BrainSpaces PRES - 2007 1006 - Capacity CEFPI

Calculating
School Capacity:
presented by:
Amy Yurko, AIA

ayurko@BrainSpaces.com
Peter Brown, AIA, LEED AP

Local, State & National
pbrown@BrainSpaces.com
Mary Cary, AIA

Anchorage School District
Perspectives
p
CEFPI Pre-Conference Workshop - October 6, 2007
page 1
Calculating School
www.BrainSpaces .com Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
workshopp agenda
g
Introductions
à who & why
à learning objectives
Capacity
à variables
à definitions
Utilization
à teaching
g stations
à schedules
Story
y Time
à stories & challenges
à lessons learned
page 2
Calculating School Capacity: CEFPI Pre-Conference Workshop - October 6, 2007
workshopp agenda
g
Perspectives
à National
à State
à Local
Addressing Constraints
à Interpretations
à Schedules
à Multiple use
à Joint use
à Oth Ideas
Other Id
Calculation Strategies
à rules of thumb
à specifics
page 3
Whyy Calculate School Capacity?
p y
■ to enroll the right number of students in a
school facility
or conversely
■ to plan a school facility that is the right
size for its intended enrollment
1. School construction funding

2. Maximize educational resources
3. Accommodate enrollments
4. Overcrowding & underutilization
5. Adjust Attendance Boundaries
6. others? page 4
School Capacity
p y Defined
f
■ the number of students that can be
reasonablyy accommodated by y a school,,
building and site.
physical variables
operational variables
programmatic variables
page 5
Capacity
p y Variables
physical variables
à bu
building
d g size/area
s e/a ea
à number/types of teaching stations
à supportt facilities
f iliti (kitchen,
(kit h lunchroom,
l h etc)
t )
à infrastructure
à net to gross ratio
à building & life

life-safety
safety codes
à site amenities
page 6
Capacity
p y Variables
operational
i variables
i
à utilization rates & efficiency
y
à operational policies
à staffing
à funding structures
à teacher/union regulations
à space management
à staff
t ff & operational
ti l budgets
b d t
à specialty program offerings
page 7
Capacity
p y Variables
programmatic
i variables
i
à class sizes & staff ratios
à educational program offerings
à operational
ti l models
d l (teams,
(t academies,
d i etc.)
t )
à specialty programs
à schedules
à partnerships, off
off-site
site learning, etc.
à extended use
page 8
Capacity:
p y A Spectrum
p off Definitions
f
Maximum Capacity
The total number of student “seats” in the school facility.
Building Capacity
Also considers the extent of support facilities.
Functional Capacity
Also considers the desired level of schedule flexibility.
Program
P C
Capacity
it
Also considers curriculum and program offerings.
Temporary Capacity
Also considers temporary and make-shift facilities.
page 9
Maximum Capacity
p y
■ considers
id
total student “seats”
400
for example:
25 students each
used 8 of 8 periods
25(2) x 8(100%) = 400/d
400/day
= 100% utilization or 50 at any given period
= 400 students/day
page 10
Buildingg Capacity
p y
■ considers
id
support facilities
400
350
such as:
systems
circulation
toilets
kitchen
library
offices
etc
etc…
Clark Middle School, Anchorage School District, McCool Carlson Green Architects page 11
Functional Capacity
p y
■ considers:
id
support facilities
schedule flexibility
400
300
for example:
25 students each
used 6 of 8 periods
25(2) x 8(75%) = 300
= 75% utilization or 37-38 at any given time
= 300 students/day
page 12
Program
g Capacity
p y
■ considers
id
support facilities
schedule flexibility
400 program offerings
25 students regular
240
15 students special
used 6 of 8 periods
25(1) x 8(75%) = 150
= 75% utilization 15(1)
( ) x 8(75%)
( ) = 90
= 240 students/day
page 13
Utilization
The educationally appropriate percentage of
the school day that teaching stations can be
1 used for instruction.
student The ratio of unoccupied to occupied “seats”

seats
per teaching station per period.
1
seat
1
time
page 14
Utilization
■ “seat” utilization
for example:
24:24 = 100% 24:24 = 100%
page 15
Utilization
■ “seat” utilization
for example:
18:24 = 75% 18:24 = 75%
page 16
Utilization
■ Rules
R l off Thumb
Th b
higher
utilization
School Type avg. utilization rate
equals Elementary 95-100%

