FRIDLEY SCHOOL DISTRICT West Moore Lake Drive Fridley, MN REVIEW AND COMMENT DOCUMENT

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1 FRIDLEY SCHOOL DISTRICT West Moore Lake Drive Fridley, MN REVIEW AND COMMENT DOCUMENT For submission to Minnesota Department of Education June 20, 2012 SUMMARY

2 The Fridley Public Schools Independent School District 14 proposes to construct additional instructional space at two elementary buildings to provide more space for classroom programs, staff, and community members. Address: Independent School District West Moore Lake Drive Fridley, MN Dr. Peggy Flathmann, Superintendent Financing: Lease Levy per state statute 126C.40 of approximately $325,000 per year over a 15 year period for a total of $4,875,000 Operating capital levy and aid of approximately $100,000 Architect: Armstrong, Torseth, Skold and Rydeen, Inc. Financial Advisor: Ehlers and Associates, Inc Centre Point Drive Roseville, MN Bond Counsel: Knutson, Flynn and Deans P.A Centre Pointe Drive, #10 Mendota Heights, MN 55120

3 1. GEOGRAPHIC AREA AND POPULATION TO BE SERVED The proposed project will serve the Fridley Independent School District which is located approximately 2 miles north of the City of Minneapolis. The District is 4.37 square miles in size and is located within the city of Fridley, MN. The area to be served is completely within the boundaries of the School District. A school District map is attached as Appendix A. The project proposes to serve the Kindergarten through grade 4 student population of the District. Student enrollment has increased from 2,586 students served five years ago in fiscal year to a current enrollment projection of 2,927. This upward trend is expected to continue through the next five years. A twelve year history and projection of student enrollment is attached as Appendix B. 2. EXISTING SCHOOL FACILITIES Facility Year Built Uses 1960, 1961, 1969, High School 1973,1975 Secondary Grades 9-12 Middle School 1954, 1957, 1963, 1965, 1972 Elementary and Secondary Grades 5-8 Hayes Elementary 1965 & 97 Elementary Grades K-4 Stevenson Elementary 1967& 97 Elementary Grades K-4 Fridley Community Center 1957, 1965, 1997 ECSE, ECFE, ALC, Comm Ed, & City of Fridley Programming An analysis of options at other district sites was completed. The conclusion was other programming would be relocated with expenses both initially and ongoing would occur and sites would need to be leased for these programs. The IB curriculum would not be able to be kept in place for the elementary grades if a section was relocated away from an elementary building site. This does not meet school board and district educational goals. The option for additions at each elementary building for additional classroom space meets district goals.

4 3. DEFICIENCIES OF THE FACILITIES Fridley School District has two elementary buildings housing grades K 4. An International Baccalaureate curriculum is implemented for all students, and an all day kindergarten program is in place with full participation. Enrollment increases have stressed the building space use and all available spaces in the building are used for the educational program. These enrollment increases are projected to continue into the future in the district. Spaces that were designed for large group gathering areas, conference rooms, and media centers are all being used for classrooms space. In order to maintain equity in the educational program and to meet the rising enrollment in the district, additional classroom space is needed to meet these needs. The IB Curriculum requires a foreign language, art, music and physical education class yearly for each student. Currently, only physical education has a permanent classroom space. The others are in the media center or moving from room to room with the class needs on a cart. The special education students are sharing classrooms with the various educational disabilities, with some meeting in rooms designed for storage. The additional classrooms for regular education will open the spaces designed for art, music, and the media center to be used for their designed purpose. The special needs students will have spaces for group and individual learning. Even the district daycare at each site should have a space morning and evening. Currently the daycare programming is in the cafeterias at the sites. The additions at the elementary buildings will improve the educational environment so our students can optimize their learning potential. 4. RELATIONSHIP OF PROJECT TO DISTRICT PRIORITIES The District s mission is to guide students in the development of skills to help them reach their full potential by providing a nurturing environment, creating high expectations defined by learner outcomes, developing exemplary programs and striving to meet the students needs while respecting individual differences. In order to offer quality educational programs to our students and community, our buildings must provide sufficient learning space to suit the needs of our population. This proposed project will enable the District to continue moving forward in reaching

5 the desired educational outcomes described in the District s mission statement. Student achievement and rigorous curriculum goals are a District priority and these additions will help advance both of these objectives. 5. DESCRIPTION OF TRANSIT CONNECTIONS A description of transit connections is not applicable because it is not relative to the projects identified. 6. COOPERATIVE USE OF FACILITIES Both Hayes Elementary and Robert Louis Stevenson Elementary are used by other groups and organizations within the community. The gymnasiums at both sites are used by the Fridley Youth Service Association for athletics and the City of Fridley also uses the Hayes Elementary gymnasium for open gym offered to the residents of Fridley. Both Fridley Parks and Recreation and Community Education have after school programming for youth and child care at both elementary sites. This cooperative use of these facilities would be greatly improved with the additions at these two sites. 7. PROJECT DESCRIPTION A plan for a 7,100 square foot addition for standard classroom space is proposed at each site. A minimum of 5 classrooms at each site is proposed with a set of restrooms in each addition. These classrooms would be of a basic elementary design with flexibility for other uses. The budget for the project is: PRELIMINARY TOTAL PROJECT BUDGET Construction Costs Total Cost 10 classrooms 1,602,422 Corridors 371,290 Restrooms 273,582 Changing room 78,166 Breakout 78,166 Lockers 78,166 Walls and structure 293,124 Building Connection 15,028 Subtotal-Const 2,789,946

