Harrison quals 12_16_16

Key Personnel & ExperienceFrederick L. Schuster, AIA, LEED A.P. Executive Vice PresidentLEED Technology & SustainabilityEducation: Bachelor of Architecture Carnegie Mellon UniversityLicensed Architect: IllinoisProfessional Memberships American Institute of Architects Association of Licensed Architects LEED Accredited Professional Construction Specification Institute International Code Council (ICC)Specific Related ExperienceFred Schuster, AIA, Executive Vice President, is well-respected throughout the Northern Illinois regionfor his extensive knowledge in all aspects of architectural design and construction. He currently serves asPrincipal-Project Manager on many of RuckPate's complex and challenging projects, including schools,religious facilities and libraries. Fred has always been and continues to be committed to buildingteamwork among clients, architects and builders, and has helped RuckPate develop a strong clientfollowing since joining the firm in 1987.Fred is RuckPate's leading authority on construction systems, building codes, life safety and accessibilitycodes. Fred is an advocate for sustainable design and construction, and has earned LEED ProfessionalAccreditation from the U.S. Green Building Council. His dedication and technical expertise have earnedhis work national recognition, particularly in the educational and religious domains. Fred has also madesignificant contributions toward mentoring architectural staff during his tenure at RuckPate. His guidanceon the practical application of architectural design as it relates to its many components—feasibility, costvs. budget, scheduling, and materials—has been invaluable toward both achieving long-term client goalsand educating architects for the future.Related Project ExperienceNiles Township District for Special Education #807, Morton Grove, IL Pool ImprovementsBerkeley School District 87, Berkeley, IL Condition Assessment; ADA Repairs to MacArthur, Sunnyside, Northlake Schools; Administrative RemodelingOak Grove School District 68, Green Oaks, IL Master Facility Planning; Administrative Remodeling.Community Consolidated School District 46, Grayslake, IL New Madrona 1,000-student K-8 School; Avon School Addition and Renovations; Woodview School Addition and Renovations; Grayslake Middle School Addition; Meadowview Elementary School*; Frederick Intermediate School*; Prairieview Elementary School*Kaneland Community Unit School District 302, Maple Park, IL New 1,200-Student Middle SchoolMaercker School District 60, Clarendon Hills, IL New Maercker School*; Addition & Renovation to Holmes School; Addition & Renovation to Westview SchoolLake Zurich Community School District 95, Lake Zurich, IL Long Range Planning, 10-Year Life Safety Survey, Administration Relocation Feasibility StudyPresentations“Specifications Substitutions and Liability—MASTERFORMAT 2004”, Communications Technology Forum Presentation“Building Teamwork”, Illinois Association of School Business Officials 53rd Annual Conference and Exhibition, St. Charles, IL * Award-Winning Project 48

Personnel Qualifications & Experience - ResumesTim Woolever, ALA, Associate PrincipalProject ManagerEducation University of Illinois Bachelor of Science, Architectural StudiesRegistration Lakeland Community CollegeProfessional Memberships Associate Degree Licensed Architect, Illinois Association of Licensed ArchitectsSpecific Related ExperienceTim is one of RuckPate’s Senior Architects. He has over 25 years of architectural experience with educa-tional facilities in Northern Illinois and his responsibilities include all phases of the architectural process.Overseeing a project from design through completion enables Tim to ensure every level of a project is com-pleted to the firm’s quality standards.In his role as Project Manager, Tim has been responsible for the design and construction of numerous award-winning schools in Illinois. As an advocate of participatory design, he works in partnership with his clients,actively listening to their needs and concerns. He attends board meetings to address any issues concerninga specific project or to update the board on project status.Tim believes that an interactive approach to field observation is also necessary if a project is to be success-ful. He has excellent problem-solving skills and a proven record for completing complex projects on-time,within budget and to the client’s expectations. Tim brings a dedication to thoroughness and attention todetail to every project that he manages.Related Project ExperienceJohnsburg Community Unit School District 12, Johnsburg, IL Master Planning, Referendum Planning, Educa- tional Programming, Additions & Renovations to the Elementary, Middle & High SchoolsHarvard Community Unit School District 50, Harvard, IL Master Planning, New Elementary School, Central School Renovations, Renovations to Administration into High School ClassroomsLake Zurich Community School District 95 Master Facility Planning; Decennial Life Safety Survey and Imple- mentationKaneland Community Unit School District 302, Maple Park, IL New Middle School, High School Roof Re- placement & Interior Upgrades, Shields Elementary Roof ReplacementCommunity Consolidated School District 46, Grayslake, IL New Prairieview Elementary School*, New Park Campus Combined K-8 School*; Additions to Woodview and Avon SchoolsMaercker School District 60, Clarendon Hills, IL New Maercker School*; Addition & Renovation to Westview School; Addition & Renovation to Holmes SchoolKildeer Countryside Community Consolidated School District 96, Buffalo Grove, IL Country Meadows/ Woodlawn Middle SchoolLake Villa Consolidated School District 41, Lake Villa, IL New W.L.. Thompson Elementary School*Big Hollow School District 38, Ingleside, IL New Middle School; New Intermediate School Addition; New Pri- mary School49

