001Okay, um roll call. Ms. Connor >> Here. >> Ms. Kratz >> Here. >> Ms. Nyman Mr. Brad Updegrove >> Here. >> Mr. Roger Updegrove >> Here. >> Dr. Weir >> Here. >> Dr. Wiley >> Here. >> Mr. Brophy Mr. Panarello >> Here. >> Um please all rise for a pledge of allegiance to the flag. I pledge >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Uh there's there's no public comment for the first period. Um we have capital planning, the KCBA architects are here. >> So, good evening, everyone, and thank you for joining us for the facilities committee meeting. Um we're going to begin the tonight. We have two presentations being
002made by um outside entities this evening. The first, and let me just introduce um Mr. Mike Kelly from KCBA Architects and I'll have Mr. Kelly introduce his colleague there as well. This evening I've asked KCBA to come in and present regarding a proposal they have for district-wide capital planning. We are entering into our final year of our current capital planning capital plan and we really need to take this year to step through some processes related to capital planning and preparing our next 10-year district-wide capital plan and partnering with an entity that can come in to really diagnose the district, its buildings, its facilities, its educational opportunities, a lot of code, a lot of safety awareness is important. A lot of that intelligence is hosted inside the district, but the guidance from an outside organization similar
003to the KCBA is helpful in really designing a purposeful capital plan that can be overlaid by a financial plan for the next 10 years for us to be capable of ascertaining and obtaining necessary things that we want to do inside the district. So I've invited Mr. Kelly this evening. The board has a proposal at its fingertips and a cost associated to that. This evening Mr. Kelly is going to step through what a what that proposal would entail and the types of design and processes that he would ask the district and KCBA to go through together in in forming a 10-year capital plan. So Mr. Kelly, I'm going to turn it over to you. >> Thank you, Dr. David Heiser. Appreciate the time tonight. Hello everyone. As he said, my name is Michael Kelly. I'm a
004principal with KCBA Architects. I'm here with Ryan Orr who's also a principal with KCBA, and we're going to show a couple of examples tonight of what you can expect with the capital planning as as Dr. David Heiser had described. We've worked with your school district for over 25 years. Our firm is in Hatfield and has worked on as I mentioned many of your buildings including the last renovation and addition at the high school. So we know you very well. I wanted to give a just a quick introduction about ourselves. We've been of those 25 years, there were 25 years before that where our firm has worked primarily in Southeastern Pennsylvania on primarily school and K-12 as well as higher ed buildings. We're in three different offices now between Hatfield, Philly, and Allentown. We have over
005close to 50 architects, interior designers, and specialists in our office that are able to take a look at your buildings and really talk to you not only about the operational needs of those buildings, but the educational needs of those buildings as well. We have over 400 projects in Pennsylvania for K-12. So again, we're one of the premier education planners in in the state. As I mentioned, we're pretty close to where you guys are about half hour 45 minutes down the road. You can see all those other little dots on the page is is all of the other school districts that we have partnered with in our time. As I mentioned, a lot of work with your schools. Renovations and additions both at Gilbertsville and Washington. Same at all three or both elementary schools. And as
006I mentioned just recently the upgrades at the at the high school as well. Um You're going to take this part? Or you want me to keep running? I'll just keep running. We have worked with a lot of different, um, school district partners, um, throughout, uh, the throughout Pennsylvania. Um, just a few, uh, are on the board here. Um, there are a lot of this is kind of feasibility and capital planning season. Everybody kind of takes a break right as the end of school year and says, "Hey, let's go and take a look at a couple of buildings, have a couple of ideas, take a look at some things over the summer, come back when we all come back in September, uh, to talk a little bit about it." Um, why don't you take that from
007me? >> Yeah, go ahead. Uh, some examples of other school districts, you know, uh, just as large as you between Central Bucks, Downingtown, Altoona High School, or Altoona Area School District. Uh, all these are comprehensive, uh, studies that we've done. Multiple elementary schools, middle schools, and high schools. So, we have the experience and the the, uh, pat- manpower to to evaluate and get this done. Uh, we're very active in in school, uh, advocacy across the, uh, the state as well as national and international. Um, two pieces there, uh, uh, A4LE, which is, uh, learning environment, um, group. Uh, both Mike and I are accredited learning environment planners, so we'll be taking those skills and applying them to your to your district as well. And safety and security is number one priority for, uh, our firm
