Prior to launching into a full scale renovation or restoration of your school building you should evaluate the condition of the building. A full structural review should be performed by a licensed engineer to determine if the building has any deficiencies that should be addressed. You might notice that a floor is sloping or has soft spots when you walk over a certain area. This may be the result of the foundation moving, termite damage, or the result of water damage. Wood roof trusses have a tendency to sag over time, if your roof has a low slope or is flat (which was common construction practices in the early 1900's), the roof could be ponding water. Over time as the roof continues to sag as the ponding becomes more pronounced, the roof structure could collapse under the weight of the water. I have seen this condition occur, thankfully the roof did not collapse while school was in session, it occurred over a weekend.
The walls should be examined as well. The majority of the older buildings were constructed using the walls as 'load bearing'. This means the walls directly support the roof structure. Often times the walls can shift due to foundations moving. If the walls are leaning out of plane, this is a dangerous situation and must be corrected. Typically the exterior walls are load bearing as well as each side of the corridors. Caution must be taken when opening or cutting into these walls are desired to expand rooms or reconfigure spaces. Small openings for standard doors is usually not difficult to accomplish, each opening will require the head, or top of the opening, to be structurally reinforced.
All systems in the building should be evaluated including the electrical, mechanical, plumbing, roofing, and building envelope (walls, windows, etc). The cost of repairing/replacing these systems have a major impact on the project cost and should be carefully evaluated. A general rule of thumb is that if the cost of renovating exceeds 50% of the cost of a new building, you should consider building new. This of course does not take into account the historical value of the building to the community. This could far out weigh the cost implications.
Michael D. King AIA
Friday, June 21, 2013
Friday, June 7, 2013
Historic Renovations, Walls Part 2
Most older schools were built using brick for the exterior facades. As this material weathers over the years the face of the brick can become soiled with mold and mildew or stained as years of exposure to the elements leave deposits of dirt and dust.
When cleaning the exterior brick, previous common practice was to use a sand blasting method. This has proven to do more damage than good as the force of the sand on the brick could actually remove the facing of the brick itself and also damage the mortar joints. Current cleaning methods involve the use of solvents and low pressure water systems. It is imperative that the operator of the water spray unit have the nozzle set on a fan spray and not to apply the water in a stream. This will insure that the brick will be cleaned, but not damaged.
The exterior brick façade could also have deteriorated mortar joints. The joints at brick window sills are especially susceptible to weather as water can stand on the horizontal face of the brick and go through freezing and thaw cycles. The most common repair method is to remove the mortar between the brick to a depth of at least 1 inch and replace the mortar with new. This method is called "repointing the joints". If the mortar is significantly deteriorated, the entire building may need to be repointed.
Windows are the other major item in the building envelope wall façade. The majority of the existing windows will be either wood or steel materials. If the building has a historical plaque and is on the states historical register, the state historical commission will most likely want to see that the windows are replaced with a like material for continuity of the historical value of the building. The wood trim around the windows will need to be evaluated as to the amount of deterioration. If the wood is in favorable condition it is possible that it can be cleaned and repainted, if not, it should be replaced. If repainting the wood trim, be sure not to use scrapers or other tools that could damage the wood. This also includes no sand blasting to remove old paint. This method can severely damage older wood trim. There are chemical processes that can be used to remove the old paint and thereby not damaging the existing wood trim.
Diligent pre-planning can result in restoring an older school to its original splendor and not unknowingly or unnecessarily damage the wall systems in the process.
Michael D. King AIA
When cleaning the exterior brick, previous common practice was to use a sand blasting method. This has proven to do more damage than good as the force of the sand on the brick could actually remove the facing of the brick itself and also damage the mortar joints. Current cleaning methods involve the use of solvents and low pressure water systems. It is imperative that the operator of the water spray unit have the nozzle set on a fan spray and not to apply the water in a stream. This will insure that the brick will be cleaned, but not damaged.
The exterior brick façade could also have deteriorated mortar joints. The joints at brick window sills are especially susceptible to weather as water can stand on the horizontal face of the brick and go through freezing and thaw cycles. The most common repair method is to remove the mortar between the brick to a depth of at least 1 inch and replace the mortar with new. This method is called "repointing the joints". If the mortar is significantly deteriorated, the entire building may need to be repointed.
Windows are the other major item in the building envelope wall façade. The majority of the existing windows will be either wood or steel materials. If the building has a historical plaque and is on the states historical register, the state historical commission will most likely want to see that the windows are replaced with a like material for continuity of the historical value of the building. The wood trim around the windows will need to be evaluated as to the amount of deterioration. If the wood is in favorable condition it is possible that it can be cleaned and repainted, if not, it should be replaced. If repainting the wood trim, be sure not to use scrapers or other tools that could damage the wood. This also includes no sand blasting to remove old paint. This method can severely damage older wood trim. There are chemical processes that can be used to remove the old paint and thereby not damaging the existing wood trim.
Diligent pre-planning can result in restoring an older school to its original splendor and not unknowingly or unnecessarily damage the wall systems in the process.
Michael D. King AIA
Friday, May 17, 2013
Historic Renovation/Restoration
As the title suggests, we are going to discuss the differences between historic renovations of your school building vs historic restoration. This discussion will also center on some do's and don'ts concerning renovations of this type.
The first decision to make regarding your historic school building is whether or not you want to provide a restoration or a renovation of the building. This can make a huge impact on the type of work that is done and the cost of the work. If I choose to restore an older building the implication is that the work to be accomplished will bring the building back to its original condition. For example, drop in ceilings may have been installed below the original stamped metal ceiling or carpet installed over the original wood flooring. Restoring would bring these finishes back to their original condition or replaced with new finishes that match the original.
If I choose to renovate the building, I am not so concerned with what the original finishes would have been. I am simply upgrading the components of the building to bring them into new condition.
