Memphis ISD

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Facilities Study Long-Range Planning
Memphis ISD
February 2009 Texas Assn. of School
Administrators
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TASA Facility Surveys
GOAL Provide an Objective and Independent
Analysis of School Buildings and Sites, by
qualified experts.
The PLANNING AND ANALYSIS TASKS The tasks
include
1. Prepare POPULATION FORECASTS TRENDS

• Determine the CONDITION OF EXISTING FACILITIES

3. Calculate SCHOOL CAPACITIES
4. Evaluate LONG-TERM BEST USES of EXISTING
FACILITIES
5. Develop Facility RECOMMENDATIONS CONCLUSIONS
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Planning Parameters

• Orientation
• Near-term Educational Programming
  consider/anticipate known program changes in next
  3-5 years. Vision the next 10-20 years, with
  flexibility.

• Orientation
• Long-term Use All significant improvements
  (40-60 of replacement ).
• Should be used for 20 or more years.

• Principle
• Equality Parity of Space to Support Education

• Principle
• The Critical Issue in Learning is the
  Student/Teacher Relationship.
• The Facility becomes Important ONLY when It Gets
  in the Way of
• and Doesnt Support that Relationship

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Characteristics of the Study

• A Deficit Analysis by its nature it seeks out
  and identifies Variances from Standards
  Problems, Shortcomings, Inadequacies.

2. Data for Decision-makers.

• Ideas to serve as Thought Stimulators, possible
• Points of Departure for Local solutions

• Objectively BLIND to the Local Circumstances
  Impacting
• Decision-making.

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Data Gathering
the 5 Parts of the Critical Field-work

• Gathering Information on the Instructional
  Program from
• Interviews with

• Superintendent

• Central Office Instructional Staff

• Building Administrators

• Specialists, as appropriate, such as
• Director of Special Education
• Director of Technology
• Athletic Directors
• Others

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Data gathering, continued...

• Gathering Information on the Facilities, from
  interviews with
• Superintendent
• Principals
• C.F.O.
• Director of Maintenance
• Others

• Review of Building Plans
• Architectural Plans
• space/component dimensions and sizes
• structural and HVAC systems
• Site Plans and Plat Surveys
• size, configuration, drainage, topography
• flood plains, easements, rights-of-ways

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• On-site visitation/inspection of each school,
  school site, environment, using
• the INSTRUMENT for EVALUATING SCHOOL BUILDINGS

5) Develop a PROGRAM PROFILE for Memphis ISD

• Outline existing program
• Identify Instructional Program Initiatives
• Clarify intended methods of instructional delivery

• SOURCES
• Superintendent
• Curriculum Instr. Specialists
• School Principals
• Other specialists

The Product
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THE PRODUCT Memphis ISDs INSTRUCTIONAL
PROGRAM

• Self-contained Elementary organization at the
  elementary levels (EE-2 3-5), with supporting
  programs in PE, music, computer, reading, ESL,
  science, and an aver. student-to-section ratio of
  14.6.
• Departmentalized Secondary organization
  beginning in MS with grade 7 and
  student-to-section ratios of 13.6 (MS) and 10.4
  (HS), and only 1 of core academic sections had 26
  students or more.
• Focus on expanded attention to individual needs
  through success with the state testing program
  expanded contemporary secondary courses.
• Focus on expanding career career exploration
  options, appropriate to local and regional
  workforce skills as well as higher education.
• Focus on a safe and orderly learning environment
  in all schools.

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Memphis ISDINSTRUCTIONAL DELIVERY

• Focus on individual needs through differentiated
  instruction at all levels, using whole-group and
  small-group instruction, 2-4 breakout sessions,
  interest centers, etc.
• Integrate technology for student use/support
  with 3 to 5 classroom computers for pupils, and
  open computer labs for core subject support.
• Expanded support for Individual needs.
• regional career and vocational offerings
  appropriate to student demographics, that produce
  marketable skills.
• Expanded options for at-risk students in core
  academic subjects.
• Expand special education support, from
  inclusionary teaching through appropriate spaces
  for the severe/profound, and those with serious
  emotional or autistic diagnoses.

