Viability Review:

Terms of Reference – Design Phase

Approved by the Central Accommodation Team (CAT): April 6th, 2017

Project Name: Master Plan

School Name: Elkhorn PS

Project Number: VR141

LOI: 387

Learning Centre: 4

Principal: Holly Richards

Superintendent of Education: Linda Curtis

Consultation Summary

January 27th, 2017: Viability Review Onsite Consultation with the school.

Attendees: Holly Richards - Principal; Tracey Moore - Head Caretaker; Lloyd Skinner – FTL; Richard Christie – Senior Manager of Sustainability; Kristen Evers – Green Projects Team Leader; Jacqueline Boissonneault – Business Process Analyst

Background

Elkhorn JPS has a relatively large schoolyard made up of hard surface areas, play equipment, an outdoor classroom, and a playing field (shown in Figure 1). However, the overall condition of the site is poor.

In 2016, a large piece of play equipment was removed from the site due to safety concerns, leaving behind tire swings and a large area filled with woodchips area (shown in Figure 2). The remaining play equipment located next to the child care area was installed in 1992.

As with other TDSB sites, maintaining grass in certain areas on Elkhorn’s playing field is challenging due to the intensity of use. As shown in Figure 3, there are large patches of dirt near the soccer posts where growing grass is difficult. In another area, the roots of a large tree are exposed (shown in Figure 4).

For these reasons, the school would like to go through a master planning process to remedy some of the issues on the site and make enhancements. The school is interested in fundraising for the project.

Staff encourage the school to engage the child care centre on site to participate in the project. If there is willingness, once the design is complete, the Child Care Operator can use the design, along with the preliminary costing, to seek funding from the City to contribute to the project.

Based on the poor condition of the site and the loss of play equipment, the Senior Manager of Sustainability recommends that the Board provide funding to support the initial design of the project.

It is also recommended that improvements to the playing field be done as part of the TDSB’s Field Renovation Program, in the year after construction is completed, at no cost to the school.

The intent would be for construction of the project to occur in 2018 at the earliest. To prepare for the 2018 construction date, the goal would be to begin the master plan design process by the end of June 2017 to allow detailed design to be done by the end of the 2017.

As with all TDSB site improvement projects, site flexibility must be considered. The master planning process is designed such that future portables and possibly a building addition, if required, are accounted for in the design. Site flexibility is determined before development of the master plan begins as outlined in point 7 below.

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Figure 1: Site plan

Figure 2: Location of removed equipment

Figure 3: Playing field

Figure 4: Exposed tree roots

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Terms of Reference – Design Stage

The Central Accommodation Team supports the project provided the following Terms of Reference are followed. This document outlines the key project steps and milestones that need to be achieved. Each completed milestone should be submitted to Jacqueline Boissonneault (jacqueline.boissonneault@tdsb.on.ca).

If the steering committee would like to make changes to the Terms of Reference, they would need to be approved by CAT.

1.Project account – As a first step, Facility Services will set up a project account. Any revenue generated for the project will remain in this account until work begins, at which time costs can be charged against the revenue. Costs for specific project activities must be in the project account before work can begin (e.g., fees for the detailed design). Tax receipts can be issued for donations.

2.Steering Committee – The school should establish a committee to guide the project. Members should include the Principal, teacher(s), the Facility Team Leader, child care staff, and parents. The first task of the steering committee should be to review this document, the Terms of Reference – Design Stage.

1st Milestone: Submit a completed copy of the Terms of Reference Acknowledgement Form (Appendix A) to Jacqueline Boissonneault (jacqueline.boissonneault@tdsb.on.ca). Once the form is received the project can begin as outlined below.

3.Role of the Principal - Throughout the project, the Principal will oversee the steering committee and be the main point of contact between central TDSB staff and the school community.

4.Accessibility for Ontarians with Disabilities Act (AODA) - As of January 1, 2016, the AODA Design of Public Spaces standards1 are now in effect for all redevelopment and new development in the public sector, including school boards. The standards require that consultation with the school and community be undertaken to confirm which accessibility requirements should be considered. This consultation is intended to be undertaken by the Principal prior to the commencement of the design process. Additional requirements prescribed in the standard that are applicable to your site will be outlined through your consultations with the Design Coordinator.

