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PALO ALTO UNIFIED SCHOOL DISTRICTRFQ for Architectural Services

JANUARY 18, 2019

SECTION 3.2

LETTER OF INTEREST

1

3.2 LETTER OF INTEREST

PALO ALTO UNIFIED SCHOOL DISTRICT | ARCHITECTURAL SERVICES

60 South Market Street, Suite 150, San Jose, California 95113 | p. 408.780.7200 | f. 408.780.7201

Walter Estay, AIA / LEED AP EDU Managing Director, San Jose [email protected]

Jim Kisel, AIA / LEED AP

Principal-in-Charge, Director of School [email protected] to submit SOQ

PALO ALTO UNIFIED SCHOOL DISTRICT

Mr. Tom Hodges25 Churchill Avenue, Building DPalo Alto, California 94306

RE: PALO ALTO UNIFIED SCHOOL DISTRICTRFQ - Architectural Services

LPA Reference No: 1005658

Dear Mr. Hodges and Members of the Selection Committee:

LPA is honored to submit our Statement of Qualifications for architectural services and be included in the pool for the Measure Z bond program. We understand the District's goal is to “…implement a road map that puts students on a direct path to academic achievement”. We are eager to demonstrate how collaborating with LPA can result in spaces to help facilitate that path by providing next generation learning environments while capturing what is unique and special about one of the top performing school districts in the United States: Palo Alto USD. As a uniquely collaborative firm with an extensive track record designing innovative learning environments, we will help you succeed with these important projects.

LPA is passionate about creating high-performance, sustainable designs that work better, do more with less and improve people’s lives. We accomplish this through an integrated approach that emphasizes teamwork, communication and a commitment to client service. As one of the only design firms in the country with a dedicated research team, we can draw on cutting-edge data, analysis and technology to provide the District with imaginative, cost-effective design solutions tailored to your needs. The benefits of partnering with us include:

• K-12 education expertise and leadership. We are strategic thinkers and problem-solvers with extensive experience in the unique opportunities and challenges of planning and designing future-proofed K-12 educational environments. Our firm has successfully completed more than 350 elementary, middle and high school projects for 75 California school districts.

• A better process, with better results. As an integrated design firm, we offer a multidisciplinary team of architects, planners, engineers, landscape architects, interior designers and researchers all working together in-house from project start to finish. It’s a seamlessly collaborative process that generates better ideas, value, and outcomes for your project.

• A closer client relationship. When you choose LPA, you get a dedicated and responsive design partner you can count on. We work closely with Palo Alto USD’s stakeholders throughout every stage of your projects—listening closely to your needs, sharing ideas, keeping you on budget and on schedule and shepherding you through any challenges that arise.

For the District, we have assembled a team of K-12 education planning and design experts who are exceptionally equipped to guide you from conception through completion. We are confident that, together, LPA and Palo Alto USD can accomplish great things. We are truly excited about the opportunity to collaborate with you and look forward to further discussions.

Sincerely,

Walter Estay, AIA / LEED

Sincerely,

January 18, 2019

Jim Kisel AIA

No official or employee of the District, nor any business entity in which an official of the District has an interest, has been employed or retained to solicit or assist in the procuring of the resulting contract(s), nor that any such person will be employed in the performance of any/all contract(s) without immediate divulgence of this fact to the District; no official or employee of the firm has ever been convicted of an ethics violation. By virtue of submission of this Statement of Qualifications, LPA declares that all information provided is true and correct.

Federal ID Tax #: 95-2693579; CA Corporate License #: 0622492

SECTION 3.3

TABLE OF CONTENTS

2

3.3 TABLE OF CONTENTS


3.2 LETTER OF INTEREST 01

3.3 TABLE OF CONTENTS 02

3.4 EXECUTIVE SUMMARY 03

3.5 NARRATIVE 05

3.6 FIRM INFORMATION3.6.1. Brief History 3.6.2. Firm Philosophy3.6.3. Community Involvement3.6.4. Value Engineering, Life Cycle Cost Analysis and Bid Alternate Design3.6.5. Project Budgets3.6.6. Design Schedules / DSA3.6.7. Energy Savings 3.6.8. Relevant Project Experience

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3.7 PERSONNEL 32

3.8 ADDITIONAL DATA NA

3.9 PROFESSIONAL FEES 39

3.10 DISABLED VETERAN CERTIFICATION NA

3.11 APPENDIX NA

Ernest McBride High School | Long Beach USD Menlo-Atherton High School | Sequoia Union HSD Fremont High School | Los Angeles USD

SECTION 3.4

EXECUTIVE SUMMARY

3

3.4 EXECUTIVE SUMMARY


The subsequent pages communicate our philosophy on how the LPA integrated team will bring long-term value to the Palo Alto USD community through the collaboration of our integrated programming, planning, architecture, landscape architecture, interior design, engineering, technology, entitlement and in-house research professionals.

A VISION FOR A BETTER FUTURE

For the last 10 years, LPA has been developing a different and better approach to design and delivery of educational facilities. This approach is based on the ideas that:

• There is an imperative for sustainable, high-performance educational facilities that not only save energy and preserve the environment, but that are, first and foremost, places conducive to learning.

• Collaboration is not only a sustainable value, but it is also proving to be the most effective way to design and deliver complex modernization and/or new construction projects.

LPA understands that one of the only constants in education is change. Instructional methods evolve to support new ways of facilitating learning. Technological advancements create new avenues for learning, communication and

resource utilization both inside and outside the educational environment. Communities themselves change over time and come to expect different offerings at their schools. Amid all of this change, architecture for education must adapt.

At LPA we comprehend that an understanding of place, coupled with educational pedagogy and a problem-solving approach where sustainability leads the design process, is where authentic and timeless architecture is created. We find synergies between the educational program and sustainable opportunities creating design excellence and long-term value for our clients. The project work illustrated in this proposal response demonstrates how our integrated practice enables us to create learning environments that maximize building performance and reinforce student, faculty and staff well-being.

Our focus is to find correlations between facility design, student outcomes and inhabitant satisfaction. LPA believes that high-performance school design is more than just a list of applied “green” building features, but rather an ecosystem that sustains the District’s educational vision over time. LPA’s passion for the holistic nature of sustainability and learning spaces design has altered the way in which we approach our process internally.

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3.4 EXECUTIVE SUMMARY


pedagogy

space

technology

Our integrated design process in which in-house architects, engineers and educational planners work collaboratively on a day-to-day basis in real-time enables us to create projects that “do more with less.” We have proven experience that sustainable design does not have to be an added cost to the project and can often result in added benefits to the users. The outcome yields solutions that solve more problems and work better for the people using the spaces while requiring less energy, water, square footage and materials to operate.

We believe our integrated practice is a model for the future.

