Illinois ASBO Update Fall 2011

facilities issue / FALL 2011

Indispensable tool for School Business Management

looking

ahead Preparing your Facilities for the Future

COVER STORY 20 Point of View: Selecting Contractors and Bidders

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30 Solving the Student per Square Foot Equation 34 Two-sides: The Business Manager and Facilities Manager 40 Custodial Benchmarking: Best Practices for Your District www.iasbo.org

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update Magazine / Fall 2011

inside

Illinois Association of School Business Officials Update Magazine / Fall 2011 / v.19 / i.01

FACILITIES issue

HuMan ResouRce + puRcHasing issue / WINTER 2011

IndIspensable tool for school busIness ManageMent

rules

playing

by the

human resource & purchasing handbook >>

Resource of new rules & regulations to help staff make the right calls / 23

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the Next Issue: HR & PURCHASING New rules and regulations to help staff make the right calls.

Forward Thinking Facilities: Shaping Schools for the Future of Learning 21st century schools face the challenge of adapting existing infrastructure to meet current and future technology and educational delivery methods. Sustainable design and classroom remodeling can shape inspirational environments that are the focal point of the community.

Cover Story by Bruce Dahlquist, AIA, LEED, AP, BD+C

Point of View: Selecting Contractors and Bidders Taking a close look at the “low bid� process, it is clear that a shift toward qualification-based contractor selection is feasible, economical and in the best interest of the taxpayers and school districts.

By Kenneth Florey and Sam Cavnar

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perspective

articles

from-the-podium Questions for Now and the Future:

Members face the uncertainties of each new fiscal year. 07 from-the-office The future for facilities in Illinois:

How can schools maintain quality with a lack of funding options? 09 from-the-field How do your facilities measure up?

Rethinking space is critical to “keep up” with newly built schools. 11 Supporting role Foundation Award Winners discuss

their experiences in the School Business arena. 14 SCHOol Business 101 Key Player: Facilities directors and more weigh in on the role of the business manager. 16 Business Partners Community Partnerships: Districts team with local municipalities to fund facilities. 17 from-the-district Double Feature: Two new Regionals bring together Illinois school facilities professionals. 18

Finding the Lucky Number

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With so many variables, predicting how many students a school will need to house is not always easy. Knowing the community and whether it is growing, shrinking, or stable is key to forming a long-term strategic space plan.

By Raymond L. Costa, Jr., Ph.D.

The Business Manager and Facilities Manager: Two Sides of the Same Coin Facilities mangers are in the buildings daily and have knowledge that is indispensable to the financial side of school operations. How can they best support the business manager? And what about the flip side of the coin?

By Rebekah L. Weidner

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Transcendent Schools for the 21st Century Maslow’s Hiearchy of Needs can help school administrators, planners and architects take a fresh look at their learning environments to equip students for the 21st century.

By Gregory H. Monberg, AIA, NCARB, REFP, LEED AP BD+C

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update Magazine / Fall 2011

Resources

on my list

Measuring Up: Custodial Benchmarking to Identify Best Practices for Your District A clear vision of how a district compares with other high-performing districts can help keep custodial operations on track and identify work processes, products, services, or strategies that will lead to improvement.

By Michael J. Prombo and John F. Wilson

40 The final word Great Ideas from Great Illinois ASBO Members John Fuhrer

Director of Operations & Facilities North Shore School District 112 As a facilities professional, John sees the “District” as his classroom, and directs his passion toward education from a larger view. In a time of mistrust and public scrutiny, he asserts that integrity — including achieving objectives and just doing the right thing — is paramount to being fiscally responsible and a good steward of the community’s school buildings.

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More than managers:

McGuire and Hughes challenge business leaders to stretch their minds and initiate change from the inside-out.

43 on paper Planning tools, news, maintenance magazines, and more.

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on screen Search for facilities grants, find training and network online.

45 www.iasbo.org

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4th Annual

Leadership for the Future

pen s O n o i t a er Registr litymast aci

om/f c . o b s a www.w

November 10-11, 2011 Kalahari Resort & Conference Center Wisconsin Dells, WI

Career Development and Educational Training for Facility, Operations and School Business Professionals Now, more than ever, you are being called upon to be a leader in your school district. Attend this conference to enhance your leadership skills with Knowledge and Networking.

General Sessions:

•

•

“No One Warned Me About This” Mark Metzger, a business lawyer and litigator who focuses in the areas of information technology law and school law, will look at past, present and future approaches to education and the surprising tools we’ll need to help tomorrow’s students.

Friday Idea Exchange: A Common Sense Approach to Facilities

Learn from Industry Experts About:

• • • • • • • •

Network with facility managers, school district administrators and business officials from around the Midwest.

Sustainability & Green in the Education Environment Finance & Budgeting for School Facilities Environmental Health & Safety Safety, Security & Risk Management Operations Leadership Facility Planning - How it Impacts Instruction SchoolDude User Training & Lab 6 |

update Magazine / Fall 2011

Credit offered for Wisconsin ASBO Facility Manager Core (Module 2) and Continuing Education Certifications and Illinois ASBO Facility Manager Certification. Certification approval requested for CPE, CPMM & CPS. Earn graduate credit through Viterbo University.

Connect with vendors who specialize in flooring, management software, grounds equipment and maintenance, cleaning, roofing, energy, security and more.

We Thank These Conference Sponsors SchoolDude.com Stalker Flooring Inspec, Inc. Ingergoll-Rand

Midwest Facility Masters Conference Scholarships Provided by Stalker Flooring Four $500 scholarships are available to cover conference registration and travel expenses.

Application materials can be found at www.wasbo.com/facilitymasters

Hosted By

Exhibitor & Attendee Registration Now Open! www.wasbo.com/facilitymasters Find updated information and details on discounted hotel rates at the Kalahari.

Sponsorship Opportunities at www.wasbo.com/facilitymasters or 608.249.8588.

In Participation With

WISCONSIN

Midwest Facility Masters Conference - c/o Wisconsin ASBO Phone 608.249.8588 Fax 608.249.3163 www.wasbo.com/facilitymasters

perspective / Board President

from-the-podium Questions for Now and the Future Welcome to the first UPDATE of the 2011-2012 School Year and the first UPDATE published under the direction of the newly formed Editorial Advisory Board. This is my first article and I find the publication requirements and timelines to be very interesting.

In preparing for the Fall UPDATE, I am writing this article at the beginning of May, three months before it will be published.

Just as a reference, what were you doing when you learned of the assassination of Osama Bin Ladin by United States Navy Seals? I was working on this article and thinking about what will have changed by the time our members receive this publication. Our legislature has indicated that they would have a timely budget to help school districts prepare for the new school year. Did that finally happen or are we waiting for the results

Richard A. Lesniak Dir./Business Services Lockport Twp. HSD 205

Simply Saying

It seems like we have entered each new fiscal year with more and more questions than answers. of special legislative sessions like in the past? Did the state reduce funding to the education budget and if so how much? Was Regular Transportation Aid reduced again? Did the state finally sell the bonds to pay off their backload of debt including our mandated categoricals?

Did they approve the next round of school construction grants? Are our insurance cooperatives intact and operating as designed, or are we adjusting to the side effects of House Bill 542? Did the attack on public pension plans finally ebb, or are we now involved in a legal battle to restore the benefits that we all believe we are entitled to? Of course, I can go on and on listing uncertainties.

It seems like we have entered each new fiscal year with more and more questions than answers. And yet despite these endless challenges, our members continue to successfully guide their school districts through uncharted waters. We are leading our districts through one of the most difficult economic times in our history. Public education had absolutely no involvement in the sub-prime mortgage crisis which caused our current economic recession, and yet somehow the crisis has ultimately spurred the need for massive educational reform in all areas. I encourage you to be aware of public sentiment, but also be confident in the fact that you are providing a valuable service to your See LESNIAK / PODIUM page 12 www.iasbo.org

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Did you know...

Illinois ASBO members span over 700 districts in every corner of the state from Zion to Cairo.‌

‌We like to think of it as comprehensive coverage.

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Illinois Association of School Business Officials update Magazine / Fall 2011

share the value of membership find out more at iasbo.org

perspective / Executive Director

from-the-office What is the Future for Educational Facilities in Illinois?

With nearly a decade of recession and unfunded state grants that have become the new normal for Illinois school districts, we must ask the question about the ability of Illinois schools to maintain the quality of educational facilities. The noticeable decrease in attempted referendums and the pattern of failure for many that have tried, leaves districts with few options for funding of construction and critical renovation projects and there does not seem to be much hope for immediate economic recovery or consistent and reliable state funding in the future.

To add to the reality of the current fiscal situation, there are many that believe the quality of educational facilities will become the new basis for legal challenges to equity and adequacy. The thought is that the quality of educational facilities is dictated by the socio-economic status of each community and that even in situations where per student funding might be equitable or adequate, the quality of facilities and their ability to support instruction is questionable at best.

Michael A. Jacoby executive director illinois asbo

Simply Saying

…even districts with more wealth are struggling to maintain and construct facilities.

Now, with fiscal restraints reaching every corner of our state and nation, even districts with more wealth are struggling.

To fully understand the scope of the problem, consider the backlog of current needs in Illinois.

The Illinois State Board of Education and the Capital Development Board are required to survey the capital needs of all school districts and report to the General Assembly every two years. Summary results of the 2011 study depicting the needs of 618 elementary, secondary and unit school districts include: • Nearly $1.3 billion is needed to build 97 new school buildings.

• To ease overcrowding, districts are using 596 temporary classrooms.

• Over $7.7 billion is needed for overall general repair and remodeling projects.

• Of the overall general repair and remodeling needs, over $3.7 billion is needed for Health/Life Safety work.

• Nearly $1 billion is needed for 209 building additions.

• 527 additional classrooms are needed for Kindergarten classes.

• 566 additional classrooms are needed for Pre-Kindergarten classes.

For more detailed information, check the ISBE website (www.isbe.net).

With the enormous weight surrounding facility needs in Illinois, accompanied by the lack of funding options, this issue of UPDATE should help all school districts put the right foot forward in making the very best choices with the resources available.

In the end, it will be up to each reader to determine the future of facilities within their communities. Illinois ASBO will be sure to keep state facilities funding needs alive and present with the General Assembly. Together, the children of Illinois should be well served. www.iasbo.org

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coming FALL seminars For full seminar listings including location and PDC sponsorship, check the current Calendar of Events that was included with UPDATE or visit www.iasbo.org and register for professional development today.

the

eDition: FaLL 2011

CALENDAR OF EVENTS

Maga zine Illinois Association of School Business Officials Northern Illinois University, IA-103 108 Carroll Avenue DeKalb, IL 60115-2829 P: 815.753.1276 / F: 815.753.9367 / www.iasbo.org

Update Editorial Advisory Board PDC COORDINATOR members RegistRation Registering for any Illinois ASBO event is easy. Visit www.iasbo.org, and select Events.