Middl /J Hi
Middle/Jr. High
h 70-85%
70 85%
tighter High 80-85%
scheduling
page 17
Utilization
■ Example: Middle vs Junior High Schools
higher
utilization Middle School Junior High
Teaching Stations 40 40
Class Size 25 25
equals
Periods/day 7 7
Teacher prep 1 1
tighter Team Planning 1 0
P i d off Instruction
Periods I t ti 5 6
scheduling
Utilization Rate 71% 86%
Student Capacity 712 860
difference = 148 students

page 18
Utilization
■ Example: Middle vs Junior High Schools
higher
utilization Middle School Junior High
Student Capacity 800 800
Class Size 25 25
equals
Periods/day 7 7
Teacher prep 1 1
tighter Team Planning 1 0
P i d off Instruction
Periods I t ti 5 6
scheduling
Utilization Rate 71% 86%
Teaching Stations 45 37
difference = 8 teaching
g stations
page 19
Teachingg Stations
■ what
h t counts?
t?
School Type what counts? What about?
Elementary
y classrooms
Middle classrooms art & music

science rooms special education
gymnasium (x1) computer labs
High classrooms special education
science rooms media center
art & music auditorium/stage
gyms (x2) computer labs
vocational pprograms
g pe fields
p
etc…
page 20
Teachingg Stations
■ average class
l size
i
School Type average class size:
Elementary 15-25 little variety
Middle 18-25 some variety
High 24-32 much variety
page 21
Case Studyy
■ comparison
i off facilities
f iliti ffor science
i
Case “A”
A
2,780sf (2 rooms)
for 50 students
= 56 sf/student
size difference = 520sf or 11 sf/student

Case “B”
2,260sf (2 rooms)
f 50 students
for d
= 45 sf/student
page 22
Case Studyy
■ comparison
i off facilities
i
Case “A”
A
say 25 students each
used 6 of 8 periods
p
= 75% utilization
= 300 students/day
main difference = area

C
Case “B”
usedd 6 off 8 periods
i d
= 75% utilization
= 300 students/day
page 23
Case Studyy
■ comparison
i off facilities
i
Case “A”
A
used 6 of 8 periods
p
= 75% utilization
or 37.5% “seat” utilization
= 300 students/day
seat utilization difference = 37.5%
C
Case “B”
usedd 6 off 8 periods
i d
= 75% utilization
= 300 students/day
page 24
Case Studyy
■ comparison
i off facilities
i
Small Faculty
Group Prep Room Office
Case “C”
say 65 students
t d t ttotal
t l
used 8 of 8 periods
100% utilization
=100%
= 520 students/day
(Greenhouse Option)
page 25
Case Studyy
■ comparison
i off facilities
i
C
Case A:
A C
Case B:
B C
Case C:
C
200 Students 200 Students 200 Students
25 p
per Classroom 25 p
per Classroom 50 p
per Suite
75% Utilization 75% Utilization 100% Utilization
10 Classrooms (13,900 sf total) 10 Classrooms (11,300 sf total) 4 Suites (11,840 sf total)
(excluding teacher offices & (excluding teacher offices & (all inclusive)
(a c us e)
resource rooms) resource rooms)
page 26
Perspectives:
p National
for the median school district in the US
Elementary Schools = 70 ft2/student

Middle Schools = 70 ft2/student
High
g Schools = 120 ft2//student
Source: School Planning & Management, February, 2006 page 28

Perspectives:
p National

High Schools = 153 ft2/student

Perspectives:
p National

High
g Schools = 163 ft2//student

Calculations
■ Gross
G B
Building
ildi Area
A – What
Wh t Counts?
C t ?
lockers ?
dining/kitchen facilities ?
overhangs & canopies ?
vertical circulation ?
toilet facilities (specific to program) ?
exterior walls - to inside or outside face of wall ?
page 31
Perspectives:
p ■ CEFPI’sNorth America
National Averages (gross area per student)
Average Range
Elementary School Buildings

