Board hears feasibility study on adding TK classrooms; trustees favor low-impact reconfiguration

Quarochi Kwak Architects (QKA) presented a feasibility study to the Piedmont School Board outlining three approaches for accommodating expanded transitional kindergarten (TK) eligibility at Havens, Beach and Wildwood schools.

QKA senior presenter said the study’s purpose is to respond to a state change in age eligibility and to offer “a 50,000-foot” view of options and costs. The firm described three consistent alternatives at each site: Option A — internal reconfiguration of existing classrooms with minimal construction; Option B — modifications to existing buildings that could trigger District State Architect (DSA) requirements (ADA and life-safety upgrades) and greater unknowns; and Option C — new modular construction that avoids touching existing structures. The firm told trustees that Option B sometimes produces costly, wide-ranging upgrades because DSA reviews of modifications can cascade into broader required improvements.

Trustees pressed for price ranges and impact. The architect said draft rough-order-of-magnitude numbers return conservative per-site figures in the low- to mid-single-digit millions, with some conservative scenarios approaching about $10 million depending on scope and DSA-driven requirements. Pete Palmer and district leaders emphasized that Option A could be the fastest and least disruptive path while acknowledging tradeoffs in classroom size and age-appropriate features.

Board discussion focused on implementation risks and program design: whether full-day TK will be required, the operational staffing implications of full-day classes, and the disruption to existing students if construction occurs during the school year. Several trustees urged the district to refine an "A-plus" internal plan using in-house facilities staff and to bring classroom-level staff into on-site reviews before advancing costlier options. The board directed staff to continue refining cost estimates, incorporate principal and teacher feedback, and return with an implementation plan and short-list of preferred campus approaches.

"When you're touching an existing building, it can actually blossom or bloom ... into bigger projects that would impact the rest of your campus," QKA said in its presentation, noting the DSA implications for Option B.

Next steps noted by the board included further estimator work to tighten ROMs, on-site staff reviews to produce an internally developed 'A-plus' plan, and returning with more detailed funding and timeline options at a future meeting.