Then select either online registration or the faxable pdf document (when available).

Be sure to fax your registration to 815.516.0184. If there are any questions about registering, please contact Nicole Lee at 815.753.9305.

September Educational Facility Design, Renovation

and Construction; DoubleTree Guest Suites

& Conference Center; Downers Grove, IL September 16, 2011 ASBO International 97th Annual Meeting &

Expo; Washington State Convention Center;

Seattle, WA September 27, 2011 Joint Educational Support Professionals Conference Northfield Inn Suites & Conference Center; Springfield, IL September 13, 2011

Richard A. Lesniak, Ancillary Services Kristopher P. Monn, Educational Enterprise Grant L. Sabo, Facility Management Stacey L. Bachar, Financial Resource Management Ann C. Williams, Human Resource Management Robert J. Ciserella, Information Management Kari L. Fair, Materials & Services Management Paul A. O'Malley, Sustainability

BOARD & EXTERNAL RELATION members Richard A. Lesniak, President Elect Dwain Lutzow, SAAC Vice Chair

AT-LARGE MEMBERS Angie Peifer, Illinois Association of School Boards Rich Voltz, Illinois Association of School Administrators

STAFF MEMBERS Michael Jacoby, Executive Director

815.753.9371, mjacoby@iasbo.org Susan P. Bertrand, Assistant Executive Director

October ISDLAF+ User Group Seminar

NIU Naperville; Naperville, IL October 7, 2011 PDC Meeting of the Whole

Doubletree Guest Suites & Conference Center; Downers Grove, IL October 13, 2011 ISDLAF+ User Group Seminar

Hilton Garden; O'Fallon, IL October 14, 2011 TechCon: 5th Annual Technology &

Financial Issues for the 21st Century

NIU Naperville; Naperville, IL October 4, 2011

815.753.9371, sbertrand@iasbo.org Angela D. Lehman, Communications Coordinator 815.753.9371, alehman@iasbo.org Sean P. O’Connor, Marketing Director / Editor 815.753.9393, soconnor@iasbo.org Rebekah L. Weidner, Copywriter 815.753.9270, rweidner@iasbo.org

Illinois ASBO Board of Directors Richard A. Lesniak, President Mark E. Staehlin, President-Elect Hillarie J. Siena, Treasurer Garrick C. Grizaffi, Immediate Past President 2009–12 Board Directors

Dennis Burnett, Nelson W. Gray, Raymond P. Negrete 2010–13 Board Directors

Susan L. Harkin, Beth L. Millard, Curtis J. Saindon 2011–14 Board Directors

David Bein, Jennifer J. Hermes, Glayn C. Worrell

Illinois ASBO Board Liaisons November November 10, 2011

4th Annual Midwest Facility Masters Conference; Kalahari Resort & Conference Center; Wisconsin Dells, WI November 18, 2011 79th Annual Joint Conference

Hyatt Regency Hotel; Chicago, IL November 18, 2011 Learning From Lincoln: Leadership

Practices for School Success - AAC#1098

Swissotel; Chicago, IL November 18, 2011 Seminar on School Finance - AAC#1062

Swissotel; Chicago, IL November 18, 2011 Administrator’s Role in Collective

Bargaining - AAC#809

Swissotel; Chicago, IL 10 |

update Magazine / Fall 2011

Dwain A. Lutzow, AIA, Service Associate

Advisory Committee Chairperson Aimee L. Briles, Service Associate Advisory Committee Vice Chair Terrie S. Simmons, ASBO International Liaison Gil Morrison, Regional Office of Education Liaison Debby I. Vespa, ISBE Board Liaison Dean M. Langdon, IASB Board Liaison

Privacy Policy All materials contained within this publication are protected by United States copyright law and may not be reproduced, distributed, displayed or published without the prior written permission of the Illinois Association of School Business Officials.

You may not alter or remove any trademark, copyright or other notice from copies of the content.

References, authorship or information provided by parties other than that which is owned by the Illinois Association of School Business Officials are offered as a service to readers. The editorial staff of the Illinois Association of School Business Officials was not involved in their production and is not responsible for their content.

perspective / SAAC Chair

from-the-field How Do Your Facilities Measure Up? Ninety-five percent of our future schools are already built, so how do your schools compare with current teaching styles? Can they be as performance ready as a new facility? Schools should be the facilitator of good educational processes and not a hindrance. That is, “Form Following Learning, TM ” to the point that the facility should be the glove of learning.

Programming new facilities is much easier, in that you can incorporate design philosophies

maybe more. Start with space. It should be safe, clean, environmentally sound and properly sized for the function. Great indoor environments promote better health and better learning. Make sure that your students and teachers have well-lighted space with maximum natural daylighting, sound mechanical systems and room acoustics that promote learning not hinder it.

Dwain A. Lutzow, AIA De-clutter your classrooms! Students, particularly elementary age students, have enough distractions. Provide ample storage

CEO DLA ARchitects, ltd.

Simply Saying

Schools of the past are our schools of the future, and redesign is often the key to greater success. that can complement and enhance current teaching styles and programs. Creating space that allows for flexibility and alternative teaching styles can be the catalyst for enhanced learning of your students. New can be better, but it has to be designed with purpose and not simply a replica of the past.

If your facilities are not new or as current (as you want), there are still many opportunities to adapt and modify the environment to enhance the learning process. Don’t be afraid of change! Schools are the home of learning and as such, making the facility as flexible as possible is critical to student learning.

All of the attributes of new schools are just as important to the existing school and

for coats, book bags, books and educational materials that are not simply stacked on shelves and countertops or thrown under a desk. Space is the key and rethinking your school and its organization is critical to “keeping up.”

Schools of the past are our schools of the future, and redesign is often the key to greater success. Make sure your classrooms are properly sized for your students, usually 30 square foot per student. Translating this proportion into your older classroom simply means reducing the number of students to reflect the size of the existing classroom. If maintaining higher numbers of students in

See LUTZOW / FIELD page 12 www.iasbo.org

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perspective / Continued

LESNIAK / PODIUM from page 7

community and most importantly to your students.

Change can be very stressful. However, you can reduce that stress by becoming involved. Through your participation in Illinois ASBO you can be a positive

influence in promoting change that will benefit both our schools and our profession. As we start this new school year, I encourage you take the Illinois ASBO plunge. Join a Professional Development Committee, become active in your regional organization, or even consider applying as an Illinois ASBO Board Member. All are rewarding

experiences that you will not regret.

I am honored that you have trusted me to lead Illinois ASBO this year. As our year progresses I look forward to spending time with old acquaintances and to welcoming our new members as well. I wish you all the best this 2012 school year.

New or old, our facilities reflect our concerns for student learning and the ability of our professionals to teach.

LUTZOW / FIELD from page 11

the classroom is a district philosophy, consider making two classrooms out of three or creating adjacent resource space that can be used by small groups of students to enhance the learning process.

Create proper resource spaces.

Two classrooms – not a library make! Provide the quality space that your resource center needs and make sure that the technology is well thought out and properly incorporated throughout. If you have a mobile lab, make sure you provide the space and the power requirements for the lab. Hallways and book stacks are not the way to take care of your expensive equipment or encourage student learning.

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update Magazine / Fall 2011

Make technology a part of each classroom’s program. Provide the proper space, electrical requirements and convenience that make this a valuable teaching tool to your students and teachers alike. Long strings of extension cords only become a tripping and/or potential fire hazard. Adapt, and bring in the power and communication cabling that is necessary to safely incorporate technology into the classroom curriculum.

Finally, make sure that the indoor air quality matches your expectations of safe and healthy environments.

Properly conditioned space is an enhancement to the learning process and conversely, poor quality can be a major detriment. Proper fresh air is essential and new codes are

increasing the amount of required fresh air threefold over the capabilities of those old unit ventilators. New equipment and technologies such as CO2 sensors can help keep the classroom a lively place of learning.

You must also consider the noise factor of various HVAC systems and make sure that they do not deter student learning. If you have noisier equipment, consider incorporating enhanced sound/audio systems into your classroom to make sure every student is part of the learning process.

New or old, our facilities reflect our concerns for student learning and the ability of our professionals to teach. Make sure that all of your “places of learning” are the best you can offer and truly are the future of your students’ education.

Contributors

Bruce R. Dahlquist Partner DLA Architects, Ltd.

Brings 35 years of experience in educational design and planning projects, Γincluding remodeling and preservation of existing schools, as well as additions and new construction.

Projects have received LEED Gold and Silver certification. b.dahlquist@dla-ltd.com

Gregory H. Monberg AIA, REFP, LEED AP BD+C Principal, Fanning Howey Associates, Inc.

Brings 18 years experience in school planning and design. Designs for school districts and has presented on Transcendent Schools for the School Building Expo and annual conference of the Council of Educational Facility Planners International.

Michael J. Prombo Dir. /Finance & Operations, Westchester SD 92 1/2

Oversees construction, HVAC, maintenance, energy conservation, facility usage and enrollment projections, community liaison, contract/legal document review and risk management. Has completed over $190 million in construction projects. mprombo@sd925.org

gmonberg@fhai.com

John F. Wilson

Raymond L. Costa Jr., Ph.D.

Kenneth M. Florey

Dir. /Buildings & Grounds, DuPage County SD 45

Dir. /Business, Beach Park CCSD 3

Partner, Robbins, Schwartz, Nicholas, Lifton & Taylor, Ltd.

Has worked in school facility management for 30 years.

Responsible for maintenance, custodial and warehouse services, construction, improvements, purchasing, energy security and risk management for eight buildings within three communities.

Holds a Ph.D. in Anthropology and an M.A. in Educational Leadership.

Taught/was an administrator for 14 years at Chicagoland universities before switching to elementary in 1994. Has served as facilities manager, business manager and superintendent.

Represents municipalities, school districts, community colleges, contractors and design professionals regarding land use, municipal law, construction, tax, finance and litigation. Author and presenter on school district legal issues.

jwilson@d45.org

rcosta@bpd3.org

kflorey@rsnlt.com

www.iasbo.org

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perspective / Illinois ASBO Foundation

supporting role Behind the Statue:

2011 Foundation Award Winners dish on their Annual Conference experience and what lies ahead.

Featuring: Robert Grossi, 2011 Monarch Award Winner Shelley Clark, 2011 Distinguished Service Award Winner Pat Masterton, 2011 Distinguished Service Award Winner

Q: What advice would you give to those that aspire to follow in your footsteps?

Grossi: I think that for a business manager to be

successful they truly have to recognize that everything they do impacts the bottom line of the school districts, student learning. Utilize the great resources of Illinois ASBO and its membership to learn and improve your skills. Never be too proud and think you know it all.

Clark: It’s a great profession that requires a lot of hard

Q: What was your reaction when you first found out about your Award?

Grossi: I was speechless. I didn’t expect it at all. I didn’t

even know that I was nominated.

