Transcript Slide 1

CALIFORNIA’S
COALITION
for ADEQUATE
SCHOOL HOUSING
School Construction
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Tuesday, February 21, 2006
Sacramento Convention Center
School Construction
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Welcome and Introductions
Don Lussier
Corona-Norco Unified School District
Selecting Your Construction
Project Team
Julie Arthur
San Jacinto Unified School District
Planning a new school construction or
modernization project can be a daunting
task for all District Administrators
The Construction Project Team:
Who are the players and what is their role?
Legal Counsel
• Reviews and recommends approval of
contracts for:
- Architectural Services
- Site Acquisition/School Acquisition Contracts
- Construction Consultant Contract (CM, GC, etc.)
- Other consultants
• In addition:
- Review of Bid Documents
- Supplies General Conditions Section
- Advice on Construction disputes
- Recommends procedures to minimize exposure to
construction claims
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Financial Planning Consultants
• District to prepare long term financing plan:
- Maximize Funding Mechanisms
- Financial Hardship vs. 50/50 Districts
- GO Bond
- Community Finance District (CFD)
- Certificates of Participation (COP)
- Grant Eligibility
- OPSC forms and submittals
- Audit Assistance
- CDE and OPSC issues
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Architect
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• Plans school site lay-out
• Develops educational specifications for new school
project with District Staff for CDE review
• Preliminary Endangerment Assessment (PEA)
mitigation team member
• Construction drawings
• Submit Drawings and Plans to DTSC, CDE, DSA and
OPSC
• Review District Standards
• Prepare Five-Year Facility Plan
• Coordinates with local Utility Companies
• Coordinates with local City and County staff
Architect Continued…
School Construction
• Oversees the following Consultants on
Project:
- Civil Engineer
- Mechanical Engineer
- Structural Engineer
- Electrical Engineer
- Landscape Architect
- Kitchen Design Consultants
• Various other duties as assigned….
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Site Acquisition Consultant
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• Recommends and assists in a variety of
capacities as it relates to school site
options:
- Site Identification
- Site Purchase
- Site Viability
- Eminent Domain issues
- Assists in obtaining Approvals by DTSC, CDE,
Local City, Fire and Utility Companies
- Works with Developers on master plan projects
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Appraisers
• Self Contained Appraisals for new school
sites
• GO Bond Appraisals
Escrow Companies
• Escrow transactions for land purchases agreements
• Escrow accounts set up for special projects
Geotechnical Consultant
• Phase I
• Geohazards Study
• Soils Testing
• Preliminary Endangerment Assessment (PEA)
Environmental Consultants
• California Environment Quality Act (CEQA) preparation
for:
- New School Sites
- Existing School Site Addition of more than 10
classrooms
Construction Manager (CM)
• Pre-Construction (Estimates)
• Review of Plans
• Constructability Review
• Value Engineering
• Bid Package Assignments and Coverage
• Finalize General Conditions and Division 1 with the Architect
and District
• Scheduling
• Supervise Construction Project
• Pay Application review and recommendation
• Change Order review and recommendation
• Close-out Documents/Warranty Calls
• Site Safety Compliance
General Contractor
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Single Prime Contractor
Hard Bid
Work awarded to lowest bidder
Oversees schedule and sub-contractor on
project
• Handles Pay Application and Close-out
documents
Multi-Prime Contractor
• Individual Trade Contractor working under MultiPrime Construction Management Contract
Surveyor
• Surveys for new school sites
• Handles Parcel splits
• Prepare Metes and Bounds for Land Recordation
• Set corners, grade stakes, etc. during construction
• Contract held by District or Construction Manager
Storm Water Prevention Plan
(SWPP)
• Storm Water Prevention Measures for existing school sites and
new construction projects. (Contract held by District or
Construction Manager)
Division of State Architect Project Inspector (PI)
• Formally known as Inspector of Record (IOR)
• Handles On-Site Inspection for Construction Projects
• Oversees Construction Specialty Testing Inspectors and
Services
• District holds PI contract but PI acts under the direction of the
Architect in general responsible charge and is subject to
supervision by DSA (Title 24 Part 1 IR A-8 )
Material & Specialty Construction Testing Services
Handles Testing and Review of the following work:
– Soils
-- Compaction
– Concrete
-- Welding
– Masonry
-- Other Specialty Tests
– Moisture Tests
-- Works under on-site PI
Furniture and Equipment
Consultant
• Handles ordering and purchasing requirements:
- Meets with Facility Staff and New School Principal
- Helps in procuring furniture, equipment, and supplies to
open new schools
- Color coordination with Furniture and Classroom interiors
- Field measures for office and classroom furniture
- Works within State of California purchasing regulations as
outlined by Government Codes
- Receives furniture delivery, checks in and matches order
- Identifies damage or incorrect deliveries
- Prepares warranty information book
Bank
• Set up Escrow or Trusts Accounts for Construction
Projects
• Contractor payments dispersed through accounts
• Cash Flow Statements
Lobbyist
• Presents District special requests to State Allocation
Board (SAB)
Handout
•
A handout is available in a condensed form to
use with Board Members and District Staff. It
also identifies whom the consultant reports to
and the size of the District that may benefit
from these services.