Consideration must be given if the building is registered with your state's historical commission or is on the national historic register. If this is the case, then the historical commission has jurisdiction over the work to restore and or renovate the building. Each state will have different rules and regulations concerning what can be done. In the state of Texas, the historical commission does not have input on the interior work, they are not concerned with what goes on inside the building but are very opinionated on what goes on with the exterior of the building. For example, if the windows are scheduled to be replaced then you are required to go back with a window that is of the same style and material to match the original. I had a client that wanted to install an aluminum window in place of the original wood windows (for several reasons of cost, durability, energy efficiency etc) and the historical commission denied the request stating that the windows must be wood to match the existing. Realize that this is only for buildings that are on the historic register. Just because a school building is old does not mean that it is automatically on the historic register. You must go through a process to place your school building on the register.
The historic commission will want to see evidence of what the original building materials were prior to approving the restoration of any of the components. Samples of the roofing shingles, photographs of the original building, original handrails are just a few examples of components that can prove to be helpful in the restoration process.
Michael D. King AIA
The first decision to make regarding your historic school building is whether or not you want to provide a restoration or a renovation of the building. This can make a huge impact on the type of work that is done and the cost of the work. If I choose to restore an older building the implication is that the work to be accomplished will bring the building back to its original condition. For example, drop in ceilings may have been installed below the original stamped metal ceiling or carpet installed over the original wood flooring. Restoring would bring these finishes back to their original condition or replaced with new finishes that match the original.
If I choose to renovate the building, I am not so concerned with what the original finishes would have been. I am simply upgrading the components of the building to bring them into new condition.
Consideration must be given if the building is registered with your state's historical commission or is on the national historic register. If this is the case, then the historical commission has jurisdiction over the work to restore and or renovate the building. Each state will have different rules and regulations concerning what can be done. In the state of Texas, the historical commission does not have input on the interior work, they are not concerned with what goes on inside the building but are very opinionated on what goes on with the exterior of the building. For example, if the windows are scheduled to be replaced then you are required to go back with a window that is of the same style and material to match the original. I had a client that wanted to install an aluminum window in place of the original wood windows (for several reasons of cost, durability, energy efficiency etc) and the historical commission denied the request stating that the windows must be wood to match the existing. Realize that this is only for buildings that are on the historic register. Just because a school building is old does not mean that it is automatically on the historic register. You must go through a process to place your school building on the register.
The historic commission will want to see evidence of what the original building materials were prior to approving the restoration of any of the components. Samples of the roofing shingles, photographs of the original building, original handrails are just a few examples of components that can prove to be helpful in the restoration process.
Michael D. King AIA
Friday, April 26, 2013
Site Selection - Final
We have discussed many aspects of site selection for school campuses, this is the final installment.
A major consideration in selecting the proper site for your school campus is the surrounding roads and highways. How will your students and staff get to the campus? In too many instances I have seen schools built with only one street access. I realize that this may be the only land available and the only road with access to your site, but you must consider the implications that this will have to your campus. The safety and security of students and parents as they enter and exit the campus is of the utmost importance.
If the access is to a state highway, the State Highway Dept will have jurisdiction about where and how many access points you will be allowed to the road. If you believe that because of traffic safety reasons there should be a stop light at the entrance/exits to the campus, typically the Highway Dept will require a traffic study to be done, (at your cost) to prove that the light is necessary. In Texas, the cost of the traffic light is the responsibility of the school. This may not be the case in other states. Negotiations and planning with the Highway Dept is not a fast process. Plan enough time ahead so that this phase of the project does not delay the design and construction of your school.
We always recommend having at least two access points to your site as a minimum. This will assist in spreading out the traffic load and being able to separate the bus traffic from the parents. Multiple pick up and drop off points and having the bus traffic separated are key elements in having a safe site. Plan the drop offs to be long enough that cars are not standing on the street right of way.
The trend in the last 10 to 15 years has been that small neighborhood schools are being consolidated into larger campuses. Students no longer walk to school, even if they are only a few blocks away. Parents are driving their students to school or they are riding the bus. Not many students walk or ride bikes as in my day. I say all that to help us all realize that you must plan for more vehicles coming to your school campus and plan a safe and effective way to get the students in your school.
Michael D. King AIA
A major consideration in selecting the proper site for your school campus is the surrounding roads and highways. How will your students and staff get to the campus? In too many instances I have seen schools built with only one street access. I realize that this may be the only land available and the only road with access to your site, but you must consider the implications that this will have to your campus. The safety and security of students and parents as they enter and exit the campus is of the utmost importance.
If the access is to a state highway, the State Highway Dept will have jurisdiction about where and how many access points you will be allowed to the road. If you believe that because of traffic safety reasons there should be a stop light at the entrance/exits to the campus, typically the Highway Dept will require a traffic study to be done, (at your cost) to prove that the light is necessary. In Texas, the cost of the traffic light is the responsibility of the school. This may not be the case in other states. Negotiations and planning with the Highway Dept is not a fast process. Plan enough time ahead so that this phase of the project does not delay the design and construction of your school.
We always recommend having at least two access points to your site as a minimum. This will assist in spreading out the traffic load and being able to separate the bus traffic from the parents. Multiple pick up and drop off points and having the bus traffic separated are key elements in having a safe site. Plan the drop offs to be long enough that cars are not standing on the street right of way.
The trend in the last 10 to 15 years has been that small neighborhood schools are being consolidated into larger campuses. Students no longer walk to school, even if they are only a few blocks away. Parents are driving their students to school or they are riding the bus. Not many students walk or ride bikes as in my day. I say all that to help us all realize that you must plan for more vehicles coming to your school campus and plan a safe and effective way to get the students in your school.
Michael D. King AIA
Friday, April 12, 2013
Site Selection - Part 3
When considering a new site for a school building always keep in mind the utilities that are available to the site. Most sites have electricity nearby but find out from your power company if single phase or if three phase power is readily available. Your school will need three phase power to effectively handle the electrical load. Single phase will work, but will be more costly for the conductors, the electrical panels and switch gear.