Key Personnel & ExperienceLee A. Gaul, AIA, LEED A.P. Senior ArchitectReferendum Support, Grant Assistance, & Community EngagementEducation University of Nebraska, Omaha, Master of Business Admin, Marketing & Admin.Registration University of Nebraska, Lincoln,Professional Memberships Bachelor of Science in Architectural Studies Licensed Architect, IL, WI, MN, NE LEED Accredited Professional American Institute of Architects Association of Licensed Architects Illinois Association of School Business Officials, Service Associate Illinois Association of School Boards, Service Associate Rotary International Paul Harris FellowSpecific Related ExperienceLee has worked with School Districts throughout the Midwest. He has collaborated with buildingcommittees and volunteer groups for school districts in Illinois, Wisconsin, Iowa, Minnesota, andNebraska. He is a contributing author to the State of Illinois's school publication \"Build Smart - SchoolConstruction in Illinois\".Lee acts as the bridge between the owner's staff and the firm's designers during a project's preliminarydesign. He is actively engaged with District leadership and community volunteer groups through theplanning and programming process, gathering input and making sure concerns and demands are properlyaddressed and aligned with the overall plan and budget. This support continues should a district requirea referendum to complete their work. Lee works with community groups to identify, outline andschedule activities that communicate and promote the district’s plan.Representative Projects Hinckley Big Rock School District 428, Hinkley, IL* Master Plan Lyons SD 103, Lyons, IL* Classroom addition/renovation Ottawa SD 141, Ottawa, IL* Intermediate School Lincolnshire-Praireview SD 103, Lincolnshire, IL* Health Life Safety Kinnikinnick School District, Roscoe, IL* Roscoe Middle School Amboy School District, Amboy, IL* Junior High addition Amboy School District, IL* New Vehicle Maintenance Facility North Boone School District, Poplar Grove, IL* Health Life Safety issues Huntley SD 158, Huntley, IL* Portable Classroom Surveys and Disposal East Moline SD, East Moline, IL* Middle School addition East Moline SD, East Moline, IL* Four Elementary School additions River Trails SD, Mount Prospect, IL* New Science Classroom River Trails SD, Mount Prospect, IL* Health Life Safety issues St. Paul of the Cross Catholic School, Park Ridge, IL* Long Range Planning St. Edwards High School, Elgin, IL* High School Addition Planning Des Plaines SD, Des Plaines, IL* JHS to Middle School Conversion planning *worked performed at previous firms 50