Design Process
Chris Taylor
HMC Architects
Primary Considerations
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• CDE/Code of Regulations- Title 5
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CEFPI Guide for Educational Facilities Planning
DTSC/CEQA Environmental Review
DSA Review, Approval and Inspection
OPSC/SAB State Funding
CHPS Sustainability Criteria
Design Process
Title 5, Division 1 CDE,
Chapter 13
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Site Selection
Educational Specifications
Circulation
Playgrounds
Service/Utility Areas
Future Expansion
Building Arrangement
Design Process
Title 5, Division 1 CDE,
Chapter 13 (Continued)
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Classrooms/Labs
Auxiliary Areas
Lighting
Acoustics
ADA
Child Care/Pre-school
Design Process
Site Acquisition
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• Civil Engineer/Architect/CM and others to assist with site
assessment and purchase
- Topography can impact project costs
- Proximity of utilities
- Site Drainage issues
- Soil structural characteristics
- Buries conditions (preliminary testing)
• Groundwater/rock/organics
- Soil contamination/conditions
• Phase I report to DTSC
• CEQA
Design Process
Environmental
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Order Geo-hazard Report
CEQA- Be aware of necessary approvals and
changes to preliminary site design
DTSC - Be aware of necessary approvals
CDE site approval
Proximity to airports, power lines and pipelines
Design Process
Educational
Specifications/Programming
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• Review educational goals for project
• Determine space and adjacencies needs to
meet goals
• Meet with stakeholders and user groups to
determine needs for project
• Review District Standards
Pre-Design / Design
CEFPI Planning Guide
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• Creating Connections: CEFPI Guide for
Educational Facilities Planning
• Order online at: www.cefpi.org
Pre-Design / Design
Once an Architect is Hired
Team should review:
• Scope of Project
• Budget
• Schedule
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Schedule
• Ed Spec
1 – 2 months
• Schematics
15 – 3 months
• Design Development
2 – 4 months
• Working Drawings
3 – 6 months
• Agency approvals
OPSC Health
DSA
Local City
SDE
Local Fire
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• Bid and Award
• Construction
• Owner Move In
30 – 90 days
• Occupancy Date
Schematic Design
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• When the Educational Spec is done and the
Project Scope, Budget, and Schedule is agreed,
the Architect starts Schematics:
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Analyze site utilization options
Develop site and floor plan options
Review Exterior massing and elevation options
Check Budget vs. design (coordinate with CM firm)
Get Board approval of Schematic Design package
Design Development
• Work with District to incorporate District Standards
• Develop plans in detail and review them with users
• Finalize site plans, floor plans, and building exteriors
• Research and finalize
- Material selection
- Equipment selections
• District starts to think about F & E requirements
• Revisit Budget with District and CM firm
- Review soft cost in budget
- Testing and Inspection
-F&E
- Contingencies, etc.
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Construction Documents
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• Finalize plans to submit to Agencies
• Minimize changes at this phase
• CM’s involvement in review of plans,
construction methodologies and
specifications
• Finalize General Conditions and
Specifications with the District and CM firm
Division of the State Architect
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• California Building Code - Part 1, Title 24, Administrative
Procedures
• Access, Fire Life Safety and Structural
• Energy and Geologic Review
• Encourage preliminary review
• Do not submit incomplete plans
• Do not start construction w/o approval
• Use PCO process for change orders
DSA (continued)
• Invite DSA to pre-con meeting
• Architect approves DSA inspector
• Inspector reports to architect
• Architect in general responsible charge!
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Office of Public School Construction
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• Be aware of budget, schedule and funding
availability impact
• Get CDE and DSA approval first
• Requirements for awarding construction
contract and substantial completion
• Get local agency/serving utility approval for
off-site and utility design
Sustainability
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• CHPS - Collaborative for High Performance
Schools is the benchmark
• Addresses critical issues like day-lighting,
acoustics, air quality, energy efficiency,
environmental protection and operational
efficiency
• More information at: www.chps.net
Agency Submittals
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Make sure the site has been approved to build
on.