Another cost savings will be if natural gas is available to the site. Generally speaking utilizing natural gas to heat your school is more cost effective than electricity. This is not true if you are considering a geo thermal mechanical system however. Engaging a mechanical engineer to study the cost differential of the air conditioning and heating systems will tell you if utilizing natural gas is the most cost effective for your site. The distance to connect the gas line to the main will have a major impact on your cost comparison. The main line may simply be too far to connect and cost too much to run a line to serve your school. This is a cost that the school would pick up, the utility company will not pay for the extension of the gas line.
Check to see if the site is within city limits and can be served with water and sanitary sewer. If you are outside of the city limits you may still be within the city ETJ (extra territorial jurisdiction). This is the area just outside of cities that will eventually be annexed into the city. Some or all of the ETJ may have water and sanitary sewer service. If you are in a rural area there is most likely a water district that will have the services available. If not, you would have to provide the school a water source such as a well and sewer service of septic tanks and leach fields for smaller buildings or full treatment plants for larger schools. These would be governed by the local water district or county.
Effective planning for the utilities to your site will let you know up front what the cost impact will be on your overall budget. You can't afford to wait until the construction has started to bring utilities to your site. Start the process early in the planning phase as it takes time to bring the needed utilities to your site.
Michael King AIA
Another cost savings will be if natural gas is available to the site. Generally speaking utilizing natural gas to heat your school is more cost effective than electricity. This is not true if you are considering a geo thermal mechanical system however. Engaging a mechanical engineer to study the cost differential of the air conditioning and heating systems will tell you if utilizing natural gas is the most cost effective for your site. The distance to connect the gas line to the main will have a major impact on your cost comparison. The main line may simply be too far to connect and cost too much to run a line to serve your school. This is a cost that the school would pick up, the utility company will not pay for the extension of the gas line.
Check to see if the site is within city limits and can be served with water and sanitary sewer. If you are outside of the city limits you may still be within the city ETJ (extra territorial jurisdiction). This is the area just outside of cities that will eventually be annexed into the city. Some or all of the ETJ may have water and sanitary sewer service. If you are in a rural area there is most likely a water district that will have the services available. If not, you would have to provide the school a water source such as a well and sewer service of septic tanks and leach fields for smaller buildings or full treatment plants for larger schools. These would be governed by the local water district or county.
Effective planning for the utilities to your site will let you know up front what the cost impact will be on your overall budget. You can't afford to wait until the construction has started to bring utilities to your site. Start the process early in the planning phase as it takes time to bring the needed utilities to your site.
Michael King AIA
Friday, March 22, 2013
Site Selection - Part 2
The Part 2 discussion is on the size and shape of the site and why it is important to the design and overall functionality of the school.
As always, this is a guideline. The school district should employ the services of a qualified design professional to assist in evaluating the potential sites prior to purchase to ensure the best value for the district.
Often times land developers will approach school districts with a plot of land they have allocated for a school within their development. Although they may have good intentions (usually it is to make their development more attractive to potential buyers), they don't always give you the more desirable locations or shapes of property. A site that is irregular in shape or out of proportion in one or two dimensions can be much more difficult to build on. The irregularity will create unusable areas, sharp corners (such as a parallelogram) or narrow access ways that are simply dead spaces with no functional possibilities.
The most desirable shape for a plot of land is rectangular with the long side to short side ratio of 4:3. For example the long side of the tract is 400' long and the shorter side at 300'. I realize that this ratio is not possible for the majority of sites that would be available, but if you asked what would be the ideal, that would be my answer. Certainly buildings can be sited on square tracts or irregular shapes, but in general a rectangular shape gives the designer the best options for placing all the necessary elements of drives, parking, play grounds, athletic fields etc. on the site. . It is preferred to have contiguous sites with rectilinear shapes that are not too narrow and have gentle slopes. Sites with steep slopes can be used however; additional funds will be required for retaining walls and fencing.
When considering potential school site sizes and student
capacity, there are several factors that should be given consideration. Each
site size should be based on “ usable acres”. Usable acres can be defined as
the amount of land remaining after utility/drainage easements, flood plains,
power lines, and storm water detention requirements have been accounted for.
Additional consideration needs to be given to what grade
levels will be located on the property. Elementary schools will require play
areas. In some cases School Districts and Cities joint venture to place parks
next to elementary schools to capitalize on the use of the land. High school
sites can vary depending on the amount of parking and athletic venues required.
The high school site below uses the following parameters: parking for 40% of
the student population driving; competition football, baseball, softball
fields; tennis courts, and a practice football field. Also, vehicular
access should be studied for high school sites. Additional access points are
needed to accommodate larger driving populations.
The following is a chart to outline basic site sizes for types of schools and various capacities.
|
School Type
|
Student Capacity
|
Recommended Site Size
|
|
Elementary School
|
600-800 Students
|
10-15 acres
|
|
Middle School
|
1000 Students
|
30 acres
|
|
High Schools
|
750 to 2000 Students |
60 acres
|
|
|
2000 to 3500 Students |
70 acres
|
As always, this is a guideline. The school district should employ the services of a qualified design professional to assist in evaluating the potential sites prior to purchase to ensure the best value for the district.
Michael D. King AIA
Thursday, March 21, 2013
The USDOE seeks Educational Facilities Experts
The U.S. Department of Education's Impact Aid Program administers competitive grants for emergency repairs of school facilities to school districts whose property tax revenues are significantly impacted by the presence of Federal land. The program is seeking school facilities experts to read and score applications for an upcoming grant competition. Qualified field readers will have experience in school facilities management, administration of a state school facilities improvement program, architecture, or school business management.
Readers are expected to read, comment on, and score applications before discussing the applications with their panel, which will be comprised of four readers. Panels will convene via teleconference in the month of May, so readers must be generally available in that month. Depending on the number of applications received there will likely be two to three teleconferences over the course of the month, plus a training webinar. Readers will be compensated for their time based on the number of applications scored.
The U.S. Department of Education solicits reviewers without regard to race, color, national origin, gender, age or disability. The Department will provide reasonable accommodations for a qualified individual with a disability to participate in the review process. The program is seeking a geographically diverse group of readers, including readers who are familiar with the challenges of managing schools in small, rural school districts.