Clark: I was quite stunned. It was not anything that I

expected.

Masterton: I was shocked if you want to know the truth. I

think the best word is flabbergasted.

Q: What was the experience of being an award winner at the Foundation Banquet like for you?

Grossi: It was great to get the award in front of my family,

cohort and friends at Illinois ASBO. It was just really exciting… It created a great emotion, and my family enjoyed it and was so impressed with the event and the organization.

Clark: The banquet was the culmination of the excitement

of receiving the award. I was happy to have my family and co-workers there who are so supportive of me. I have attended the Banquet for many years and was thrilled to be a part of it in this way.

work. Getting to know those involved with Illinois ASBO is very helpful if you have a question or need some direction.

Give as much as you take from this group. The members who do that make this group the “go to” group for school business information.

Masterton: Just get involved. Find the things that you

particularly enjoy in your profession and you’ll find a committee who deals with that and to get involved in.

Illinois ASBO honestly helped me survive. I’m not positive I could have done well at all if I just went at it by myself.

We have so much on our plates that we can’t survive with the input of others and how they are doing things.

Q: The next step for you in your career?

Grossi: I'm going to continue working with school districts and

do what I can to help them stay student-focused as they make major financial decisions in an effort to successfully navigate through these difficult economic times. At some point I would like to have the opportunity to be a superintendent in a school district that needs a major academic and financial turnaround. I think that would be a great challenge.

Clark: I am looking to relax for part of the summer and then

I will be working part-time at Benjamin School District 25 in West Chicago.

Masterton: The experience at the banquet was thrilling. It

Masterton: Honestly, I’m not really sure. I want to try

was wonderful to have my family there, and it was nice to receive an award at the same time Shelley got her award.

I especially got a kick out of hearing in Dr. Jacoby’s deep, serious voice that I planned to become a “beach bum.”

something unique and different. I want to do some volunteer work, since I haven’t had a chance. (This has been a job and a half!) I’m sure I’ll work again. Who knows? Maybe as a substitute teacher.

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update Magazine / Fall 2011

F S OF ICIA L ES N

INOIS ILL

A

ATION OCI of SS

S

L HOO BUS I SC

See the full interviews and find ways to give back at iasbo.org/foundation.

Robert Grossi 2011 Monarch Award Winner

Shelley Clark 2011 Distinguished Service Award Winner

Pat Masterton 2011 Distinguished Service Award Winner

Utilize the great resources of Illinois ASBO and its membership to learn and improve your skills. – Robert Grossi Getting to know those involved with Illinois ASBO is very helpful if you have a question or need some direction. –Shelley Clark Illinois ASBO honestly helped me survive. – Pat Masterton

www.iasbo.org

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perspective / On the Profession

school business 101 How involved should the business manager be in facilities?

Jerry Jordan

Superintendent/Business Manager, South Holland SD 150

Illinois ASBO is Crowd-Sourcing the Issues: Illinois ASBO members have been and will be asked to answer the important questions facing all industry professionals.

A: Very involved—mainly because it involves dollars. They have to make sure facilities comply with city codes as well as life safety.

Some don’t have a buildings and grounds person, but even if they do they have to be very involved.

Luann Mathis

Business Manager, Prospect Heights SD 23

A: Very involved—It all points back to customer service. Business managers and facilities managers work hand in hand to provide a clean and healthy environment to staff and students and to take care of the facilities funded by our taxes.

Jim Caldwell

Dir./Buildings & Grounds, Lincolnwood SD 74

A: They should be informed, but not too involved. The business manager shouldn’t have to micromanage, but rather open the lines of communication so that we are never afraid to ask them about anything. It should be a team effort between the business manager and facilities manager to decide which projects to take on.

Michael Arnold

Dir./Buildings & Grounds, Sunset Ridge SD 29

Have a question or issue that needs to be addressed by School Business 101?

Submit your ideas or questions to Rebekah Weidner at rweidner@iasbo.org

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update Magazine / Fall 2011

A: The business manager holds the most vital role when it comes to the finances so they should be aware of facilities as it relates to the budget, but not oversee. They shouldn’t have to ask, “What’s going on?” because we [facilities managers] should be telling them.

Robert Rottersman

Senior Manager, ENVIRON International Corporation

A: I think the business manager needs to understand the longterm financial impact of a well maintained vs. a poorly maintained facility. Decisions to allocate funds need to be made by a professional who understands how facilities work.

perspective / Illinois State Board of Education

business Partners Community Partnerships

Valuable partnerships can happen at the community level, including with local townships and other municipalities. Learn what other districts are doing to consider whether building similar relationships could benefit your district.

Phyllis Hanna Dir. Finance and Operations Glen Ellyn School District 41

Mike Prombo Dir. Finance and Operations Westchester SD 92 1/2

Mark Michelini Assistant Superintendent Adlai E. Stevenson HSD 125

Partnering in School Construction Back in 1997, Glen Ellyn SD 41 partnered with the local park district, who gave the district $1 million in funds to assist with building larger gyms at two schools in exchange for use of the gyms on nights and weekends.

Building Safe Routes to School The Illinois Department of Transportation (IDOT) offers grants through a community-based program to fund the construction of walking and bicycling facilities through their Safe Routes to School program.

Pooling Resources and Services Through long standing relationships, Stevenson 125 has formed agreements with both the local township and library district.

The drawback?

In his former position at CUSD 300, Prombo was planning the district's first project with the Village of Carpentersville. This involved working with the village’s engineer to put together plans to install sidewalks that will connect a large apartment complex to one of their middle schools. When the sidewalks are in, the bussing requirement will go away and the children can walk to school.

This will cut down transportation costs.

Plus, “the kids will get some exercise.”

Coordinating and prioritizing space use among the various entities, such as, PTA, school, park district and other community groups, can be a challenge.

Hanna advises to include an end date or a date for reopening and official review, to allow more flexibility as times change (including new administrators with different points of view).

She adds that it is always a balancing act working with other municipal entities since “while we serve the public, our goals and requirements may differ.”

For more information on these grants, visit http://www.dot.il.gov/saferoutes.

With the library district, they pool resources for snow plowing – the district plows the library parking lot two blocks away, and the library pays per snow event. With the Lincolnshire Township, they pool together to buy salt in bulk and have what they like to call a “gentlemen’s agreement” when it comes to borrowing supplies.

How do you build these kind of partnerships? Having “been around for awhile,” for Michelini it has come about naturally from relationships with the Township Chairman, Village Manager, and Library Manager. He says, “It starts with a relationship, and has to make sense for both sides.” www.iasbo.org

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perspective / Regional Organizations

from-the-district Double Feature: Two groups get the wheel rolling for facilities professionals in Illinois Formed on their own initiative, these groups are teaming up to help Illinois ASBO members meet the daily challenges faced by facilities directors statewide.

1. Lake County School Facility Managers

The “wheel is already round� is the mantra of the Lake County School Facility Managers (LCSFM).

The LCSFM Regional Group is an example of what happens when professionals utilize the most valuable resources they have at their fingertips, their peers. As most jobs provide an outline to follow, we do not need to reinvent all good ideas (wheels), only make them perform for our task at hand.

understanding each member and how they could grow as a group. As they began to see that each individual within the room had the same issues along with the diversity of skills to affect change, they really started to roll.

Steps were taken to develop sub committees to bring focus on the issues closer to the surface. John Fuhrer, Dir. of Operations & Facilities for North Shore SD 112 and Scott Mackall, Dir. of Facilities Management at District 64 for Park Ridge/Niles emerged as Chair and Vice Chair.

The group continues to hold out on dues, not allow vendor contribution, and stress the knowledge within the group as a core focus.

The group plans to expand to state agencies in the future.

As most jobs provide an outline to follow, we do not need to reinvent all good ideas (wheels), only make them perform for our task at hand.

The LCSFM began with the original and continued focus on the K-12 facility manager. The group was forged by the efforts of Don Selzer, former business manger and current Dir. of Operations & Facilities for Woodland SD 50 and Barry Bolek, past Chair of the Northeastern Illinois ASBO Regional Organization (NEASBO) and current Business Manager for Highland Park HSD 113. Understanding there was too much knowledge represented by facility managers in Lake Country to let this opportunity pass by, it was their vision to see all these wheels of knowledge brought together.

After receiving the collective nudge from NEASBO, and the backing of Illinois ASBO, the LCSFM has taken off.

The first few months were spent listening, learning and

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With the help and support of Illinois ASBO, the LCSFM hopes to bring the knowledge and understanding of facility managers beyond Lake County, and believes Illinois ASBO will be invaluable in helping to bring all the regional groups to one table and providing a state-wide view. They have built a solid foundation and have already seen other counties getting involved.

The wheel is getting larger and stronger, and they are confident that the LCSFM can make its mark on the facility managers' wheel in the state of Illinois to help improve performance for all.

2. North Central Illinois Facilities Professionals

Gears are turning facilities directors in McHenry, Boone and Winnebago counties as well.

This past September, on attending a Regional Organization meeting, Doug Renkosik recognized an opportunity. Realizing that the meetings focused on topics of great interest for business managers, such as interest rates, tax rate laws, etc., and not necessarily issues facility managers are involved with on a day to day basis, he began to ask others, “What do you think about forming a parallel group for facility management?”

Jennifer Porter, McHenry Regional Organization Chair, went back to her office that day and got in touch with Illinois ASBO staff. Soon, with a list of all the regional members in hand, Renkosik began to send out inquiries and see who was interested. On January 7 of this year, 15 members convened for the first meeting of the North Central Facilities Professionals.

The first steps have been setting up a structure, including electing David Engelbrecht of Marengo CHSD 154 as CoChair and Kenneth Roiland of Woodstock District 200 as Secretary, and establishing a protocol for what they would like the group to look like. As in the LCSFM, they decided to forgo the fees and let each member take a spin at hosting the group.

The group’s goal is to provide value to each member’s district as a whole, knowing that time away is something that must be accounted for.

As they learn to be more effective and efficient in what they do, these facility managers have already benefitted from the great networking and sharing of ideas as they respond to challenges in their district. They've seen the word spreading as members from Ogle and DeKalb Counties made the drive out to join them, and they welcome anyone to come and network.

The next step? An interactive questionnaire to learn where each individual member's strengths lie. They figure, “We come from different backgrounds and we can provide professional development for each other in areas we are personally strong in.”

The group's goal is to provide value to each member’s district as a whole, knowing that time away is something that must be accounted for. They've already hosted speakers including a rep from the IL Dept. of Commerce and Economic Opportunity to discuss energy audits and financial incentives for energy conservation, and plan to imitate the Lake County group in the sharing of crucial information such as benchmarking and staffing levels/ costs through Google Docs.

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Ken Florey and Sam Cavnar

article / Point of View Insight into the Issue

Robbins, Schwartz, Nicholas, Lifton & Taylor, Ltd.

Selecting contractors and vendors can be a difficult process.