008when we evaluate any any facility. Um, so we have CPTED, uh, staff, uh, on staff, which will evaluate your, uh, your facilities based on the state police, uh, criteria. And jumping into your buildings, uh, we're very familiar with your, uh, your district. Uh, we'll go through each and every one of your facilities and give you a breakdown, and we want to show you an example of of what some of those will look like here, uh, in a second. Uh, but throughout the process of this facility study, we're really looking at two pieces. First, operational conditions of the buildings, as Dr. code compliance, what's the condition of the buildings. And then on the opposite side of the coin we're looking at education uh, uh capacity uh technology all of those pieces how they're being used in
009each of your buildings. So how do we accomplish this? Well, first and foremost we we talk with you. We sit down um Dr. David Eiser was in this meeting here uh that we conducted at Lower Moreland so a very similar process uh looking at student capacity looking at program but not just program is the program in the correct spot in each of these buildings. How can we be efficient uh with any of the the dollars spent on any projects that come out of out of this study? Uh and certainly any special conditions that we might not know about um that your educators your administrators can tell us about these these buildings. So that starts with uh with initial sketches. So this is an example plan you're going to see a few examples from other districts
010that we've worked with. So this is an example of a uh principal laying out this is where all of these classrooms are these are how these different programs are used. We are then able to overlay them with and come to you with ideas of how to improve the program uh and uses in all of these buildings. We're going to walk through each and every one of your buildings. We're going to evaluate it for security for code compliance um look at just the condition of the building uh and then what are the educational environments that you're currently using? Um can they be altered to improve uh and same thing with the interior uh condition. Last uh lastly here uh capacity always a big question. Um we see capacity in two different buckets. One PDE capacity which
011is what the state is really looking at how your buildings are used by by the state criteria and then there's how we actually know buildings are used through the functional capacity. Um so we'll go through speak again with all of your your staff administrators see how the buildings are actually being used and be able to apply that criteria um back to get to a target capacity which we're always aiming for about 85% of the total capacity for every school. So, with that, Mike's going to run a little bit through more of the the William Penn study and how that process what came out of that process. >> Sure. Something very similar to what you're looking at here, we did recently at William Penn School District. They have 1 2 3 4 5 6 7 elementary
012schools with two middles and a high school. So, we were looking at they asked us to to really focus on infrastructure needs. They wanted us to focus on overcrowding, but also looking at modernizing the academic environments. As as Ryan had mentioned, you know, again we're we're we we understand that these buildings are buildings. We need to make sure the roofs don't leak and the windows are tight, but they're schools. They need to operate as schools. Our elementary kids are much smaller than our high school kids. So, we want to make sure that the the scale of the environments that those children are being educated in reflects their age and their their abilities. So, looking at all those things, we started with a what's called a facilities condition index. What you do is you go through
013and just at a high level look at mechanical, electrical, plumbing. You look at the roof, you look at the windows. You're looking at the buildings themselves. And we're going to grade these. It's kind of like a golf score. You kind of want your your number to be as low as you can get it. So, we'll look at anything that pops out that may be a four or five that says, "Hey, here's something that you might want to consider looking at in in the near term." Or something that may be something that, "Hey, you know, 10 years from now this building's going to need a roof, but you know, some of that planning can be can be done in the future." I know some of that you already have, so we can integrate that into our
014thinking. But what we do and the reason we do that is it allows us then to essentially rank the buildings by need. One of the big things about a capital plan is prioritizing. Where do I start? How do I pick this one over that building? You know, how do I know that this is the right place to invest our our initial dollars? Um, so we start with looking at the needs of those buildings. So, in this case here on this chart, they had a school called East Lansdowne that had the highest need. We also know what year it was built. It has how many students are there and the occupancy of that space. It was a little overcrowded, we needed to add a bit more space. Um, they didn't have air conditioning in in several
015of their schools and they wanted to add that. So, we were ranking things that way and it allowed us to come back and kind of objectively say, "Here's that list, you know, you certainly could jump with with school number four first if you so choose, but here's a way to help help us all prioritize where we get started." So, we'll look at each school, we'll look at the enrollment, we'll look at the size and the acreage and just, you know, when it was built and the general conditions of that. Leave you with a a very high-level kind of review. Here you can see some masonry issues that happened at this school. So, some things that we can point out both visually and just kind of um uh uh with bullet points. We'll talk about the
