fccps facilities master plan
TRANSCRIPT
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MASTERPLAN
Final Report
March 2011
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Falls Church City Public Schools
Facility Master Plan
Table of Contents
Table of Contents
Chapter 1 Introduction
1-1Introduction 1-11-2Overview 1-1
Chapter 2 Existing Conditions
2-1 Demographic Analysis and Enrollment Projections 2-1
2-2 Capacity Analysis 2-9
2-3 Facility Evaluations 2-25
Site Evaluation George Mason and Mary Ellen Henderson 2-27
George Mason 2-35
Findings and Recommendations 2-47
Mary Ellen Henderson 2-51
Findings and Recommendations 2-58
Mt. Daniel 2-61
Findings and Recommendations 2-77
Thomas Jefferson 2-81
Findings and Recommendations 2-95
Gage House 2-99
Findings and Recommendations 2-103
Chapter 3 Education Specifications
3-1 Purpose of a Division-Wide Educational Specification 3-1
3-2 The Division-Wide Educational Specification Development Process 3-13-3 Major Outcomes of Design Committee Process 3-7
Chapter 4 Program of Space Needs
4-1 Overview of Space Programming 4-1
4-2 Space Requirements Elementary 4-2
4-3 Space Requirements Middle School 4-6
4-4 Space Requirements High School 4-8
4-5 Other FCCPS Educational Programs/Centers 4-13
4-6 Conclusion Programming That Meets Master Plan Goals 4-15
4-7 Summary of Long-Term Space Needs 4-16
Chapter 5 Option Development
5-1 Option Development 5-1
5-2 Scheme A (Minimum) 5-2
5-3 Scheme B 5-4
5-4 Scheme C 5-6
5-5 Scheme D 5-8
5-6 Scheme E 5-10
Massing Diagrams Scheme A Minimal 5-13
Massing Diagrams Scheme B 5-15
Massing Diagrams Scheme C 5-17
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Falls Church City Public Schools
Facility Master Plan
1-1 Introduction and Overview
Massing Diagrams Scheme D 5-19
Massing Diagrams Scheme E 5-21Mt Daniel Possible Areas of Expansion 5-23
Thomas Jefferson Anticipated Renovation/ Partial Demolition 5-25
Thomas Jefferson Anticipated Areas of Expansion 5-27
George Mason Mary Ellen Henderson Anticipated Renovation/ Demolition 5-29
George Mason Mary Ellen Henderson Possible Areas of Expansion 5-31
Scheme A Mt Daniel 5-33
Scheme A Thomas Jefferson 5-35
Scheme A George Mason/ Mary Ellen Henderson 5-37
Scheme B Mt Daniel 5-39
Scheme B Thomas Jefferson 5-41
Scheme B George Mason/ Mary Ellen Henderson 5-43Scheme C Mt Daniel 5-45
Scheme C Thomas Jefferson 5-47
Scheme C George Mason/ Mary Ellen Henderson 5-49
Scheme D Mt Daniel 5-51
Scheme D Thomas Jefferson 5-53
Scheme D George Mason/ Mary Ellen Henderson 5-55
Scheme E Mt Daniel 5-57
Scheme E Thomas Jefferson 5-59
Scheme E George Mason/ Mary Ellen Henderson 5-61
Chapter 6 Preferred Option
6-1 Preferred Option 6-16-2 Phase I (2011-2016) 6-7
6-3 Phase II (2017-2021) 6-17
6-4 Phase III (2022-2026) 6-17
6-5 Phase II (2027-2031) 6-17
6-6 Summary 6-18
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MASTERPLA
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FallsChurchCityPublicSchoolsFacilityMasterPlan
11 Introduction, 12 Overview
11
11 Introduction
InJuly2008theFallsChurchCityPublicSchoolscontractedwithPSADewberrytoconductafacility
masterplan. Thegoalsofthisplanincludethefollowing:
Developa20year,phasedstrategyformaintainingandimprovingschoolfacilities Ensurethatfutureschoolfacilitieswillkeeppacewithanticipatedgrowth,educationalgoals,
andtheprioritiesoftheCityofFallsChurch.
Identifyopportunitiesforimprovementsininfrastructure,inorganization,andinteachingbyexaminingtherelationshipsbetweentechnology,academics,andschooldesign.
Innovatewherepossibletocreatefacilitiesthatareenvironmentallysensitive,technologicallycapable,andthatofferacuttingedgelearningenvironment.
FacilitatecooperationbetweentheFallsChurchCityPublicSchoolsandothercommunitygroups,toprovideinfrastructurethatcanmeetmultipleneeds,asappropriate.
12 Overview
SteeringCommittee
ThemasterplanwasdirectedbyasteeringcommitteemadeupofkeystafffromFCCPS,general
governmentandcommunitymembers. Thecommitteemetregularlythroughouttheprojecttodirect
andguidetheteaminexaminingoptions. (SeeAppendixAforlisting)
DesignCommittee
Theplan
was
also
guided
by
alarger
design
committee
comprised
of
principals,
educators,
and
key
membersofthecommunityatlarge. Thisdesigncommitteemetonceamonthforfourmonths
(October2008,November2008,December2008,January2009)todevelopavisionforthefuture
academicapproachinFallsChurch,aviewfortheroleoftechnology,andaconceptfortherelationships
betweenteachersandstudents,studentsandthecommunity,andbetweenallplayersandtheschool
facilitiesthemselves. (SeeAppendixBforlisting)
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FallsChurchCityPublicSchoolsFacilityMasterPlan12 Overview
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Process
Theoverall
process
consisted
of
the
following
steps:
InformationGatheringo DesignCommitteeo FacilityToursandEvaluationso StaffInterviewso TechnologyAudito EnrollmentForecast
SummarizingExistingConditionso FacilityEvaluationReporto CatalogofExistingSpacebyComponento ExistingSitesandBuildableAreaso
Capacity
Analysis
IdentifyingGoalsandPrioritieso EducationalGoalso TechnologyInfrastructureo ClassGradeGroupingso CampusReduction/CoLocationofFacilities
DevelopingPreliminaryOptionso Twoextremesminimalphysicalchange,maximumphysicalchangeo Threemidwayoptions
OptionEvaluation Modifyingandreducingtheoptionstoone Completingdetailworkonselectedoption
o Siteworko Imageso Phasingo Costing
Thisreportisadocumentationoftheprocessandconclusionsdrawnthroughoutthisprocess.
Theexecutivesummarywhichfollowsgivesabriefoverviewofeachphaseoftheprocess,andits
outcomes.
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11 Introduction, 12 Overview
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InformationGathering
Theinformationgatheredattheoutsetofthestudysetthefoundationforthestudy,providingabase
uponwhichallstudyinitiativeswerebased. Thisstepincludedmeetingswithmembersoftheschool
board,school
administration,
and
principals
from
each
school.
Reviews
were
made
of
previous
enrollmentforecasts,analysisoftheCityofFallsChurchpopulationandforecastedgrowth,andallof
buildingfloorplansforeachschool. Aninventoryofspacesandtechnologywascompletedtogivethe
teamanideaofthephysicalresourcescurrentlyavailable,andofthestateofmaterialsavailableateach
gradelevel.
ExistingConditions
Aspartoftheinformationgatheringphase,anevaluationwasmadeoftheexistinginfrastructure
comprisingtheFallsChurchCityPublicSchools. Thisinfrastructureincludesfivebuildings:
GeorgeMasonHighSchool
Mary
Ellen
Henderson
Middle
School
MountDanielElementarySchool ThomasJeffersonElementarySchool GageHouse(alternativeeducation,highschool)
Eachfacilitywastouredbyprofessionalsfromvariousdisciplinesmechanical,electrical,andplumbing
engineers,architects,civilengineers,andHazardousMaterialsassessmentandabatementspecialists.
Thegoaloftheseevaluationswastodetermineinabroadsensetheconditionofeachfacility,its
compliancewithcurrentcode,anditsprospectforcontinuedlongtermuse. Ifanymajorissueswere
detectedduringtheseevaluations,theyweredocumentedforfurtherconsiderationandevaluationas
partofthemasterplanningprocess.
Chapter2of
this
report
discusses
each
facility
in
turn,
with
sub
sections
for
the
various
disciplines
evaluations.
FutureGoalsandPriorities
ThegoalsandprioritiesoftheSchoolBoardandthekeyplayersintheschoolsystemwereestablished
duringaseriesofeveningworkingsessionsconductedbyEperitus,aleaderineducationalplanning.
ThesesessionsledtothedevelopmentoftheEducationSpecificationsincludedinChapter3ofthis
report. TheeducationspecificationsandthedesirededucationaldeliveryinFallsChurchguidedthe
entiremasterplanningprocessfrombeginningtoend.
Discussionduring
the
development
and
refinement
of
the
options
revolved
around
the
following
key
questions:
1. IstherearightsizeoramaximumsizeforschoolsinFallsChurch? Howlargeistoolarge?2. Howmanycampusesshouldtherebe? Isthereacosttomaintainingfourseparateschool
facilities?
3. Shouldelementarygradesbelocatedinoneschoolfacilityortwo?4. Shouldeighthgradebepartofhighschoolormiddleschool?5. Shouldthemasterplanmovetowardonecampus? Ifso,wouldthatcampusbeoneofthe
existinglocations,oranewsite?Whatnewsitesmightbeavailableforconsideration?
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PreliminaryOptions
Preliminaryoptionsexploredduringthestudywereframedbytheminimumandmaximum
bookends. Thesetwoextremesweredefinedbytheoptionwhichincludedtheleastoperationalchange
andminimalchangestothecurrentsystem,andbytheoptionwhichrequiredthemaximumshiftin
thinkingpairedwithdramaticchangeinthephysicalenvironment.
Threeinterimoptionsweredeveloped,eachofwhichincludedpermutationsoftheminimumand
maximum. Theseoptionsexploredvariousgradelevelbreakdowns,differentusesofthethreesites
currentlyoccupiedbytheschools,andvariousordersinwhichtheeffortscouldbeimplemented.