More information about the grant program can be found on the program's website at www.ed.gov/programs/8007b/index.html. If you are willing to be considered, please email a current resume that describes your educational facilities experience to Amanda Ognibene at Amanda.Ognibene@ed.gov by March 29, 2013.
 |
The U.S. Department of Education solicits reviewers without regard to race, color, national origin, gender, age or disability. The Department will provide reasonable accommodations for a qualified individual with a disability to participate in the review process. The program is seeking a geographically diverse group of readers, including readers who are familiar with the challenges of managing schools in small, rural school districts.
More information about the grant program can be found on the program's website at www.ed.gov/programs/8007b/index.html. If you are willing to be considered, please email a current resume that describes your educational facilities experience to Amanda Ognibene at Amanda.Ognibene@ed.gov by March 29, 2013.
Friday, March 8, 2013
Site Selection - Part 1
My next few blogs will discuss the process and some of the components for site selection for new school facilities. As the recession wanes and school districts find themselves growing again, the need to acquire school sites has come to focus for many districts.
If you are evaluating several sites, as you narrow the list to the top one or two sites, we recommend that you have a geo technical study done for each site. The geo tech study is performed by qualified engineers that will take soil samples from various locations on the site to determine the characteristics of the soil. Typically the test holes are drilled 25' to 50' depths at various locations where the building is anticipated to be located. This is important information that can be used by the architect and contractor in estimating what the cost of the foundation system will be.
For example, site 1 may have soil that has a large clay content versus site 2 with a sandy type soil. Sandy soils are typically more stable to build on and require less work to prepare the building pad, therefore are less expensive than building on clay soils. You may also find that site 2 has a layer of rock at a shallower depth than site 1 meaning that the piers for the foundation system are shorter in length, therefore less expensive than at site 1.
Another factor to look for in the geo tech report would be if the soil tests show encountering any underground water. If excessive underground water is found in the test holes it may mean that the piers will need to cased. Casing piers is a process that involves first drilling the pier hole then inserting a steel casing in the hole to keep water from collapsing the hole. The reinforcing steel is placed and then the concrete is poured into the hole. The steel casing is then extracted upon completion of the pour. This process is tedious and increases the cost of the foundation system. There are other methods to drill piers in locations that have underground water, but it is safe to say anytime you encounter this situation, you will be spending more money.
The cost for having a geo tech study performed is several thousand dollars, however this is a very small cost in the total budget of a new building and could potentially save your district tens of thousands of dollars by making an informed decision on choosing one site over another by knowing the type of soil that is present.
Michael D. King AIA
Friday, February 22, 2013
Construction Expectations
What are your expectations going into a construction project? Are you expecting a perfect job? One with no change orders? One with no call backs in the warranty period? If you answered yes to any of these questions, then I think we need to have a talk. We try to educate our clients beforehand that design and construction is a complicated process involving many people, and as humans we are not perfect by any means.
This does not mean that accepting inferior or defective work is acceptable during the construction phase, it is not. Defective work must be corrected for the safety and welfare of the occupants of the building and inferior work should never be accepted. A standard of the quality of the construction should be outlined and reinforced by the general contractor prior to the start of any work.The requirements for the quality of the work is set forth in the specification book that is issued with the drawings by the design professional. If a particular portion of the work is complex or sensitive, the general contractor should set up a preconstruction conference (precon) involving all the participants of that work and set up parameters and convey the expectation of the work to all involved.
An example of a precon is when the data cabling subcontractor is ready to start installing the data lines. All subcontractors should attend this conference and understand that any disturbance of the data cabling can render it useless. If the cable is inadvertently painted, it ruins the cable and must be removed. If the cable is kinked or bent sharply it will render it useless. For all subs to have this knowledge is key to preventing damage to the data lines and providing a fully operational data system at the time of completion of the project.
As the project nears completion, a punch list will be developed by the contractor and architect. This punch list enumerates all the items in the project that need to be corrected, i.e. fix the paint chip in this wall, this door knob is not working, a particular air conditioner unit is not working etc. All these items are to be corrected by the contractor and the final payment withheld until verification of the correction of the punch list items has been received.
Once the project is declared substantially complete, this does not relieve the contractor of his responsibilities. The warranty period begins upon completion and continues for 1 year. This is the standard length of time for a building warranty. Products or systems with in the building may carry longer warranties such as the roof system which may carry any where from a 10 to 20 year warranty. Before the final payment is made, a manual which compiles all the warranties and guaranties should be received by the owner to insure that these important documents are accounted for.
One final note, always carry a contingency allowance for your project no matter how large or small the project may be. If the project is renovations you would be wise to carry a larger contingency allowance than if it is a new building. New buildings typically have a 2% to 3% contingency, renovations anywhere from 5% to 10% depending on the complexity of the work.
Michael King AIA
This does not mean that accepting inferior or defective work is acceptable during the construction phase, it is not. Defective work must be corrected for the safety and welfare of the occupants of the building and inferior work should never be accepted. A standard of the quality of the construction should be outlined and reinforced by the general contractor prior to the start of any work.The requirements for the quality of the work is set forth in the specification book that is issued with the drawings by the design professional. If a particular portion of the work is complex or sensitive, the general contractor should set up a preconstruction conference (precon) involving all the participants of that work and set up parameters and convey the expectation of the work to all involved.
An example of a precon is when the data cabling subcontractor is ready to start installing the data lines. All subcontractors should attend this conference and understand that any disturbance of the data cabling can render it useless. If the cable is inadvertently painted, it ruins the cable and must be removed. If the cable is kinked or bent sharply it will render it useless. For all subs to have this knowledge is key to preventing damage to the data lines and providing a fully operational data system at the time of completion of the project.
As the project nears completion, a punch list will be developed by the contractor and architect. This punch list enumerates all the items in the project that need to be corrected, i.e. fix the paint chip in this wall, this door knob is not working, a particular air conditioner unit is not working etc. All these items are to be corrected by the contractor and the final payment withheld until verification of the correction of the punch list items has been received.