The need for a qualification-based selection process is essential in

Making the

right choices Understanding the Need for Qualification-Based Selection Illinois school districts are required by the School Code to publicly bid out goods and services involving an expenditure in excess of $25,000 from the lowest responsible and responsive bidder. There are multiple broad and narrow exceptions, but generally a school district’s most important and largest purchases (i.e, facilities, transportation services, and custodial services) typically are awarded to the contractor or vendor who offers the lowest price.

The longstanding purpose of this bidding requirement is to protect public money and prevent favoritism, extravagance and fraud.

Despite this laudable goal, competitive bidding has a downside for both the contractor and the school district. For a contractor or vendor in the “low” position – especially in today’s competitive bidding environment – the profit margins are thin, the risks are high and there is little room for

error, either in calculating the bid or in performing the contract.

For school districts – especially those involved in facilities construction and renovation – the outlook is sometimes equally grim: • First, there is the risk that substandard materials or inferior performance will be utilized as a means of pushing the profit margins.

• Second, there is the risk that even the most legitimate withholdings of payment for defective work will have a domino effect on the contractor’s fragile financial condition, causing requests for payment by subcontractors and suppliers to ripen into lien claims, followed quickly by lien foreclosure litigation, finger-pointing and the financial collapse of the contractor.

• Third, there is the risk that the overcommitted contractor cannot provide sufficient labor to perform, causing

delays and exposing the school district to other significant risks including labor disputes, the cost of replacement contractors, and many times, a frustrated and angry community.

Because of these conditions – and especially in the present economy – it is vital for school districts to understand from a practical perspective how far they can go in selecting a bidder based upon “responsibility.” Once this limitation is examined and the shortcomings of the present “low bid” process are illustrated, it becomes clear that a qualification-based selection is feasible, fair and economical, and in the best interest of taxpayers and school districts alike.

The Existing Limitations with "Responsibility-Based" Selection Section 10-20.21 of the School Code authorizes school districts to “award all contracts for purchase of supplies, materials or work or contracts with private carriers for transportation of pupils involving an expenditure in excess of $25,000 or a lower amount

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as required by board policy to the lowest responsible bidder, considering conformity with specifications, terms of delivery, quality and serviceability, after due advertisement.”

On first glance, this provision does not require contractor selection based solely on the lowest price. There are several qualification-oriented concepts that appear to be in play. First, the bidder must be “responsible.” Second, the school district may consider “terms of delivery, quality and serviceability.” In practice, however, these concepts are not quite so promising. The Illinois judiciary has repeatedly viewed the rejection of a low bidder with a high level of scrutiny, and as a result, the low price remains the dominant factor in the competitive bidding process. The caselaw on these issues is sparse but revealing.

In Hallet v. City of Elgin, a paving company commenced a lawsuit to stop the city from entering into a

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paving contract with another company. The plaintiff argued that the company scheduled to receive the contract was not the lowest responsible bidder, and predictably, that the plaintiff itself was in fact the lowest responsible bidder. In considering the plaintiff’s claim, the Illinois Supreme Court defined the parameters of the “responsible” bidder standard: “[T]he statutory requirement that contracts for public improvements shall be let to the lowest responsible bidder does not require the letting of a contract to the lowest responsible bidder upon the ascertainment of his financial responsibility only, but the term ‘responsible’ includes the ability to respond by the discharge of the contractor’s obligations in accordance with what may be expected or demanded under the terms of the contract . . . .”

The Hallet Court applied this standard by reciting in detail the city’s “very careful and painstaking investigation of the responsibility and experience of the bidders and the character of the improvement which they offered the city.” Based upon this process, which included travel to other cities to investigate the bidders and an analysis of samples submitted with the bids, the Court found the city had fairly and honestly exercised its discretion in awarding the contract to the successful bidder based upon the “responsibility” standard, even though its bid was higher than plaintiff’s.

The bid challenge was dismissed.

In Court Street Steak House, Inc. v. County of Tazewell, the plaintiff was a restaurant business that challenged the county’s rejection of the restaurant’s low bid for food services, and the county’s award of the contract to a higher bidder. The county responded by offering two reasons for its rejection of plaintiff’s bid and award of the contract to the higher bidder: first, the county stated that it was pleased with the higher bidder’s past performance; second, the county noted that as a part of its business, the higher bidder provided a food service training program to the mentally disabled.

The Tazewell Court accepted the county’s arguments with some hesitation, noting that “[a] county solicits bids on many different types of contracts with many different factors affecting each purchase decision.”

Accordingly, the court held the county “can take into account reasonable benefits to the County arising from each bid.” Applying these rules, the court found that “[s]upport for the mentally handicapped training program shows a proper concern for the welfare of the County.” On this basis, the court dismissed the plaintiff’s case and held that the lower bid was properly rejected.

On the other side of the spectrum is Beaver Glass & Mirror Co. v. Board of Ed. of Rockford School District No. 205. In Beaver Glass, the plaintiff was a glass replacement contractor that sought relief from a school dis-

article / Point of View Insight into the Issue

No school administrator wants to engage in a bid letting, a prebid meeting, a bid opening, and a “painstaking” investigation of bidder responsibility, only to generate a possible lawsuit and have the court and the disappointed bidder play “Monday morning quarterback” with the whole bidding process. trict’s award of a contract to another bidder. Although the appellate court denied plaintiff the relief sought, the court noted that a bidder cannot be rejected based upon responsibility just because the school district asserts a lack of responsibility in the lawsuit. Instead, the court emphasized that the school district must produce actual evidence showing that the contractor is not responsible.

The Need for Legislative Action Authorizing Qualification-Based Selection The Hallet, Tazewell, and Beaver Glass cases teach a subtle but important point: It is possible to “knock out” a low bidder under Section 10-20.21 of the School Code based upon a lack of responsibility. But, as Hallet and Beaver Glass so aptly illustrated from opposite ends of the spectrum, the public body has to go to “painstaking” lengths to make the determination that the low bidder is not responsible, and on that basis to award the contract to the next bidder. Tazewell, like Hallet, also resulted in a victory for the public body, in that the court ultimately agreed with the county’s rationale for awarding the contract to the higher bidder.

The troubling element of Tazewell is

that the court was clearly “policing” the county’s decision to award the contract to the higher bidder. If the court had not accepted the county’s argument that the higher bidder’s training program for the mentally disabled was in the proper interest of the county, the outcome would have been different.

No school administrator wants to engage in a bid letting, a prebid meeting, a bid opening and a “painstaking” investigation of bidder responsibility, only to generate a possible lawsuit and have the court and the disappointed bidder play “Monday morning quarterback” with the whole bidding process.

Instead, school districts need relief from the antiquated “low bid” process. Relief can be achieved by convincing the General Assembly to make a clear and decisive shift away from low bidding and towards the process of qualification-based selection of contractors. Much in the same way school districts select architects, engineers and land surveyors under the Local Government Professional Services Selection Act, the school district would prepare a request for proposals, identify responding con-

tractors and hold publicly-accessible interviews. The school district would then publicly rank the contractors in order of preference and attempt to negotiate a contract with the highest ranked contractor. Price should be a factor, but would not necessarily be outcome determinative.

The school district would be entitled to award the contract to the highest ranked contractor, based upon the school district’s ranking system. Rank could be based upon any number of factors, including experience, performance history, quality control, risk management and price. Using such a qualificationbased selection process, the risk of encountering low-margin / high-risk bidders would be reduced. Taxpayers and school districts would each benefit from an increase in quality and, quite possibility, from better prices.

Conclusion The School Code’s purchasing requirements are outdated and unduly restrictive on school districts attempting to procure high quality work from reputable contractors and vendors. A legislative shift to a process of qualification-based contractor selection is in the best interest of the taxpayers and school districts alike.

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Forward

Thinking Facilities Shaping Schools to Invigorate Student Learning

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By Bruce R. Dahlquist AIA, LEED AP, BD+C

COVER STORY

President DLA Architects, Ltd.

As

educational architects, we believe that Form Follows Learning, where success in the design of learning spaces is the result of architecture and curriculum evolving simultaneously.

Architectural design should be embedded as a component of the building program and curriculum needs, derived from a comprehensive school or school district vision.

We are often asked by school administrators and teachers, what is our vision of 21st Century educational design? Our vision is synonymous with one of the educational community’s biggest challenges.

Much of the school stock is already constructed, so more often than not the critical component of the 21st Century design challenge will be in adapting and retrofitting existing schools to become contemporary educational assets. Parity within a school district will not be in having identical classrooms, but in providing equal educational opportunities within the unique constraints of each school.

Therefore, the educational design challenge for the 21st Century is truly the adaptive use of existing facilities – being able to creatively update classroom and support spaces to be catalysts for learning and community consciousness. The design of the educational curriculum, educational delivery process, the impact of technology, universal accessibility, life safety, as well as the maintenance of a green and sustainable philosophy will be the catalysts which drive the Educational Facilities of the Future.

As in the past, future solutions will evolve as a result of the physical, technological, social, and educational constraints of each particular era. School districts have always been stewards of their buildings which serve to educate the future leaders of tomorrow - no matter what generation. Many schools built during the late 1890’s remain in use today. Furthermore, schools designed today could be serving students well into the 22nd Century.

Therefore, the challenges are twofold: 1.

2.

Adapting 19th and 20th Century schools to support 21st Century education.

Designing new schools which are flexible enough to be a catalyst for 21st Century educational delivery methods and beyond.

You can’t expect different results by doing the same thing over and over. 21st Century educational design cannot be a re-hashing of old principles, when the principles and supporting technology have changed. Upgrading of existing schools should result in the creation of a healthy classroom environment which encourages 21st Century learning and interaction. www.iasbo.org

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21st Century Design In the book The Medium is the Message, Marshall McLuhan observed: “20th century education created factories for learning. Instead we should celebrate learning and personal successes.”

“The new electronic interdependence recreates the world in the image of a Global Village.”

“Education must shift from instruction, from the imposing of stencils, to discovery – to probing and exploration…”

His vision of education and educational delivery was truly visionary, and has come to pass.

ronmentally friendly, energy-efficient, and green design principles. Within a school district, we cannot have parity just for parity’s sake. Designing to an antiquated district standard established as a result of 19th and 20th Century mores and values means that teaching and curriculum delivery methods in the 21st Century are being squashed and the student is being cheated. Learning is now a by-product of the Information Age. Having practiced, consulted, dialogued, and studied future trends in educational design, there are several components which seem to define 21st Century design theory and expression. The role of technology in education is a consistent theme, and will continue to grow. Where schools had computer labs and hard-wired computer stations in the past, the school of the future will be based upon wireless technology, including cloud computing with data sharing across multiple platforms and mobile devices, as well as technology which has not even been invented. Computer labs may be replaced by informal student lounges, providing space for interactive study and communication.

The classroom will be interactive and media-rich. Dr. John Cooper, Head of School at Elgin Academy, reminds us that “Technology is only a tool – technology is a mindset, not a skill set.”