• CEQA
• DTSC
• City, local Fire, City, and Local Utility companies (usually
before others)
• CDE - submit at design and the end of Working Drawings
• Health submit as early as possible
• DSA - make sure package is complete
• OPSC - after DSA approval
Value Engineering/Constructability
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• Architect/CM to assist with design options
• Utilize CM/third party constructability reviews
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General Condition/Division 1
• Alternates
• Bid Packages with CM
• Bid dates
• Construction facilities
• Change order procedures
• Submittal requirements
• How to pay for utility connection
• RFI requirements, etc.
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Pre-Construction Services
Steve Worley
Tilden-Coil Constructors, Inc.
Construction Consultant
Involvement Overview
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Design Involvement
Budgeting
Constructability
Scheduling
Multiple Trade Development
Coordination with District’s Department
Directors
 Bidding
Design Involvement
 Construction Material
 Budgeting
 Contractor’s Perspective
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Budgeting
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Design Development
50% Design Drawings
90% Design Drawings
DSA Submittal
Final DSA Submittal
Alternates & Value Engineering
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Constructability
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Electrical/Mechanical/Plumbing Coordination
Civil Utilities and Building Utilities
Water Intrusion
Quality Control
Specification Review
Scheduling
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 Preconstruction Schedule
- Design / Owner / Construction Team
Refer to Handout Exhibit B - Schedule
 Construction Schedule
- Elementary School: _________________
- Middle School:
_________________
- High School:
_________________
 Phased Opening
Multiple Trade Development
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 Elementary School:
____________________
 Middle School:
____________________
 High School:
____________________
Refer to Handout
Exhibit C - Possible Category Breakdown
Coordination with District Personnel
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Planning
Facilities
Purchasing
Maintenance & Operations
Site Administration (Growth Projects)
Bidding
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What:
Should I consider?
When:
Should I bid?
Where:
Should I bid?
How:
Long should I bid?
Bid Review and preparation for School
Board Approval
Refer to Handout
Exhibit D- Bid Evaluation Form
Construction Phase Issues
Ron Kuehl
Neff Construction
Project Startup Activities
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 Permits & Fees
 Encroachment Permits
 Utility Connection Fees
 Temp. Utility Permits
 NPDES and SWPP issues
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Resources: EPA at http://cfpub.epa.gov/npdes/stormwater/swppp.cfm
California Storm Water Quality Assoc.: http://www.casqa.org
Regional Water Boards
Storm Water Pollution Prevention Plan
Monthly Reporting
Best Management Practices
 Notices of Award & Notices to Proceed
 What gets initiated on the basis of an NOA
 When do you issue a NTP
Project Startup Activities (Continued)
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 Contracts, Bonds, and Insurance
 Contracts Should be Prepared by the District or Reviewed for
Accuracy
 Bonds Required by Civil Code section 3247 for contracts greater
than $25k
 Surety Requirements at Code of Civil Procedure 995.61
 Insurance Commissioners Contact Info.: www.insurance.ca.gov
 Preconstruction Conference Topics
 Contact Info.
 Official Start Date and Schedule
 Procedures and Forms
 As-built Procedures
 Project Meetings
 LCP
 Outside Agency Interactions
 Public Agency Interactions - Streets and Highways Code sec. 2117
 Utility Agency Interactions - Early Contact Critical
Construction Administration
 Project Tracking Resources
 RFI Logs -- Monitor for Timeliness and Response Times
 C.O. Logs -- Monitor for Budget Purposes
 Schedule -- Update/monitor for project progress monthly
 Superintendent’s Project Logs are a Critical Resource
 Submittals & Shop Drawings
 Schedule Critical Submittals/Shop Drawing - steels, doors/windows
 Prepare and Maintain Submittal Log of Required Submittals
 As-built Documents
 Important to Develop a Mechanism to Insure As-builts are Completed Timely
 Should Require a Line Item on the Schedule of Values
 Inspector to Verify
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Construction Administration
(Continued)
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 Billings & Payment
 Include Written Procedure in General Conditions
 Review Schedule of Values for completeness and accuracy
 Include line items for as-builts, clean-up and turn-over items
 Prompt Payment Issues – Public Contract Code 20104.5 and 7107, Civil Code 3260
 Communications - Owner, Contractor, CM, Architect, Neighbors, and Staff
 Establish and Maintain Procedures
 Include in General Conditions
 The Appropriate Uses of Weekly Jobsite Meetings
 Assess Project Progress
 Review Pending Issues
 Review Logs for pending items and timely returns
 Who prepares the minutes?
Construction Administration
(Continued)
 Inspections & Testing
 Inspecting to Plans and Specifications vs. DSA issues
 Timeliness, Continuous Inspection,
 Testing Lab Coordinated Through Project Inspector
 Onsite Safety During Construction
 What do the Documents Say?
