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Celeste ISD September 2006 Texas Assn. of School Administrators
Celeste ISD
September 2006
Texas Assn. of School Administrators
GOAL: Provide an Objective and Independent Analysis of School Buildings and Sites, by qualified experts.
The PLANNING AND ANALYSIS TASKS:The tasks include…
1. Prepare POPULATION FORECASTS & TRENDS
2. Determine the CONDITION OF EXISTING FACILITIES
3. Calculate SCHOOL CAPACITIES
4. Evaluate LONG-TERM BEST USES of EXISTING FACILITIES
5. Develop Facility RECOMMENDATIONS & CONCLUSIONS
1. Orientation:Near-term Educational Programming; consider/anticipate known program changes in next 3-5 years. Vision the next 10-20 years, with flexibility.
2. Orientation:Long-term Use: All significant improvements (40-60% of replacement $$).Should be used for 20 or more years.
3. Principle:
Equality – Parity of Space to Support Education
4. Principle:
The Critical Issue in Learning is the Student/Teacher Relationship. The Facility becomes Important ONLY when It Gets in the Way of and Doesn’t Support that Relationship
1. A Deficit Analysis – by its nature it seeks out and identifiesVariances from Standards; Problems, Shortcomings, Inadequacies.
2. Data for Decision-makers.
3. Ideas to serve as Thought Stimulators, possiblePoints of Departure for Local solutions
4. Objectively BLIND to the Local Circumstances ImpactingDecision-making.
Additional Topics –available to be discussed
1. Remodeling Cautions
2. Determining Classroom Size
3. Addressing Nostalgia Issues
4. Arranging Efficient Classrooms
5. Educational Programming & Specifications
6. Effects of Deferring Maintenance
7. The FCI (Facility Condition Index)
1. Gathering Information on the Instructional Program from Interviews with…
Superintendent
Central Office Instructional Staff
Building Administrators
Specialists, as appropriate, such as…
Director of Special Education
Director of Technology
Athletic Directors
Others
Data gathering, continued...
2) Gathering Information on the Facilities, from interviews with: Superintendent Principals C.F.O. Director of Maintenance Others
3) Review of Building Plans Architectural Plans
space/component dimensions and sizes structural and HVAC systems
Site Plans and Plat Surveys size, configuration, drainage, topography flood plains, easements, rights-of-ways
4) On-site visitation/inspection of each school, school site, environment, evaluating:
…using the INSTRUMENT for EVALUATING SCHOOL BUILDINGS…
– condition
– adequacy of systems, appointments, spaces
– supportive of instructional program
– health and safety
– efficiency of operations and flexibility
– parking/vehicular & pedestrian access/circulation patterns
– appearance
– others
5) Develop a PROGRAM PROFILE for Celeste ISD• Outline existing program
• Identify Instructional Program Initiatives
• Clarify intended methods of instructional delivery
SOURCES…
• Superintendent
• Curriculum & Instr. Specialists
• School Principals
• Other specialists
…The Product…
THE PRODUCT… Celeste ISDs INSTRUCTIONAL PROGRAM
• Self-contained Elementary organization, with supporting programs and special offerings in PE, art, music, computers, reading, literacy, gifted/talented, and expanded science support, (S:S ratio 17.6).
• Departmentalized Secondary organization: beginning with grade 6 and student-to-section ratios of 11.9 (HS) to 17.1 (MS).
• Focus on maintaining low student-to-section ratios (S:S) at all levels.
• Focus on integrating technology and differentiated instruction, as well as supporting leadership that sustains and integrates innovations.
• Focus on suitable labs, for specialized instruction in science, technology, and others, as soon as possible.
• Appropriate facilities for special education and special needs pupils.
• Developing instructional facilitators, supporting more individualized teaching at all levels.
• Focus on a safe and orderly learning environment, with instructionally supportive buildings/campuses
Celeste ISDINSTRUCTIONAL DELIVERY
• Encourage teachers as instructional facilitators, with less large-group teaching/lecturing; supporting more individualized teaching.
• Individualized & Differentiated instruction at all levels & learning styles, using small groups, breakout sessions, interest centers, etc.
• Technology integration: an average of 3-5 student-access computers in classrooms; open computer labs for core subjects.
• Interdisciplinary Instruction; emphasizing collaborative learning
• Increased support of individual needs, through special education and at-risk programs as well as the gifted/talented population.
• Focus on a safe and orderly learning environment, with instructionally supportive buildings/campuses
These will likely requirelarger and more flexible instructional spaces
Celeste ISDSuggested Facility Master Planning Criteria
As part of the instructional program profile, these issues surfaced as some needing consideration for future facilities planning.
• School Organization: Evaluate the most appropriate organization that will support the contemporary instructional program, especially as it relates to the probable future growth in CISD.
• School Size: Plan schools that will be educationally and economically efficient; size matters to local communities – what are preferred sizes? …at each level of school organization?
• Site Acquisition Plan: develop a plan for site acquisition, by level, based on long-term population trends.
• Develop Facilities Master Plan: forecast facilities needs in relation to population benchmarks, with adequate planning and construction time.
DETAIL OUTLINE
The 5 PRIMARY TASKS of the STUDY
A. Historical Data
1. Base: the ’90’s – 10 Years of Historic Data
2. Normal: 10 Years of Historic Data
3. Base: X Years of Historic Data(period may vary, based on local circumstances)
4. Assumption: Population
a. Net: Primary Sources of Change
b. Existing In-migration
B. Procedure: Cohort Survival, modified
C. Product: 10 Year Projections, by:
a. Grade Level
b. School/Administrative Unit
TASK 1 - POPULATION FORECAST
COHORT SURVIVAL SAMPLE
Calculate what percent of ‘02-3 1st Graders became ’03-4 2nd Graders, etc.