Canada 104.2 74 - 133
Southern Tier of States 70.1 46 - 107
Remaining 48 states 111.5 77 - 147
Middle School Buildings

Canada 96.5 77 - 116
Remaining 48 states 154.4 114- 212
High School Buildings

Canada 130.4 91 - 166
Remaining 48 states 160 7
160.7 123 211
123-
Source: CEFPI Issue Track, November 1995 page 32
Perspectives:
p National
■ codes & regulations
- Occupancy Loading
- Access & Egress
- Life-safety
- Support
pp facilities
page 33
Perspectives:
p State Example
x p
■ Alaska Department of Education & Early
p
Childhood Development
Elementary Schools =114 ft2/student

Middle Schools =165 ft2/student
High Schools =165 ft2/student
+ additional considerations for supplemental square-footage
page 34
Perspectives:
p State Example
x p
■ Arkansas
Utilization
Factors*: teaching
station
t ti total student
K-5 = 100%
6-8 = 85% count population
(incl SpEd)
(incl.
9-12 = 85%
average
* for
f the
th purpose class size
of planning
Notes: utilization
• 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.
level
Source: Arkansas School Facility Manual, 2004 page 35
Perspectives:
p State Example
x p
■ Wyoming School Facilities Commission
uses a
sliding scale
to recognize
remote rural
areas
Source: Wyoming Public Schools, Facility Design Guidelines, July 2003 page 36
Perspectives:
p State Example
x p
■ West Virginia
“The student
capacity of a
school
building is
affected by the
educational
program: it
changes each
ti
time the
th
program is
modified.”
WV Board of Education, Handbook on Planning School Facilities, 2005 page 37

Perspectives:
p State Example
x p
■ West Virginia
Calculating Elementary
El t S
Schools:
h l
Building Calculate the number and type of classrooms using the
Program maximum program capacity for each regular or special
classroom.
Capacity:
Assume that all students are seated in a first period block without
pullout
ll t programs.
Do not include library/media, cafeteria, itinerant spaces,
resource rooms, or optional
p academic classrooms such as art,
music, and computer labs that act as pullout programs to
support the core curriculum.
WVa Board of Education, Handbook on Planning School Facilities, 2005 page 38

Perspectives:
p State Example
x p
■ West Virginia
Secondary Schools:
Calculating
Building Middle/Junior High School programs where various schedules
exist, calculate the number and type of classrooms using the
Program maximum program capacity for each regular or special
Capacity: classroom.
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
g should be included in the daily
y capacity
p y of
each facility.
The maximum capacity for instructional spaces for specialty
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.
purposes
WVa Board of Education, Handbook on Planning School Facilities, 2005 page 39
Perspectives
p
■ Public High School Principals Report, 2005
Those schools
Th h l th
thatt principals
i i l d described
ib d as overcrowded
d d used
da
More than variety of approaches to deal with the overcrowding:
half of the
• using portable classrooms (78%)
principals
reported • converting non-classroom space into classrooms (53%)
that their • increasing class sizes (44%)
school had
• building new buildings or additions (35%)
fewer
students • using off-site instructional facilities (5%)
than
h theh • or other approaches (12%).
school’s
design
capacity.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007007 page 40
Perspectives:
p Local Example
p
■ Chicago Public Schools
Overcrowdingg
Any school that exceeds 80% of its maximum capacity.
Severe Overcrowdingg
Schools that are above 100% of their maximum capacity
Underutilization
If a school falls below 65% of its maximum capacity, it is assumed to have
excess building space.
Programmatic Exceptions
For 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 or
programming 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.
page 41
Perspectives:
p Local Example
p
■ Chicago Public Schools
Elementary & Middle Schools
Elementary & 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
40 students ‐ for above average size classrooms (more than 1200 sq. ft.)
for above average size classrooms (more than 1200 sq ft )
High Schools
CPS
CPS uses figures mandated by the contract with the Chicago
fi d t d b th t t ith th Chi
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.
they are now called.
page 42
Perspectives:
p Local Example
p
■ District of Columbia Public Schools
For existing
i i ffacilities,
ili i capacity
i iis calculated
l l dbby llooking
ki at the
h
number of students divided by the total Building Square
Footage.
Elementary School =150 ft2/student

