UMDC/UMA/Upper Post by Blue

UST

Blue

Upper Mississippi Academy and the Upper Mississippi Development Corporation Site Selection: Upper Post, Fort Snelling Chronology • Fort Snelling Light Rail Transit and Upper Post Master Plan, released 02.2011 • Upper Mississippi Development Corporation (UMDC) (LLC) established, 2012 • Joint Powers releases the RFP for the Upper Post Development, Area J, 01.2013 • UMDC/UMA respond to the RFP, 04.01.2013 (attached) • UMDC/UMA are selected to rehabilitate 9 buildings on the Upper Post, 05.2013

fort snelling upper post request for Proposals April 1, 2013

19.1 19.2 19.3 19.4 19.5 19.6

Development strategy

Design concept

financial proposal & documents Construction Plan

management & operations approach

qualifications & track record

19.1 development strategy 19.11 Overall approach In August 2012, the Minnesota Department of Education approved Upper Mississippi Academy (UMA) as a public chartered school and assigned District 4210 to UMA. Authorized by Innovative Quality Schools, UMA will open in 2013 and eventually serve 1,380 students in PreK-12th grades. UMA will grow student achievement by creating unique and engaging learning environments that are site based. To be sure, the Upper Post affords unique and varied learning environments, replete with historic and environmental significance. At UMA, young men and women expand their capabilities and interests while developing dispositions and attitudes for life-long learning, using their strengthens in the service of others. UMA will prepare students for success in college, work, and life by assisting each student in the task of setting goals, providing support and advocacy, so that performance outcomes are relevant to the student. Learning is personal. At UMA, students value and take ownership of their education. Value-added standards are integrated and supported by the unique and engaging learning environments that are unique to the Upper Post and consonant with the objectives delineated by the Department of Natural Resources. The learning programs at UMA, supported by best practices, are embedded in four Experiential Learning Pathways which serve as a framework for instructional design, delivery and evaluation of student achievement and growth. The Pathways frame the engaging, inquiry-based learning experiences at UMA. The four Experiential Learning Pathways include: 1. Edible Schoolyard (Wellness, Culinary, Botany) - Four one-acre gardens that serve as the ‘classrooms’ that connect students to agriculture, outdoor education, food supply – farm to table, and science education. 2. Essential Ingredients - Formulation Chemistry of the earth, water, atmosphere and cosmos. 3. Design and Engineering - Including rocketry, robotics, textiles and fiber engineering, textiles, shelter shop, boat building, etc. 4. River to River - The Environmental and Historical Exploration of the Upper Post affords the instructional contexts to learn and understand the diverse heritage of our history, including the many and varied contributions of the native peoples of Minnesota, as well as opportunity to engage in the unique outdoor educational learning environments unique to the site. Upper Mississippi Development, LLC will facilitate the effort to rehabilitate the extant historical structures with special attention to preserving the historic character of the buildings as well as delineating the careful work of repurposing the structures and site to accommodate the unique experiential learning pathways envisaged by UMA. YEARS OF OPERATION 2013-14 Phase One (Buildings 67 and 101) 2014-15 Phase Two (Buildings 65, 66, 76, 102, 112 and Student Commons) 2015-16 Phase Three (Building 103) 2016-17 Phase Four (Buildings 63 and 64)

PREK

200

100

200

100

TOTAL

300

200

992

200

100

200

1,282 200

1,382

19.1 Development Strategy 19.12 Buildings & proposed uses Building 64 - Fire Station House The Fire Station House will be used for a variety of purposes, including facility equipment and vehicle storage, large/ heavy instructional equipment (scroll saws, sanders, robotics tables, etc), and a workshop for elementary students. It will serve as an additional hub (as will Building 67) for hosting stakeholders aligned with the interests of the Upper Post.

comes on-line and allows program migration within the campus, the developer will seek partners who will further this aspect of the mission, and bring a complimentary presence to the Post by colocating in the Headquarters or other support areas as is appropriate.

Building 76 - Civilian Employees Quarters The Civilian Employee’s Quarters will house studio space for dance/ fitness, and a research laboratory for Building 65 - Post Guard House upperclassmen. The Post Guard House will be home to UMA’s Design and Engineering Labs. The learning spaces will include a high-tech Building 101 - Barracks Barracks 101 will house 1st-6th grade robotics lab, a woodshop, a visual arts students. Learning spaces will include studio, and a textile lab. These spaces will be used primarily for 14 individual classrooms, a science lab, 7th-12th grade students, but will be utilized by elementary students a teaching kitchen, the School Nutrition periodically for special projects. Center (kitchen and dining hall), a book room, an art supply room, and a teacher collaboration area. Building 66 - Telephone Exchange The Telephone Exchange Building will house kindergarten students and a Buildings 102 and 103 - Barracks Barracks 102 and 103 will house 7th-12th Family Life Center. Learning spaces will grade students. Learning spaces will be support best practices of early childhood similar to those in Barracks 101 with the education. There will also be a catering kitchen and small dining exception of a School Nutrition Center room in this building to support the service of meals to kindergarten and a teaching kitchen; these spaces for 7th-12th grade students will students. be housed in the Student Commons. Building 67 - Post Headquarters The Post Headquarters will serve Building 112 - Post Bakery The Post Bakery will house the Edible as UMA’s “Welcoming Center” for Schoolyard Garden work and office students, families and community space. This includes a resource room for members. It will house administrative garden students and volunteers, office offices, a College and Career Center, seminar spaces for school space for the Lead Gardener, several classroom and lab spaces as and community use, studios for special projects related to school programming, and a multi-media lab to support students in all grade well as a workroom for volunteers. levels and in multiple content areas. Building 67 will also provide an opportunity for long-term partnerships with other groups or agencies that have sympathetic missions. The development team and UMA recognize the structure’s significance and are interested in ensuring that Headquarters becomes a building that serves a higher purpose while remaining highly accessible to the public. As UMA’s phase two

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy 19.13 renovation plan for each building ZONE C2 - BUILDINGS 64, 65, 66, 67, 76, 101, 102, 103 AND 112 BUILDING 64 - Fire Station House 65 - Post Guard House 66 - Telephone Exchange 67 - Post Headquarters 76 - Civilian Employees Quarters 101 - Barracks 102 - Barracks 103 - Barracks 112 - Post Bakery

SQUARE FEET 5,400 17,000 9,800 18,900 11,800 46,038 46,038 46,038 3,800

ADDITION None None None None None 6,892 6,892 6,892 None

Project Renovation Objectives

Enhance the Upper Post site and building historic characteristics, creating a campus environment that enhances the learning experience. Rehabilitate Building 67 and Barracks 101, 102 and 103 to house UMA administration and educational uses. Rehabilitate Fire Station House 64, Post Guard House 65, Telephone Exchange 66, Civilian Employees Quarters 76, and Post Bakery 112 to serve as classroom, lab and support buildings for UMA. Follow the National Park Service Guidelines for the Rehabilitation of Historic Buildings and Sites. Create learning environments that encourage creative thinking and collaboration through space reconfigurations that emphasize the inherent historic qualities of the existing buildings. Provide life safety and accessibility improvements to meet current codes and standards that are compatible with the historic fabric of the Upper Post site and buildings.

General Renovation Applicable to All Buildings Interiors

All life safety and code requirements addressed as required, including new fire sprinkler system on all levels and areas. Accessible entries will be created for all buildings along with the addition of elevators that will allow for accessibility between all floors. New restroom facilities to meet current code requirements for fixture quantity and accessibility. New lighting and electrical power throughout building interiors and immediate site. All new electrical service, panels and wiring. New fire alarm and security systems with card access to building entrance doors and classroom area doors. New telephone and data services. All new mechanical and plumbing. Scrape peeling paint, patch and paint all existing plaster walls and ceilings to remain. Where wall non-historic materials are scheduled to be removed, plaster must be repaired underneath. New walls to receive paint. New ceilings and/or acoustical clouds must be set back from existing windows to expose full window height and casings. Existing wood floors are to be exposed, sanded and repaired as required and refinished. New flooring materials will be installed in lobby spaces and all building entries as a hard surface for durability and ease of maintenance. Strip and/or scrape all peeling paint from all wood doors and trim, moldings, window casing, and wood wainscot that are to remain and repaint or refinish. New doors will be wood, flat paneled with glazing. Most classrooms will have one wood sliding door with a full light and break away release hardware. Existing doors to remain or be reused will be striped and repainted or refinish. All new interior walls will receive high-impact resistant gypsum board. Modifications of existing interior stairs and handrails as required meeting building code requirements while maintaining historic character. Several existing fireplaces are concealed behind walls. Expose fireplace opening and chimney for visual impact only. Clean brick and clean out openings. Close off non-operational dampers as required. In Building 67, three fireplaces will receive gas insert and the required venting.

19.1 Development Strategy Typical Classroom Requirements

Access to natural light through exterior and interior windows. Built-in lockers / cubbies for personal student storage. Countertop with hand sink and storage above and below. Dry erase boards and tackable display areas. Several docking and storage stations will be built-in for laptops and/or IPADs or other electronic devices. Classrooms with existing plaster ceiling will receive acoustical clouds/panels suspended from the ceiling to provide acoustical value as well as shield mechanical and electrical equipment. New ceilings and / or clouds will be set back from existing windows to expose full window height and casings. Teacher station to include power, data and phone connections, adjustable work surface top with drawers below and adjustable shelves above. Presentation station for instruction will house a document camera and laptop computer. Locations for floor outlets will be required for flexibility within the classrooms.

BUILDING 67 - POST HEADQUARTERS RENOVATION PLAN The Headquarters buildings will become the “Welcoming Center” for students, families, and community members. It will house administrative offices, a College and Career Center, seminar spaces for school and community use, studios for special projects related to school programming, and a multi-media lab to support students in all grade levels and in multiple content areas. The Post Headquarters will also serve as a hub for hosting stakeholders aligned with the interests of the Upper Post. As the UMA campus is completed, opportunities will be present to attract co-located partners who share our interest in revitalizing the Upper Post. As phase two comes on-line, a “backfill” opportunity will be pursued at the Post Headquarters. The development company and UMA will seek to co-locate select stakeholders who have potential to become appropriate partners in aspects of the school’s curriculum, and in its stewardship of the Upper Post campus. Potential partners will have public-oriented missions and foci.

Building 67 - Post Headquarters Renovation Scope

Restore front entry, vestibule and clock tower Rehabilitate clock mechanism and faces Remove non-historic canopy and restore rear entry and stairs Provide for new rear entry canopy and accessible entry lobby to new elevator Rehabilitate exterior facade, windows and roof Rehabilitate existing interior circulation spaces, stairway and finishes Provide for new accessible restrooms Provide for new office, seminar and other interior spaces Locate mechanical room in the basement

Detailed renovation plans, elevations, floor plans and renderings follow for the buildings included in phase one construction: Building 67 - Post Headquarters and Building 101 - Barracks, as well as Barrack Buildings 102 (phase two) and 103 (phase three).

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy BUILDING 67 - POST HEADQUARTERS

19.1 Development Strategy BUILDING 67 - POST HEADQUARTERS

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy BUILDING 67 - POST HEADQUARTERS

19.1 Development Strategy BUILDING 67 - POST HEADQUARTERS

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy BUILDING 67 - POST HEADQUARTERS

19.1 Development Strategy BUILDINGS 101, 102 AND 103 - BARRACKS RENOVATION PLAN The three Barracks Buildings will become the hub of classroom activity. Barracks 101 will house 1st-6th grade students. Learning spaces will include 14 individual classrooms, a science lab, a teaching kitchen, the School Nutrition Center (kitchen and dining hall), a book room, an art supply room, and a teacher collaboration area. Barracks 102 and 103 will house 7th-12th grade students. Learning spaces will be similar to those in Barracks 101 with the exception of a School Nutrition Center and a teaching kitchen as these spaces for 7th-12th grade students will be housed in the Student Commons.

Buildings 101, 102 and 103 - Barracks Renovation Scope

Reconstruct the front porches and provide an accessible ramp Remove non-historic canopies and restore front and rear entries and stairs Provide for new rear entry canopies Rehabilitate exterior facade, windows, roof, dormers and vents Rehabilitate existing interior circulation spaces, stairways and finishes Provide for new elevator and accessible restrooms Provide for new classrooms, office, seminar and other interior spaces Locate new mechanical room in the basement

Buildings 101, 102 and 103 - Barracks Additions Barracks 101, 102 and 103 will be the only buildings where additions will be constructed to increase program space. The additions will flank the existing one story kitchen building and not exceed the gutter and eave elevation. The addition’s flat roof will allow for the existing second floor barracks windows to remain. The addition’s exterior will be brick masonry with color, textures and compatible with the existing historic barracks. The window form and pattern will also correspond to the existing barracks openings. Exterior walls and windows at Building 101, 102 and 103 that area enclosed by the new building additions will remain exposed on the interior spaces. New masonry interior walls to be painted with acoustical panels applied to control noise in the larger spaces. Floor finishes will be Terrazzo and the exposed ceiling structure with acoustical panels. The additions will provide an accessible route to the Sibley Street and the campus to the south. The addition’s entries and mud rooms will include 75 coat hooks and area for built-in boot racks and will be the primary access for drop-off and pick-up for school busses.