6 Fees Arch and Engineering 255,095 Permits 15,624 Soil borings 8,000 Survey 9,795 Testing 12,555 Subtotal-Fees 301,069 Contingency 309,101 Total Lease Levy Cost 3,400,116 Furniture 50,000 Equipment 50,000 Subtotal Operating Cap Cost 100,000 TOTAL PROJECT COST 3,500,116 See Appendix C for schematic. 8. SOURCE OF FINANCING PROJECT We are proposing to include an additional lease levy per state statute 126C.40 to finance the construction and fees for the project which is estimated to be $3,400,116. We estimate that this will result in a levy of $325,000 for taxes payable in Revenue for future years will depend on changes in the district s resident pupil unit count which has been increasing slightly over the past five years. We intend to use operating capital to finance furniture and equipment of $100, GENERAL FUND OPERATING COSTS These projects will increase the operational costs to the District. Utility and maintenance increases are projected to be a total of $48,000 annually. Utilities and general supplies costs are expected to be $14,000 at each site plus a $10,000 increase in maintenance staffing at each site. There may be additional teaching staff hired in the future as enrollment continues to increase. These expenses would come out of the current District general fund and have been accounted for in this budget.

7 10. CONSULTATION WITH TRANSPORTATION OFFICIALS A description of consultation with transportation officials is not applicable because it is not relative to the projects identified. All current school bus, walking paths, and public transportation in place in place will not change. 11. INDOOR AIR QUALITY/PROFESSIONAL LIABLILITY INSURANCE The HVAC units for the new additions will meet the code requirements for air quality and humidity control. Certified architects and engineers will be consulted to design the HVAC units and if practical, incorporate them into the existing heating, dehumidification, and energy management system. Environmental air quality issues will be carefully considered in the new HVAC units. The intent will be to create an environment that will have the best possible air quality for students, staff and community occupants. This will occur by the selection and design of these HVAC units that will provide the required quantities of outdoor air and the proper amount of exhaust that can be easily operated and maintained. In addition, as required under M.S. 123B.72, commissioning of the new units will be part of the design process. Also, the District will ensure that all engineering and design work is completed by an entity that carries professional liability insurance and will verify that appropriate coverage is in place for the duration of the project See Appendix D for the certification from our architecture and engineering contractor. 12. VENTILATION/INDOOR AIR QUALITY FILTRATION SYSTEM The District will ensure that the design of the HVAC units will meet or exceed code requirements and ASHRAE standards for indoor air quality. In addition, all units will be commissioned as required under M.S. 123B.72. See Appendix D for the certification from our architecture and engineering contractor. 13. DESEGREGATION REQUIREMENTS

8 A description of desegregation requirements is not applicable because it is not relative to the projects identified. 14. ENVIROMENTALLY SUSTAINABLE DESIGN CONCEPTS The latest energy efficient lighting and HVAC will be used. Water saving fixtures will be used in the restrooms. Any opportunities to use recycled products in the building design will be used. 15. ACOUSTICAL REQUIREMENTS The architects and engineers will follow acoustical requirements and guidelines as established by the American National Standards Institute when required. The ANSI criteria are concerned with addressing (4) key areas related to acoustic design: A. Room acoustics (db ranges and reverberation times) B. Minimizing background noise from HVAC and Electric systems C. Classroom sound isolation from interior and exterior sources D. Impact isolation for multi-story classroom facilities Acoustic design in schools is achieved by: A. Appropriate exterior wall cavity design providing proper insulation, air space, and differing materials allows for different sound transmissions to be reflected or absorbed by the wall design. Additionally, many of the methods currently utilized to provide protection from exterior environments perform added function as sound isolating elements. B. Minimizing sound transmission through interior partitions provide insulation top of deck, with a minimum of one side of gypsum board carried to the top of the deck. Continuously caulk along the top edge of the partition wall at the deck. At masonry walls, consider foam or sand filled cores. For operable walls, specify minimum STC rating requirements. C. Minimizing reverberation times provide variation in perimeter walls of rooms over 10,000 square feet, and install acoustic isolation panels to accommodate additional absorption. For music spaces, provide nonparallel walls to minimize reverberation from instruments. Utilize acoustic ceiling tile and carpet for larger spaces.

9 Performance based criteria for mechanical specifications specify minimum standards for acoustic performance of HVAC systems including: A. System Components including low-velocity diffusers and fans B. Limit duct velocity in design and require T&B to verify performance C. Provide sound attenuators in duct and air handling unit connections D. When utilizing unit ventilators, consider ducting supplies with perforated and/or double lined ductwork E. Locate VAV terminals above ceilings in common areas as opposed to above classrooms F. Provide vibration isolators in all equipment Reduce Impact Isolation in classroom areas align circulation and corridor spaces from floor to floor to minimize traffic above classroom areas. For areas identified with conflict areas located vertically above classrooms, consider acoustics isolation springs for suspended ceilings, and/or sound attenuation isolation above suspended ceiling systems. Fridley School District has a desire to investigate all of the above principles. Each of the above ideas may be incorporated to some degree into the design for the District projects. The cost of implementing the ANSI S12.60 requirements can be significant and will be considered during the planning and design process to meet the project budgets. Close supervision during construction will be necessary to achieve the expected design, particularly the HVAC noise control and for sound isolation between spaces. 16. CUMULATIVE INFRASTRUCTURE COSTS Information on cumulative infrastructure costs is not applicable because it is not relative to the projects identified. General access to the site and the utilities to the site would not change.

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