Final
Option
(Recommended)
ThefinalrecommendedplanfocusesontheelementarygradesinPhaseI.Thisoptionrecommendsan
approximately25,000squarefootadditionatThomasJeffersonElementarySchooltoallowfifthgrade
tobemovedbackintotheelementarysettingfromMaryEllenHendersonMiddleSchool. Thisoption
alsoincludesimprovementstosomeexistingspacewithinThomasJeffersonElementarySchoolto
increasecoreareasforanticipatedlongterm(20year)growth,toimproveinternalbuildingcirculation,
andtoimprovelifesafetysystems. MinorimprovementsarerequiredatMaryEllenHendersonto
alloweighthgradetomovebackfromGeorgeMasonHighSchool,therebyfreeingupspaceformerly
utilizedbyeighthgradeatthehighschool.
Withtheelementaryandmiddleschoolneedsmetthroughtheplanningperiodbytheworkcompleted
inPhaseI,PhaseIIwillfocusonGeorgeMasonHighSchool. Thisphasewillincludeamajorrenovation
andpossible
partial
replacement
of
George
Mason
High
School,
with
afocus
on
improvinginternalbuildingandexternalsitecirculation, enhancingcommunityaccesstoanduseofthefacilityduringnonschoolhours,and replacementofoutdated/failingmechanicalsystemswithhighefficiencysystemsutilizingsolar
orotherrenewableenergy.
Aspartofthisrenovationprocess,someofthemultilevelareasinGeorgeMasonwillbemodifiedto
givethefacilityamoreconsistentfeelandflow,toimprovewayfinding,andtohelpcolocaterelated
functionsincloserproximitytooneanother.
PhaseIII
will
return
to
the
elementary
schools,
and
two
possible
options.
Phase
IIA
could
include
abuildoutofThomasJeffersonElementarySchooltoallowoneelementarytoaccommodatechildren
frompreKindergartenlevelthrough5thgrade. Somedetailsrelatedtothisprojectincludethe
following:
Thisadditionisanticipatedtooccuronthefrontoftheexistingbuilding,andwillrequireadjacentlandacquisition.
SomereconfigurationofvehicularcirculationalongOakStreetisrecommendedaspartofthisprojecttoprovideadropoff/pickupzoneawayfromtheroad.
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11 Introduction, 12 Overview
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Theclassroomcommunityfortheyoungerchildrenwillbeseparatefromthecommunityofolderchildren,tomaintainthesenseofscaleFallsChurchhashadwithtwoseparate
elementaryschools.
PhaseIIIAwillfreetheMt.DanielcampusforsaleorreusebytheCity.
Alternatively,shouldtwocampusesforelementaryschoolscontinuetobethepreferredoption,Phase
IIIBwouldfocusondemolitionofolder,inefficientportionsofMt.Danielandnewconstructionofa
threestoryadditiontotheexistingbuilding. Thecurrentfootprintwouldbemaintenancetoprotect
playareaandtrailerswouldberemoved.
Ifallotherphasesareexecutedsuccessfullyandgrowthcontinuesasanticipated,PhaseIVwillseea
breakfromcapitalconstruction. DuringthisphaseCIPisexpectedtoberequiredatMaryEllen
Hendersontoupdateandreplaceanydamagedoroutdatedcomponentstowhatwillbea20+yearold
facility.
An
updated
master
plan
is
also
recommended
during
this
phase
to
adjust
and
re
direct
efforts
in
thesubsequentyears. Itisrecommendedthatthemasterplanbecompletedpriortoanyreuseor
disposaldecisionsonMt.DanielElementarySchool.
DetailsofeachphaseoftherecommendedoptionareincludedinChapter6ofthisreport.
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MASTERPLA
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FallsChurchCityPublicSchoolsFacilityMasterPlan
21 Demographic Analysis and Enrollment Projections
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2ExistingConditions
Thischapter
establishes
the
existing
conditions
in
the
Falls
Church
City
Public
Schools,
so
that
there
is
a
clearunderstandingof the strengths,weaknesses,and theprioritiesof theeducationalsystemat the
timeofthisstudylookingforward.
Thefirstsectiondiscussesthehistoricaldemographicsoftheschooldivision,historicalenrollment,and
enrollmentprojectionsthroughthe20yearplanningperiod. Thesecondsectiondiscussescapacityat
thedivisionsfourlargestschools,andexplorestheenrollmenttocapacityratiounderthree(3)different
operationalscenarios.
Thethirdsectionexploresthephysicalinfrastructureatthefiveschoolswithinthedivision. Thissection
includes a great deal of detail regarding the mechanical building systems, the operations, and the
challengesto
continued
use
of
each
facility
through
the
20
year
planning
period.
The
fourth
and
final
sectionisareviewofthetechnologicalinfrastructureintheschooldivision.
Eachofthesesectionssummarizesapieceofthepictureoftheexistingschooldivision,andbringsout
points thatwillbewoven together in themasterplan recommendedoption,as thestrategies for the
future strive to remedy shortfalls and concerns with the current system while capitalizing on the
strengthsinherentintheFallsChurchCityPublicSchools.
2 1 DemographicAnalysisandEnrollmentProjections
Projection
models
are
an
attempt
to
mathematically
explain
the
factors
that
influence
the
future
of
a
realworldsituation. Nomodelcanperfectlypredictthefutureinachangingsystemwithaninfinite
numberofvariables. Asaplanningtool,however,projectionscancombineanumberofkeyfactorsto
estimatefuturespaceneeds,toformaframeworkaroundwhichacapitalplancanbedeveloped.
TheEperitusenrollmentprojectionmethodologyasdescribedbelowhasbeenusedinmorethan35
enrollmentprojectionstudieswithanhistoricalaccuracyofwithinonehalfofonepercentofactual
September30membershipannually. Eperitushasalsometwithleadingexpertsinthefield,including
theVirginiaCommonwealthUniversityCenterforPublicPolicyandtheUniversityofVirginiaWeldon
CooperCenterforPublicService,todiscussprojectionmethodologyandverifythatEperitus
methodologyisconsistentwithbestpracticeinthefield. SeveralotherVirginiajurisdictionsinwhich
EperitusrecentlyworkedhavecharacteristicsthataresimilartothoseinFallsChurchnamelyOrange,
Isleof
Wight,
Hanover,
Powhatan,
and
Chesterfield.
Thisenrollmentforecastingmethodologyhasbeendevelopedtofocusonthekeyfactorsfoundtoaffect
futureschoolenrollment,withminimalemphasisplacedonsuppositionornonmeasurablefactors. As
such,thismethodologymaynotcaptureeverypossiblefluctuation,butitisnotsusceptibletochanges
thatmaynotbepermanentinthesysteminquestion.
Allspreadsheets,databases,formulas,andsummarytablesusedinthefinalanalysiswereprovidedfor
futureFallsChurchCityPublicSchoolsuse.
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GreaterContext
TheCity
of
Falls
Church
is
alandlocked
area
approximately
occupying
2.2
square
miles,
nestled
between
FairfaxCounty,VirginiaandArlingtonCounty,Virginia. Hometoalargenumberofgovernment
employees,thisrelativelysmalljurisdictionhasincreasedinsophisticationcommensuratewithits
locationoutsideofthenationscapital,allthewhilemanagingtomaintainmanyofthesmalltown
valuesitscitizensenjoy.
Thesmallsizeofthisjurisdictionmeansthatlandresourcesareatapremium. Recentdevelopment
initiativeshavepromotedhighriseprojectsincludingmixedusetenants,someofwhichcombine
residentialandcommercialonthesamefootprint. ThecitysPlanningDivisionisworkingwith
developerstochannelmuchofthehigherstructuresintoanewCityCentrearea,whichwillcombinea
festivalstageandopenpedestrianareaswithnewconstructionattheheartofthecity.
Oneoftheeffectsofmixeduseconstructionisthecreationofnewhousingunitsafactorlongthought
tobeconstrainedinFallsChurchbythelimitedlandonwhichtobuild. Thenumberofsinglefamily
homesinthecityhasbeenaconstantforyears,andislikelytoremainfairlysteady,duetolimitedland
onwhichtobuild. Thecreationofapartmentsandcondominiums,however,hasopenedanew
opportunityforincreasedresidents,raisingtheceilingforschoolenrollmenttolevelsthatwere
previouslyunanticipated.
Eperitus studiedmultiple setsofdata related to studentenrollmentanddemographic trends inFalls
Church. Historical enrollment data used in the analysis is based upon the annual September 30
Membership report to the Virginia Department of Education. All projections are based upon
Kindergarten through 12th grade data. PreK data is not factored into the projection, however it is
includedin
the
analysis
of
space
needs
that
follows.
Birth
data
was
takenfrom
the
Virginia
Department
ofHealthdatabaseasreportedbyhospitalsinthelocality. Thisdataisbaseduponthemother'splace
of residence and is address specific. Where there arequestionsabout residence theDepartmentof
Healthverifyswiththelocality.
Inadditiontothisdata,residentialdevelopment,bothhistoricalpatternsandfuturepotential,aswellas
other housing trends, land use issues, and economic development factorswere reviewedwith Falls
ChurchCityplanningofficials. Totheextentpossible,thesecomplexanddynamicvariablesweretaken
intoaccountinthefinalschoolenrollmentprojections.
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FallsChurchCityPublicSchoolsFacilityMasterPlan21 Demographic Analysis and Enrollment Projections
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EnrollmentData
The following tables present several of the key data sets Eperitus developed that served as the
foundationfor
the
enrollment
projections.
A
variety
of
analyses
are
needed
to
formulate
the
overriding
trend. Figure22showsa16%increaseintotalenrollmentforFallsChurchoverthepasttenyears.
Figure 2-2
EnrollmentHistory
Year Enrollment
1999 1675
2000 1721
2001 1749
2002 1817
2003 1857
2004 1878
2005 1848
2006 1867
2007 1907
2008 1941
Kindergartenenrollment,asdisplayedinFigure23,hasshowna14%increaseinthelasttenyears.
Figure 2-3
KindergartenEnrollment
Year Enrollment
1999 121
2000 106
2001 121
2002 114
2003 133
2004 110
2005 117
2006 123
2007 117
2008 138
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Figure24displaysthecurrentcomplimentof1,940studentsinbrokenintogradelevelsubtotals.
Figure 2-4
Enrollmentby
Grade
Level
Grade Enrollment
K 138
1 120
2 137
3 154
4 136
5 147
6 150
7 1588 165
9 172
10 143
11 160
12 161
Figure25summarizesthecohortgrowthfrombirthtokindergarten. Theannualcohortgrowthrate
hasfluctuatedsignificantlysince2000,buthasdeclinedsince2006.