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy BUILDINGS 101, 102 AND 103 - BARRACKS

19.1 Development Strategy BUILDINGS 101, 102 AND 103 - BARRACKS

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy BUILDINGS 101, 102 AND 103 - BARRACKS

14 Cafeteria Addition, Buildings 101 Classroom Addition, Buildings 102 & 103

Ramped Handicapped Access, both sides

Upper Mississippi Academy

Existing One-Story Kitchen

Recessed Reveal/Link, both sides

19.13 Renovation Plans - Barracks Building Additions

Classroom Addition Buildings 101, 102 & 103

19.1 Development Strategy

BUILDINGS 101, 102 AND 103 - BARRACKS

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy BUILDINGS 101, 102 AND 103 - BARRACKS

19.1 Development Strategy BUILDINGS 101, 102 AND 103 - BARRACKS

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy BUILDINGS 101, 102 AND 103 - BARRACKS

19.1 Development Strategy BUILDINGS 101, 102 AND 103 - BARRACKS

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy 19.14 market feasibility The Minnesota Department of Education awarded UMA a 150K Federal Charter School Planning Grant (maximum) and Charter School Partners awarded 250K (maximum) for pre-operational planning. The agencies require that a chartered school demonstrate the need for the school, a market feasibility plan that insures enrollment, and demonstrable evidence that the school will deliver high quality learning opportunities. The need for UMA is dire. The undulating currents of uncertainty in the Minneapolis Public Schools necessitate better options for students and families. While Minnesota is highly ranked as an education leader, Minneapolis has a high school graduation rate of 45.3%; ranked 40th of the 50 largest cities in America. The trend of falling graduation rates heightens the concern; the deleterious rates are even starker when compared to the 81% graduation rate in the surrounding suburban districts and even more discouraging because of the 33.5% graduation rate for African Americans. Families and students in the Twin Cities are selecting alternative schools to educate their children, especially charter schools. Below is a graph that represents enrollment numbers in the Minneapolis Public Schools and chartered schools in Minneapolis over a nineyear period. Fortunately, strong legislation affords students, families, and teachers school choice, a choice that many are exercising. This trend will likely continue because of: 1. Continued failure in the Minneapolis Public Schools, 2. Revised (and strengthen legislation, i.e., 2009 Statute 124D.10), and 3. CSP Grant (federal) funding that supports pre-operation and program development of chartered schools.

The current industrial system of public education has been reformed innumerable times in the past twenty years without effect. And there is no hope on the horizon. Three indicators are suggestive: 1. The Phi Delta Kappa 2009 Curriculum Audit of the Minneapolis Public Schools states there are 168 programs and initiatives, none of which align to one another, to standards or to district-wide professional development. The 276-page report is incredibly alarming. In reference to control of resources, programs, and personnel, the audit reported: the Minneapolis Public Schools satisfied 17 of the 81 criteria (21%), and were deemed inadequate to provide quality control for curriculum management. The Minneapolis Public Schools’ organizational structure and related decision-making processes are missing important key functions and do not include the principles of sound management. Correlation between job descriptions, day-to-day operations, and the tables of organization is inconsistent or missing entirely. The current administrative structure and related job descriptions are inadequate to provide for sound curriculum and instructional management of the organization (A Curriculum Management Audit of the Minneapolis Public Schools Special School District, 2009). Equally telling are the summary findings regarding the School Board: Board policies do not provide adequate quality control needed for effective curriculum management and other district functions. And since policies drive practice and determine academic achievements, these findings are disconcerting. 2. In the two years since the PDK report, matters have worsened: in January 2011, R. Schiller conducted a thorough examination deemed the district’s leadership structure as dysfunctional, disconnected and in dire need of direction (‘A Study of Organizational Structure and Staffing of the Minneapolis Public Schools’). These reports testify to the inability of the public school district to manage the organizational aspects of the work, to fit aspects of the work together. Whether the envisaged district work – managing teachers, managing instruction – is meritorious and worthwhile is an important question that we will address later. The point here is that even that attempt to align the components has been a dismal and disappointing failure of significant proportion.

Open/CIY

64.2%

Priv/Home

19.1 Development Strategy

Moreover, once enrolled in the Minneapolis Public Schools, the attrition trend refle i.e., families leave the Minneapolis Public Schools. 3. In 2011, McKinsey & Company completed an Organizational Moreover, once enrolled in the Minneapolis Public Schools, the Health and Effectiveness (OHE) survey of 2,416 of employees. attrition trend reflects dissatisfaction, i.e., families leave the The survey covers multiple aspects of organizational Minneapolis Public Schools. Minneapolis Public Schools effectiveness. The results are disparaging.

Educated Class of Fall 2002Minneapolis Kindergartners through Eighth Gr Public Schools

62% of employees strongly disagree that the District provides incentives for employees to develop and implement improvement ideas 52% strongly disagree that the District has clear processes and systems for employees to contribute improvement ideas 62% of employees strongly disagree that the District provides rewards and recognition to those who deliver an outstanding contribution 74% disagree that the District provides attractive incentives to high performing employee

Educated Class of Fall 2002 Kindergartners through Eighth Grade

4000 3000 2000 1000 0

K 01 02 03 04 05 06 07 08

2002-03 374367354337328321308301294

The majority of employees (52%) strongly disagree that The trend data indicates that Minneapolis families are choosing District leadership aligns the District’s aspirations with the schools andfamilies that even when they enroll their students in personal goals of employees 47% strongly disagree thatthatcharter Theand trend data indicates Minneapolis are choosing charter schools and Minneapolis Public Schools, many parents abandon the District the District leadership actively involvementin Minneapolis Public Schools, many parents abandon the they solicits enrollemployee their students schools in subsequent years. The market for high quality chartered in setting the District’s direction in subsequent years. The market high quality chartered schools supported in M schoolsfor is supported in Minneapolis. The census data alsoissuggests There is a direct correlation between professional satisfaction and that the need for quality schools will increase. The projections for in Minneapolis supportschools additionalwill schoolincrease. sites. work product. At UMA Lower School, teachers have opportunity The census datathealso suggestskindergartners that the need for quality The pro to direct the work and reestablish trust based on professionalism kindergarteners in Minneapolis support additional school sites (see below). History and Projections for Publicly Educated Kindergartners in Minneapolis and, thereby, increase student growth and achievement. Minneapolis has the second largest achievement gap in the History and Projections country! The response in the MPS community64.2 has been clear and Charter 18.2 consistent. Increasingly, familiesOpen/CIY are exercising 7.4 the option of choice Private/Ho 10.2 and enrolling their children in chartered schools. While chartered school students in Minneapolis represented c. 8% in 2004-2005; they accounted for over 18% (and more than 10,000 students) six years later. 10.2%

12.4%

7.4%

5.3%

MPS

8.2%

Charter

Charter Open/CIY Private/Home

18.2%

Open/CIY 64.2%

Private/Home

74.1%

fort snelling upper post request for proposals April 1, 2013

for Publicly Educated Kindergartners in Mi

19.1 development strategy Since 2000, the neighborhoods in the immediate vicinity of UMA have seen significant increases in the number of preschool age children, e.g., the neighborhoods of: Armatage, Bancroft, Bryant, Central, Corcoran, Diamond Lake, Ericsson, Fulton, Howe, Keewaydin, Kenny, Linden Hills, Longfellow, Northrop, Phillips, Seward, Standish, Tangletown, Wenonah, and Windom.

Based on data from 2010 U.S. Census, the MN Department of Education, Minneapolis Department of Health and the Minneapolis Public Schools Student Accounting, by fall 2015 there will be c. 2,000 more publicly educated students in the city of Minneapolis; more children under five years old than ten years ago; fewer families with young children moving out of the City of Minneapolis.

Change in Number of Birth to Five Year Olds, Census 2000-2010, Minneapolis

Projected Minneapolis K-5 Projected Enrollment Increases for 2015

The majority of the growth is in Zones 2 and 3 (with projected increases of 500-825 and 550-900, respectively) and are within seven miles of UMA.

19.1 Development Strategy Great cities deserve great schools. Minneapolis residents, as well as those in surrounding cities are reinvesting in their neighborhoods. The broader financial exigencies will likely mitigate significant real estate activity in Zones two and three; some residents are choosing to stay and others do not have a choice. The ten-year trend data clearly indicates that the choice conduit for charter schools is increasingly familiar to families. UMA Lower School will be well-poised to enroll students and offer engaging learning opportunities, promoting student achievement and growth.

The Local Demand for UMA is Far-Reaching and Substantive Launched in 1997, Girls in Engineering, Mathematics, and Science (GEMS) was a collaborative program supported by Achieve Minneapolis and Augsburg College that grew to support 400 students and 35 teachers in an after-school and summer program designed specifically for 4th-12th grade girls in Minneapolis. The logic models and program structure were deeply supported by foundations and benefactors. Principal funders included Medtronic (STAR Grants), NASA Space Grant Consortium, Best Buy Foundation, Carolyn Foundation, ADC Foundation, Mortenson Family Foundation, and Lockheed Martin Corporation. With comprehensive short- and long-term growth data on approximately 800 girls, GEMS is recognized a model best practice and most recently is being advanced through a National Science Foundation grant to Twin Cities Public Television: http://www.pbs.org/teachers/scigirls/. The success of GEMS led to demand for Guys in Science and Engineering (GISE), created in 2006 in an effort to reach underrepresented students in Minneapolis. In addition to the extant funders for GEMS, new funding was obtained from the Cargill Foundation. Student growth and achievement gains for GISE was commensurate to GEMS. The community response to the GEMS and GISE programs was overwhelming. Demand exceeded the capacity. Achievement results further accentuated the demand and support for single-gender programming for girls and boys. In 2008, The St. Paul Public Schools embraced the logic models and (with the assistance of 3M) established SciFY Girls and SciFY Boys (Science For Youth). Consistently, parents and teachers queried about the possibility of extending elements of the programs into the classroom. Reiteratively, we receive calls and e-mails querying about the possible launch of schools built on the design of GEMS and GISE. UMA has engaged Clockwork Active Media to manage media (social, interactive, web-based). www.umissacademy.org launched in March 2012. To date, 1,661 individuals receive monthly requested updates. Clockwork developed the student enrollment interface; registration opened on January 12, 2013. As of March 25, 2013, 215 students have enrolled (capacity of 300), 50% above projections for April 1, 2013.

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy 19.15 site plan The UMA Campus will utilize the entire Zone C-2 site of the Fort Snelling Upper Post. The site planning and design follows the guidelines of the National Park Service for treatment of historic sites and landscapes. The planning concept will respect the alignment of Taylor Avenue and restore the existing lawns and walks that provide open views of the approach to the Post Headquarters and Barracks buildings. The Sibley Street alignment will also remain in its historic function as the main service road for the property.

Roads and Walks Taylor Avenue will be repaved and a cull-de-sac provided for fire department turn-around where it ends at the airport property. Taylor Avenue will be the primary drop-off locations for parents who drive their children to school. Drop-off lanes will be provided in front of the three barracks buildings. The existing circular drive at the Post Headquarters building will be repaved. As the primary site access point, the intersection of the existing site road extension of Sibley Street with Taylor Avenue and Colville Avenue will be realigned to its historic location for better traffic flow and safety. Sibley Street will be repaved to accommodate school buses, service vehicle deliveries and some limited spaces for convenience and accessible parking. School bus drop-off and pick-up will occur on the south sides of the Barracks buildings. The connection between Sibley Street and Taylor Avenue between Buildings 102 and 103 will remain and be repaved as the primary outlet for service, fire vehicles and school buses. New drives, following the old alignments will be provided for access to Buildings 76 and 112. Existing sidewalks will be repaired or replaced in their historic locations and new walks added to provide access and accessible routes to the existing buildings and new site elements. The historic streetcar route will be restored as a Learning Pathway, serving as an internal campus circulation path to various building and outdoor destinations. Interpretation of its historic role will also be featured.

Infrastructure and Improvements In addition to the utility services for electrical, gas, water and sanitary sewer, the storm water will be managed on-site by restoration of the historic swale and bridge/culvert system. It extends along the south side of Sibley Street paralleling the old streetcar right of way. Rain gardens and ponds will extend off the swale for storm water storage and infiltration. These areas will also be used for water resource learning. Other outdoor learning and interpretive features on the site will include restoration of existing prairie and oak savannah. Areas for garden plots and small crops will be created to complement the Edible Schoolyard surrounding the new Student Commons building. It will provide students at UMA the opportunity to learn how their food choices impact the environment, the community, and their personal health by having each student become a steward of these values both in the kitchen and in the garden.

Site Structures A project identification sign will be located on the southwest quadrant of the Colville and Taylor Avenue intersection. The new Student Commons building will be aligned with and smaller than Building 102 to limit its presence in views from Taylor Avenue and utilize space on the site previously cleared of trees. Site signage will be limited to safety, informational and directional signs mounted on wood posts. Lighting will be designed with low scale pole mounted fixtures that are similar to the existing historic fixtures found on Sibley Street. Wood enclosures for recycling, composting and refuse collection will be located along the south side of Sibley Street and combined with screen fencing for electrical transformers and condensing units.

