CAIS 2012 Trustee/School Head Conference

Transcription

1 CAIS 2012 Trustee/School Head Conference CAIS 2012 Trustee/School Head Conference Creating an Inspiring Master Planning Process Denise Gutches CEO, DKG Consulting Dwight Long Principal, Pfau Long Architecture

2 Overview Why Do a Master Plan? Driven by market demands, scarcity of buildable expansion property, and ever rising property and construction costs more than ever schools need to have a facilities plan for the future A thorough understanding of how current and future program needs can be translated into physical facilities that enables the institution to achieve its mission, fulfill program goals, and support instructional processes for years to come Try to look out at least years, as common project cycle from idea to occupancy is 3 to 5 years Major expenses and major mistakes can be avoided by engaging in a thorough, sequential, and integrated planning process Successful achievement of a facilities master plan is driven by a clearly defined vision, strategy and implementation plan Don t let program demand sneak up on you (make decisions for you)

3 Overview An Inspired Master Plan Process Leads to Great Results Lick Wilmerding High School, San Francisco

4 Overview An Inspired Master Plan Process Leads to Great Results Marin Montessori School, Corte Madera, CA

5 The Master Planning Process 1) The Integrated Planning Process Integrate Strategic Planning with Facilities Planning Setting the Vision The Board s Guiding Principles Create a Strategic Plan for Facilities Conduct a Facility Needs Assessment Clarify Funding Capacity and Financing Options 2) Planning Structure and Process Well-defined Planning Structure and Decision Making Process Assembling a Great Client Planning Committee Select an Appropriate and Inspiring Design Team

6 The Master Planning Process, cont. 3) Assessment Determining Planning Parameters Facilities Site Selection 4) Producing the Design Engaging Stakeholders Master Plan Documents Cost Estimates & Setting a Budget Phasing Options 5) Realizing the Plan Budgeting, Fundraising and Financing Phasing Construction

7 1) The Integrated Planning Process Integrate Strategic Planning with Facilities Planning Setting the Vision Program Plan The Board s Guiding Principles Create a Strategic Plan for Facilities Conduct a Facility Needs Assessment Board s Guiding Principles Facilities Master Plan Strategic Plan Finance/ Fundraising Plans Clarify Funding Capacity and Financing Options

8 1) The Integrated Planning Process The Board s Guiding Principles Mission Driven! Purpose and Core Values Reflect the quality of our education Inspire program innovation Enable diverse programs through flexible spaces Provide outdoor learning opportunities Respect the environment set sustainability goals Culture and Community Supportive of collaboration and community Continuity and respect for history Aesthetics Reflect your culture and community Respect existing architecture

9 Strategic Plan Mission driven Guides program planning Program Planning Assessment of current and future requirements Set Board s guiding principles for the strategic plan as it relates to facilities Where is the program going in the future and how does it influence facilities Help set the vision for the plan Campus Master Planning Translation of Strategic and Program Plans into physical space to achieve desired outcomes Finances Fundraising Financing 1) The Integrated Planning Process Creating a Strategic Plan for Facilities Strategic planning and program assessment should be thoroughly evaluated before a formal master plan is developed

10 1) The Integrated Planning Process Creating a Strategic Plan for Facilities Beginning with the ideal program goals, determine what facilities are needed to meet those goals for the future Now s the time to dream! Things to think about: Do the desired facilities enhance the mission of the school? What facilities should come first, second, etc? How does a general enrollment increase affect other aspects of your program?

11 1) The Integrated Planning Process The Facilities Needs Assessment Determine What Facilities Are Needed and When Set timeline goals What is driving the Master Planning process? Typically driven by need to renovate, modernize, repurpose or expand When do facilities goals need to be realized Short-term 3-5 years (common project cycle from idea to occupancy is 3 to 5 years) Long-term 5+ years Establish planning timeline based on time horizon to meet goals and objectives Planning schedule dictated by most immediate time horizon Conduct a Comprehensive Evaluation of Facilities Inventory current space and land requirements Assess condition of buildings Understand site and building constraints Understand campus use for circulation and access (pedestrian, vehicles, parking, buses)

12 2) Planning Structure and Process Well-defined Planning Structure and Decision Making Process Assemble a Great Client Planning Committee Select an Appropriate and Inspiring Design Team Head of School & Admin Team Board of Trustees Board Building Committee Planning Committee Design Team: Architect and Design Consultants Consultants Directly Under Contract to the Owner

13 2) Planning Structure and Process Key Committees and Consultants Board Oversight Existing Board Committee (i.e. Building & Grounds) or Ad Hoc Master Planning Committee Clearly define decision making structure and responsibilities Conduct regular meetings for efficient and timely process Develop a planning process schedule (often driven by demands for a completed project specific) The Planning Committee Head of School, Administrators, Trustees, Faculty, Parents Design and Project Consultants Architect Project Manager General Contractor

