By Douglas Roberts, AIA, LEED AP��

In an era of projects that face delays or increasing challenges around securing funding approvals,��it’s��never been more critical to apply strategic thinking and creative approaches to problem solving��in order to��steer educational projects through to completion. Feasibility studies prove to be a useful tool both internally and externally, delivering relevant data and information to project teams while informing stakeholders at every level of the��why��behind each decision. These essential undertakings provide a deep dive to define a program, evaluate existing facilities, and build public consensus on a project.����

The importance of a��development’s��relationship with the public cannot be overstated, particularly when it comes to education. These projects are typically publicly funded and��largely depend��on approval by local voters to bring these initiatives to fruition. With the importance of providing value to the community and demonstrating prudent stewardship of financial resources, designers and project managers take on the unique role of educating the community, pulling the curtain back to walk these audiences through the logic behind the development of feasibility options including the educational value, cost implications and schedule impacts. The use of feasibility studies clarifies this important context, evaluating critical components of a project and delivering this information through data-backed decision-making.��

Located in Massachusetts, Tyngsborough Middle School��provides��a compelling example of a successful feasibility study-backed project execution. Developed in tandem with the Town of Tyngsborough and Tyngsborough Public Schools, the study informed the decision-making process for the new school while��facilitating��an informative dialogue with the community.��

Overview of Feasibility Study Process��

In addition to local processes, the project first had to navigate the rigorous requirements of the Massachusetts School Building Authority (MSBA), a quasi-independent government authority that collaborates with local communities to help to elevate delivery of educational services. The organization’s prescriptive process promotes��equitable��distribution of tax dollars and prioritizes educational outcomes throughout the Commonwealth. MSBA independently evaluates the school district’s defined��needs of a school��through the educational program. The educational program focuses on the delivery of education which can result in design solutions that range from code upgrades, additions, and renovations to ground-up facilities.����

Project teams are engaged to conduct feasibility studies that evaluate options for an educational environment that meets the district’s needs and is cost effective, safe,��sustainable��and energy efficient. Using MSBA’s guidelines to chart a reasonable path forward for the development, the study must be factual, creating context for dialogue without advocating for a single solution. A successful study and��subsequent��project��relies��on the close collaboration of a “three-headed team”: the school district (via its School Building Committee), the owner’s project manager (OPM), and the design team. Additionally, having strong community advocates, like school administrators and building committee chairs, can make��a big difference��in successfully navigating the process and garnering support throughout a community.��

Built in 1967, the original Tyngsborough Middle School building had been renovated but not expanded, raising concerns that ranged from antiquated systems and aging FF&E to space limitations and��impact on��adoption of current instructional models. After consideration of multiple design options from the study, the Town��elected��to pursue a new construction��option��based on its needs.��

Relationship to Public��

The community’s demands, priorities, and feedback are essential throughout the��feasibility��study and project planning.��It’s��not a one-size-fits-all situation; to build trust and support from stakeholders, education projects must be catered to the area. This requires a variety of considerations: is there a focus on sports and recreation, or the arts? Are there certain programs that draw more community participation than others? For Tyngsborough, this meant investing in��a state-of-the-art��softball field and a flexible performance space to support existing, high-value theater programs shared by the middle and high school. The community recognized the benefit of the project through the successful vote approving the project funding.��

These studies are also critical for educating the public on hidden infrastructure needs, such as outdated MEP systems, and building consensus. If voters��don’t��comprehend��demands that��aren’t��visually��apparent, a project could fail, which can result in years-long delayed funding and increased costs. Clear and direct communication is key to relaying these messages; this can be��accomplished��through in-person and digital forums, attending Parent Teacher Organization (PTO) meetings, or even visiting local senior centers for those with limited mobility. Streamlining this dialogue through direct action is the most effective way to keep communities knowledgeable and satisfied, resulting in more positive project outcomes for every stakeholder.��

Conclusion/Outlook��

For Tyngsborough, pursuing a ground-up structure allowed the school to provide the infrastructure and spatial requirements for flexible, project-based learning and co-teaching methodologies. The brand new two-story, 112,784 square foot facility is adaptable for current and future pedagogy, incorporating��state-of-the-art��spaces for STEM/STEAM and performing arts, community access and resources, and sustainability integrations that keep the new school adaptable for generations to come.��

As school districts and organizations like MSBA continue to evaluate needs as learning environments and technology evolves, these feasibility-informed decisions chart a well-rounded path forward for students, educators, and communities. Creating unique education design solutions tailored to a community’s long-term vision and needs, not just its current state, is made possible through this process—embracing the future while honoring the present.����

Douglas Roberts, AIA, LEED AP, is Principal at����

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QUINCY, Mass.— Calling it a “building of hope,” city leaders in Quincy celebrated the completion of its newest school, the South-West Middle School, a $58 million 96,000-square-foot facility that will usher in the next generation of learning. BOND, the Northeast’s premier building, civil, utility and energy construction firm, built the new school on time and on budget and celebrated the milestone alongside community members, students and school officials.