19.1 Development Strategy SITE MASTER PLAN

A. B. C. D. E. F.

Infrastructure Improvements Building 65, Post Guard House Building 64, Fire Station House Building 67, Post Headquarters Building 66, Telephone Exchange Restored Grounds Activity Space Environmental Learning G. Grounds Improvements H. Interspersed Parking

J. K. L. M.

Building 101, Barracks Girls, Grades 1-6 Boys, Grades 1-6 Edible Schoolyard Building 102, Barracks Boys, Grades 7-12 New Schoolyard Student Commons Edible Schoolyard New Gardens Environmental Learning

fort snelling upper post request for proposals April 1, 2013

N. O. P. Q. R.

Restore Swale System Building 112, Post Bakery Perimeter Security and Improvements Boulevard Restoration Building 103, Barracks Girls, Grades 7-12 S. Restored Grounds Activity Space Environmental Learning T. Building 76, Civilian Employees Quarters

19.1 development strategy

19.1 Development Strategy SITE PLAN

fort snelling upper post request for proposals April 1, 2013

Date: April 1, 2013 Period from March 1, 2013 to March 1, 2014 Activity Description CRITICAL PLANNING Progress Review Meetings Design-Build Team, Work Sessions & Packages Design-Build Team, Pricing Exercise Site and Civil Underground Utilities, Parking, Access Foundation and Structure Confirmation Building Foundations, Exterior Enclosure Historical Preservation Process, Design, Scope of Work Mechanical-Electrical Design Assist MEP Systems analysis, Cost Options, Operation HISTORICAL ANALYSIS (Rehabilitation) Qualifications Analysis Schedule Risk Analysis Cost Risk Analysis Program Availability and Cost Considerations Review with State and Federal Historic Preservation Office Final Historical Credits Approval FINANCING Tax Credits, National Park Approval Grant Lease Aid CITY, COUNTY, STATE, DNR PROCESS Hennepin County RFP Issued Respond to RFP Negotiate and Awarded RFP Department of Interiors, Approval Hennepin County Utilities Infrastructure Request Development Review Meetings Engineering (site) approval Water Shed Districts? INTERIM FACILITIES Finalize Boy Scout Land Location Price Scenarios and Finalize Temp Set up Lease Aid OUTSIDE INFLUENCES (to be analized) Infrastructure Design and Approval (County) Site Acquisition Environmental Permits - MPCA Traffic study Sewer and Water Access Charges Department of Health - State of Minnesota CONSTRUCTION ACTIVITIES Site Survey Additional Geotechnical, Borings, Report, Phase I Construction Activities PHASE II, III, FUTURE March

April

May

June

July

August

September

UPPER MISSISSIPPI ACADEMY October

November

December

January

February

19.1 development strategy

19.16 renovation schedule

The milestone schedule included is for development, preconstruction and construction activities associated with phase one of the project.

19.1 Development Strategy 19.17 landscape plan The landscape concept will embrace the guidelines set out in the 2008 Fort Snelling Upper Post Open Space and Landscape Development Guidelines. The re-introduction of boulevard trees and the retention of the open lawn will remain the dominant landscape feature along Taylor Street. Views between the barracks buildings will be maintained per the guidelines. The areas behind the Barracks and Post Headquarters buildings were historically used by the residents for recreation, storage and the growing of hay. This area again will be developed to be consistent with these earlier uses and support the curriculum outlined for the UMA. The grounds will be developed to integrate an Edible Garden to include short and long season fruit and vegetable production, an orchard and grain fields. The gardens will have modest support structures; such as tool sheds, a green house and compost areas. Infiltration basins, raingardens and water harvesting will be utilized to manage stormwater runoff and demonstrate these techniques in learning labs. Other learning labs or outdoor classrooms will be distributed throughout the site to provide hands on learning opportunities. These will be connected by pathways and trail system.

Damon Farber Associates (DFA) has extensive expertise working within Historic Landscapes Districts to bring updated site development that respects the historic context while reaching project goals. Recent projects include Eddy Hall within the historic Knoll District and Northrop Plaza at the University of Minnesota. DFA has been retained as the historic landscape architect for a National Historic Landmark the Milwaukee Zablocki Veterans Administration campus. DFA has documented the NHL through the Historic American Landscapes Survey program, and consults on renovations and new projects proposed within and adjacent to the historic district.

Pedestrian circulation will comply with ADA standards. The pedestrian circulation includes the reconstruction of the historic sidewalks along the front of the buildings and along Taylor Avenue. The alignment of the historic streetcar will be resurrected as a â&#x20AC;&#x153;Path of Learningâ&#x20AC;? and will be the major connector for pedestrians along the southern edge of Sibley Road. This path will connect the future Student Commons buildings to other activity nodes. Outdoor work areas of porous paving or recycled paving materials will be installed at buildings for outdoor dining and work environments.

DFA is currently working on a variety of learning environments that bring innovative learning experiences to students and teachers. Current work on the Montessori Training Center and the new Science Teaching Building at Metropolitan State University overlooks the Mississippi River and the landscape is developed as an outdoor learning lab for students becoming STEM teachers.

In addition, they are currently doing a redevelopment of two play areas within Minnehaha Falls Regional Park which is contiguous with the Upper Post Area for the Minneapolis Park and Recreation Board as well as the Grand Rounds nomination for the National Registry of Historic Places.

DFA lead the landscape architectural effort on the Fort Snelling Upper Post Open Space and Landscape Development Guidelines which includes the specific project area for the UMA. Their The existing significant Oak trees will be maintained and invasive knowledge, not only of the project historic requirements and of the and volunteer species such as Buckthorn and Silver Maple will site, brings added value to their ability to be an effective partner. be removed to better support the native Oak Savanna woodland. Additional plant materials will be reintroduced to support the cultural and environmental restoration of the site and support learning per the plant vocabulary established in the guidelines. Placement of site structures or tree massing will be carefully sited to retain or improve the view shed of the bluffs of the Mississippi River.

fort snelling upper post request for proposals April 1, 2013

19.1 development strategy LANDSCAPE SITE CONCEPT

19.1 Development Strategy 19.18 new buildings

Student Commons with Edible Schoolyard Beyond

New Student Commons Building The Student Commons at UMA will be the only new permanent structure on the UMA campus. The building will be a timber frame structure and will house the kitchen and dining facility for 6thâ&#x20AC;&#x201C; 12th grades. In addition, there will be a teaching kitchen opening into the garden spaces that will serve 6th-12th grade students. The building also includes large seminar spaces that can be used for school and community meetings. The exterior for the Commons will be brick masonry with colors, textures and window form and pattern compatible with the existing historic Upper Post architecture. The roof slopes and materials will also recall the existing building slopes and roofing colors.

The Commons will be located south of Sibley Street opposite Barracks Building 102 to screen it from Taylor Avenue views. Access will be via a bridge over the open historic swale. It will be linked to the surrounding edible schoolyard gardens and short season crop plots with outdoor learning lab spaces. Sibley Street Student Commons

Outdoor Learning & Garden Plots

Edible Schoolyard

fort snelling upper post request for proposals April 1, 2013

The Commons building will be a one level with a potential for mezzanine space and active and passive solar design opportunities. It will be framed with reclaimed timber columns, beams and rafter members.

19.1 development strategy Student Commons Timber Frame

Proposed Student Commons from Sibley Street

Student Commons Entry Detail

19.1 Development Strategy 19.19 team approach

Mortenson, Collaborative Design Group (CDG) and UMA have been meeting formally for 18 months to create a feasibility and fit plan for a unique K-12 public school on the Upper Post. UMA assigned an Academic Planner to coordinate the work in special reference to efforts to align program to facilities and the site so that the proposed reuse is consonant with the articulations in the Light Rail Transit and Upper Post Master Plan for the preservation, restoration and reuse of the historic buildings. By design, the UMA Board represents expertise and experience from multiple sectors, including charter school principles and practices, best practices in teacher professional development and education, and organizational systems compliance, monitoring, metrics, management, strategic planning, and media/communications: Brad Blue, PhD. He has built a diverse portfolio that includes extensive collaboration with business and community organizations and successful, replicable programs that grow student achievement and improve professional development. Amy Elverum. An Albert Einstein Distinguished Educator Fellow and has advised on special education and science issues. John Hehre, MBA. He has over thirty years experience as a fiscal consultant and manager for Fortune 200 companies. Bonnie Holub, PhD. The Founder, President and Chief Executive Officer of Arclight Technology Consulting and holds the Honeywell Endowed Chair of Computer Science at St. Thomas University. Marcia Houtz. An adjunct faculty member at Hamline University and the University of St. Thomas and former Director of School Services at the Science Museum of Minnesota. Nancy Lyons. President and Chief Executive Officer (CEO) of Clockwork Active Media Systems and co-founder of Geek Girls. Martin Sabo. A former Representative for Minnesota’s fifth district (1960-1978), House Speaker (1973-1978), and U.S. Senator, 1978-2007. Currently, he is the co-chair of the National Transportation Policy Project of the Bipartisan Policy Center. Pat Peterson Werre. The Vice President of research and product development at Aveda Corporation (Estée Lauder Companies). Base Camp. The educational and recreational opportunities on the Upper Post prompt strong collaborative relationships. We have shared our plans and vision with these organizations and leaders, soliciting their collaborative support. Base Camp is a natural partner. The exception facilities and vision of Base Camp are valuable assets to the Upper Post; we anticipate a continued strong collaboration and are working closely with John Andrews (CEO, Northern Star Council, Boy Scouts of America) and Kathryn Wyatt (Director). As with the February event hosted at Base Camp for enrolled students and families, we anticipate sharing curriculum and facilities. Historic Fort Snelling. Likewise, the is an exceptional asset. We are working very closely with Tom Pfannenstiel (Site Manager) in special reference to curriculum development and site access. In May, in collaboration with the Historic Fort staff, UMA will host an afternoon for enrolled students and their families at the Historic Fort. Wilderness Inquiry. (http://www.wildernessinquiry.org/) Is working directly with the development team of the River to River Learning Pathway to design cross curricular experiences aligned to academic standards that will engage students and their families in environmental and outdoor learning. We are working with Wilderness Inquiry to design a Family River Event that will highlight some of the components of the River to River Pathway. Bdote. The nascent efforts of Bdote are encouraged. If approved to charter a public school in Minnesota, Bdote’s efforts would be consonant with those of UMA. We have met with the developers of the potential native language immersion school and have identified congruent interests and approaches that could inspire future dialogue in special reference to collaboration for learning opportunities. Thehe potential location and facilities of the UMA campus, we have worked diligently with the Hennepin County, Minneapolis Park and Recreation Board, the Minnesota Department of Natural Resources, as well as the National Park Service. Paul Labovitz, the Mississippi National River and Recreation Area’s Superintendent, believes that “the UMA offers the strongest hope in decades that Fort Snelling can once again become a vibrant center of activity.” The architectural firm of CDG is working alongside Mortenson and Upper Mississippi Development, LLC to refurbish and repurpose the buildings of the Upper Post that have been designated as UMA’s campus. “UMA will serve our students, families and faculty as it transforms these historic structures into “a living link to the past, and offer continuity of use – and of learning – to an exciting future” (Bill Hickey, CDG).

fort snelling upper post request for proposals April 1, 2013

19.2 design concept: plans and design analysis 19.21 DESIGN NARRATIVE Upper Post Campus Selection

UMA’s innovative approach to curriculum, interest in fostering a strong community and desire for a distinct sense of identity are well met by their proposed future home on the Upper Post area of historic Fort Snelling. The Upper Post is at a hinge or hub of several communities (Minneapolis, St. Paul, Richfield, Eagan, Bloomington) giving it a unique geographic and social center while remaining a “neutral ground” by virtue of its independent existence. The campus abuts the newly expanded Mississippi National Riverway Recreation Area and Fort Snelling State Park’s bluffs and bottomlands. These will provide year-round environmental learning resource and the surrounding historic sites will offer a unique access to cultural experience. At capacity, UMA will serve approximately 1,380 students in PreK-12th grades. Student learning will occur in varied settings throughout the campus (both indoors and outdoors); numbers and grade levels of students expected in each building are as follows: BUILDING 64 - Fire Station House 65 - Post Guard House 66 - Telephone Exchange 67 - Post Headquarters 76 - Civilian Employees Quarters 101 - Barracks 102 - Barracks 103 - Barracks 112 - Post Bakery

GENERAL BUILDING USE Facility Equipment and Workshop Design and Engineering Labs Kindergarten and Family Life School Administration Dance Studio and Labs 1st-6th Grade Classrooms 7th-12th Grade Classrooms 7th-12th Grade Classrooms Edible Schoolyard Support

GROSS SQUARE FEET 5,400 17,000 9,800 18,900 5,900 52,930 52,930 52,930 3,800

Educational Concept Design Learning Pathways embrace multi-dimensional and interdisciplinary instructional strategies that support student achievement and the development of lifelong learners. The Edible Schoolyard Teaching students how their food choices impact the environment, the community, and their personal health is deepened by having each student become a steward of these values both in the kitchen and garden. Design and Engineering This pathway includes learning opportunities in the robotics lab, the woodshop, the textile lab, and visual arts studio. Essential Ingredients This pathway encourages students to know and understand the elements, their structure, their behavior, and how they relate and react to one another in the global environment. River to River: An Environmental and Historical Exploration of the Upper Post Student learning opportunities encourage them to become part of their learning environment as they explore the banks and waters of the Minnesota and Mississippi Rivers and discover the secrets and significance of the historical site.

Architectural Design The UMA Learning Pathways established a framework for the facility design that will allow for easy access to learning in the rehabilitated buildings and outdoor settings. The historic buildings of the Upper Post will be repurposed and adapted to serve the UMA needs. These structures are a tremendous resource – stable, strong, and distinctive. Their original use and internal configurations will pair well with their new life as the UMA’s home. Open, flexible floor plates, simple structures, convenient adjacencies and durable materials are an appropriate fit for K–12th educational uses. In fact, a key part of their historic mission was as a base for training and education and the campus buildings form a living link to the past and offer continuity of use for learning.

19.2 design concept: Plans and design analysis 19.22 PRECEDENTS Edible Schoolyard The Edible Schoolyard Berkeley (ESY Berkeley) is a one-acre garden and kitchen classroom for urban public school students at Martin Luther King, Jr. Middle School. This model program for edible education is fully funded by the Edible Schoolyard Project. At ESY Berkeley, students participate in all aspects of growing, harvesting, and preparing nutritious, seasonal produce during the academic day and after-school classes. Studentsâ&#x20AC;&#x2122; hands-on experience in the kitchen and garden fosters a deeper understanding of how the natural world sustains us and promotes the environmental and social well-being of the school community. The central kitchen and dining commons support the use of local, regional and organic foods, as well as foods purchased from small local companies.