HISTORIC ENROLLMENT _________________________________________________________________________________________________________________________
Year Grade 1 ratio Grade 2 ratio Grade 3
‘02-3 267 255 249 280÷267=1.05 261÷255=1.02
‘03-4 271 280 261 283÷271=1.04 289÷280=1.03 ‘04-5 265 283 289 284÷265=1.07 297÷283=1.05
‘05-6 282 284 297
FORECAST ENROLLMENT ______________________________________________________________________________________________________________________
average Gr. 1 1.05 Gr. 2 1.03 Gr. 3 ______________________________________________________________________________________________________________________
‘06-7 282 284 297 X X 1.05 1.03 = = ‘07-8 278 296 293 X X 1.05 1.03 = = ‘08-9 292 305 ___________________________________________________________________________________________________________________
Findings: ENROLLMENT TRENDS
Celeste ISD’s enrollment has increased modestly (+1.8% average), with a slight reversal last year.
Specifically, the likely scenario forecasts growing enrollment in 10 years, from about 515 last year to between 704 and 755 pupils, an annual ave. increase to around 3%.
Hunt County has been growing moderately; TxSDC forecasts the growth to continue, and by 2040 to be about 3 times larger than in 2000 (76,596).
Celeste ISD should monitor enrollment changes & patterns carefully and annually, for changes compared to the expected.
Steady enrollment increases will add pressures to the current overcrowding; the backlog of needs should be addressed soon.
522
442
704
515
755
400
450
500
550
600
650
700
750
800
EE-12 History 10 Yrs. History 5 Yrs. History
Hunt County Population Trends
76,596
246,623
137,076
199,829
0
50,000
100,000
150,000
200,000
250,000
2000 2005 2010 2015 2020 2025 2030 2035 2040
Scenario 1.0 Scenario 2000-2002
Year EE PK K 1 2 3 4 5 6 7 8 9 10 11 12 Total%age
Growth
1994-95 1 0 29 36 27 34 29 35 50 29 31 40 38 31 32 4421995-96 1 0 25 32 36 31 39 31 37 48 33 32 38 34 29 446 100.9%
1996-97 1 0 31 35 30 31 28 38 35 38 46 40 32 42 33 460 103.1%
1997-98 2 0 24 34 31 29 32 31 39 39 43 49 38 32 39 462 100.4%
1998-99 1 21 37 26 38 34 28 25 33 36 38 39 47 37 28 468 101.3%
1999-00 2 16 25 39 25 34 36 31 29 33 39 37 43 39 34 462 98.7%
2000-01 3 28 27 30 32 29 34 39 35 32 34 37 37 41 34 472 102.2%
2001-02 3 23 34 28 29 32 30 40 40 37 32 40 39 33 39 479 101.5%
2002-03 2 17 43 38 28 35 33 33 45 44 43 37 36 37 28 499 104.2%
2003-04 1 19 28 46 34 32 37 34 39 51 42 37 39 36 38 513 102.8%
2004-05 1 16 35 35 34 43 38 34 43 43 41 41 44 35 39 522 101.8%
2005-06 0 22 31 45 32 36 41 40 32 38 48 48 33 37 32 515 98.7%
2006-07 1 22 32 46 40 37 38 42 45 34 38 50 47 30 36 539 105.0%
2007-08 1 23 32 47 41 47 40 39 47 48 34 40 49 44 29 560 104.0%
2008-09 1 23 33 48 41 47 49 41 44 50 48 35 39 45 42 588 105.1%
2009-10 1 24 33 48 42 48 50 51 46 46 50 50 35 36 44 606 103.1%
2010-11 1 24 34 49 43 49 51 52 57 48 47 53 49 32 35 625 103.1%
2011-12 1 25 35 50 44 50 52 52 58 60 49 49 52 45 31 653 104.5%
2012-13 1 25 35 51 45 51 53 53 59 61 61 51 48 48 44 687 105.0%
2013-14 1 25 36 52 45 52 54 54 60 62 62 63 50 44 46 709 103.3%
2014-15 1 26 37 53 46 53 55 55 61 64 63 64 62 46 43 730 102.9%
2015-16 1 26 37 54 47 54 56 56 63 65 64 66 64 58 45 755 103.3%
H I s t o
r I c F
o r e
c a
s t
Year ES JHS HS Total2005-06 247 118 150 5152006-07 258 117 164 5392007-08 269 129 162 5602008-09 283 142 163 5882009-10 298 143 165 6062010-11 303 152 169 6252011-12 309 167 177 6532012-13 315 181 191 6872013-14 321 185 204 7092014-15 326 188 216 7302015-16 332 191 231 755
Task 2 – EVALUATING EXISTING SCHOOLS
A. Includes Examination of1) Building(s)
2) Site and Vehicular Circulation, and
3) Neighborhood/Environment
B. Instrument based on 1,000 Point Scale (105 questions)
C. Instrument Evaluates…(see Study Appendix for definitions)1) Educational Adequacy2) Safety & Health3) Accessibility (vehicles, pedestrians, buses, visitors)4) Efficiency (of operation)5) Flexibility6) Appearance
D. Results/Product1) Percentage Score for each of 6 Components
2) Percentage Score: Building Composite, for each
3) Each building is compared to State standards.
What is a TYPICAL SCORE ?
