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Building Capacity Methodology

Building Capacity Methodology. Evaluation & Proposal. March 22, 2012. Topics to be Covered. Purpose & Approach Definitions VDOE Guidelines on Capacity Review of Current Capacity Policy Proposed Methodology. Building Capacity Methodology. Purpose & Approach.

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Building Capacity Methodology

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  1. Building Capacity Methodology Evaluation & Proposal March 22, 2012

  2. Topics to be Covered • Purpose & Approach • Definitions • VDOE Guidelines on Capacity • Review of Current Capacity Policy • Proposed Methodology Building Capacity Methodology

  3. Purpose & Approach • In response to the 2011 Long Range Planning Advisory Committee’s Recommendation for the Capital Improvement Program (CIP), the School Board requested that the building capacity of all schools be evaluated and analyzed. • A committee was formed from both the operational & instructional sides of the division. • The committee developed a proposal, and liaisons then visited all schools and walked each building with the respective principal. Building Capacity Methodology

  4. Definitions • DESIGN CAPACITY is the student capacity of a school based on the calculation of the learning spaces as they were originally designed. This is also referred to as architectural capacity. • PROGRAM CAPACITY is the student capacity of a school based on the current use of each learning space. It is how many students the building can support when the restrictions of the program of study are applied. This is also referred to as functional capacity. Building Capacity Methodology

  5. Definitions (cont.) • CLASSROOM MULTIPLIER is the average of how many students should be in each classroom. The number is multiplied against the number of classrooms to determine capacity. This is also referred to a “student to classroom,” “class size” or “student per teaching station” ratio. • UTILIZATION FACTOR is a percentage applied to the capacity figure at secondary schools to account for learning spaces that cannot be used 100% of the time (i.e. 7 out of 8 periods). Building Capacity Methodology

  6. VDOE’s Guidelines • There are no requirements from the Virginia Department of Education (VDOE) regarding capacity, classroom multipliers, etc. • VDOE publishes Capacity Worksheets for each level (elementary, middle, high) in ‘Guidelines for School Facilities in Virginia’s Public Schools’ • Worksheets include a SOQ Maximum Capacity & Division Operating Capacity. The latter allows the division to input how many students per teaching station. Building Capacity Methodology

  7. Source: Guidelines for School Facilities In Virginia’s Public Schools Prepared by the Virginia Department of Education, Office of Support Services June 2010

  8. ELEMENTARY SCHOOL Permanent SpacesPer Teaching Station Self-Contained Exceptional Children Classrooms 8 Pre-Kindergarten Classrooms 18 Kindergarten Classrooms 24 First-Third Grade Classrooms 24 Fourth-Fifth Grade Classrooms 25 Non Capacity Spaces Art Classrooms Music Classrooms Resource Classrooms Gym-Multipurpose Rooms Science/Computer Rooms

  9. ELEMENTARY SCHOOL Permanent SpacesPer Teaching Station Self-Contained Exceptional Children Classrooms 8 Pre-Kindergarten Classrooms 18 Kindergarten Classrooms 24 First-Third Grade Classrooms 24 Fourth-Fifth Grade Classrooms 25 Non Capacity Spaces Art Classrooms Music Classrooms Resource Classrooms Gym-Multipurpose Rooms Science/Computer Rooms CURRENT ACPS POLICY 8 16 20 20 20

  10. Source: Guidelines for School Facilities In Virginia’s Public Schools Prepared by the Virginia Department of Education, Office of Support Services June 2010

  11. MIDDLE SCHOOL Permanent SpacesPer Teaching Station Self-Contained Exceptional Children Classrooms 8 Language Arts 24 Homeroom Classrooms 25 (Social Studies, Math or Science) Non Capacity Spaces Art Classrooms Chorus/Band/Music Classrooms Resource Classrooms PE/Gym/Health/Multipurpose Rooms Exploratory Career Classrooms/Labs Computer Rooms Source: Guidelines for School Facilities In Virginia’s Public Schools Prepared by the Virginia Department of Education, Office of Support Services June 2010

