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CalculatingCalculatingCalculating School Capacity:Calculating School Capacity:School Capacity:School Capacity:
Local, State & National presented by:
Amy Yurko, AIA [email protected] &
PerspectivesPeter Brown, AIA, LEED AP
Mary Cary, AIAAnchorage School District
pCEFPI Pre-Conference Workshop - October 6, 2007
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007www.BrainSpaces .com
workshop agendap gIntroductions
who & whylearning objectives
CapacityCapacityvariablesdefinitions
Utilizationteaching stationsgschedules
Story Timeystories & challengeslessons learned
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
workshop agendap gPerspectives
NationalStateLocal
Addressing ConstraintsInterpretationsSchedulesMultiple useJoint useOth IdOther Ideas
Calculation Strategiesrules of thumbspecifics
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Why Calculate School Capacity?■ to enroll the right number of students in a
school facility
y p yschool facility
or conversely
■ to plan a school facility that is the rightsize for its intended enrollment
1. School construction funding2. Maximize educational resources3. Accommodate enrollments4. Overcrowding & underutilization5. Adjust Attendance Boundaries
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
6. others?
School Capacity Defined■ the number of students that can be
reasonably accommodated by a school,
p y fy y ,
building and site.
physical variablesphysical variablesoperational variablesprogrammatic variables
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Capacity Variablesp y
physical variablesbuilding size/areabu d g s e/a ea
number/types of teaching stations
t f iliti (kit h l h t )support facilities (kitchen, lunchroom, etc)
infrastructure
net to gross ratio
building & life-safety codesbuilding & life safety codes
site amenities
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Capacity Variables
i i
p y
operational variablesutilization rates & efficiencyy
operational policies
staffingstaffing
funding structures
teacher/union regulationsteacher/union regulations
space management
t ff & ti l b d tstaff & operational budgets
specialty program offerings
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Capacity Variables
i i
p y
programmatic variablesclass sizes & staff ratios
educational program offerings
ti l d l (t d i t )operational models (teams, academies, etc.)
specialty programs
schedules
partnerships, off-site learning, etc.partnerships, off site learning, etc.
extended use
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Capacity: A Spectrum of Definitionsp y p f fMaximum CapacityMaximum CapacityThe total number of student “seats” in the school facility.
Building CapacityBuilding CapacityAlso considers the extent of support facilities.
Functional CapacityFunctional CapacityAlso considers the desired level of schedule flexibility.
P C itProgram CapacityAlso considers curriculum and program offerings.
Temporary CapacityAlso considers temporary and make-shift facilities.
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Maximum Capacityid
p y■ considers
total student “seats”
400
25 students each 25(2) 8(100%) 400/dfor example:
25 students eachused 8 of 8 periods= 100% utilization
25(2) x 8(100%) = 400/dayor 50 at any given period
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
= 400 students/day
Building Capacityid
g p y■ considers
total student “seats”support facilitiessupport facilities
400
350 such as:such as:systems
circulationtoilets
kitchenlibraryofficesetc
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
etc…Clark Middle School, Anchorage School District, McCool Carlson Green Architects
Functional Capacityid
p y■ considers:
total student “seats”support facilitiessupport facilitiesschedule flexibility 400
300
25 students each 25(2) 8(75%) 300for example:
25 students eachused 6 of 8 periods= 75% utilization
25(2) x 8(75%) = 300or 37-38 at any given time
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
= 300 students/day
Program Capacityid
g p y■ considers
total student “seats”support facilitiessupport facilitiesschedule flexibilityprogram offerings 400
240 25 students regular15 students special 25(1) 8(75%) 15015 students specialused 6 of 8 periods= 75% utilization
25(1) x 8(75%) = 15015(1) x 8(75%) = 90
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
= 240 students/day( ) ( )
The educationally appropriate percentage of Utilization
The educationally appropriate percentage of the school day that teaching stations can be used for instruction.1 used for instruction.