Building Score General Evaluation
90-100% A school facility of exceptional quality
70-89% Serves program needs well; some minor orcomponent improvements are needed
60-69% Facility needs substantial or major rehabilitation
46-59% Complete renovation or replacement indicated:a more detailed study may need to be completedprior to a final decision
0-45% Abandon and/or replace the facility
January 2004 REVISIONS -- Commisioners Rules State Standards -- Classrooms
Elementary School Middle School High School PK - 6 6-8, 7-8 or 7-9 9-12 or 10-12
Min S/F Min. S/F Min S/F Min. S/F Min S/F Min. S/FPer Room Per Pupil Per Room Per Pupil Per Room Per Pupil
PK-1 800 36 S/F 2-12 700 32 S/F 700 28 S/F 700 28 S/F
Note: for schools where the largest classes exceed the 22025 maximum, suggests that rooms be sized for largest groups
State Standards -- Specialized Areas Elementary School Middle School High School PK - 6 6-8, 7-8 or 7-9 9-12 or 10-12Min S/F Per Min. S/F Per Min S/F Min. S/F Min S/F Min. S/FRoom (25) Pupil (26+) Per Room Per Pupil Per Room Per Pupil
Computer Labs 900 41 S/F 900 36 S/F 900 36 S/FComputer Resource Lab 700 700 700Science Lecture/Lab* 900 41 S/F 1,200 50 S/F 1,400 58 S/FGym/PE 3,000 n.a. 4,800 n.a. 7,500 n.a.
* @ 22 pupil stations
Enrollment Range 100 or less 101-500 501-2,000 2,001 +Library/Media Center 1,400 1,400 4 S/F over 101 3,000 3 S/F over 501 7,500 2 S/F over 2,001
Examples of library size requirements 1,600 150 3,375 625 7,900 22001,800 200 3,750 750 8,300 24002,000 250 4,125 875 8,700 26002,200 300 4,500 1000 9,100 28002,400 350 4,875 1125 9,500 30002,600 400 5,250 1250 9,900 32002,800 450 5,625 1375 10,300 3400
6,000 1500 10,700 36006,750 1750 11,100 38007,500 2000 11,500 4000
State Standards, Commissioner’s Rules
Elementary schools 10 acres, plus 1 acre for every 100 pupils expected.
Middle/Junior High schools 20 acres, plus 1 acre for every 100 pupils expected.
High Schools 30 acres, plus 1 acre for every 100 pupils expected.
Useable Acres
Findings: BUILDING CONDITIONS
• All existing schools have been built between 1957 and 1983; all score between 50.3% (MS) and 58.6% (HS) and all have major needs.
• Sites are small for current enrollments, vs. recommended State/national standards.
• Vehicular separation and circulation are problems at all campuses, especially at the ES and JHS.
• Schools average condition score is 54.0%; generally, the critical scores of educational adequacy and flexibility score below the composite average.
• Celeste JHS is approaching educational and economic obsolescence. It should be the first school taken out of service; decisions where to move this program will depend on the district’s long-range master plan.
• The ES should be relocated as the next priority.
• All schools should be replaced in the next 15-20 years, and the district should expect growth during that period to greatly increase the need.
• The HS site/building cannot serve, long-term as a HS; evaluate for short-term use by lower levels, and longer term as centralized services or as ES site.
• The original campus should evaluated for redevelopment as a long-term elementary school campus; if it is large enough, it is unlikely that any existing buildings will remain part of a redeveloped campus.
District Facilities, Composite Scores
58.6%
50.3%
53.2%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Celeste HS
Celeste JHS
Celeste ES
KEY90-100% A school facility of exceptional quality.70-89% Serves program well; some minor or component improvements needed.60-69% Facility needs substantial or major rehabilitation.46-59% Complete renovation or replacement; a detailed study may be needed.00-45% Abandon and/ or replace the facility.
50.3%
51.5%
42.8%
56.5%
61.9%
54.4%
44.6%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
BLDG. COMPOSITE SCORE
Appearance
Flexibility
Efficiency
Accessibility
Safety & Health
Educational Adequacy
BUILDING FUNCTIONS
53.2%
56.7%
47.9%
62.2%
59.8%
57.9%
43.5%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
BLDG. COMPOSITE SCORE
Appearance
Flexibility
Efficiency
Accessibility
Safety & Health
Educational Adequacy
BUILDING FUNCTIONSSchool Evaluation Scores
Celeste Elementar
y
CelesteJHS
58.4%
55.8%
56.2%
62.1%
63.8%
64.3%
51.2%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
BLDG. COMPOSITE SCORE
Appearance
Flexibility
Efficiency
Accessibility
Safety & Health
Educational Adequacy
BUILDING FUNCTIONS
School Evaluation Scores
Celeste High School
Is not accurate; generally OVERSTATES reality
WHY ???
TASK 3 - CALCULATING SCHOOL CAPACITY
How many students will each of your schools hold?
Most typical method… Count Rooms and Multiply by a common Factor (based on group size & scheduling issues)
ES 95% factor = 24 rooms X 22 X 95% = 500
MS/JHS 90% factor = 30 rooms X 25 X 90% = 675
HS 85% factor = 40 rooms X 25 X 85% = 850
MANY Issues Contribute; 2 major reasons (from Findings)
In elementary or non-departmentalized schools, 25% of “classrooms” needed for special programs with NO CAPACITY (pullout programs)
Example: 24 rms. – 25% = 18 rms. – 18 rms. X 22 X 88% = 348 capacity
In departmentalized schools, the facility’s student/section ratio averaged 18.7 Pupils at the MS/JH, and 17.6 pupils at the HS
Example: HS – 40 rooms x 17.6 pupils x 85% = 600 capacity [where 6/7 is A full schedule = 85.7%]
A. Basis, alternate 1: Pupil Stations / DESKS
B. Basis, alternate 2: Teaching Stations / CLASSROOMS
C. Compares Building to:1. District’s Instructional Program Requirements
2. State Facility Standards
3. Comparable National Standards, if no state standards exist
500
850
TASK 3 – CALCULATING SCHOOL CAPACITY, continued…
Capacity is a Product of Program Needs
IT IS NOT STATIC – IT CHANGES, & is impacted by:
1) Instructional Schedule (7 period vs. Block Schedule).