INTEGRATED PROCESS APPROACH

The design of authentic learning spaces emanates from the Palo Alto USD's mission, community, climate, budget, history and future. Failure to identify the forces at the beginning of the process shaping the ultimate solution can lead to a school that fails to achieve the mission of educating students, to poor building performance, to costly budgets and schedule overruns.

LPA manages this complexity and can help the District create a better, more authentic and sustainable design solution through the process of integrated design. We have created a firm culture with all disciplines— architecture, engineering, landscape architecture, interior design and graphics in-house—organized into multidisciplinary teams, working together from the very beginning of the project. This is the point when the power to shape the design is greatest and the cost to change the design is the least.

Palo Alto USD is the most important member of the team. LPA’s integrated design approach to the District’s potential projects places the District at the center, surrounding you with all the available expertise of the design team and construction manager/builder when engaged early. We collaborate and ideate within your vision to help make early best-value decisions on all aspects of the project to minimize changes later in the process. Ultimately, we maximize value for the District and help to make the Planning-Design-Construction-Occupancy process efficient, saving you time and money.

INTEGRATED TEAM QUALIFICATIONS

Having completed over 350 schools in 75 districts, our proposed team represents a depth of specialized experience. We have structured ourselves to provide the broad spectrum of services required by Palo Alto USD. Our endeavors will focus on a collaborative process and integrated approach to the planning and design of each school facility project assigned to our team. We will work together with the District to define the education program goals, identify anticipated needs for the future and develop an implementable plan with clearly defined costs and schedules.

SECTION 3.5

NARRATIVE

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3.5 NARRATIVE


ARCHITECTURE

Our building design services bring together architects, engineers, interior designers, landscape architects and master planners. This collaborative approach ensures a more unified experience between interior and exterior environments.

• Architectural building design• Project management/scheduling • Construction drawings/specifications • Contract administration • Jurisdictional approval processing

ENGINEERING

Close collaboration between engineers and architects is integral to successful design. We facilitate that process with an in-house team of civil, structural, electrical, mechanical, plumbing and technology engineers.

• Structural modeling, analysis, design and documentation • Existing and new structures seismic performance

evaluation • Mechanical and plumbing design, energy use modeling • Civil engineering design and documentation • Electrical engineering, technology and low voltage

systems

INTERIOR DESIGN

We provide a full range of interior design and space planning services. Our goal is to create inspiring, cost-effective interiors tailored to each client’s functional needs and aesthetic preferences.

• Program visioning • Educational specifications • Materials/fixtures technical standards • Furniture selection and installation• High-performance learning environments

LANDSCAPE ARCHITECTURE

Our landscape architects work in tandem with other designers and engineers. This integrated approach results in innovative landscape designs that are functional, environmentally sensitive and easy to maintain.

• Site and environmental analysis• Landscape and irrigation design• Outdoor gathering environments • Recreation planning and design • Post-construction maintenance analysis

MASTER PLANNING

Master planning services provide clients with a decision-making framework and actionable project road map. Our comprehensive plans cover local regulations, funding sources and legal, economic and political factors.

• Site surveys and facility needs assessments • Educational programming and philosophy • Cost and budget estimating• Land use planning • Funding source scenarios and scope prioritization

SUSTAINABLE DESIGN

LPA offers a broad scope of sustainable services, from pre-design planning and cost analysis to project documentation and specification. Our goal is to provide efficient, environmentally-friendly solutions that save money and perform better.

• LEED/CHPS sustainable assessments • Sustainable design standards• Agency program rebate • Life cycle cost analysis • Project commissioning

SIGNAGE/GRAPHICS SERVICES

We use signage and graphics to create memorable branded environments. Our signage and graphics services are coordinated with our other design departments to establish a seamless user experience.

• Project entry announcements • Site and building navigation • Space identification • ADA compliance • Coordinated architectural aesthetic

IN-HOUSE SERVICES

SECTION 3.6

FIRM INFORMATION

6

3.6 FIRM INFORMATION


Size of the Company: 430+ EmployeesOffice to Perform Services: San Jose, CaliforniaFirm Name: LPA, Inc.Address: 60 South Market Street, Suite 150 San Jose, California 95113Telephone/Fax: (408) 780-7200 / (408) 780-7201Type of Firm: Corporation / CaliforniaCA Registration#: 19972314Nature of Work Performed: Architecture, Interior Design, Landscape Architecture, Structural, Mechanical, Electrical, Plumbing and Civil Engineering, Technology Systems/Information Services, Sustainable Design, Signage/Graphics Services.Years in Business: 1965 / 53 YearsOwnership: 27 Principals / 27 ShareholdersSenior Officials: President: Dan Heinfeld, FAIA CEO: Wendy Rogers, FAIA COO: Jon Mills, AIA CFO: Charles Pruitt Secretary / Treasurer and Executive VP: Jim Kelly, AIA Director of School Planning: Jim Kisel, AIA

Licenses: Please see resumes in section 3.7.

INSURANCE COVERAGE

PROFESSIONAL LIABILITY

Insurer: XL Specialty Insurance Co.Exp. Date: 4/19Coverage: $1 million maximum per claim and

policy aggregatePolicy Number: DPR9913260

GENERAL LIABILITY

Insurer: Hartford Underwriters Ins. Co.Exp. Date: 4/19Coverage: $1 million per occurrence/$2 million

in aggregate

AUTO LIABILITY

Insurer: Hartford Underwriters Ins. Co.Exp. Date: 4/19Coverage: $1 million per occurrence

WORKER’S COMPENSATION

Insurer: Hartford Accident & IndemnityExp. Date: 4/19Coverage: As required by State with $1 million

limits

NUMBERS

6REGIONALOFFICES

430+CURRENT

EMPLOYEES

9MARKET

SEGMENTS

1965YEAR

FOUNDED

DALLAS

SAN ANTONIO

SAN DIEGO

IRVINE

SAN JOSE

SACRAMENTO

(Location where work will be done)

Educational facilities represent over 50 percent of LPA’s workload. With nine market sector teams and a specialty in public architecture, our work encompasses K-12 schools, higher education, corporate, developer, healthcare and civic establishments. Over 125 employees are exclusively focused on K-12 projects. This depth enables us to assign multiple teams, should it be required, to accelerate schedules, plan or document several projects simultaneously.

RELEVANT K-12 EXPERIENCE

Entering the California Public School K-12 market in 1994, LPA has developed over $4 billion in new construction and $3.5 billion in modernization projects for the State School Facility Program (SFP) and district local bond improvement programs. Through the execution of these projects, our team has developed specific expertise with regard to the implementation of collaborative processes for the programming, master planning, design and documentation of K-12 school facility new construction, modernization, reconstruction, seismic repair, energy efficiency, safety and security scopes of work.

Q.3.6.1. Provide a brief history of your firm, and, if a joint venture, of each participating firm. Identify legal form,

ownership, and senior officials of company(ies). Describe number of years in business and types of business conducted.