The ratio of unoccupied to occupied “seats”
1student The ratio of unoccupied to occupied seats
per teaching station per period.student
11seat
11time
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Utilization“seat” utilization■ “seat” utilization
for example:
24:24 = 100% 24:24 = 100%
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Utilization“seat” utilization■ “seat” utilization
for example:
18:24 = 75% 18:24 = 75%
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
UtilizationR l f Th b
higher ■ Rules of Thumb
higher utilization
School Type avg. utilization rate
equals Elementary 95-100%Middl /J Hi h 70 85%
tighter Middle/Jr. High 70-85%High 80-85%scheduling High 80-85%
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
UtilizationExample: Middle vs Junior High Schools
higher ■ Example: Middle vs Junior High Schools
higher utilization Middle School Junior High
Teaching Stations 40 40
equalsTeaching Stations 40 40Class Size 25 25Periods/day 7 7
tighter Teacher prep 1 1Team Planning 1 0P i d f I t ti 5 6scheduling Periods of Instruction 5 6Utilization Rate 71% 86%Student Capacity 712 860Student Capacity 712 860
difference = 148 studentspage 18
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
UtilizationExample: Middle vs Junior High Schools
higher ■ Example: Middle vs Junior High Schools
higher utilization Middle School Junior High
Student Capacity 800 800
equalsStudent Capacity 800 800Class Size 25 25Periods/day 7 7
tighter Teacher prep 1 1Team Planning 1 0P i d f I t ti 5 6scheduling Periods of Instruction 5 6Utilization Rate 71% 86%Teaching Stations 45 37Teaching Stations 45 37
difference = 8 teaching stationspage 19
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
g
Teaching Stationsh t t ?
g■ what counts?
School Type what counts? What about?
Elementary classrooms y
Middle classrooms art & musicscience rooms special educationscience rooms special educationgymnasium (x1) computer labs
High classrooms special educationscience rooms media centerscience rooms media centerart & music auditorium/stagegyms (x2) computer labsvocational programs pe fieldsp g p
etc…
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
l iTeaching Stations
■ average class sizeg
School Type average class size:
Elementary 15-25 little variety
Middle 18-25 some variety
High 24-32 much variety
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
i f f iliti f iCase Study
■ comparison of facilities for sciencey
Case “A”Case A2,780sf (2 rooms)for 50 students= 56 sf/student
size difference = 520sf or 11 sf/student
Case “B”2,260sf (2 rooms)f 50 dfor 50 students= 45 sf/student
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
i f f iliti f iCase Study
■ comparison of facilities for sciencey
Case “A”Case Asay 25 students eachused 6 of 8 periodsp= 75% utilization= 300 students/day
C “B”main difference = area
Case “B”say 25 students each
d 6 f 8 i dused 6 of 8 periods= 75% utilization= 300 students/day
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
300 students/day
i f f iliti f iCase Study
■ comparison of facilities for sciencey
Case “A”Case Asay 25 students eachused 6 of 8 periodsp= 75% utilizationor 37.5% “seat” utilization= 300 students/day
C “B”seat utilization difference = 37.5%
Case “B”say 25 students each
d 6 f 8 i dused 6 of 8 periods= 75% utilization= 300 students/day
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
300 students/day
i f f iliti f iCase Study
■ comparison of facilities for sciencey
Faculty Office
Small Group Prep Room OfficeGroup
Case “C” 65 t d t t t lsay 65 students total
used 8 of 8 periods=100% utilization100% utilization= 520 students/day
(Greenhouse Option)
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
i f f iliti f iCase Study
■ comparison of facilities for sciencey
C A C B C CCase A:200 Students25 per Classroom
Case B:200 Students25 per Classroom
Case C:200 Students50 per Suitep
75% Utilization10 Classrooms (13,900 sf total)(excluding teacher offices &
p75% Utilization10 Classrooms (11,300 sf total)(excluding teacher offices &
p100% Utilization4 Suites (11,840 sf total)(all inclusive)(excluding teacher offices &
resource rooms)(excluding teacher offices & resource rooms)
(a c us e)
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Perspectives: Nationalpfor the median school district in the US
Elementary Schools = 70 ft2/student
Middle Schools 70 ft2/student Middle Schools = 70 ft2/student
High Schools = 120 ft2/student g /
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: School Planning & Management, February, 2006
Perspectives: Nationalpfor the median school district in the US
Elementary Schools = 90 ft2/student
Middle Schools = 111 ft2/student Middle Schools = 111 ft2/student
High Schools = 153 ft2/student
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: School Planning & Management, February, 2006
Perspectives: Nationalfor the median school district in the US
p
Elementary Schools = 120 ft2/student
Middle Schools = 146 ft2/student Middle Schools = 146 ft2/student
High Schools = 163 ft2/student g /
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: School Planning & Management, February, 2006
CalculationsG B ildi A Wh t C t ?■ Gross Building Area – What Counts?
lockers ?
dining/kitchen facilities ?dining/kitchen facilities ?
overhangs & canopies ?
vertical circulation ?
toilet facilities (specific to program) ?toilet facilities (specific to program) ?
exterior walls - to inside or outside face of wall ?