Reference: Integrated Accessibility Standards, O. Regulation 413/12, s. 6. https://www.ontario.ca/laws/regulation/r12413

2nd Milestone: Submit a completed copy of the Accessibility for Ontarians with Disabilities Act (AODA) Consultation Form (Appendix B) to Jacqueline Boissonneault (jacqueline.boissonneault@tdsb.on.ca). The Design Coordinator will not be assigned to a project until a completed copy of this form is submitted.

5.Participatory design – Participatory design is a way to obtain and organize ideas from the school’s stakeholders, particularly students, teachers, parents, caretakers, and other school staff. The steering committee must oversee a participatory design process at their school and ensure key stakeholders are engaged, especially students.

To support steering committees in overseeing this process the Sustainability Office has recorded a Participatory Design Webinar which can be accessed online at http://connect.tdsb.on.ca/p7heb8hyinv/ and created a Participatory Design Workbook.

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3rd Milestone: Submit evidence of participatory design to Jacqueline Boissonneault (jacqueline.boissonneault@tdsb.on.ca). Use the Viability Review Participatory Design Checklist (Appendix C) for guidance on what is required.

6.Facility Services Design Coordinator – Once the three milestones have been submitted, Facility Services will assign a Design Coordinator to oversee the project during the design stage.

Since staff resources are limited, and the Design Coordinator can only oversee a limited number of projects at the same time, projects will be assigned in order of priority based on the date the first three milestones are submitted.

7.Designing for Flexibility - As stewards of important public assets, the TDSB must strive to maintain as much flexibility in its sites as feasible to accommodate potential increases in student population that may occur in future years. This means that all projects that involve making changes to school grounds have to factor in the potential need for future portables and possibly a building addition if required.

Before the design process can begin, the DC, in consultation with TDSB staff, must ensure that the project will be designed to allow for any potential future increase in student population; to be balanced, of course, with the needs of students using the school now.

8.Topographic survey – A topographic survey is a detailed and accurate graphic representation of built and natural features of an area including grade levels. The Design Coordinator will determine whether a survey needs to be done to update an existing survey or to create a new one. The TDSB will cover the cost of the survey if required.

The topographic survey may only be done when the area is clear of snow and ice.

9.Master plan – The Design Coordinator (DC) will work with the TDSB’s Purchasing

Department to retain a Landscape Architect (LA). The Design Coordinator and Landscape Architect will work with the steering committee to develop a master plan for the site. The chosen LA will report to, and be accountable to the Design Coordinator and will need to adhere to the TDSB design standards. As mentioned above, the TDSB will cover the cost of the Master Plan.

4th Milestone: Submit a completed copy of the Steering Committee’s Master Plan Approval Form (Appendix D) to Jacqueline Boissonneault (jacqueline.boissonneault@tdsb.on.ca).

10.Site Flexibility Report – Once the design is complete the DC will submit a report to the Board’s Capital Strategy and Property Management Committee (CSPM) outlining how the future provision for increase in student population (i.e., portables/building addition) have been factored into, and balanced with other considerations, in the project plan.

11.Number of meetings – Since many schools are waiting for the assistance of the Design Coordinator, the number of meetings with the steering committee has to be kept to a manageable number. While there is some flexibility, we would expect the DC and LA to meet with the steering committee four times to develop the master plan. If the project proceeds to the detailed design stage outlined below, there would be three additional meetings.

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12.Project Implementation Plan – Once the school has received preliminary costing they must complete a project implementation plan to outline how they plan to fund the project. If trees/a garden are being planted as part of the project, the steering committee should include a stewardship plan outlining how the trees/garden will be watered and cared for.

5th Milestone: Submit a completed copy of the Project Implementation Plan (Appendix E) to Jacqueline Boissonneault (Jacqueline.boissonneault@tdsb.on.ca).

13.Capital Strategy and Property Management Committee (CSPM) – Before the project can proceed to the detailed design stage described below, Facility Services will submit the master plan, site flexibility report, and funding plans to the TDSB’s CSPM committee for approval.

If CSPM concludes that site flexibility has not been taken adequately into account, or if they have any other concerns, the master plan may have to be modified before the project can proceed to the detailed design stage. Costs of revisions may need to be covered by the school.

In addition, CSPM may prescribe additional conditions for approval, which may result in a longer implementation timeline and additional fees.