Provide information on the license(s) held, including the current status of those licenses, as well as proof of insurance.

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Q.3.6.2. Describe your philosophy and how you work

with District administration officials, including assistant

superintendents, facilities directors, teachers and site

principals, to develop architectural design responses to

unique challenges of educational program requirements.

It is important for the District to know that you are an integral part of the project design team from start to finish. This allows LPA to listen to your concerns which generate ideas and give form to your project goals. Our objective through the pre-design project scoping process is to define the criteria for future success. We will assist the Palo Alto USD in developing strategies and concepts to establish the educational program goals and their impact to the learning environment characteristics and function. This alignment of thinking allows the establishment of design and program vision solutions in collaboration with our clients that are creative and inspirational as well as in conformance with the District’s budget, schedule and quality goals.

COLLABORATION

LPA will use an interactive planning process to determine the Palo Alto USD requirements and design the various projects assigned to our team in conjunction with the District’s participants. Our team’s goal is to produce final

e3 Civic High School | San Diego USD

project solutions that are expressive of the District’s facilities program parameters and funding constraints. The consensus building process that LPA establishes ensures that each project will be specific for its situation and that the design team has not imposed any preconceived ideas.

Critical to the LPA approach is an inherent ability to establish a close working relationship or “a partnership,” with the District to develop the program parameters, building requirements and management strategies in a highly collaborative framework. LPA’s experience and history establishing team project delivery approaches and facilitating consensus building program/design committee “If You Could Dream” process meetings assures the Palo Alto USD of project solutions that will work.

COMMUNICATION

The LPA design and documentation process provides a consistent method of presenting project documentation to the target audience. Our objective is to reach out to participants and communicate information that is easily understood by each individual involved in the project, along with the state and/or local agency review staff and the school board representatives at each phase of the approval process.

In the spirit of collaboration, it is imperative that effective communication take place from the beginning of design to the day that the Palo Alto USD and the specific school sites occupy the completed facilities. LPA works with a team of dedicated architectural and consultant professionals whose desire and intent are in concert with our own. We devote blocks of time for regular meetings during the development process and at key-milestones both to check our compliance with the District’s goals and to review and coordinate all aspects of a project’s aesthetic and technical potential.

CONSISTENCY

LPA believes that good design is achieving the best design with the budgeted funds available. At LPA, we have mastered accomplishing good design by keeping cost and planning efficiency in mind with every decision. We balance each decision relative to our in-house, multi-disciplined services approach, to provide the Palo Alto USD with what we refer to as “Value Architecture.”

Q.3.6.3. Describe your experience developing projects

within a political environment including facilitation of

community involvement in the design process.

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STAKEHOLDER DRIVEN

The planning and design process create an opportunity to shape the future of the Palo Alto USD. Together we will identify and respond to the District’s and the Community’s unique characteristics, political environment, and values. With a design process that focuses on those values, together we will build consensus that provides a long-term “roadmap” for the District that will define the vision of where you want to be in the future.

EVERY DISTRICT IS UNIQUE

Key aspects of this process will be:

• Knowing each other and honoring everyone’s respective contributions to the process.

• A meaningful process based on local community and school site stakeholder input where solutions derive from participants as opposed to being imposed on the community.

• Defining a facilities approach that results in creation of effective Learning-based Centers of Education that may effectively raise student achievement and build long-term community support for education.

• Definition of characteristics for 21st century learning environments at the Palo Alto USD.

During initial phases of the process, LPA will collaboratively plan processes, scopes of work and team structures to allow us to get to know each other, learn about your vision for the District, share our experiences and relevant knowledge and establish an organized process that generates excitement in the community while building long-term support for Education in the Community.

The direction of a planning process is driven by the District’s stakeholders. To seek information, LPA will schedule and lead a series of School Site Facilities Committee (SFC) outreach meetings with the various committee individuals identified by the District. LPA prepares materials for each meeting, establishes agendas and schedules and records minutes at conclusion of each meeting. A comprehensive and inclusive outreach process could be organized as follows::

School Site Facilities Committee (SFC):

• Seeks broad input and provides information to key communicators about the progress, themes and direction to build understanding in the community for the opportunities, challenges and vision of the site.

• Meetings may occur regularly through the completion of the outreach process.

• Develops recommendations for future facilities vision with proposed locations of new construction and/or renovation at the existing school site.

• Committee comprised of site administrators, teachers, students, parents and maintenance staff.

District Staff:

• Helps to establish the appropriate process for planning at the school sites.

• Data research and information resource.• Maintains conformance with previously established

schedules and construction budgets.• Districtwide parity in educational program, technical

standards, energy efficiency and facilities quality goals between the various campuses.

Community Outreach Workshops/Town Hall Meetings:

• These consensus building workshops offer a meaningful input process for the community.

• Meetings are facilitated by trained LPA personnel experienced in the consensus building process.

• Activities to generate excitement. Participants should feel they are part of a process that will make a difference.

Online Staff Surveys:

• To increase staff participation to the entire school facility community, LPA can facilitate development of Online Survey Tools.

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• Groups surveyed could include parents, school site staff and teachers.

• Survey results are compiled by Survey Monkey and data displayed by graphical charts and Word formats.

Q.3.6.4. Discuss the firm's experience with value

engineering, life cycle cost analysis, and bid alternate

designation.

Q.3.6.5. Describe how you assist districts in meeting

established project budgets and in prioritizing project design

to meet budget.

Management of project costs starts with the project budget verification. The LPA and TBD design team accomplishes this analysis with emphasis on comparing costs of recent relative projects and then prioritizing scope to match the budgeted dollars available.

FIRM COST ESTIMATE BACKGROUND

As the educational program and facilities new construction and/or modernization scopes are finalized, estimates are developed on a comparative basis. Cost containment design alternatives and value engineering options include cost estimates as a major determinant in their evaluation and selection. Formal cost estimates will be performed by TBD as an independent outside cost estimating consultant. Their estimates follow at key milestones through the design development and construction document phases.

COST REDUCTION METHODOLOGY

The following is a listing of strategies by which the LPA team strives to control project costs in design and construction:

Project Scope Confirmation Phase: LPA will work with the District and project stakeholders prior to design to evaluate the scope, budget and schedule for every project we initiate. We will review capacities, assess infrastructure, evaluate specialty programs and define projects success to ensure the project scope is accurate and reflects the intent of the District. This phase will affirm the budgets and schedules for the project. We will define the goals of the project, make sure they are delineated and understood by all stakeholders, budgets are accurate and up to date, and the project schedule is clear prior to jumping into design of the project.

Value Engineering: To comply with the District’s budget goals, LPA and TBD prepare a listing of potential cost saving design/systems alternatives for evaluation by the client. Our team pays particular attention to the construction processes and project

detailing cost efficiency, in order to deliver the same design intent for a less total dollar cost to our clients.