Key Personnel & ExperienceTom Seibert, ALA, Project ArchitectConstruction AdministrationEducation: Master Degree in Architecture University of Illinois Bachelor Degree Architectural Studies University of IllinoisLicensed Architect: IllinoisProfessional Memberships Association of Licensed ArchitectsIn his role of Field Observation/Project Architect, Tom brings exceptionalcommitment and focus toward achieving appropriate building solutions on behalf of RuckPate’s clients.He possesses over 20 years of architectural experience in the Chicago area with an emphasis oneducational renovation, code compliance and facility master planning for elementary through high schoolgrade levels. His work has been instrumental in helping many school district clients modernize theiraging facilities to adapt to student enrollments, evolving curriculums and teaching strategies.Managing projects from start to finish, Tom is responsible for client collaboration, overall project andstaff coordination, general and interior design coordination, detailing, estimating, and constructionadministration. Tom is also a specialist in AutoCAD, having served in CAD management rolesthroughout his career. These technical abilities bring valuable additional expertise to his work.Representative ProjectsBerkeley School District 87, Berkeley, IL Condition Assessment ADA Repairs to MacArthur, Sunnyside & Northlake Schools Administrative Remodeling Riley Elementary Roof StudyHarvard Community Unit School District 50, Harvard, IL New Elementary School Central School Renovation to Central Administration Center High School RenovationsRichmond Burton High School District 157, Richmond, IL Master Planning Gymnasium AdditionKaneland Community Unit School District 302, Maple Park, IL New 1,200-Student Middle School High School Roof Replacement & Interior Upgrades Shields Elementary Roof ReplacementTrinity International University, Deerfield, IL Waybright Student Life CenterBig Hollow School District 38, Ingleside, IL New Middle School New Intermediate SchoolPresentationsAuthor of “From the Ground Up: Architecture of Arlington Heights” chapter in Chronicle of a Prairie Town: Arlington Heights, Illinois, published in 1997 by the Arlington Heights Historical Society51

Project Approach – Inception to AcceptanceCOLLABORATION, COMMUNICATION AND COMMUNITY ENGAGEMENTAn inclusive planning process can forge renewed commitment to the District’s schools. People tend tosupport what they help create. The synergy of shared decision-making, problem solving, and goal settingcan build a strong foundation for collective responsibility and enduring support for schools.Involving StudentsStudents are the most affected by new learning environments but often have little to do with their de-sign. This shouldn’t be the case as their involvement can be valuable for a number of reasons. Theyrepresent a pool of creativity and enthusiasm. They know how their schools feel and how they work,but are free of ‘knowing’ why things are as they are and why they can’t be changed. When asked to par-ticipate, students can learn a great deal from the planning process. It is an opportunity to interact withtheir adult colleagues and do real work. Serving on a committee can provide an opportunity to exerciseskills in research, analysis, communication, problem-solving, and collaborative teaming. By working withadults, students may develop an ethic of community service.Involving ParentsLike students, parents are often under-represented. Parentshave many ideas and opinions based on their perspective ofknowledge and advocacy of their children. They know what sup-port their families need to raise successful and emotionally stablechildren. Parental participation can lead to greater shared un-derstandings of current educational theory and practice. Thiscan update their perspective on education - views often basedon their own school experiences from years before. Parent par-ticipation can increase the likelihood of continued involvement intheir schools, a factor in student success. 52

Project Approach – Inception to Acceptance continuedThese groups can be engaged in a number of ways: Create a comprehensive communication plan for both disseminating and collecting information Establish a special District newsletter and/or provide regular updates on the District website Relevant posts to various Social Media platforms On-line surveys Through local media including radio, television and newsprint Inclusive outreach efforts that encompass a broad spectrum of stakeholders. Strategies include work- shops, coffee hours, town hall style meetings, and presentation programsUsing these tools, we capture input and respond to feedbackThe end results of these outreach efforts include: (1) a common understanding, (2) collected data to helpidentify further improvement opportunities, and (3) a community consensus.Board PresentationsPublic presentations are an integral part of our services. Whether it’s Board meetings, workshops, townhall meetings, or neighborhood gatherings, we know how to represent Harrison School District 36. Itstarts with a clear understanding of what Board members and Administrators want communicated in pub-lic. We use the latest electronic presentation techniques as well as simpler media forms as may be appro-priate.53