These will need the support of larger and more
flexible instructional spaces
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FORM Should Follow FUNCTION
...the Function Is...
The Educational Program Conditions of Delivery
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DETAIL OUTLINE The 5 PRIMARY TASKS of the STUDY
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TASK 1 - POPULATION FORECAST

• Historical Data
• Normal 10 Years of Historic Data
• Base X Years of Historic Data
• (period may vary, based on local circumstances)
• Assumption Population
• Net Primary Sources of Change
• Existing In-migration

B. Procedure Cohort Survival, modified

• Product 10 Year Projections, by
• Grade Level
• School/Administrative Unit

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Findings ENROLLMENT TRENDS

• Memphis ISDs enrollment has been relatively
  stabile over the past 10 years (536 vs. 558)
  enrollment increased 4 years of the last 10, and
  an average increase of slightly more that 2
  pupils per year.
• The districts two enrollment scenarios forecast
  relative stability with modest decline, ranging
  between 536 and 558 in the next 10 years, with an
  average decline of just over 1 pupil per year.
• The TxSDC forecasts Hall Countys population in
  the group including school age children is
  projected to remain relatively stabile between
  2005 and 2025 supports the forecast of relative
  stability.
• Other factors supporting stability with slight
  decline include -average change in the no. of
  County live births since 2000, decreasing an
  average of 5 annually.
• The most likely enrollment in 10 years will be
  the 10 yr. Cohort forecast (-15 pupils in 10
  years).
• Memphis ISD should monitor population trends and
  make adjustments to the forecasts as the actual
  enrollment patterns materialize.

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MISD Enrollment History Forecasts
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Enrollment History Likely Projection
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TxSDC Projections - Hall County
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TxSDC Projections - Under-Age-18 Group
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Forecast for 2 Grade Configurations
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Task 2 EVALUATING EXISTING SCHOOLS

• Includes Examination of
• Building(s)
• Site and Vehicular Circulation, and
• Neighborhood/Environment

B. Instrument based on 1,000 Point Scale (105
questions)

• Instrument Evaluates(see Study Appendix for
  definitions)
• Educational Adequacy
• Safety Health
• Accessibility (vehicles, pedestrians, buses,
  visitors)
• Efficiency (of operation)
• Flexibility
• Appearance

• Results/Product
• 1) Percentage Score for each of 6 Components
• 2) Percentage Score Building Composite, for
  each
• 3) Each building is compared to State standards.

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Evaluation Scale
Building Score General Evaluation
90-100 A school facility of exceptional quality
70-89 Serves program needs well some minor
or component improvements are needed
60-69 Facility needs substantial or major
rehabilitation
46-59 Complete renovation or replacement
indicated a more detailed study may need to be
completed prior to a final decision
0-45 Abandon and/or replace the facility
What is a TYPICAL SCORE ?
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State Standards, Commissioners Rules
State Standards page viii, Preface
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Recommended Site Size -- TEA
Useable Acres
In TX, HS need 20-30 more...
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Findings BUILDING CONDITIONS

• The original components of all existing regular
  program schools are between 15 and 80 years old,
  averaging 47.2 years old.
• Schools average condition score is a relatively
  low 50.2, reflecting the low scores of Travis
  (41.6), Austin (43.7), the HS (58.4), and the
  MS, at 65.3. All represent blended scores all
  have immediate needs.
• Travis ES and Austin ES are educationally and
  economically obsolete. Both should be taken out
  of service for regular instruction ASAP. Some
  older elements of the HS have also reached that
  point.
• MISD should master plan the 48 acre site, to be
  sure it can support schools for all
• The 48 acre site is bisected by High Street if
  possible close/relocate, to have a contiguous
  the most useful site for long-term use.
• A new ES should be built, probably on the east
  end of the 48 acre site, consistent with the
  districts planning criteria and master plan.
• A replacement or redeveloped MS/HS should be
  planned, to be built in phases over the next 5-20
  years, that can incorporate any new construction
  for those schools.
• Vehicular separation and circulation should be
  addressed as part of the replacement or upgrading.

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District Facilities, Composite Scores
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School Evaluation Scores
Travis Elementary School
Austin Elementary School
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School Evaluation Scores
Memphis Middle School
Memphis High School
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TASK 3 - CALCULATING SCHOOL CAPACITY
How many students will each of your schools
hold? For many districts, accepted capacities are
inaccurate

• Most typical method Count Rooms and Multiply by
  a common
• Factor (based on group size scheduling
  issues)
• ES 95 factor 24 rooms X 22 X 95 500
• MS/JHS 90 factor 30 rooms X 25 X 90 675
• HS 85 factor 40 rooms X 25 X 85 850

Is not accurate generally OVERSTATES reality
WHY ???
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MANY Issues Contribute 2 major reasons (from
Findings)

• In elementary or non-departmentalized schools,
  25 of classrooms
• needed for special programs with NO CAPACITY
  (pullout programs)
• Example 24 rms. 25 18 rms. 18 rms. X 22 X
  90 356 capacity