 Differing Theories of Responsibility
 Safety Programs, Consultants and OSHA Permits
 Contractor Bankruptcy and Types of Termination
 Anticipating a Bankruptcy and Things to Consider
 Termination for Cause
 Termination for Convenience
 Termination/Takeover of a Task
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Project Completion
 Punch-list Development and Completion
 Making a Clear Distinction Between Punch List Items and Incomplete Items
 Important That There is a Single Punch List
 Monitor and Certify Completion
 N.O.C.’s and Final Payment Best Practices
 Finalize all Change Orders prior to filing NOC
 Current Standard is to File N.O.C.’s Pending Completion of Punch List Items
 Procedures are Defined at Civil Code 3093 Codes Mentioned Under Payment
 Phased Occupancy & Continuing Construction Activities
 Segregation of Construction Activities and School Functions
 Finger Printing Requirements – Ed. Code 45125.1
 Other Contractor Turnover Items
 Attic Stock & Tools & Equip.
 Guarantees/Warranties + O&M Manuals
 As-Built Documents
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Special Considerations – Mods. & Additions
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 Utility Upgrades & Ongoing School Activities
 Schedule During Breaks and Long Holidays
 Can Prepare for Certain Disruptions
 Have a Contingency Plan
 Scheduling Construction Operations Given Sensitive (Testing, etc.) School
Activities
 These Dates/Times Need to Be Built into the Project Schedule
 Define Which Activities are Permitted
 Interim Housing
 Generally More Cost Effective Than Alternatives
 Scale and Locate Appropriately
 Devise Plan for Moving F&E
 Fingerprinting Requirements
 See Previous Slide
 Zero Tolerance on Worker/Student Interaction
 Overall Project Security
 Added Security Requirements Due to Site Traffic
 After School Security Very Often Required
 Scheduling Disruptive Construction Activities
 Roofing, Heavy Demo., Painting, Utility Work, Etc.
 Traffic and Path of Travel Issues
 Regular Onsite Staff Updates
Occupying and Closing
Your Project
Yvonne Medina
Fontana Unified School District
Three distinct categories to
consider when talking about
occupying and closing out a public
school facility project
 District (owner)
 Contractors, Consultants, Vendors and
Agencies
 Community
District (owner)
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Owner’s representative: Project Manager
Maintenance and Operations
Technology
Food Services
Transportation
School site staff
Programs: Special Education, State
Preschool, Childcare, GATE, other
Contractors, Consultants,
and Vendors
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General Contractors/Prime Contractors
Subcontractors
Furniture and equipment vendors
Systems vendors (data, fire alarm, energy
management)
 Architect of Record
 Inspector of Record
 Construction Management/Specialty
Agencies
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 Division of the State Architect
 Office of Public School Construction
 Department of Education
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- County/District/School (CDS) Code
City Building / Public Works Department
County / Public Works Department
City / County Fire Department
County Health Department
Community
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 Students (mascot, colors, teams)
 Parents (PTA, Booster Clubs)
 Neighborhood (school name, signage,
suggested routes to school)
 City / County – joint use
 Organizations and Associations (CIF)
 Board of Education (dedication ceremony)
 City, County, and State Elected Officials
Occupancy Schedule:
12 months prior
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 Select a Principal and/or key staff member to
facilitate all program related issues with project
manager / owner’s representative
 Identify a process and timeline to determine
school attendance boundary configuration and
parent/student notification
 Obtain a County/District/School (CDS) code
 Generate a list of required furniture and
equipment items. Identify long lead time and
specialty items.
Occupancy Schedule:
9 months prior
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 Confirm project budget/identify any “missing”
program-related items
 Develop a checklist of all agency-related
approvals and schedule tentative dates for signoff (fire department, health department, licensing)
 Initiate community meetings re: new school
attendance boundaries, introduce Principal
 Confirm street address
Occupancy Schedule:
6 months prior
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 Complete order of all furniture and equipment
 Schedule preliminary meetings with Food
Services, M & O, Technology, and Transportation
staff
 Confirm room signage and numbering
 Confirm Critical Construction Schedule
Milestones to complete
 Develop a “back-up” plan (just in case)
Occupancy Schedule:
3 months prior
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 Confirm utility service operation
 Schedule/confirm building systems testing and
operation
 Participate in final punch walk with district
departments (technology, M&O, food services)
 Schedule necessary cleaning
 Schedule delivery of F & E
Occupancy Schedule:
1 month prior
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School site staff arrives and sets up
Test all systems (phone, data, HVAC, etc.)