Figure 2-5BirthtoKindergarten
Fallof Births Fallof KEnroll Ratio1995 96 2000 106 1.10
1996 78 2001 121 1.55
1997 110 2002 114 1.04
1998 86 2003 133 1.55
1999 109 2004 110 1.01
2000 126 2005 117 0.93
2001 88 2006 123 1.40
2002 92 2007 117 1.272003 124 2008 138 1.11
2004 102
2005 120
2006 105
2007 124
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Figure26summarizesthenumberofstudentswhostartinkindergartenandmoveontothe4thgrade.
Thetrendin2008isthehighestithasbeeninthepastfiveyears.
Figure 2-6
Kindergartento4th
Grade
Fallof KEnroll Fallof 4Enroll Ratio1999 121 2003 136 1.12
2000 106 2004 128 1.21
2001 121 2005 142 1.17
2002 114 2006 130 1.14
2003 133 2007 139 1.05
2004 110 2008 136 1.24
2005 117
2006 123
2007 117
2008 138
AsseeninFigure27thesurvivalratioforthosestudentsmovingfromthe5thgradeontothe7thgrade
hasbeenamorestableindicator,withtheexceptionof2006.
Figure 2-7
5th
Gradeto7th
Grade
Fallof 5Enroll Fallof 7Enroll Ratio2001 126 2003 146 1.16
2002 128 2004 145 1.13
2003 128 2005 136 1.06
2004 157 2006 142 0.90
2005 136 2007 154 1.13
2006 141 2008 158 1.12
2007 143
2008 147
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Figure28showstheratioof8thgradestudentswhomoveontothe12thgrade. In2008thesurvival
ratiowasat1.14. Overthepastsixyearstheratehasstayedbetween1.071.18.
Figure28 8th
Gradeto12th
GradeEnrollmentsandRatios
Fallof 8Enroll Fallof 12Enroll Ratio1999 130 2003 142 1.09
2000 136 2004 159 1.17
2001 133 2005 157 1.18
2002 155 2006 171 1.10
2003 168 2007 179 1.07
2004 141 2008 161 1.14
2005 145
2006 136
2007 158
2008 165
Twootherkeydemographic trends summarized from theVirginiaDepartmentofEducationDataand
Reportswebsitearechangesoverthepast10yearsin:
Thepercentofstudentsqualifyingforfree/reducedpricelunchand
TheethnicmakeupofthestudentbodyintheFallsChurchschools.
Overthepast10yearsthepercentofstudentsqualifyingforfree/reducedpricelunchhasdeclinedfrom
10.5% in 199798 to 6.38% in 200708. During that sameperiodof time the ethnicmakeup of the
student population changed as the percent of Caucasian students declined by 6%, the percent of
Hispanicstudentsdeclinedby2%,andthepercentofAfricanAmericanstudentsremainedat4%even
thoughtheactualnumberofstudentsineachoftheseethnicgroupswentup. Thebiggestpercentage
changeoverthis10yearperiodwas intheAsianstudentpopulationwhich increasedfrom6%to13%.
Figure29summarizesthechangesintheethnicmakeupofthestudentpopulation.
Figure29
FallChurchCityPublicSchoolsStudentPopulation
Changesin
Ethnic
Makeup
Year%of
TotalActual
%of
TotalActual
%of
TotalActual
%of
TotalActual
0708 13% 235 4% 86 8% 159 74% 1402
9798 6% 93 4% 58 10% 142 80% 1154
AsianAfrican
AmerianHispanic Causasian
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KeyFactorsandAssumptions
Despitetheapparentcomplexitiesassociatedwithschoolenrollment,thefactorswhichcanaffectthe
numberof
school
aged
children
in
alandlocked
and
fairly
built
out
jurisdiction
like
the
City
of
Falls
Churcharesomewhatlimited. Alistofthetwopossiblefactorsisgivenbelow:
Inmigrationoroutmigrationoffamilieswithschoolagedchildren.
Increasingordecreasingbirthrates(ifthebirthrateincreases,therewillbemoreschoolagedchildreninthefuture).
TheplanningteammetwiththeFallsChurchPlanningDivisiontocollectkeydataandtodeterminehow
thesetwofactorsmayaffecttheenrollmentforecast.
InandOutMigration
InmigrationhashistoricallyexceededoutmigrationinFallsChurch,resultinginpositivepopulationand
enrollmentgrowth.
For
the
number
of
school
aged
children
to
continue
increasing,
the
implication
is
thattherewillbeasteadyrateofconversionofnonschoolagedfamilyhousingtoschoolagedfamily
housing,orthatthefamiliesmovinginhavesteadilyincreasingnumbersofchildrenperfamilyunit. The
resultingplanning/forecastingassumptionisstatedbelow:
Inmigrationoffamilieswithschoolagedchildrencanonlybelimitedbyaceilingonthenumberofhousingunits. Withnoceilingoninmigrationapparentatthistime,thisforecastassumes
thatinmigrationcancontinueathistoricalratesintotheforeseeablefuture.
Withnoceiling,thekeyissueinquestionishowhightheinmigrationmightgo. Theunknownfuture
rateofinmigrationresultedinseveraldifferentprojections,whicharesummarizedbelow.
- Steady
In
Migration
The
initial
projection
was
based
upon
recent
cohort
growth
trends
in
Falls
Church,showed1,986studentsbytheyear2018,andwasnotweightedforthemostrecent
yearsofhigherresidentialgrowth.
- FasterInMigration Theacceleratedgrowthrateprojection,whichproducedaprojectionof2,365students,didassumethatthepaceofresidentialdevelopmentwouldcontinueatpre
recessionlevels.
- SlowerInMigration Giventhestateoftheeconomyatthetimethattheseprojectionsweredeveloped(Fall2008),andthehousingmarketinparticular,thefinalprojectionof2,151was
basedontheassumptionthattherewouldindeedcontinuetobenewresidentialdevelopment
inFallsChurchbutthatitwouldnotbeatthesamepaceasthatexperiencedprerecession.
- Variance Thedifferenceof+165students(2,151intheslowerinmigrationprojectionversus
1,986in
the
steady
in
migration
growth
projection)
reflects
the
student
yield
that
could
be
with
thenewresidentialunitsthatmightcomeonlineduringtheplanningperiod.
BirthRate
Thebirthratewasfoundtobeafactorwithquantifiableandpossiblysignificantimpactonthe
enrollmentinFallsChurchschools;thereforeabirthratemodelwasdevelopedtoforecastfuture
enrollment. Thatmodelisdescribedinthefollowingsection.
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MathematicalApproachtoBirthRateBasedEnrollmentProjection
ThestepsintheenrollmentprojectionstudycreatedbyEperitusfortheFallsChurchCityPublicSchools
areas
follows:
1. Compilehistoricaltrenddata
Datawascollectedforlivebirthsinthecityandforthedivisionandindividualschoolsbygradelevel.
2. Projectlivebirthdata
a. Projectedbirthisgeneratedby firstcalculatingafiveyearaverage.b. Thisisderivedfromcalculatingthechangeisbirthtotalsfromoneyeartothenextandthen
dividingthechangebythepreviousyearstotal.
c. Inthebelowexamplethechangefromthe2002totalof92tothe2003totalof124wasanincreaseof32births, theincreaseof32dividedbythe2002totalof92showsandincreaseof
35%.
d. Thisprocessisrepeatedforthefollowingyears. Thefiveyearaverageisderived,inthiscaseequaling8.06%,asshowninthetablebelowfortheperiod20022007.
Fall of 2002 2003 2004 2005 2006 2007
Births 92 124 102 120 105 124
32 -22 18 -15 19 Average
35% -18% 18% -13% 18% 8.06%
Annual Change
Percent Change
e. Theaverageisthenusedtoprojectoutthebirthdatabytakingthelastyearofdatamultiplyingbytheaverageandthenaddingbacktothelastyearstotal.
ExampleIn
2007
the
live
birth
total
was
124.
124*8.06%(.0806)=9.99or10newbirthsexpectedbetween2007and2008.
Previousyearsbirths(124in2007)plusprojectednewbirths(10)givesthe2008totalof134
totalanticipatedbirths. Theprocessisrepeatedrollingforward,usingthenew2008projection
of134asthenewbase.2003 124
2004 102
2005 120
2006 105
2007 124
2008 1342009 145
2010 1562011 169
Actuals
Projected
134*8.06%(.0806)=10.8or11newbirthsexpectedbetween
2008and2009.
Previous
years
births
(134
in
2008)
plus
projected
new
births
(11)givesthe2009totalof145anticipatedbirths,andsoon,as
illustratedinthetabletotheright.
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3. Calculateannualbirthtokindergartensurvivalratios.
a. Thisprocess
is
done
by
taking
the
live
birth
total
for
ayear
and
dividing
it
by
the
number
ofchildrenwhoenterKindergartenfiveyearslater.
b. Intheexamplebelowthenumberoflivebirthsin1995was96,fiveyearslaterin2000106childrenenteredintoKindergarten.
c. Takingthe96livebirthsanddividingitbythe106kindergartenersresultsinaratioof1.10.
Fall of Births Fall of K Enroll Ratio
1995 96 2000 106 1.10
4. Calculatethreeandfiveyearaverages,andestablishminimumandmaximumvalues.
a. Thisprocessisdonebytaking(forafiveyearaverage)fiveyearsofratiosandaveragingthem.
b. IntheexamplebelowthefiveyearsofbirthtoKindergartenratiosare1.01in2004,0.93in2005,1.40in2006,1.27in2007,and1.11in2008.
c. Theaverageofthefiveyearsis1.14withtheminimumbeing0.93andthemaximumequaling1.40.
Fall of 2004 2005 2006 2007 2008 Average
Ratio 1.01 0.93 1.40 1.27 1.11 1.14
5. Applyfiveyearaverageratiotoknownbirthsandtoprojectedbirthstoproduceprojected
Kindergartenvalues
by
year
a. Thefiveyearaverageratiowecalculatedinthepreviousexample(1.14)isusedtoprojectoutthekindergartenenrollment.
b. ThebirthyeardataismultipliedbytheratiotogeneratetheKindergartenenrollment.c. Intheexamplebelowthe2004totalof102ismultipliedbythe1.14equaling117
(roundinguptothenearestwholenumber).
d. Thisprocessisrepeatedtocreatetheneededyearsofkenrollmentfortheenrollmentanalysis.