“Education must shift from instruction, from the imposing of stencils, to discovery – to probing and exploration…”

With the past behind us, we now look forward, armed with a vision of the future.

However, Patrick Bassett, President of the National Association of Independent Schools warned, “Schools are already on the train to the future, some are at the station waiting for the train to stop for them, and others are saddling their horses and looking to the past with optimism.”

School design must become a seamless part of the educational delivery process, while at the same time incorporating envi-

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The school environment should be designed to inspire and promote learning, not inhibit learning. The static classroom is giving way to the dynamic, easily changeable classroom. Desks in straight rows and all eyes on the teacher are becoming flexible classrooms, with flexible seating, group work tables, and interactive technology. Education is now focusing on real world problem

One school, one unique history. Lowrie Elementary School in Elgin faced potential demolition to give way for a new facility. Neighborhood opposition and outcry (left) effectively blocked the demolition of the building. The solution (right) was an effective use of the current structure overhauled and updated to face the needs and challenges of today's students.

LEFT: Photo published in Daily COURIER NEWS | RIGHT: DLA PHOTO

solving, analysis and synthesis, as opposed to rote learning. Lifelong learning and professional development are being emphasized. Classroom lessons are becoming studentcentered, emphasizing integrated studies, with the teachers facilitating the learning.

Learning spaces will have to be able to support all of these dynamics. The schools should be looked at in their entirety, identifying and redefining areas to support curriculum needs. We are seeing classroom and socialization spaces of varied sizes to promote varied types of learning; which are programmed and planned to accommodate one-to-one tutoring, small group activities as well as multi media presentations for large gatherings.

Open spaces are supporting project based learning and collaborative project-based activities, while adjacent quiet areas are allowing for individual study and research. The larger classrooms in older schools allow for redesign in response to creating spaces for multiple types of learning opportunities consistent with 21st Century educational curriculum theory. Visual barriers are minimized. Subdivided spaces

with glass walls reinforce the concept of daylighting. Classrooms will tend to have no front or back. The school grounds and environs can be seen as an exterior classroom.

The Neighborhood School School districts should not lose sight of a unique local asset - the neighborhood school. The educational experience extends beyond the classroom and into the neighborhood. It becomes a focal point for community learning, pride and involvement; as well as an after-hours hub for the socialization and learning of students, faculty, parents and the community-at-large. Community and neighborhood support will translate to volunteerism and public-private partnerships in the classroom.

At Lowrie Elementary School, a walkup neighborhood school in Elgin, the Board of Education considered options for school district growth.

One option was the demolition of the existing school and replacing it with a new facility. The neighborhood rose up in defense of the school, seeing it as a community treasure that had been a stabilizing anchor in

the neighborhood for generations.

DLA was asked to study growth options, and provided a solution which saved the school, benefitted the school district, and saved funds as well. The neighborhood retained its community asset, the school district expanded educational opportunities in the area, and the students were the beneficiaries of an upgraded educational environment. Solutions like this will be prevalent in the 21st Century.

Safety Community participation in the school environment brings forth other concerns, both within the school and the surrounding neighborhood. Being a neighborhood school, it is a focal point of the community, and should instill a sense of comfort and security. According to City Planner Oscar Newman, in his book Design Guidelines for Creating Defensible Space, good design “allows the school and neighbors to become key agents in ensuring their security.� The essence of this is that physical design can assist in providing uninterrupted views which instill a sense of security and discourage inappropriate activity.

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Harold D. Rider Family Media, Science and Fine Arts Center at Elgin Academy.

The new LEED Gold certified facility at Elgin Academy exemplifies the integration of 21st Century educational philosophy and curriculum, specifically designed to support contemporary educational delivery methods. The commitment to Green and Sustainable Design was successfully embedded into the program from the project’s inception as a result of internal planning and a school/community eco-charette.

Safety within the school is also a concern. Entrances need to be controlled and monitored. For after school use, areas of the building should be secured to only allow access in designated areas. Also, a part of making a school safe and secure is remodeling to accommodate changes in the school use. At Coleman Elementary School, where the functional layout had changed over time, an entrance originally designed for service and delivery, evolved into a primary student entrance. Creative design provided a new formal entrance, while at the same time separating deliveries and making the building accessible.

Environmental safety should also be considered. In 1986 the U.S. Congress passed the Asbestos Hazard Emergency Response Act (AHERA) requiring schools to inspect their facilities and prepare an asbestos management plan for safely maintaining or abating asbestos containing building materials (ACBM) within schools. Another major factor was the development of the Americans with Disabilities Act, becoming effective in 1990 with subsequent changes in 2009. The State of Illinois also enacted the Illinois Accessibility Code. This has set standards for providing universal 28 |

update Magazine / Fall 2011

access to sites and buildings in Illinois, and has been a contributing influence in the design of schools.

Green and Sustainable Design In the 21st Century, school boards and administrators will need to be educated as to the benefits of Green and Sustainable design. Occupant health in the classroom, energy conservation, as well as demonstrating a public commitment toward neighborhood and regional sustainability will become a priority.

A primary resource for assistance is the U.S. Green Building Council and its guidelines for school construction and operations. This can be seen in the LEED Reference Guide for Green Building Design and Construction (of which LEED for Schools is a part) and the LEED Reference Guide for Green Building Operations and Maintenance.

We have designed many new schools and additions which have received LEED Gold and Silver certifications.

However, the true challenge for school districts in the future will not be in the design of new schools, but in the major remodeling of an existing school to improve the learning environment in response to 21st Century educational curriculum delivery methods; creating a healthier environment for living and

learning; and the redesign of the building envelope and infrastructure. While maintaining the architectural integrity of the existing structure, there are many inherent opportunities for facility redesign in response to LEED. Even if there are no plans for LEED certification, the LEED Reference Guide for Green Building Operations and Maintenance can be used as a reference. This offers assistance for site and environmental design, material selection, energy conservation, systems design and establishing green and sustainable policies.

These features can become an integral part of the curriculum, helping to teach the core subjects, as well as develop an understanding and appreciation of the environment.

By the mid to late 1990’s, and early into the 21st Century, a trend toward green and sustainable design has become more prevalent. Along with the U.S. Green Building Council, the State of Illinois expanded this effort. Through legislation, it has been a leader in creating healthy learning environments. Public Act 95-0084, effective August 13, 2007 requires “school districts to establish a green cleaning policy and purchase and use environmentally sensitive products when economically feasible”.

In addition, Public Act 95-0416, effective August 24, 2007, requires that “school districts that apply on or after July 1, 2007 for a School Construction Grant, must receive certification for their project from either the United States Green Building Council’s Leadership in Energy and Environmental Design Green Building Rating System, the Green Building Initiative’s Green

An Ohio State/National Institute of Mental Health study… found that workers in an old office building with low ceilings and old air conditioners were significantly more stressed than workers in a recently remodeled space with skylights and open cubicles.

Globes Green Building Rating System, or meet the green building standards of the Capital Development Board’s Green Building Advisory Committee”.

This was followed by HB 1013, signed

by Illinois Governor Pat Quinn on July 24, 2009, “requiring all new Statefunded building construction and major renovation of existing State-owned facilities to seek LEED or equivalent certification. New buildings and major renovations of 10,000 SF or more must achieve at a minimum LEED Silver or equivalent certification. New building and major renovations under 10,000 SF must strive to meet the highest standard of LEED Rating System or equivalent, but are not required to achieve certification”.

Remodeling of the Classroom The larger classrooms often found in older schools allow for redesign, in response to creating spaces for multiple types of learning opportunities consistent with 21st Century educational curriculum theory. Previous remodeling was usually driven by the “first cost” in infrastructure and systems design, as opposed to considering the long term return-on-investment and installation of energy efficient systems. Original windows within the existing openings were often filled with insulated panels and smaller windows. Older schools typically had a high floor-to-floor height, concealed with a lay-in ceiling intersecting the insulated panels. Ductwork proliferated the ceiling’s interstitial space.

These classrooms should be seen as a hidden asset waiting to be exposed.

Each generation has the opportunity to upgrade and improve building perfor-

mance with the inherent obsolescence of existing mechanical and other systems. From here forward, the incorporation of more energy efficient building systems will allow for re-configuration of rambling ductwork. This will provide the opportunity to remove the lay-in ceilings. Removing lay-in ceilings will allow for a return of the full height windows.

Current window and window frame technology will also be more energy efficient, with operable windows reducing the need for heating and air conditioning during the transitional seasons. A side benefit will be to allow for daylighting and views, creating a more pleasant indoor learning environment. Sunlight can still be controlled using a continuous interior light shelf mounted along the exterior wall and/or blinds. This, when coupled with occupancy sensors and lighting controls, will reduce the need for artificial lighting – ultimately reducing electrical energy consumption, and potentially reducing the size of the mechanical equipment sizing as a result of reduced loads.

Appropriate use of color and volume should be considered in creating an environment to encourage learning, as opposed to the arbitrary use of color and space for matching district standards, which may inhibit learning. An article in the April 30, 2011 Wall Street Journal by Jonah Lehrer entitled “Building A Thinking Room” offers findings of several studies which support this: An Ohio State/National Institute of Mental Health study, found that workers in an old office building with low

ceilings and old air conditioners were significantly more stressed than workers in a recently remodeled space with skylights and open cubicles.

A 2009 University of British Columbia psychologist studied how interior background can affect performance on a variety of mental tasks. Test takers in red environments were much better at skills that required accuracy and attention to detail. Those in a blue environment performed worse in short term memory tasks, but did far better with tasks requiring imagination.

A 2006 study by Professor Joan Meyers-Levy at University of Minnesota School of Management looked at the relationship between ceiling height and thinking style. People in rooms with high ceilings were significantly better at seeing the connections between seemingly unrelated subjects (seeing the big picture) than those in rooms with an 8’ ceiling.

Facility Assessment Prior to beginning a remodeling project or an addition in response to the factors described above, the preparation of a facility assessment can be a useful tool in identifying required changes to program spaces, building infrastructure and systems upgrades or repairs, environmental improvements, as well as life safety concerns. When organized in a comprehensive improvement plan, the information obtained from the facilities assessment will provide for a well-organized, logical, and cost-effective response to the design of a 21st Century educational environment.

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Finding the

Lucky Nu

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article

By Raymond L. Costa, Jr. Ph.D. Director of Business Beach Park CCSD 3

umber

It would be wonderful if one algorithm could determine how big a school should be or how many children it could house.

There are many variables, but when it comes down to it, the only way to do a meaningful, long-term strategic space plan is for the business manager to know the community.

Communities go through “a life cycle.� Couples buy new houses, have children, and those children go to school. Existing schools become crowded and additional schools are built. While communities far from the population center are growing, older communities are already built out with stabile populations. Families age and fewer children create less demand for new schools. Eventually, some schools are no longer needed and can be decommissioned. When communities stabilize with young families just replacing older couples, the number of children remains constant over time.