Alternative Funding and Financing: The LPA team members are experienced in working with our clients and their financial consultants to identify alternative sources of funding. Some of these options could include leveraging the State School Facility Program to more fully take advantage of more complicated and lesser used programs, such as the Multi-Story Replacement Program to assisting a District’s financial consultant with the marketing of projects for the sale of Bond Anticipation Notes to financial institutions to fully leverage the currently competitive bid market pricing for construction.

Estimating Accuracy: Our cost estimator’s proactive approach to providing cost estimates assures the District and local community members that they are getting the most scope for their invested dollar. Accurate pricing based upon local market analysis and an understanding of the national economy combine for a proven process that is timeless and delivers the objectives set by client.

Bid results (measured against average bid) are typically within 5 percent, plus or minus, of the latest estimate. The estimates reflect probable construction costs obtainable in a competitive and stable bidding market. Estimates are based on a minimum of four competitive bids from qualified general contractors, with bids from a minimum of three subcontractors per trade. They reflect a “fair-market value” for the construction of a project and are not intended to be a prediction of low bid. Experience indicates that a fewer number of bidders may result in a higher bid amount and, conversely, more bidders may result in a lower amount.

Willingness to Commit to the Estimate: Our team has built its reputation on providing accurate estimates. Our purpose is to help clients effectively control scope, schedule, budget and quality. Every service we provide aligns with these objectives to ensure the delivery of a successful project. More than 80 percent of our work is repeat business. We take pride in this track-record and are confident in our final work products.

Experience of Estimator: TBD has estimated over 75 percent of LPA’s educational projects and maintains a database of California historical school construction costs.

List of Reference Materials:

• California Dept. of Transportation, Division of Construction Labor Surcharge and Equipment Rental Rates.

• Green Building Project Planning and Estimating.

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Albany High School | Albany USD Montgomery Middle School | Sweetwater Union HSD

• Jelen’s Cost and Optimization Engineering.• Mechanical Contractors of America Labor

Estimating Manual.• National Electrical Contractors of American Manual of

Labor Units.• RS Means Building Construction Cost Data 2011.• Saylor Publications – Current Construction Costs 2011.• Wended Mechanical Estimating Manual.• Whitestone Research – Facility Maintenance and

Repair Cost Reference.

Q.3.6.6. Discuss the firm's/team's ability to meet

design schedules for comparable projects, your schedule

management procedures, and how the firm has successfully

handled potential DSA approval delays both for the

contract documents and for field changes.

In order to deliver our services in a comprehensive and thorough manner within the design schedule specified by the client, our internal management structure is organized so that budget and schedules are monitored on a regular basis. The following is a description of LPA’s schedule, timely completion record, history and approach to achieving successful delivery of our K-12 school facility projects on both regular and aggressive schedules. The LPA management procedures, tools and depth of resources utilized allow the District to move into construction as early as possible.

SCHEDULE / TIMELINE HISTORY

LPA’s experience with project schedules is shaped by over 24 years of working with the California public school funding programs, 75 school district clients, the construction of 350

school projects and our proficiency in the incorporation of the local agency criteria. Our ability to complete a project on time begins with this acquired knowledge over the years and a commitment to your goals. In addition, LPA has the advantage of over 430 employees to draw from to accelerate specific projects to meet critical schedule deadlines.

MANAGEMENT PROCEDURES

LPA’s schedule management tools are put into place at project inception. The first step in the process is to develop a clear understanding, together with the District, of the anticipated project completion goals. Once established, the LPA team prepares a detailed project schedule that is inclusive of all critical milestone completion and funding submittal dates. The project manager then monitors the schedule and produces project status reports. To ensure that our projects are adequately staffed, project managers meet with principals-in-charge on a regular basis to review manpower planning requirements. LPA’s internal staffing efforts goal is to accurately forecast specific project needs six months into the future.

ACCELERATION CAPABILITIES

LPA has the capability to produce the Palo Alto USD’s projects on a compressed schedule to meet target school completion dates. All individuals specified in this proposal have been selected based upon their current availability and experience. The managing project director acts as the team coordinator and is supported by CAD/BIM drafts persons, project designers and our in-house engineers.

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The success of any project depends on many factors including: establishing and maintaining the project budget and schedule parameters. Achieving these goals requires strong leadership and management.

MEETING SCHEDULE COMPLETION DEADLINES EXAMPLES

San Marcos High School Reconstruction, San Marcos USD

• Superintendent’s bond program promise• 3.5 years design to occupancy

South Tahoe High School Student Union, Lake Tahoe USD

• Joint-use funding deadline• 2.5 years design to occupancy

Four Schools Two-Story CR Expansions, Santa Ana USD

• Critically overcrowded schools funding deadline• 2.5 months from design through DSA approval

Soledad Unified School District

• Main Street Middle School • Complete set for DSA submittal Prepared in nine

Months, including incremental submittal for site and buildings

LPA’s history of over 24 years in the public school arena demonstrates that our team has the expertise to design schools in compliance with state program standards. By intimately knowing the requirements we creatively interpret their specifications to achieve unique solutions that address current issues such as cost containment.

LPA ENTITLEMENTS PROFESSIONALS

As part of our commitment to an integrated approach, and in recognition of the importance of our relationship with governing authorities, LPA uses an in-house team of entitlements specialists to facilitate a more orderly local and State agency approval process for all K-12 projects. This effort is led by a person on staff whose sole task is to work and interact with the required state and local regulatory agencies. Teresa McLean fulfills this role. This approach frees the Project Director to focus exclusively on project documentation, consultant team member coordination, and the implementation of LPA’s quality control procedures. Teresa McLean and her staff have established a familiar working relationship with the various individuals responsible for plan check and approval at the relevant agencies.

APPROACH TO DSA

Through the execution of over 350 school facilities projects, LPA’s K-12 team members have developed extensive experience in the management of project approvals through the Department of the State Architect (DSA). Our staff is familiar with the management at each of DSA’s offices and frequently have been able to utilize our professional relationships to expedite project reviews. We approach DSA as a partner in the design process and work to collaborate with them at the earliest project design stages to make them aware of our client’s schedule goals.

DSA FINAL CERTIFICATION

LPA’s philosophy is that closeout begins at commencement of construction. There is a significant amount of paperwork which effect closeout in a timely manner. LPA’s entitlements staff outlines DSA expectations for process and documentation as part of our pre-construction conference. This effort sets standards for effective processing of preliminary/final change orders, verified reports and other required documentation. LPA is currently processing projects using DSA’s box and inspection card procedures and have developed an effective process to obtain timely certification upon completion of construction.