14 2) Planning Structure & Process Oversight Process Clearly define decision making structure and responsibilities Conduct regular meetings for efficient and timely process Develop a planning process schedule (often driven by demands for a completed project specific)

15 2) Planning Structure & Process Assembling the School s Planning Committee Committee Make-up Make up: 6-8 people fully committed, board, administrators, parents with a clear vision of the school s goals and preferably experience with facilities planning Responsibilities: Assures that the long-term master planning goals are addressed and the specific project goals can be implemented Goals to be established BEFORE Committee is assembled Develops a master plan Vision Statement This is KEY to an inspired outcome Works directly with Design Team to develop concept, schematic and design plans

16 2) Planning Structure & Process Design Team Selection Architect Relevant experience with school projects/master planning Overall strength of firm: years of experience personnel Specialty areas relevant to project Design Style compatibility with school Project Manager Relevant master planning/construction experience Pre-construction services and contract negotiation Selection and management of owner-direct consultants Budgeting and accounting

17 2) Planning Structure and Process Design Team Selection: Additional Consultants If complex site or campus design is required: Landscape Architect Cost Consultant or Neg. Pre-Construction Contractor Also, if necessary to evaluate sites or existing structures or for design assistance: Structural Engineer MEP (Mechanical, Electrical and Plumbing) Civil Engineer (utility assessment) Under contract to the owner: Surveyor Geotechnical (soils) Environmental As-built measurements

18 3) Information Analysis and Assessment Determine Building and Planning Code Parameters Create an Entitlements Evaluation Evaluate Existing Site and Facilities Visit Relevant Facilities Sustainablity Assessment and LEED If Necessary, Develop Site Selection Criteria

19 3) Information Analysis and Assessment Facilities, Entitlements and Site Issues Entitlements Existing limits: height limit, floor area ratio limit, other constraints Future entitlement approvals needed and timeline to procure approvals Facility Assessments Buildings structural ; seismic Mechanical, Electrical, Plumbing, Fire Protection Building code compliance Existing documentation or new technical reports will be needed: As-builts Site survey Utilities Geotechnical reports (soils) Phase 1 environmental reports

20 3) Information Analysis and Assessment Information Gathering: Visit Comparable Facilities Learn from the experiences of other schools What worked and what didn t? How was their design and construction experience? What would they do differently?

21 3) Information Analysis and Assessment Site Analysis and Selection (if necessary) Site selection committee as subset of building or real estate committee Committee needs to be nimble and adaptable and approved by the board to make critical decisions Generally this requires a quick planning review design study to see if the required program will work effectively Design team needs to be prepared to work quickly More in-depth study can be undertaken during the due diligence phase In-depth site assessment similar to facilities assessment reviewed previously

22 4) Developing the Design Engaging Your Stakeholders Creating Meaningful Master Plan Documents Sustainability Analysis and LEED Certification Phasing Options Preliminary Schedule

23 4) Developing the Design Stakeholder Involvement for Planning and Design Inclusive or Top Down (or a little of both) Choose what s best for your school s culture Can help bring the community together Listen but make no promises Example of Constituent Focus Groups: Parents Faculty Administration Students Continue to revisit groups for feedback throughout the process

24 4) Developing the Design Initial Program and Site Evaluation Opportunities and constraints diagram how much can you build and where Develop specific program spreadsheet (including existing and future optional program) Input strategic program development Adjacency diagrams related to program Sustainability objectives Generate plan option diagrams Developing the Concept Master Plan Master plan option(s) indicating building size, general plan layout Proposed project timeline Project budget Rough Order of Magnitude: soft and hard cost Phasing options based on fundraising or schedule directives Sustainability objectives Facility assessment reports Fundraising images toughest component to present something before it s designed leap of faith

25 4) Developing the Design Programming and Adjacency Diagrams Programming Spreadsheet Comprehensive document of all existing and proposed space needs Adjacency Diagram Sets optimal program organization

26 4) Developing the Design Plan Development Initial Plan Studies Creates scale plans from the adjacency diagram

27 4) Developing the Design Plan Development Develop Planning Options Multiple options the building or plan organization Indicates general layout of building and program for committee and stakeholder feedback Weed out what isn t working and move forward

28 4) Developing the Design Plan Development Develop Selected Options Further for more Precise Evaluation Begin to create massing, phasing and budget evaluation Settle on two or three schemes that really represent the goals of the school Key is to create presentations that clearly Illustrate the information for decision makers Select final options and develop for pricing, final development and board review and approval

29 4) Developing the Design Sustainability and LEED Certification Analysis Sustainable design is a key element of any building project as more jurisdictions are requiring it as well as individual school communities Once plans are developed the design team can begin to analyze the sustainablity options and LEED certification level if desired LEED: Leadership in Energy and Environmental Design US Green Building Council To LEED certify or not? Depends on the culture of the school, finances and donor community

