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    MASTERPLAN

    Final Report

    March 2011

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    Falls Church City Public Schools

    Facility Master Plan

    Table of Contents

    Table of Contents

    Chapter 1 Introduction

    1-1Introduction 1-11-2Overview 1-1

    Chapter 2 Existing Conditions

    2-1 Demographic Analysis and Enrollment Projections 2-1

    2-2 Capacity Analysis 2-9

    2-3 Facility Evaluations 2-25

    Site Evaluation George Mason and Mary Ellen Henderson 2-27

    George Mason 2-35

    Findings and Recommendations 2-47

    Mary Ellen Henderson 2-51

    Findings and Recommendations 2-58

    Mt. Daniel 2-61

    Findings and Recommendations 2-77

    Thomas Jefferson 2-81

    Findings and Recommendations 2-95

    Gage House 2-99

    Findings and Recommendations 2-103

    Chapter 3 Education Specifications

    3-1 Purpose of a Division-Wide Educational Specification 3-1

    3-2 The Division-Wide Educational Specification Development Process 3-13-3 Major Outcomes of Design Committee Process 3-7

    Chapter 4 Program of Space Needs

    4-1 Overview of Space Programming 4-1

    4-2 Space Requirements Elementary 4-2

    4-3 Space Requirements Middle School 4-6

    4-4 Space Requirements High School 4-8

    4-5 Other FCCPS Educational Programs/Centers 4-13

    4-6 Conclusion Programming That Meets Master Plan Goals 4-15

    4-7 Summary of Long-Term Space Needs 4-16

    Chapter 5 Option Development

    5-1 Option Development 5-1

    5-2 Scheme A (Minimum) 5-2

    5-3 Scheme B 5-4

    5-4 Scheme C 5-6

    5-5 Scheme D 5-8

    5-6 Scheme E 5-10

    Massing Diagrams Scheme A Minimal 5-13

    Massing Diagrams Scheme B 5-15

    Massing Diagrams Scheme C 5-17

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    Falls Church City Public Schools

    Facility Master Plan

    1-1 Introduction and Overview

    Massing Diagrams Scheme D 5-19

    Massing Diagrams Scheme E 5-21Mt Daniel Possible Areas of Expansion 5-23

    Thomas Jefferson Anticipated Renovation/ Partial Demolition 5-25

    Thomas Jefferson Anticipated Areas of Expansion 5-27

    George Mason Mary Ellen Henderson Anticipated Renovation/ Demolition 5-29

    George Mason Mary Ellen Henderson Possible Areas of Expansion 5-31

    Scheme A Mt Daniel 5-33

    Scheme A Thomas Jefferson 5-35

    Scheme A George Mason/ Mary Ellen Henderson 5-37

    Scheme B Mt Daniel 5-39

    Scheme B Thomas Jefferson 5-41

    Scheme B George Mason/ Mary Ellen Henderson 5-43Scheme C Mt Daniel 5-45

    Scheme C Thomas Jefferson 5-47

    Scheme C George Mason/ Mary Ellen Henderson 5-49

    Scheme D Mt Daniel 5-51

    Scheme D Thomas Jefferson 5-53

    Scheme D George Mason/ Mary Ellen Henderson 5-55

    Scheme E Mt Daniel 5-57

    Scheme E Thomas Jefferson 5-59

    Scheme E George Mason/ Mary Ellen Henderson 5-61

    Chapter 6 Preferred Option

    6-1 Preferred Option 6-16-2 Phase I (2011-2016) 6-7

    6-3 Phase II (2017-2021) 6-17

    6-4 Phase III (2022-2026) 6-17

    6-5 Phase II (2027-2031) 6-17

    6-6 Summary 6-18

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    MASTERPLA

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    11 Introduction, 12 Overview

    11

    11 Introduction

    InJuly2008theFallsChurchCityPublicSchoolscontractedwithPSADewberrytoconductafacility

    masterplan. Thegoalsofthisplanincludethefollowing:

    Developa20year,phasedstrategyformaintainingandimprovingschoolfacilities Ensurethatfutureschoolfacilitieswillkeeppacewithanticipatedgrowth,educationalgoals,

    andtheprioritiesoftheCityofFallsChurch.

    Identifyopportunitiesforimprovementsininfrastructure,inorganization,andinteachingbyexaminingtherelationshipsbetweentechnology,academics,andschooldesign.

    Innovatewherepossibletocreatefacilitiesthatareenvironmentallysensitive,technologicallycapable,andthatofferacuttingedgelearningenvironment.

    FacilitatecooperationbetweentheFallsChurchCityPublicSchoolsandothercommunitygroups,toprovideinfrastructurethatcanmeetmultipleneeds,asappropriate.