Project Approach – Inception to Acceptance continuedSchool project work presents an opportunity to inspire students and motivate your community.Buildings, particularly schools, can have a direct impact on how we act, on the way we feel, on ourperceptions of our environment, and on our health and well-being. Because of this, it is important to‘get things right’ when exploring how to adapt, expand or otherwise improve facilities. Our goal is tooptimize the learning environment while supporting the District’s evolving educational programs andchanging needs. The next few pages discuss how we approach this challenge.Familiarization:Our team will do a walk-through survey of your buildings to gain a basic understanding of the layoutand existing conditions. We will collect and review available drawings, and meet with your facilitystaff to learn their areas of concern. We will meet with administrators to review District prefer-ences, policies, schedules, and procedures that may affect the work process at the District. Project Kick-off: We will hold an initial meeting with key members of District 36 to review project goals, budgets, overall timelines, and special concerns. We will rely on the District to provide any project descriptions, reference documents, prior environmental assessments, and other relevant articles germane to the renovation. We also review the school’s maintenance plan, and operational schedule to assure we have a complete picture of the facility and its use.Preliminary Investigation/Schematic Design:Based on the information provided by District 36 and our own observations, RuckPate and our con-sultants will develop a detailed project description with appropriate graphic documents – plans, ele-vations, sketches, etc. – to describe the scope of the work, its probable cost, and a schedule for pro-ject development and construction. We review applicable regulatory requirements and evaluateschedule constraints and make recommendations on project scope as necessary to assure compli-ance. Finally we present our recommendations to the District’s administration and facility committee,highlighting alternatives and calling out the decisions that need to be made. The prioritization of eachproject will be in alignment with whatever long range facility plan the District is following. We willattend committee and Board meetings as necessary to provide project updates and answer questions.Before After 54

Project Approach – Inception to Acceptance continuedDesign Development:With your input and approval, we refine the designs, confirm budgets, and select applicable materials andequipment. We incorporate the results of field testing and investigations into the design. Additionaldrawings are prepared to refine concepts. We prepare specifications to call out particular products andmaterials for the project. Maintaining standards for flooring, ceiling tile, lighting fixtures, etc. is important to efficiently maintain your facility. We base these selec- tions on the standards and preferences called out by your facility staff.Any project scope adjustments are carried across to the project’s budget and reviewed for impact. Weshare this information with administration and committee members to verify design intent, project scope,budget, and schedule.Construction Documents:After approval of the design and budget, we develop detailed drawings and written specifications for bid-ding and construction. We review functional and operational aspects of building controls and systemswith facility staff to assure appropriate integration with existing operations and long-range plans. Specialrequirements are reflected in the bid documents. We will prepare a draft of General Conditions forConstruction for review by District 36’s legal counsel and incorporate your requirements for insurance,contractor qualifications, prevailing wage requirements, and other applicable Illinois regulations. Finalbudget and schedule are presented to the Board, administration and others as appropriate for final ap-proval before bidding.Bidding:We will conduct a pre-bid meeting at the site with prospective bidders and appropriate District 36 staff.RPA collects written questions from bidders – generally submitted by fax or email – and prepares an-swers and clarifications as appropriate which are then promulgated to all bidders of record by writtenaddendum. We will attend and assist with bid opening, prepare a tabulation of bids, review the bids, in-vestigate bidder qualifications and references and, when appropriate, conduct a scope review with theapparent low bidder. We will prepare recommendations for bid awards based on the bids and the resultsof our evaluations. Upon award, we notify both successful and unsuccessful bidders, and prepare con-tracts for the Contractor and Owner.55

