CONNELLSVILLE, Pa. — As energy performance becomes increasingly important in modern times, schools nationwide are jumping on board to find ways to save on energy usage and costs. The Connellsville Area School District in Pennsylvania is no exception and is now making energy efficiency a reality in its schools.

The Connellsville Area School District entered into an energy-performance contract with New York-headquatered ABM — a facility solutions provider serving the education industry — that launched in July 2017 and is scheduled for completion by October 2018. The energy-performance contract is projected to save the district more than $26 million in energy and operating costs over a 15-year period.

The energy-performance contract is not Connellsville’s first effort to create energy savings. Earlier in 2017, the district consolidated its eight elementary schools into four in a continued effort to align its operational budget with enrollment and improve the learning environment for its students.

Since then, the district has been using the energy-performance project to further cut operational costs without sacrificing educational opportunities as part of a three-year strategic financial recovery plan. In addition to savings, the project will enable the district to implement improved educational and technological initiatives.

The energy-performance program came to the Connellsville Area School District at a good time, as the school had accumulated a $6 million deficit between 2015 and 2016, according to Robert Geletko, the district’s assistant to the superintendent for finance and operations.

“The district was already in the process of getting things in order, looking at everything we were doing and what could be improved,” said Geletko. “We had to find a solution that enabled us to leverage resources that we were already putting in. That’s when ABM showed up — during the tail end of this process — and began discussions with us in January 2016. I can only see more districts taking advantage of this opportunity in the future.”

ABM worked with Connellsville Area School District schools “very collaboratively” from the beginning, according to Geletko, and helped the school to figure out where they can find the most value for what Geletko described as “declining infrastructure,” what the school spends on a daily basis and how best to reinvest those dollars.

The energy and operational savings will be achieved by implementing infrastructure upgrades to multiple facilities in the district, which includes the newly consolidated four elementary schools, the Connellsville Area High School, Connellsville Area Middle School, and the Connellsville Area Career and Technology Center.

Some district-wide improvements that will be made to Connellsville schools include the replacement of fluorescent lighting fixtures with new energy-efficient LED lighting, building envelope upgrades as well as upgrading security and safety features such as cameras and automated door lock systems. New HVAC systems designed to function at high efficiency will be installed to upgrade and rejuvenate old systems, with state-of-the-art nonproprietary controls. Upgrading water conservation measures will take place district-wide as well, with three schools benefiting from tankless hot-water heaters.

The district will install 37 new rooftop air-conditioning units at its four elementary schools as well as install new roofing overlayed at Bullskin Elementary and West Crawford Elementary schools. Additionally, upgrades will be made in six of the district’s kitchen areas with new walk-in coolers and freezers, and kitchen hood controls.

To read the entire article, check out the March/April issue of School Construction News. 

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School Construction News spoke with Irene Nigaglioni, AIA, CEFP, LEED AP BD+C partner and national planning director for PBK, about the 21st century learning elements involved in the design of the ninth-grade hubs.

Q: What was the main goal of the project?

Nigaglioni: The main purpose of the two ninth-grade campuses had to do with providing a secure and safer environment for ninth graders transferring into high school. [The district] decided to build these attached to the existing high schools, but they are self-supporting. At the same time, the adjacent locations allow students to be part of athletics and other parts of the high schools.

[The district] had to relook at the way students learn and came up with a new mission or plan for delivering instruction. This required a more hands-on project based learning setting, and the building was designed as a response to that new initiative.

Q: What are some of the key overall design elements involved?

Nigaglioni: The classrooms are open. One of the first directives given by the superintendent was to make sure there was nothing truly attached to the building. In 10 or 15 years when walls or classrooms are not needed, the walls could be taken away easily. So, classrooms are made in sets of two with walls that can be detached and sliding doorways open into hallways as an extension of the classroom. A wireless system is also provided in the building.

Q: What are some of the key technologies involved?

Nigaglioni: The district launched the 1:X Initiative, which allows have access to technology devices to help them have a personalized educational experience using technology device. With that [technology] in the building, the students have some means to hook up to the network. In each classroom and all collaboration spaces and hallways, there are 80-inch LED screen TVs behind glass, and all have electronic beams so that at any point people can connect physically or for everyday class. They can manage the screens, and teachers can activate it or students can turn it into an interactive board. This allows them to have interactivity.

Q: How do these technologies advance the idea of 21st century learning?

Nigaglioni: Students today relate to technology because they’re born around it. What it allows for them is the opportunity to learn and research and get engaged in a way that they can relate to. Through their iPads or Chromebooks, they can use tools like Google Hangout or Google Docs to communicate and do projects together. It makes them able to work together as a group more rather than independently, which is how everyone truly works in the workforce.

Q: How were the students and staff involved in the project?

Nigaglioni: The students and staff were the ones that truly designed the building. We created a process in which they came into a room where we designed and made decisions together. About 60 to 80 people were involved at these meetings, so they could share what their goals and expectations were. Then, there was this synergy, so some of the parents that might not be so aware of the different ways of learning got an understanding of why this less-traditional learning environment was being made.

Students also sent pictures of where they learn best. So, they took pictures at Starbucks or outside or of their room at home. One interesting thing is that not one single picture was taken of a classroom. That opened the eyes of parents and community members.

Q: How is this project different than ones you’ve completed in the past?

Nigaglioni: I think one of the things that made a big difference was there was a commitment from the district from the top. They made the commitment to change the way they deliver instruction to help the learners and really, truly provide them the best opportunity.

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