    12 Overview

    SteeringCommittee

    ThemasterplanwasdirectedbyasteeringcommitteemadeupofkeystafffromFCCPS,general

    governmentandcommunitymembers. Thecommitteemetregularlythroughouttheprojecttodirect

    andguidetheteaminexaminingoptions. (SeeAppendixAforlisting)

    DesignCommittee

    Theplan

    was

    also

    guided

    by

    alarger

    design

    committee

    comprised

    of

    principals,

    educators,

    and

    key

    membersofthecommunityatlarge. Thisdesigncommitteemetonceamonthforfourmonths

    (October2008,November2008,December2008,January2009)todevelopavisionforthefuture

    academicapproachinFallsChurch,aviewfortheroleoftechnology,andaconceptfortherelationships

    betweenteachersandstudents,studentsandthecommunity,andbetweenallplayersandtheschool

    facilitiesthemselves. (SeeAppendixBforlisting)

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    FallsChurchCityPublicSchoolsFacilityMasterPlan12 Overview

    12

    Process

    Theoverall

    process

    consisted

    of

    the

    following

    steps:

    InformationGatheringo DesignCommitteeo FacilityToursandEvaluationso StaffInterviewso TechnologyAudito EnrollmentForecast

    SummarizingExistingConditionso FacilityEvaluationReporto CatalogofExistingSpacebyComponento ExistingSitesandBuildableAreaso

    Capacity

    Analysis

    IdentifyingGoalsandPrioritieso EducationalGoalso TechnologyInfrastructureo ClassGradeGroupingso CampusReduction/CoLocationofFacilities

    DevelopingPreliminaryOptionso Twoextremesminimalphysicalchange,maximumphysicalchangeo Threemidwayoptions

    OptionEvaluation Modifyingandreducingtheoptionstoone Completingdetailworkonselectedoption

    o Siteworko Imageso Phasingo Costing

    Thisreportisadocumentationoftheprocessandconclusionsdrawnthroughoutthisprocess.

    Theexecutivesummarywhichfollowsgivesabriefoverviewofeachphaseoftheprocess,andits

    outcomes.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    11 Introduction, 12 Overview

    13

    InformationGathering

    Theinformationgatheredattheoutsetofthestudysetthefoundationforthestudy,providingabase

    uponwhichallstudyinitiativeswerebased. Thisstepincludedmeetingswithmembersoftheschool

    board,school

    administration,

    and

    principals

    from

    each

    school.

    Reviews

    were

    made

    of

    previous

    enrollmentforecasts,analysisoftheCityofFallsChurchpopulationandforecastedgrowth,andallof

    buildingfloorplansforeachschool. Aninventoryofspacesandtechnologywascompletedtogivethe

    teamanideaofthephysicalresourcescurrentlyavailable,andofthestateofmaterialsavailableateach

    gradelevel.

    ExistingConditions

    Aspartoftheinformationgatheringphase,anevaluationwasmadeoftheexistinginfrastructure

    comprisingtheFallsChurchCityPublicSchools. Thisinfrastructureincludesfivebuildings:

    GeorgeMasonHighSchool

    Mary

    Ellen

    Henderson

    Middle

    School

    MountDanielElementarySchool ThomasJeffersonElementarySchool GageHouse(alternativeeducation,highschool)

    Eachfacilitywastouredbyprofessionalsfromvariousdisciplinesmechanical,electrical,andplumbing

    engineers,architects,civilengineers,andHazardousMaterialsassessmentandabatementspecialists.

    Thegoaloftheseevaluationswastodetermineinabroadsensetheconditionofeachfacility,its

    compliancewithcurrentcode,anditsprospectforcontinuedlongtermuse. Ifanymajorissueswere

    detectedduringtheseevaluations,theyweredocumentedforfurtherconsiderationandevaluationas

    partofthemasterplanningprocess.

    Chapter2of

    this

    report

    discusses

    each

    facility

    in

    turn,

    with

    sub

    sections

    for

    the

    various

    disciplines

    evaluations.

    FutureGoalsandPriorities

    ThegoalsandprioritiesoftheSchoolBoardandthekeyplayersintheschoolsystemwereestablished

    duringaseriesofeveningworkingsessionsconductedbyEperitus,aleaderineducationalplanning.

    ThesesessionsledtothedevelopmentoftheEducationSpecificationsincludedinChapter3ofthis

    report. TheeducationspecificationsandthedesirededucationaldeliveryinFallsChurchguidedthe

    entiremasterplanningprocessfrombeginningtoend.

    Discussionduring

    the

    development

    and

    refinement

    of

    the

    options

    revolved

    around

    the

    following

    key

    questions:

    1. IstherearightsizeoramaximumsizeforschoolsinFallsChurch? Howlargeistoolarge?2. Howmanycampusesshouldtherebe? Isthereacosttomaintainingfourseparateschool

    facilities?