2) Room Sizes & Programs Assigned…(i.e. computer labs, special education, etc.)
3) Amount & Adequacy of Support Spaces
4) Teaching Station vs. Pupil Station Capacity Calculations
5) District Policies & Practices (special courses, staffing ratios, minimuim class size, room sizes, advanced placement…).
Findings – SCHOOL CAPACITIES No district classrooms meet current state minimum standards.
75% of the labs and specialized spaces are below state or comparable national standard.
All the schools are seriously overcrowded when adjusted for space shortages. Celeste ES is the most overcrowded, followed by the JHS and the HS, in that order.
Collectively, the district currently has a student ‘desk’ shortfall of -299 and a classroom (teaching station) shortfall of -22 classrooms, and is forecast to increase to -490 and -36 respectively in 10 years.
If adjustments are made to house instructional program needs, the shortfall will grow by just over -120, to -520.
The district’s capacities are low; in addition to growth and some small spaces, two issues influence that.
Elementary level pull-out programs use about 25% of available classrooms, and
secondary student-to-section ratios are 17.06 at the MS and 11.96 at the HS.
174% 154%
475%
638%
281%
187%
0%
100%
200%
300%
400%
500%
600%
700%
Celeste ES Celeste JHS Celeste HS
2005-06
2115-16
Capacities -- Percentages of Crowding
Capacities Compared to Membership
52 68100
247
118154
187191
332
0
50
100
150
200
250
300
350
400
Celeste ES Celeste JHS Celeste HS
Capacity
2005-06
2115-16
TASK 4 – EVALUATING BEST USE
A. Consider District’s Identified Instructional Program Space Needs, & Forecast Enrollment Trends.
B. Consider each Facility’s Probable Useful Life.
1) Overall Condition & Age: Reasonable Life Expectancy?
2) Do Spaces Meet or Approximate State Standards/Dist. Needs ?
3) Evaluate…
a) Size of General Classrooms, Labs & Specialized Spaces,
b) Size of Site…and characteristics – Useable Acres,
c) Pedestrian & Vehicular Access to Site and Bldgs.,
d) Size of Library/Media Center,
e) Amount & Size of Core and Support Spaces, and
f) Structural & Systems Flexibility – for expansion or additions
- Reminder -…as these relate to the District’s Instructional Program & Organizational Plan
TASK 4 – EVALUATING BEST USE, continued…
C. Evaluate Marginal Facilities for Alternate Uses, such as…
1) Alternate Education Programs,
2) Centralized Services Needs,
3) Other Governmental Uses,
4) Potential Improvements Value for Other Uses, and
5) Potential Land Value.
BEST USE CONSIDERATIONS…
Each existing school has major shortcomings for long-term use for the regular instructional program
The existing site is too small, especially if the district continues to grow, which is likely.
Original campus might support an elementary level school, long-term. The athletic campus should be evaluated for use as a HS site, with
potential a MS/JHS, long-term.
Existing facilities have limited useful lives housing instruction: The MS is obsolete, and the program should be relocated ASAP. The ES is now bordering obsolescence; it should be replaced soon
(no more than 10 years out). The HS has outgrown its space and is not significantly expandable
Consider temporary uses: JHS as temporary support for ES program, no more than 5-8
years. Consider HS as temporary housing for JHS (8 years or 175 pupils),
or for some ES uses, and longer term, for central administrative services.
TASK 5 – FACILITY RECOMMENDATIONS & CONCLUSIONS
A. Policy Considerations
B. Alternate Solutions, Depending on Circumstances
1) Generally Prioritized.
2) Scheduled in Relation to Needs.
3) Additional Information, as Needed.
The study team recommends that the following be considered:
1. Develop facility planning criteria/goals – school organization, school size, school feeder patterns, staffing ratios, busing, etc.
Typical Planning Criteria Topics
(The decision to address some will depend on long-term anticipated growth.)
• School organization
• School feeder patterns
• School size, by organizational level
• Neighborhood schools
• District busing practices
• Celeste ISD’s attendance boundary redistricting policies/practices
• School and grade staffing ratios and patterns
• Open or closed secondary campuses.
• Portable classrooms; when and under what circumstances?
• Refurbishment & renovation practices regarding schools as they age
• Bond elections—frequency and guiding assumptions
The study team recommends that the following be considered:
1. Develop facility planning criteria/goals – school organization, school size, school feeder patterns, staffing ratios, busing, etc.
2. Create Policy for the use of temporary & modular buildings.
3. Produce educational programming statements for each school unit, to be used as guides for planning and school space needs.
4. Create a MASTER PLAN for CISD, addressing the direction, the priorities, and likely needs for 10-20 years, with specific plan for next 10 years. The needs addressed should reflect sound Facility Planning Criteria.