Strategic space planning depends on whether the community is growing, shrinking or is stable. The business manager and facilities manager advise the superintendent and school board in the crafting of a strategic space plan.

Business Manager

Facilities Manager

Works with architects, superintendent, building manager

Works with architects, business manager

Establishes program space needs

Contributes to design of new space/building

Hires demographer as needed

Acts as "owner" during construction

Tracks new housing starts

Establishes cost of mothballing building

Monitors/predicts growth/decline of student numbers

Establishes cost of bringing mothballed building on line

Monitors and predicts number of classrooms needed

Maintains mothballed building

Monitors money available for space needs

Remodels internal space for changing programs

Calculates costs of facilities plan

Establishes remodeling budget

Supplies data to building referendum committee

Acts as general contractor for small projects

Contributes to design of new space/building

Gets building permits

Acts as "owner" during construction

Manages internal labor for projects www.iasbo.org

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How much space is enough?

The general rule of thumb in Illinois is 32 sq. ft of space per student per classroom, a number referenced on many websites. Peter Abrahamson (Giving Students Some Space, 2006, School Planning & Management) believes this figure dates to when 32 sq. ft. was considered to be sufficient to keep children from spreading diseases. This has no scientific basis. The number of students that can be packed into a classroom depends on what space is available.

There is no “one size fits all,” however a crowded room will be uncomfortable for a long period of time.

Schools in warmer climates need less enclosed space. Gym classes

can be held outdoors and fewer hallways are required. In cold climates all hallways are enclosed and most activities must be indoors in the winter. Therefore a school in Minnesota will require more sq. ft. per student than a school in Arizona.

Programming is more important. A school that uses a multi-purpose room rather than a separate gymnasium, cafeteria and auditorium will be smaller.

Program offerings such as industrial arts, Tech Prep or even Special Education will alter the size of the building.

The bottom line is that a building is crowded when people perceive that the building is crowded. No statistic does better than that.

School building size is a variable.

The oft-quoted number of sq. ft. per student is K – 5 ..........................................100 to 110 sq. ft.

Grades 7 – 8 . ....................120 to 150 sq. ft.

Grades 9 – 12 . ..................150 to 200 sq. ft.

Growth, Decline and Stability A business manager can enlist the help of a demographer such as Dr. John Kasarda to predict the number of students a district can expect over time. However, no prediction is sure.

In Beach Park, new students per year went from 150 to zero overnight when the building boomed stopped because of the recession.

Growth New housing starts and the number of bedrooms built are useful population predictors. The 1996 Naperville Formula lays this out in tabular form (at right). By knowing the community, a business manager can graph how many additional classrooms will be needed in the future provided that nothing changes.

Since a district can’t build just a few permanent classrooms at a time, the plan can include the purchase or lease of used or new portable classrooms, renting or leasing classrooms from other sources, building larger buildings with the expectation that they will fill up over time or constructing buildings that can be added to as needed.

No strategic space plan is complete without a plan to raise the money necessary for construction including gathering the data, making predictions and calculating how much money will be needed to carry out the strategic plan.

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article

1996 Naperville Formula

(Number of students per new housing unit) Housing

Pre-school

Grades K-5

Grades 6-8

Total (Grades K-8)

High School (Grades 9-12)

Unit Type

4-5 years

5-10 years

11-13 years

5-13 years

14-17 years

2 bedroom

0.113

0.136

0.048

0.184

0.02

3 bedroom

0.292

0.369

0.173

0.542

0.184

4 bedroom

0.418

0.53

0.298

0.828

0.36

5 bedroom

0.283

0.345

0.248

0.593

0.3

1 bedroom

0

0

0

0

0

2 bedroom

0.064

0.088

0.048

0.136

0.038

3 bedroom

0.212

0.234

0.058

0.292

0.059

4 bedroom

0.323

0.322

0.154

0.476

0.173

Detached House

Attached House

Multi-Dwelling Structure Efficiency

0

0

0

0

0

1 bedroom

0

0.002

0.001

0.003

0.001

2 bedroom

0.047

0.086

0.042

0.128

0.046

3 bedroom

0.052

0.234

0.123

0.357

0.118

1996, Associated Municipal Consultants, Inc., Naperville, IL

without school age children are staying in their homes longer. New buyers are not entering the market. Between 2007 and 2011 Beach Park saw a decline in enrollment from 2,700 to fewer than 2,400 students.

better to dispose of an unused building or find another use for it. If the student population will increase in the future it is wiser to keep the building and plan for its eventual resuscitation.

The business manager often makes the recommendation to sell or mothball a building. Expect community outrage if a district looses enough students to warrant closing a school. An empty school is a nightmare for the facilities manager since it requires heat, utilities and maintenance to avoid decay.

Should the population not rebound, it is

When the number of students in the district remains constant for a long time, strategic planning becomes a game of juggling existing versus proposed programs and remodeling space accordingly. The role of the facilities manager becomes one of “general contractor� for small remodeling jobs, often running them with in-house

Stability

labor. Even in a steady state, a strategic space plan is necessary.

Demographers cannot predict economic collapses. The further out a prediction goes, the less accurate it is. Based on a solid ten years worth of data and excellent demographic reports, Beach Park built enough space for 3200 students in 2002. We now have 2400. When the recession lifts, building will likely start up again and eventually our schools will fill, but we don’t know when. No matter what the tea leaves tell you, or how clear your crystal ball is, the world will move on and your predictions may be wrong.

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Business Manager and Facilities Manager

Two sides of the same coin Providing safe and secure facilities is a shared responsibility that depends on each side doing its

part. How can the facilities manager support the business manager in their work? And, on the flipside, how can the business manager support the facilities manager as a valued team member?

FACILITIES MANAGER: Handle issues early Because the business manager and facilities manager are most often not working side by side, it takes built in communication and a level of trust for each part to manage their side.

For the facilities manager this often means simply running operations so that things don’t have to reach the administration level. This comes from handling issues at the earliest level, taking care of the details and doing your best to avoid the big events which are preventable.

When Keith McLean of Rich Twp. HSD 227 found evidence of a failing roof, he emailed his business manager a

picture with a step-by-step plan of attack. Having already consulted with a roofing expert and gotten a proposal, he presented an approach. From experience, he knows that, “If I don’t have a plan, someone will have one for me.” The more he handles these kind of situations, the more his business manager will be able to trust him as others arise.

This trust comes into play in case of an unforeseen event, for example a weather-related problem, where the facilities manger will need to make some decisions on the fly as things tend to happen fast. Having a partner they can depend in these types of situations eliminates a lot of headaches for the business manager in the long run.

Communication: Consider When and How Understanding the communication preferences of your business manager is key: Do they prefer to talk face to face? By email? Text? Knowing they are busy, be patient and realize it may take some time for them to respond.

Timing is also something to consider. For example, if the business manager is in the middle of negotiations or it’s right before a Board meet-

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ing – don’t bring something up that’s not urgent; leave it to another day.

On the Flip Side This goes both ways. If the Maintenance and Operations crew is in the middle of preparing for graduation, it’s probably not the best time to ask, “What’s going on later this summer?”

article

By Rebekah Weidner Copywriter Illinois ASBO

Research assistance and materials provided by: Keith McLean, Dir./Buildings & Grounds, Rich Twp. HSD 227 Beth Dever, Business Manager, Avoca SD 37 John Fuhrer, Dir./Facilities & Operations, North Shore SD 112

How can the Facilities Director Support the Business Manager?

Daily Support • Handle day to day building issues • Order building supplies • Handle all fire and security alarms • Schedule outside maintenance services • Oversee work order system • Coordinate snow removal • Coordinate summer and staff duties • Assist in evaluating proposals • Coordinate with building administration, night crew and park district • Keep up-to-date on green initiatives

Budget Process • Identify maintenance projects • Identify capital projects • Evaluate other’s maintenance and capital requests • Input on staffing • Input on vendors to review

FACILITIES MANAGER: Avoid Surprises A good approach to communication with the business manager comes from the perspective that “things that will come back around to them eventually.” Up front communication means the business manger will not be caught off-guard, whether it be heating and cooling problems, personnel issues, insurance claims or energy prices. The business manager can then plan and communicate to the Superintendent and Board.

In situations that are likely to become a PR issue (for example, flooding that requires moving children around), it is important to manage from a finance, evaluation and communications standpoint. The business manager needs to be informed with the situation, evaluation, proposed solution and timing of the project.

Even when there is not a pressing issue, it is beneficial to provide updates every few weeks on planning issues: “Are we on track with capital projects? Are we hitting dates?

Budgets? Timelines?”

On the Flip Side BUSINESS MANAGER: Give Parameters to work within An outline of what dollar amounts the facilities manager has to work with and how they can spend gives them the ability to effectively react to situations with the budget in mind. For example, when it comes to labor resources – Do I have the ability to use overtime? Call a contractor on the fly?

Long-Range Planning • Identify areas of concern • Prioritize identified needs • Provide support during bid process • Work with contractors during projects • Work with ongoing punch list

FACILITIES MANAGER: Lend your knowledge Facilities managers are in the buildings daily and know how things work, knowledge that is indispensable to the business manager. Forecasting of maintenance projects based on historical elements and what is potentially failing now, is key to helping the business manager make sound financial decisions – whether to replace the windows at School A or School B. During the budgeting process, this could mean together, line by line, looking at costs and options. Which project on the long-range plan can wait, and are there other projects needed that weren’t in the life safety plan?

The facilities manager offers perspective on the real use of a building, helps form functional design from the maintenance perspective, and oversees projects, saving district dollars.

On the Flip Side BUSINESS MANAGER: Encourage Professional Development As laws and current school code are constantly changing, professional development is key and ultimately comes back around to help the business manager do their job.

If philosophically they understand the value a facilities manager is bringing, then the professional development budget should be a reflection of that. www.iasbo.org

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Transcendent Schools for the

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21st Century

By Gregory H. Monberg

article

AIA, NCARB, REFP, LEED AP BD+C Principal, Fanning Howey

How a Hierarchy of Needs can inform the decision-making process for 21st Century school planning and design In the mid-20th Century, Abraham Maslow forever changed the field of psychology. Up until this time, psychologists focused their attention on people with mental illnesses, hoping to find a cure for their disease. Rather than treating patients as a “bag of symptoms”, Maslow chose to identify the qualities that make up an exemplary or “transcendent” person. From this research, his famous Hierarchy of Needs, along with the field of humanistic psychology‚ was born.

At the beginning of the 21st Century, as school administrators, educational planners and architects we find ourselves at a similar crossroads. For too long, we have treated the learning environment as a series of problems to be solved. How do we keep students warm, safe and dry? How can we provide enough classrooms to support the required curriculum? Are these really the right questions?

inspire others to do the same. He did not argue that certain needs were necessarily more important than others, but that individuals who were able to function at very high levels tended to be able to fulfill nearly all of the needs.