    3. Shouldelementarygradesbelocatedinoneschoolfacilityortwo?4. Shouldeighthgradebepartofhighschoolormiddleschool?5. Shouldthemasterplanmovetowardonecampus? Ifso,wouldthatcampusbeoneofthe

    existinglocations,oranewsite?Whatnewsitesmightbeavailableforconsideration?

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    FallsChurchCityPublicSchoolsFacilityMasterPlan12 Overview

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    PreliminaryOptions

    Preliminaryoptionsexploredduringthestudywereframedbytheminimumandmaximum

    bookends. Thesetwoextremesweredefinedbytheoptionwhichincludedtheleastoperationalchange

    andminimalchangestothecurrentsystem,andbytheoptionwhichrequiredthemaximumshiftin

    thinkingpairedwithdramaticchangeinthephysicalenvironment.

    Threeinterimoptionsweredeveloped,eachofwhichincludedpermutationsoftheminimumand

    maximum. Theseoptionsexploredvariousgradelevelbreakdowns,differentusesofthethreesites

    currentlyoccupiedbytheschools,andvariousordersinwhichtheeffortscouldbeimplemented.

    Final

    Option

    (Recommended)

    ThefinalrecommendedplanfocusesontheelementarygradesinPhaseI.Thisoptionrecommendsan

    approximately25,000squarefootadditionatThomasJeffersonElementarySchooltoallowfifthgrade

    tobemovedbackintotheelementarysettingfromMaryEllenHendersonMiddleSchool. Thisoption

    alsoincludesimprovementstosomeexistingspacewithinThomasJeffersonElementarySchoolto

    increasecoreareasforanticipatedlongterm(20year)growth,toimproveinternalbuildingcirculation,

    andtoimprovelifesafetysystems. MinorimprovementsarerequiredatMaryEllenHendersonto

    alloweighthgradetomovebackfromGeorgeMasonHighSchool,therebyfreeingupspaceformerly

    utilizedbyeighthgradeatthehighschool.

    Withtheelementaryandmiddleschoolneedsmetthroughtheplanningperiodbytheworkcompleted

    inPhaseI,PhaseIIwillfocusonGeorgeMasonHighSchool. Thisphasewillincludeamajorrenovation

    andpossible

    partial

    replacement

    of

    George

    Mason

    High

    School,

    with

    afocus

    on

    improvinginternalbuildingandexternalsitecirculation, enhancingcommunityaccesstoanduseofthefacilityduringnonschoolhours,and replacementofoutdated/failingmechanicalsystemswithhighefficiencysystemsutilizingsolar

    orotherrenewableenergy.

    Aspartofthisrenovationprocess,someofthemultilevelareasinGeorgeMasonwillbemodifiedto

    givethefacilityamoreconsistentfeelandflow,toimprovewayfinding,andtohelpcolocaterelated

    functionsincloserproximitytooneanother.

    PhaseIII

    will

    return

    to

    the

    elementary

    schools,

    and

    two

    possible

    options.

    Phase

    IIA

    could

    include

    abuildoutofThomasJeffersonElementarySchooltoallowoneelementarytoaccommodatechildren

    frompreKindergartenlevelthrough5thgrade. Somedetailsrelatedtothisprojectincludethe

    following:

    Thisadditionisanticipatedtooccuronthefrontoftheexistingbuilding,andwillrequireadjacentlandacquisition.

    SomereconfigurationofvehicularcirculationalongOakStreetisrecommendedaspartofthisprojecttoprovideadropoff/pickupzoneawayfromtheroad.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    11 Introduction, 12 Overview

    15

    Theclassroomcommunityfortheyoungerchildrenwillbeseparatefromthecommunityofolderchildren,tomaintainthesenseofscaleFallsChurchhashadwithtwoseparate

    elementaryschools.

    PhaseIIIAwillfreetheMt.DanielcampusforsaleorreusebytheCity.

    Alternatively,shouldtwocampusesforelementaryschoolscontinuetobethepreferredoption,Phase

    IIIBwouldfocusondemolitionofolder,inefficientportionsofMt.Danielandnewconstructionofa

    threestoryadditiontotheexistingbuilding. Thecurrentfootprintwouldbemaintenancetoprotect

    playareaandtrailerswouldberemoved.

    Ifallotherphasesareexecutedsuccessfullyandgrowthcontinuesasanticipated,PhaseIVwillseea

    breakfromcapitalconstruction. DuringthisphaseCIPisexpectedtoberequiredatMaryEllen

    Hendersontoupdateandreplaceanydamagedoroutdatedcomponentstowhatwillbea20+yearold

    facility.

    An

    updated

    master

    plan

    is

    also

    recommended

    during

    this

    phase

    to

    adjust

    and

    re

    direct

    efforts

    in

    thesubsequentyears. Itisrecommendedthatthemasterplanbecompletedpriortoanyreuseor

    disposaldecisionsonMt.DanielElementarySchool.

