Elementary School Program Capacity Planning Team Facilities - PowerPoint PPT Presentation

Elementary School Program Capacity Planning Team Facilities Planning, Design & Construction January 21, 2020 1

Background • Many school districts struggle with calculating, understanding, and utilizing school capacity data. • Reason is that different stakeholders can have conflicting definitions of the term. • For instance, a County planning department may refer to “ design capacity ,” which is the number of students a school can hold based on the building’s proto-typical design. • Conversely, a school system typically may refer to “ program capacity ,” or how many students a school can hold based on the specific instructional program at a particular school. 2

Why is program capacity computed annually? • Student enrollment, demographics and classroom needs change annually • Account for new classroom spaces added (i.e., computer lab converted into K-5 classroom) or changes to staffing standards • Ensure that students have optimal learning environments 3

Program Capacity Puts Students First By considering: • Current class size requirements and teacher-student ratios • Student demographics in the attendance zone • Free lunch population • ESOL • Program offerings • K-3 class size reduction • Special education • Gifted education • Resource classroom needs in the building • Reading /math specialists • Learning disabled • Occupational therapy / physical therapy 4

Why is Capacity Important? Capacity helps to inform: • Overcrowding or under-utilization at schools • Future construction projects • School boundary planning • Availability of space for student transfers 5

Process • Facility Planning staff will annually review the instructional program at each elementary school. • Classroom-use information will be provided by the school principal and verified by Staff. • Program capacity is influenced by SCPS, State and Federal standards. • Program capacity will be published annually in the Student Accommodation Plan. 6

Class Sizes Staffing Standards* Class Size Reduction (30% < 45%)** Class Size Reduction (45% < 55%)** SCPS Maximum: Maximum: Maximum: State State Grade Standard No Larger Average Grade No Larger Average Grade No Larger Average Standard Standard Ratio Than Than Than K 22 24 23 K 19 24 21.5 K 18 23 20.5 1 24 26 25 1 19 24 21.5 1 18 23 20.5 2 24 26 25 2 19 24 21.5 2 18 23 20.5 3 24 26 25 3 19 24 21.5 3 18 23 20.5 4 25 27 26 4 25 27 26 4 25 27 26 5 25 27 26 5 25 27 26 5 25 27 26 Average 24 26 25 Average 21 25 23 Average 20.33 24.33 22.33 * SCPS Staffing Standards Plan ** VDOE K-3 Primary Class Size Reduction Program • Special education rooms are assigned a capacity of 8 (for Autism or Multiple Disabilities) or 10 (from Emotional Behavioral Support and Learning Support I or II students). • Resource pull-out rooms assigned capacity of zero (0) students 7

K-3 Class Size Reduction Program • Under current Virginia K-3 Class Size Reduction (CSR) program guidelines, a school must have a free lunch population above 30% to participate • Ten years ago zero (0) SCPS elementary schools had free lunch populations above 30% • Today, over half (53%) of our elementary schools have free lunch populations above 30% and participate in either SCPS or State funded K-3 Class Size Reduction (CSR) programs • K-3 CSR schools have smaller class size and pupil-teacher ratios that reduce the capacity of the building because 12% fewer students are allowed in kindergarten through third grade classrooms • Current design capacity does not take into account smaller class size requirements for over half of our elementary schools 8

Program Capacity Formula K-5 classrooms X Average class size + Self contained special education classrooms X Program multiplier 2 = Elementary school program capacity Notes: 1. Three (3) full-size classrooms allocated for resource pull-out spaces • Could be more depending on programmatic need of students at a school 2. Special education classrooms are assigned a capacity of 8 (for Autism or Multiple Disabilities students) or 10 (for Emotional Behavioral Support and Learning Support I or II students). 9

Resource Pull-Out Room Calculations • English for Speakers of Other Languages (ESOL): less than 2 teachers = office space. 2-3 teachers = 0.5 classroom. 4+ teachers = 1 classroom • Math Specialist: half a classroom per specialist • Reading Specialist: half a classroom per specialist • Learning Disabled (LD): half a classroom per Specific Learning Disability teacher • Occupational Therapy/Physical Therapy: any combination of 2 or more programs of LS I, LS II, or MD at the same school gets 0.5 classroom equivalent for OT/PT • Primary Support Teacher (PST), Speech Therapist: small group pull-out--half classroom not needed, office plenty Note: 1. Space needs provided by Learning and Organizational Development and Student Services on 9/24/2018. 10 10