Fall of Births Fall of K Enroll
2003 124 2008 1382004 102 2009 117
2005 120 2010 137
2006 105 2011 120
2007 124 2012 142
2008 134 2013 153
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6. Calculatefiveyearsurvivalconstantsbygradelevelforgradesonethroughtwelve.
a. Inthebelowexamplewecalculatethesurvivalconstantbyyearforthefirstgrade,
takingthe
previous
years
kindergarten
and
subtracting
that
from
the
1st
grade
enrollment.
b. In2003therewere133kindergarteners. In2004therewere1331stgraders.Subtractingthe2003classsizeof133kindergartenersfromthe2004classsizeof133
firstgradersgiveszerochangeinthecohortsizefrom2003(whenthosestudentswere
inkindergarten)to2004(whenthosestudentswereinfirstgrade). Thisprocessis
repeatedforthefollowingyearstodeterminethecohortsurvivalforeachyear.
c. Thisprocessisrepeatedforallgrades.
School Cohort
Year K 1 Survival
2003 133 128
2004 110 133 0
2005 117 109 -1
2006 123 129 12
2007 117 136 13
2008 138 120 3
Grade
7. Calculatefiveyearmean,median,minimum,andmaximumyearlyconstantsbygradelevelfor
gradesonethroughtwelve.
a. UsingtheabovetablewecanstatethattheAverageorMean forthe1stgradeis5,theMedianis3,theminimumis0andthemaximumis12
b. Thisprocess
is
repeated
for
all
grades
8. Calculateannualgrowthratesbygradelevelfrom2004through2008.
a. Inthebelowexamplewecalculatethepercentchangeeachyearforkindergartenbytakingthecurrentyearsubtractingthepreviousandthentakingthechangeanddividing
itbythepreviousyear
b. Takethe2004totalof110andsubtractthe2003totalof133equaling23dividethatbythe2003totalof133andgetthepercentchangeof17.3%
c. Thisisdoneforeachyearandthevaluesareaveragedtogeta5yearmeanof 1.5% asseeninthefollowingtable
Actual Grade Percent
Enrollment K Change
2003 133
2004 110 -17.3%
2005 117 6.4%
2006 123 5.1%
2007 117 -4.9%
2008 138 17.9%5 yr Mean Growth Rate 1.5%
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9. Agethevariousgradelevelcohortsthrough2018byapplyingmean,median,minimum,and
maximumconstants
and
average
growth
rate
to
produce
multiple
projection
scenarios
and
frame
theanalysiswithminimumandmaximumgrowthpredictions.
a. Usingtheagingofkindergartento1st gradeasanexample,weillustratehowforeachscenariothevalueoftheMean,Median,LowandHighCohortsurvivalconstantisadded
tothepreviousyearspreviousgradetotaltocreatethenextyearsnextgradetotal
b. Intheexamplebelowtogeneratethe20101stgradeclassMeanscenarioweadd5totheK2009totalof117togenerateavalueof122,fortheMedianscenariowewould
add3tothe2009Ktotalof117togeneratethevalueof120forthe20101stgrade
cohort,fortheLowscenario0isaddedtothe2009Ktotalof117togeneratethevalue
of117forthe20101stgradecohort,andlastlytogeneratetheHigh20101stgradewe
add
12
to
the
2009
K
total
of
117
to
reach
a
value
of
129
c. Thisprocessisrepeatedforallgradecohortsbasedonthecohortsurvivalconstantscreatedforeachgrade
Mean Median Low High
= 5 = 3 = 0 = 12
Year K Year 1st 1st 1st 1st
2009 117 2010 122 120 117 129
2010 137 2011 143 140 137 149
10.Makeadjustmentstoindividualcellsbyhand,factoringinresultsofdiscussionswithcityand
schoolplanning
officials
relative
to
residential
development,
population
trends,
economic
conditions,andprograms,aswellasprofessionaljudgmenttoproduceamostlikelyfinalprojection
through2018,basedonbirthratedata.
NotenoadjustmentswerenecessaryintheFallsChurchenrollmentforecast.
11.Calculateamaximumenrollmentby2028byapplyingapercentagegrowthfactortothe2018
projectionthatacceleratesenrollmentgrowthoverthedecadeofthe2020sataratethatexceeds
anypreviousgrowth. Becausebirthdataisnotavailablebeyond2018,apercentagegrowthfactor
wasappliedtoextendthe2018forecastouttenyearsfurther,toformabasisforlongtermcapital
facilityplanning.
Thefinalresultingenrollmentforecastisshownonthefollowingpage.
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Falls Church Enrollment ProjectionsK 1 2 3 4 5 6 7 8 9 10 11 12 T
1999 121 113 118 119 132 128 124 132 130 147 126 149 136 1,675
2000 106 131 122 125 127 140 137 128 136 151 151 133 134 1,721
2001 121 124 119 129 129 126 156 149 133 150 148 149 116 1,749
2002 114 135 128 130 127 128 141 165 155 144 155 151 144 1,817
2003 133 128 138 122 136 128 141 146 168 166 149 160 142 1,857
2004 110 133 128 138 128 157 133 145 141 178 168 160 159 1,878
2005 117 109 128 128 142 136 144 136 145 161 179 166 157 1,848
2006 123 129 124 132 130 141 138 142 136 162 158 181 171 1,867
2007 117 136 138 137 139 143 146 154 158 145 161 154 179 1,907
2008 138 120 137 154 136 147 150 158 165 172 143 159 161 1,940
2009 117 143 124 144 158 146 148 157 162 179 171 144 160 1,953
2010 137 122 147 131 147 167 147 155 161 176 178 172 145 1,987
2011 120 143 126 154 134 157 169 154 159 175 176 179 174 2,019
2012 142 126 147 133 158 144 158 175 158 173 174 177 181 2,045
2013 126 147 130 153 136 167 145 165 180 172 173 175 178 2,047
2014 126 131 151 136 157 146 169 152 169 194 171 174 177 2,052
2015 136 131 135 158 140 167 147 175 156 183 193 172 175 2,069
2016 147 142 135 142 161 150 168 154 180 170 183 194 174 2,099
2017 159 152 146 142 145 171 151 174 158 194 170 184 195 2,141
2018 148 164 156 152 146 155 172 157 179 172 193 171 185 2,151
FundamentalConclusionsEmergingfromtheAnalysis
Inthecourseofreviewingthedata,sometrendsemergedthatareworthyofnote,whichdescribe
uniquecharacteristicsinFallsChurch. Thesebroadtrendsarelikelytoholdtrue,regardlessofslight
yearlynuances. Planningimplicationsofeachtrendareexplained,toshowhowthesenumbersmay
affectcapitalplanning.
- Kindergartenenrollmentwilltrendupoverthenexttenyearsbutwillcontinuethesamesporadicpatternofthepastdecade,withenrollmenthigherinsomeyearsandlowerinother
years.
- Overallschoolenrollmentwillcontinuetogrowoverthenexttenyears,butataslightlymoremoderateratethanoverthepastdecade.
- Inthemaximumgrowthscenario,enrollmentisforecastedtoincreasebymorethan20%from2018to2028,describingamoreacceleratedratethanineitheroftheprevioustwodecades.
Forplanningpurposes,thisgrowthratewasconsideredtobetheworstcasescenario.
- Severalbulgesareanticipatedintheenrollment. Oneisexpectedtooccurwiththegraduatingclassof2013(nowin8thgrade),andtoalesserdegreewiththeyearsimmediately
precedingandsucceedingit. Anotherisexpectedtooccurwiththegraduatingclassof2017,
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anditappearsthatathirdislikelywiththegraduatingclassof2020. Astheseclassesprogress
throughtheschools,therearelikelytobetemporaryshortagesofspacethatarenotexpected
tocontinue,andwhichshouldbeanticipatedanddealtwithusingshorttermstrategies.
TransitionfromEnrollmentForecasttoPlanningNumbers
Whileitistemptingtoapplyenrollmentnumbersdirectlytoclassroomsizeandmoveforwardwitha
plan,doingsoignorestheyearlyrolloverofstudentsfromonegradetothenext. Thetruthaboutmost
schooldistricts,includingFallsChurch,isthatsomeclasssizes(i.e.theClassof2007,forexample)are
largerorsmallerthanothers. Intheforecastingnumbersgivenontheprecedingpage,forexample,the
projectednumberof12thgradersvariesfromalowof145(2010)toahighof195(2017),with
fluctuationbetweenthosenumbersforallotheryears. Inlongrangeplanning,classroomsizecantbe
plannedforanyoneclassoryear,butmustbeaveragedtotheapproximateneedovertheentire
planning
period.
For
this
reason,
the
typical
school
planning
process
estimates
a
fixed
number
of
studentsperyearandcreatestheplanaroundthatnumber.
Ifthesolutionistargetedtothemaximumneed,thecapitalsolutionswillbecostlyandample,
neverthelessinsomeyearstherewilllikelybemuchmorethanthenecessaryinfrastructure,orthat
infrastructurewillbeavailablebutnotnecessarilywhereitisneeded. If,ontheotherhand,thesolution
targetstheminimumneed,anddevelopsacontingencyplantodealwiththeyearswithenrollment
spikes,theresultmaybetrailersoryearsinwhichthestudentteacherratioisveryhighforcertain
grades.Thismaybeasatisfactorysolutionfromtheperspectiveofexpenditures,butshouldbeentered
withfullawarenessofthepossibilityofrapidlyoutgrowingthefacilities.
Themostcommonapproachtolongtermcapitalplanningistoplanforthemid tohighrangeneed,
withaphased
strategy
to
increase
infrastructure
incrementally
over
a20
year
period.
If
growth
occurs
morerapidlythananticipated,theplanningphases(typicallyfiveyearperiods)canbeshortenedand
evencollapsedononeanother. Ifgrowthoccursmoreslowlythananticipated,theplanningphasescan
stretchoutbeyondthe20yearplanningperiod. Thisistheapproachrecommendedinthisstudy.
Mid andLongTermPlanningNumbers
Duringthecourseofthisstudy,agreatdealofdiscussionwasheldaroundthepropernumberof
studentsperclassroom,andafinaldecisionwasmadetoplanclassroomspacesaroundanaverageof
175studentspergradelevelthroughoutthe20yearplanningperiod,withbreakdownsgivenbelowfor
refinementsbygradelevels. Corespaces(gymnasium,mediacenter,andsoforth)wereplanned
aroundthemaximumnumberof200studentspergradelevel. Usingtheseaveragenumbersas
planningtargets
creates
asmoothed
approach
designed
to
offer
flexibility
from
year
to
year,
and
over
time,toaccommodatetheoccasionalbulgeinthesystematonegradeleveloranother.