Middle/Junior High School =170 ft2/student
High
g School =180 ft2//student
Special Education =180 ft2/student
Source: DCPS Facility Master Plan, 2001 page 43

Perspectives
p
■ Case Study: DC High Schools
Detailed findings from this floor space analyses led to the following
recommendations:
p g y g g
(1) revise the standard specs to allow greater flexibility so that existing high
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) undertake site studies to determine whether structured parking or other
d t k it t di t d t i h th t t d ki th
improvements are possible to alleviate site constraint problems.
http://www.21csf.org/csf‐home/publications/pubs.asp#myth page 44
Perspectives:
p Local Example
p
■ Clark County School District
Current prototype school ed specs include the following areas:
Elementary = 96-100 ft2/student

Middle/Junior High = 85 90 ft2/student
85-90
High = 102-123 ft2/student
Source: Clark County School District – 2006 & 2007 K-12 Prototypes page 45
Perspectives:
p Local Example
p
■ Anchorage School District
Program capacity
i iis calculated
l l dbby considering
id i various
i
programmatic criteria including:
- Number
N b off teaching
t hi stations
t ti available
il bl for
f instruction
i t ti
- Average class sizes (regular & smaller)
- Utilization rates (& teacher preps)
- 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
g ffor Increasingg Capacity
p y
■ Scheduling (daily & annual)
■ Multiple-Use Facilities
■ Joint Use Facilities
■ Off-Site Facilities
■ Increase efficiency
■ Reassignment of spaces
■ others?
page 47
Strategies
p y
■ Calendar & Schedule
sep oct nov dec jan feb mar apr may jun jul aug
TRADITIONAL Traditional
600 students BREAK
SINGLE-TRACK MINI MINI MINI

600 students BREAK BREAK BREAK
MULTI-TRACK (example)
Track A – 200 students
Track B – 200 students

STAGGERED MINI BREAKS
Track C – 200 students
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
increases, used, 4) multi
multi-track
track schedules include common winter and summer mini mini-breaks.
breaks
Source: Minnesota Schools. Alternative Calendar Working Group – Final Report, Feb. 1999 page 48
Strategies
p y
■ Multiple-Use
M lti l U Facilities
F iliti
South Anchorage High School: Perkins+Will and ECI Hyer page 50

Strategies
p y
■ Multiple-Use
M lti l U Facilities
F iliti
South Anchorage High School: Perkins+Will and ECI Hyer page 51

Strategies
p y
■ Faculty/Staff Support
café tables
café tables café tables
café tables café tables
café tables
refrigeerator
kitcheenette
microowave
sink
lounge seating lounge seating lounge seating
copier
island
internet carrels internet carrels internet carrels work / dining counter
international school of beijing: Perkins+Will page 53

Strategies
p y
■ Distributed Media Resources
Fearn Elementary School: Perkins+Will page 54

Strategies
p y
■ Alternative Settings
Project
Patio
Project CEO
Project
P j t Offices Faculty
Room Room Faculty
Technology
Labs
Student (Science)
Workstations General Multi-Purpose
Library Classroom
Animation Music
Admin. Restrooms Lab
Student Student Tech
Workstations Commons Reception
Offices
Project Project General General General
Room Room stage Classroom Classroom Classroom
MAIN ENTRY
page 57
Strategies
p y
■ Off-Site & Distance Learning
School for the Physical City, New York, NY, Rothzeid Kaiserman Thomson & Bee page 58
Strategies
p y
■ Off-Site & Distance Learning
Henry Ford Museum Campus, Integrated School