016interior of the building as well and then we'll talk about some of the exterior and mechanical systems as well. Here we had one where we talked about, "Do we improve the HVAC system versus replacing it?" Gave some dollar amounts of just just focusing on HVAC versus a school renovation here at a different school. We were saying with our with our engineers, "Hey, you know, you really can't fix this. You really should replace the HVAC system." So, we were judging that by a bunch of different scales as well. And and again, with something this simple, coming back with a visual to say, "Here's the recommendations, here's why. Here's a list of of activities and ideas to help you prioritize." And And looking at schedules. All right, you can't fix everything in in in one year. So,
017do we look at a 6-year plan? Here we at They asked for a 6-year and a 10-year plan. So, you take that same ranking and just kind of spread everybody out a little bit. That way it helps you not only with your capital planning, but your fiscal planning, which is a certainly a big a big part of of the planning. Ultimately, it all comes down to this slide here. Um where we judge all of these things when we're looking at your existing buildings um and any potential renovations or expansions or a number of different options. We we judge all of those options based on their educational outcome. How are they affecting our students? How are they improving our educational environment? Uh the operational outcome. Are we going to save some money on some energy-efficient ideas?
018Um can we make sure that we're not uh you know, heating a building that's got single-glazed windows? You know, making those uh correct choices. Um disruption during construction. If there is a construction project of something, how do we make sure that uh we have the least amount of disruption during uh any kind of particular improvement? And then of course, cost. So, we'll we'll judge all of those options and come back with you of of kind of grading each of these options based on these four criteria, um which again provides you information to make uh the best decision uh for the district. Um the action plan. We're going to be uh listening and kind of working with uh your administration the beginning part of the summer. Towards the end is when we'll um start to create
019some of the um breakdowns that you saw earlier. Uh and the idea is to come back uh end of August. Um we're already writing off summer. End of August uh early September uh to come back with um uh an update for you guys to to um ask more questions and certainly um have some ideas to consider uh in the fall. So, that is uh the um just some highlights of the proposal that we had provided. Any questions or comments on that? >> And just for the board's sake in your administrative section, you can see their proposal, the cost estimate of the proposal of this capital planning for board members. >> One of the things I emphasized with Mr. Kelly when we first met in regards to and to put it putting together proposal was the
020emphasis on our six elementary buildings. They're six buildings that have had or are probably some of our oldest buildings have not had recent renovations done with regard to them. We've kept them clean. We've maintained the roof. We've maintained the educational setting. We've upgraded with certain security things along the way, but there are many, many other things that are possibilities inside those buildings to which have really not been been targeted in I would say 20 to 30 years. So the evaluation of those six and emphasizing those six buildings at the forefront of Mr. Kelly was important understanding what we want to accomplish with our MTSS plan and the types of situations we want to place our students in the settings we'd like to place our students in along with all the safety features that are necessary
021in today's educational environment along with just again creating as much heating and cooling efficiencies as possible and maintaining the fact that we can walk into a classroom and it can be of a reasonable temperature for for everybody to exist in. I think it's not asking too much and an expectation I think that all families have of their of their school district and and maintaining that for nine buildings um maintaining it on a consistent basis is is is can be challenging at times. And we want to make sure that we're ensuring that we're doing everything we can to improve upon that. Like Mr. Kelly said, this comes with working closely with our business office, then overlaying a fiscal plan. If um as the estimates come back, what types of capital are we talking about, how can
022we spread that capital, what sorts of things are we budgeting for, and the needs of um agreeing to the types of things that we want to touch in the district across 10 years. I think it's very very important for us to to be considering. And again, as we're closing out, coming into our last and final year, we need to get that process started so that we can approve a capital plan sometime I would suggest by at the latest mid-year um that we can agree to so that we're kicking off our budgeting um into next year um and and giving Mr. Lance an idea of what some of those things are. So, um I'll open up for questions for for KCBA if anybody has any. >> If you if if you get this contract, are you
023are you going to bring it up as you know, the worst I mean, is it going to go on that list like uh this is the thing that you should do first? And then just work our way through it? >> Yes, we'll we'll provide an evaluation and then we'll provide our opinion on um on those priorities. And that's something that we can share with you. And oftentimes we may say, "Hey, based on these criteria, we think this is one option to go." There may be a criteria that the board says, "Hey, that's great. We understand, but um there's there's another factor that we have that we feel that, you know, this this item should raise to the top." That's fine. Um we're just creating that uh that benchmark and that beginning of a conversation to