2019-20 Program Capacity* Design Capacity School: Grafton Village ES Average # # Teaching # Teaching # Pupils Per Pupils Per Capacity Capacity Stations Stations Room Room** Grafton Village ES Permanent Spaces** • Non-Class Size Reduction School • 722 students enrolled as of 5 x 23 115 9 x 24 216 Kindergarten Rooms: 9/30/2019 16 x 25 400 10 x 24 240 First-Third Grade Rooms: • 89% program capacity utilization 10 x 26 260 10 x 25 250 Fourth - Fifth Rooms: • 96% design capacity utilization *** 2 x 8 16 6 x 8 48 Self-Contained Rooms: (Autism,Multiple Program Capacity Design Capacity Disabilities) 2 x 10 20 1 x 0 0 Self-Contained Rooms: (Resource Rm counted as 0) (EBS, LS1, LS11) 811 754 3 x 0 0 Allow 3 Resource Rooms (Needs 3) 38** 811 36 754 TOTAL * Average from SCPS Staffing Standards Plan ** Room designations and numbers are based on the 2019-20 GVES floor plan and includes with conversion of 2 computer labs to classrooms. *** Design capacity is less than program capacity because it does not include the conversion of 2 computer labs to classrooms. 11

2019-20 Program Capacity* Design Capacity School: Kate Waller Barrett ES # Teaching # Pupils Per # Teaching # Pupils Per Capacity Capacity Stations Room** Stations Room Barrett ES Permanent Spaces** • Class Size Reduction School Kindergarten Rooms: 6 x 21.5 129 6 x 24 144 • 858 students enrolled as of First-Third Grade Rooms: 20 x 21.5 430 19 x 24 456 9/30/2019 • 101% program capacity Fourth - Fifth Rooms: 12 x 26 312 13 x 25 325 utilization Self-Contained Rooms: 1.5 x 8 12 4 x 8 32 • 91% design capacity utilization *** (Autism, Multiple Disabilities) Self-Contained Rooms: 0 x 10 0 (EBS, LS1, LS11) Program Capacity Design Capacity Allow 3 Classrooms for Pullouts*** 3 x 0 0 849 950 (Needs 5) 2 x -23 -46 (Using 3.5) 0.5 x 23 12 957 (Rounded to 950) TOTAL 43 849 42 950 * Average from Class Size Reduction 30%-45%. ** Room designations and numbers are based on the 2019-20 KWBES floor plan and includes with conversion of 1 computer lab to a classroom. *** Design capacity is more than program capacity because it does not take into account class size reduction for grades K-3. 12

Program versus Design Capacity 9-30-19 Program Design Capacity School Name Difference Enrollment Capacity Capacity Barrett ES* 858 849 950 -101 Brent ES 805 931 950 -19 Burns ES* 760 844 950 -106 Conway ES*** 885 863 950 -87 703 794 Falmouth ES* 649 -91 743 732 Ferry Farm ES 645 11 801 768 Garrisonville ES 543 33 Grafton Village ES 722 811 754 57 Hampton Oaks ES** 871 859 950 -91 Hartwood ES* 548 582 649 -67 Moncure ES*** 882 841 964 -123 864 843 Park Ridge ES 793 21 865 843 Rockhill ES 668 22 Rocky Run ES* 845 881 950 -69 Stafford ES 726 785 794 -9 Widewater ES* 662 801 843 -42 Winding Creek ES 803 943 925 18 13,966 Total 12,665 14,609 -643 *Class Size Reduction School 30% < 45% **Class Size Reduced 45% < 55% ***SCPS Class Size Reduction 30%,45% NOTE: There is a difference of -643 (or 4%) less seats under the program capacity calculation. 13

Why Did Capacity Change? Decreases in capacity: Increases in capacity: • K-3 Class Size Reduction • Computer lab conversion Program, • Omitted from design • More special education capacity, increases to net programs rooms needed effective class size beyond the design capacity • Special education room being • More resource “pull-out” used as a general classroom spaces needed to • Counted as 8 in design accommodate students capacity, increases to net effective class size 14

Key Takeaways • Design capacity is based on a proto-typical school • Program capacity is based on “real-world” student needs today • This year 53% of SCPS schools are restricted by CSR caps • K-3 CSR reduces seating capacity 12% for kindergarten through third grade classrooms, due to smaller class size and pupil-teacher ratio requirements • Changes in student demographics over the last decade have increased the demand for more classrooms and pull-out spaces in school buildings 15 15

Elementary School Program Capacity Planning Team Facilities Planning, Design & Construction January 21, 2020 16