Saving Operational Costs Via Innovation and Collaboration

Reporter: Robert A. Hauge III, Ed.D., University of St. Francis 

Panelists: John Price, Ed.D., Superintendent, North Chicago CUSD 187, Gregory Volan, Director of Finance and Operations, North Chicago CUSD 187, Amalia Gonzalez, School Board, North Chicago SD 187 Independent Authority School Board, Josh Bergman, Design Team Lead, Perkins Eastman Architects 

North Chicago CUSD 187 is demonstrating how thoughtful design and strong collaboration can lead to long-term financial savings while enhancing student learning environments. In this session, panelists shared how the district anticipates saving approximately 10 million dollars over a 30-year period through the construction of the soon-to-be-completed Forrestal Elementary School. These savings are the result of high-performance design practices and a collaborative planning process that strengthened partnerships and prioritized positive outcomes for students. 

The project is part of the North Chicago Navy Housing Village and was eligible for a $57 million grant through the Department of Defense. While most school districts are not eligible for this specific funding source, panelists emphasized that the lessons shared are applicable to any district considering new construction or expansion projects. 

A central goal of the design process was to construct a net-zero building. Although the initial construction costs were approximately 6% higher than traditional builds, the district projects a 50% operational savings or roughly $10 million over 30 years by utilizing geothermal energy and solar power systems. Presenters noted that the increased upfront investment is expected to be fully recouped within two to 12 years. Long-term benefits include reduced energy expenses and lower maintenance costs, as many repairs can be completed in house rather than requiring specialized outside contractors typical of code minimum facilities. 

Academic achievement remained the driving force behind design decisions. The building was intentionally designed to support intensive tutoring and small group instruction. Panelists highlighted that much of elementary learning takes place beyond the traditional classroom, often in hallways with teacher assistants or paraprofessionals. To support this reality, flexible learning porches were created throughout the building to provide dedicated spaces for supplemental instruction and individualized support. Innovations extended into common areas as well. The cafeteria was redesigned with the share table serving as the centerpiece of the space. Multiple dining environments were created, including smaller and quieter seating areas with lower ceilings to support a more comfortable and calming atmosphere for students. 

Outdoor spaces were similarly planned with supervision and safety in mind. Multiple playground areas allow for smaller student groupings during recess, increasing adult supervision and reducing overcrowding. 

The overarching design intent was to create restorative and calming learning environments by prioritizing daylighting, thermal comfort, acoustics, and indoor air quality. Bergman summarized the philosophy succinctly, noting that healthy learning environments improve student and staff outcomes. This session illustrated how innovation and collaboration can reduce long-term operational costs while simultaneously advancing educational goals, proving that fiscal responsibility and student-centered design are not competing priorities but complementary ones.