Project Approach – Inception to Acceptance continuedConstruction:We collect the Contractor’s bonds and insurance certificates, then arrange a pre-construction meeting atthe site with the Contractor and District 36 facility staff. There, we identify lines of communication forthe Contractor, schedule requirements and coordination with on-going operations, and security meas-ures to be followed during construction. During construction we review shop drawings, schedules andother submittals and provide timely answers to questions. We visit the site at least once a week, moreoften when necessary. We advocate for the District’s interests while helping the Contractor achieve thedesign intent by cooperative assistance and timely communications.At the end of the project RuckPate and our consultants perform a Substantial Completion inspection andprepare a “punch list” of items to be completed or corrected. We follow-up on each item to see that theproject is properly closed-out and all necessary records are delivered to the District 36 facilities depart-ment.Post-Project:If there are questions or concerns about the completed work, RuckPate will assist you in getting timelyresolution. Before the end of the first year, we will review the project with District 36 facility staff tomake sure any questions or warranty issues are addressed. 56

Project Approach Methodology – Inception to Acceptance continuedBIM TECHNOLOGYBuilding Information Modeling (BIM) technology is extremely helpful during school addition/renovationprojects. BIM assists the project team (architects, engineers, construction managers, building contrac-tors) in accounting for the myriad of changes and modification involved with this sort of work. Weuse REVIT BIM software in addition to AutoCAD software on projects where schedules, complexity,conflict detection or other factors have a high incidence of occurrence.RuckPate recently created a BIM model for a intricate remodeling project at McHenry County College.The project —a new student commons, culinary arts lab, serving line, and preparation kitchen—involved complex plumbing, piping, electrical, and HVAC integration within a limited ceiling space. OurBIM documents helped the construction manager (CM) confirm all components would fit as well asprovided a three-dimensional tool to the College’s facility manager for long term maintenance andplanning.In another application, a new school on a compressed construction schedule became possible becauseof our use of BIM. Working with the client’s CM, RuckPate constructed a BIM model for extensiveuse during the construction phase. The new North Shore Academy in Highland Park was completedon an aggressive timeline, in a phased manner working around an existing building housing a full studentpopulation, a situation not unlike what you may contend with at District 36.The use of BIM can offer increased visualization during design, improved accuracy during production,better construction document coordination, and shortened construction delivery times - all due to itsease of information retrieval and manipulation.BIM can create virtual three-dimensional models of your District’s facilities, complete with detailedinformation on room characteristics, building systems type, age, and condition, current usage, capaci-ties, etc. Having this data readily available makes facility planning, utilization studies, building mainte-nance and capital budgeting more accurate and far easier to perform.Complementing BIM, RuckPate uses several other three-dimensional design softwares which help theOwner better understand the character, material textures, proportions, and aesthetics of a projectthrough the use of exterior fly-arounds and interior walk-throughs.57

Project Approach – Firm’s ability to work in Northeast IllinoisIn working with school districts, we understand that ‘things’ happen. For that reason, we are poised andready to respond to any sudden request or attend any impromptu meetings. The basis of our client ser-vice is our “Three Key Persons” concept. It assures that each client has anytime-access to three differentRPA members involved in their project. By providing this redundancy, clients can always reach a profes-sional at RuckPate for input and answers. Cell phones, email, and data accessibility allow our teams to beresponsive long after everyone else has gone home.We have many clients in McHenry County - including neighboring Harvard CUSD 50 and JohnsburgCUSD 12. Each can attest to our timely and attentive service. With our office only 25 miles away, ourteam already familiar with the Wonder Lake area, and our close working relationship with the McHenryROE, we offer an unbeatable combination of location, experience and expertise. We have the ability anddesire to provide superior service and personalized attention to District 36.Responding to District needs that require immediate on-site attention. Should the need arise;we can be on site within the hour. Construction mock ups, color selections, concealed conditions issues,and a host of other jobsite occurrences that can ‘spring-up’ during a typical construction day, can be easilyaddressed without delay to the project.The same holds true for emergencies or unplanned events. Whether a failed building system, or an act ofGod, we will be on site to assess conditions and develop solutions. Regardless the reason, we are therefor our clients.Project Approach Building a Strong PartnershipA strong partnership between firm and district is based on mutual respect, integrity, and sustained supe-rior performance. We see the role of school architect as facility consultant to the district’s board of edu-cation, and trusted advisor to its administration. The span of these roles exceeds the services of tradi-tional architecture and makes partnering a key component to any successful educational facility project.We work closely with district leadership and go beyond purely architectural concerns, instead taking inthe entire spectrum of facility issues. School building codes, accessibility requirements, Health Life Safetyconcerns, re-programming of classrooms and spaces, alarm systems, technology upgrades, classroomcommunication and emergency response improvements are all included in our portfolio of expertise.To further our value as partners, we work closely with the state as well as private companies researchingand applying for grant moneys on our client’s behalf. We are the district’s expert concerning capitalbudgets; its negotiator and representative during construction; its planner when evaluating future scenar-ios; and its facility issues liaison when working with village, county and state officials and agencies.As your partners, we’ll advise you when our services are necessary for remedial actions and when yourstaff can effectively perform the necessary work in-house. Similarly, we rely on our district partners forclear direction, timely decisions, and consistent follow-through on agreed upon courses of action.A strong partnership assures that district schools will remain relevant and poised to address 21st centurylearning environment challenges. 58