Once the project is declared substantially complete, this does not relieve the contractor of his responsibilities. The warranty period begins upon completion and continues for 1 year. This is the standard length of time for a building warranty. Products or systems with in the building may carry longer warranties such as the roof system which may carry any where from a 10 to 20 year warranty. Before the final payment is made, a manual which compiles all the warranties and guaranties should be received by the owner to insure that these important documents are accounted for.
One final note, always carry a contingency allowance for your project no matter how large or small the project may be. If the project is renovations you would be wise to carry a larger contingency allowance than if it is a new building. New buildings typically have a 2% to 3% contingency, renovations anywhere from 5% to 10% depending on the complexity of the work.
Michael King AIA
Friday, February 15, 2013
Water Conservation - Site Level
As spring approaches, focus begins again on plants and irrigation. This can add a significant cost to many school districts. Listed here are some ideas that you may consider to reduce this cost.
First, there was an earlier blog discussing xeriscaping. Choosing native and adapted plants in your climate reduces the amount of water required to maintain them. These plants are generally sustained by the natural amount of rainfall in your area. Adding more of these plants instead of expansive areas of grass (which requires more water) can also help reduce the demand on an irrigation system.
Second, consider the type of irrigation system that is used on your campuses. The most common type is spray irrigation with sprinkler heads placed throughout the area requiring water. These are most practical when watering a large expanse of grass. Where possible however, especially in planting beds, consider drip irrigation as an alternative. Much less water is lost to evaporation or wind drift and is more focused at the roots of the plants. Flow rates are also much lower, which significantly reduces the amount of runoff and the amount of water used.
Third, does the entire campus need irrigated? There may be portions around the building and entrances or specific play field areas that could benefit aesthetically and practically from water where other grassed areas may not be as visible or used as often and would not necessarily require irrigation. Additionally, we have had a few clients recently install synthetic turf instead of grass for more of their playing fields, including not just football but baseball, softball and even a practice field. Where there is possibility of drought as was for this district, they saw tremendous benefit in paying the upfront cost for these fields knowing that they would save greatly on irrigation because of the little rainfall they have received the past few years.
There is also the option to collect and store the rainwater that falls on the site and use this water for site irrigation. There can be significant cost to adding this system, but it can generally pay itself off in 5-10 years.
Friday, February 8, 2013
Safety and Security Part 2
As a continuation of the previous blog on safety and security, this installment will discuss man made threats and offer up a few suggestions as how to look for improvements to the safety and security of your school campus.
As we discussed previously, natural threats can come in many forms. Man made threats are no different and can come many forms as well: unauthorized campus access by a parent, a students or group of students, or strangers. You can have terroristic bomb or gun threats, hazardous chemical accidents or have an active shooter on campus.
Controlling unauthorized visitors on your campus starts with your school setting parameters and controlling the access of all doors. One way to do this is by installing an access control system with proximity card readers. Doors can be automatically locked down to control access only at certain times of the day. You enter these control points by having a prox card. If you don't have a card, you must enter at the point of control, usually the main entrance through a secured vestibule. The secure vestibule allows the visitor to enter the building but then must go through the office area to continue into the facility. At this point the visitor must sign in and receive a name badge or some similar recognition that identifies them as a visitor. A key aspect of design in this area is to have windows for staff observation of the entrance and the parking areas. These windows need to have a clear view, keeping vegetation trimmed appropriately.
Virtually every school district deals with terroristic threats in the form of called-in bomb threats or similar type violence. The district's policies and procedures in dealing with these threats need to be clearly outlined to all employees and students drilled in evacuation procedures. A key to limiting the calls is student awareness and involvement in helping apprehend the perpetrators. Social media has been one way of intelligence gathering that has proved successful.
In regards to hazardous chemicals, do you know what is travelling on your highways? Do you have rail lines adjacent to your property? Do you have chemical storage or processing plants nearby? By knowing what is around you, you can effectively have a plan in place for these type of chemical accidents.
You must have a lock down protocol in the case of having an active shooter on campus. What are the lines of communication between the office and teachers and teachers to the office? Practice both verbal and non-verbal communication techniques. You must have the ability to lock doors from the inside of the classroom and to cover any glass areas. Drills with local law enforcement agencies will help solidify these procedures and recognize any gaps that you may have in your security plan. One item that we are doing as an architectural firm is providing the law enforcement agency a master plan of the schools in their jurisdiction. With this information they can have accurate layouts of the schools and increase their effectiveness and responses to the threat.
Here are some keys to improving security through facility design;
* Protection from vehicular dangers - consider parking and drive locations and the use of bollards, don't place gas meters or electrical transformers where they can be hit by cars.
*Building entrances- limit points of entry before and after school, provide one single highly visible entrance during school.
*Situate trash bins in only one area 150' away from the building
*Filter all building ventilation and place intakes in concealed locations
*Secure all exterior electrical panels and air conditioning disconnects
Other ideas for securing your facility can be found by contacting 'Crime Prevention Through Environmental Design' (CPTED) at www.cptedsecurity.com
They offer many suggestions on surveillance, natural access control, territorial reinforcement through passive barriers and natural landscaping. Many of these design guidelines can be accomplished with little or no extra cost as the design professional becomes aware of your need to secure your campus.
Michael King AIA
As we discussed previously, natural threats can come in many forms. Man made threats are no different and can come many forms as well: unauthorized campus access by a parent, a students or group of students, or strangers. You can have terroristic bomb or gun threats, hazardous chemical accidents or have an active shooter on campus.
Controlling unauthorized visitors on your campus starts with your school setting parameters and controlling the access of all doors. One way to do this is by installing an access control system with proximity card readers. Doors can be automatically locked down to control access only at certain times of the day. You enter these control points by having a prox card. If you don't have a card, you must enter at the point of control, usually the main entrance through a secured vestibule. The secure vestibule allows the visitor to enter the building but then must go through the office area to continue into the facility. At this point the visitor must sign in and receive a name badge or some similar recognition that identifies them as a visitor. A key aspect of design in this area is to have windows for staff observation of the entrance and the parking areas. These windows need to have a clear view, keeping vegetation trimmed appropriately.