Coordinate completion of remaining project work
Develop a process for identifying warranty related
matters
 Coordinate valuation of outstanding work to be
completed
Closing your Project
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 General Contractors / Prime Contractors
- Schedule Board of Education approval of Notice(s) of
Completion
- Withhold necessary dollar values from each contractor
to complete work prior to releasing retention monies
- Ensure adequate time and access to complete work
Closing your Project
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 Timeframes for expending project funds
- Three (3) years from date of apportionment for
elementary school projects
- Four (4) years from date of apportionment for middle and
high school projects
- OPSC will audit your project within specified
timeframe—not more than two (2) years after final
expenditure report
Agency Closeout
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 When is the project considered closed?
1. Notice of Completion(s) approved by the BOE.
2. DSA has closed the file with Certification of a complete
and closed project file. All change orders and
requested documents must be received and approved
by DSA. If not certified—the BOE and Architect and
personally held liable pending certification
3. OPSC has issued a closeout letter following project
audit
4. All remaining agency approvals have been completed
Occupying and Closing Your Project
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 It is a team effort
 Schedules and checklists will ensure that
you and the team stay on track
 Always have a back-up “housing plan”
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School Construction 201
Introduction
Mark Kelley
Miller Brown & Dannis
It’s All About the People
Building a Successful
Program/Project Team
Ron Lebs
Business Manager
Sylvan Union School District
Overview
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Know the Culture
Establish Expectations
Identify Roles and Responsibilities
Build the Team
Manage the Team - Work the Process
Garner Understanding - Make Decisions
Communicate & Report
Conclusion
But First a Little Wisdom…
“Whenever you are asked if you can do a job,
tell ‘em, 'Certainly I can!' Then get busy and
find out how to do it.” Theodore Roosevelt
“Things should be made as simple as
possible, but not any simpler.” Albert Einstein
“With ignorance and arrogance, success is
assured.” Mark Twain
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Know the Culture
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• Scan the Environment
• Identify the Culture
– Understand the Decision Making Process
– Identify the Decision Makers & Their Roles
– Site Specific Personalities
• Kindergarten & Coaches
– Know Your Board
• Committees?
• Community Involvement?
Know the Culture Cont.
• Adapt Process to Fit Culture
– One Size Doesn’t Fit All
– Don’t Swim Upstream
– Work the System, Not Against it!
• Listen First and Foremost
• Communicate Early and Often
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Establish Expectations
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• Clearly…
– Define and Communicate Process
– Communicate Expectations
– Be Consistent With All Parties Throughout
• Begin With the End in Mind
– Develop Plan - Draw a Map
– Know Where You Are Going and…
– How to Get There - Beforehand!
If you don’t know where you’re going,
any road will get you there.
Identify Roles & Responsibilities
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• Your Role as Facility Director
– Determine who defines your role.
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Superintendent?
Board?
CBO?
You?
– Clearly Understand the Issues, Options &
Costs
• Ask Questions
• Have Answers
Identify Roles Cont.
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• Your Role as Facility Director
– Make Sound Recommendations
– Insure that Timely Decisions are Made
– Manage the Process
– Coach - Conductor – Cheerleader
– Do the Right Thing
• Not Always Popular
• Measured Against Expectations
– Communicate
Once you understand your role, you
can help others understand theirs!
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Identify Roles Cont.
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• Know Everybody Else’s Role
– Know Who you Need
– Know What They Do
• You Define Their Role or They Will 4U!
• You Can’t Delegate Leadership!
– Take Responsibility
• You Define Project Character
Those who spend most of their energy
trying to stay out of trouble, seem to
have it follow them wherever they go.
Build Your Team
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• Selecting the Project Team*
– Staff
– Committees
– Consultants (RFQ&P)
– Power Brokers
– District Decision Makers
• Team(s) should be relevant to district
culture and needs.
*Selecting the Project Team & Consultants - Construction 101
Build Your Team Cont.
• Committees
– Define Committee Purpose
– Remember Your Role
• Leadership - Run or be Run
• Communicate Expectations
– Cross-Section of Participants
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Hand Pick if Possible
All Committed to Same Outcome
Gather Different View-points
Avoid Groupthink
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Manage Your Team
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• Your team will be successful only to the extent
of your skills as a leader.
• “A most important key to successful
leadership is your ability to direct and
challenge the very best that is in those whom
you lead.” Anonymous
• Pick the best and Let ‘em run!
• “Own” the Project
• Be Responsible/Accountable
Master Your Team Cont.
School Construction
• Facilitate Daily Progress
• Know Your Role
– Clearly Understand the Issues & Options
– Make Sound Recommendations
– Insure that Timely Decisions are Made
– Coach - Conductor – Cheerleader
– You don’t have to be “Mr. Know-it-All.”
