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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

[email protected]

Mary Cary, AIAAnchorage School District

pCEFPI Pre-Conference Workshop - October 6, 2007

page 1

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

page 2

Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007

workshop agendap gPerspectives

NationalStateLocal

Addressing ConstraintsInterpretationsSchedulesMultiple useJoint useOth IdOther Ideas

Calculation Strategiesrules of thumbspecifics

page 3


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

page 4


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

page 5


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

page 6


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

page 7


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

page 8


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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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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= 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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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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= 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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= 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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Utilization“seat” utilization■ “seat” utilization

for example:

24:24 = 100% 24:24 = 100%

page 15


Utilization“seat” utilization■ “seat” utilization

for example:

18:24 = 75% 18:24 = 75%

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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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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


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


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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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

page 21


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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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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300 students/day



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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300 students/day



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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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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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 /

page 28

Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007Source: School Planning & Management, February, 2006

Perspectives: Nationalpfor the median school district in the US


Middle Schools = 111 ft2/student Middle Schools = 111 ft2/student

High Schools = 153 ft2/student

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Perspectives: Nationalfor the median school district in the US

p


Middle Schools = 146 ft2/student Middle Schools = 146 ft2/student

High Schools = 163 ft2/student g /

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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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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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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

page 33


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

page 34


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


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


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

page 39


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.

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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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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.

page 42


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)

page 46


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?

page 47


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

page 48


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

page 51

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

page 54

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

page 57


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


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:

page 61


specific



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


specific



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


specific



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


specific



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:

page 65


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

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