During the course of the two-year project, BOND developed phasing and logistic plans, constructability analyses, proposed value engineering alternatives to maintain the project budget, and then constructed the new building just a few feet away from the Sterling Middle School, the occupied building being replaced.

“We’re extremely proud of this important milestone at South-West Middle School,” said Frank Hayes, COO and President of BOND’s Building Division. “The complexity of this type of building working alongside a fully-occupied school allowed us to think strategically at every step of the project.”

South-West Middle School features collaborative learning spaces, a media center, gymnasium, music and art rooms, administrative offices, a café and an auditorium. The state-of-the-art learning facility is complete with STEM circulation zones that encourage project-based learning, an open floor plan and glass walls to create a synergetic environment.

New safety enhancements were built into the facility including glass walls electrified with a film that turns the glass opaque with the flip of a switch – making it impossible to see who is inside the classroom – an added safety measure in the event of a lockdown.

“Building off the growing trend of innovative and modernized schools, the light-filled spaces and technology-rich classrooms allow this new building to facilitate a high-quality of student engagement for the next generation of learning,” said Robert Murray, BOND President.

“We love to build these facilities, because we really see what happens in them,” said Ken Johnson, VP Education, BOND. “The speed, the new way that teachers are going to be able to teach, the opportunities for them to create, I think is tremendous. It gives us a great deal of satisfaction to be able to contribute to that, and to know that we’ve helped make a difference in these students’ lives and in the community.”

Since 1907, BOND has managed many of the Northeast’s most complex construction projects. BOND operates as a construction manager for academic, healthcare and life science clients and a self-performing general contractor for the power and energy industry.

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GROTON, Conn. — A recent groundbreaking celebration for the new $66 million Groton Middle School was attended by state and local officials, school administrators, teachers, project leaders, and community members in Groton on April 23, 2019.

Constructed by O&G Industries (O&G),and designed by the S/L/A/M Collaborative (SLAM). the estimated completion date for the 155,000 square foot project is summer 2020.

O&G, which is headquartered in Torrington, Conn., is a general contractor, construction manager, design/builder and specialty subcontractor with nearly 100 years of experience in commercial building, power plant, road and bridge and site construction. The company serves clients in educational, healthcare, industrial manufacturing, transportation, power and municipal markets throughout the U.S.

SLAM is a national, fully-integrated, multi-disciplinary architecture firm offering architecture, planning, interior design, landscape architecture and site planning, structural engineering and construction services that focuses on higher education, K-12 public/private education, healthcare and corporate market sectors. SLAM has offices Glastonbury, Conn., as well as in Atlanta, Boston, Los Angeles, and Syracuse.

SLAM has completed programming, design, documentation, interior design, structural engineering, and cost estimating services for the school. Consulting Engineering Services, Inc. will provide mechanical, electrical and plumbing services, while Milone & MacBroom will provide site design and engineering. Guillen Technology Consultants (GTC) will provide AV/IT and security.

The new school launches the first of three projects in the Groton 2020 School Improvement Plan that will consolidate the middle school level, permitting the two existing middle schools to be repurposed as elementary schools.

Construction of Groton Middle School began in April on vacant land immediately north of the existing Fitch High School, forming a middle/high school campus.

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What started as a modernization and expansion project eventually evolved into a redesign of the entire campus, demonstrating SVA Architects’ innovation and solutions-driven approach to delivering optimal design.

Upon studying the master plan, budget and constraints of the Horner Middle School Conversion project, the design team realized that a completely new campus could be created within the budget, using innovative site development and design. In the first phase, currently underway, the existing campus operations are continuing as normal while new buildings are being constructed on the playfields. During the second phase, the staff and students will relocate to the new buildings, and the existing buildings will be demolished and replaced with new athletic fields. Construction is anticipated to be complete in 2020.

Robert Simons, AIA, president of SVA Architects, stated, “The opportunity to bring Horner Middle School the latest technology, while accommodating the increase in enrollment as it transitions, was a very rewarding challenge! Horner is now ready to greet current needs, and is prepared to meet anticipated growth. It was a pleasure working with a solutions-orientated team!”