Virtually every school district deals with terroristic threats in the form of called-in bomb threats or similar type violence. The district's policies and procedures in dealing with these threats need to be clearly outlined to all employees and students drilled in evacuation procedures. A key to limiting the calls is student awareness and involvement in helping apprehend the perpetrators. Social media has been one way of intelligence gathering that has proved successful.
In regards to hazardous chemicals, do you know what is travelling on your highways? Do you have rail lines adjacent to your property? Do you have chemical storage or processing plants nearby? By knowing what is around you, you can effectively have a plan in place for these type of chemical accidents.
You must have a lock down protocol in the case of having an active shooter on campus. What are the lines of communication between the office and teachers and teachers to the office? Practice both verbal and non-verbal communication techniques. You must have the ability to lock doors from the inside of the classroom and to cover any glass areas. Drills with local law enforcement agencies will help solidify these procedures and recognize any gaps that you may have in your security plan. One item that we are doing as an architectural firm is providing the law enforcement agency a master plan of the schools in their jurisdiction. With this information they can have accurate layouts of the schools and increase their effectiveness and responses to the threat.
Here are some keys to improving security through facility design;
* Protection from vehicular dangers - consider parking and drive locations and the use of bollards, don't place gas meters or electrical transformers where they can be hit by cars.
*Building entrances- limit points of entry before and after school, provide one single highly visible entrance during school.
*Situate trash bins in only one area 150' away from the building
*Filter all building ventilation and place intakes in concealed locations
*Secure all exterior electrical panels and air conditioning disconnects
Other ideas for securing your facility can be found by contacting 'Crime Prevention Through Environmental Design' (CPTED) at www.cptedsecurity.com
They offer many suggestions on surveillance, natural access control, territorial reinforcement through passive barriers and natural landscaping. Many of these design guidelines can be accomplished with little or no extra cost as the design professional becomes aware of your need to secure your campus.
Michael King AIA
Friday, February 1, 2013
School Safety and Security - Part 1
School safety and security is on every one's mind since the tragedy at Sandy Hook Elementary last December. What policies and procedures does your school have and is it time to review those in light of that tragedy?
Many of our school clients have contacted our firm in the last month and have asked to have an analysis of their safety and security systems and buildings. It has not been so much of a knee jerk reaction to Sandy Hook, but many are asking- what can we do better to keep our students safe?
The first part of this blog will address the issues of natural threats and disasters such as tornadoes, hurricanes, fire etc. The second part will address man made threats.
Natural disasters come in many forms, for us in the midwest it is tornadoes, for those on the east coast it is hurricanes, for those on the west coast it is earthquakes and fires. We still remember the tornado that hit Joplin, Ms in May of 2011 and destroyed the high school. Had the students moved to the hallways, as many school disaster policies and procedures direct, many more lives would have been lost. This has caused many to re-evaluate their procedures and look for alternative ways to protect students during natural disasters.
What can be done in the design and construction of schools to offer more safety?
First, you can select building materials that can withstand substantial impact such as cast concrete or reinforced masonry for the wall systems. Roof deck assemblies made of light weight concrete offer a more dense material than metal decking for example. As we strive to make our schools more open with large amounts of glass and glazing, keep in mind that flying glass accounts for most of the injuries incurred in natural disasters. Consider providing impact resistant glazing that will prevent it from becoming airborne. Secondly, consider providing safe room shelters within the school. These are self-contained rooms that can hold large numbers of students for a limited time. Several locations throughout the school is advised since extreme storms can form quickly, allowing only a limited time to move students to the safe rooms.
Keep these factors in mind when designing the safe rooms;
1) the area must be big enough to keep order and supervise the students
2) the area must remain clear for use when needed
3) doors should open inward so people can exit if debris piles up
4) doors should have three bolts and there should be protocols on when to shut them, communicate with the outside and open them.
5) openings like doorways and duct penetrations should have meandering pathways so debris missiles cannot enter directly into the space
6) intentionally 'hardened' gym spaces can meet all of the considerations.
For more information you can contact Curtis Clay, Assoc Director of Educational and Training Services with the Texas School Safety Center at www.txssc.txstate.edu or Mr Allen Lawrence.
Michael King AIA
Many of our school clients have contacted our firm in the last month and have asked to have an analysis of their safety and security systems and buildings. It has not been so much of a knee jerk reaction to Sandy Hook, but many are asking- what can we do better to keep our students safe?
The first part of this blog will address the issues of natural threats and disasters such as tornadoes, hurricanes, fire etc. The second part will address man made threats.
Natural disasters come in many forms, for us in the midwest it is tornadoes, for those on the east coast it is hurricanes, for those on the west coast it is earthquakes and fires. We still remember the tornado that hit Joplin, Ms in May of 2011 and destroyed the high school. Had the students moved to the hallways, as many school disaster policies and procedures direct, many more lives would have been lost. This has caused many to re-evaluate their procedures and look for alternative ways to protect students during natural disasters.
What can be done in the design and construction of schools to offer more safety?
First, you can select building materials that can withstand substantial impact such as cast concrete or reinforced masonry for the wall systems. Roof deck assemblies made of light weight concrete offer a more dense material than metal decking for example. As we strive to make our schools more open with large amounts of glass and glazing, keep in mind that flying glass accounts for most of the injuries incurred in natural disasters. Consider providing impact resistant glazing that will prevent it from becoming airborne. Secondly, consider providing safe room shelters within the school. These are self-contained rooms that can hold large numbers of students for a limited time. Several locations throughout the school is advised since extreme storms can form quickly, allowing only a limited time to move students to the safe rooms.
Keep these factors in mind when designing the safe rooms;
1) the area must be big enough to keep order and supervise the students
2) the area must remain clear for use when needed
3) doors should open inward so people can exit if debris piles up
4) doors should have three bolts and there should be protocols on when to shut them, communicate with the outside and open them.
5) openings like doorways and duct penetrations should have meandering pathways so debris missiles cannot enter directly into the space
6) intentionally 'hardened' gym spaces can meet all of the considerations.