Forlongtermfacilityplanning(20years+),allprojectsshouldbebasedontheassumptionof200
studentspergradelevel.
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ShortTermPlanningNumbers
Basedontheenrollmentanalysis,itisrecommendedthatthefollowingaveragegradelevelenrollments
beusedfordeterminingthenumberofclassroomsspacesneededperlevelonashorttermbasis,for
minorinterim
project
phases
and
CIP
funded
projects:
GradesK2 160students
Grades35 170students
Grades68 185students
Grades912 185students
ItisfurtherrecommendedthatbeginningwiththeSeptember30,2009membershipreporttheschool
divisionshouldannuallyupdatetheenrollmentdataaspresentedinthisreport. Inparticularthenew
datashouldbeaddedtothecohorttotalsintheforecastingtables,newratioscomputed,andthe
projectionsvalidatedorrevisedbaseduponanychangesinthetrends.
Theplanningnumbersdescribedinthissectionwillbecomethefoundationforthesketches,options,
andsitetestfits,whichwillbeexploredlaterinthisstudy.
Regardlessofthenumberofstudentsperclassroomorpergradelevel,allclassroomsshouldbeplanned
anddesignedtomeettheGuidelinesforSchoolFacilitiesinVirginiasPublicSchools. .
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Section22 CurrentCapacityAnalysis
Anobjectiveanalysisofcapacityforallschoolfacilitiesiscrucialtodeterminingtheabilityofthecurrent
structuresto
handle
the
school
population,
and
their
potential
for
handling
increased
population
in
the
future. This analysis also helps planners and educators to understand which components may be
limitingaschoolscapacity fromanoperationalperspective,sothatthe futureplancan includewhat,
where,whenandtypeofneedsforcapitalimprovementplanning.
Schoolcapacityshouldbeacomponentofannualdatareview. Enrollmentasapercentofcapacitycan
providea triggerpoint forconstructionplanningpurposes (i.e.whenelementaryenrollmentexceeds
85%programcapacity,additionalfacilitycapacityshouldbeinitiated).
Thiscapacityanalysisincludes:
Thedefinition
of
capacity
specific
to
Falls
Church
City
Public
Schools,
and
definitions
for:
o Designcapacity
o Functionalcapacity
o Programcapacity
A capacity analysis of Mt. Daniel and Thomas Jefferson elementary schools, based onenrollments,programsandutilization.
AcapacityanalysisofMaryEllenHendersonMiddleSchoolbasedonenrollments,programsandutilization.
A capacity analysis of George Mason High School based on enrollments, programs andutilizationandmasterschedule.
Thisanalysis,togetherwithananalysisofthephysicalstructuresofeachoftheFallsChurchCityPublic
Schools,providesanoverallviewof the infrastructurecapabilitiesas theyexist today,andan ideaof
whichappearstohavethelongevitytocontinuetoservethedivisionintothefuture.
DefinitionofCapacitySpecifictoFallsChurchCityPublicSchools
InterviewsandmeetingswithschoolstaffatvariouslevelsrevealedthatinFallsChurch,schoolcapacity
isusuallydeterminedinresponsetoseveralofthefollowingfactors:
Educational program philosophy (grade level house vs. departmentalized, new offerings,newrequirements,specialtyprograms).
Changeofclasssize/studenttoteacherratios(reductions).
Expansionof
educational
services
(increased
special
needs,
ESL,
etc.).
Scheduling.
Adequacyofspacesizeforprogramdelivery.
Whenachangeoccurs inoneof these factors, thecapacityofa schoolneeds tobeupdated.Special
needsandimplementationofprogramsforremedialeffortseffectcapacitymorethananyotherfactor
(e.g.21.5:1vs.8:1inclassrooms).
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Acriticalcomponentofanalysisishowaspaceisactuallyusedandmanaged. Ananalysisofhowspace
ismanagedinFallsChurchwasaccomplishedthroughanalysisofthemasterschedule(atthehighschool
and middle school) and floor plans, identification of current space use and pupil teacher ratios by
buildingprincipals
and
confirmation
of
any
questions
regarding
use
by
building
principals.
Capacitycangenerallybedefinedinthreebasicways:
Design Capacity is the desired maximum capacity at the time of building design, andassumes themaximumnumberofstudentsperclassroom. This formulagenerally follows
eitherstatestandardsoramodificationofthisstandardbythelocality.
FunctionalCapacity is thecapacityofaschoolas it functions fromyear toyearbasedonenrollmentandprograms. Forexample,inahighgrowtharea,aschoolmayactuallyhavea
functional capacity above the design capacity, or if a school has a stagnant or declining
populationor
alarge
population
of
students
with
special
needs,
aschool
may
have
afunctionalcapacitysignificantlybelowdesigncapacity.
Program Capacity can be considered as a hybrid of design and functional capacity. Incalculating program capacity, themaximum number of studentsper classroombypolicy
and/orbystatedstandardsisused,butfullsizedclassroomsthatareusedtodeliverspecific
programs consistently from year to year are also considered in the formula. This
methodologyworkswell inschooldivisionssuchasFallsChurchwherethere is littleorno
consistent enrollment change from year to year. It also allows for a more consistently
defined capacity number from year to year unless substantial changes are made to a
schoolsprogramsuchas theadditionofcurriculum,preschool, learning labs,community
useduringdayhours,andotheraspectsof theeducationalprogrammingnotmentioned
here.
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ThereareadditionalspacesintheFallsChurchCityPublicSchoolswhichwerenotconsideredinmaking
capacitycalculations. Theseinclude:
Modularclassrooms.
SpecialEducationresourcerooms,andothersmallerinstructionalresourcespaces.
PreKclassrooms.
Roomsdesignatedforcommunityorbusinessuseonly(i.e.thetelevisionstationinthehighschool).
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LimitingFactors Mt.DanielElementary
Mt.DanielcurrentlyoperatesonanaveragePTRatorabovethedesired22:1 (andjustat
capacity),mainly
because
there
is
no
space
for
additional
classrooms.
The recent addition to Mt. Daniel is very well designed for Kindergarten needs, withamenities includingsoundreinforcement,wirelesstechnology,wet/dryareas,directaccess
to the outdoors, ample student storage. This model should be used for any new
construction.
Thisrecentaddition,however,leftnoroomonthesiteforadditionalexpansion.
Mt.Danielcannotexpandfurtheron itscurrentsitetoallowforanysignificantenrollmentincreases.
The core facilities (gym/cafeteria, library, art, music, etc.) cannot handle any significantenrollmentincreaseandwouldalsoneedexpansion.
Thegymnasiumandcafeteriaarethesamespace,sogymcannotbetaughtandassemblies
cannotbe
held
during
lunch
hours.
ThesiteandfacilityarenotconducivetoADAaccessibility. The libraryhasastorypitthatcannotbeaccessedbyhandicappedstudents from themain floor. It isusedasastorage
areamorethanintendeduse.
Currentlystudentscannotaccessallresourcesubjectswithoutgoingoutofdoors.
The family literacyprogram is in a trailer andnot easily accessible toparking and entry,particularlyfornightuse.
Thebeforeandafter schoolcomponent iscritical to thecommunity,buthasnoavailablespaceforstorageorprogramexpansion.
Inadditiontofulltimestafftherearealsoparttimestaffanditinerants.Thereislittlespacefor teacher use onlyone very small lounge areano place to conferenceordiscuss
studentsand
curriculum.
Officespaceisextremelylimited.
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Figure211 ThomasJeffersonElementaryCapacityWorksheet
Permanent Instruction SpacesNumber of
Classrooms
Average
Pupil/TeacherRatio Capacity
Capacity Spaces
Academic Classrooms grade 2 7 22 154Academic Classrooms grades 3 & 4 14 24 336Self Contained Exceptional Education (fullsized classroom) 8 0Non Capacity Spaces
Arts Education Classrooms(visual arts, performing arts, drama)Music ClassroomsLearning Labs
(computer lab, science, etc.)Exceptional Education Resource(half-sized classroom)Preschool (not counted in capacity)Head Start (not counted in capacity)Gifted/TalentedRemedial ServicesTitle IOther (specify)
Program Capacity 490
Source:Eperitus
PleasenotethatadditionalspacesindicatedonthissheetdoexistatThomasJefferson,butthesespaces
werenotcriticaltothequestionofcapacity. Onlycapacityaffectingspaceswereincludedhere,along
withfullsizedspecialtyclassrooms usedinamannerwhichdoesnotincreasecapacity.
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LimitingFactors ThomasJeffersonElementary
Jefferson Elementary currently operates on an average PTR at the desired 22:1 ratio in
secondgrade
and
24:1
in
grades
3and
4,
and
thus
just
below
capacity.
The facility has had multiple additions over the years and, although each area has itspositives,theflowinthefacilityismadedifficultbymultiplelevels.
Thisfacilityreceivesveryactivecommunityuse,whichishardonthefacility.
TJbeganPYP thisyear for IBprogram requirementsmaydetermine theneed formoreflexiblespace.
Alotofprogramsandservicesareprovidedtostudentsonthissite(intrailersandinvariousplacesthroughoutthebuilding).
Beforeandaftercarehasbeenprovidedwithgoodstorage.
Asciencelabisaniceamenityforanelementaryschool.
Thereislittlespaceforteacheruse,andlimitedspacetoconferenceordiscussstudentsand
curriculum.
Themainentryisnotconducivetotheparkingarea;theentryisnotveryfriendlyfeeling.
The lower level (first floor) is a maze very little direct line of sight which may beconsideredasafetyissue.
Officespaceisextremelylimited,althoughthemainofficeaddition/renovationisnicelylaidout.
The site has wetlands constraints for future building, but is in a good location for thecommunity.
The trailercomplexoutsidehasbeen there foroveradecade it isamazewithsecurityconcerns.