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
CEFPI’s National Averages Perspectives: North America
■ CEFPI’s National Averages (gross area per student)
Average Range
p
Elementary School BuildingsCanada 104.2 74 - 133Southern Tier of States 70.1 46 - 107Southern Tier of States 70.1 46 107Remaining 48 states 111.5 77 - 147
Middle School BuildingsMiddle School BuildingsCanada 96.5 77 - 116Southern Tier of States 81.2 77 - 90 Remaining 48 states 154.4 114- 212
High School BuildingsCanada 130.4 91 - 166Southern Tier of States 101.9 70 - 158Remaining 48 states 160 7 123 211
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Remaining 48 states 160.7 123- 211Source: CEFPI Issue Track, November 1995
Perspectives: National■ codes & regulations
p
- Occupancy LoadingOccupancy Loading
- Access & Egress
- Life-safety
- Support facilitiespp
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Perspectives: State Example■ Alaska Department of Education & Early
Childhood Development
p x pp
Elementary Schools =114 ft2/student
Middle Schools =165 ft2/student Middle Schools =165 ft /student
High Schools =165 ft2/student
+ additional considerations for supplemental square-footage
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Perspectives: State Example■ Arkansas
p x p
Utilization Factors*: teaching
t ti K-5 = 100%6-8 = 85%
station count
total student population (incl SpEd)
9-12 = 85%
* f th
(incl. SpEd)
average class size for the purpose
of planning
class size
utilization factor
Notes:• Class sizes may vary from school to school. factor• Self-contained classrooms are in addition to
the calculated number of teaching stations.• Art Music & PE do not count as teaching
stations at the elementary level
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: Arkansas School Facility Manual, 2004
stations at the elementary level.
Perspectives: State Example■ Wyoming School Facilities Commission
p x p
uses a sliding scale to recognize remote rural
areas
page 36
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: Wyoming Public Schools, Facility Design Guidelines, July 2003
Perspectives: State Example■ West Virginia
p x p
“The student capacity of a
school building is
affected by the educational program: it
changes each ti thtime the
program is modified.”
page 37
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007WV Board of Education, Handbook on Planning School Facilities, 2005
Perspectives: State Example■ West Virginia
p x p
El t S h lElementary Schools:Calculate the number and type of classrooms using the maximum program capacity for each regular or special
Calculating Building Program maximum program capacity for each regular or special
classroom.
Assume that all students are seated in a first period block without ll t
Program Capacity:
pullout programs.
Do not include library/media, cafeteria, itinerant spaces, resource rooms, or optional academic classrooms such as art, pmusic, and computer labs that act as pullout programs to support the core curriculum.
page 38
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007WVa Board of Education, Handbook on Planning School Facilities, 2005
Perspectives: State Example■ West Virginia
p x pSecondary Schools:Calculating
Building Program
Secondary Schools:Middle/Junior High School programs where various schedules exist, calculate the number and type of classrooms using the
Program Capacity:
maximum program capacity for each regular or special classroom.
Assume for example that all students are seated in a first period Assume for example that all students are seated in a first period block and with the exception of library/media, science labs, resource rooms or any space that cannot be used for other course offerings should be included in the daily capacity of g y p yeach facility.
The maximum capacity for instructional spaces for specialty classrooms would be counted once and this type of space may classrooms would be counted once and this type of space may be available throughout the school day but due to its specialized design or equipment render it impractical to use for other instructional purposes
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
other instructional purposes.WVa Board of Education, Handbook on Planning School Facilities, 2005
Perspectives■ Public High School Principals Report, 2005
p
Th h l th t i i l d ib d d d d Those schools that principals described as overcrowded used a variety of approaches to deal with the overcrowding:
• using portable classrooms (78%)
More than half of the principals
• converting non-classroom space into classrooms (53%)
• increasing class sizes (44%)
principals reported that their school had
• building new buildings or additions (35%)
• using off-site instructional facilities (5%)
school had fewer students h h • or other approaches (12%). than the
school’s design capacity.
page 40
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007007
Perspectives: Local Example■ Chicago Public Schools
p pOvercrowdinggAny school that exceeds 80% of its maximum capacity.
Severe OvercrowdinggSchools that are above 100% of their maximum capacity
UnderutilizationIf a school falls below 65% of its maximum capacity, it is assumed to have excess building space.
