Capital Project Planning

Leading & Empowering Educational Organizations to Design Programs & Age-Appropriate Learning Environments for Students!

Need for Planning Activities

The TFPG can specify for clients many of the possible organizational highpoints, pitfalls, and phases that accompany educational facilities planning activities. When discussing the activities outlined on this page, we make the assumption that a decision has been made to plan by people with the responsibility and budget to plan. It is at this point that we recommend focused planning.

The most likely occurrence to activate the need for any new school building is increased student population. It is unlikely that a capital project happens overnight, unless there is a fire or natural disaster. Long-range planning is usually an ongoing process in larger school systems and more periodic in smaller school systems. Regardless of school or system size, educational facilities planning entails regularly scheduled feasibility studies of the school environments. TFPG is ready to help with this critical activity. Please contact us for a time and cost estimate!

Given major beginning activities, the TFPG is especially equipped to work with schools in getting to the "final design for construction" stage (Stages A - H). We will work with an architect on the above activities; but the most cost effective way to build the school facility is to work with TFPG, first, in defining the needed educational functions and developing a sound concept design to eliminate duplication of effort and overlapping costs. Hiring an architect to work on FORM is the most logical next step, since Form follows Function. Contact us at: 706-614-1338 or eMail us a request.

TFPG
2351 College Station Road
Suite 407
Athens, GA 30605

TFPG's Beginning Steps in Planning and Programming for a Capital Project

The Beginning Activities for Planning a Capital Project Planning takes place in the context of state and local policy constraints, and the stages may overlap from one project to another as well as among school systems. The most frequently followed activities or milestones (not necessarily listed chronologically) in planning a capital project in the United States are outlined below:

A- Begin the Planning Process. This initial activity has been labeled "pre-design and planning." Set aside at least 1% of the anticipated planning, architectural, and construction costs. Attaching money to the process, early on, will minimize the useless activity of "planning for the sake of planning." Here are three questions we ask: Has the organization established a budget for planning? Have you determined an approximate date to move into the new facility? Have you hired an architect? The correct answers to these three questions, as we understand planning an programming, are Yes, Yes, No. This logic follows the time honored idea that educational functions are to be established by educational planners. Once functions are determined, then an architect may be employed to deal with form; but only after educators, stakeholders and educational planners have identified the functions.

Example of TFPG's overview process for planning

B- Forecast Student Enrollment. Forecast the school district's student population for 10 to 50 years to determine trends. This is a vital activity. Learn More »

Example of TFPG's process for forecasting

C- Determine Educational Feasibility.What are our educational program needs now and especially into the future?

D- Establish Feasibility to Determine Space Needs. Compare current school facility needs with expected needs.

E- Prioritize Needs.

F- Adopt Findings of the Needs Assessment (B, C, D, E above).

G- Choose to Build a New School or Renovate Existing Structures. Determining the basis for renovating a school instead of building a new one is a special job where the TFPG can provide assistance.

H- Undergo a planning and concept design process with stakeholders, emphasizing "green schools" (see Strategic Planning).

I- Hire an Architect and convert the concept design into working schematic drawings (Translate Functions into Forms). TFPG recommends that architects have very minimal involvement in planning until the concept and program data collection and analysis are completed. This will ensure that THE SCHOOL'S FUNCTION is defined clearly - We all agree that form follows function. Professional Educators and Educational Planners should define and explain the educational functions without worrying about any physical constraints, then architects and professional cost estimators can proceed to finalize the project cost. TFPG includes organic (GREEN) concept design in steps A - H above.

J- Develop Capital Budget Estimates. A project cost estimate from a professional estimating service is vital in today's market and economy. The TFPG employs professional cost estimators who hold LEED certification. Now it is time to ask for bids.

K- Acquire Financing for the Project.