DSA INSPECTOR CARD PROCESS AND CLOSE-OUT

Certification starts when construction begins. This is DSA’s motto, as well as LPA’s. A designated LPA team member monitors all LPA projects within DSA Box and the architects and engineers of record are automatically notified when items are uploaded. LPA reviews the project inspector’s semi-monthly reports to help identify any deviations or DSA field trip note comments that require a response, then monitors each DSA Inspection Card (DSA 152) to upload timely DSA 6AE interim verified reports. LPA also coordinates with the geotechnical engineer of record to monitor their timely submittal of DSA 291 and 293 interim verified reports. We know how to use DSA Box to help monitor non-conforming testing and inspection reports to provide timely resolutions.

PROJECT CLOSE-OUT PROCEDURES

It is LPA’s philosophy that project close-out efforts begin at the commencement of construction. LPA’s entitlements staff is experienced at the new DSA inspection card close-out procedures. They outline the DSA expectations for process, procedures and documentation as part of our Preconstruction Conference with the entire team. This effort sets the standard for efficient and effective processing of Preliminary Change Orders, Final Change Orders, Verified Reports and other required documentation. Focus and follow-through on

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these items during construction streamlines the close-out effort and reduces the time necessary to obtain final DSA certification. The review and delivery of Record Drawings, Warranties, Maintenance Manuals, Final Certificates For Payment and other standard documentation are also coordinated by LPA.

Q.3.6.7. Discuss how your firm has incorporated the use

of energy savings in design and your experience with

sustainable design and LEED in the context of similar

facilities.

LPA staff includes a multidisciplinary team of green design experts (architects, planners, engineers, interior designers and landscape architects). LPA has experience with CHPS, EPA EnergyStar, various utility incentive programs and an array of other sustainable design programs and guidelines. We approach every project as a unique opportunity to explore sustainable design and develop the most appropriate solutions, regardless of any specific certification programs that our clients may pursue.

Our team has specific experience in water-efficient landscapes, stormwater management strategies, water conservation, energy-efficient/energy-savings building systems, renewable energy systems, durable and healthy materials, superior indoor environments and other green building strategies. We look for design synergies that help optimize the sustainability, efficiency and cost-effectiveness of our projects.

SUSTAINABLE MAINTENANCE AND DURABILITY

Our experience demonstrates that sustainable design creates value for a project, but does not have to be an added cost and yields much lower life cycle costs. A well-designed building is an efficient building, both economically and environmentally. A sustainable project maximizes the potential of the site, climate, materials and systems. A green

building supports the health and well-being of building users, visitors and the greater community.

Collaboration and communication are the foundation of LPA’s green design process. Our team members, client and builders work together from the beginning of the design process to establish goals, explore alternatives and develop the best solutions. We investigate the entire project, inclusive of the site, exterior, interior, systems, project schedule and project budget as a whole before planning or designing any single design solution.

SUSTAINABLE SITE DESIGN

We recognize that every building and project we design exists in a specific location with unique gifts, constraints and opportunities. We work to understand the climate and context of each site, working in harmony with each other and the surrounding community.

ENERGY AND WATER SYSTEMS

Designing projects that use energy and water resources efficiently while minimizing long-term maintenance and operating costs requires a holistic approach to reducing energy and water loads, then applying appropriate systems and technology to the site. Our integrated multidisciplinary team explores building orientation, site and massing options.

MATERIALS AND INDOOR ENVIRONMENTS

LPA specifies materials that are low-emitting and easy to clean, supporting the long-term health and welfare of occupants. The ventilation and lighting systems of our projects focuses on visual comfort, thermal comfort and indoor air quality in addition to energy efficiency.

SUSTAINABLE SERVICES AND TOOLS

SUSTAINABLE ASSESSMENT

Using CHPS or the LEED rating system and LPA’s internal software programs, LPA can assess sustainable design options early in the process with accurate cost data.

CHPS/LEED CONSULTING

LPA provides all of the required services for CHPS/LEED submittals to CHPS/USGBC for certification, so there’s no need to engage an additional outside consultant.

AGENCY PROGRAMS / REBATES ASSESSMENTS

There are numerous incentive/grant programs related to energy efficiency and sustainability metrics that may help fund projects. LPA has helped our clients acquire over $4 million in additional funding.

LPA Completed:

67 LEED certified projects

10 CHPS certified projects

Currently in Progress:

65 LEED projects

6 CHPS projects

13



RELEVANT PROJECT EXPERIENCE

Q.3.6.8. Identify all K-12 projects performed by your

firm(s) in the past three (3) years, limiting your response to

no more than twenty (20) most recent projects.

Founded in 1965, LPA has been in business for over 50 years. The firm entered the Educational Marketplace in 1989 with the award of the University Montessori School on the campus of the University of California, Irvine. Subsequent and significant early K-12 projects awarded to LPA include the Mendez Intermediate School for the Santa Ana USD in 1994 (Senator Leroy F. Greene “Spacesaver” School) and the Paramount Park K-8 School for the Paramount USD in 1995 (SAB Design-Build Pilot Project).

LPA’s interaction with the State’s School Facility Program (SFP) began in 1994 with the assignment of the Mendez Intermediate School. As a “Total Service Schools Architect,” the firm’s depth of knowledge and experience includes the development of District facilities master plans, community outreach processes, educational programming, site conceptual studies and test fits, project design, documentation, state/local entitlement and agency review/approvals, contract administration and post occupancy evaluation services.

LPA 5-YEAR K-12 HISTORY - SAN JOSE STUDIO

The following is a listing of all of LPA's K-12 experience for the last three years. Following this list are seven feature project photographic profiles containing the information requested in the Palo Alto USD RFQ for Architectural services.

ALBANY UNIFIED SCHOOL DISTRICT

Contact: Don Albright, Facilities SupervisorPhone: 510.558.3986Project Cost: $10 million CompletedAlbany High School Aquatic Center

BURLINGAME SCHOOL DISTRICT

Contact: Tim Ryan, Director of FacilitiesPhone: 650.259.3913Project Cost: N/AFacilities Master Plan

EAST SIDE UNION HIGH SCHOOL DISTRICT

Contact: Mike Van Pelt, Construction Manager

Phone: 707.438.3790 Project Cost: $6.2 million Completed $8.9 million In Progress

Eastvale STEM Academy | Corona-Norco USD

LPA has programmed,

designed and/or

completed $4 billion in

new construction and $3.5

billion in modernization

projects for public school

districts over the last 24

years.