024help prioritize. Um it doesn't mean that, you know, obviously you're making the final decisions of everything. Uh Um, but it does uh it does give you um the reasoning that you may start in one direction versus something else saying, "Hey, this this, you know, this other group came, they found all of these things that we wanted to fix. Here's some things that are important." Like you saw William Penn, their their focus was on HVAC um uh improvements. It was coming right out of COVID. Uh and so that was something they knew they had an issue with, so they said that that's our focus. Please look at our elementary schools and that's let's let's start, you know, when we'll do we'll do one at a time. >> I think capital planning can sometimes create a bit
025of paralysis for for for administrations and boards. Um, and I think Mr. Kelly alluded to the fact like where where do you jump in, right? So, getting some um initial um uh rubrics from from Mr. Kelly, a matrix as to here are conditions. You know, this is worst to best. And or these are um you know, where you know, certain warranties are going to run out or these are suggestive ba- based on the educational outcomes and the environments that we want to place our students in through the next 10 years. So, it's a number of ways to really attack that. I think having their ability to be able to share with us some starting points for some of those those types of questions cuz outside of that, you kind of s- you know, sometimes boards
026sit and wonder, "Okay, where where do we even begin?" Right? There's so much. Where do you start and what's reasonable and how can we afford? And affordability becomes a key um indicator in in all of this as well. >> Okay. >> So, this is a 10-year plan. So, this this cost we put out every 10 years. We don't do it again next year and another year. >> Right. So, so from a financial perspective, we've been through these these studies before. So, this gives a baseline to also, as Mr. Kelly noted, to evaluate it from a cost standpoint what pieces need to fall into place because we can't do everything in 1 year. Also, different components could dovetail that they make sense to do together or that you could do separately. Um within that, um also
027gives you a sense of lifespan for, you know, various components, right? So, I think of intercoms, they may function fine, but there may be an identification that um parts or some other factor would would drive that to be done. Um and again, you kind of work through that from a from a fiscal piece and bringing projects to the board over that, but then when you, you know, complete the whole the whole 10 years, you're going to also have updates that we identify, you know, either programmatic changes or other items that that come up that weren't foreseen that need to be addressed. And then you go through this process again. Um to essentially determine what you've like what you've done, what you kind of might have bought time with to say like an intercom isn't a
028priority, it works, to then kind of update and bring that back every 10 years. >> So, um I understand that we wouldn't just do everything right away. Um but as far as the cost for this plant capital planning that you guys do, that we do every 10 years? >> This proposal for um KCBA to partner with us, and I think the cost estimated is 18,000. That's an estimate for them to take us from start to finish with helping to create a 10-year capital plan. So, their expertise in um helping to set the goals, helping to set the evaluations, helping set the tools that get us to a ranking order, that get us to the types of plan that we are satisfied with over the next 10 years. Our job then is then to How do
029we overlay a fiscal plan on top of that, so that we're >> But they don't come back in 5 years and do it again. >> No, this we could create in that 10 year >> 10 years and we pay all of this money out and then we don't pay again for 10 more years. >> Right. >> Okay. >> The Yeah, the and and a capital plan through 10 years obviously does not go as exact as it's presented from the start, right? There's adjustments and >> therapy >> Yep. >> Just Okay. >> Yep. >> Since we're kind of already almost through May, um I see the timelines like May, June, July um for the workshops and stakeholder meetings. How many do you think you'd get in? >> We're talking about So, tomorrow >> Okay. >> uh
030we will be uh uh if if you approve, um we would be uh working with your principals to do that that one page that Ryan had shown uh to at least get a a map of all of the the schools and and what is being instructed in each of those spaces. Uh what that allows us to do, cuz we can always do the walk-throughs after school and obviously the next couple of weeks are going to be busy for everybody. Um but uh we we want to be able to meet with the principals. Uh we have a a very simple um uh questionnaire for them to fill out. Um principals also don't get summer breaks like teachers, so we can certainly talk to them over the break as well. Um but yeah, we would need we
