PLANNING FOR
THE FUTURE

PCBs and Environmental Conditions

Polychlorinated biphenyls, known as PCBs, are chemicals that were commonly used in building materials and electrical equipment before 1980. 

The 2007-08 renovations to C-Wing removed known asbestos materials from the building interior but there was no requirement from the state to test for PCBs at that time. (The Environmental Protection Agency did not begin publishing guidance related to PCBs in U.S. schools until 2009, when the knowledge of PCBs in schools became more prevalent in the Architectural, Engineering, and Construction industry). Asbestos building materials may contain PCBs, yet it is unknown to what extent PCBs were removed during the renovations.

Required testing in 2024 identified PCBs in indoor air at both NCUHS and NCCC, with sources associated with older building materials, including caulking around windows, ductwork, and control joints within the building’s concrete superstructure. In March 2026, the state notified the NCSU that some remediated spaces had recorded results at or above the Vermont Immediate Action Level during monitoring conducted between August 2024 and November 2025.

Further remediation has reduced PCB concentrations and allowed spaces to return to classroom use. However, monitoring, filtration, investigation, and room-specific occupancy guidance continue, and PCB impacts involve building materials, portions of the ventilation system, and some areas outside the building.

PCBs therefore remain one important consideration in long-term facility planning. Any option must account for the cost and disruption associated with continued monitoring and remediation, as well as the opportunity to address PCB-related conditions more comprehensively as other necessary facility improvements are made. Because PCB-containing materials are present in control joints within the concrete superstructure, reuse of portions of the existing structure could require extensive and costly remediation.

Preparing Students for What Comes Next

The way students learn, and the skills expected in college and the workplace, have changed significantly since NCUHS was constructed in the 1960s. Today's students need spaces that support science and technology, hands-on learning, individual and group instruction, collaboration, career exploration, student services, and connections between academic learning and real-world applications.

Many existing classrooms, labs, and support spaces are undersized by current Vermont educational standards or lack the flexibility and infrastructure needed for current and future instruction. Space limitations can make it difficult to expand programs, respond to changing instructional practices, and provide modern learning environments. PCB-related testing, remediation, filtration, and room-use decisions have added another layer of complexity to scheduling and the use of educational spaces.

The goal is not simply to create newer classrooms. It is to ensure that the community's investment supports the education students need today and can adapt as those needs continue to change.

Career Education and Regional Workforce Needs

NCCC is an important regional workforce development resource, offering 13 career and technical education programs in fields including building trades, welding, heavy equipment, health sciences, natural resources, transportation, engineering and digital fabrication, and others.

The Career Center serves students from NCUHS, Lake Region, private and home-school settings, as well as eligible adults, connecting participants with hands-on learning, industry credentials, college credit, work-based learning, and pathways into careers.

Although the building was renovated in 2007-2008, NCCC has significant needs. Its 25 rooftop heating, cooling, and ventilation units are nearing the end of their expected service lives. Of the rooftop units requiring annual service across NCUHS and NCCC, approximately 75% of that work occurs on units serving NCCC.

NCCC also faces concerns involving windows and doors, possible structural settlement, kitchen equipment, and PCB-related conditions. Long-term planning therefore presents an opportunity not only to address aging systems, but also to strengthen career and technical education and the pipeline connecting students with opportunities in the regional economy.

Accessibility, Safety, and Efficiency

Portions of our campus do not fully meet current expectations for accessibility, energy performance, building security, ventilation, and ease of movement. Elevators, entrances, restrooms, instructional areas, and community spaces must be evaluated as part of the planning process.

The building envelope, windows, electrical infrastructure, fire alarms, sprinklers, and other life-safety systems also require attention. Addressing these needs separately could require substantial investment without resolving the limitations of the overall facility.

Energy inefficiency adds to our school’s operating costs. Any long-term solution should improve accessibility, safety, indoor environmental quality, reliability, and energy performance.