As school districts face unprecedented challenges‚ including the seemingly illogical combination of shrinking budgets and higher academic standards, it is time for us to expect more of our school facilities. Rather than only seeking to remove barriers to education, we must ask how the built environment can enhance teaching and learning.

At their most basic level, school buildings must provide shelter. They must be safe, accessible, code compliant and weather tight. They should provide for lighting and ventilation. Collectively, we can think of these as the first level of the hierarchy, or facility needs issues which focus on the basic requirements of buildings and grounds.

In short, we must ask the question: What are the qualities of a transcendent school?

Beyond items like security and shelter, a school building should provide adequate space for teaching and learning. This includes classrooms, a main office, science labs, media center, etc. These spaces must support the school's curriculum and pedagogical approach. We can label these as program needs, the second level of the hierarchy.

The Deficit Model of School Design In his Hierarchy of Needs, Maslow argued that individuals must satisfy lower order needs‚ such as food, shelter and comfort, before addressing higher order needs, including love, self-esteem and respect.

The highest order need is self-actualization, in which an individual is able to maximize their talents and

This same concept can be applied to a Hierarchy of Needs for 21st Century school design.

This approach defines the 20th Century deficit model of school design. As school administrators www.iasbo.org

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and as architects, we have become exceptionally skilled in creating facilities that address the most basic needs of students and teachers. By meeting these two goals, we achieve a flat world level of instruction.

However, if we want our schools to succeed in a global economy, we ought to consider a humanistic model of school design.

The Humanistic Model of School Design The difference between the deficit model and humanistic model of school design can be summed up by the following quote from William Butler Yeats‚ “Education is not the filling of a pail, but the lighting of a fire.�

To pursue a higher level of school design, we must first agree that a person is shaped by their environment. On a personal

The third level of the hierarchy focuses on elements which are known to impact teaching and learning issues such as thermal comfort, indoor air quality, acoustics, daylighting, ergonomics and building arrangement. At this level identified as student-centered needs, buildings, spaces and engineering systems are not only efficient, they also create an ideal environment for students by eliminating physical stress and providing choice.

The fourth level of the hierarchy expands the boundaries of the school to the surrounding community. Our schools can, and should, act as civic centers. They offer tremendous resources for recreation, continuing education and cultural events, and should therefore address community needs.

It doesn't take stacks of research to understand that when a school is highly valued by a community, that school's students are more likely to value their education.

Simply put, success breeds success and good ideas are contagious. The most successful school designs benefit students across the country, not just those in the surrounding area. They serve as models for what we can accomplish with school facilities and inspire other communities to achieve the same results. level, we can all generally accept this to be true, but the idea is also supported by the work of two renowned psychologists, Kurt Lewin and Urie Bronfenbrenner. Both men developed theories which say that behavior or development is the result of the interaction of a person and their environment. It then follows that a humanistic approach to design would not only mitigate barriers to education by reducing stress, but also positively empower students through choice.

In a Hierarchy of Needs for 21st Century schools, the higher order needs would provide the optimal environment for student growth through interaction. This would include a specific focus on facilitating strong bonds between students and their teachers.

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The next level of the hierarchy is called facility actualization. At this level, a school becomes a fully integrated teaching and learning tool, which positively promotes education, creativity and problem solving and becomes a source of civic pride for residents.

The highest level of the hierarchy is known as transcendence. During Maslow's research, he noticed that some people were so individually successful that they not only maximized their own abilities, but also inspired others to do so, even those they had never met. Transcendent schools have the same impact. Simply put, success breeds success and good ideas are contagious. The most successful school designs benefit students across the country, not just those in the surrounding area. They serve as models for what we can accomplish with school facilities and inspire other communities to achieve the same results.

It is important to note that sacrificing facility and program needs in order to achieve higher order needs does not

article

accomplish the goals of a 21st Century school. If students do not feel safe in their classroom, or if the learning environment is not arranged to effectively support the current curriculum, it does not matter how much daylighting you have or if you employ the latest technology. Each level of the hierarchy builds upon the next, and we must address all needs to create a truly transcendent school.

The Cost of Transcendence By taking a holistic approach to school planning and design, we can create exceptional schools that equip students for the 21st Century. To do so, we must be willing to invest the necessary resources. Addressing the Hierarchy of Needs described here will naturally increase the complexity of a project and, to some extent, its corresponding costs.

However, the time and effort required to address higher order needs is progressively less than that spent to meet lower order needs. To put it another way, for each level of need achieved, the school district can expect to receive a better return on their investment.

The Hierarchy of Needs outlined here provides school districts and their consultants with a guide for managing scope, schedule and cost, especially when budgets are tight and academic standards are high.

Ultimately, when an entire project team unites to meet the physical, educational and psychological needs of students, teachers and community members, then a truly transcendent school will emerge.

Hierarchy of Needs for 21st Century School Planning and Design Transcendence Humanistic Model Facility Actualization Lighting a the Fire

Community Needs

Flat World Model

Student-Centered Needs

Filling a the Bucket Pail

Program Needs

Deficit Model

The distribution of resources regarding scope, schedule and budget should be weighted toward lower order needs. The achievement of higher order needs requires progressively fewer resources and offers a greater return on investment.

Facility Needs

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MEASURING UP CUSTODIAL BENCHMARKING TO IDENTIFY BEST PRACTICES FOR YOUR SCHOOL DISTRICT

With shrinking budgets and being asked to do more with less, it is more important than ever to have a clear vision of how your custodial operations measure up, especially considering that when it comes to budget cuts, it is very easy to target costs and departments not directly related to the education of the student. Our schools are focal points of their community and are used more than ever.

Maintaining school buildings has evolved over the last several decades. Years ago, schools had an activity period after school and then the custodian was left to clean the building. Today, schools use begins before the first bell and ends at 10pm or later. Not only do custodians have more to do, they have to complete their duties while building visitors are present. Considering all these factors, facility administrators must know how to utilize their custodial staff as efficiently as possible.

Why Benchmarking?

Like all school services, custodial procedures need to be reviewed and, if needed, adjusted every year to ensure best practices are in place that will efficiently and effectively keep buildings safe and clean. Benchmarking will identify

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best practices that increase building occupant satisfaction, achieve efficiencies and increase productivity. This is helpful during times of budget growth and reduction, and broadens perspectives to overcome resistance to change. In addition, benchmarks offer the ability to measure and compare your district with higher-performing districts with the goal of identifying work processes, products, services, or strategies that will lead to improvement.

article

By Michael J. Prombo Dir./ Finance & Operations, Westchester SD 92 1/2

John F. Wilson Dir./Buildings & Grounds‚ DuPage County SD 45

BENCHMARKING PROCESS 1. Define your goals and building expectations These are the first items you must agree upon. Meet with your stakeholders to develop the level of building expectations and what will be acceptable and what won’t.

This can involve: • Inspecting your building. Evaluate what looks good, along with areas that need improvement.

• Creating a matrix or task list of responsibilities the custodian will be assigned, including how often each task will be completed i.e. daily or weekly. Consider whether the custodian will be assigned light maintenance duties, such as repairs and moving of items. If this can be accomplished through a different department level, it will allow the custodian to concentrate on their main goal, cleaning the building.

• Including several perspectives to develop a better model.

Talk to your peers. Many Regional Offices of Education or Counties have Facility Director Meetings that meet regularly. This is a wonderful opportunity to network and find out how others address operational items. If not, contact schools in your area and see what they are doing. Maybe they're looking to do the same thing and you can partner with them.

Benchmarks should be used as a beginning point and further analysis should be done to set custodial staffing levels and the resulting budgets. If you currently do not have any benchmarks it would probably be best to start with areas that you are concerned with and are vital to the performance of your department (i.e. practices or services that students and staff regard as “broken”).

2. Start gathering data In order to set benchmarks, you need to gather data that will be used in analyzing your district’s performance.

District data that can be gathered includes: • Overall square footage of each building (break out mobile classroom square footage if applicable) • Every building’s age, dates of construction and renovation projects

Benchmark Defined A benchmark is a snapshot of a point in time that defines the current situation in either financial and/or operational terms. Benchmarks establish a baseline for measuring change and will help you set a trend analysis and assess progress. Benchmarking emerged in the 1980s and 1990s as a way for businesses to survive, which is a very good reason to do a custodial benchmarking study.

Did you realize?

Custodial services are typically the largest nonacademic unit within the district. According to FM Benchmarking, nearly 60% of operating costs are in two areas: custodial (16%) and utilities (43%).

Utilities are part of the role of custodial staff who manage HVAC controls.

• Number of classrooms per building • Number of non-classrooms (offices, storage, mechanical rooms) • Number of interior doors • Flooring type (VCT, carpeting, wood) • Plumbing (sinks, toilets) • Electrical systems • HVAC systems • Kitchens • Technology hardware and wiring • Number of egresses • Communication equipment (audio, video, data) • Number of exterior windows • Roof and roofing material • Foundations and basement 3. Determine metrics you want to benchmark After collecting the data, it is time to determine what metrics you would like to track and benchmark against. You can benchmark almost anything; the list is endless. It is advisable to start out simple. Establish “square footage per custodian” and “cost per square footage.” www.iasbo.org

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peer2peer network article

peer2peer network

If you don't have a facility assessment report for your building, you will need to contact your architect in order to get your building square footage amounts. Simply divide the square footage by the number of custodians and that will determine your custodial FTE or full time equivalent. If you have several custodians at one location, then determine the area square footage for each custodian. This information will allow you to compare different buildings within your school district as well as surrounding school districts.

peer2peer network •

Want more?

Find a more complete list of benchmarking metrics and sample data, on the peer2peer Network Resource page under UPDATE.

Conduct annual custodian performance reviews by school principal and Director of Operations.

4. Gather outside benchmarks and compare • Review results with custodian union president (or After gathering district data and formulating the metrics you equivalent) to share data and discuss possible corrective want to use, it is time to gather benchmarks that will be used action (i.e. more safety training if there has been an for comparison. There are three basic types of benchmarks increase in accidents or worker compensation claims). you can use: previous year district statistics as a baseline, • If applicable, install a good work order system. The work peer districts’ statistics, and commonly accepted standards order system will track all custodial workloads, cut down as reported in national surveys. The following chart provides on clerical work, provide feedback to the work order ideas for how you might want to benchmark your custodial requestors and provide valuable custodial statistics. staff and the work they perform: • Work with your insurance carriers in order to identify risk and safety issues in all schools. They STAFFING and EXPENSES BENCHMARK MEDIAN YOUR SCHOOL PEER SCHOOL should be willing to provide training your (refer to note 2) DISTRICT DATA DISTRICT DATA EXAMPLE custodial staff on hazardous materials, (refer to note 1) hazardous practices, chemical handling, 21,000 SF 32,100 SF ? ?

SF per custodian and safety practices.