Headlands Center for the Arts Headlands Center for the Arts is a multidisciplinary, international arts center dedicated to supporting artists, the creative process, and the development of new, innovative ideas and artwork. The campus comprises a cluster of artist-rehabilitated military buildings, just north of the Golden Gate Bridge at historic Fort Barry in the Marin Headlands, a part of the Golden Gate National Recreation Area. The National Park Service (NPS) took over the decommissioned buildings in 1972, inviting several mission-based nonprofits to act as park partners writing an arts center into the parkâ&#x20AC;&#x2122;s Master Plan. In 1982 a Founding Board of Directors incorporated Headlands Arts Center and launched an ambitious plan to rehabilitate the historic buildings, empowering artists to re-envision the physical space and future use of the facility.

Clearwater Academy Clearwater Academy is located in Calgary, Alberta on a former military base and is a university preparatory private catholic school. Most school functions occur within the Currie Barracks, which is the first Canadian community to receive gold certification for its approved plans that form a community characterized by a diversity of land uses, walkability, and sustainable design. Clearwater Academy owns seven acres and four buildings in the heart of the Currie Barracks site to house their PreK-12th grade campus. Currently, Clearwater enrolls 400 students and is expanding. The curriculum is based upon four pillars for Catholic formation with selected single-gender instruction on a co-educational campus, providing a high quality education that prepares students with a balanced and well-rounded academic offering.

Fort Vancouver Fort Vancouver National Historic Site, located in both Washington and Oregon, encompasses 366 acres along the Columbia River. The East and South Vancouver Barracks are a dynamic, sustainable public service campus, with a mix of public offices, museum spaces, businesses, shops, and restaurants. This vision was accomplished through adaptive reuse of existing historic structures through longterm leases with public and non-profit agencies, as well as private sector organizations. The partners of the Reserve teach visitors about the fur trade, early military life, national history, and pioneers in aviation, all within the context of Vancouverâ&#x20AC;&#x2122;s role in regional and national development. Fort Vancouver represents the past and the present while preserving the historic resources for future generations.

fort snelling upper post request for proposals April 1, 2013

19.2 design concept: plans and design analysis 19.23 SUSTAINABLE DESIGN The UMA project will be a superb example of the highest of sustainable building practices â&#x20AC;&#x201C; the revitalization and continued use of the existing Fort Snelling Upper Post buildings. Per the American Institute of Architects Handbook: â&#x20AC;&#x153;Sustainable refers to the ability of a society, ecosystem or any such ongoing system to continue functioning into the indefinite future; for architecture, this means design that delivers buildings and communities with lower environmental impacts while enhancing health, productivity, community, and quality of life.â&#x20AC;? Sustainable design will be a high priority for the design of UMA facilities because sustainability is integral to the educational values of the school. The design will include sustainable design features to the greatest extent possible within the budget and other design restraints. The design will review potential energy efficient design opportunities and set sustainability goals from applicable LEED and State of Minnesota B3 guidelines. Simple payback analysis and/or life cycle cost analysis will determine which measures will be included in a project. The project will use the Xcel Energy Design Assistance Program to assist in setting goals and develop energy modeling for the buildings energy use as it relates to energy savings rebates The design team has successfully participated in this process on many projects. Essential Sustainability Features of the UMA Project will Include: 1. Planning for Conservation: Reducing the need for space and reusing existing buildings and designing for adaptability. 2. Sustainable Sites: Development the site plan for reduced site disturbance, proper stormwater management and sustainable landscape design. 3. Water Efficiency: This includes water-efficient landscaping and water use reduction within a building. 4. Energy Efficiency: Optimize energy performance so the buildings use at least 30% less energy than the state energy code stipulates. Investigate using renewable energy sources and commissioning building systems. 5. Indoor Environmental Quality: Controlling indoor pollutant sources, using low-emitting materials, provide effective ventilation and thermal comfort, as well as daylight and views where appropriate. 6. Materials: Reducing material use and selecting materials with a low environmental impact, including materials that are recycled or salvaged. 7. Waste: Include reducing and recycling construction waste, and design to aid in the efficient managing of waste/recycling during school building operations.

0.00%

1.41

298,908

Cost

357 $

Area

System

25.00 24.00 400.00 12.00 30,000 3,750 25.00 3.00 20.00

67 $ 17,990 $ 3 $ 22 $ 17,990 $ 17,990 $ 17,990 $

Conveying

Plumbing

HVAC

Fire Protection

Electrical

215.85

3,216,046

225,123

N/A

1,786,952

17,990 N/A Basement + 2 Floors

N/A 211,929 N/A

Building GSF ==>

Net Site Area SF ==>

Number of Stories ==>

N/A / GSF

62,543 17,870

$ $

12,509 1,706,539

/ GSF

3,883,097

38,831

135,908

3,708,358

27,182

By Owner Not Included

3,681,176

334,652

3,346,524

97,472

3,249,052

33,006

By Owner

3,216,046

Not Included

154,003 1,694,030

$ $

44,855 1,540,027

1,495,172

$ $

15,189

By Owner

Total Cost Per GSF ==>

12.51

N/A

80,955

N/A

359,800

53,970

449,750

82,500

90,000

215,880

26,880

431,760

175,150

760,202

155,984

N/A

27,137

Included Above

1,479,983

1.00%

Total Construction Hard Costs

12.51

4.50

20.00

3.00

25.00

4.59

5.00

12.00

1.49

24.00

9.74

42.26

8.67

1.51

Total Cost

Included Above

1,479,983

17,990 $

GSF

Cost per

103,599

150,000

250,000

677,477

3.50%

0.70%

10.00%

3.00%

0.49

0.71

1.18

3.20

Preconstruction Services

Subtotal

Construction Manager's Fee

Liability Insurancse

Performace & Payment Bond

Builders' Risk Insurance

Estimating / Const. Contingency

Construction Escalation (3% per year)

Building Permit

SAC / WAC Charges

Subcontractor Bonds

Subtotal

1.26 0.49

118,718 $ 211,929 $

Site Electrical Utilities

General Requirements / Site Services

0.85%

2.11

118,718 $

Site Civil / Mechanical Utilities

Subtotal

5.71

118,718 $

Site Improvements

Subtotal Construction Costs

1.41

211,929 $

Site Preparation

4.50

17,990 $

Selective Building Demolition $

4.50

17,990 $

Furnishings

Spec. Const. - Lead/Asbestos Abatement

Equipment (Food Service Equip.)

Interior Finishes

Stairs

Interior Construction

Roofing

7,006 $

$60.00

8.00

76.01

System

Cost per

17,990 $

12,670

GSF

Cost per

19,498 $

System

Area

Exterior Enclosure

Cost per

System

50,310 $

3 $

50,310 $

208 $

50,310 $

24,182 $

28,094

55,687 $

41,280 $

3,510 $

Area

System

N/A

50,310

227.09

13.17

4.50

4.97

20.00

3.00

25.00

5.00

1.79

12.00

4.13

24.00

15.86

35.74

10.70

2.46

1.26

GSF

Cost per

Basement + 2 Floors

13.17

4.50

4.97

20.00

3.00

25.00

5.00

30,000

12.00

1,000

24.00

33.00

$64.00

9.67

3.00

18.00

System

Cost per

63,180

9,462,112

662,348

N/A

226,395

N/A

250,000

1,006,200

150,930

1,257,750

251,550

90,000

603,720

208,000

1,207,440

797,965

1,798,023

538,376

123,840

11,424,682

114,247

399,864

10,910,571

79,973

Not Included

By Owner

10,830,598

984,600

9,845,998

286,777

9,559,222

97,110

By Owner

9,462,112

Included Above

/ GSF

Cost

Total

Building 101 - Baracks Includes Boys / Girls Lower & Middle School Classrooms

Building 67 - Clock Tower / Post HQ

Total

July 2013 February 2014

Includes Administration, Prof. Devel., Conference, Seminars & UMiss Upper Seminars

Completion Date:

Construction Start Date: Phase 1 Site Development

Superstructure / Structural Repairs

Basement Construction

Foundations

UniFormat System Level 2

January 16, 2013

Phase 1 - Cost Model Budget

Minneapolis, MN

Includes Building 67 & Building 101 Site

Upper Mississippi Academy Public School

Fort Snelling Upper Post

19.3 financial proposal & documents

19.31 RENOVATION & DEVELOPMENT COSTS

Included are all costs associated with phase one renovation design and construction costs. Also included are development costs, soft costs, and insurance. Phase two and three costs are projected and available upon request. Cash flow is anticipated on a steady stream during the construction phase.

Legal (Lender) Mortgage Registration Title Insurance Recording Fees Inspection Fees Construction Disbursements Total Financing Costs

100% 100%

25 15

4.5%

$35,000 $46,633 $27,980 $3,000 $10,400 $4,000 $929,093

0.0001 0.0001

$1,300.00 8 19.3 financial proposal & documents $500.00 8

Development Fee

2.00%

$20,725,591 Total

2.00%

$414,512

Development Contingency

1.00%

$20,725,591 Total

1.00%

$207,256

19.32 SOURCES OF FINANCING & EQUITY

TOTAL COSTS Mortenson willSOFT assume a principal position and will work collaboratively with UMA Developers and the9.1% Director$1,880,860 of Advancement to TOTAL COST capital required to undertake the renovations and rehabilitation. 100% $20,725,591 generate the requisite SOURCES State Historic TC 20% Hard Costs Federal Historic TC 20% Hard Costs Traditional Debt** Investment, Benefaction, Grants, In-Kind Total Sources

$ $ $ $ $

3,392,052 3,618,188 3,702,345 10,013,007 20,725,591

**based on 300 students and a weighted 342 ADM @ $1200/student aid, 1.25x coverage, 7.5% rate, 25-year amort

19.33 PRO fORMA CASH FLOW & INCOME STATEMENT UMA will be the primary lessee; other lessees to be identified. State lease aid to UMA is accounted for in fiscal projections and cash flow on the following pages.

19.34 SOURCES & USES OF FUNDS Please see sections 19.32 and 19.33.

fort snelling upper post request for proposals April 1, 2013

19.3 financial proposal & documents Development Cost Summary Upper Mississippi Academy Development Cost Summary

Mar-13

USES HARD COSTS Land Costs Land Total Land Costs

% Total

Acquisition/Renovation Design Fees Sitework Phase 1 - Clocktower Phase 1 - 101 Barracks Total Acquisition/Renovation TOTAL HARD COSTS SOFT COSTS Development Costs Accounting Appraisal Development Expense Environmental Consult Legal (Mortenson) Real Estate Taxes Survey Total Development Costs Financing Costs Construction LTC Construction Loan Fees Closing Costs Construction Interest Legal (Lender) Mortgage Registration Title Insurance Recording Fees Inspection Fees Construction Disbursements Total Financing Costs

0.0% 0.0%

Total $0 $0

%Total 4.8% 3.6% 27.4% 55.1% 90.9%

Total $1,000,000 $750,000 $5,670,049 $11,424,682 $18,844,731

90.9%

$18,844,731 Total

% Total

90.0% 90.0% 6.00%

$20,725,591 2.00% 10 55%

0.0001 8

100% 100%

25 15

0.0001 0.0001

$1,300.00 $500.00

8 8

1.59%

$10,000 $15,000 $25,000 $10,000 $250,000 $0 $20,000 $330,000

4.5%

$373,061 $18,653 $410,367 $35,000 $46,633 $27,980 $3,000 $10,400 $4,000 $929,093

Development Fee

2.00%

$20,725,591 Total

2.00%

$414,512

Development Contingency

1.00%

$20,725,591 Total

1.00%

$207,256

9.1% 100%

$1,880,860 $20,725,591

TOTAL SOFT COSTS TOTAL COST SOURCES State Historic TC Federal Historic TC Traditional Debt** Fund Raising Required

20% Hard Costs 20% Hard Costs

$ $ $ $

3,392,052 3,618,188 3,702,345 10,013,007

fort snelling upper post request for proposals April 1, 2013 1143.48 1143.48

342.00 342.00

Total Number of Current Year Pupil Units

Total Number of Marginal Cost Pupil Units

$5,635.76 6,444,401

$5,585.52 1,910,248

Total Per Pupil Unit State Revenue

Total General Education State Revenue

Beltz, Kes, Darling & Associates

Page 1 of 6

5,668.51 (32.75)

Per Pupil Unit State Revenue Less Pension Adjustment

5,618.27 (32.75)

5325.42

1.0% $5,074.24 12.00 26.27 205.63 0.00 99.19 0.00 0.00 251.18

1.0% $5,024.00 12.00 26.27 205.63 0.00 99.19 0.00 0.00 251.18

5275.18

State Revenue Assumptions and Calculations

950

300

Total Number of Students

General Education Revenue State Averages Per Pupil Unit Inflation Rate Assumption-Basic only Basic Excluding Transportation Gifted and Talented Sparsity Operating Capital Training & Experience Equity Referendum Transistion Allowance Transportation

32 124 194 600

0 0 200 100

32 40 40 44 44 50 100 200

2014-2015

200 200

200

2013-2014

100

Enrollment Projections Number Students Grade K Number Students Grade 1 Number Students Grade 2 Number Students Grade 3 Number Students Grade 4 Number Students Grade 5 Number Students Grade 6 Number Students Grade 7 Number Students Grade 8 Number Students Grade 9 Number Students Grade 10 Number Students Grade 11 Number Students Grade 12 Enrollment totals by state pupil unit weighting category Total Number of Students Grade K Total Number of Students Grade 1-3 Total Number of Students Grade 4-6 Total Number of Students Grade 7-12