Greenfield Village, Michigan, Concordia Consultants
page 59
Recommendations
general F national,
For ti l state
t t & local
l l guidelines
id li
y Use Net Building Area
Country:
State: Consider State-wide specifics
District: Include District-wide parameters
School: Account for Specific Programs

specific
page 61
Recommendations
general F national,
For ti l state
t t & local
l l guidelines
id li
y Use Net Building Area
Country:
• 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
various climates, construction types, systems, etc.
• Consider the impact of national assessment mechanisms.
specific
page 62
Recommendations
general F national,
For ti l state
t t & local
l l guidelines
id li
Consider State
State-wide
wide specifics
• Recognize climate and environment.
• Incorporate funding mechanisms.
• Define “baseline”
baseline net area parameters,
parameters then define and allow for
State: exceptions as necessary.
• Include Net:Gross area guidelines on a sliding scale that recognizes
various climates,, construction types,
yp , systems,
y , etc.
• Recognize state-wide student demographics & special needs.
• Consider the impact of state-wide assessment mechanisms.
specific
page 63
Recommendations
general F national,
For ti l state
t t & local
l l guidelines
id li
Include
I l d District-wide
Di t i t id parameters
t
• Accommodate district-wide educational initiatives.
• Understand student demographics and special needs.
needs
• Reflect operational budgets and strategies.
• Consider attendance boundaries and transportation.
• Recognize various scheduling options.
options
• Address teacher needs and contracts.
District:
specific
page 64
Recommendations
general F national,
For ti l state
t t & local
l l guidelines
id li
Account
A t for
f Specific
S ifi Programs
P
• Address curriculum, program offerings and specific class sizes.
• 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.
community
• Allow for gross area variation based on specific climate/environment.
School:
specific
page 65
Calculating
School Capacity:
presented by:
Amy Yurko, AIA

ayurko@BrainSpaces.com
Peter Brown, AIA, LEED AP

thankk yyou!
pbrown@BrainSpaces.com
Mary Cary, AIA

Anchorage School District CEFPI Pre-Conference Workshopp - October 6, 20077
page 66
Calculating School
www.BrainSpaces .com Capacity: CEFPI Pre-Conference Workshop - October 6, 2007

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Calculating

Amy Yurko, AIA

Peter Brown, AIA, LEED AP

Mary Cary, AIA

1. School construction funding

à number/types of teaching stations

à net to gross ratio

à building & life

à educational program offerings

1 used for instruction.

student The ratio of unoccupied to occupied “seats”

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

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

equals Elementary 95-100%

difference = 148 students

School Type what counts? What about?

Middle classrooms art & music

School Type average class size:

Elementary 15-25 little variety

Middle 18-25 some variety

High 24-32 much variety

size difference = 520sf or 11 sf/student

main difference = area

Elementary Schools = 70 ft2/student

Source: School Planning & Management, February, 2006 page 28

Elementary Schools = 90 ft2/student

Source: School Planning & Management, February, 2006 page 29

Elementary Schools = 120 ft2/student

Source: School Planning & Management, February, 2006 page 30

Elementary School Buildings

Middle School Buildings

High School Buildings

Elementary Schools =114 ft2/student

+ additional considerations for supplemental square-footage

WV Board of Education, Handbook on Planning School Facilities, 2005 page 37

WVa Board of Education, Handbook on Planning School Facilities, 2005 page 38

Elementary School =150 ft2/student

Source: DCPS Facility Master Plan, 2001 page 43

Current prototype school ed specs include the following areas:

Elementary = 96-100 ft2/student

type: class sizes: utilization:

SINGLE-TRACK MINI MINI MINI

Track B – 200 students

Track D – 200 students

Assumptions for this example:

South Anchorage High School: Perkins+Will and ECI Hyer page 50

South Anchorage High School: Perkins+Will and ECI Hyer page 51

international school of beijing: Perkins+Will page 53

Fearn Elementary School: Perkins+Will page 54

Henry Ford Museum Campus, Integrated School

State:  Consider State-wide specifics

District:  Include District-wide parameters

School:  Account for Specific Programs

Amy Yurko, AIA

Peter Brown, AIA, LEED AP

Mary Cary, AIA

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State: Consider State-wide specifics

District: Include District-wide parameters

School: Account for Specific Programs