BUILDING COST PER SF: • Look for improved tools to increase Custodial cost per SF $ 2.64 $ 1.35 ? ? productivity, such as riding sweepers, Custodial supply cost per SF $ 0.32 $ 0.24 ? ? power washers, and back-pack vacuums.

Purchased Service cost per SF

$ 0.45

Electric cost per SF

$ 0.95

Natural Gas cost per SF

$ 0.49

$ 0.23

?

?

?

?

?

?

A baseline for change Like all school services, custodial $ 4.85 $ 3.01 ? ?

TOTAL CUSTODIAL COST PER SF procedures need to be reviewed and, if NOTE 1: Benchmark custodial costs include payroll with benefits, supplies, contracts, purchased services and equipment. needed, adjusted every year to ensure NOTE 2: Median is the 38th Annual Maintenance & Operations Cost Study for Schools as published by the that best practices are in place that will American School and University Magazine. efficiently and effectively keep buildings 5. Evaluate and take corrective measures safe and clean. In order to accomplish that, the use of What do you do if you fall short of meeting the benchmarking will help you set guidelines that will be benchmarks? The following list provides some ideas on used to identify and implement best practices within your corrective measures that you might want to implement: particular school or district. $ 1.19

• Hold monthly building manger meetings, to review energy and water usage, remotely review building automation systems for each school and review outstanding work orders.

• Gather survey feedback from principals, teachers and students.

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It is important to keep in mind that we all want what is best for the students and that is to provide them with a clean and secure learning environment. Your greatest investment is your buildings. Properly maintaining them will reduce your overall operating costs and provide a proper educational environment that can be the pride of your community.

resources on paper: Static sources for education professionals

Leadership from the Inside-Out Developing Bigger Minds As the world of school business becomes increasingly complicated with new challenges arising daily, getting better at what you already do is no longer good enough. It is not just a matter simple changing the system in response to new laws or requirements, but a mind change that is needed.

On My List Transforming Your Leadership Culture

By John B. McGuire and Gary B. Hughes

Overview: If you’d like to see a change within your organization, be prepared to make it yourself.

Although organizational change is something most leaders would like to delegate, without taking a look at your own deeply held beliefs, only limited change can occur.

From facilitators of the Center for Creative Leadership who’ve instigated change in some of America’s leading companies, learn what it takes to lead your organization through the uncertainties of school finance as you transform your culture from the inside out. n

As laid out in Transforming your Leadership Culture, cultivating “bigger minds” with a new sets of core beliefs is key to preparing any organization for future challenges they will face.

As a school business leader, this transformation begins with you. As authors McGuire and Rhodes argue, development of individual leaders must come first in changing the culture of any organization.

And this change won’t come from “outside in” systematic changes like a new budgeting process or stategic plan. Rather, it means engaging personally in a process that takes a deep and vulnerable look at what beliefs govern your culture, and creating opportunities that make the change feasible.

A Manager or a Leader?

“What percentage of 'change' time do you spend on operational systems vs. human systems?” Everywhere they go, McGuire and Rhodes ask senior

leadership groups this key question.

And this question outlines the difference between a manager and a leader.

As a business person, you’re probably more comfortable with the idea of operations management — making measurable goals, tracking progress, and minimizing risk. But leadership is a whole different animal — one of taking risks and herding change through the culture of an organization. The perfect balance of the two is necessary and where many organizations fall short in trying to implement changes.

What percentage of “change” time do you spend on operational systems vs. human systems?

After establishing these fundamental transformation principles, this engaging read outlines a “cycle of leadership transformation,” sharing helpful stories of success and failure along the way. With opportunities for self-reflection throughout, readers are invited to grab a journal, take a good look at where their organization is at and start drafting their own plan to initiate a change in leadership culture.

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on paper: Static sources for education professionals

Good School Maintenance Book by James B. Fritts Inside: Programs and procedures for

taking care of buildings, grounds and equipment, and guidance for policy makers and managers in planning and evaluating their maintenance efforts.

Order it: Through IASB’s online bookstore at www.iasb.com/shop Practically Speaking: Keep this “Bible

for physical plant managers” nearby as a planning tool for your programs or to train new maintenance staff members.

American School and University Magazine Inside: Timely articles on everything

from Green Buildings to Flooring and Furniture to Maintenance and Grounds Management.

Find it: www.asumag.com Practically Speaking: Search the

Digital Magazine Issue for the latest articles. Click “Subscribe” to order the magazine (you may qualify for a free subscription!) or elect to receive e-newsletters on relevant facilities topics.

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BUILDINGS Magazine Inside: Facility-related news, archived

articles on roofing, security, energy, green buildings and more. Their continuing education article series could even earn you some CEUs. Find it: www.buildings.com Practically Speaking: Check out the

digital version on the site or order your free subscription to come in the mail.

Quick & Easy Guide to Green Cleaning in Schools Handbook from the Healthy Schools Campaign Inside: Comprehensive information,

practical advice, tools and resources to help schools take action in developing a green cleaning program.

Find it: Order your free copy or download it online at www. healthyschoolscampaign.org

under “Programs.”

Practically Speaking: Stick around

and explore the website to find good information about indoor air quality issues, school food and more.

Commonly Used Acronyms for Facility Management ADA: Americans with Disabilities Act AIA: The American Institute of

Architects ACM: Asbestos Containing Material ASHRAE: American Society of

Heating, Refrigerating and Air Conditioning Engineers BIM: Building Information Modeling BRI: Building Related illnesses CFM: Certified Facility Manager CRI: Color Rendering Index EPACT: Energy Policy Act of 1992 FRV: Functional Replacement Value HEPA: High Efficiency Particulate Air

Filters HVAC: Heating Ventilation and Air

Conditioning IAP: Indoor Air Pollution IAQ: Indoor Air Quality LCC: Life-Cycle Cost LEED: Leadership in Energy &

Environmental Design TQM: Total Quality Management VOC: Volatile Organic Compounds Find it: Find more facility management acronyms and quiz yourself at www. ifma.org/resources/fm-acronyms.htm

resources

on screen: dynamic sources for education professionals

Bookmark It Search for Facilities Grants Online

My FacilitiesNet Social Networking for Facility Professionals

professionals are talking about when it comes to facility management, technology and more.

Inside: Access training and professional development on best practices in creative school planning, research on facilities and student success, and more.

Find it: my.facilitiesnet.com

Find it: www.cefpi.org

Practically Speaking: The Technology

Practically Speaking: Check out the online Disaster Recovery Guide for practical information to help you prepare your district in case of an emergency.

Inside: Hear what other facilities

Browse these websites to locate possible grants for your district.

Keep checking back as new opportunities open up!

and Management Forums break down to address an array of more specific topics ranging from outsourcing to fire safety.

1. Illinois Energy Grant Listing from the IEC Find it: http://www.illec.org/ resources.html Click “Download

US Green Building Council

List of Available Grants.”

2. Illinois Clean Energy Community Foundation (ICECF) Find it: www.illinoiscleanenergy. org 3. Safe Routes to School Funding Portal Find it: www.saferoutesinfo.org/ funding-portal 4. Community Oriented Policing Services (COPS) School Safety Grants Find it: cops.usdoj.gov Click

“Grants and Funding.”

5. DCEO Grant Tracker Find it: granttracker.ildceo.net

Under “Search grants by organization,” type in “school district” to see grants awarded to schools. n

Council of Educational Facility Planners International (CEFPI)

Inside: LEED education and training, Green Educator resources, green building research initiatives and more.

Find it: www.usgbc.org Practically Speaking: Under “Resources,” click “K-12 and Higher Ed” to find tools including which LEED rating system fits your buildings.

Consortium for School Networking (CoSN) Inside: Prepare for the 21st Century learner with information on new technologies for student learning and resources to train school technology leaders.

Find it: www.cosn.org

Collaborative for High Performance Schools Inside: Energy conservation and construction methods used by High Performing Schools, training webinars and best practice manuals.

Find it: www.chps.net

“This website is a must for facility managers that are interested in energy conservation and operating healthy, high performing schools.”

–Bill Thompson, Dir./Buildings & Grounds,Lockport Twp. HSD 205

Practically Speaking: Under “Resources,” download the 2011 Horizon Report to learn about emerging technologies likely to have a major impact on teaching and learning within K-12 education. www.iasbo.org

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the final word Great Ideas from Great Illinois ASBO Members John Fuhrer Dir./Operations & Facilities North Shore SD 112 What is your professional role with regards to school facilities?

The basic answer is to provide safe, well maintained and operating school facilities with integrity, honesty, and a genuine belief in the facility professional role being an integral part to the educational process. To provide a classroom analogy to the facilities professional, the “District” is our classroom. As teachers and building administrators focus on each classroom and the performance that occurs within those four walls, the facilities role looks at the “District” and focuses with the same passion towards education from a larger view.

What will impact school facility management most significantly in the next 5-10 years?

Creativity – I say this with the global view for the District. The interwoven challenges and changes facing the facility role within budgeting, technology, state/federal regulations (codes), classroom evaluation, energy conservation, environmental impacts, staffing limits and contract performance are just some of the headings the facility role has to balance. The balance is checked against the performance of the individual children in the classrooms.

What is the most important facility management topic to address immediately?

Integrity – in an time of mistrust and scrutiny of the public sector, integrity is paramount in performing the facilities role. In order to achieve the goals, objectives, and just do the right thing, you have to have the integrity to stand in front of Boards of Education and the community to answer the tough questions. They are putting trust in our profession to be fiscally responsible and to be a good steward of the community’s school buildings.

Jim Womack / NIU

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If you could change one thing about school facility management, what would it be?

Continued growth and standards for the profession and the professional(s) in the roles of Operations & Facilities, Buildings & Grounds… whatever the title, whatever the level, a greater standard for the professional to achieve as well as be recognized.

Facility Management, as with any “management” role, requires solid leadership with a clear understanding of expectations, compliance requirements, and the fortitude to carry out the challenging management role.

Say "Yes" to Dual Benefits When you renew with your affiliate ASBO, check the box for ASBO International Membership. With one payment, you can participate in both organizations—doubling the tools, resources, and colleagues you can call on to help you in your everyday responsibilities.

Together, we can effectively manage resources to give every child the power of education.

help e h t , f f a t s r e w e f es and i t i l i b i s n o p iceless. s r e p r s g i n i p s i a h e s r r c e b n i m e e With th ASBO m (MN) h g u o r h t n i a g I t ls and expertise thaSBA, White Bear Lake Area Schoo xon Sr., R Peter Willco

www.asbointl.org www.iasbo.org

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Don’t Miss these Events Joint Educational Support Professionals Conference September 27, 2011 Northfield Inn Suites, Springfield, IL TechCon: 5th Annual Technology & Financial Issues for the 21st Century October 14, 2011 NIU Naperville, Naperville Educational Support Professionals Conference December 2, 2011 NIU Naperville, Naperville Find out more at iasbo.org 48 |

update Magazine / Fall 2011