14.Detailed design – Once a project budget has been confirmed, and before the project can proceed to tender, detailed design drawings and contract documents have to be prepared. The Landscape Architect, under the supervision of the Design Coordinator, and in consultation with the steering committee, will prepare the detailed design.

The cost to develop the detailed design is in addition to the fee paid for the master plan, and is typically 7% of the estimated cost of the project being designed. Before detailed design can begin, there will have to be sufficient funds in the Project Account to cover the detailed design of the school’s portion of the project.

15.Request for Proposals (RFP) for Playground Equipment - As part of the detailed design process, the landscape architect will help support an RFP process for selecting play equipment.

16.Play Equipment Features List – During the detailed design process the school will need to create a list of the kinds of features they are interested in having installed (e.g., overhead climber, 2 balancing features; two-person slide; challenging circuits). This list will be used to guide the play equipment procurement process.

6th Milestone: Submit a completed copy of the Steering Committee’s Play Equipment

Features List (Appendix F) to Jacqueline Boissonneault (jacqueline.boissonneault@tdsb.on.ca).

17.Procuring Play Equipment - The LA will use the Play Equipment Features List to prepare and issue a Request for Proposal (RFP). At least three TDSB pre-qualified play equipment vendors will be invited to submit bids. Once issued, play equipment vendors will have between two and three weeks to submit proposals for the project which will be reviewed first by the Landscape Architect. All acceptable proposals will be sent to the Principal for review and evaluation. An evaluation team, that could include additional stakeholders outside of the steering committee, must review the proposals and provide a rationale for their preferred play equipment proposal. This evaluation should highlight the strengths and/or weaknesses of the proposals and relate to the wish list originally prepared by the committee (Appendix F).

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7th Milestone: Submit a completed copy of the Play Equipment Evaluation Form (Appendix G) to Jacqueline Boissonneault (jacqueline.boissonneault@tdsb.on.ca). This form will be used by Purchasing to ensure that the steering committee’s decision making process was fair and transparent.

18.Tendering – When the detailed design has been completed, and all of the money required for construction of the project (based on the preliminary cost estimate established during the master planning process) is in the Project Account, Purchasing will issue a tender in order to receive competitive bids from contractors. In most cases, the contractor with the lowest bid will be awarded the contract. If the low bid is higher than the preliminary cost estimate, the scope of the project will have to be reduced to match the funds available.

Please note that the TDSB’s Purchasing Policy may require, depending on the cost of the project, additional levels of approval associated with the awarding of the contract as part of the tendering process. Seeking approval at this stage of the project has to be taken into account when determining a realistic start date for the construction of the project.

19.Construction – Once all of the Board approvals have been obtained, and the contract awarded, the project can proceed to the construction stage. Keep in mind that outdoor projects are weather dependent and typically occur from late spring when the ground has dried out to late fall before the ground has frozen.

Construction budgets for TDSB projects require a 15% construction contingency. The contingency is only used if unforeseen problems arise during the construction of the project. To prepare for the eventuality that the contingency, in whole or in part, is not needed, then the tender will specify that bidders provide separate pricing for items that could be included at the end of the project. The construction budget, including the contingency, is managed by the Project Supervisor who will inform the Principal who, in turn, can update the steering committee.

As mentioned above, field renovations will occur the year after construction of phase I of the master plan is complete.

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Appendix A

Terms of Reference - Design Stage Acknowledgement Form

The steering committee members at Elkhorn PS acknowledge that they have reviewed the Terms of Reference set out by CAT and agree to follow them.

Date: ____________________

Principal Name: ______________________________

Steering Committee Members

Please note: Names of all the steering committee members should be present to verify their acknowledgement of the terms of reference.

Name

Role

Email

 

(e.g., teacher, parent, community

(include to receive project related

 

member, child care staff etc.)

emails from the Principal)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The school’s Principal must submit the Terms of Reference Acknowledgement Form.

To submit, email the signed acknowledgement form to Jacqueline.boissonneault@tdsb.on.ca.

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Appendix B

Accessibility for Ontarians with Disabilities Act (AODA) Consultation

Form

The AODA1 specifies that public sector organizations must consult on the needs of children and caregivers with various disabilities when designing an outdoor play space. By completing the following form the Principal at Elkhorn PS will provide information which will help in developing a design that meets the needs of all users. In addition, this form will serve as an acknowledgement that these consultations have been completed.

