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We build all rooms to the same size and use flexible walls to scale the rooms, as <br />opposed to constructing, as we had in the 199o's, some smaller spaces to meet <br />special needs. <br />The construction cost for a two -story school is greater than the construction cost of a <br />single -story school with the same student capacity, because of the added costs of <br />elevators, stairwells, etc. However, the typical single story school requires about 1,5 <br />acres more land than a typical two -story school with the same capacity. As land <br />costs in high growth areas (where we would want to locate new schools) rise, and /or <br />as the supply of such land lessens, it becomes more efficient to build two -story <br />schools. <br />Moore Square Magnet Middle School is located in downtown Raleigh, One goal of <br />locating the school here is to encourage downtown redevelopment. <br />Another goal of locating the school downtown is to maximize resources (and reduce <br />school construction costs) by sharing space with other land- and build owners, For <br />example, Moore Square Middle School does not have an auditorium within the <br />building but has access to the auditorium in the Exploris Museum nearby. Our <br />school on NC State's Centennial Campus does not have its own ball fields because we <br />can use the fields on campus. <br />Parking at Moore Square is provided through a combination of off site leases and on <br />site spaces. Pull -off space has been provided for school buses, Space in the morning <br />for parents to park or queue while dropping off their children has been negotiated <br />with the City. It is very important to arrange for such concessions with <br />municipalities early in the planning process, <br />Brier Creek School —a suburban location -- is another design we developed through <br />close coordination with the land use planers. In that instance we negotiated a <br />shorter set back. A school district really needs a flexible municipality in order to <br />manage construction costs relating to set backs, wetlands, etc, Compliance with <br />local land use regulations — items outside of the school district's control -- could add <br />as much as 45% of the acreage needed for a school property. <br />Stoops John Locke Foundation <br />• Looks at school development costs as a policy analyst, not an engineer, <br />Handout: "The Forsyth Formula" (John Locke Foundation Spotlight No, 282, <br />March 10, 2oo6). <br />• Forsyth has kept its school development costs lower than the state average and kept <br />its constituents happy too. "The Forsyth Formula" describes how they did this. Not <br />arguing that every school district has to be like Forsyth. <br />• The General Assembly could do a lot more to help districts control school <br />construction costs. It could take a lesson from Florida, In 1997, Florida <br />incorporated smart growth and frugal design principles instate legislation. Local <br />voters are given the authority to decide upon local school district taxing authority <br />and impact fees. The North Carolina General Assembly has shown no interest in <br />such approaches. <br />• Forsyth has adopted ten core principles for school construction. This came about <br />after new County and School District leadership recognized a need to build trust <br />among their constituents for passage of future school bonds. <br />• The ten core principles do not look "student friendly" at first impression, but the <br />designs are rather mindful of the district's educational programs (with some <br />exceptions). For example, parents complained when the district built an athletic <br />