Pre-Operational Yr

Upper Mississippi Academy Long-Range Budget Projection Model March 28, 2013

8,720,160

$5,686.50

5,719.25 (32.75)

5376.16

1.0% $5,124.98 12.00 26.27 205.63 0.00 99.19 0.00 0.00 251.18

1533.48

1,250

32 124 194 900

32 40 40 44 44 50 100 100 200 200 200 200

2015-2016

9,544,659

$5,737.75

5,770.50 (32.75)

5427.41

1.0% $5,176.23 12.00 26.27 205.63 0.00 99.19 0.00 0.00 251.18

1663.48

1,350

32 124 194 1,000

32 40 40 44 44 50 100 100 100 200 200 200 200

2016-2017

Conservative Assumption

03/28/2013

Assuming 1% increase in state aid going forward

19.3 financial proposal & documents

State Revenue Assumptions and Calculations

1200 1,372,181 100.0%

1200 410,400 100.0%

Beltz, Kes, Darling & Associates

LEP (Limited English Proficiency) State Aid Prior Year LEP Eligible ADM Current Year LEP Eligible ADM ADM Served Adjusted LEP ADM LEP Marginal Cost Pupils LEP Revenue Concentration Portion Concentration Factor LEP Pupil Units LEP Concentration Revenue Total LEP Aid

Special Education Revenue State Special Education Aid and Tuition Billing

Total Prorated Building Lease Aid Revenue Lease Aid Revenue per pupil unit( before proration)

Lesser of $1,200.p.u. or 90% of lease payment Estimated Proration of Lease Aid Revenue

25% Estimate

Page 2 of 6

75 238 950 238 238 166,250 0.2500 1 238 59,375 225,625

59,280

57,000

0 75 300 75 75 52,500 0.2500 1 75 18,750 71,250

Estimate

1,372,181 1200

1,372,181 1,372,181

410,400 410,400

Building Lease Aid Aid at $1,200 per pupil unit Aid at 90% of Lease

410,400 1200

50% estimate 300 150 75 187.50 0.63 0.78 87.89 422,666 1 422,666

Compensatory Revenue A: Number of Students prior yr. ( current year for 1st year) B: Number of Free Lunch Students prior yr. ( or current year for 1st yr.) C: Number of Reduced Lunch Students prior yr. ( current yr. for 1st yr.) D: Adjusted Counts = 100% Free, 50% Reduced - (A) E: Concentration Portion F: Concentration Factor ( lesser of 1 or Conc. Portion/ .8) G: PU = .6 * D * F H: Initial Revenue = 4,809 *G I: Short Year Factor Calculated Compensatory State Revenue ((A) x (B))

90% of lease payment-per pupil unit

2014-2015

Pre-Operational Yr

2013-2014

Upper Mississippi Academy Long-Range Budget Projection Model March 28, 2013

238 313 1250 313 313 218,750 0.2500 1 313 78,125 296,875

25% Estimate

61,655

Estimate

1,840,181 1200

1200 1,840,181 100.0%

1,840,181 1,840,181

50% estimate 950 475 238 593.75 0.63 0.78 278.32 1,338,442 1 1,338,442

2015-2016

313 338 1350 338 338 236,250 0.2500 1 338 84,375 320,625

25% Estimate

64,125

Estimate

1,996,181 1200

1200 1,996,181 100.0%

1,996,181 1,996,181

50% estimate 1250 625 313 781.25 0.63 0.78 366.21 1,761,108 1 1,761,108

2016-2017

Assumes 25% ESL students

03/28/2013

Revenue covers 95% of State Sped Exenditures

Covers 90% of base lease expense

Assumes 50% free, 25% reduced

19.3 financial proposal & documents

State Revenue Assumptions and Calculations

Subtotal

Total Federal Revenue

Total State Aids

fort snelling upper post request for proposals April 1, 2013

Beltz, Kes, Darling & Associates

Total Revenue

Total Other Revenue

Miscellaneous Income Food Service Revenue Preschool Program

Other Revenue Fees from Students (Field Trip, Other) Walton Grant

Federal Revenue Federal Special Ed Federal Title Funds Federal CSP Grant

Building Lease Aid Special Education Aid Endowment Aid, $28.31 per pupil unit Other Miscellaneous State Aid

State Aids General Education Revenue Compensatory Revenue

2013-2014

350,000

250,000

100,000

3,692,046

535,800

15,000 247,500 268,800

4,500

275,000

25,000 50,000 200,000

2,881,246

410,400 57,000 9,682 0

1,910,248 422,666 2,404,164

9,994,245

1,045,420

47,500 709,470 274,200

14,250

392,300

80,800 161,500 150,000

8,556,525

1,372,181 59,280 32,372 0

6,444,401 422,666 7,092,692

2014-2015

Page 3 of 6

Revenue Summary and Projections

Pre-Operational Yr

Upper Mississippi Academy Long-Range Budget Projection Model March 28, 2013

13,849,076

1,223,150

62,500 862,200 279,700

18,750

325,200

108,400 216,800

12,300,726

1,840,181 61,655 43,413 0

8,720,160 1,338,442 10,355,477

2015-2016

15,414,812

1,322,820

67,500 949,770 285,300

20,250

358,200

119,400 238,800

13,733,792

1,996,181 64,125 47,093 0

9,544,659 1,761,108 11,626,392

2016-2017

03/28/2013

Offset by Expenses, need to create detailed budget

$50 per student, offsets field trip expenses (transportation and admittance). Conservative, Budgeting 90% of Expenditures

Conservative at $15 per student Offset by Expenses

Estimate and Offset By Expenses Estimate and Offset By Expenses

19.3 financial proposal & documents

Revenue Summary and Projections

New Staff Calc - Staff increases based on enrollment increases Actual/projected enrollment change from prior year Added new teacher FTE's - calculated at 15:1 ratio ( rounded) 0

37,000

Furniture and Other Equipment

Beltz, Kes, Darling & Associates

25,000 7,500 35,000 20,000 69,000 30,000 2,700 2,000

Other Rentals and Operating Leases Field Trip Admissions Office Supplies/General Supplies Maintenance Supplies Textbooks and Workbooks Instructional Supplies/Classroom Supplies Standardized Tests Media/Library Resources

Page 4 of 6

119,500

80,800 23,750 113,100 64,600 218,500 95,000 8,700 6,500

1,524,645

456,000

Lease Expense (Maximum Supported by Student Enrollment)

3,351,700 871,442 611,500 29,100 12,900 152,465 18,300 80,800 472,525

2.0% 2.0%

2,116,245 0

49,215

23,750 20,200

1,211,200 292,397 212,548 9,000 4,000 45,600 15,000 25,000 189,300

0 0

48,250

See Payroll Tab 0

650 43.0

2014-2015

7,500 5,000

Field Trip Transportation Travel and conferences

Inflation Assumptions Salaries Other costs Budget Calculations Salaries Benefits Contracted Services Communications Services Postage Utilities Property and Casualty Insurance Repairs and Maintenance Student Transportation

Added salary cost - teachers ( added FTE's times cost) Added cost - others per above

Projected new teacher ( 1FTE ) Salary cost

Other Teachers/Non-teachers Added Additional staff budget added

2013-2014

Expenditure Calculations

Pre-Operational Yr

Upper Mississippi Academy Long-Range Budget Projection Model March 28, 2013

160,400

108,400 31,250 151,800 86,700 287,500 125,000 11,700 8,700

2,044,645

31,250 27,100

4,972,700 1,342,629 745,700 39,100 17,300 204,465 18,700 108,400 577,525

2.0% 2.0%

1,003,986 550,000

50,199

550,000

300 20.0

2015-2016

176,700

119,400 33,750 167,200 95,500 120,150 135,000 12,900 9,600

2,217,979

33,750 44,900

5,630,600 1,576,568 819,500 43,100 19,100 221,798 19,100 119,400 612,525

2.0% 2.0%

358,423 200,000

51,203

200,000

100 7.0

2016-2017

03/28/2013

Based on enrollment and Inflationary Increases $25 per student Based on enrollment and Inflationary Increases Based on enrollment and Inflationary Increases $230 per student in year 1-3 and $89 in year 4-5. $100 per student Based on enrollment and Inflationary Increases Based on enrollment and Inflationary Increases Based on enrollment and Inflationary Increases, Additional Funds in Grants

90% Reimbursed by Lease Aid Revenue

$25 per student Additonal Funds in Grants

2013-2014 Per Payroll Tab 2013-2014 Per Payroll Tab 2013-2014 Per Contracted Services Tab Based on enrollment and Inflationary Increases Based on enrollment and Inflationary Increases 10% of Lease Expense Based on Inflationary Increase Based on enrollment and Inflationary Increases Based on MTC cards and Contract for Elem Stud.

Other Specialty staff

Gen Ed, Teachers and Admin

19.3 financial proposal & documents

Expenditure Calculations

fort snelling upper post request for proposals April 1, 2013

Beltz, Kes, Darling & Associates

0.0%

Ending Fund Balance

Fund Balance Percentage of Annual Expenditures

Beginning fund Balance

Annual Surplus

1.7%

63,334

Page 5 of 6

5.0%

479,702

63,334

416,368

9,577,877

3,628,712

Total Expenditures

350,000

788,300 274,200

275,000 268,800

100,000 250,000

7,500 24,200 62,400 80,800 161,500 150,000

1,667 7,500 60,000 25,000 50,000 200,000

Interest Expense Dues and memberships State Special Ed Expenditures / ESY Federal Special Ed Expenditures Federal Title Program Expenditures Federal CSP Grant Walton Grant Food Service Expenditures Preschool Program

129,200

2014-2015

40,000

2013-2014

Technology Equipment

Pre-Operational Yr

Upper Mississippi Academy Long-Range Budget Projection Model March 28, 2013

10.4%

1,344,115

479,702

864,412

12,984,664

958,000 279,700

50,000 32,500 64,900 108,400 216,800

173,400

2015-2016

17.5%

2,490,307

1,344,115

1,146,192

14,268,620

1,055,300 285,300

47,000 35,800 67,500 119,400 238,800

191,000

2016-2017

03/28/2013

Offset by Expenses, need to create detailed budget

CSP, Highbar, Other 95% of Expenditures offset by Revenue Offset by Revenue Offset by Revenue Offset by Revenue Offset by Revenue Conservative, Revenues are 90% of Expenditures

Based on enrollment and Inflationary Increases, Additional Funds in Grants Estimated, Assumed Holdback % increased in future years.

19.3 financial proposal & documents

Expenditure Calculations

15,000 25,000 7,500 5,000 456,000 25,000 7,500 35,000 20,000 69,000 30,000 2,700 2,000 37,000 40,000 1,667 7,500 60,000 25,000 50,000 200,000 0 275,000 268,800 3,439,412

Insurance Repairs and Maintenance Field Trip Transportation Travel and conferences Building lease expense Other Rentals and Operating Leases Field Trip Admissions General Supplies Maintenance Supplies Textbooks and workbooks Instructional Supplies/Classroom Supplies Standardized Tests Media/Library Resources Furniture and Other Equipment Technology Equipment Interest Expense Dues and memberships State Special Ed Expenditures / ESY Federal Special Ed Expenditures Title Expenditures Federal CSP Grant Walton Grant Food Service Expenditures Preschool Expenditures

Total Expenses

LOC Balance Interest Expense

Beltz, Kes, Darling & Associates

0 0

217,156 281,301

64,145

0 0

281,301 349,696

68,395

0 0

421,841 493,985

72,145

Page 6 of 6

0 0

349,696 421,841

72,145

278,329

22,917 23,380

0 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

350,474

77,963

24,167 500 0 0 1,667 24,750 26,880

324,140

Dec-13

0 0

493,985 614,010

120,025

282,079

22,917 23,380

3,750 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

402,104

77,963

24,167 500 0 0 1,667 24,750 26,880

324,140

Jan-14

0 0

614,010 737,785

123,775

278,329

22,917 23,380

0 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

402,104

77,963

24,167 500 0 0 1,667 24,750 26,880

324,140

Feb-14

0 0

737,785 537,419

(200,365)

278,329

22,917 23,380

0 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

77,963

24,167 500 0 0 1,667 24,750 26,880

Mar-14

0 0

537,419 333,304

(204,115)

282,079

22,917 23,380

3,750 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

77,963

24,167 500 0 0 1,667 24,750 26,880

Apr-14

0 0

333,304 132,939

(200,365)

278,329

22,917 23,380

0 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

77,963

24,167 500 0 0 1,667 24,750 26,880

May-14

(201,365)

279,329

22,917 23,380

0 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 1,000 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

77,963

24,167 500 0 0 1,667 24,750 26,880

Jun-14

150,000 1,000

150,000 127,328 217,156

89,828

278,329

22,917 23,380

0 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

350,474

77,963

24,167 500 0 0 1,667 24,750 26,880

324,140

Nov-13

132,939 81,573

0 127,328

127,328

282,079

22,917 23,380

3,750 2,083 833 417 38,000 2,083 833 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,800

333

750

17,712

24,366

100,933

350,474

77,963

24,167 500 0 0 1,667 24,750 26,880

324,140

Oct-13

Beginning Cash Balance (Deficit) Ending Cash Balance (Deficit)

63,334

252,634

276,662

22,917 23,380

250,979

22,917 35,000 196,812

0 16,667

3,800

333

750

17,712

24,366

100,933

340,807

43,547

26,880

16,667

324,140

Sep-13

16,667

0 2,083 0 417 38,000 2,083 0 2,917 1,667 27,600 9,000 225 167 14,800 16,000 0 625

3,800

333

750

17,712

24,366

13,850

340,807

16,667

324,140

Aug-13

0 2,083 0 417 38,000 2,083 0 2,917 1,667 1,380 1,200 225 167 740 800 0 625 6,000 2,500 5,000 16,667