5. Select a professional design/planning team with master planning skills.
6. Relocate the MS facility, as the highest priority facility need.
7. Concurrently, establish ES expansion as the greatest current need; initial solutions will likely be only temporary.
8. Include in Celeste ISD’s master planning process the evaluation of alternatives, including:
a. Reusing the current ES & JHS as a temporary ES, reusing the current HS as a temporary JHS, & relocating the HS to the 1st phase of a new HS/SS
1) Replace all remaining existing facilities within a 10–15 year period to new and appropriately sized separate sites.
b. Establish a two-school district, an ES (EE–5/6) and a secondary school (6/7–12) for about 450–500 pupils; locate the secondary grades to a new facility on the 49-acre site; and use existing buildings for the ES
1) Replace elementary school on a new site to be constructed in 8-10 years, or when the district’s population nears 800 students.
2) Plan a third campus for MS/JHS grades to be opened when the district’s enrollment approaches 950–1,000 pupils.
c. Select sites that are far enough apart so traffic does not share the same routes - so student drivers use a route not used by any other vehicles.
9. Concurrently, Celeste ISD should master plan currently owned sites to evaluate their usefulness to the district’s longer-term needs, including:
a. Evaluate the JHS, IS, and 4 lots north of Cockrell Street, plus the Cockrell Street right-of-way, as a possible 10–15 year ES site.
b. Evaluate the HS site as an interim JHS and a longer-term central administration, warehousing, and maintenance facility.
c. Evaluate all 3 school sites as 1 contiguous site for ES redevelopment.
d. Evaluate the 49-acre parcel south of FM 1562 for use as a secondary site (grades 6/7–12) and/or a HS site (grades 9–12).
10. Locate an alternate site for a replacement ES, with cost estimates, to compare to various re-use evaluations.
11. For any modification or reuse of existing facilities, develop preliminary master plans that ensure functional spatial relationships (SR), vehicular access, safety, and ongoing operations while changes are being made; SRs are often ignored in renovations.
12. Consider alternate uses for any existing school/buildings that are no longer serviceable for regular instructional use. Will generally be a reduced occupancy use, and may include district, public or community uses.
13. Plan any additions, so construction can occur safely, with separate access, allowing existing buildings able to be occupied and used.
14. Benchmark 20-25 years for refurbishing and renovating schools to maintain effective instructional support and to delay obsolescence
15. Provide adequate housing for all special needs programs at appropriate locations, especially those in self–contained environments. The district has too few such spaces, and those that exist are generally inadequate.
16. Improve current site access routes, traffic circulation and separation, queuing lanes, and parking convenient to controlled entrances for daily use.
17. Develop phased plan for making all facilities handicapped accessible.
18. Make all buildings and improvements technology ready, consistent with Celeste ISD’s technology plan.
19. CISD should evaluate and address issues related to differentiating instruction and integrating technology; rooms are generally too small. Renovating costs may be high, but staffing for small classes is expensive. Also consider creative solutions.
In all of this, it should be noted that we saw evidence that Celeste ISD has some very dedicated staff members creating a good educational environment in all the schools, including in those facilities that now limit and handicap the instructional program.
Typical Facilities Study / Bond Election / Construction Schedule
Year 1 Year 2 Year 3
Year-Month 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 1-11 1-12 2-1 2-2 2-3 2-4 2-5 2-6 2-7 2-8 2-9 2-10 2-11 2-12 3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8 3-9 3-10 3-11 3-12
Establish Planning Parameters
Facility Study (baseline data)
Facility Master Plan
Community Committee (if used) cc cc cc cc cc cc
Adoption of Master Plan cc cc
Bond Election Support Committee
Pre-Bond Community Meetings
Bond Amounts Established
Bond Election Called
Select Design Team
+ Architect
+ Program Manager
+ Bond Counsel
Prelim. Programming (EdSpecs)
Final Programming (EdSpecs)
Conceptual Design; Project #1
Working Drawings, Project #1
Bid, Project #1
Award Project #1
Negotiate Contract; Project #1
Construction Start, Project #1 15-24 months to occupancy
Notes of Explanation:
PLANNING PARAMETERS - Board established or corroborated planning parameters related to district school organization (grade levels housed together), school size (ranges) by level, feeder patterns,busing policies, etc.
FACILITY STUDY AND MASTER PLAN - Need to be based on the adopted Planning Parameters, and provide baseline data of needs that reflects probable school enrollment trends, and the district's instructional programs and planned programs, for developing a master plan, a comprehensive map of needs and priorities to meet those needs
COMMUNICATING TO COMMUNITY - The needs and their basis, together with the program for addressing the needs, are communicated to the community; usually involves one or more citizen's committees(at least one committee to lead the support of the bond election for the needs). Citizen's committees may add months to the process; they are usually vital to success.
DESIGN TEAM SELECTION - The order of selection may vary, but the designers ( architect) and the design solution(s) will benefit significantly from his early involvement, of for no other reason thanunderstanding the background leading to the district's needs and priorities.
PROGRAMMING - Preliminary program should be completed before bond election amounts are determined, and will be more reliable if the architect, project manager (if one is used), and programmer areinvolved; final programming and conceptual design are normally completed promptly after a successful bond election, so design can be completed &] readied for bidding.
FINAL DESIGN AND CONSTRUCTION - The time needed will vary with the scope and level of the project(s), as well as the method of delivery selected by the owner (design/bid/build - CM at risk - sealedproposals, etc.)
THE TIMING OF THE SCHEDULE - The schedule can be compressed, with careful coordination and prompt access to the administrators, the Board, and citizen's committees. The times cited are generallytypical, and reflect the need for preliminary planning, that some districts may have already accomplished. Even with compressed planning, an uncomplicated project will likely take at least 3 years for beneficial occupancy, from the time the need is recognized and the process is initiated, compared to the 4-6 years more typically taken.