031would want to get that information as quickly as we can uh so that by you know, next week, the week after that, we have all of the numbers that we need, so we can say, "All right, this building has this amount of students in it. We see the capacity of that building being this amount." And then we can say, "Ah, it's overcrowded." Or actually, there's a lot of space there. Um to gain all that information uh as quickly as we can over the next couple of weeks. And then we'll do at the same time as when we'll we'll do the walk-through of those uh um schools as well. Uh our engineering team will will partner with us as well and come out and walk through and and develop that um that uh FCI study. So,
032most of that information we should be able to ascertain in June and then um be coming back to you guys early on in July and and August with here's some of our initial impressions, so that in September we're we're meeting again with the board to say, "All right, here's here's what we found. Here's our ideas. Here's some priorities. Here's what we think." Um and then that also gives us I mean, we kind of say once once we're done, we're never really done. Um if in October, November you wanted to come back and say, "Hey, we have more questions." You know, we're always available to uh to come back and answer answer questions or um dive into some additional what-ifs if if you wanted to look at at uh at other scenarios of um improving your
033buildings. >> I think one of the things is that we started this process, you know, a year in advance of the current capital plan ending. So, we do have some time. I don't want to rush this. I would want to bring this back through the committee of the whole meeting for the full board's consideration and bring it through a legislative process. Um so, that could shift the timeline, but that doesn't put us behind in any way, and especially if we need some time with any teachers or other staff in the fall. Um one of the niceties is that we already have a demographic and enrollment study that we just went through less than a year ago. So, we have all of that data, which will be incorporated into their processes. Uh one of the things
034that we don't have is utilization, right? How many students are typically in a room? What's the utilization? That That plays a large role in in looking at the educational environment um to a some degree as well. So, >> Quick question. Uh based on our last 10-year um Are there projects that we have not reached or or you know, come to fruition or things that should be put on the forefront. Elementary buildings. And when I'm talking about that is I'm I'm talking about looking at all the safety mechanisms. Um, you know, ADA compliance components. Um, you know, as as code constantly changes and making sure that we're making everything as accessible to our students and our families as possible. Safety, fire alarm systems, things of that nature that really haven't been worked on in some long
035periods of time. Some considerations as to whether or not um, if you you know, through buildings, do we want to add sprinkling systems um, into, you know, certain buildings and and things of that nature. So, I think there's a lot there that um, if you if you look across our district secondary buildings are most recently have been visited and and addressed. Um, what what have and not to say that they're unsafe or they're unclean. They are they are neither. They are both safe and they're both clean. But, it's a you know, it's a really the of the administration's mindset to continue to how do we make continuous improvements to those environments to make them safe, to make them um, best equipped for meeting the needs of where we want students to be in today's educational
036environment. So, that's where I would say the emphasis would should be. >> I got a question. Um, as far as checking out the equipment in the buildings, are you do you subcontract to um, people to have the things tested or do you do internal? >> We have a team that that does that. So, we'll we'll go and part of that will be us climbing on the roofs, looking at the windows, um, and then looking at, you know, again, mechanical, electrical, plumbing needs. Uh, you'd mentioned fire alarm systems and things like that. So, we would take a look at those things and be able to provide that um, evaluation. >> Thank you. >> Would Pine Forge be part of this? >> Yes. Actually, all 12 of our buildings would warrant this. >> Okay. >> Um emphasis
037obviously in the buildings to which we have students. And as Pine Forge as we are renting that to to an agency, but this building should be looked at the um student uh facilities building as well um would want to be looked at as well. Just to uh make sure we're maintaining the best of the ability. >> Okay, Michael, I thank you for your your Brian your presentation this afternoon. We will get back to you. I plan to bring this back to a full committee meeting in a couple of weeks. And based on that, whether that would move forward for a legislative vote on the proposal. We'll let you know. We'll keep in touch. >> Thank you very much. >> Thank you. Our second presentation of the evening is Mr. Jamie Lynch. And you're familiar with
038Jamie um with CHA and here to give an update on both our turf fields project as well as the Boyertown Elementary School HVAC project. >> Good evening, everyone. Good to be in Boyertown. Yes, that's right. Just a quick update on uh the athletic fields uh and Boyertown Elementary projects, which are both uh underway. And I assume that I have control. Yes, I do. Okay. So, if you've taken a look out at the practice field or at the stadium, uh dirt is moving at a good rate and uh thanks to relatively good weather, especially forecast over the next couple of weeks, we'll continue to make uh good progress there. Um as a result, in short, the turf field project is on schedule for completion uh before school resumes uh this fall. Uh Landtek is our contractor.