To facilitate this consultation consider reviewing the Accessibility Resource sheet for background information and ideas on possible features.

Date: ____________________

Principal Name: ______________________________

Principal’s Signature: _____________________________

1.Has your school consulted on the needs of children and caregivers with various disabilities for this project?

YesNo

2.In what ways did your school consult with children and caregivers with various disabilities? Please describe (e.g., staff meeting, school council, surveys etc.)

3.As a result of your consultation, which features did your community feel would be important to integrate into the design as a way to make the project more accessible?

The school’s Principal must submit the AODA Consultation Form.

To submit, email the signed form to Jacqueline.boissonneault@tdsb.on.ca.

1For AODA details see: Integrated Accessibility Standards, O Reg 191/11, s. 80.18-80.20 https://www.ontario.ca/laws/regulation/110191

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Appendix C

Viability Review Participatory Design Checklist

Participatory Design is a key component of the master planning process. Use the recorded Participatory Design Webinar (an online presentation available at http://connect.tdsb.on.ca/p7heb8hyinv/) and Participatory Design Workbook to guide your school in completing the following checklist.

The school’s Principal must submit the Participatory Design evidence before a Design Coordinator will be assigned. The Design Coordinator and Landscape Architect will review this evidence to help inform the master planning process.

Requirement

 

Example and Supports

 

 

1. Stakeholders: Provide a list of

Be specific. For example, list various grades/divisions,

stakeholders and how they were

 

rather than simply “students.�?

engaged.

Think of any outside groups you want to engage.

 

Template available – Participatory Design Workbook,

 

 

p. 9

 

 

2. Site assessment: Provide evidence of

Include an example of the analysis of physical features

the assessment of the site conditions –

and current use patterns.

include physical features and current use

Examples:

patterns that were completed as a part of

the P.D. process.

Shade coverage from existing trees and school

 

building.

 

 

 

Areas where water pools on the grounds.

 

Hard surface activities for all seasons.

 

 

3. What’s working/what’s missing:

Refer to Participatory Design Workbook, p. 14 for more

Provide a summary of stakeholder input

information.

on what’s working and what’s missing.

 

 

 

 

4. Vision: Create a vision of your school

Refer to Participatory Design Workbook, p. 15-16 for

grounds that reflects the needs of the

more information.

school community.

 

 

 

Be creative in the way you share your vision. Formats

 

could include:

 

Keywords

 

Collage

 

Drawings

 

Video

 

 

 

To submit evidence, scan or take photographs and email the files to Jacqueline.boissonneault@tdsb.on.ca. You can also send the evidence through interoffice mail to: Jacqueline Boissonneault-Sustainability Office, McGriskin, NE24.

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Appendix D

Steering Committee’s Master Plan Approval Form

The Principal, Superintendent, Design Coordinator and steering committee members acknowledge that they have reviewed the Master Plan for Elkhorn PS school ground revitalization project and approve the plan.

Date: ____________________

Principal’s Name: ________________________ Signature: _________________

Superintendent’s Name: ___________________ Signature: _________________

Design Coordinator’s Name: ________________ Signature: _________________

Steering Committee Members

Please note: Names of all the steering committee members should be present to verify their

approval of the design drawings.

Name

Role

Signature

 

(e.g., teacher, parent, community

 

 

member, child care staff etc.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Once this form contains all of the required signatures the school’s Principal must submit this form

and a copy of the detailed designs.

To submit, scan or take a photograph of the signed form and design drawings and then email the files to Jacqueline.boissonneault@tdsb.on.ca.

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Appendix E

Project Implementation Plan

School & Site Name: _ Elkhorn PS ______Project Name: ____________________

Principal: _____________________Date:______________________

Funds obtained to date: _________________________________________________

Once you’ve received preliminary costing use the following chart to outline your project implementation plan. When determining your projected timelines remember that costs for specific project activities must be in the project account before work can begin. If appropriate please include related documents or photos. To submit, scan or take a photograph and email the files to Jacqueline.boissonneault@tdsb.on.ca.

 

Project Phase

 

 

 

 

 

 

#1

 

 

 

 

 

 

(include a

 

 

 

 

 

 

description of key

 

 

 

 

 

 

components)

 

 

 

 

 

 

 

 

 

 

 

 

 

Funds Required

 

 

 

 

 

 

(use preliminary

 

 

 

 

 

 

costs provided

 

 

 

 

 

 

during design)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Source

Estimated

Estimated fundraising

 

 

 

 

 

Amount

completion date

 

 

 

E.g. Toyota Evergreen Grant

$3,000

Spring 2016

 

 

 

 

 

 

 

 

Plan for raising

 

1.