Additional Topics
1. Remodeling Cautions
2. Determining Classroom Size
3. Addressing Nostalgia Issues
4. Arranging Efficient Classrooms
5. Educational Programming & Specifications
6. Effects of Deferring Maintenance
7. The FCI (Facility Condition Index)
Consider the following:
CONSTRUCTION SURPRISES There are other issues that may impact the scope of improvements needed/required, once a district begins to make improvements. There are various levels of improvement that will triggertrigger additional requirements. Those requirements include:
1. Handicapped accessibility (TAS)
2. Uniform building code requirements (new International Building Code)
3. State/local fire marshals’ requirements
4. Commissioner’s Rules regarding minimum sizes of instructional spaces
5. Local instructional program initiatives/changes
21’ X 29’ = 609 sq.ft.
21’ X 34’ = 714 sq.ft.
21’ X 40’ = 840 sq.ft.poor aspect ratio
1 2…
…10
…7
…6
Renovation Reduces # of Rooms
OriginalRooms
OriginalRooms
RemodeledRooms
RemodeledRooms
(Poor) Space forDifferentiated
Instruction
(Poor) Space forDifferentiated
Instruction
Actual Small HS in West Texas+ 13 old – 13 new +
The required additions; 7 classrooms…
Gym
Library
Science R.R.
R.R.
The MainBuilding
Renovations to Min Standards
Renovations to Min Standards
ArtScience
LibrarySch. Office Computer Lab
Staff
BAY DEPTHS & REMODELING…How much depth is needed to work effectively?
Experience suggests 24-25 lineal feet are needed…
Room representation0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39123456789
10111213141516171819202122232425
desk 1 desk 5 desk 9 desk 13
desk 2 desk 6 desk 10 desk 14
desk 11 desk 15
desk 17 desk 21
desk 18 desk 22
desk 19 desk 23
desk 4 desk 8 desk 12 desk 16 desk 20 desk 24
desk 3 desk 7
smallgroup
smallgroup
smallgroup
smallgroup
teacher's desk
cabinetcubbies/storage
24’ x 38’ = 912 sq.ft.
WHAT IF SHALLOWER BUILDINGS ARE REMODELED?
Distance makes control/supervision questionable; recommended aspectratio is NO MORE THAN 3:2 (length-to-width ratio). The example violates that
recommendation. If you consider, try an example and “test-drive” it…
Room representation0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45123456789
1011121314151617181920212223
desk 1
desk 5
desk 9 desk 13desk 10
desk 14
desk 18
desk 22
desk 3
desk 7 desk 11
desk 15
desk 2
desk 6
desk 19
desk 23
desk 4
desk 8 desk 12
desk 16
desk 20
desk 24
desk 17
desk 21
smallgroup
smallgroup
smallgroup
smallgroup
teacher's desk
cabinet
cubbies/storage
21’ x 45’ = 945 sq.ft. [for up to 21 desks; 21’ x 41’ = 861 sq.ft.]
Room representation0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30123456789
101112131415161718192021222324252627282930
desk 1 desk 6 desk 11 desk 16
desk 2 desk 7 desk 12 desk 17
desk 3 desk 8 desk 13 desk 18
desk 4 desk 9 desk 14 desk 19
desk 5 desk 10 desk 15 desk 20smallgroup
smallgroup
smallgroup
smallgroup
REMODELING EXISTING OLDER BUILDINGS
What about rooms for smaller class sections?
Will existing classrooms work without changes?
How much space is needed for break-out spaces and movement?
28’ x 29’ = 812 sq.ft.
Recent Personal Experience with two remodeling projects of 29 Elementary
Schools…
REQUIRED LARGE CONTINGENCIES
• 13 ES Remodels went 27% over budget, as well as REDUCED SCOPE (didn’t finish all improvements)
• 16 ES Remodels went 32.4% over budget
In each case, the districts had allowed contingency dollars for over-runs in expected areas of “unknowns”…
CLASSROOM SIZE
The program and instructional requirements discussed earlier report a need for small group spaces in regular (academic) classrooms, as well as proportionate spaces in specialized labs and classrooms.
Regarding new construction or renovations and refurbishing, consider providing space to general classrooms to accommodate technology and the differentiated instruction that technology supports.
It is important that teachers have the space to allow various learning activities simultaneously (3-5) in their classrooms. One may think of it as ‘interest center’ instruction at all levels of elementary and secondary instruction
HOW BIG DO CLASSROOMS NEED TO BE ?
“classrooms…designed on thebasis of expected maximum class size, and not expected average class size.”
“…should consider providing extra square footage in classrooms where the use on a regular basis of multiple computers, large furniture, televisions,
mobile laptop carts, mobile video conferencing carts, monitors on carts, or the like is anticipated.
Commissioner’s Rules…
• How much space is needed?
• Be sure to remember space for occupants and for “passing by” without jostling…
• Assuming students are asked to work in small group settings, give them enough “work-space” for books, tablets, notebooks, etc.
DIFFERENTIATING INSTRUCTION
- Space for Interest Centers and/or Technology -
occupied area (inches) 60" x 132"occupied area (feet) (5' x 11') 55 square feet
chair space: 24" x 30"-32" table top: 30" x 72"
EXAMPLE AGENERAL CLASSROOM FOR 25 STUDENTS
• 896 Square Feet (35.84 s/f per pupil)
• 1 aisle and 1 computer station chair handicapped accessible
• Small space for Teacher/Instruction
• Very limited student passing aisle in back of room when computer stations in use; only 1’ 10 1/2”.