  12. MIDDLE SCHOOL Permanent SpacesPer Teaching Station Self-Contained Exceptional Children Classrooms 8 Language Arts 24 Homeroom Classrooms 25 (Social Studies, Math or Science) Non Capacity Spaces Art Classrooms Chorus/Band/Music Classrooms Resource Classrooms PE/Gym/Health/Multipurpose Rooms Exploratory Career Classrooms/Labs Computer Rooms CURRENT ACPS POLICY N/A Source: Guidelines for School Facilities In Virginia’s Public Schools Prepared by the Virginia Department of Education, Office of Support Services June 2010

  13. Source: Guidelines for School Facilities In Virginia’s Public Schools Prepared by the Virginia Department of Education, Office of Support Services June 2010

  14. High School Permanent SpacesPer Teaching Station Academic Classrooms 25 (Foreign Language, Social Studies, Math, Science) English Classrooms 24 Arts Education Classrooms (Visual Arts, Drama) 24 Business/Office Education Classrooms 25 (Typing/Keyboard, Computer App., Business, etc.) Music Classrooms (Band, Chorus, Music) 30 Health Classrooms 30 Main Gym (Counts as 2 Teaching Stations) 30 Auxiliary Gym (Counts as 1 Teaching Station) 25 Service/Marketing Classrooms/Labs: 20 (Consumer/Health Occup., Teen Living, Marketing) Vocational Education Lab: 20 (Do not count associated classrooms) Self-Contained Exceptional 8 Student Classrooms Capacity is 90% of Total. Source: Guidelines for School Facilities In Virginia’s Public Schools Prepared by the Virginia Department of Education, Office of Support Services June 2010

  15. High School/Middle School Permanent SpacesPer Teaching Station Academic Classrooms 25 (Foreign Language, Social Studies, Math, Science) English Classrooms 24 Arts Education Classrooms (Visual Arts, Drama) 24 Business/Office Education Classrooms 25 (Typing/Keyboard, Computer App., Business, etc.) Music Classrooms (Band, Chorus, Music) 30 Health Classrooms 30 Main Gym (Counts as 2 Teaching Stations) 30 Auxiliary Gym (Counts as 1 Teaching Station) 25 Service/Marketing Classrooms/Labs: 20 (Consumer/Health Occup., Teen Living, Marketing) Vocational Education Lab: 20 (Do not count associated classrooms) Self-Contained Exceptional 8 Student Classrooms Capacity is 90% of Total. CURRENT ACPS POLICY 20 20 20 20 40 20 25 25 20 20 8 85% Source: Guidelines for School Facilities In Virginia’s Public Schools Prepared by the Virginia Department of Education, Office of Support Services June 2010

  16. ACPS Current Capacity Methodology Per Policy FB-AP: Elementary school capacityis based on the number of classrooms available for regular classroom instruction, excluding the gymnasium and three specialty classrooms for areas such as art, music, computers, etc. Self-contained Special Education classes are calculated into the capacity at an 8:1 student to classroom ratio. Preschool classrooms are calculated at 16 students per classroom while K-5 is calculated at 20 students per classroom. A 15% reduction in capacity was applied to two elementary schools where classrooms did not meet the state standards for size. Building Capacity Methodology

  17. ACPS Current Capacity Methodology Per Policy FB-AP High School & Middle School capacityis based on the number of regular classrooms available to be used as teaching stations and is calculated at 20 studentsper classroom. Music, chorus, and band are calculated at 40 per classroom and the gymnasium counts as 2 teaching stations of 25 each. Self-contained Special Education classrooms are calculated into the capacity at an 8:1 student to classroom ratio. A 15% reduction in the calculated capacity is then applied to account for scheduling difficulties and class size variation. Building Capacity Methodology