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Garner Understanding—
Make Wise Decisions
• Define and establish the decision-making
process as part of the expectations.
• Seek to Understand.
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Know the Issues
Know the Options
Know the Costs
Know the Benefits & Burdens
• Sound recommendations can only come
from a solid understanding of the issues.
Know before you go.
If you don’t know, don’t go!
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Make Wise Decisions Cont.
• Don’t make decisions in a vacuum.
– Consult with your team (experts).
– Consensus is important, but do the right
thing.
• Decisions Cost Money
• Trust but Verify!
– Follow the Money
– Once contract is awarded the only
person motivated to save money is you.
– Change Orders!
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Make Wise Decisions Cont.
School Construction
• If you don’t know, ask!
• Find really smart people and listen to
their advice! (Network)
• In spite of _______ get it done!
• Facilitate the decision-making
process.
• Remember – You Own the Project
• Stop the Buck!
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Communication
• A large percentage of issues on a
project can be traced to a breakdown
in communication which tends to be
either,
– too much of the wrong kind or
– not enough of the good kind.
• Know the Communication Culture
– Board Room vs. Job Trailer
School Construction
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Reporting
School Construction
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• Regular Appropriate and Accurate Reporting
to…
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Superintendent & Board of Trustees
Sites & Departments
Teams
Committees (Public Relations)
Public
• Newspaper – Newsletters - Website
• Highlight Success!
• Don’t Bury Bad News!
• Absorb the Blame - Pass the Credit!
Roadmap to Project Success
Establish
Expectations
School Construction
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Identify Roles
Know Culture
Build Team
Manage Team
Make Decisions
Project Success
Communicate & Report
Final Comments ...
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Communication is Critical
Know Your Role & Everybody Else's
Understand the Issues
Facilitate Informed Decisions
Own the Project
Coach Your Team
Lead, Follow or Get Out of the Way
Facilitate the Process
Communicate, Communicate…
School Construction
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Client/CM Teamwork
V-Anne Chernock
Tamalpais Unified School District
Karl Shultz
Vanir Construction Management
Getting Started
• Skills sets and preferences
• Roles and communication
• Operating patters
School Construction
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Skill Sets and Preferences
• What are we best at?
• What do we like to do?
• What are we willing to do?
School Construction
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Roles and Communication
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Points of contact
Planning and design
Construction
Personnel management
Community involvement
School Construction
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Operating Patterns
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Office locations
District culture
Open-door policy
Brain-storming time
School Construction
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How We Work
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Together in groups
Together in situations
Separately
In times of conflict
School Construction
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Together In Groups
School Construction
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Facilities Cabinet
Site and Oversight Committees
Board of Trustees
Construction meetings
Together In Situations
School Construction
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Cost control
Scheduling
Contract administration
Standard CM
Changes and claims
Trouble-shooting
Separately
School Construction
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• Vanir
– Staff assignments
– CM contract adherence
– Corporate compliance
– Other projects
• District
– Items NIC (e.g., CEQA)
– Public relations
– District compliance
In Times of Conflict
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School Construction
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Talk constantly
Listen carefully
Settle quickly
Stand as a team
Remember: the client is always right...
School Construction
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. . . even when we’re wrong!
Why Didn’t We Do That?
Or...
David L. Goldin
San Francisco Unified School District
Why Didn’t We Do That?
Or…
School Construction
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• Several ways (but not the only
ways) to succeed with a school
construction program
– Know where you are going and how
you’re going to get there…..
– Get the “A” Team….
– Tell it like it is……
– Manage the design phase…..
Know Where You’re Going and How to Get There!
School Construction
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Have a current Master Plan
• The first step - prior to starting any projects, or
making major expenditures!
• Develop a Roadmap for a successful Facilities
Program
– Early & Accurate Project Definition
– Adequate Budgets w/contingency &
escalation
– An appropriate & “Realistic” Master
Schedule
– School Board-Community buy-in/approval
Clearly define projects early in planning (avoid
scope leap!)
School Construction
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• Develop scope of work for the Program
– Perform & Evaluate Facilities Assessments
– Determine Educational program priorities
– Determine Growth needs for new classrooms
– Community Priorities, School Board-political
needs
• Get as close as possible to fully defined projects
and understand the scope!
• Assume revisions to project scope will happen!
– Scope will/may grow & priorities and School
Board Members and Superintendents will change
over time
Is there enough Money???
School Construction
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• Make sure the available funding matches the
Master plan scope – hard and soft program
costs
– Match project schedule with G.O Bond Sales
– Build and update often a “realistic” program and
project budget
– Remember escalation of costs over time
– Budget for “Design” & “Construction” contingency
• Make sure that you’ve applied for every state
funding program available and continue to
monitor eligibility & OPSC/CDE applications
• Continuously monitor scope creep and/shifts
in District priorities
Understand Project Scope Early (or pay the price
later!)