3,750 2,083 0 417 38,000 2,083 0 2,917 1,667 27,600 9,000 225 167 14,800 16,000 0 625

3,800

333

750

17,712

24,366

13,850

324,140

Jul-13

2013-2014 Cash Flow

Draw/(Payment) on LOC

Monthly cash flow surplus (deficit)

3,628,712

45,600

Utilities

Budgeted Revenue less Expenditures

4,000

Postage

212,548 9,000

292,397

Communications Services

1,211,200

Salaries (excludes Special Ed)

3,692,046

Contracted Services

Expenditure Calculations

3,692,046

810,800

275,000 4,500 0 0 15,000 247,500 268,800

2,881,246

Inflow/Outflow

Benefits

Total Revenue

Total Other Revenue

Federal Revenue Fees from Students (Field Trip and Miscellaneous) Interest Revenue Contributions and Gfits, Grants Miscellaneous Income Food Service Preschool Revenue

Total State Aids 2012-2013 - Holdback - 10% Other Revenue

Total State Aids 2013-2014 - 90%

Receipt Calculations

2013-2014

Upper Mississippi Academy Total

1,000

3,241,661

15,000 25,000 7,500 5,000 456,000 25,000 7,500 35,000 20,000 69,000 30,000 2,700 2,000 37,000 40,000 1,000 7,500 60,000 25,000 50,000 200,000 0 252,083 268,800

45,600

4,000

9,000

212,548

292,397

1,037,033

3,355,005

761,883

250,833 4,500 0 0 15,000 222,750 268,800

2,593,121

Cash Flow

Total

197,750

22,917 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 667 0 0 0 0

174,167

312,291

24,167

24,167 0 0 0 0 24,750 0

288,125

Cash Flow

Remaining

03/28/2013

3,439,412

15,000 25,000 7,500 5,000 456,000 25,000 7,500 35,000 20,000 69,000 30,000 2,700 2,000 37,000 40,000 1,667 7,500 60,000 25,000 50,000 200,000 0 275,000 268,800

45,600

4,000

9,000

212,548

292,397

1,211,200

3,692,046

810,800

275,000 4,500 0 0 15,000 247,500 268,800

2,881,246

Budget

10.0%

19.3 financial proposal & documents

2013-2014 Cash Flow

19.4 construction plan 19.41 CONSTRUCTION MANAGEMENT PROCESS One of the primary reasons for hiring a builder like Mortenson in the early stages of the design process is to help reduce the potential for cost overruns, schedule delays or other distressing events. Mortenson’s design-build approach eliminates major surprises, thereby allowing the Fort Snelling site team to make decisions based upon reliable and predictable projections of the project outcomes. Our team will confidently lead a design-build process in thoroughly preparing the site for the highest and best use. We intend to analyze the following: Feasibility studies of options and design Programming/schematic design documents Cost detail and scope of work value Schedules and proper phasing of the work Cash flow projections and proformas Scope of work narrative Value engineering analysis and ideas Mechanical-electrical systems analysis (first cost versus operating cost) Plans for future design and construction phases Project phase cost analysis As the Design-Builder Mortenson will: Act as an “extension” of Fort Snelling and represent best interests in all aspects of the work. Deliver personalized, professional service to ensure all stakeholders are informed and comfortable every step of the way. Prequalify subcontractors and tradespersons. We will ensure only quality builders are performing work on the site. Pro-actively lead the design team to facilitate collaboration and decision making to meet aggressive project timelines Provide dependable, accurate cost estimates that our team can rely on to confidently make critical planning decisions. Develop the “right” schedule to accommodate the unique aspects of renovation construction and historic preservation requirements. Coordinate and manage the historic preservation activities while proactively managing any impacts to schedule and cost.

19.42 CONSTRUCTION COORDINATION Our team has the ability to manage multiple scopes of work. We intend to utilize a master construction schedule, a two week lookahead schedule, technology to communicate our location of work, photographs of before, during and after documentation, and daily communication from our team. Careful planning and attention to detail are key components in our ability to confidently meet the coordination expectations. We are prepared to ensure the following items are coordinated: Interior demolition and renovation of the clocktower and Barracks 101. We will have a manpower plan for cautious demolition and removal of material to proper dumpsters. Haul away plans will be provided prior to any work commencing. Any new addition to Fort Snelling will be brought forward to the historical society and Fort Snelling during design development. Construction of any addition will be fenced off, with a lay down area for building materials on a predetermined non-landscaped area. We will work daily and weekly with any infrastructure improvement construction crews. Our operations can maneuver and coordinate around off-site (third party) infrastructure schedules. We will provide a full time site supervisor as the point of contact to ensure all parties time and cost are efficiently managed.

19.4 construction plan 19.43 STAGING & PHASING PLAN The unique and sensitive requirements associated with the location of the Fort Snelling Upper Post site work will require proactive, detailed planning and creative solutions to ensure all construction activities proceed efficiently and without disrupting surrounding operations. Our team is familiar with working in active business environments and would remain â&#x20AC;&#x2DC;invisibleâ&#x20AC;&#x2122; during the process. Please see our intended staging and phasing for the work.

fort snelling upper post request for proposals April 1, 2013

19.5 management & operations approach 19.51 DEVELOPMENT PROCESS DESCRIPTION Our team is assuming a long-term lease agreement will be completed prior to work commencing. Upon that long-term lease signing, our team anticipates an August, 2013 construction start. We anticipate any regulatory approvals and agreements will be completed by August, 2013. Also. the historical tax credits we understand may run into late 2013 for approval. Temporary trailers and facilities will be utilized on or adjacent to the site until permanent phase one facilities are complete and ready for occupancy.

19.52 TIMELINE Per our enclosed milestone schedule, we anticipate the design phase of the project during the summer of 2013. We will design phase one in full and phase two and three in concept. Upon lease agreement, we will start construction of phase one in the fall of 2013. Our temporary location will be in or near the site until phase one is complete eight months after construction start. Phase two is anticipated to commence in the spring of 2014 and phase three in the fall of 2014. Please see our milestone schedule on page 12.

19.53 SECURING TENANTS/OPERATORS The need in the community for high quality schools and the demonstrated robust enrollment at UMA effectively yields the critical state lease aid for the primary tenant (UMA). Building 67 - Post Headquarters - will also provide an opportunity for long-term partnerships with other groups or agencies that have sympathetic missions. The development team and UMA recognize the structureâ&#x20AC;&#x2122;s significance and are interested in ensuring that Headquarters becomes a building that serves a higher purpose while remaining highly accessible to the public. As UMAâ&#x20AC;&#x2122;s phase two comes on-line and allows program migration within the campus, the developer will seek partners who will further this aspect of the mission, and bring a complimentary presence to the Post by colocating in the Headquarters or other support areas as is appropriate.

19.6 qualifications & track record 19.61 CONTACT INFORMATION

19.64 LEGAL STRUCTURE

Mark Mortenson • Sole Manager Upper Mississippi Development, LLC 50 South Sixth Street • Minneapolis, MN 55402 p: (763) 287-5561 • mark.mortenson@mortenson.com

Our team is structured such that Upper Mississippi Development, LLC will carry a primary leasehold with Upper Mississippi Academy. UMA will be the tenant and user of the site and facilities. Upper Mississippi Development, LLC will hold a design-build construction contract with Mortenson Construction to perform the work. Mortenson will hold a design contract to CDG for all design 19.62 TEAM MEMBER INFORMATION We have strategically assembled a team based on their highly professional services. relevant and recent experience, and proven track records of success. From their resumes on the following page you will find they are 19.65 QUALIFICATIONS BY RELEVANT seasoned professionals with extensive experience in historic PROJECTS preservation. Our team proposes to use Faegre Baker Daniels for Historic renovation projects are special opportunities to revive our legal counsel for this proposal. aging, often fragile buildings with major historical significance. Whether it’s a renovation, an expansion, or a seismic upgrade, we take the responsibility seriously. Please see pages 26-29 for some of our teams most relevant projects.

19.63 DECISION-MAKING STRUCTURE TENANT

OWNER

Upper Mississippi Academy Upper Mississippi Development, LLC

DESIGN-BUILD CONTRACTOR Mortenson Construction Nate Pearson

Brad Blue, PhD

Bonnie Holub, PhD

Founder

Founder and Chair

19.66 FINANCIAL CAPABILITY Upper Mississippi Development, LLC is capitalized for the purpose of financing and managing the effort to rehabilitate the structures.

Project Director

ARCHITECT Collaborative Design Group Bill Hickey Principal

19.67 LAWSUIT HISTORY All parties have no current or pending legal or arbitration proceedings with public agencies.

19.68 CONFLICTS OF INTEREST All parties have no lawsuits related to a proposed development opportunity, selection procedure, or an existing development contract. In addition, all parties have no legal or arbitration proceedings with public agencies.

19.6 qualifications & track record NATE PEARSON, LEED® AP Project Director Years of Experience

16; 5 with firm

Education

University of Minnesota, Master of Business Administration Iowa State University, Bachelor of Science

Registration

LEED® Accredited Professional

Nate Pearson is a trusted and respected leader that strives for success on his projects through positive teamwork and relationships. Nate is responsible for leading the team through the design assist and construction process. He will coordinate design team activities for the accuracy and completeness of the estimates and will work closely with the entire team to provide full-service delivery and constructability. Nate will be the single point of contact for all project stakeholders.

William Hickey, AIA, LEED® AP Principal • Historic Architect Years of Experience

26; 12 with firm

Education

University of Minnesota, Bachelor of Architecture University of Minnesota, Bachelor of Environmental Design

Registration

Registered Architect, Minnesota #20111 LEED® Accredited Professional

Bill Hickey has considerable expertise in the programming, design, and project management of Historic Preservation Projects. He is an award-winning designer whose work in Adaptive Reuse and Historic Preservation for public and private sector clients has been widely recognized. Bill has served as a Historical Architect on a majority of CDG’s Preservation Projects and has a deep passion for materials conservation. In addition to his design and management duties, he serves as CDG’s Sustainability Coordinator. In this capacity, he guides the firm’s work to meet the highest sustainability and performance goals. Bill meets the Secretary of the Interior’s Standards for Historical Architect and Architectural History.

BRAD BLUE, PhD Founder and Director Years of Experience

20; 2 with firm

Education

University of Aberdeen - Scotland, PhD Wheaton College, Master of Arts Wheaton College, Bachelor of Arts

Registration

State of Minnesota, Education

Brad Blue is a dedicated and innovative educator with evidence of effective program designs and student achievement. He has built a diverse portfolio that includes extensive collaboration with business and community organizations and successful, replicable paradigms in education. Recognized for structuring effective professional development built into sound program structures that leverage community stakeholders. Brad is a passionate and highly motivated leader with extensive knowledge of STEM initiatives and opportunities. He has demonstrated evidence of delivering results.

fort snelling upper post request for proposals April 1, 2013

19.6 qualifications & track record

Project On the National Register of Historic Places The Union Depot

The Union depot Contact tIM MAYASICH • rAMSEY COUNTY REGIONAL RAILROAD AUTHORITY • 651.266.2762 • TIMOTHY.MAYASICH@CO.RAMSEY.MN.US

19.6 qualifications & track record

Additional Projects On the National Register of Historic Places Westminster Presbyterian Church Sanctuary Renovation

The Bakken Library and Museum

State Theater Renovation

Science City at Union Station

Landmark Center

University of Minnesota - Akerman Hall (Eligible)

fort snelling upper post request for proposals April 1, 2013

19.6 qualifications & track record Projects Registered as National Landmarks Fort Snelling

Split Rock Lighthouse

Fort Snelling & Split Rock Lighthouse Contact Allison Dahlin • Minnesota Historical Society • 651.259.3478 • allison.dahlin@mnhs.org

Project On the National Register of Historic Places Midtown Exchange

Midtown Exchange Contact Mike Ernst • Ryan Companies US, Inc. • 612.492.4256 • mike.ernst@ryancompanies.com

19.6 qualifications & track record Additional Projects On the National Register of Historic Places Baudette Depot

Blair House

Burton Hall

Commerce Building

Eastcliff House

Eddy Hall

Faribault Downtown Development Guidelines

Fort Ridgely Powder Magazine

Grand View Lodge

Harkin Store

Meighen Residence

Nicholson Hall

fort snelling upper post request for proposals April 1, 2013

fort snelling upper post APPENDIX April 1, 2013

A.1 A.2 A.3

MORTENSON 1 cOLLABORATIVE dESIGN GROUP

UPPER MISSISSIPPI ACADEMY

Appendix: firm experience

Founded on a Purpose Mortenson Construction, founded in 1954 by M. A. Mortenson, Sr., is a Minneapolis-based, family-owned company. Weâ&#x20AC;&#x2122;ve distinguished ourselves in the construction industry by offering services based on our values of trust, teamwork, service, responsibility, safety, and stewardship. Mortenson has grown to 2,000 team members with project operations in 48 states and a number of select international locations. More than 80% of the companyâ&#x20AC;&#x2122;s work is for long-standing customers with projects ranging from less than $1 million to more than $300 million. With revenues surpassing $2.4 billion, Mortenson ranks as the 19th largest builder in the nation, according to Engineering News-Record (ENR). Our dedicated team of industry experts are among the most experienced and highly skilled. As your partner, we would like to build whatâ&#x20AC;&#x2122;s next.

APPENDIX: firm experience UNIVERSITY OF MINNESOTA McNAMARA ALUMNI CENTER - MINNEAPOLIS, MINNESOTA

EDUCATION We understand a construction project is an enormous undertaking. We are here to help you. Our approach is to learn as much as we can about your unique needs and goals, including the quality, cost and delivery schedule goals of the campus at large. By working closely with you and the entire team, we can tailor our construction expertise to ensure we meet all of your goals and expectations.