500

• In departmentalized schools, the facilitys
  student/section ratio averaged 18.7 Pupils at
  the MS/JHS, and 17.6 pupils at the HS
• Example HS 40 rooms x 17.6 pupils x 85 600
  capacity where 6/7 is A full schedule 85.7

850

• Basis, alternate 1 Pupil Stations / DESKS
• Basis, alternate 2 Teaching Stations /
  CLASSROOMS
• Compares Building to
• Districts Instructional Program Requirements
• State Facility Standards
• Comparable National Standards, if no state
  standards exist

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TASK 3 CALCULATING SCHOOL CAPACITY, continued
Capacity is a Product of Program Needs IT IS
NOT STATIC IT CHANGES, is impacted by
1) Instructional Schedule (7 period vs. Block
Schedule).

• Room Sizes Programs Assigned
• (i.e. computer labs, special education, etc.)

3) Amount Adequacy of Support Spaces
4) Teaching Station vs. Pupil Station Capacity
Calculations
5) District Policies Practices (special
courses, staffing ratios, minimum class size,
room sizes, advanced placement).
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Findings SCHOOL CAPACITIES

• Almost 90 of the districts regular classrooms
  (88.4) are smaller the current state standards ,
  only the MS has some that meet the standard.
• About 75 of the specialized classrooms are also
  below state standards .
• The 2 ES dont have perm. rooms that meet current
  minimum state standards.
• All 4 schools are seriously overcrowded when
  space shortages have been fixed they range
  between 140 335 over capacity compared to
  state minimum standards.
• Travis is the most overcrowded, as it has about
  40 of its classrooms in portables (not counted
  as permanent)
• The overcrowding grows to between 195 and 503
  over when addressing the instructional program
  requirements.
• Collectively, the district now has a student
  desk shortfall of -255 and a classroom
  (teaching station) shortfall of -22 vs.
  instructional program needs the shortfalls is
  estimated to be -357 desk shortfall.
• The districts capacities are low two issues
  influence that. ES pull-out programs use 39 of
  available rooms, and the low secondary
  student-to-section ratios (MS-13.62
  HS-10.14).

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Membership as a Percent of Capacity
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Capacities Compared to Membership (Absolute Nos.)
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Classroom Management Room Size
A 5 Minute Interlude...

• Nearly all superintendents and Boards want
  teachers to move away from all-lecture teaching
  models.
• Nearly all superintendents and Boards want
  teachers to move toward some form of whole-group
  small-group teaching.
• The teaching spaces that are provided influence
  control the task of classroom management.
• If the preferred teaching strategies mean an
  increase in time spend managing the classroom,
  then less teaching (and learning) will likely
  occur.
• ROOM (SPACE) to conduct multiple instructional
  activities is the single biggest deterrent to
  this change for most teachers.

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One Key to Room SizeWHOLE-GROUP SMALL-GROUP
TEACHING

• For a classrooms size, determine the desired
  characteristics of small-group learning
• remember school rooms MAY change sizes/shape in
  25-40 years (if fortunate) or NEVER
• Does the membership of small groups remain stable
  or does it change fairly often?
• Do the various tasks take about the same time to
  complete, or will the time to finish vary?
• How many small-group learning activities can or
  should most teachers manage at the same time?
• Others also need breakout space tutorials,
  inclusion, technology, interest centers

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SMALL-GROUP INSTRUCTION- Space for Interest
Centers and/or Technology -
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Standard Academic Classroom TX State Min.
Standard 700 s/f (24x29) With
Break-Out Space 900 s/f (29x32)
900 s/f
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• Classroom
• Size
• Functional classrooms need both
• large-group and small-group spaces
• Break-out spaces
• Computers
• Interest Centers
• Inclusionary tchg.
• The most efficient arrangements add about 200
  sq.ft. to state min. standards

900 sq.ft.
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What About Smaller Sections Room Size? How much
Space can you Save?

• One can make a case for smaller rooms, IF the
  section size doesnt and wont exceed 20 during
  the life the room, that is usually between 40 and
  60 years.
• The reduction in space would only be about 100
  s/f, from 900 s/f to 800 s/f.
• If the space is extra for some of the years it
  will be in service, can it be used effectively?
• The extra space will allow other desk
  arrangements than rows.
• The extra space will provide storage/work space
  for technology and instructional aides.
• The extra space could supplement teacher storage
  space, usually at a premium, especially in
  elementary grades.
• MISD now has 6 secondary sections with 21 or more
  pupils.
• 900 s/f is considered a minimum supportive size,
  950 s/f is the recommended classroom size for
  20-25 pupils.