For more information you can contact Curtis Clay, Assoc Director of Educational and Training Services with the Texas School Safety Center at www.txssc.txstate.edu or Mr Allen Lawrence.
Michael King AIA
Friday, January 25, 2013
What Does a Net-Zero Energy Building Really Mean?
The following article is taken from a newsletter published by Estes McClure and Assoc Inc., Nov 2012.
In the ongoing quest to decrease the impact buildings have on the environment, we have begun to hear more about the concept of net-zero-energy buildings. The term itself sounds impressive. After all, when looking at low-energy use, how can you beat zero?
But exactly how do you define a "net-zero-energy building"? A clean measurable definition is needed because the way the "zero-energy" goal is defined affects the decisions Architects, Engineers and Owners make to achieve and measure success. Let's look at some of the definitions in the market place today.
Net-Zero-Site Energy: A site Net-Zero-Energy Building (ZEB) produces at least as much energy as it uses in a year when accounted for at the site.
Net-Zero-Source Energy: A source ZEB produces as much energy as it uses in a year when accounted for at the source. Source energy refers to primary energy used to generate and deliver energy to the site (from a power plant, etc).
Net-Zero-Energy Cost: In a cost ZEB, the amount of money the utility pays the building owner for the energy the building supplies to the electrical grid is at least equal to the amount the owner pays the utility for energy services and energy used in a year. Carefully examine utility rate structure, as most utilities do not allow any offset in costs for fixed charges and demand charges.
Net-Zero-Energy Emissions: A net-zero-energy emissions building produces at least as much emissions-free renewable energy as it uses from emissions producing resources (i.e. an electric utility)
Net-Zero-Offsite Energy: A building may be considered a ZEB even if 100% of the energy it purchases comes from renewable energy sources, even if the energy is generated off-site.
The logical conclusion is to lean toward the Net-Zero-Site Energy definition because the only way to measure "ZEB" is to look at the energy crossing the site. Definitions that include emission, cost, source, etc. are based on this measured information and then calculations are needed to get to the metric or definition selected. In fact, through an agreement of understanding ASHRAE (American Society of Heating, Refrigeration and Air Conditioning Engineers), AIA (American Institute of Architects), the US Green Building Council, and IES (Illuminating Engineering Society) have chosen site-energy measurements.
ASHRAE's Vision 2020 defines ZEB as one that produces as much energy as it uses when measured at the site.On an annual basis, it produces or consumes as much energy from renewable sources as it uses while maintaining an acceptable level of service and functionality. Per ASHRAE a ZEB can exchange energy with the power grid as long as the net energy balance is zero on an annual basis. ASHRAE recently confirmed with Estes McClure and Assoc that ZEB's, on an annual basis, use no more energy than is provided by on-site renewable energy sources. Remember ZEB's includes only the energy flow of the building, not the overall sustainability of the building. A net-zero-energy building will have a higher first cost.
The best strategy for a ZEB using ASHRAE's on-site definition is to make the building as energy efficient s one sensibly can, then apply the on-site renewable energy. For more information you can contact Mike Clendenin at www.estesmcclure.com
Michael D. King AIA
In the ongoing quest to decrease the impact buildings have on the environment, we have begun to hear more about the concept of net-zero-energy buildings. The term itself sounds impressive. After all, when looking at low-energy use, how can you beat zero?
But exactly how do you define a "net-zero-energy building"? A clean measurable definition is needed because the way the "zero-energy" goal is defined affects the decisions Architects, Engineers and Owners make to achieve and measure success. Let's look at some of the definitions in the market place today.
Net-Zero-Site Energy: A site Net-Zero-Energy Building (ZEB) produces at least as much energy as it uses in a year when accounted for at the site.
Net-Zero-Source Energy: A source ZEB produces as much energy as it uses in a year when accounted for at the source. Source energy refers to primary energy used to generate and deliver energy to the site (from a power plant, etc).
Net-Zero-Energy Cost: In a cost ZEB, the amount of money the utility pays the building owner for the energy the building supplies to the electrical grid is at least equal to the amount the owner pays the utility for energy services and energy used in a year. Carefully examine utility rate structure, as most utilities do not allow any offset in costs for fixed charges and demand charges.
Net-Zero-Energy Emissions: A net-zero-energy emissions building produces at least as much emissions-free renewable energy as it uses from emissions producing resources (i.e. an electric utility)
Net-Zero-Offsite Energy: A building may be considered a ZEB even if 100% of the energy it purchases comes from renewable energy sources, even if the energy is generated off-site.
The logical conclusion is to lean toward the Net-Zero-Site Energy definition because the only way to measure "ZEB" is to look at the energy crossing the site. Definitions that include emission, cost, source, etc. are based on this measured information and then calculations are needed to get to the metric or definition selected. In fact, through an agreement of understanding ASHRAE (American Society of Heating, Refrigeration and Air Conditioning Engineers), AIA (American Institute of Architects), the US Green Building Council, and IES (Illuminating Engineering Society) have chosen site-energy measurements.
ASHRAE's Vision 2020 defines ZEB as one that produces as much energy as it uses when measured at the site.On an annual basis, it produces or consumes as much energy from renewable sources as it uses while maintaining an acceptable level of service and functionality. Per ASHRAE a ZEB can exchange energy with the power grid as long as the net energy balance is zero on an annual basis. ASHRAE recently confirmed with Estes McClure and Assoc that ZEB's, on an annual basis, use no more energy than is provided by on-site renewable energy sources. Remember ZEB's includes only the energy flow of the building, not the overall sustainability of the building. A net-zero-energy building will have a higher first cost.
The best strategy for a ZEB using ASHRAE's on-site definition is to make the building as energy efficient s one sensibly can, then apply the on-site renewable energy. For more information you can contact Mike Clendenin at www.estesmcclure.com
Michael D. King AIA
Friday, January 11, 2013
Master Planning
It's the new year and many people and organizations make new years resolutions and set goals for themselves. Is it time for your school district to set their goals and create a master plan for growth? If you haven't been through this exercise maybe its time that you did. So how do you get started? As I have stated before, take time to plan.... you have to plan to plan. It is an investment in time to get organized and pull a team together that can assist you in all the different components of developing a master plan.