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience JOHN B. DAVIS EDUCATION AND SERVICE CENTER

“The expertise and the dedication of Mortenson and your personnel were certainly key elements in the successful completion of the project.”

Groves Academy Renovation and Expansion St. Louis Park, MN

Blake School Highcroft Campus Renovation Minneapolis, MN

David Broesder, Principal KKE Architects, Inc. University of Minnesota McNamara Alumni Center

MacPhail Center for Music Minneapolis, MN

Disney English Language Learning Centers Shanghai, China

APPENDIX: firm experience WASHINGTON STATE LEGISLATIVE BUILDING HISTORIC REHABILITATION - OLYMPIA, WASHINGTON

HISTORIC PRESERVATION Historic renovation projects are special opportunities to revive aging, often fragile buildings with major historical significance. Whether it’s a renovation, an expansion, or a seismic upgrade, we take the responsibility seriously. Working with historical preservation agencies, properly removing historical materials, preserving and restoring them, and then re-installing them is a process that requires in-depth planning, coordination and care. These efforts are critical to the success of renovation projects. Many of our historic renovations have involved replacing the entire mechanical and electrical infrastructure without disturbing its original facade. True success of a historic renovation is achieved when visitors can’t tell that we were ever in the building – except that it looks (and operates) better.

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience THE UNION DEPOT - ST. PAUL, MINNESOTA

â&#x20AC;&#x153;... thanks for providing us with a quality structure. As always, your attention to details and commitment to quality has paid off for the agency and the citizens of Washington State.â&#x20AC;? Stephen Fry Architect Washington State Department of Ecology

Westminster Presbyterian Church Sanctuary Renovation Minneapolis, MN

The Bakken Library and Museum Minneapolis, MN

State Theater Renovation Minneapolis, MN

Walter Digital Tech Library Renovation Minneapolis, MN

Appendix: firm experience

Creative Thinking...Thoughtful Solutions Creative problem solving is what our profession is all about. While employees at CDG challenge all team members to think creatively to develop interesting and exciting designs, we realize that creativity does not stop with aesthetics. Our team understands that the most important component of problem solving is thinking about how to combine a creative design with functionality, affordability, practicality, and efficiency. Creative thinking and thoughtful solutions make projects successful. Collaborative Design Group is a name carefully considered to reflect our fundamental belief that the design process is a collaborative effort, with our clients as integral members of the project team. We believe that the success of your project is dependent on the knowledge and resources of many groups of people. It is our goal to assemble the most appropriate and talented individuals to meet your specific needs. What sets us apart is that we provide a truly collaborative approach to the design of built environments. We seamlessly blend our inhouse disciplines of Architecture, Interior Design, Structural Engineering and Historic Preservation to develop sound and energized design solutions. The level of knowledge that these combined disciplines bring to a project ensures informed decision making and enhances the overall health of the building, leading to a successful project outcome.

We have excelled at managing intensely complex projects, including some of the area’s most noted landmarks. We bring an extensive range of design experience, including public, collegiate, non-profit, and corporate facilities. Our team has the ability to anticipate and understand the long-term operational impacts of design decisions. We are noted for our ability to guide the consensus to a shared vision. We work through sensitive community issues by acknowledging a neighborhood’s history, and upholding a strong sense of community throughout the design process.

Self-performing the full scope of services brings significant added value during both design and construction. As our name articulates, we work collaboratively, uniting all disciplines in the process to create an integrated design solution.

APPENDIX: firm experience Historic Preservation Understanding historic buildings is not new to us; we have built a national reputation for our expertise in this context. We have learned through our experience that it is vital to understand the building, its construction and its human history to be able to effectively breathe new life into it. Work in Historic Buildings is typically described as Preservation, Rehabilitation, or Restoration. Preservation usually refers to the maintenance required to preserve a building in its original condition. Rehabilitation can include additions, adaptation for re-use, or modernizing a building. Restoration of a building includes repair of failing building elements, or restoring a building back to its original design or function. The most important component of the design of Preservation, Rehabilitation, or Restoration is understanding the building. This includes a thoughtful assessment of the building function, performance, past failures, how the building was used in the past, and how the building will be used in the future. In addition to Architecture and Interior Design, CDG provides in-house forensic building analysis, structural engineering and historic preservation. Self-performing this full scope of services brings significant added value during both design and construction. Our existing buildings team can help identify issues to allow our clients to cost effectively manage their projects. These structures are a tremendous resource from the stand point of sustainable design and are integral to our sense of place. CDG deeply understands the impact of using historic buildings to reenergize streets, neighborhoods and cities. We provide a truly collaborative approach to the care of historic and significant buildings. We seamlessly blend our in-house disciplines of Architecture, Interior Design, Structural Engineering and Historic Preservation / Existing Buildings to develop sound and energized design solutions.

These structures are a tremendous resource from the stand point of sustainable design and are integral to our sense of place. CDG deeply understands the impact of using historic buildings to reenergize streets, neighborhoods and cities. We provide a truly collaborative approach to the care of historic and significant buildings. We seamlessly blend our in-house disciplines of Architecture, Interior Design, Structural Engineering and Historic Preservation / Existing Buildings to develop sound and energized design solutions.

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience Building Pathology Building pathology is the study of a building with the intent of determining any defects it may contain, and, more importantly, the causes and consequences associated with such issues. After defects have been identified, solutions can be developed and administered in order to extend the life of the building. Effective building pathology relies not only on an accurate and knowledgeable assessment of the building, its flaws and strengths, and its intended use, but also on the development of creative, collaborative solutions to discovered problems and effective treatment and supervision of the changes that need to be made. Proper pathology will help save time and money since it ensures that a building’s space and resources can be maximized and that existing structures can be used into the future, all without the commitment of expansions or new buildings.

Collaborative Design Group Provides: • Building Investigations • Roof Assessment and Inspections • Building Envelope Assessment • Structural Analysis and Inspections • Capital Improvement Plans

APPENDIX: firm experience Historic Fort Snelling CDG has been involved with nearly every building on the Fort Snelling Historical Site campus within the past decade. CDG has prepared Condition Survey Reports for all of the historic buildings, as well as the Visitors Center. CDG provided research, specifications, plans, and construction administration for the period-accurate reconstruction of the roofs within the historic fort, including the installation of a lead-coated copper gutter system. The projects have been overseen by the Minnesota Historical Society and State Historic Preservation Office. CDG has also provided a pre-design study for the rehabilitation of the former Calvary Barracks into the Fort Snelling Museum. The pre-design included a preliminary fit plan for moving the current Visitors Center functions into the museum, cost estimating, and a narrative outlining the needs and opportunities of the project.

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience University of Minnesota The Education Sciences Building was built in 1924 on the east bank of the Mississippi River. The interior of the 70,000 sf building was remodeled to provide specialized laboratory space, group meeting rooms for PreK-12th outreach, and a variety of faculty, research, and teaching assistant offices. The exterior red brick was restored, windows and skylights replaced, and new mechanical, electrical, plumbing, and fireprotection systems installed.

Nicholson Hall is a 110-year-old that was renovated to include reconstruction of the foundation and floor structure, replacement of the roof and windows, replacement of mechanical and electrical systems, and reconfiguration of the buildingâ&#x20AC;&#x2122;s interior. The renovated facility was programmed to provide space for two academic units of the College of Liberal Arts, technology rich classrooms, office space, advising services, and student study space.

The historic, 100 year old Lind Hall renovation included adapting the floor for a new Student Welcome Center and offices for the Student Services Department. Technology was introduced into the Taylor Center library by replacing student study areas with computer workstations and wiring library tables for data and power.

The LT Media Lab consists of 5,000 sf of enhanced technology and communications. Included in the project is full wireless connectivity, interactive touch screen capability, technology research lab, and ability to run multiple high definition wireless presentations concurrently.

APPENDIX: firm experience

Carleton College The goal of this project was to preserve the history and tradition of Evans Hall while making the facility functional to meet the present day demands of college living. Included in the renovations are life-safety improvements (including a fire suppression sprinkler system), accessibility throughout with the addition of an elevator, upgraded bathrooms, new finishes and lighting in the common areas, and reconfiguration of corridors and rooms types to increase total bed count. Also included is the renovation of “The Cave”, the student-run night club in the lowest level of Evans Hall, conversion of the heating system from steam to hot water heat, replacement of the windows, and miscellaneous exterior façade repairs.

Midtown Exchange Working with six other architecture firms and five developers, CDG served as the project’s coordinating architect, and architect and structural engineer of record. The $190 million project is one of the largest and most complex projects in the City of Minneapolis’s development history. In less than two years, residents and tenants started moving into the renovated building. In addition to the transformation of the historic Sears building, the project included substantial urban planning and site coordination work with multiple local and Federal agencies in planning for the construction of a new Sheraton Hotel, pedestrian promenade, Midtown Greenway development, and city transit center on a surface parking lot in front of the building. An enclosed bridge over the Midtown Greenway provides pedestrian access to Abbott Northwestern Hospital, which is operated by Allina Hospitals and Clinics, the major office tenant in the renovated Sears building.

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience

Todd County Courthouse It was determined that the interior of the Todd County Courthouse would not be able to be preserved as originally constructed, but creative thinking and thoughtful planning led to a schematic design that included removing walls within the building to allow for open offices and adaptable spaces for future growth of the County administration and service departments. The design and construction team attempted to restore and reuse as many of the historic features of the building as possible.

Split Rock Lighthouse The Split Rock Lighthouse project included the preservation and stabilization of the Lighthouse, Dwellings, Barns, and Fog Signal building. Services provided include building research and assessments, design development, cost estimates, preparation and distribution of construction documents, project bidding, and construction observation. CDG used modern forensic investigation techniques, practical analysis, and innovative restoration techniques including dry ice blasting to remove paint and clean the cast iron elements of the lantern.

APPENDIX: firm experience

Subconsultants Damon Farber Associates was established to provide quality services in the areas of landscape architecture, community planning, site design and urban planning. We concentrate our efforts in the planning and design of exterior spaces as they relate to aspects of circulation, maintenance, function, spatial organization, and historical precedence. Historic Site Restoration Philosophy The interpretation of cultural icons and the translation of historical aspects require an understanding of how to reflect the past while, at the same time, being able to accommodate the present. Generally speaking, design themes are based upon the study of past planning principles with the intent of enhancing the art through a response to current thinking. Fort Snelling Upper Post Development Guidelines Damon Farber Associates led the effort to develop guidelines to preserve historically sensitive spaces, views, and plant material on the base. The historic parade ground will be restored as well as the front yard spaces of existing buildings that reflect the “City Beautiful period.

Engineering Design Initiative (edi), is a consulting firm focused on sustainable design, energy and the environment. EDI offers full service design, project management, modeling and commissioning services supporting the mechanical, electrical and low-voltage engineering disciplines.

Engineering Design Initiative was the Engineer of Record for a variety of historic preservation projects for Minnesota Historical Society. Our work associated with these projects has ranged from studies to complete renovation of mechanical, electrical and life-safety systems. Projects include: • • • • • • •

Split Rock Lighthouse – Two Harbors, MN Folsom House – Taylors Falls, MN Oliver H. Kelley Farm – Elk River, MN Charles A. Lindbergh House – Little Falls, MN Sibley House Historic Site – Mendota, MN Historic Fort Snelling (Stone Building) – St. Paul, MN Fort Ridgely - Fairfax, MN

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience

Upper Mississippi Academy provides a unique setting for teaching and learning in which students are engaged in learning opportunities that are rigorous, relevant, and relational. The learning programs at Upper Mississippi Academy are supported by these beliefs: I. We believe that children are inherently creative. II. We believe that learning should be distinct, diverse, and dynamic. III. We believe in single gender learning opportunities. IV. We believe children deserve a chance to dig their way to China. V. We believe students and teachers should eat together. VI. We believe in life-long kindergarten. These beliefs have guided our program design, addressing academic standards while including opportunities for interaction with peers, teachers, and community experts in all content areas. The learning program provides for the building and nurturing of relationships across content and grade levels as well as family and community involvement. The learning programs at UMA, supported by best practices, are embedded in four Experiential Learning Pathways which serve as a framework for instructional design, delivery, and evaluation of student achievement and growth. We invite you to explore these Pathways and think about learning as it relates to global and environmental, community, and personal values. We look forward to the opportunity to frame teaching and learning within these frameworks for families, students, and communities. If you have questions about the learning programs at UMA, please feel free to contact Julie Blue at 612.414.1946 or julie.blue@umissacademy.org.

APPENDIX: firm experience

THE EDIBLE SCHOOLYARD

Adapted from The Edible Schoolyard, Berkeley, CA

OUTCOMES: • Food is an Academic Subject A school garden, kitchen and dining facility are integral to the core academic mission of the school, so that ecology and gastronomy help bring alive every subject, from reading and writing to science and art. • School Provides Breakfast and Lunch for Every Child From pre-school through high school, every child is served a wholesome, delicious meal, every day. Good food is a right not a privilege. Providing it every day brings children into a positive relationship with their health, their community, and the environment. • School Supports Farms When available, school dining facilities buy seasonally fresh food from local, sustainable farms and ranches, not only for reasons of health and education, but as a way of strengthening local food economies. • Children Learn by Doing Hands-on education, in which children do the work in the vegetable beds and on the cutting boards, awakens their senses and opens their minds, both to their core academic subjects and to the world around them. • Beauty is a Language A beautifully prepared environment, where deliberate thought has gone into everything from garden paths to the plates on the table, communicates to children that we care about them.