30 4) Developing the Design Preliminary Project Schedule Comprehensive Schedule Essential for coordinating ALL components of Master Planning Efforts Entitlements Design Process Fundraising Financing Construction Planning Specific schedule begins to demonstrate how long a specific project will take from planning, design, permitting, mobilization, construction, and move-in

31 5) Realizing the Plan Budgeting, Fundraising and Financing Phasing Construction

32 5) Realizing the Plan Budgeting, Fundraising and Financing Critical to develop budgets early on for integrated planning with financial/fund-raising goals If early estimates indicate scope of building projects exceed financial capacity a re-evaluation of planning and design will need to occur Progressive Cost Estimating Refinements in planning provide more accurate cost estimates Understand escalation and industry trends

33 5) Realizing the Plan Budgeting, Fundraising and Financing Engage experts to develop cost estimates General Contractor Project Manager Third-party Construction Estimator Comprehensive Budgeting Cost of Construction Hard Costs Indirect Costs Soft Costs Financing Fundraising Endowment Future Operating/Maintenance

34 5) Realizing the Plan Budgeting, Fundraising and Financing Fundraising Managing donor expectations Coordinate development efforts with project planning Fundraising images toughest component to present something before it s designed--leap of faith

35 5) Realizing the Plan Fundraising Support What materials are required to present your message to your donor community? New technologies can create cost effective 3D views and animations

36 5) Realizing the Plan Fundraising Support Develop images that help to energize your community Make sure the expense is appropriate to the scale of the project

37 5) Realizing the Plan Successfully Managing Construction Projects Select and Manage a Competent Professional TEAM chemistry is critical Clearly defined expectations for all TEAM members Regular communication Systems for and Measures of Accountability Checks and balances

38 5) Realizing the Plan Selecting the Contractor Relevant experience with school projects Size of company, volume of projects Financial strength Bonding capacity Personnel overall size and recommended assignment to Project Team Subcontractor Base Track record Preconstruction services Budget estimating Schedule essential for school work

39 5) Realizing the Plan Construction Contracts Seek expert legal advice to review and negotiate Mechanism to clarify RIGHTS, OBLIGATIONS, and EXPECTATIONS of all parties Tool provide methods for resolving disputes if they arise If using standard forms, be wary of provisions designed to primarily protect architect and/or GC, not owner Standard Contract Types: Stipulated Sum/Lump Sum Cost Plus a Fee Guaranteed Maximum

40 5) Realizing the Plan General Contractor Construction Contract Builds what is reasonably inferable Best workmanship in the most expeditious and economical manner consistent with the best interests of the School. School access to the Work and will coordinate construction with all school activities. Minimizes noise during peak-school hours. GC & its Subcontractors obey site rules: NO music, speeding, utility interruptions without one week's notice, drugs, weapons, profanity, interactions with students, AND park, smoke and eat only in designated areas. Key Project Personnel are identified, committed and cannot be changed without written consent from the School. Time is of the essence and must mitigate or avoid delays. GC may only terminate for cause. The School may terminate for cause or terminate or suspend for convenience and GC is paid up to date of termination only.

41 5) Realizing the Plan Phasing Phasing is developed by taking the overall masterplan and dividing it into pieces that fit your schedule, priorities and funding budget Strategically review how phase sequence affects fundraising

42 5) Realizing the Plan Risk Management for Construction Fiscal Control and Prioritized Requirements Weekly Meetings General Contractor Architect Project Manager School Rep Constant Monitoring Program needs Design requirements Budget Schedule (milestone reviews) Willingness to say No or increase Budget

43 5) Realizing the Plan Construction Outlook Continued upward trend in Labor and Materials prices buffered by continued competitiveness among contractors resulting in continued suppression of prices at bid* *McGraw Hill Construction Outlook 2011

44 5) Realizing the Plan Construction Readying your community for the construction Safety is paramount Evaluating alternate facility options in advance Schedule to be compatible with school requirements

45 5) Realizing the Plan Potential Risk Areas/Unforeseen Conditions Underground site issues Utilities Undefined structural Hazardous materials Governmental and code requirements Weather Price escalation and inflation Plan Development, Interpretation and Design refinement Owner program changes, design changes, refinements and revisions

46 5) Realizing the Plan Risk Management for Construction Board Project Oversight Committee Clearly defined decision making responsibilities and financial thresholds for decision making Budget to actual reviews and Projections to Completion Change order approvals Use of contingency

47 5) Realizing the Plan Before you know it you ll be ready for opening day! Al Adams, Lick-Wilmerding Ribbon Cutting, 2003

48 The Master Planning Process Follow an Integrated Planning Process Develop a Clear Planning Structure and Process Make the Proper Assessment of Existing Assets Produce the Design Through a Thoughtful Process If the Process is Done Well You Will Realize the Plan

49 CAIS 2012 Trustee/School Head Conference CAIS 2012 Trustee/School Head Conference Creating an Inspiring Master Planning Process Q & A