School Construction
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Example – The community successfully passed a large facilities
bond program with a Master Program scope of work. The original
bond program called for a replacement gymnasium at the high
school for 2.5 million dollars. After political/community pressure
and scope creep the Gymnasium became a 2500 seat, 2 story
Event Center at a cost of 10 million dollars. Now people are
asking why the program is short money to complete the remaining
projects.
Newark
Memorial
High
School
Newark
USD
Understand Project Scope Early (or pay the price
later!)
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Example – San Francisco USD built a new 36 million dollar urban
campus high school 5 years ago. “Probably inspired by a Southern
California mall”. Superintendent personally got involved with the
programming after “construction documents completed and project
awarded”. Construction costs ballooned and 25% of interior build out
space remain unfinished five years later**.
John
O’Connell
High
School
SFUSD
**Footnote:
Superintendent is
now long gone
Get the Right Project Team
School Construction
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• Architects
– Select and retain experienced firm(s)/staff
– Build a long term relationship
– Develop District design standards-board
approve
• Project & Construction Managers
– Getting the A Team they promised!
– Understand the project delivery methods before
picking the project and construction managers
• Contractors
– Getting, keeping a pool of interested GC’s
– Prequalification and other myths of General
Contractor “selection”
and don’t forget……….
Get the Right Project Team
School Construction
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• Project DSA Inspectors
– No one person will assist a successful project
more “or” kill a project faster
– Standardize procedures & build long term
relationships
• In house staff
– Hire staff that can work well in a team
environment and provide leadership
– Don’t neglect clerical - Record keeping is critical
• Legal Counsel – Retain the best
– Division 0 General Conditions, Bid Phase and
construction. Think of Counsel as “preventative
medicine…not just for claims.
Find and build a relationship with the right Architect(s)
School Construction
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• Selection Processes that work
– No favoritism or wired-in firms
• Always pay Adequate fees for services!
• Write reasonable, fair contracts
• Aggressive Design Phase Management
– District engaged in project at all times
– Understanding all design decisions
– Always pushing the architect on
schedule
• Build a long term relationship
Tactics to survive your Architect
School Construction
• Select a Pre-Qualified Pool of Architects
– Select for individual projects
– Don’t contract for all work at once
– Allows for changes if performance issues arise
• Have a redesign clause in contracts
– For budget busters, if bids come in high architect
redesigns at own cost
• No automatic fee increases tied to cost of
construction or bid amounts
– Use fixed-fee contracts based on scope
– Additional Services for added scope, not cost
change
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The PM/CM Team
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• Always Buy the individual, not the firm!!!!!!!!!!
– Demand the personnel you interviewed and
were sold
• Only Buy the firm
– For corporate support—cost estimating,
scheduling, claims analysis
– For Staff training programs, commitment
professional development, back-up personnel
• Staffing Plans – Develop an appropriate
plan
– A good staffing plan is Key to agency CM
– Understand roles, durations, responsibilities“Reject overstaff models” or front loaded
“Get” Good Contractors
(Define “good”?)
School Construction
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Attracting good Contractors
School Construction
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• The District’s actions are key to
attracting & retaining good contractors
– Timely payment of Contractors
– District response times on starting work,
design, change issues, job site issues
– Fair negotiation of Change Orders
– Quality, clarity of documents for bidding
– Quality of overall District team—architect,
CM, Project Inspector, District Rep.
Contractor Pre-Qualification?
School Construction
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• Low Bid reality for most Districts
• Contractor Pre-Qualification
– Highly defined process – Public Contract Code
defines
– Screen for special expertise for projects
– Preliminary “responsibility” screening
– Financial capability, project size & qualifications
• Remember the flip-side of Pre-Qualification as
a Best Practice - Does it really get you the
better contractors and reduce claims?
• Districts without Pre-Qualification
– Nearly identical Contractor base
• Project Labor Agreement- PLAs
• LCP- Labor Compliance Programs
Tell it Like it is.
School Construction
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From no News is good news…
School Construction
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• The good old days of operating under
the radar are gone
• The press is everywhere & someone
is always running for election
• Districts need positive, aggressive
reporting and communications
• Be first with the news- not last to hear
Good
Press is
always
good for
the
program
Bond Oversight Committee & Board Reporting Basics
School Construction
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• Information assists CBOC/Board in meeting
obligations of financial oversight
• Reporting needs to be understandable by all
types of audiences – lay and professional
• Agreed upon, appropriate for the group,
program and community
• Always give a clear picture of the current
financial condition of program
• Prepare for the CBOC as if they were the
auditors as they are the folks who will certify
compliance.