039They're doing a a very good job. They're very communicative with us. Um they've got their shop drawings in. Um also have reviewed their shop drawings with Colebrookdale Township. They provide regular schedule updates to us and they're moving along nicely. We had planned to wait until the very last track athlete had finished practices for states and regionals. And so now we're in the stadium and you've seen the stripping of topsoil and the movement of earth there. And so we are fully engaged and underway. A couple of photos that are provided here. We provide a weekly update to district administration and are in contact with Mr. Yunuzi and other staff at both sites just to make sure that everyone is conducting themselves in the right manner and that we're tracking with everything that needs to be done
040around each site. But here you see the stadium and the signage that has closed the stadium for use during the summer. The earthwork to strip the soil will be followed by excavation to install a stormwater basin beneath the stadium field as we've already done over at the practice field. Earth is moved, stone is installed for drainage, a shock pad is installed, drainage stone is installed and then the turf will go in. So that'll happen at both fields over the course of the summer. The very last step is the infill that's installed in the turf and then the practice field is surrounded with a 4-ft high fence and also netting. We've installed pads for bleachers at this point and over at the stadium basically everything inside the track becomes synthetic turf. So some pictures here. We've
041also taken some drone images so we'll fascinate with that you with those as time goes by. Over at the multi-purpose field Landtech got a great start and you can't see it from the pictures but there's already a stone stormwater basin that's installed beneath that field and all of the yard piping and structures have been installed so that is the first field if you will that will go green this summer. And we're also on budget. Just wanted to provide you with a snapshot of the budget. If you recall our bids came in under budget and so I've got a summary here of our total estimated construction costs at 3.2 million in change and also soft costs for the project that come in at 1.6 million for a total project cost of just over 4.8 million. And
042so we're on time and on budget with respect to the turf project. I do have one action item for the board to consider and this is the retention of Kleinfelder which is a materials testing firm to provide third-party materials testing of concrete and soils during the project. They also have to do infiltration testing. And Kleinfelder was our geotechnical engineer that helped us analyze the soils and did the infiltration tests that dictated how stormwater was put together. So as a third-party rather than having a contractor do it, we'd like to have Kleinfelder do this materials testing. A proposal has been provided and was forwarded to the district. I'd like to set up an agreement for not to exceed amount of $55,000. The tests are unit price based so they're provided per test and per half day
043of observation. And basically that's an estimate of what's required to do a project of this type but all of the unit prices are in line and it all depends on the frequency of how many times we have to do compaction testing which is always a function of the contractor's schedule. So that's something that I'm bringing to the board this evening for its consideration. >> Was that something that you originally had in your soft costs? >> Always budgeted. Always budgeted, yes. We needed to have a third-party materials testing agent, needed to have a contractor on board, have the contract proceed, of course, and then get a proposal for the testing services. >> So, this 55,000 is in addition to what was budgeted? >> No. >> Okay. So, this is in that budget. >> you. >> Yes.