So what are the components of a master plan?
1. Demographic Study.
Typically the plan will include a demographic study that will project out a minimum of ten years. The study should outline certain areas in the district that are growing and note any declining trends. Also it should note any special populations that would need to be addressed to accommodate students with disabilities. The study should also review the practical and maximum capacity of your school buildings. This study is sometimes performed by district personnel, but most generally is outsourced to firms that specialize in demographic studies.
2. Building Condition Assessment.
This assessment should review all the components of your physical facilities. Roofing, Mechanical and Electrical systems, handicap accessibility, structural issues, hazardous materials (asbestos, lead paint for example), windows, doors and hardware, finishes such as carpet, vinyl tile and paint, kitchen equipment, and generally the overall condition of the building. It should also assess any historical value to the community. This assessment is usually performed by design professionals, architects and engineers.
3. Educational Adequacy.
This is a review of the building from a curriculum and education point of view. Does the building enable teaching? Are the core elements of the cafeteria, library, gyms, and offices large enough to handle growth? Are the components of the building properly placed, i.e. are quiet spaces adjacent to noisy spaces. Do we have the proper itinerate spaces for the programs that are offered? Is the land area adequate to properly address all the athletic and physical education needs?
4. Site Study
Evaluate sites that may need to be purchased for future growth.
Once all the information is gathered and compiled, you will need to prioritize the list. The school board would then need to adopt the findings and then set out a plan of how to implement the master plan. As in all planning exercises, excellent communications is needed from start to finish. Many districts find it advantageous to engage the community in this process. This allows community members to see the needs that the district has and be able to promote any changes that need to be made.
Realize that the master plan is a fluid document and would need to be updated at least every couple of years. If there is a drastic change in the community, such as the influx of students due to a new industry in the community, the master plan would need to updated appropriately.
So what are the components of a master plan?
1. Demographic Study.
Typically the plan will include a demographic study that will project out a minimum of ten years. The study should outline certain areas in the district that are growing and note any declining trends. Also it should note any special populations that would need to be addressed to accommodate students with disabilities. The study should also review the practical and maximum capacity of your school buildings. This study is sometimes performed by district personnel, but most generally is outsourced to firms that specialize in demographic studies.
2. Building Condition Assessment.
This assessment should review all the components of your physical facilities. Roofing, Mechanical and Electrical systems, handicap accessibility, structural issues, hazardous materials (asbestos, lead paint for example), windows, doors and hardware, finishes such as carpet, vinyl tile and paint, kitchen equipment, and generally the overall condition of the building. It should also assess any historical value to the community. This assessment is usually performed by design professionals, architects and engineers.
3. Educational Adequacy.
This is a review of the building from a curriculum and education point of view. Does the building enable teaching? Are the core elements of the cafeteria, library, gyms, and offices large enough to handle growth? Are the components of the building properly placed, i.e. are quiet spaces adjacent to noisy spaces. Do we have the proper itinerate spaces for the programs that are offered? Is the land area adequate to properly address all the athletic and physical education needs?
4. Site Study
Evaluate sites that may need to be purchased for future growth.
Once all the information is gathered and compiled, you will need to prioritize the list. The school board would then need to adopt the findings and then set out a plan of how to implement the master plan. As in all planning exercises, excellent communications is needed from start to finish. Many districts find it advantageous to engage the community in this process. This allows community members to see the needs that the district has and be able to promote any changes that need to be made.
Realize that the master plan is a fluid document and would need to be updated at least every couple of years. If there is a drastic change in the community, such as the influx of students due to a new industry in the community, the master plan would need to updated appropriately.
Friday, January 4, 2013
Choosing Building Materials
With today’s budgets straining many school districts, lowering operational costs in facilities is paramount. When designing a new school or renovating an existing one, material selection can have major impacts down the road when considering the life cycle costs of a building.
1. What materials will extend the life of the building?
2. What materials require minimal maintenance?
3. Can I afford to pay a little more now if necessary to save a lot in the future?
Exterior materials – Brick, stone, or masonry materials are extremely durable and easy to maintain. Pre-finished metal also generally holds up well. At the smaller scale, think about exposed steel columns and lintels. If they are galvanized, they would not need painted every few years. Similarly, anodized aluminum door and window frames would not require paint like hollow metal frames.
Interior materials – There is no end to the options of materials to select from. Evaluate the use of each space to determine where the greatest impact can be made. Higher end materials may not be necessary in the entire building.
Corridors – These are high traffic areas that see a lot of abuse over time. Masonry in these areas have the same benefit as when they are used on the exterior of the building. If the walls are drywall, consider placing ceramic tile, laminate panels or another stronger and cleanable material over the face of the wall. For the floors, if the budget allows, terrazzo will last the life of the building and does not require waxing like vinyl tile does. Other options that would eliminate the need to wax floors could be porcelain tile or solid vinyl tile, among others.
Classrooms – Finishes here can greatly vary depending on how each district uses their spaces. The common choices are vinyl tile or carpet. Tile offers the most flexibility in a space since rugs can easily be placed over them. If there are sinks in the classrooms, this also keeps these areas easy to clean. Carpet can be beneficial, especially in second floor classrooms, to lessen the sound of moving furniture into the first floor rooms below. Extending a higher end finish in these rooms is often difficult to do with many budgets, but the same advantages could be seen here as those mentioned for the corridors.
Restrooms and kitchens – Quarry tile, ceramic and porcelain tiles, and poured quartz flooring are all good options for these spaces. In the facilities we have been working on recently, we are seeing more districts choose the poured quartz flooring because there are no grout lines that will discolor over time. This also provides a seamless surface to clean.
This is clearly just touching the surface of the many material choices that have to be made on each project. I encourage you to talk through the benefits of each material with your architect, keeping in mind the life cycle implications of these decisions.
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