  18. ACPS Current Capacity Methodology • Limitations of current methodology: • The number of regular classrooms available to be used as teaching stations is not consistently counted across all schools. • The classroom multiplier has no relation to budgeted staffing levels, average class size or other factors. • The current capacity methodology does not account for the space needs of programs specific to an individual school’s populations (i.e. Gifted, Title 1, ESOL, etc.). Building Capacity Methodology

  19. ACPS Capacity History 1997/98: Capacity was calculated with a multiplier of 22 students per regular classroom. 2000/01: Classroom multipliers were revised to reflect Differentiated Staffing (based on the number of students eligible for Free/Reduced Lunch), so the multiplier was not the same for all schools. The new calculations reduced the division’s total capacity by 896 students. 2003/04: The utilization factor in the high school capacity formula was increased to a 15% reduction (previously only 10%). This change resulted in a reduction of high school capacity of 371 students. 2008/09: Capacity formula was changed as a result of the Resource Utilization Study. The formula is what is currently utilized by the County. The key change was that the multiplier was revised to 20 for all schools. The revision increased the division’s total capacity by 1279 seats or 8.76 %. Building Capacity Methodology

  20. Proposed Methodology x ( x ) Classroom Multiplier Number of Classrooms Utilization Factor Building Capacity Methodology

  21. Proposed Methodology KEY CHANGES x ( x ) Classroom Multiplier Number of Classrooms Utilization Factor Counts rooms in a more rigorous manner   Increases the # of specialty classrooms that are excluded Increases from 85% to 87.5% which represents 7 out of 8 periods (applicable for Middle & High Schools only) Creates a variable classroom multiplier Building Capacity Methodology

  22. Proposed Methodology x ( x ) Classroom Multiplier Number of Classrooms Utilization Factor Building Capacity Methodology

  23. Proposed Methodology • The current policy counts regular classrooms at a multiplier of 20 students per classroom at all schools. • vs. • The proposed method provides a formula for the multiplier which results in different multipliers for different schools. With differentiated staffing (based on the number of students eligible for Free/Reduced Lunch), class sizes vary between schools based on the school’s population. The new formula reflects this variance. Classroom Multiplier Building Capacity Methodology

  24. Proposed Formula for Classroom Multiplier: Simplest Form # of Students School’s Classroom Multiplier = # of Teachers Classroom Multiplier Building Capacity Methodology

  25. Proposed Formula for Classroom Multiplier: Teachers Staffed at Regular Base Level Only Class Sizes in 2012/13 Budget: K-3: 20.25 4-5: 22.65 6-8: 23.37 9-12: 24.20 Simplest Form # of Students # of Students School’s Classroom Multiplier = = # of Teachers # of Students/Class Size Classroom Multiplier Building Capacity Methodology

  26. Proposed Formula for Classroom Multiplier: Staffed at Regular Base Level Only Class Sizes in 2012/13 Budget: K-3: 20.25 4-5: 22.65 6-8: 23.37 9-12: 24.20 Simplest Form # of Students # of Students School’s Classroom Multiplier = = # of Teachers # of Students/Class Size Add Teachers Staffed at the Differentiated Level # of Students # of Students/Class Size + Differential Staff FTE/2 Classroom Multiplier Building Capacity Methodology

  27. Proposed Formula for Classroom Multiplier: Staffed at Regular Base Level Only Class Sizes in 2012/13 Budget: K-3: 20.25 4-5: 22.65 6-8: 23.37 9-12: 24.20 Simplest Form # of Students # of Students School’s Classroom Multiplier = = # of Teachers # of Students/Class Size Including Half of Differentiated Staff Proposed Formula # of Students Enrollment* *Enrollment Used for Teacher Allocation in Budget Book = # of Students/Class Size + Differential Staff FTE/2 Enrollment*/Class Size + Differential Staff FTE/2 Classroom Multiplier Building Capacity Methodology