044Um we had I had budgeted actually more. This is less than what was budgeted. I think we're going to do fine on this as as a function of the project. I think we're well under budget, and we've got contingency in addition. So, I'm really confident in where we are from a budget standpoint for you. >> So, just as a clarification, the the the action that we that you're asking us to take is just on the provider, correct? Not of the cost. >> The provider and the cost. I want to set a limit, a top number. >> Okay. Now I understand Okay. Now I fully Okay. >> track that on a unit price basis, and I'll provide updates to administration on a weekly basis on where where we are. And I really fully think that we're
045going to come in under that number. >> So, again, these are part of the soft costs, so these are all part of that $765,000 of other things that are needed throughout the course of that. So, the plan would be to bring this as an action item to you at our next board meeting for your consideration. Um but again, yes, this is not an an additional expense on top of the project cost as it is as it was. >> Okay. Fort Orchard Elementary. Um uh this one is a little tougher based on uh what we've encountered so far. And of course, we have three primes on this one to replace the roof, replace electrical and fire alarm, and to replace HVAC in the building. And just as a reminder, we have a two-summer schedule for this,
046but the board accepted an alternate to replace the roof in just one summer. So, our roofer is geared up. He's going to start the day after kids get out, and he's ready to roll. Material ready, submittals approved, and so tear-off begins right after school ends. And so, we have first summer of HVAC ahead of us, and we've a second summer to go. And the electrician will be working both summers. The electrician has new fire alarm in the building, and also new electrical switchgear, and a new generator for the building. And just for information, that generator is a gas-fired generator. So, we also have new gas service coming to Boyertown Elementary. The service request has gone in with UGI. UGI has been responsive. They come next week to do a field survey to understand what it
047takes in order to install that gas service so that when we eventually get the generator, we'll be ready to go. Generator typically about 26 weeks of lead time, so I'm not sure if we'll see it before the end of summer, but I don't need it before the end of summer. You have an existing one in place. That's kind of the 50,000-ft overview. Um but so far, we've been doing work in the building after receiving uh permits on the electrical and on the demo side, I'll call it. Uh the electrician has been working uh second shift hours in order to start pulling conduit, excuse me, install ins- uh installing conduit, and then also installing junction boxes throughout the hallways and spaces that they can get into. So, that's Phillips Brothers Electric. Um we've been laying out
048everything for the generator, for other equipment. We've been planning for where equipment will go on the roof with the HVAC contractor. We met with the building code official and walked to the walked the building, and this kind of goes to the prior presentation of capital projects. As we opened up the ceiling, we've seen all kinds of things that will have to be considered. And Mr. Lenz mentioned, when you're doing a capital plan, packaging items that are all done together. And this project is a great example of that, because you're replacing the HVAC, while you're there, you're replacing the fire alarm, while you're there, you're replacing the ceilings and the lighting systems throughout the building. So, everything is packed packaged at one time, the ceilings come down, the new equipment goes in. Um the building is
049old. You know this already. The building has a lot of uh things that are not code compliant now. So, one of our efforts was to work with the Colebrook Dale code official, who we met with and walked the building. He also confirmed our scope of work and what we have to attend to based on it being an old building. Um but some of those items that remain will show up in uh the study that you do for the next 10 years of things that need to be replaced. And there may actually be some op- opportunities for us to do some of those things with this project. But that's a discussion for another day. Our work plan in front of us right now is a lot of coordination really with school leadership, because we have to
050move all the furniture and a lot of the objects out of classrooms and into the gym or into the hallway so the ceilings can come down so that the work can continue. The other thing we have to do is move that furniture back in when we're finished and make sure that we're clean and ready for school. So, part of the project accounts for this and plans for this. And what I'd like to do is introduce a mover to assist the school district with doing the heavy lift right after school is done and eventually provide some supplemental cleaning service so that as these rooms come back online, the contractors are responsible for it, I'll call broom cleaning of the building. We know it wants to be uh a good deal more than that. We also know
051that the school wants to continually go in and wax classroom floors and get everything shipshape for the start of school. So, if I can provide supplemental cleaning that will be necessary, as you can understand, demolition occurs, ceilings come down, there's going to be dust everywhere. I'd like to try to introduce that for you. So, we have our work cut out for us for between now and the end of school and then immediately after school. Uh just a couple of images here of work that's being done at night and off hours. The electrician has been pulling MC cable, putting in conduit, putting in all of his junction boxes in all kinds of places above the ceiling. So, each week and each day, there's something new that's above the ceiling in order to get a jump on
052the summer. Um this is the mechanical room where a lot of raceway has been installed for the eventual switchgear and generator that goes in the mechanical room. And outside, we've coordinated with the school district for the location of the emergency generator. Happens to be where the existing dumpsters are now, which will find a new home, but we've laid that out, sprayed those out. Those are the bollards that actually surround the generator and protect it in the parking lot in which it's installed. This project, too, was under budget on on bid day. Um on construction costs, we were at a little over 9.6 million dollars. You can see the soft costs there, up 15 million dollar total project came in at 11. We've got project contingency and soft costs here, and that's the list of items
053that I included in soft costs here, which includes the cleaners and a moving allowance, but we didn't know how much we needed at the time. So now that we've walked the building with Craig and and others in district leadership, we have a proposal before us from O'Brien's Moving to perform furniture removal to the gym and other areas of the building to accommodate construction. A proposal was received and actually the total amount of that is $35,202. Not $36,000. So that's been provided and a summary of what the scope is is there. We've walked the building with Josh from O'Brien's. We've given him a sequence of rooms that he needs to go to first, second, and third so he can accommodate the plan schedule of the demolition contractor in those rooms. And gets us ready to go.