Project Approach – Project Scheduling & Cost EstimatingFive project activities help insure projects are completed on-time and within budget in the educationalsector environment. 1. Thorough Investigation of Existing Conditions 2. Control of Project Scope 3. Accurate and Timely Cost Estimating 4. Assessment of Schedule Constraints 5. Active Monitoring During Construction1. Thorough Investigation of Existing Conditions Thorough investigation of existing conditions and code requirements are necessary steps for every project. We use all the tools at our disposal—including field investigation, review of available draw- ings, and preliminary tests of existing materials—to give the project team a clear understanding of the challenges and constraints to be addressed. RuckPate will advise what tests and investigations will be helpful and will coordinate 3rd party resources when needed. Likewise, the early investigation of regulatory issues is essential so appropriate design decisions can be made and regulations followed during execution of the work. Testing and inspection is clearly spelled-out in our construction docu- ments so required examinations can be performed on a timely basis—assuring the Owner and regula- tory authorities that work is being performed in accordance with the applicable requirements.2. Control of Project Scope Control of scope or program is the primary method of controlling project costs. We will prepare a preliminary project description, along with graphic materials, to define the scope of the proposed so- lution. In this way, the Board, facilities committee, staff, and other stakeholders can easily understand the goals and outcomes of the project, while making sure that necessary elements are included and unnecessary work is avoided. Scope decisions are heavily influenced by cost and budget limitations, which is why the statement of probable cost is so important. With our in-house cost estimating expertise, RuckPate has provided consistent project cost control to our clients.3. Accurate and Timely Cost Estimating Accurate and timely estimates are essential for Owner/Architect decisions regarding scope, resource utilization and project costs. We use an interactive budgeting and programming system, so any changes in the project program or scope are immediately reflected in the project’s estimated cost. Our scope updates allow the team to maintain budget discipline as decisions are made along the way. We can quickly test options with a near real-time understanding of their cost implications. This infor- mation is invaluable in assisting the Board and administration as they weigh various solutions to spe- cific problems. Our team uses a system of cost estimating and accounting controls developed and refined over the last 41 years. This system centers on detailed estimates of construction cost begun during program- ming and planning then refined at the conclusion of each subsequent phase of the project. Every com- ponent of the project is identified by quantity and build quality, and is tallied by the firm’s cost track- ing program. This proprietary program is based upon years of construction experience and current construction conditions.59