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MiddleSchoolCapacityAnalysis
Program capacityatMaryEllenHendersonwas computedusingdesiredpupil to teacher ratio in the
schooldivision
of
24:1
for
each
core
academic
area
multiplied
by
the
number
of
classrooms
used
for
eachprogram. Inthisscenario,electiveareaswerenotconsideredcapacityareas,asthefacilityisused
asatruemiddleschool(i.e.whenagradelevel isnotinacorearea it isvacatedandtheelectivearea
used,thereforethatcapacityislost). Anefficiencypercentageof85%appliedtothisnumberreflects
current utilization practice (Figure 212). Full sized selfcontained special education rooms were
consideredaspartofgeneraleducation.Not included incapacitycalculationswereprogram resource
classrooms(readingandmathresource,etc.)andspecialeducationresourcerooms.
Figure212 MaryEllenHendersonCapacityWorksheet
Permanent Instruction Spaces Number ofClassrooms
Average
Pupil/TeacherRatio CapacityCapacity SpacesAcademic Classrooms(English, Math, Soc Studies, Sci) 28 24 672Self Contained Exceptional Education(full-sized classroom) 5 8 40Non Capacity SpacesElective Classrooms (specify)Foreign Language 4C&T Elective Classroom/Labs (specify)Work & Family Studies, Tech Ed,Broadcast 3Arts Education Classrooms(visual arts, performing arts, drama) 1Music Classrooms 1Main Gym (count astwo teaching stations) 2Auxilliary Gym (Matt Room) 1Fitness Room 1Computer Labs 2Health Classrooms 2Exceptional Education Resource(half-sized or 100% resource use) 3Gifted/Talented
Remedial ServicesOther (specify)
Program Capacity at 85% 600
LimitingFactorsMaryEllenHendersonMiddleSchool
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HendersonMiddlecurrentlyoperatesonanaveragePTRbelowthe24:1target.
The facility currently serves grades 5 through 7, operating using the middle schoolphilosophy.
Theschool
only
recently
opened
so
has
no
limiting
factors
for
program.
In
fact,
the
communityareas(gymnasium,lockerrooms,fitnesscenter,library,cafeteria,athleticfields
andplayareas)arewelldesigned for fullcommunityuseandcanservethemiddleschool
andotherschoolpopulationswell.
Theonlylimitingfactoristheabilityoftheschooltohandleenrollmentabovethecurrent3gradelevels,butnotafull4thgradelevel.
Heavyusebypublicmayseeearlysignsofwearandtear.
HighSchoolCapacityAnalysis
CapacityofGeorgeMasonHighSchoolwascomputedusing:
Desiredpupiltoteacherratiointhedivisionof24:1foreachcoreinstructionalprogramareaand for elective programs and 20:1 for vocational/technical programs multiplied by the
numberofclassroomsavailableforeachprogramand
Anefficiencypercentage toaccount forspecialized/lowenrollmentcourseofferingsandthepracticeof blockscheduling,whichoften leavesacoreareaclassroomemptyforone
periodadayduringwhichtimetheinstructorisavailableforstudentremediation,makeup
work, etc. Full sized selfcontained special education roomswere considered as part of
generaleducation.Notincludedincapacitycalculationswereprogramresourceclassrooms
(readingandmath resource,etc.), trailersusedas classrooms, specialeducation resource
rooms,health
classrooms,
and
ISS.
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Figure213 GeorgeMasonHighSchoolCapacityWorksheet
Permanent Instruction SpacesNumber of
Classrooms
Average
Pupil/TeacherRatio Capacity
Capacity SpacesAcademic Classrooms(English, Math, Social Studies, Language) 31 24 744Science Classrooms(classroom/lab only, not shared labs) 9 24 216Self Contained Exceptional Education(full-sized classroom) 6 8 48Elective Classrooms (specify) 0 24 0C&T Elective Classroom (specify -do not count associated clsrm) Gourmet
Cooking, Robotics (Tech Ed), IB DesignTech, Computer Graphics, Photo/FilmStudy, Technical Drawing 5 20 100Arts Education Classrooms(visual arts, performing arts, drama) 5 20 100Music Classrooms 1 20 20Main Gym (count astwo teaching stations) 2 30 60Auxilliary Gym(count as one teaching station) 1 30 30Non Capacity SpacesComputer LabsExceptional Education Resource
(half-sized or 100% resource use)Gifted/TalentedRemedial ServicesOther (specify)
Program Capacity @ 80% 1055
Source Eperitus
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LimitingFactors GeorgeMasonHigh
GeorgeMasonHighcurrentlyoperatesonaveragebelowthedesiredPTRof24:1inthecore
academiccurriculum.
The elective and CTE courses tend to run well below the 20:1 PTR, with some coursesutilizinglargeareasofspaceforsmallergroupsofstudentsnoteven75%ofthetime.
The facilitys physical layout, with several level changes, makes it difficult to groupclassroomareasinvariousconfigurationssointerdisciplinaryinstructionwouldbedifficult
asbest. Therefore,trailersarebeingusedforclassroominstructionwhenthereisavailable
spacewithinthebuilding.
Therearelittleornoresourcesareasforteacherstoworktogetherclosetotheirclassroomarea.
Thereare littleornodesignatedconferenceareasthatcouldbeusedforavarietyofstaffandstudentdevelopmentuses.
Theadministration
office
is
remote
from
the
staff
and
students.
Thereisnosenseofarrivalorclearentrytothefacility.
Hallwaysaresmall,therearemanydeadendcorridors,andthegenerallayoutisconfusing.Thiscouldpresentasafetyissue.
Hugedemandfortechnologylabsandtechnologyingeneralthatisnotavailable.
Ifallcourses taughtoffcampuswere tobebroughtback home therewouldneed tobeconsiderationfortheirspace.
Thereisnospacefortheentirestudentbodytogatheratonetime.
Acommunitytelevisionstationusesalargeamountofbuildingspaceandthereareseveraldistrictwidefunctionsthathavetheirhomeintheconfinesofthefacility,soitisunavailable
forinstructionalpurposes.
Generalpurpose
areas
(cafeteria,
etc.)
are
well
used
for
other
than
intended
purpose.
Figure214demonstratesthepotentialdifferencesbetweenprogramandfunctionalcapacity. The
functionalcapacityshownwasreportedbyFCCPSinJanuary,2009andusedinthedevelopmentofthe
CIPbudget. Themasterplanningprocessusestheprogramcapacitythroughoutforconsistencyin
analysiswiththeconsultantprocess.
Figure214ProgramvsFunctionalCapacity
Building
FunctionalCapacity
(FCCPSCIPProcess1/09)
ProgramCapacity
(MasterPlan)
MountDaniel 290 275
ThomasJefferson 476 490
MaryEllenHenderson 600 600
GeorgeMason 900 1055
Source Eperitus
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FallsChurchCityPublicSchoolsFacilityMasterPlan
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The resulting table indicates theprogram capacityaseach school is currentlyused; that is,with the
gradeconfigurationsastheyarecurrentlydividedandhousedateachfacility. Asshowninthistable,by
theyear2018thetwoelementaryschoolsareexpectedtoexceedtheircapacities,whilethemiddleand
highschools
will
be
at
68%
and
85%
of
capacity,
respectively.
Figure215 EnrollmenttoCapacityRatioScenariosCurrentGroupings
Prog Cap 2008 % Cap 2013 % Cap 2018 % CapELEMENTARYMt. Daniel PK-1 275 258 94% 273 99% 312 113%T. Jefferson 2-4 490 427 87% 419 86% 454 93%
TOTAL ELEM 765 685 90% 692 90% 766 100%MIDDLE 5-7M.E. Henderson 600 455 477 485
TOTAL MIDDLE 600 455 76% 477 80% 485 81%HIGH 8-12George Mason 1055 801 878 900
TOTAL HIGH 1055 801 76% 878 83% 900 85%
Enrollment to Capacity - Current (2008) Configuration
Source Eperitus
If different configurations are implemented, the demands for space are different. The subsequent
figures indicatethepercentageratioofanticipatedenrollmentpercapacity foreachschoolorschools
andthegradelevelconfigurationsindicated. Programcapacitywascomputedusingtherecommended
averagegradelevelenrollmentsonpage28ofthisreport.
Figure216
indicates
aslight
shift
in
school
utilization
which
will
ensure
that
none
of
the
schools
goes
over100%capacitybytheyear2018. ThisshiftinvolvesmakingGeorgeMasonatraditional912high
school (instead of the current 812); making Mary Ellen Henderson a traditional 68 Middle School
(insteadofthecurrent57),andshiftingthe5thgradebacktoelementaryschool.
Figure217indicatesthecapacityanalysisifthesamegroupingiscompletedusingonelargeelementary
schoolinsteadoftwosmallerschools.
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FallsChurchCityPublicSchoolsFacilityMasterPlan22 Capacity Analysis
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Figure216 EnrollmenttoCapacityRatioScenariosEfficiencyShift
Enrollment to Capacity - Separated Configuration Scenario% Cap
Grades 3-5
MIDDLE
Grades 6-8
HIGH
Grades 9-12
Prog Cap 2008 2013 % Cap 2018 % CapELEMENTARY
PK-2 600 395 66% 403 67% 468 78%525 437 83% 456 87% 453 86%
TOTAL ELEM 1125 832 74% 859 76% 921 82%
600 473 490 508TOTAL MIDDLE 600 473 79% 490 82% 508 85%
800 636 698 800TOTAL HIGH 800 636 79% 698 87% 800 100%
Source Eperitus
Figure217 EnrollmenttoCapacityRatioScenariosTraditionalGroupings
Prog Cap 2008 % Cap 2013 % Cap 2018 % Cap
ELEMENTARY
PK - 5 1200 832 859 921TOTAL ELEM 1125 832 74% 859 76% 921 82%
MIDDLE
Grades 6-8 600 473 490 508TOTAL MIDDLE 600 473 79% 490 82% 508 85%
HIGH
Grades 9-12 800 636 698 800TOTAL HIGH 800
636
79%698
87%800
100%
Enrollment to Capacity - Grouped Configuration Scenario
Source Eperitus
Figure218showstheresultinganalysis ifthepreKindergartenthrough8thgradesaregrouped inone
facility,withatraditional912highschool.