EL HUERTO ESOLAR Adaptado de “Edible Schoolyard” de Berkeley, CA RESULTADOS ESPERADOS: • La Comida es una Asignatura Académica. Un huerto escolar, una cocina y un comedor son parte integral de la misión académica de Upper Mississippi Academy. De ésta manera, la ecología y la gastronomía ayudan a darle vida a cada materia o curso, desde la lectura y la escritura hasta las ciencias y el arte. • Upper Mississippi Academy Provee Desayuno y Almuerzo para cada estudiante. Desde el nivel pre-escolar hasta la secundaria y a diario, los estudiantes son servidos comidas saludables y deliciosas. Acceso a buena comida es un derecho, no un privilegio. Proveerla a diario lleva a los estudiantes a establecer relaciones positivas con su salud, su comunidad y con el medio ambiente. • Upper Mississippi Academy Respalda y Apoya Granjas Locales. En la medida possible, el comedor escolar compra productos frescos y de temporada a granjas y ranchos locales y sustentables; no sólo por razones • Los Niños aprenden Haciendo. “Hands-on education” o “manos a la obra”, en la cual los niños trabajan directamente en los huertos y en la preparación de la comida. Esto despierta sus sentidos y abre sus mentes no sólo ante los cursos académicos básicos ,sino ante el mundo que los rodea. • La Belleza es una forma de Lenguaje. Un medio ambiente bellamente preparado en el cual se ha puesto especial atención y pensamientos, desde las veredas en los jardínes hasta los platos sobre la mesa, le comunica a los estudiantes que son importantes para nosotros.

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience

RIVER TO RIVER: AN ENVIRONMENTAL AND HISTORICAL EXPLORATION OF THE UPPER POST OUTCOMES: • Students should have many and varied opportunities to develop a personal connection with nature. • Education should emphasize our connections with other people and other species, and between human activities and planetary systems. • Education should help students move from awareness to knowledge to action with opportunities to improve local environments and to solve environmental problems. • Learning should extend into the community incorporating environmental and historical reference points into authentic learning opportunities. • Learning should be a function of experience, sensory-rich, emotionally engaging, and linked to the real world. • Education should integrate subject disciplines in that addressing environmental issues requires knowledge and skills from all content areas. • Education should include traditional knowledge and historical focal points with opportunities to learn about traditional ways of life that are based on respect for nature and the sustainable use of resources. • Teachers should be facilitators and co-learners with the view that the natural world as well as the historical backdrop of the Upper Post is an open book that invites discovery by all - students, teachers, families, and communities.

RíO A RíO: UNA EXPLORACIóN AMBIENTAL E HISTóRICA DE EL PUESTO SUPERIOR (UPPER POST) RESULTADOS ESPERADOS: • Los estudiantes deben contar con muchas y variadas oportunidades para desarrollar conexiones personales con la naturaleza. • La educación debe enfatizar nuestras conexiones con otras personas, con otras especies, y entre las actividades humanas y los sistemas planetarios. • La educación debe ayudar a los estudiantes a desplazarse entre la conciencia, el conocimiento y la acción; con oportunidades para la mejora de los medios ambientes locales y para solventar problemas ambientales. • El aprendizaje debe extenderse hacia la comunidad, incorporando puntos de referencia del medio ambiente e históricos con oportunidades de auténtico aprendizaje. • El aprendizaje debe darse en función a experiencias sensorialmente ricas y emocionalmente comprometedoras , vinculadas al mundo real. • La educación debe integrar cursos de diversas disciplinas, ya que el abordaje de problemas del medio ambiente requiere del conocimiento y de las habilidades provenientes de todas las áreas de contenido. • La educación debe incorporar conocimiento tradicional y puntos de vista históricos con oportunidades para aprender sobre las formas de vivir tradicionales, las cuales están basadas en el respeto hacia la naturaleza y el uso sustentable de sus recursos. • Los Docentes deben ser facilitadores y co-estudiantes, bajo la idea de que el mundo natural y el trasfondo histórico del Puesto Superior es un libro abierto que invita al descubrimiento por parte de estudiantes, docentes, familiares y comunidades.

APPENDIX: firm experience

DESIGN AND ENGINEERING, Including a Robotics Lab, Woodshop, Textile Lab, and Visual Arts Studio OUTCOMES: • Curiosity The practice of wondering and asking good questions as well as the desire to understand people and the world around them more deeply are critical to the school’s core mission and is reflected in all content areas across every grade level. • Creativity Turning new and imaginative ideas into reality involves two processes: thinking and producing. • Collaboration Observing, listening to, and learning from others who have ideas and perspectives and expertise different from your own is critical to the design process at every layer of teaching and learning. • Associative or Integrative Thinking Associating ideas with not only previous, but also ongoing experiences and integrating thoughts into multiple aspects of teaching and learning are fundamental to creativity and innovation. • Tendency Toward Action and Experimentation “Design-thinking” requires a willingness to experiment and take calculated risks, the ability to tolerate failure, perseverance, and the capacity to approach problems and solutions as well as innovative thoughts and ideas in new and creative ways. DISEñO E INGENIERíA (Incluyendo laboratorios de Robótica, Textiles, Carpintería y Estudio de Artes Visuales) RESULTADOS ESPERADOS: • Curiosidad La práctica de imaginar y preguntar, así como el deseo de entender a las personas y al mundo que nos rodea de una manera más profunda, es crítico para la Misión de Upper Mississippi Academy. Esto es reflejado en todas sus áreas de contenido a lo largo de todos los niveles. • Creatividad Convertir ideas nuevas e imaginativas en realidades requiere de dos procesos: pensamientos y producción. • Colaboración Observar, escuchar y aprender de otras personas que poseen ideas, perspectivas y experiencias diferentes a las proias es de gran importancia para el proceso de diseño de cada nivel de enseñanza y aprendizaje. • Pensamiento Asociativo o Integrativo Asociar ideas con experiencias previas y experiencias actuales y al mismo tiempo integrar los pensamientos con multiples aspectos de la enseñanza y de el aprendizaje es fundamental para la creatividad e innovación. • Tendencia hacia la Acción y hacia la Experimentación El pensamiento de diseño requiere de disposición para poder experimentar y tomar riesgos calculados, de la habilidad para tolerar el fracaso, de la perseverancia, y de la capacidad para afrontar problemas y soluciones, así como de pensamientos innovativos e ideas en formas nuevas y creativas.

fort snelling upper post request for proposals April 1, 2013

Appendix: firm experience

ESSENTIAL INGREDIENTS Understanding the Elements, Their Structure, Their Behavior, and How They Relate and React to One Another in the Global and Universal Environments.

OUTCOMES: • Creating and manipulating matter responsibly Creative science is touched and used. Hands-on creation of ingredients that are used in products, foods, textiles and tools inspires connections to health, home and the global community for conscientious use of the earth’s resources. Children learn elemental as well as cutting-edge science in gardens, kitchens, and labs. • Developing sustainable products that meet the economic, ecological, social and aesthetic needs of today’s society without impairing the chances of development for future generations Developing daily rituals have immediate and long-term impact. Children learn the influence they have in their choices for personal care, food, clothing and activities. They learn how to create sustainable products for personal grooming and for care of home and the global community. • Encouraging interactions and connections between ourselves, our environment and our materials Discovering the many points of impact children have for taking care of self, taking care of school, taking care of home and taking care of each other teaches connections between materials and environment. The same materials are used in nutrition, global grooming and design and can be done with a sustainable vision. • Seeing ourselves and our earth as part of a larger cosmos composed of the same core elements Core quantum principles connect self, globe and universe. Responsible application of the sciences of chemistry, biology, mathematics and physics demonstrate the possibility of quantum-leap innovations and new discoveries. INGREDIENTES ESCENCIALES. Entender los Elementos, Su Estructura, Su Comportamiento y Cómo Reaccionan el Uno con el Otro en el Medio Ambiente Global y Universal. RESULTADOS ESPERADOS: • Crear y Manipular materia responsablemente La Ciencia Creativa es manipulada y usada. “Hands-on” o manos a la obra directamente en la creación de los ingredientes usados en diversos productos, comidas, textiles y herramientas, inspira conexiones con la salud, el hogar y la comunidad global para el uso consciente de los recursos de la tierra. Los niños aprenden lo básico y elemental así como ciencia de última generación en jardínes, cocinas y laboratorios. • Desarrollo sustentable de productos que satisfagan las necesidades económicas, sociales y estéticas de la sociedad actual sin limitar las posibilidades de desarrollo para futuras generaciones El desarrollo de rutinas diarias tienen impacto inmediato y de largo plazo. Los niños aprenden la influencia que sus desiciones tienen en el cuidado personal, en la comida, en el vestido y en las actividades. Aprenden cómo crear productos sustentables para el cuidado personal y para el cuidado del hogar y la comunidad global. • Propiciar interacciones y conexiones entre nosotros mismos, nuestro medio ambiente y nuetstros materiales Descubrir los muchos puntos de impacto que tienen los niños en el cuidado personal, el cuidado de su escuela, el cuidado del hogar y de la comunidad, les enseña las conexiones entre los materiales y el medio ambiente. Los mismos materiales son usados en nutrición, cuidado global y diseño y pueden ser usados con una visión sostenible. • Vernos a nosotros mismos y a nuestro planeta como parte de un cosmos compuesto por los mismos elementos Los principios cuánticos conectan al ser, al planeta y al universo. La aplicación responsible de las ciencias como la química, la biología, las matemáticas y la física, demuestra la posibilidad de innovaciones de salto cuántico y nuevos descubrimientos.

APPENDIX: firm experience

Upper Mississippi Sample Schedules

9th Grade 1st Quarter

9th Grade 3rd Quarter

9th Grade 4th Quarter

Science

8:30 - 10:40 a.m.

Visual Arts

Language Arts

8:30 - 10:40 a.m.

World Geography

Mathematics

10:45 - 11:50 a.m.

Mathematics

10:45 - 11:50 a.m.

Mathematics

Lunch

11:55 a.m.-12:30 p.m.

Lunch

11:55 a.m.-12:30 p.m.

Lunch

Visual Arts

12:35 - 2:45 p.m.

Science

World Geography

12:35 - 2:45 p.m.

Language Arts

Exploratory River to River

2:50 - 4:25 p.m.

Exploratory Essential Ingredients

Design & Engineering/Robotics

2:50 - 4:25 p.m.

Exploratory Edible Schoolyard/Culinary

6th Grade 1st Quarter

Exploratory

6th Grade 2nd Quarter

6th Grade 3rd Quarter

8:30 - 10:40 a.m.

Humanities

Mathematics & Science

Phy Ed/Recreation

10:45 - 11:50 a.m.

Phy Ed/Recreation

Lunch

11:55 a.m.-12:30 p.m.

Lunch

Humanities

12:35 - 2:45 p.m.

Exploratory Edible Schoolyard/Culinary

2:50 - 4:25 p.m.

Mathematics & Science

9th Grade 2nd Quarter

6th Grade 4th Quarter 8:30 - 10:40 a.m.

Humanities

Phy Ed/Recreation

10:45 - 11:50 a.m.

Phy Ed/Recreation

Lunch

11:55 a.m.-12:30 p.m.

Lunch

Mathematics & Science

Humanities

12:35 - 2:45 p.m.

Mathematics & Science

Exploratory River to River

Exploratory Music

2:50 - 4:25 p.m.

Design & Engineering/Visual Arts

fort snelling upper post request for proposals April 1, 2013

Exploratory

Appendix: firm experience

Ninth Grade Earth Science Course Description

IP TI O

In Ninth Grade Earth Science students explore the geological history of the Earth and how this affects our communities. Through a series of challenging projects and scientific experiments students will define the components and characteristics of our local agricultural systems, understand the forces involved in the formation of the Upper Mississippi River Valley, interact with the issues of energy and climate change, and follow the dynamic lithosphere.

are interdisciplinary, self-directed and long-term; are connected to the local community; involve community experts; provide an opportunity for failure, reflection and improvement; ask the student to seek, create and/or transform knowledge; allow a final product with many potential forms; document the learning process; and are presented to the community by the creator(s).

• • • • • • • •

Ninth Grade Earth Science is a project-based class that involves students in projects that:

Ninth Grade Earth Science is heavily integrated with other 9th grade content areas, including Visual Arts. Students will have the opportunity to not only express an understanding of our geological world but to also present their ideas about the environment and the forces that continue to shape it to their peers, their families, and their community. Ninth Grade Earth Science is a community-centered course that strives to help students explore and interact with their community. Students have numerous opportunities to learn from local experts and share knowledge and ideas.

Project Examples

SA M PL

1. Soil & Compost Experiment Students are introduced to the garden by developing and presenting their soil and composting investigations as they relate to the Edible Schoolyard at UMA. 2. River Art Display Students explore various features of the Upper Mississippi River Valley as they relate to its geological history and create a map of the river in which they identify places that indicate this history. The map is turned into a three-dimensional visual arts display that communicates their ideas about the local environment as it relates to the river. 3. Renewable Energy Project Students design a stove powered by renewable energy as they learn about energy creation and consumption and how this relates to the issue of global warming. Stoves are used to help prepare a meal on International Day in the Teaching Kitchen. 4. Rocky Road Scientific Illustrations Students create original artwork displaying basic concepts of tectonic plates, the rock cycle, the rock record, and/or formation of fossils and fossil fuels. The visuals are used in comic strips that highlight the relationship between concepts. 5. Independent Project: The Night Sky During the semester students independently research celestial objects or events which may include stars, planets, nebulae, galaxies or constellations. Students summarize their research and take original pictures of their object/event. Students can schedule an appropriate time to use the school telescope or use community resources. Students will earn one full science credit in this course.

APPENDIX: firm experience

fort snelling upper post request for proposals April 1, 2013