• No space for cabinets, storage, “cubbies”, etc
Block equalsthe spacelost, if theclassroomis built toonly meetstate min.standards.
EXAMPLE D
GENERAL CLASSROOM FOR 30 STUDENTS
• Side wall as TEACHING WALL
• 1,021 Square Feet (34 s/f per pupil)
• 1 aisle and 1 computer station chair handicapped accessible
• Very small space for Teacher/Instruction
• Very limited student passing aisle in back of room when computer stations in use; only 1’ 10 1/2”.
EXAMPLE E
GENERAL CLASSROOM FOR 30 STUDENTS
• Requires DOUBLE ROWS OF DESKS
• 952 Square Feet (34 s/f per pupil)
• Set up for MS program, where students’ working together is limited; maximum of 2 students at any computer. Will accept up to 13 individual computer stations.
• All aisles and 2 computer station chairs handicapped accessible (in front nest to Teacher Desk)
• Small space for Teacher/Instruction
• Very limited student passing aisle in back of room when computer stations in use; only about 1’ 6”.
Another view of size - REGARDING STATE STANDARDS…
Districts are not required to bring existing buildings to standards, except under certain situations, like significant renovations.
The State encourages & requires classrooms large enough for:
The largest groups: (“…designed [for] expected maximum class size…)
Extra furniture & equipment: “…should consider extra square footage…for…computers, large furniture, monitors, mobile laptop carts, video conferencing carts, and the like…”
REMEMBER, Personnel (staffing) is single greatest annual cost. Given the 40-60 year life of a school building, THEREFORE…
AVOID SMALL CLASSROOMS that will limit use of technology and hinder differentiating instruction.
•25 pupils, •4 break-out stns.,•909 sq. ft.
“…form follows function…”
27’0”
33’8”
Represents the spaceLost if room only met
State standards
What Can be Done with a Building with EMOTIONAL Value ?
• Museum – Historical Society…• Memorializing…
– Reproduce features in a new building– Salvage features and reuse in new building– Create a memory location
•Cornerstones and Plaques•Building Elements
• Canadian ISD’s solution…
• JUDGING EMOTIONAL VALUE…
hallwayentrance
alt.entrance
hallway
+alternate+
teaching board
teachers cabinet
technology module
studentcubbies
general areafor
student desks
computers and/or interest centers
teachingboard
wet area?
computersand/orinterestcenters
window
ArrangingA
Classroom
Functional classrooms need
both large-group and
small-group spaces
• Break-out spaces• Computers
• Interest Centers • etc.
Perimeter walls, free of
obstructions, help make small-group
spaces
Educ. Programming & EdSpecs **As of January 2004,
the Commissioner’s Rules require the following:
…To ensure that the facilities have been designed and constructed according to the provisions of this section, each of the involved parties shall execute responsibilities as follows: (emphases added)
The school district shall provide the architect or engineer the educational program and
•District instructional goals•Nature of instructional program
•Teaching/learning activities•Materials & equipment used•Infrastructure needs•Characteristics of furniture needed
the educational specifications•The Educational Program, grade configuration, number of students•Spatial relationships; in building and on the site•Nature of specialized spaces•Size of groups & size of sections•Organization and schedule•Safety and security considerations•Space Budget (list of the number and sizes of rooms)§61.1036. School Facilities Standards for Construction on or after January 1, 2004
Two Key Elements
• SPACE BUDGET– Based on program/function
• The size and number of regular rooms
• The size and number of labs and specialized spaces• Size = how many students & what teaching/learning
strategies
• SPATIAL RELATIONSHIPS– Consider each Space/function…
• What is needed immediately adjacent…• What is needed nearby…• What should it be away from…
Maintaining the Investment in Capital Facilities
Consider our homes… When (at what age) do we begin upgrading? What are typical changes?
Replacing appliances (…fixtures…) Recarpet, refinish floors (…finishes…) Add bedroom; add media room; add bath; (…new programs…) Convert room for office/study (…change uses…)
The SAME applies to schools; School buildings are NOT ‘forever’.
Instructional Programs and instructional delivery have changed and will continue to change with time and technology.
Anticipate that they will change; plan facilities, to modify and adapt…
EXPECT to modify facilities in their lifetime
Consider 20-25 years of age as a reasonable time to start major refurbishing and renovations.
BOMA Standards
• The following 3 pages are excerpted, as examples, from the conclusions of the Building Owners & Managers Association regarding the average useful life of various building systems and components.
• The years represent the time in which BOMA believes the components, even with proper maintenance, are likely to “wear out” and need replacing.
• Notice that most components are likely to need replacing in 10-30 years; very few last longer, and some less.
Building Systems Useful Life By BOMA (Building Owners & Managers Assn.)
The following list of system and average useful life years is based on regular preventive maintenance properly performed at prescribed frequencies. Many factors can affect the average useful life. However, this list serves as a guide for scheduling systems updating and for future planning.