Figure218 EnrollmenttoCapacityRatioScenariosTwoSchoolGroupings
Prog Cap 2008 % Cap 2013 % Cap 2018 % CapELEMENTARY
PK - 8 1800 1305 1349 1429TOTAL ELEM 1725 1305 76% 1349 78% 1429 83%HIGH
Grades 9-12 800 636 698 800TOTAL HIGH 800 636 79% 698 87% 800 100%
Enrollment to Capacity - Very Grouped Configuration Scenario
Source Eperitus
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FallsChurchCityPublicSchoolsFacilityMasterPlan
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The resultsof thisanalysisshow thatapartof the futurecapacityof facilities intheFallsChurchCity
PublicSchooldivisionisdeterminedbygradegroupings,andthatbysimplyshiftingpopulationslightly,
thesebuildingscanbeexpectedtoaccommodateenrollmentthrough2018.
PlanningfortheFutureTriggerPoints
Theoverallgoalofthismasterplanistocreatealongrange20yearplanforfutureschoolfacilityneeds,
based on student population growth forecasts, and educational program needs. This plan must
determine recommended locations for future schools, the sequence and phasing, and the types of
schools to be constructed. Ideally, this master plan should be a road map that can guide schools
projectsforthenext20years.
To
assist
in
keeping
this
master
plan
current,
and
to
assist
administrators
in
identifying
crucial
points
at
whichactionwillberequired,theteamrecommendsthefollowing:
Create a procedure (or policy) regarding the use of trailers to accommodate growth onschool sites if they will be used and for how long to ensure that these temporary
classroomstructuresdonotbecomealongtermsolution.
Determineapreferredgradelevelconfigurationandatargetschoolprogramcapacitymodelfor FallsChurchat each grade level. Aspartof themasterplan FallsChurchCity Public
Schools will assess pros and cons of various configurations, as they will affect future
infrastructureneeds.
Createaprocedure(orpolicy)thatoutlinesthepercentageofenrollmenttocapacityateachlevel thatwill trigger theprocessof revisingattendanceboundariesand/orplanningand
design of a new facility or additions to an existing facility, based on the target capacity
modelssetabove,keepinginmindthattheprocessofplanning,designandconstructioncan
take34years. Forexample,ifthetriggerpointis85%ofcapacity:
Elementaryschoolsof500triggerat425students Middleschoolsof600triggerat510students
Highschoolsof1000triggerat850students
This trigger point can help administrators to identify if the growth is occurring along the
projectedpath,
faster
than,
or
slower
than
has
been
anticipated,
so
that
any
planned
constructioncanbeadjustedaccordingly.
Plan facilities for nearterm anticipated enrollment with expansion capabilities toaccommodatelongtermneeds. Thiscanbeaccomplishedbyconsideringprogramcapacity
withexpandabledesigncapacityasshowninFigure219.
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FallsChurchCityPublicSchoolsFacilityMasterPlan22 Capacity Analysis
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Figure2149 EnrollmenttoCapacityRatioScenarioEfficiencyShift
Enrollment to Capacity - Separated Configuration Scenario% Cap
Grades 3-5
MIDDLE
Grades 6-8
HIGH
Grades 9-12
Prog Cap 2008 2013 % Cap 2018 % CapELEMENTARY
PK-2 600 395 66% 403 67% 468 78%525 437 83% 456 87% 453 86%
TOTAL ELEM 1125 832 74% 859 76% 921 82%
600 473 490 508TOTAL MIDDLE 600 473 79% 490 82% 508 85%
800 636 698 800TOTAL HIGH 800 636 79% 698 87% 800 100%
SourceEperitus
Impact of Expandable Design Capacity
Design Cap 2008 % Cap 2013 % Cap 2018 % CapELEMENTARY
PK-2 680 395 58% 403 59% 468 69%Grades 3-5 650 437 67% 456 70% 453 70%
TOTAL ELEM 1330 832 63% 859 65% 921 69%MIDDLE
Grades 6-8 800 473 490 508TOTAL MIDDLE 800 473 59% 490 61% 508 64%
HIGH
Grades 9-12 1000 636 698 800TOTAL HIGH 1000 636 64% 698 70% 800 80%
Enrollment to Capacity - Separated Configuration Scenario
Source Eperitus
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Section23 FacilityEvaluations
Atthe
outset
of
this
study,
an
evaluation
was
made
of
the
existing
infrastructure
comprising
the
Falls
ChurchCityPublicSchoolDivision. Thisinfrastructureincludesfourbuildings:
GeorgeMasonHighSchool
MaryEllenHendersonMiddleSchool
MountDanielElementarySchool
ThomasJeffersonElementarySchool
Eachfacilitywastouredbyprofessionalsfromvariousdisciplinesmechanical,electrical,andplumbing
engineers,architects, civilengineers,andHazardousMaterialsassessmentandabatement specialists.
The goal of these evaluations was to determine in a broad sense the condition of each facility, its
compliancewith
current
code,
and
its
prospect
for
continued
long
term
use.
If
any
major
issues
were
detectedduringtheseevaluations,theyweredocumentedforfurtherconsiderationandevaluationas
partofthemasterplanningprocess.
The subsequent sections discuss each facility in turn, with subsections for the various disciplines
evaluations.
SiteAssessmentNotesonApproach
Site assessments were completed for the three sites that house the schools. These sites are the
following:
GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchool MountDanielElementarySchool
ThomasJeffersonElementarySchool
The site evaluation includes a reviewof the site, adiscussionof zoning requirements for the site in
question,adiscussionofthesitesrolewithintheFairfaxCountyComprehensivePlan,adiscussionof
siteutilities,andareviewofenvironmentalfeaturesthataffecttheusableareaofthesite.
SitemapsandgraphicsareincludedinAppendixB.
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HazardousMaterialsAssessmentNotesonApproach
F&R conducted the fieldportionof thehazardousmaterials survey at facilities from July28 through
August8,
2008.
The
scope
of
work
included
inspection
and
sampling
for
ACM,
LBP
and
visual
identificationof suspectPCB/mercury containingequipment. The inspectionwas completedbyAlan
LedermanandStefanBuckofF&R. As thebuildingwasoccupiedand inaccordancewith theproject
scope of work, the survey was limited to utilizing nondestructive sampling techniques. Enclosed
columnsandpiping/ventilationchaseswithinenclosuresorbehindwallswerenotsurveyedorassessed.
Two abatement cost estimates were prepared, one for minor renovations and one for major
renovations. F&Rdefinedminorrenovationsasrenovationsthatimpactonlybuildingfinishmaterials
anddonot impactmechanical,electricalandplumbing systems. Major renovationsweredefinedas
renovationsthatimpactbothbuildingfinishmaterialsandmechanical,electricalandplumbingsystems.
An assumptionwasmade that all identified building finish materials under the scope of the survey
would
be
removed
during
minor
renovation
activities
and
that
all
identified
hazardous
materials,
including finish materials and mechanical, electrical and plumbing components would be removed
duringmajorrenovationactivities. Additionally,thecostestimatesassumethatthebuildingwillnotbe
occupiedduringabatementactivitiesandthatallabatementactivitieswilloccurunderonemobilization.
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SiteEvaluation GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchool
GeorgeMason
HighSchoolMaryEllenHenderson
MiddleSchool
Description
GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchoolarelocatedadjacenttoeachother
inFairfaxCountyonTaxMapParcels403((1))91,93and94. Lots91and94arezonedR1;Lot93 is
splitzonedR1andC8. Thetotalsiteacreageis34.46acres. TheschoolsareboundedbyLeesburgPike
(Route7)tothesouth,CustisMemorialParkway(I66)tothewest,theWestFallsChurchMetroStation
tothenorthandHaycockRoad(Route703)totheeast. SiteaccessisfromLeesburgPikeandHaycock
Road(Route703).
Thesiteisapproximately34.46acresinsize.
AccordingtotheCountytaxrecords,thetotalgrossfloorareaofthetwoschoolsis292,686SF. Atotal
of 434 surface parking spaces are provided, of which 12 spaces are accessible and designated for
handicapparking. Thesite includesa60 footsoftballdiamond,a90 footbaseballdiamond,8 tennis
courts,2outdoorbasketballcourts,andafootballstadiumwithturffield.
ZoningRequirements
MaximumFAR
According to the Fairfax CountyDepartment of TaxAdministration records, Lot 91 contains 560,739
square feet inarea,Lot94contains1,078,851square feet inarea,andLot93contains71,566square
feet in area. According to aboundary survey completed by PHR&Adated January 10, 1999, Lot 91
contains362,202squarefeetinarea,Lot94contains1,069,514squarefeetinarea,andLot93contains
69,542squarefeetinarea. Lots91and94arezonedR1andmaybedevelopedwithapublicusetoa
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FallsChurchCityPublicSchoolsFacilityMasterPlan23 Facility Evaluations George Mason High School
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maximumfloorarearatio(FAR)of0.20. Lot93issplitzonedR1andC8. TheportionofLot93thatis
zonedR1contains56,510squarefeet;theportionofLot93thatiszonedC8is12,932squarefeet. FAR
isabulkregulationandpursuanttoPar.1ofSection2307oftheZoningOrdinance,nostructureorpart
thereofmay
be
built
or
moved
on
alot
which
does
not
meet
all
the
maximum
bulk
regulations
of
the
zoningdistrictinwhichthestructureislocated. Therefore,ifastructureislocatedintheR1portionof
thelotthenonlythatsquarefootagezonedR1maybeusedtocalculatethemaximumpermittedGFA
ontheproperty.
Based on the boundary survey, the entire site area would include 1,501,258 square feet. Of this,
approximately 1,488,326 is zoned R1, and approximately 297,665 square feet of GFA would be
permittedonthisportionofthesite. Basedupontheapprovedsiteplansforthesite,292,686square
feetofGFAexistsonthesite. Thereforeitappearsthatonlyadditional4,979squarefeetofGFAcould
beconstructedonthepropertyundertheexistingzoning.
The
FAR
limitation
may
trigger
the
need
to
rezone
the
property
to
permit
expansion
of
the
existing
school facilities. Itshouldbenoted thatFairfaxCountyrezonedotherpropertiesacrosstheCountyto
allowamoredensepublicusetomeetanincreasingschoolpopulation. Whilearezoningwouldrequire
aseparateprocess,itisanticipatedthatpursuingahigherdensitywitharezoningonthepropertywould
beachievable. TheCountysComprehensivePlanidentifiesthattheschoolpropertyandtheproperties
immediatelysurrounding it, is favorabletowardhigherdensities. Asaresult, it isanticipatedthatthe
languageoftheComprehensivePlanwouldbesupportiveofarezoningoftheschoolproperty.