 

 

 

 

 

 

 

 

 

 

 

2.

 

 

 

 

additional

 

 

 

 

 

 

 

 

 

 

 

funds

 

3.

 

 

 

 

(e.g. Spring Fling;

 

 

 

 

 

 

 

4.

 

 

 

 

City funding)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.

 

 

 

 

 

 

 

 

 

 

 

 

 

TOTAL ESTIMATE FOR FUNDS RAISED:

 

 

 

 

 

 

 

 

 

 

 

Stewardship

 

 

 

 

 

 

Plans

 

 

 

 

 

 

(e.g., tree/garden

 

 

 

 

 

 

watering schedule

 

 

 

 

 

 

for the summer,

 

 

 

 

 

 

outline of how

 

 

 

 

 

 

gardens will be

 

 

 

 

 

 

maintained, etc.)*

 

 

 

 

 

 

 

 

 

 

 

 

For examples of what your stewardship plan might include review the following Eco Schools resources Seasonal Stewardship Plan, School Ground Summer Maintenance Tips , and Watering Schedule Sign-up Sheet.

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Appendix F

Play Equipment Requirements List

Outline any specific requirements for the play space (including play features and/or events you would like to see happen in the space). This “wish list�? will form the basis for the evaluation of the play equipment proposals (see Procuring Play Equipment above and Appendix G below).

School name:

Elkhorn PS

Project (brief description):

Principal’s

 

 

Principal’s

Name:

 

 

 

Signature:

 

Play Equipment Features List

(e.g., overhead climber, 2 balancing features; two-person slide; challenging circuits, etc.)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Once this form is completed the Principal must submit the form.

To submit, email the Play Requirements List to jacqueline.boissonneault@tdsb.on.ca.

Appendix G

 

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Play Equipment Evaluation Form

The Play Equipment Evaluation Team is to use the following form(s) to assess the received play equipment proposals in a fair and transparent manner.

School Name: Elkhorn PS

Project (brief description):

Principal’sPrincipal’s

Name:Signature:

Play Equipment Budget ($):

 

(supply and delivery only, incl. HST)

PART 1:

Play Equipment Evaluation Team:

This Play Equipment Evaluation Team may include stakeholders not represented within the steering committee (e.g., persons with unique accessibility requirements). Please list the Evaluation Team members below.

Evaluation Team Members

Name

Role

 

 

1.

2.

3.

4.

5.

6.

7.

8.

Play Equipment Evaluation Form (cont’d)

 

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PART 2:

Evaluating the Play Equipment Proposals

The Play Equipment Evaluation Team is to use the following questions as a guide through the evaluation process. Additional questions and/or criteria should be included (as needed) in the empty spaces at the bottom of the form to reflect additional items that influenced the decision of the Evaluation Team.

NOTE: Minor alterations, such as colour, can often be accommodated by the vendor after equipment has been selected and should not be evaluated.

Play Equipment Vendor Names

[Score each vendor from 0 (low/no) to 5 (high/yes)]

Questions / Criteria

1.Does the proposal meet the basic school requirements as outlined in the play space requirements list?

2.Is the proposed equipment appropriate for the school community that will be using it? (e.g., age, type of play)

3.Does the proposed play equipment provide a variety of play opportunities and play spaces? (e.g., active, quiet, collaborative)

4.Does the proposed play equipment satisfy the anticipated number of students who will be using it?

TOTAL

 

 

 

Play Equipment Evaluation Form (cont’d)

 

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PART 3:

Rationale for Play Equipment Selection

Use the space provided below to outline the Evaluation Team’s rationale for the play equipment proposal/vendor they have selected. This description can directly reflect the above evaluation criteria or be more general (e.g., The selected play equipment proposal met all of our play space requirements and criteria, providing the best play opportunities for our students).

Selected Play Equipment

Proposal / Vendor:

Rationale for Play Equipment Selection

The principal is to submit the completed forms (PARTS 1, 2 & 3) to:

Business Process Analyst:

Jacqueline Boissonneault

 

jacqueline.boissonneault@tdsb.on.ca

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