  28. Proposed Formula for Classroom Multiplier: Enrollment* ----------------------------------------------------------------------- (Enrollment*/Class Size**) + (Differential Staff FTE/2) School’s Classroom Multiplier = **Class Sizes in 2012/13 Budget: K-3: 20.25 4-5: 22.65 6-8: 23.37 9-12: 24.20 *Enrollment Used for Teacher Allocation in Budget Book Classroom Multiplier Building Capacity Methodology

  29. Proposed Formula for Classroom Multiplier: STUDENTS Enrollment* ----------------------------------------------------------------------- (Enrollment*/Class Size**) + (Differential Staff FTE/2) School’s Classroom Multiplier = TEACHERS **Class Sizes in 2012/13 Budget: K-3: 20.25 4-5: 22.65 6-8: 23.37 9-12: 24.20 *Enrollment Used for Teacher Allocation in Budget Book Classroom Multiplier Building Capacity Methodology

  30. Enrollment ----------------------------------------------------------------------- (Enrollment/Class Size) + (Differential Staff FTE/2) Class Sizes in 2012/13 Budget: K-5 WEIGHTED AVERAGE = 21.05 Classroom Multiplier Building Capacity Methodology

  31. Elementary Classroom Multiplier Options B A Classroom Multiplier Building Capacity Methodology

  32. Enrollment ----------------------------------------------------------------------- (Enrollment/Class Size) + (Differential Staff FTE/2) Class Sizes in 2012/13 Budget: Grades 6-8: 23.37; Grades 9-12: 24.20 Classroom Multiplier Building Capacity Methodology

  33. The new adjusted multipliers apply to regular classrooms only. The following spaces are calculated as such: Self-Contained Special Education Classrooms………… 8 students Pre-K Classroom ………………………. 16 students Career and Tech Education Classroom 20 students Main Gym……………………………… 50 students Auxiliary Gym………………………….. 25 students Classroom Multiplier Building Capacity Methodology

  34. Proposed Methodology x ( x ) Classroom Multiplier Number of Classrooms Utilization Factor Building Capacity Methodology

  35. Regardless of current use, all rooms which could hold 25 students are counted: 31 Number of Classrooms Building Capacity Methodology

  36. Specialty Classrooms The following classrooms are excluded from the classroom count based on the school’s program & needs. Exclusions vary between schools. Elementary School Classroom Exclusions Art Gifted Program Title 1 Music ESOL Computer Lab SPED Resource Middle & High School Classroom Exclusions Computer Lab Gifted Program Teacher Work Area ESOL SPED Resource Number of Classrooms Building Capacity Methodology

  37. Specialty Classrooms The following classrooms are excluded from the classroom count based on the school’s program & needs. Exclusion varies between schools. Elementary School Classroom Exclusions Art Gifted Program Title 1 Music ESOL Computer Lab SPED Resource Only Exclusions in Current Policy Middle & High School Classroom Exclusions Computer Lab Gifted Program Teacher Work Area ESOL SPED Resource Number of Classrooms Building Capacity Methodology

  38. Proposed Methodology x ( x ) Classroom Multiplier Number of Classrooms Utilization Factor Building Capacity Methodology

  39. Example: Agnor-Hurt Elementary 31 Building Capacity Methodology

  40. Example: Agnor-Hurt Elementary 31 Building Capacity Methodology

  41. Example: Agnor-Hurt Elementary 31 Building Capacity Methodology

  42. Example: Jouett Middle 47 Building Capacity Methodology

  43. Example: Jouett Middle 47 Building Capacity Methodology

  44. Building Capacity Methodology

  45. Building Capacity Methodology

  46. * Based on Multiplier A Building Capacity Methodology

  47. Capacity vs. Projected Enrollment Building Capacity Methodology * Based on Multiplier A

  48. Current Capacity vs. Proposed Capacity Summary Building Capacity Methodology

  49. Back-Up Slides

  50. Core Spaces (calculated per VDOE guidelines) Building Capacity Methodology

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