YardRequirements/Setbacks
In the R1 zoning district the maximum building height for public uses is 60. The minimum yard
requirementsinclude:
Frontyard:
Controlled
by
a50
angle
of
bulk
plane,
but
not
less
than
40
Sideyard: Controlledbya45angleofbulkplane,butnotlessthan20
Rearyard: Controlledbya45angleofbulkplane,butnotlessthan25
Landscaping/ScreeningRequirement
Anydevelopmentprogramonthesubjectpropertymustcomplywiththeapplicableprovisionssetforth
inArticle13oftheFairfaxCountyZoningOrdinance. Therequirementsinclude:
InteriorParkingLotLandscaping: 5%
PeripheralParkingLotLandscaping: AbutsProperty4feet
AbutsStreet
10
feet
TreeCover: 20%
OpenSpace: 30%
TransitionalScreening/Barrier:
NorthPropertyLine TSY2(35),BarrierD,E,orF
EastPropertyLine NoRequirement
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SouthPropertyLine TSY2(35),BarrierD,E,orF
WestPropertyLine: TSY2(35),BarrierD,E,orF
Accordingto
the
last
site
plan
permitted
for
the
property,
the
following
summarizes
the
landscape
coveragerequiredtoaddressparkinglotandperipherallandscapingrequirements:
InteriorParkingLotLandscapingRequired(5%) 14,733SF
InteriorParkingLotLandscapingProvided 16,781SF
TreeCoverintheR1District:
Required 124,923SF
Provided 130,125SF
TreeCoverintheC8District:
Required
1,123
SF
Provided 1,156SF
It is likely that futureadditionsto theexistingschoolswouldrequireadditional landscaping,sincethe
County requirements for tree cover and parking lot landscaping are currently being met with little
additionalcoverage.
CountywideTrailRequirement
Any improvements on the property that require a site permitmust complywith the Fairfax County
CountywideTrailPlan. ThisPlanrequiresan8asphaltorconcretetrailalongLeesburgPike(Route7)
andHaycockRoad(Route703). Thereisanexisting5sidewalkalongportionsofLeesburgPike(Route
7)anda45sidewalkalongHaycockRoad(Route703)thattiesintoan8trailatthenortheastproperty
line.The
existing
sidewalks
will
need
to
be
reconstructed
to
meet
the
current
trail
requirement
or
atrail
waiverwillberequiredtoreaffirmtheexistingconfiguration.
ParkingRequirements
The requirementasset forth inArticle10of theZoningOrdinancereadsas follows forOtherUses
HighSchool:AsdeterminedbytheDirector,basedonareviewofeachproposaltoincludesuchfactors
astheoccupancyloadofallclassroomfacilities,auditoriumsandstadiums,proposedspecialeducation
programs,andstudentteacherratios,andtheavailabilityofareasonsitethatcanbeusedforauxiliary
parking in timesofpeakdemand;but inno instance less than threetenths (0.3) spaceper student,
based on the maximum number of students attending classes at any one time. Based on this
requirement,theminimumnumberofparkingspaceswillbedeterminedbythemaximumnumberof
studentsattending
classes
at
any
one
time.
Theparking totals reflectedon themost recentlyapproved siteplan for themiddleandhigh school
reflectsthefollowing:
HighSchool: 650Students
RequiredParking 0.3Spaces/Student
RequiredParking 195Spaces
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FallsChurchCityPublicSchoolsFacilityMasterPlan23 Facility Evaluations George Mason High School
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MiddleSchool: 80staff/600Students
RequiredParking 1Space/Staff+4SpacesforVisitors
RequiredParking 84Spaces
TotalRequiredParking 279Spaces
TotalProvidedParking 434Spaces
TotalH/CParkingRequired 9Spaces
TotalHCParkingProvided 12Spaces
TotalH/CVanParkingRequired 2Spaces
TotalH/CVanParkingProvided 8Spaces
TotalLoadingSpacesRequired 3Spaces
Total
Loading
Spaces
Provided
5
Spaces
Existing parking areas are asphalt paved and constructed in accordance with VDOT/Fairfax County
specifications. Thefollowingstandardpavementsectionwasutilizedforrecentlypavedasphaltparking
areas:
TopCourse: 2AsphaltSurfaceCourseSM9.5A
Intermediate: 3AsphaltBaseCourseBM25.0
Base: 6AggregateMaterialType21B
FairfaxCountyComprehensivePlan
GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchoolare locatedwith theDranesville
Planning District of the Fairfax County Comprehensive Plan. The schools are within a specialized
planningareaaroundtheWestFallsChurchTransitStation,particularlylandunitA. Theintentionof
the Transit Area designation is to capitalize on the opportunity to provide transit focused housing
employmentlocations,whilestillmaintainingtheexisting,nearbylanduses.
AcopyoftheCountysComprehensivePlanlanguagefortheareaaroundtheWestFallsChurchTransit
Stationisincludedintheappendixofthisreport.
SiteUtilities
Water
Service isprovidedbyTheCityofFallsChurchDepartmentofPublicUtilities. Anexisting8and20
watermain is locatedacrossthesitefrontagewithinthewestbound laneofLeesburgPike(Route7).
BothmainsturnnortheastattheintersectionofHaycockRoad(Route703)andLeesburgPike(Route7).
Atthispoint,thewatermainsenterthesoutheastcornerofthesitewithintheexistingeasternparking
lots that parallelHaycock Road (Route 703) and continue north. A 8X 20 tap of the 20main in
LeesburgPike(Route7)bringswaterintothesitewithinanexistingaccessroadthatrunsnorthbetween
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the Mary Ellen Henderson Middle School and George Mason High School and turns east along the
northernaccess road toconnect into theexisting20watermain locatedalong theeasternproperty
line. Two6linestapoffthis8linetofeedtheFallsChurchCityParktothenorthwestandanexisting
offsitebuilding
to
the
northwest.
Two
fire
hydrants
are
located
on
the
8
line;
one
on
the
east
side
and
oneonthenorthsideofthehighschool. An8X8tapand8X20tapofthe8and20watermains
located in LeesburgPike (route7) feed two separateonsite firehydrants located to the southof the
MaryEllenHendersonMiddleSchoolandinthesouthernparkinglotoftheGeorgeMasonHighSchool,
respectively. Additionally, an existing fire hydrant is located along Haycock Road (Route 7) at the
southeastcornerofthesite.
A3domesticconnectionand4firelineforthehighschoolislocatedonthesoutheasternsideofthe
existingbuildingthattapsoffthe8watermain inLeesburgPike(Route7). Anadditional8 fire line
teesoff theonsite8 line thatconnectsat thewesternsideof thehighschool. It isanticipated that
theseconnectionscanbemaintainedwithconstructionofanyexpansionoftheexistingfacilities.
A 4domestic connection and 6 fire line for themiddle school is locatedon the south sideof the
existing building that taps off the 8 water line in the access road. It is anticipated that these
connectionscanbemaintainedwithconstructionofanyexpansionoftheexistingfacilities.
SanitarySewer
Existing service is provided by the City of Falls Church Department of Environmental Services. An
existing sanitary sewer is located inLeesburgPike (Route7)at the southwestcornerof the siteand
continueswest. Dual4sanitarysewerlateralslocatedonthesouthsideofthemiddleschooltieintoa
3 forcemain that is locatedalong thesite frontageofLeesburgPike (Route7). Anexisting sanitary
sewer lateral for thehigh school ties to the terminalendof the sanitary sewermain. Thereareno
known inadequaciesoftheexistingsewer line. It isanticipatedthattheexistingsanitarysewer lateral
canbe
maintained
with
construction
of
any
expansion
of
the
existing
facilities.
StormDrainage
Threeexistingstormsewersystemsprovidetheoutfall fortheschoolsite. Twooftheexistingstorm
seweroutfallsarelocatedattheRoute7rightofwayatthesouthwestcornerofthesiteandatHaycock
Road (Route 703) rightofway at the south east corner of the site. The third storm sewer system
outfalls at thenorthwest cornerof the site to an existing concreteditch that runs east alongCustis
MemorialParkway (I 66). Adequacyofthesestormsewersystemswillneed tobeverifieduponany
future site development. Offsite improvements to these storm sewer systems are not presently
anticipated.
Theexisting
storm
drainage
system
on
the
northern
side
of
the
existing
building
will
need
to
be
reworked toadequatelydrain the site if thebuilding isexpanded to thenorth. Wherepossible, the
existing stormwatermanagement facilities should bemaintained to address a portion of the overall
stormwatermanagementrequirements.
StormwaterManagement
WithrelocationoftheonsiteathleticfieldstoreadythesiteforconstructionoftheMiddleSchooland
constructionofadditionalonsiteparking,stormwatermanagementfacilitieswereconstructedtomeet
theminimumCountyrequirementsforstormwatermanagement. Stormwaterdetentionwasprovided
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using underground detention in the form of a two 96 diameter corrugated metal pipes. Best
Management Practices (BMPs) were addressed with the use of a DC Sandfilter, Stormfilters, and
Filterras(waterquality inlets). BothSWMdetentionandBMPswere located inthetransfersite. The
waterquality
requirement
with
the
site
improvements
required
a19.1%
phosphorous
removal
and
the
stormwatermanagementfacilitiesmetthisrequirementwithnosurpluscapacityforfutureexpansion.
Stormwaterdetention forthesiteassummarized inthemostrecentsiteplan forthesitereflectsthe
following:
AllowableRunoff:
Q(2year)=20.05CFS
Q(10year)=26.08CFS
Calculated
Peak
Discharge:
Q(2year)=8.17CFS
Q(10year)=19.61CFS
As a result, it appears that some overdetention is occurring within the constructed stormwater
detention facilitieswhichmayallowaminoramountofadditional imperviousarea tobeconstructed
withoutupgradingthestormwaterdetentionfacilities.
Any future site development/expansion would be subject to the storm water management
requirementsasidentifiedwithintheFairfaxCountyPublicFacilitiesManual(PFM). Theserequirements
includebothstormwaterdetention(peakflowreduction)andwaterqualityenhancement.
Wherepossible,theexistingstormwatermanagementfacilitieslocatedbeneaththeexistingparkinglots
onthenorthandeastsideoftheschoolwillbemaintainedtohelpaddressthestormwaterdetention
requirement. Withany future sitedevelopment, the2yearand10yearpeak