(Selected entries)
Average Useful Systems Life Years
A. HVAC 1. Air Conditioning
a. Window Unit 10 b. Residential Single or Split Package 15 c. Commercial Through-the-Wall 10 d. Water-Cooled Package 15 e. Computer room Unit 15
2. Roof-Top Air Conditioners a. Single Zone 15 b. Multizone 15 c. VAV 15
3. Heat Pumps a. Residential Air-to-Air 12 b. Commercial Air-to-Air 15 c. Commercial Water-to-Air 18
4. Ductwork 20 5. Controls
a. Pneumatic 18 b. Electric 20 c. Electronic 20 d. Self-Contained 20
B. PLUMBING 1. Hot Water Heaters
a. Electric 10 b. Oil Fired 10 c. Gas Fired 10
2. Flush Valves 12 3. Fixtures - Commercial
a. Faucets 7 b. Water Closets 30 c. Urinals 30 d. Sinks 30
4. Domestic Water Piping System 30
Average Useful Systems Life Years
C. ELECTRICAL 1. Electric Transformers
a. Oil-Filled 30 b. Dry Type 30
2. Circuit Breakers 30 3. Light Fixtures 20 4. Uninterrupted Power Supply
c. Battery 10 d. Rotary 15
5. Electric Motors 18
D. INTERIOR FINISHES 1. Flooring
a. Vinyl i. Tile 12 ii. Sheet 12
b. Carpet – Common Area i. Broad Loom 5 ii. Carpet tiles 5 iii. Loop Pile 7
c. Epoxy 15 d. Terrazzo 50 e. Wood 15 f. Concrete 50
2. Walls a. Vinyl Wall Covering 10 b. Painted 5 c. Wall Paper 4 d. Fabric 5 e. Wood 15
3. Ceilings a. Plaster/ Drywall with skim coat 30 b. Suspended
i. Spline System 20 ii. Lay-in System 25 iii. Ceiling tiles 10
4. Door Hardware a. Entry Lock Sets 5 b. Closures 5
Average Useful Systems Life Years
D. STRUCTURAL 1. Steel Life of Bldg. 2. Concrete Life of Bldg. 3. Wood Life of Bldg. 4. Façade
a. Brick, Block & Stone Life of Bldg. b. Concrete – Poured in Place Life of Bldg. c. Metal Curtain Wall 40 d. Glass Curtain Wall 30 e. Precast Panels 35 f. Stone Veneer 35 g. Windows 30
E. ROOFING 1. 4-Ply Built-Up
a. Asphalt i. Flat 18 ii. Sloped (1/ 4” per foot0 25
b. Cold-Tar 35 c. Hot Applied Rubberized Asphalt 30
(Protected Membrane Assembly) 2. 2-Ply Modified Bitumen (Mopped Down)
a. Flat 15 b. Sloped (1/ 4” per foot) 20
3. Single Ply a. EPDM
i. Flat 15 ii. Sloped (1/ 4” per foot0 20
b. Thermoplastic 15 c. Modified Bitumen (Touched On)
iii. Flat 10 iv. Sloped (1/ 4” per foot0 15
4. Metal a. Structural Roof Panels (Prefinished Galv. Steel) 25 b. Pre-manufactured Architectural Roof Panels 25 c. Custom Fabricated Standing Seam Roofing 75+
(Copper, Lead Covered Copper, Coated Stainless Steel) d. Custom Fabricated Flat Seam 50+
(Copper, Lead Covered Copper, Coated Stainless Steel) 5. Asphalt Shingles
15 Year/ 20 Year/ 25 Year/ 30 Year 15/ 20/ 25/ 30
Issue…
School Buildings DO Deteriorate
• Alternate 1 Approach repair failures – replace as last resort
creates significant backlog (deferred maint.)
shorter useful life
• Alternate 2 Approach preventive maintenance – scheduled replacem.
more costly to implement
extends useful life
Facility Condition Index (FCI)• An industry standard method for comparison of
relative building conditions.
total cost of existing deficienciesFCI = current replacement value
Excellent Good Fair to Poor
0% 5% 10% 50% 100%
FCI/FCA - Information Collected
• Type and condition of building systems such as roofing, mechanical equipment, interior finishes
• Observation and recording of deficiencies
• Classification of Deficiencies by:
– Priority
– Category (cause)
– Building System
• Recommend Corrections with cost estimates
Priority Classification
• Deficiencies are classified by Priority to establish criticality of issue:
1 - Currently Critical (Immediately)
2 - Potentially Critical (Year 1 or 2)
3 - Necessary – Not Yet Critical (Year 3 to 5)
4 - Recommended (Within 5 Years)
5 - Does Not Meet Current Codes / Standards
System ClassificationFoundations Wall Finishes Sprinklers
Basement Construction Floor Finishes Standpipes
Superstructure Ceiling Finishes Other Fire Protection Systems
Ramps Elevators and Lifts Electrical Services and Distribution
Exterior Stairs and Fire Escapes Escalators and Moving Walks Lighting and Branch Wiring
Roof Construction Plumbing Fixtures Communications and Security
Exterior Walls Domestic Water Distribution Other Electrical Systems
Exterior Soffits Sanitary Waste Emergency Light & Power Systems
Exterior Windows Rain Water Drainage Equipment
Exterior Doors Other Plumbing Systems Furnishings
Roofing HVAC Special Construction
Gutters and Downspouts Energy Supply Selective Building Demolition
Roof Openings Boilers Hazardous Components Abatement
Interior Construction Boiler Room Piping & Specialties Roadways
Partitions Insulation Parking Lots
Interior Windows & Storefronts Cooling Generating Systems Pedestrian Paving
Interior Doors Distribution Systems Site Development
Fittings Terminal and Package Units Landscaping
Stairs Controls and Instrumentation Site Mechanical Utilities
Interior Finishes Other HVAC Systems Site Electrical Utilities
Category Classification• Deficiencies are classified by Category to define the
cause or nature of issue:
Accessibility Code Compliance
Air Quality
Appearance
Building Code Compliance
Building Integrity
Energy
Environmental
Functionality
Hazardous Materials
Life Safety Code Compliance
Water Quality