Founded in 2003, SVA Architects is an award-winning firm specializing in urban planning, architecture and interior design of public, private and mixed-use projects. Among the firm’s portfolio are civic, educational, residential, commercial and mixed-use developments.

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LEBANON, Tenn. — Wilson County Schools (WCS) is looking to build a new high school in Mt. Juliet due to a growing student population.

The reports that at the school district’s request, county commissioners voted to approve an amendment that would move $107 million from within their budget towards construction of the new school WCS plans to open in August 2020.

“A big day for Wilson County,” said WCS Director of Schools Donna Wright to the Tennessean. “It was pretty evident that there was not only the recognized need, but that the effort to make sure that we would not only build the new high school, but there would be the support behind building the new high school.”

The district is currently composed of over 18,300 students and 1,707 teachers at 10 elementary schools, three K-8 schools, three middle schools, and four high schools.

According to an earlier from the Tenessean, Mt. Juliet High has a current enrollment of 2,246 students, with an ideal building capacity of 2,000. Lebanon High is currently at 1,922 students and Wilson Central at 1,950 students at buildings also with ideal capacities at 2,000 students.

With a two-year construction period estimated, the new high school will reportedly be built on land near North Greenhill and Lebanon roads.

In 2016, the county approved $46 million for the construction of a new middle school in Gladeville that is set to open in August 2019.

The Tennessean reports that other recent district projects have included renovations at Gladeville, Tuckers Crossroads, Watertown and Southside elementary schools and work to convert the former Lebanon High School into an administrative complex. Mt. Juliet Middle School also recently had theater and restroom upgrades completed.

Reports from the Tennessean contributed to this story.

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According to a report by the , a new middle school facility, intended to bridge the student experience between a nearby elementary school and high school, has benefited from the diligence and sacrifice of its construction crew.  

In December 2016, the Tuscaloosa City Board of Education approved a bid from Dominion Construction Inc. (also of Tuscaloosa) for a $2.5 million site plan for the new school. Construction on the new school began last spring with an initial budget of about $34 million, but, according to Executive Director of Facilities for Tuscaloosa City Schools Jeff Johnson, aspects of the construction have come in under budget. In total, the school system will likely only spend about $29.6 million.

For the past several months, construction crews have labored on the new school, which will accommodate about 900 students in 36 core classrooms, covering about 134,000 square feet. Despite some setbacks due to inclement weather, the construction schedule was only minorly affected and construction crews compensated by working weekends.

Over the coming months,  crews will add the building’s second floor, install steel columns and lay the foundations for classrooms in the building’s interior. So far, however, the most evident aspect of the structure are the walls for the school’s gym. “The gymnasium is probably the biggest thing you will see right now,” Johnson told the Tuscaloosa News.

As part of the Tuscaloosa City Board of Education’s recently adopted five-year strategic plan, the educational facility will be located in Tuscaloosa at the intersection of Northridge Road and Arbor Ridge Road, near the existing Northridge High School and Verner Elementary.

An opportunity to celebrate this milestone will commence with a groundbreaking ceremony hosted by Tuscaloosa City Schools at the site on Sept. 27. The school is slated to open fall 2018.

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BG Consultants predicted that Manhattan’s elementary schools will reach full capacity within the next 10 years, and as a result, has made recommendations for a five-, 10- and 20-year plan for the district — all of which include new facility construction to meet the growing population of the district, said Clint Hibbs, AIA, LEED AP at BG Consultants, according to in Manhattan. The current recommended five-year plan is to build a new elementary school in Blue Township where the district already owns undeveloped land. Blue Township is one of the fastest-growing communities in the district, according to BG Consultants’ calculations, with the community’s students currently being bused to Woodrow Wilson Elementary in Manhattan.

Additional recommendations from BG Consultants include a middle school expansion to prepare for the incoming elementary students that the increasing population growth will certainly need. Further recommendation from the architectural firm include the demolition of all existing mobile and annex school facilities, expansion of safety measures for each school, the addition of dedicated gym space for each of the smaller elementary schools, and an increase in bus lanes and parking for all district schools. As part of the recommended 10-year plan, BG Consultants has recommended the construction of another elementary school on the west side of Manhattan, and if the population increases as predicted in 20 years time, the addition of a third middle school and second high school will also be needed.

All of these recommendations from BG Consultants are still under consideration by the school district board, and no decisions have yet been made, according to Eric Reid, USD 33 assistant superintendent.

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