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A 5 Minute Interlude...ends
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TASK 4 EVALUATING BEST USE
A. Consider Districts Identified Instructional
Program Space Needs, Forecast Enrollment Trends.
B. Consider each Facilitys Probable Useful Life.
1) Overall Condition Age Reasonable Life
Expectancy?
2) Do Spaces Meet or Approximate State
Standards/Dist. Needs ?

• Evaluate
• Size of General Classrooms, Labs Specialized
  Spaces,
• Size of Siteand characteristics Useable Acres,
• Pedestrian Vehicular Access to Site and Bldgs.,
• Size of Library/Media Center,
• Amount Size of Core and Support Spaces, and
• Structural Systems Flexibility for expansion
  or additions

- Reminder - as these relate to the Districts
Instructional Program Organizational Plan
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TASK 4 EVALUATING BEST USE, continued

• C. Evaluate Marginal Facilities for Alternate
  Uses, such as
• 1) Alternate Education Programs,
• 2) Centralized Services Needs,
• 3) Other Governmental Uses,
• 4) Potential Improvements Value for Other Uses,
  and
• 5) Potential Land Value.

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BEST USE CONSIDERATIONS

• The 48 acre site needs to be master-planned -
  AFTER High St. options are known it is probably
  big enough for all MISD students however, the
  location of some existing MS/HS buildings may
  make that difficult.
• The 2 ES could have limited use for low-occupancy
  functions. Both sites are much too small (2
  acres) for regular program use. Over the
  long-term it can, at best, serve 1 school.
• The HS building should probably be phased out of
  use in 8-12 years any new construction for MS/HS
  use before then should fit as part of
  redeveloped MS/HS complex.
• The football stadium should be evaluated for
  long-term use physically, it should be replaced
  by an up-to-date facility. However, emotionally,
  it may have enough sentimental value to pay the
  extra costs to rehab meet accessibility
  requirements
• Central administrative services should be
  consolidated away from an in-use school building.
  Consider either Austin or Travis as temporary
  options (Travis better location Austin better
  building).

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48 Acres of School Site
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TASK 5 FACILITY RECOMMENDATIONS CONCLUSIONS
A. Policy Considerations

• Alternate Solutions, Depending on Circumstances
• Generally Prioritized.
• Scheduled in Relation to Needs.
• Obtain Additional Information, as Needed.

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General Conclusions and Recommendations

• The study team recommends that the following be
  considered
• Develop facility planning criteria/goals
  district grade configuration, classroom standard
  (size), staffing ratios, strategies for changing
  enrollment, busing, etc.

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Typical Planning Criteria Topics

• School organization/grade configuration
• Classroom Standards basic academic room sizes.
• School size range, by organizational level
• School and grade staffing ratios and patterns
• Neighborhood schools
• District busing practices
• Memphis ISDs attendance boundary redistricting
  policies/practices
• Open vs. closed secondary campuses
• Safety and security of students/staff (compact
  building designs, controlling building access,
  site access, parking security, etc.)
• Portable classrooms when and under what
  circumstances?
• Refurbishment renovation practices regarding
  schools as they age
• Bond electionsfrequency and guiding assumptions
• Enrollment changes Through additions? new
  schools? closures?

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General Conclusions and Recommendations

• The study team recommends that the following be
  considered
• Develop facility planning criteria/goals
  district grade configuration, classroom standard
  (size), staffing ratios, strategies for changing
  enrollment, busing, etc.
• Look at alternate grade configurations for
  long-term, studying stability, growth, decline.
  Seek solutions adaptable to likely options
• Create Policy for the use of temporary modular
  buildings.
• Produce educational programming statements for
  each school unit, to be used as guides for
  planning and school space needs.
• Select an architect with demonstrated master
  planning skills, both district-wide and at the
  school level add financial advisor.

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General Conclusions and Recommendations continued.
..

• Create a comprehensive facilities MASTER PLAN
  for MISD, addressing the direction, the
  priorities, and the replacement or major
  renovation of all schools within next 10-20
  years.
• Replace the 2 elementary schools as the
  districts highest priority followed by
  addressing MS/HS needs as the next priority.
• Relocate the 2 elementary programs to1 school
  unit on a new and/or suitable site, as the first
  major project, consistent with the districts
  planning criteria and Master Plan, likely on
  eastern part of 48 acres.
• Master-plan the two-parcel 48 acre adjacent site,
  to determine if it can support all MISD students
  and schools, considering
• Can High St. be relocated or closed, to create
  contiguous site?
• Allow unplanned expansion of all new/remodeled
  construction.
• Plan separated traffic patterns and access for
  each school.
• Since ES will likely be on eastern end, evaluate
  all other options for MS/HS buildings.
• Include ALL practice facilities on-site for MS/HS
  campus.