Programmatic ExceptionsFor High Schools, CPS bases design capacity on curriculum programming. For instance, a Career Academy will be a larger building with larger classrooms where the programming of the school requires larger spaces for such needs as auto shops orprogramming of the school requires larger spaces for such needs as auto shops, or culinary arts kitchens. So you would have more space, but not necessarily more than an average number of students in the school.
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Perspectives: Local Example■ Chicago Public Schools
p pElementary & Middle SchoolsElementary & Middle Schools• 30 students ‐ for average size classrooms (600‐1200 sq.ft.)
• 15 students ‐ for less than average size classrooms (less than 600 sq. ft.)
• 40 students for above average size classrooms (more than 1200 sq ft )• 40 students ‐ for above average size classrooms (more than 1200 sq. ft.)
High SchoolsCPS fi d t d b th t t ith th ChiCPS uses figures mandated by the contract with the Chicago Teachers Union instead of the physical area of the classroom.
Exclusions• spaces not originally intended as classrooms (i.e. auditoriums, gymnasiums, storage closets, etc.) that may currently be used as such
• temporary facilities such as mobile units, or "demountables" as they are now called.
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
they are now called.
Perspectives: Local Example■ District of Columbia Public Schools
p p
i i f ili i i i l l d b l ki h For existing facilities, capacity is calculated by looking at the number of students divided by the total Building Square Footage.
Elementary School =150 ft2/student
Middle/Junior High School =170 ft2/student
High School =180 ft2/student g /Special Education =180 ft2/student
page 43
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: DCPS Facility Master Plan, 2001
Perspectives■ Case Study: DC High Schools
p
Detailed findings from this floor space analyses led to the following recommendations: (1) revise the standard specs to allow greater flexibility so that existing high p g y g g
schools will not face a complete demolition of their interiors at extremely high cost;
(2) change the floor space design standard value or eliminate its use altogether;
(3) calculate the quantity of net floor space by measuring instructional and administrative space, thereby helping with the determination of enrollment capacities;
(4) reexamine the quantity of total existing gross floor space, which is critical to the determination of excess space; and
(5) d t k it t di t d t i h th t t d ki th(5) undertake site studies to determine whether structured parking or other improvements are possible to alleviate site constraint problems.
page 44
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007http://www.21csf.org/csf‐home/publications/pubs.asp#myth
Perspectives: Local Example■ Clark County School District
p p
Current prototype school ed specs include the following areas:
Elementary = 96-100 ft2/student
Middle/Junior High = 85 90 ft2/student Middle/Junior High = 85-90 ft2/student
High = 102-123 ft2/student
page 45
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: Clark County School District – 2006 & 2007 K-12 Prototypes
Perspectives: Local Example■ Anchorage School District
p p
i i l l d b id i i Program capacity is calculated by considering various programmatic criteria including:
N b f t hi t ti il bl f i t ti- Number of teaching stations available for instruction- Average class sizes (regular & smaller)- Utilization rates (& teacher preps)
Extent of support facilities (considered but not calculated)- Extent of support facilities (considered but not calculated)
type: class sizes: utilization:
Elementary 24 & 12 100%
Middle 28 & 12 71% (5 of 7)
High 28 & 12 83% (5 of 6)
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Strategies for Increasing Capacity■ Scheduling (daily & annual)
g f g p y■ Scheduling (daily & annual)■ Multiple-Use Facilities
Joint Use Facilities■ Joint Use Facilities■ Off-Site Facilities■ Increase efficiency■ Reassignment of spaces■ Reassignment of spaces■ others?
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Strategies for Increasing Capacity■ Calendar & Scheduleg f g p y
sep oct nov dec jan feb mar apr may jun jul aug
TRADITIONAL600 students
Traditional BREAK
SINGLE-TRACK600 students
MINI BREAK
MINI BREAK
MINI BREAK600 students
MULTI-TRACK (example)
Track A – 200 students
Track B – 200 students
Track C – 200 studentsSTAGGERED MINI BREAKS
Track D – 200 students
Assumptions for this example: 1) school buildings can accommodate 600 students at one time, 2) school facilities can support full-capacity increases 3) a 60/20 calendar is used 4) multi track schedules include common winter and summer mini breaks
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
increases, 3) a 60/20 calendar is used, 4) multi-track schedules include common winter and summer mini-breaks.