Manage the Design Phase
School Construction
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Why didn’t we manage the Design process!
School Construction
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• Most Problems in Construction are born
during the design phase
• Budget parameters
– State and Local funding constraints
• Design Phase Management keys
– Ongoing, Redundant Cost Estimating
– Value Engineering
– Document/Constructability Reviews
• Aggressive schedule maintenance
– Managing Architects and the Responsive
District
– Agency approvals-Be aggressive with DSA
Design Phase Budget Management
School Construction
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• Use Design Phase Contingency
– Budgets given to Architect at 80%-90% of
actual Construction budget
– Restrains scope of work from growing
– May actually lower scope in project below
District’s standards
• Architect contracts should always
reference budget
– Redesign clauses if over budget
• Don’t create incentives to increase scope!
– Example—architect contracts with adjustments
for increased cost of construction
Budget Management Keys
School Construction
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• Do Redundant Cost Estimating
– Contractual obligations for Architect and
PM/CM to prepare estimates
– Independent cost reviews are the
standard
• The Reconciliation Drill, or My Apples
and Your Oranges
– Estimators never agree, never do it the
same way, and don’t like to change the
way they do it!
Continuous Document Quality Reviews
School Construction
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• Poor quality, uncoordinated documents at root of
most major construction problems
– When combined with an aggressive Contractor
the worst usually happens
• Constructability Reviews at DD/early CD Phase
– Coordination of disciplines, completeness of set
– Drawing references, Code compliance
– After the review—getting the Architect to
incorporate comments into sets!
– Reviews when plans are at DSA are only
coordination efforts…not constructability (too late
for that).
Maintain the Design Schedule
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• Managing Architects
– Contractual requirement to meet schedule
– Architect must help create, buy off on schedule
• Focus on DSA review period—the #1
constraint
• Maintain Bid timeline
– Understand Construction community
– Bid late winter, early spring for work in summer
– But…Never rush incomplete drawings out to bid!!!!
• The Responsive District
– Critical in maintaining schedule for design
– Single point of contact
– Ability to respond quickly with decision
So who
volunteers
to get this
project
approved at
DSA?
Using Core Values In Your
Construction Program
Mark Kelley
Miller Brown & Dannis
What Are Core Values?
School Construction
• What does the District value as the
result(s) of its construction program?
• Develop approaches to the program
based on those values
• Assess all challenges and results
against those Core Values
• Reality-based positions/negotiations,
not emotion (including fear) based
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Context for Core Values
School Construction
• Need to comply with laws governing
public contracting
• Assume that money and time are
limited
• There is always a tension between
cost/time/quality
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Examples of Core Values
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• “Best quality, least time, under budget”
• “The most important factor is our budget
- we don’t have any more money”
• “If we have another construction claim,
the press/public/Board will kill us!”
• We absolutely must have the buildings
open for the start of the school year”
Examples of Non-Core Values
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• “I want to put that #%?!@ contractor
out of business!”
• “This architect has always been the
District’s architect”
• “We need to be on the cutting edge of
public contracting”
Why Apply Core Values Approach?
School Construction
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• Take the emotion out of negotiations,
disputes, changes
• Reduce risk of bad results
• Take care of what is important, and be
able to judge what is not
Developing the District’s
Core Values
School Construction
• How would you define “success” in
your Program?
• What are the most important values?
• What are the most serious issues
facing the Program?
• If you could change one thing going
into the Program, what would it be?
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Examples Defining Success:
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• Continued business relations with the
contractor?
• With the Architect?
• Good relations with the Board?
– Need their buy-in on Core Values
Applying Core Values
School Construction
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• Professional contracts (developing
approach to negotiations)
– Terms applicable to those professionals’
performance
– Terms they will help you apply to the
contractor(s)
• Construction contracts (front-end
documents for bid contracts)
• There always will be a tension
between competing needs
Applying Core Values (cont.)
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• If time is most important:
– High liquidated damages (but may
reduce bidding pool)
– High responsibility on CM to monitor
schedule (increased fee)
– High responsibility on Architect to verify
conditions (increased fee)
Applying Core Values (cont.)
School Construction
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• If cost is most important:
– High responsibility on CM/Architect to
estimate (fee)
– Keep right to redesign and rebid without
additional cost (fee; delay)
– Deductive alternates in bids (may reduce
bidding pool; bidding problems)
Conclusion
School Construction
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• Define your and the Board’s Core
Values early
• Your documents need to reflect those
values
• Negotiations, even claim negotiations,
should be based on those values