Portfolio Planning and the Space Allocation Footprint

1. Portfolio Planning and the Space Allocation Footprint Office of Portfolio Development

2. Today’s Presentation • Explain the Portfolio Planning Team’s mission, goals and tactics as they relate to this year’s space allocation and siting processes. • Gain an understanding of the Space Allocation Footprint and how it relates to the siting process and charter schools.

3. Portfolio Planning Mission The mission of the OPD Planning Team is twofold: • To maximize student access to highest-demand instructional services. • To ensure efficient utilization of space, creation of space, and distribution of services. Program Areas: Alternative Learning Centers Gifted and Talented Career and Technical Education Universal Pre-Kindergarten Charter Schools New Traditional Public Schools District 75 Transfer Schools District 79 (LYFE, GED, 1-yr Suspension Centers)

4. Goals: To establish a picture of programmatic demand that results in “highest value” seat investments; and To successfully site programs through a transparent process, in accordance with the instructional footprint, and the established timeline. Priorities: Demand Analysis - Enrollment Establish accurate enrollment projections through improved predictive models. Develop a data-based process that “values” seats based on programmatic demand and determines priorities when multiple programs demand space. Supply Analysis - Facilities Determine the instructional footprint for each program. Identify the locations where there are opportunities to create, expand or relocate programs in light of demand. Communications Develop and implement plans to communicate portfolio decisions to parents, CECs, and elected officials. Ensure that communication with principals and school based staff is aligned with public engagement. Portfolio Planning Goal & Priorities

5. Space Allocation Footprint • What is it? • It serves as the minimum space allocation for an organization or program. • A guideline for making decisions around space when multiple organizations are located in a building • Additional space available in excess of the footprint should be divided equally or indicates there is space for an additional program

6. Underlying Assumption • Classrooms should be used as efficiently as possible • In MS and HS, students move from class to class. Therefore classrooms can be used most periods throughout the day • Elementary Schools are unable to use their space as efficiently and therefore require more space

7. Guiding Principles • The footprint allocation does not assume a class size but is based on the number of sections in a school • Specialty rooms (art room, science lab, etc.) are assigned based on the overall enrollment at a school • The DOE will honor a school’s current class size – or an approved plan to reduce class size– but will also expect that the school is making full use of specialty rooms consistent with the Footprint

8. Footprints • There are existing footprints for the following areas • Schools • K-12 General Education (DOE and Charter) • Small Learning Communities (in progress) • CTE School (in progress) • Transfer Schools • Programs • Lyfe Centers (in progress) • Alternative Learning Centers (in progress) • GED Access Programs • D75 programs (in progress)

9. Example- Demographics • Middle School XYZ • 320 students • 6th grade- 4 sections • 7th grade- 5 sections • 8th grace- 4 sections • Self Contained Special Education- 2 sections

10. Example- Minimum Allocation • Middle School XYZ • Full Size Classrooms- 10 • Specialty Classrooms- 2 • Science Lab- 1 • Self Contained Classrooms- 2 • Resource Room- .5 • Administrative Space- Equivalent of 4-6.5 classrooms