14

Oak Grove High School Student Center Quad RenovationPiedmont Hills High School Science and Life Skills ComplexPiedmont High School Baseball Stadium

FREMONT UNIFIED SCHOOL DISTRICT

Contact: John Chwastyk, Director of Facilities & MOT

Phone: 510.659.2559 x12445Project Cost: $45 million In ProgressLong Range District Facilities Master PlanCenterville MS Reconstruction

GILROY UNIFIED SCHOOL DISTRICT

Contact: James D. Bombaci, Dir. of Facilities Planning

Phone: 408.842.5317Project Cost: $16 million CompletedNeeds Assessment and Master PlanGilroy HS New Two-Story Classroom Building

PALO ALTO UNIFIED SCHOOL DISTRICT

Contact: Joe Flatley, Director of Facilities and Modernization

Phone: 408.635.2600 ext. 6121Project Cost: N/APalo Alto High School Master Plan

MORGAN HILL UNIFIED SCHOOL DISTRICT

Contact: Casino Fajardo, Dir. of Construction & Modernization

Phone: 408.201.6088Project Cost: N/AFacilities Master Plan & Educational SpecificationsSobrato HS CTE Pathways

SAN LORENZO UNIFIED SCHOOL DISTRICT

Contact: Fred Brill, SuperintendentPhone: 510.317.4690Projects Cost: N/AFacilities Master Plan

SANTA CLARA UNIFIED SCHOOL DISTRICT

Contact: Larry Adams, Director School Bond Projects

Phone: 408.423.2001Project Cost: $400 million In ProgressAgnews Elementary, Middle and High Schools New Campus

SEQUOIA UNION HIGH SCHOOL DISTRICT

Contact: Matthew Zito, Chief Facilities Officer

Phone: 415.596.6190Project Cost: $57.5 million In ProgressMenlo-Atherton High School Phase One Classroom Building

Menlo-Atherton High School Phase Two STEM Lab BuildingMenlo-Atherton High School Interim HousingMenlo-Atherton High School Field ReplacementSequoia High School Field ReplacementTIDE Small High School Academy

SOLEDAD UNIFIED SCHOOL DISTRICT

Contact: Jorge Guzman, SuperintendentPhone: 831.678.3987Project Cost: $33.5 millionMain Street Middle School Reconstruction

TAMALPAIS UNION HIGH SCHOOL DISTRICT

Contact: Lars Christensen, Assistant Superintendent

Phone: 415.945.1030Project Cost: N/AFacilities Master Plan

LPA 5-YEAR K-12 HISTORY - ALL

ANAHEIM CITY SCHOOL DISTRICT

Contact: Isela Vasquez, Director Facilities & Planning

Phone: 714.517.7549, x4300Project Cost: $40 Million In ProgressSunkist Elementary School Reconstruction

ARCADIA UNIFIED SCHOOL DISTRICT

Contact: David Vannasdall, SuperintendentPhone: 626.821.8300Project Cost: $225 million Completed District Facilities Master PlanNew District Office and Education CenterArcadia High School Modernization and Expansion, New Performing Arts, Student Service, Science and StadiumBaldwin Stocker ES Modernization and New LibraryCamino Grove ES Modernization and Admin. ExpansionDana MS Modernization and Joint-use GymnasiumFirst Avenue Middle School Modernization and ExpansionFoothills Middle School ModernizationHolly Avenue ES Modernization and ExpansionHighland Oaks ES Modernization and ExpansionHugo Reid Elementary School Modernization and ExpansionLongley Way ES Modernization and Expansion

BREA-OLINDA UNIFIED SCHOOL DISTRICT

Contact: Jean Aldrete, Assistant Superintendent, Business

Phone: 714.990.7827Project Cost: $30.2 million Completed $4.7 million In ProgressOlinda Elementary School and New MPR

15



South Tahoe High School | Lake Tahoe USD Monarch School The Launch Pointe | San Diego, CA

CORONA-NORCO UNIFIED SCHOOL DISTRICT

Contact: Dr. Kim Lawe, Eastvale STEM Academy Director

Phone: 951.738.2100Project Cost: $42.5 million In ProgressEastvale STEM Academy

DESERT SANDS UNIFIED SCHOOL DISTRICT

Contact: Patrick Cisneros, Director of Facilities Services

Phone: 760.771.8516Project Cost: $23.5 million Completed $6 million In Progress Richard R Oliphant Elementary School (School No. 7) Madison Elementary School

DIXON UNIFIED SCHOOL DISTRICT

Contact: John Calise, Director of Facilities, Operations and Capital Projects

Phone: 707.693.6300 x 8059Project Cost: $13 million In ProgressDixon HS Modernization

DOWNEY UNIFIED SCHOOL DISTRICT

Contact: Nancy Nien, Former Asst. Supt. of Business Services

Phone: 562.469.6500Project Cost: $55 million In ProgressFacilities Master PlanGriffiths MS Modernization, New CR Bldg., Library and GymNew River ES ExpansionPrice ES ModernizationStauffer MS Modernization and New Library and Gym

IRVINE UNIFIED SCHOOL DISTRICT

Contact: Kelvin Okino, Executive Director, Facilities Planning & Construction

Phone: 949.936.5305Project Cost: $82.3 million CompletedFacilities Master Plan and Investment Grade Energy Audits Eastwood Elementary SchoolBonita Canyon Elementary School ModernizationNorthwood High School Aquatic CenterSierra Vista Middle School ModernizationStone Creek Elementary School Modernization Northwood High School Stadium

LAKE TAHOE UNIFIED SCHOOL DISTRICT

Contact: Dr. James Tarwater, Superintendent

Phone: 530.541.2850Project Cost: $85 million CompletedDistrict Facilities Master Plan Bijou Elementary School New ORG Classroom BuildingSouth Tahoe High School New Transportation/Construction “Green” Academy, ORG Classroom, Tahoe Arts and Design Academy, Sports Medicine Academy, Student Union BuildingsSouth Tahoe Middle School ORG Classroom BuildingSouth Tahoe High School Stadium Improvements

LODI UNIFIED SCHOOL DISTRICT

Client Contact: Warren Sun, Senior Director of Operations

Phone: 209.331.7000Project Cost: $19 million In ProgressComprehensive Facilities Master PlanTokay HS New Classroom Building and Gym

16

LONG BEACH UNIFIED SCHOOL DISTRICT

Contact: Les Leahy, Business Services Administrator

Phone: 562.997.7570Project Cost: $97 million Completed $39.7 million In ProgressDistrict Facilities Master Plan Architect Educational Program StandardsBancroft Middle School Gym Seismic Modernization Ernest S. McBride, Sr. High School (CTE Facility)Hamilton Middle School Gym Seismic ModernizationHill Middle School Gym Seismic ModernizationHoover Middle School Gym Seismic ModernizationPoly High School Auditorium Renovation / Seismic UpgradesWilson HS Auditorium Renovation / Seismic Upgrades

LOS ANGELES UNIFIED SCHOOL DISTRICT

Contact: Julia Hawkinson, Sr. Project Development Manager

Phone: 213.241.7508Project Cost: $78 million Completed $445 million In ProgressFremont High School TransformationHamilton High School Comprehensive ModernizationRoosevelt High School Comprehensive ModernizationSan Pedro High School Comprehensive Modernization