054One of the other scope items that he would provide is while moving furniture is one thing, there are all types of belongings in all of these classrooms from boxes of school supplies to stuffed animals that are on top of casework locations immediately below the ceiling. One way or the other, they have to be moved or protected. So Josh from O'Brien's has included rolls of plastic that would be taped on the walls over the casework in order to everything we can to protect areas from dirt and dust. So this action would be on the front end of this and then also to move back in and to help the school district accommodate its cleaning efforts, normal cleaning efforts in each of the classrooms, and then I'd like to follow up with a supplemental cleaning proposal to
055the district after the work is done before the furniture is moved in. I know that we're going to need to go in there and do a high level of cleaning because there's just going to be dust as a result of all of this work. And again, based on the cost of the project and the soft cost that I anticipated, I knew that we would need extra costs along these lines, but wanted to define them once we got close to construction as we are now. With that, I'd be happy to answer any questions that you have this evening. >> Just one question about the cleaning cost. Isn't that normally picked up by the people that are doing the job? Every everything that I've ever done with building or construction is always picked up by the people
056doing it. >> The short answer is yes, there's always cleaning after construction. In my experience, whether it's new construction or renovation construction, the key the key word is broom cleaning. It is never to the level that my mother-in-law would want it. Um and and so I think that this is a good idea. I think we should plan for this to hire someone that could come in and do the work um at a lower rate rate than the contractors. I don't want the contractors, the plumbers and the HVAC guys doing cleaning just like my mother-in-law wouldn't want them doing that. So I'd like to have folks who are really specialized in doing this. And hearing that, of course, you have a few other buildings to clean and prepare for the start of school. Providing some supplemental
057help is probably a good thing. And we do that each of these summers. >> In addition to that, due to the timing of this with the moving um cost estimate and proposal you have in front of us, I would like to move forward with that moving agreement under policy that can be signed off without having board approval due to the value of that. I wanted to make sure from a committee standpoint that you would be okay with me signing off on that so that we can begin that January Excuse me, June 6th, the Saturday um after our last school day of teachers and um students in the buildings, and allow that first week of moving to really occur. We're not going to have another board meeting until after that time frame. So, I would ask
058for your permission to move forward with that. And again, under the policy, it could be done. It's under under a $50,000 threshold regarding that. Would that be all right going forward? >> For me it is. >> Do you want to get from >> move show hands. >> Okay, good. >> It's all in the soft cost anyway. >> It is. It is. It is. It is in as part of the soft cost. Each of these soft costs, as we as we proceed through these projects, you're going to see bring us bringing those to you. And anything that's outside of the purview of that would be considered a change order, in which we would have to then bring forward with a board motion and so forth to approve that. These are all part of the the the
059projects you know, contracted as as shown earlier in the fall. All right. Mr. Lynch, I thank you very much. >> Thank you very much. We have our hands full, but I appreciate the assistance. >> We We have no public com- comment for number two. We have upcoming meeting dates for the facilities committee meeting. >> October 27th. Is that a 6:00 meeting? >> It is. >> So, October 27th, 6:00. >> Um call for adjournment. >> Call for adjournment. >> Panarello moves. >> We second. >> Meeting adjourned. >> Oh.