215) 752‐6311

Cost: $35,000,000 (project stopped by school board before construction)

Completion: 2003

Neshaminy School District needed to replace their 2,400‐student high school building. Buchart Horn/BASCO began design efforts by validating if any of the existing building could be salvaged, while simultaneously ascertaining the impact of importing the ninth grade class as a response to the anticipated decline in demographic trends. Regardless of the composition of the ultimate facility, the completed Neshaminy High School will reflect the personality of its community.

The building will be capable of supporting a very high quality of education, will be secure for the students’ protection, will be extremely energy efficient, will emphasize the “student services” aspect of the educational mission, will provide the backbone structure for tomorrow’s technology as well as today’s tools, will intentionally exaggerate a “parent‐friendly” atmosphere as the district harnesses this asset to learning, will support the co‐curricular activities that enhance education, and will represent a quality investment.

This facility will comprise almost 300,000 SF, so we also investigated the potential of heating the building with “free energy.” Options such as geothermal, wind power, and waste heat recovery from a co‐generation plant that would also supply the building’s electricity needs have been discussed and are under consideration. Neshaminy, like many forward thinking schools, recognizes that energy management is synonymous with money management and has asked Buchart Horn/BASCO to provide an overall investment with a positive effect on the tax burden.

Williamsburg Square I 1975 Waddle Road I State College, PA 16803T: (814) 237-7111 I F: (814) 237-5692 I www.bh-ba.com

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Proposal to Provide: Architectural Design Services

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