NEWPORT-MESA UNIFIED SCHOOL DISTRICT

Contact: Ara Zareczny, Director Facilities Development,

Phone: 714.424.7522Project Cost: $81.7 million Completed $25 million In ProgressCorona del Mar High School Modernization, Athletic Complex, Theater/Performing Arts CenterNewport Harbor High School Modernization, Robins Hall New Classroom, Administration and Performing Arts Center Davidson Field Reconstruction

ORANGE UNIFIED SCHOOL DISTRICT

Contact: Michael Christensen, Superintendent

Phone: 714.628.4487 Project Cost: $29 million In ProgressVilla Park High School Master Plan Facilities ImprovementVilla Park High School Science/STEM Complex

RIVERSIDE UNIFIED SCHOOL DISTRICT

Contact: Kevin Hauser, Assistant Director, Facility Projects

Phone: 951.788.7496

Project Cost: $29.3 million Completed $11 million In ProgressCentral Middle School MPR BuildingDistrictwide Seismic Risk AnalysisRamona High School Theater Renovation

SAN DIEGO UNIFIED SCHOOL DISTRICT

Client Contact: Lee Dulgeroff Director, Project Management

DepartmentPhone: 858.637.3516 Project Cost: $28 million Completed $50 million In ProgressDistrict CHPS and Landscape Specification StandardsCrawford High School Stadium K-2 Building Modifications 12 Sites Mann Middle School Reconstruction

SAN MARCOS UNIFIED SCHOOL DISTRICT

Contact: Jim Poltl, Executive Director, M&OPhone: 760.290.2677 Project Cost: $135 million CompletedDistrictwide Modernization Needs Assessment San Marcos High School Master PlanSan Marcos High School ReconstructionSan Marcos High School Interim Housing

SAN MARINO UNIFIED SCHOOL DISTRICT

Contact: Julie BoucherPhone: 626.299.7000 x1390Project Cost: $10.5 million In Progress Huntington Middle School New Gym and Athletic Complex

TEMPLE CITY UNIFIED SCHOOL DISTRICT

Contact: Marianne Sarrail, Chief Business Official

Phone: 626.548.5120Project Cost: $39.9 million In ProgressFacilities Needs Assessment and Implementation PlanLongden Elementary School ModernizationTemple City High School New Classroom Building, Pool and Athletic Field Improvements

WESTMINSTER SCHOOL DISTRICT

Contact: Brian Johnson, Facilities DirectorPhone: 714.894.1121Project Cost: $65 million CompletedMeasure ‘O’ Facilities Priority PlanJohnson MS Modernization, New Gym and Exploration Bldg.Stacey MS Modernization, New Gym and Exploration Bldg.Warner MS Modernization, New Gym and Exploration Bldg.

17



PROJECT DATA

3.6.8.1. PROJECT AND DISTRICT

Agnews Elementary, Middle and High School Campus, Santa Clara Unified School District

3.6.8.2. SCOPE, SQUARE FOOTAGE,

DESCRIPTION

Architecture, Engineering, Interior Design, Landscape Architecture, Master Planning. Elementary School is 56,710 square feet; Middle School is 103,614 square feet; High School is 192,230 square feet.

3.6.8.3. DISTRICT CONTACT

Larry Adams, Director School Bond [email protected]

3.6.8.4. CONTRACTOR CONTACT

Cheryl Johnson, Dir. of Preconstruction, [email protected]

3.6.8.5. FIRM CONTACT

Dave Eaves, Managing Director [email protected] 949.701.4029

3.6.8.6. DOLLAR VALUE

$400,000,000

3.6.8.7. ORIGINAL BUDGET / FINAL

COST

$400,000,000 / TBD (DSA Phase)

3.6.8.8 RFIS AND CHANGE ORDERS

TBD/TBD

3.6.8.9. COST OF CHANGE ORDERS (%)

Start construction March 2019

3.6.8.10. LITIGATION

N/A

The Agnews Campus is a new comprehensive public school for Santa Clara Unified School District, serving students from Pre-K to 12th grade. The unique nature of the combined campus, along with the rich history of the site, inspires a culture of stewardship for campus users. The adjacency of the elementary school, middle school and high school allows for a shared use of facilities and connects students to encourage mentorship. Located at the former site of the Agnews Developmental Center, this new campus will be a major civic presence and serve a rapidly expanding region of Silicon Valley. Each school features a central quad and collaborative learning spaces designed to support the educational and social needs of students at every age. Exterior learning and play spaces blend and act as an extension of the interior learning environment. The overall design creates transformative, flexible and relevant indoor learning environments for next-generation students, while maintaining the quality of the site as a sustainable, mindful community asset.

Agnews Campus ES/MS/HSSAN JOSE, CALIFORNIA

18

The 21,934 square foot Hugo Reid Primary School Modernization and Expansion is an example of a high-impact campus transformation on a modest budget. Originally built in the early 1950s, this small neighborhood school was growing outdated and needed enhancements for 21st century learners. Inspired by the original mid-century modern architecture of the campus, the modernization includes upgrades to classrooms, fresh interior finishes and the implementation of the district’s progressive technology standards.

Unifying the campus, the new Student Services building includes a library/media center, collaboration rooms and support spaces for students and staff. Inspired by the tree-laden site and supported by “steel trees”, the roof crescendos at the library with an overhang. The roof brings natural daylight into the building while extending the library outdoors to include a reading terrace. The campus is transformed into a community beacon, a positive reminder of the power of community support and collaboration.

Hugo Reid Elementary School Modernization and ExpansionARCADIA, CALIFORNIA

PROJECT DATA


Hugo Reid Elementary School Modernization and Expansion, Arcadia Unified School District


DESCRIPTION

Architecture, Engineering, Interior Design, Landscape Architecture, Master Planning (see project description for square footage and description)


David Vannasdall, Superintendent626.821.8300


Sarah Carr, McCarthy [email protected]


Jim Kisel, Director of School Planning [email protected] 949.701.4150


$5,144,259


COST

$5M / $5.1M


75 / $439,000


8.6%


N/A

19



The design concept is a direct response to the site, client, community, climatic and programmatic needs. The original compound of the newly restored Nuestra Senora de la Soledad Mission was used as a source of inspiration to develop an effective planning strategy for the site. As with the original Mission plan, the buildings were arranged around a central quadrangle, protecting the school from the prevailing northwest winds and fostering the extension of social and educational activities to the outdoors. The architectural character of the 92,150 square foot school will incorporate durable and cost-effective materials (concrete masonry walls) combined with the tactile qualities and visual warmth of wood accents on free-standing structures, window details, roofs and canopies. Color, form, scale, proportion and texture in materials will be used to create a balance between past and future, establishing a link to the existing high school and vernacular historical architecture while expressing the purpose of the 21st century learning environments it contains.