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General Conclusions and Recommendations continued.
..

• Add /or renovate for needed secondary spaces,
  based on available funding and MISDs priorities,
  and planned so any new construction will become
  integral parts of the redeveloped MS/HS campus
  include
• Plan for larger academic classrooms (now ave 572
  S/F need more)
• Expanded library, with an adjacent open computer
  lab,
• Suitable science labs ( at least two),
• A secondary kitchen/dining space,
• A new gym and new fieldhouse,
• Multi-purpose self-contained special education
  room, and
• Use reclaimed space from consumer sciences, from
  central office, from relocating district
  technology off-site.
• Sequence all construction, based on long-term
  uses, to sequence projects, to move programs, to
  allow safe uninterrupted instruction, and
  separate access for students for construction
  crews materials.
• Make contingency plans for housing pupils
  programs, in case of delays at any stage of
  planning and construction.

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General Conclusions and Recommendations continued.
..

• Master plan uses of all sites evaluate alternate
  uses before starting any building and...
• Before building ANY new school or remodeling,
  ensure that site master plans address all 3/4
  basic site functions, and the ultimate expected
  membership, with special attention to traffic
  flow.
• Plan all schools with the end-product in mind (at
  build-out), especially for phased projects
  consider planning an extra 20-25 expansion for
  unanticipated growth.
• Look at alternate uses for buildings taken out of
  service generally such uses include reduced load
  programs for the district, for other public
  agencies, community agencies, or for liquidation.
• If a building is taken out of service has no
  alternate uses, demolish it to avoid owning an
  attractive nuisance
• Benchmark 20-25 years for refurbishing and
  renovating schools to maintain effective
  instructional support and to delay obsolescence.

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General Conclusions and Recommendations continued.
..

• Pay particular attention to achieving good
  spatial relationships in all plans, but
  especially with renovations and additions.
• Improve current site access routes, traffic
  circulation and separation, queuing lanes,
  parking convenient to controlled entrances.
• Provide adequate housing for all special needs
  programs at age-appropriate schools, especially
  those in selfcontained environments. The
  district now has too few, and those are generally
  inadequate.
• Develop phased plan for making all bldgs.
  handicapped accessible.
• Make all buildings and improvements technology
  ready, consistent with Memphis ISDs technology
  plan.
• MISD should evaluate and address issues related
  to individualizing instruction and integrating
  technology classrooms are generally too small
  (almost 90 less than state minimum standards).
  Renovations may be costly, but staffing small
  classes is also expensive. Encourage creative
  solutions that can be modeled.

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In all of this, it should be noted that we saw
evidence that Memphis ISD has some very dedicated
staff members creating a good educational
environment in all the schools, including in
those facilities that now limit and handicap the
instructional program.
Thank you...
Questions?
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Example Facilities Master Plan Program Phase I -
now Define and adopt critical facility planning
criteria for school organization, size,
etc. Develop a district master plan for
existing facilities in keeping with the adopted
planning criteria. Develop educational
programming for each administrative
unit. Develop conceptual site master plans for
each school/campus, providing for all 4 site
functions 1 buildings, 2 drives parking, 3
playgrounds fields, 4 stadiums. Carefully
evaluate the feasibility of planning for both a
new elementary school and secondary school(s) on
the 48 acre site. Good spatial relationships and
single, integrated facilities for each school are
worthy goals. Plan to deal with temporary
space shortfalls not addressed by Phase I
construction. Phase II - ? 12 years after Phase
I Plan and hold a bond election to finance
first improvements. Address high-priority
school facility needs, including the replacement
of 2 elementary schools. Address pressing
health and safety issues in all
schools. Address short-term improvements for
facilities planned to remain in service for up
to10 years. Phases III IV ? 510 years after
Phase II Address the second tier priority
facility needs (renovation and new construction)
will likely require a second, and possibly
third, bond election. Specifically include
addressing the redevelopment of the high school,
consistent with planning criteria. Specifically
include renewal/redevelopment of buildings,
consistent with planning criteria. At the end
of the third or fourth phase, move to the desired
school organizational pattern of school units
and size, in new and/or fully refurbished
facilities.
See page 51 of the Study Report
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Additional Topics

• Remodeling Cautions
• Determining Classroom Size
• Addressing Nostalgia Issues
• Effects of Deferring Maintenance
• Site Selections and Site Planning
• Arranging Efficient Classrooms
• Educational Programming Specifications
• The FCI (Facility Condition Index)