Source: Minnesota Schools. Alternative Calendar Working Group – Final Report, Feb. 1999
M lti l U F ilitiStrategies for Increasing Capacity
■ Multiple-Use Facilitiesg f g p y
page 50
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007South Anchorage High School: Perkins+Will and ECI Hyer
M lti l U F ilitiStrategies for Increasing Capacity
■ Multiple-Use Facilitiesg f g p y
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007South Anchorage High School: Perkins+Will and ECI Hyer
Strategies for Increasing Capacity■ Faculty/Staff Supportg f g p y
café tables café tables café tablescafé tables café tables café tables
enette
erator
owave
internet carrels internet carrels internet carrels
lounge seating lounge seating lounge seating
work / dining counter
kitche
refrige
sink
micro
island
copier
page 53
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007international school of beijing: Perkins+Will
Strategies for Increasing Capacity■ Distributed Media Resourcesg f g p y
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Fearn Elementary School: Perkins+Will
Strategies for Increasing Capacity■ Alternative Settingsg f g p y
Project P j t CEO
Project Patio
Student Workstations
Project Room
Project Room
Library
Faculty Faculty
Animation
Technology Labs
(Science)
Offices
Music
General Classroom
Multi-Purpose
Reception
MAIN ENTRY
Student Commons
Student Workstations
Project Room
Project Room
Admin. RestroomsAnimation
Lab
General Classroom
General Classroom
General Classroom
Offices
Tech
stage
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Strategies for Increasing Capacity■ Off-Site & Distance Learningg f g p y
page 58
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007School for the Physical City, New York, NY, Rothzeid Kaiserman Thomson & Bee
Strategies for Increasing Capacity■ Off-Site & Distance Learningg f g p y
Henry Ford Museum Campus, Integrated School
page 59
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
Greenfield Village, Michigan, Concordia Consultants
F ti l t t & l l id liRecommendations
general For national, state & local guidelines
Use Net Building Area
general
Country: Use Net Building Areay
Consider State-wide specificsState:
Include District-wide parametersDistrict: Include District-wide parametersDistrict:
Account for Specific Programsspecific
School:
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
specific
F ti l t t & l l id liRecommendations
general For national, state & local guidelines
Use Net Building Areageneral
Country: Use Net Building Area• Calculate net usable vs gross building area for equity among facilities,• Define what “counts” as net area vs what is gross area,• Include Net:Gross area guidelines on a sliding scale that recognizes
y
• Include Net:Gross area guidelines on a sliding scale that recognizes various climates, construction types, systems, etc.
• Consider the impact of national assessment mechanisms.
specificpage 62
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
specific
F ti l t t & l l id liRecommendations
general For national, state & local guidelines
Consider State-wide specificsgeneral
Consider State wide specifics• Recognize climate and environment.• Incorporate funding mechanisms.• Define “baseline” net area parameters then define and allow for • Define baseline net area parameters, then define and allow for
exceptions as necessary.• Include Net:Gross area guidelines on a sliding scale that recognizes
various climates, construction types, systems, etc.
State:, yp , y ,
• Recognize state-wide student demographics & special needs.• Consider the impact of state-wide assessment mechanisms.
specificpage 63
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
specific
F ti l t t & l l id liRecommendations
general For national, state & local guidelines
I l d Di t i t id t
general
Include District-wide parameters• Accommodate district-wide educational initiatives.• Understand student demographics and special needs• Understand student demographics and special needs.• Reflect operational budgets and strategies.• Consider attendance boundaries and transportation. • Recognize various scheduling options• Recognize various scheduling options.• Address teacher needs and contracts.
District:District:
specificpage 64
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
specific
F ti l t t & l l id liRecommendations
general For national, state & local guidelines
A t f S ifi P
general
Account for Specific Programs• Address curriculum, program offerings and specific class sizes.• Incorporate intended scheduling flexibility (utilization factor)• Incorporate intended scheduling flexibility (utilization factor)• Reflect the intended scheduling strategy (block, YRE, etc.)• Consider operational and organizational specifics.• Accommodate various individual needs of the school community• Accommodate various individual needs of the school community.• Allow for gross area variation based on specific climate/environment.
specificSchool:
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Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
specific
CalculatingCalculatingCalculating School Capacity:Calculating School Capacity:School Capacity:School Capacity:
thank you!presented by:
Amy Yurko, AIA [email protected] k y
CEFPI Pre-Conference Workshop - October 6, 2007
Peter Brown, AIA, LEED [email protected]
Mary Cary, AIAAnchorage School District p 7
page 66
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007www.BrainSpaces .com