Main Street Middle SchoolSOLEDAD, CALIFORNIA

PROJECT DATA


Main Street Middle School, Soledad Unified School District


DESCRIPTION



Jorge Guzman, [email protected]


Aaron Dilbeck, VP, Dilbeck & [email protected]


Walter Estay, Managing Director [email protected] 408.780.7225


$53,847,825


COST

$53,847,825 / TBD (Construction Phase)


20 / Under Construction


TBD


N/A

20

PROJECT DATA

In response to the 2014 long-range facilities master plan prepared by LPA for the Fremont School District, conversion of the Centerville Junior High School to Centerville Middle School was necessary to address substantial growth anticipated within the District. Located in one of the most diverse communities in America, the design of the school will place emphasis on sustainability and resilience as a uniting theme. The scope of work includes 102,000 square feet of a new two-story science, classroom, administration and library building that will create a new front door for the campus. A comprehensive modernization of existing classroom buildings will bring them up to next generation standards, with new outdoor learning spaces. Sitework upgrades will address expanding, insufficient and poorly oriented site parking and drop-off areas. The transformation will accommodate nearly double the current school population.


Centerville Middle School, Fremont Unified School District


DESCRIPTION



John Chwastyk, Director of [email protected] x. 12445


TBD




TBD


COST

TBD


TBD


TBD


N/A

Centerville Middle SchoolFREMONT, CALIFORNIA

21



Menlo-Atherton High School 'G' Wing Academic BuildingATHERTON, CALIFORNIA

The 47,000 square foot, three-phase transformation of Menlo-Atherton High School will allow the school to grow from 2,500 to 3,000 students. Projects include the modernization of existing facilities, the expansion of Student Services and new Academic and STEM Buildings. Designed to preserve existing Valley Oak trees, the campus design embraces a visual connection with nature and facilitates the district’s educational vision.

The STEM Academic Building incorporates teachable moments, connecting STEM to nature and its surroundings. The building houses Physics and Environmental Science Labs and flexible Career Technical Education (CTE) labs, with an operable wall that opens for learning to flow outdoors. In the Academic Classroom Building, classrooms feature shared ‘think tanks’ for collaboration, integrated technology and full height writing surfaces. The building defines a courtyard for students to use both educationally and socially, while maintaining visual connections to athletic courts and fields.

22

PROJECT DATA


Menlo-Atherton High School 'G' Wing Academic Building, Sequoia Union High School District


DESCRIPTION



Matthew Zito, Chief Facilities [email protected]


Randy Strawn, Owner, Strawn [email protected]


Don Pender, Principal [email protected] 949.701.4086


$20,396,378


COST

$21M / $21.3M


296 / $1,038,841


4.8%


N/A

23



Desert Sands Unified School District members voted unanimously to build a new, innovative 58,000 square foot elementary school. Through the use of simple forms and materials—plaster, corrugated metal and perforated metal—this project creates 58,000 square feet of beautiful, supportive learning spaces. Inspired by its natural desert environment, the dark red buildings are animated with accents of color, serving as an organizing and wayfinding element. An entry canopy welcomes visitors and is a support structure for solar panels that will be used as a teaching tool.

Three villages organized around a central courtyard provide security for the campus and protection from the wind. In an environment where wind is a major obstacle for exterior activities, the design team created a protected exterior oasis for kinder play and provided outdoor collaborative learning spaces. Bioretention planters were designed throughout the site for stormwater runoff treatment.

Richard R. Oliphant Elementary SchoolINDIO, CALIFORNIA

24

PROJECT DATA


Richard R. Oliphant Elementary School, Desert Sands Unified School District


DESCRIPTION



Patrick Cisneros, Director of Facilities Services760.771.8516


Rick Fochtman, Bernards909.941.5225


Don Pender, Principal [email protected] 949.701.4086


$25.7M


COST

$25.7M /TBD


345 / TBD


TBD


N/A

25



Eastvale STEM Academy at Roosevelt High SchoolEASTVALE, CALIFORNIA

Eastvale STEM Academy, an addition to Eleanor Roosevelt High School, will provide new classrooms that support specialized learning for Career Technical Education (CTE) programs in health-medical and engineering. Spaces are designed to promote student ownership, support multiple teaching modalities and allow for adaptability and evolution. This 107,000 square foot “school within a school” creates a strong sense of identity for the specialized campus, balanced with fostering inclusivity for all students to feel welcome.

At Eastvale STEM Academy, learning happens everywhere. With connections between interior and exterior spaces, students flow directly from their flexible classroom to exterior learning spaces, equipped with writable wall surfaces, work tables and open space to allow for experiments and lab work. Think tanks will be dispersed across the campus to offer collaborative learning opportunities on smaller scales. The campus quad will house an open-air amphitheater near the student union for large gatherings and presentations.

26

PROJECT DATA


Eastvale STEM Academy at Roosevelt High School, Corona-Norco Unified School District


DESCRIPTION

Architecture, Engineering, Interior Design, Landscape Architecture (see project description for square footage and description)


Dr. Kim Lawe, [email protected]


Neff ConstructionRonald Kuehl, Chief Operations Officer909.947.3768


Dave Eaves, Managing Director [email protected] 949.701.4029


$48,053,759


COST

$46.9M / $48,053,759


538 RFI’s to date / 7 change orders to date


TBD


N/A

27



The new Science and Life Skills Complex was designed as a complementary response to the character of the existing Piedmont Hills High School campus. The complex creates a new landmark for the campus drawing students from the main parking through the sloped site and into the heart of the campus. It also serves as both a connection and a new gathering space where students can embrace outdoor learning. Taking advantage of the steeply sloped site, the three main buildings sink into the terraced setting creating an interior courtyard that draws the students from the classrooms and labs to a more flexible environment for diverse learning alternatives.

Orientation and building form drive the sustainable strategies of the new complex. The building placement to the courtyard protects it from harsh winds and/or direct sunlight while allowing northern light to flood the interior spaces. Rainwater is collected and funneled from the sloped roofs of each building onto strategically placed native landscaping creating a natural cycle.

Piedmont Hills High School Science and Life Skills ComplexSAN JOSE, CALIFORNIA

PROJECT DATA


Piedmont Hills High School Science and Life Skills Complex, East Side Union High School District


DESCRIPTION

Architecture, Engineering, Interior Design, Landscape Architecture, Master Planning; 8,374 & 7,368 square feet (see project description for description)


Julio Lucas, Director of Construction, Maintenance & Facilitieslucasj.esuhsd.org408.347.5102


Mike Van Pelt, Van Pelt Construction [email protected]




$11,055,000


COST

$11,055,000 / TBD (Construction Phase)


N/A


N/A


N/A

Documents

PALO ALTO UNIFIED SCHOOL DISTRICT › ca › pausd › Board.nsf › files › ...collaborate and ideate within your vision to help make early best-value decisions on all aspects of