Project Approach – Project Scheduling & Cost Estimating By beginning this analysis early in the process, cost can be monitored as the design is developed and the project kept in budget. When design decisions cause an escalation in cost, we’re able to notify you and together we can evaluate the long-term value of the additional cost. In this way, you are able to make informed decisions about your building, and maximize the value of your construction dollar.4. Assessment of Schedule Constraints Understanding schedule constraints is critical due to the high level of student/teacher activity throughout the school year. Safety cannot be compromised and unexpected disruptions of on-going operations must be avoided. Working closely with staff we will develop project timelines that allow the continuation of classes in effected areas, while permitting contractors the greatest flexibility con- sistent with the schedule requirements. Our understanding of the construction process allows us to make a realistic assessment of how constraints of time and work space affect the contractor’s ability to perform. Phasing, pre-purchase of long-lead items, and other creative solutions are tools that we can use to optimize the limited time available for construction activity.5. Active Monitoring During Construction Active monitoring during construction ensures your project stays on track. We engage the contrac- tor and subcontractors as partners in the construction effort. We spell-out schedule constraints in the bid documents so contractors know the requirements before submitting their bids. Progress requirements, constraints, and logistics issues are reviewed at pre-construction meetings with staff and contractors so that work on-site is coordinated with the building’s ongoing activity. During con- struction, our proactive involvement helps avoid conflicts and quickly resolves construction issues. We provide answers, decisions and amplifying information to contractors in a timely manner. At the same time, we evaluate and consider proposed construction alternatives, as long as they are in the best interests of the District. This real time attention to detail gives us the ability to address issues before they become problems. 60

Project Approach – Bidder InvestigationEnsuring that contractors are qualified and equipped to satisfactorily complete a project are the firststeps for any construction work. Methods we use to evaluated contractors include: Post-Bid Verification of Qualification This is the most common and traditional method. Virtually any contractor that can meet the bond- ing and bid criteria may submit a bid. Along with their bid, each bidder submits their qualifications information. After bids have been opened, the team investigates the qualifications of the low bid- der. In addition to reviewing the material submitted, references are contacted. We contact other owners, architects and subcontractors who have worked with the bidder in question to develop a picture of the bidder’s capability. On occasion, a visit to the contractor’s yard may be in order, to ascertain equipment status and availability. The bidder’s bonding company is contacted to verify bonding capability. We use a standard questionnaire and document all the responses. Based on our investigation, we will make a recommendation to District 36. We make the documented details of our investigation available to the District . Our first priority is to see that the best interests of the District take precedence at every stage of the project. Pre-Qualifying Contractors In this scenario, potential contractors submit a statement of interest in response to a District 36’s request for qualifications. In return, each potential contractor receives a questionnaire. The form requires specific information regarding projects of a similar nature that the interested bidder has completed. Each contractor must demonstrate repeated ability to successfully perform this type of work. These prequalification forms are evaluated and verified. Only participating pre-qualified con- tractors can participate in the project up for bid. Pre-Bid Qualification Bidders are invited from a pre-selected group on the basis of qualification. The District must adver- tise for bidders to submit qualifications in response to a Request for Qualifications containing basic information about the scope and nature of the project. RuckPate reviews submittals based on a reasonable, non-discriminatory set of criteria approved by the District. Only bidders meeting the established criteria will be eligible to bid. Variations of this approach can include bidder presenta- tions and interviews pertaining to unique factors such as approach, staffing and schedule. This method produces a more select group of bidders, but requires careful preparation and participation of the District’s legal counsel to enable the process to withstand potential legal challenges from disqualified bidders. The cost, effort and potential for challenge make this approach unpopular with most school district clients.61

ReferencesDr. Lauri Tobias, SuperintendentMr. Steve Miller, Dir. of Buildings & GroundsHarvard CUSD 50401 North Division StreetHarvard, Illinois 60033815.943.4022Dr. Dan Oest, SuperintendentRichmond Burton CHSD 1574273 US Highway 12Richmond, Illinois 60071815.678.4242Dr. Dan Johnson, SuperintendentJohnsburg School District 122222 West Church StreetJohnsburg, Illinois 60051815.385-6916Dr. Debbie Ehlenburg, SuperintendentAlden-Hebron School District 199604 Illinois StreetHebron, Illinois 60034815.648.1602Dr. Thomas MolineSpecial Education District of Lake County (SEDOL)18160 West Gages Lake RoadGages Lake, Illinois 60030847.548.8470Dr. Tim Mahaffy, SuperintendentFox River Grove School District 3403 Orchard StreetFox River Grove, Illinois 60021847.516.5100 62

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