    DetailsofeachphaseoftherecommendedoptionareincludedinChapter6ofthisreport.

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    MASTERPLA

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    21 Demographic Analysis and Enrollment Projections

    21

    2ExistingConditions

    Thischapter

    establishes

    the

    existing

    conditions

    in

    the

    Falls

    Church

    City

    Public

    Schools,

    so

    that

    there

    is

    a

    clearunderstandingof the strengths,weaknesses,and theprioritiesof theeducationalsystemat the

    timeofthisstudylookingforward.

    Thefirstsectiondiscussesthehistoricaldemographicsoftheschooldivision,historicalenrollment,and

    enrollmentprojectionsthroughthe20yearplanningperiod. Thesecondsectiondiscussescapacityat

    thedivisionsfourlargestschools,andexplorestheenrollmenttocapacityratiounderthree(3)different

    operationalscenarios.

    Thethirdsectionexploresthephysicalinfrastructureatthefiveschoolswithinthedivision. Thissection

    includes a great deal of detail regarding the mechanical building systems, the operations, and the

    challengesto

    continued

    use

    of

    each

    facility

    through

    the

    20

    year

    planning

    period.

    The

    fourth

    and

    final

    sectionisareviewofthetechnologicalinfrastructureintheschooldivision.

    Eachofthesesectionssummarizesapieceofthepictureoftheexistingschooldivision,andbringsout

    points thatwillbewoven together in themasterplan recommendedoption,as thestrategies for the

    future strive to remedy shortfalls and concerns with the current system while capitalizing on the

    strengthsinherentintheFallsChurchCityPublicSchools.

    2 1 DemographicAnalysisandEnrollmentProjections

    Projection

    models

    are

    an

    attempt

    to

    mathematically

    explain

    the

    factors

    that

    influence

    the

    future

    of

    a

    realworldsituation. Nomodelcanperfectlypredictthefutureinachangingsystemwithaninfinite

    numberofvariables. Asaplanningtool,however,projectionscancombineanumberofkeyfactorsto

    estimatefuturespaceneeds,toformaframeworkaroundwhichacapitalplancanbedeveloped.

    TheEperitusenrollmentprojectionmethodologyasdescribedbelowhasbeenusedinmorethan35

    enrollmentprojectionstudieswithanhistoricalaccuracyofwithinonehalfofonepercentofactual

    September30membershipannually. Eperitushasalsometwithleadingexpertsinthefield,including

    theVirginiaCommonwealthUniversityCenterforPublicPolicyandtheUniversityofVirginiaWeldon

    CooperCenterforPublicService,todiscussprojectionmethodologyandverifythatEperitus

    methodologyisconsistentwithbestpracticeinthefield. SeveralotherVirginiajurisdictionsinwhich

    EperitusrecentlyworkedhavecharacteristicsthataresimilartothoseinFallsChurchnamelyOrange,

    Isleof

    Wight,

    Hanover,

    Powhatan,

    and

    Chesterfield.

    Thisenrollmentforecastingmethodologyhasbeendevelopedtofocusonthekeyfactorsfoundtoaffect

    futureschoolenrollment,withminimalemphasisplacedonsuppositionornonmeasurablefactors. As

    such,thismethodologymaynotcaptureeverypossiblefluctuation,butitisnotsusceptibletochanges

    thatmaynotbepermanentinthesysteminquestion.

    Allspreadsheets,databases,formulas,andsummarytablesusedinthefinalanalysiswereprovidedfor

    futureFallsChurchCityPublicSchoolsuse.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan21 Demographic Analysis and Enrollment Projections

    22

    GreaterContext

    TheCity

    of

    Falls

    Church

    is

    alandlocked

    area

    approximately

    occupying

    2.2

    square

    miles,

    nestled

    between

    FairfaxCounty,VirginiaandArlingtonCounty,Virginia. Hometoalargenumberofgovernment

    employees,thisrelativelysmalljurisdictionhasincreasedinsophisticationcommensuratewithits

    locationoutsideofthenationscapital,allthewhilemanagingtomaintainmanyofthesmalltown

    valuesitscitizensenjoy.

    Thesmallsizeofthisjurisdictionmeansthatlandresourcesareatapremium. Recentdevelopment

    initiativeshavepromotedhighriseprojectsincludingmixedusetenants,someofwhichcombine

    residentialandcommercialonthesamefootprint. ThecitysPlanningDivisionisworkingwith

    developerstochannelmuchofthehigherstructuresintoanewCityCentrearea,whichwillcombinea

    festivalstageandopenpedestrianareaswithnewconstructionattheheartofthecity.

    Oneoftheeffectsofmixeduseconstructionisthecreationofnewhousingunitsafactorlongthought

    tobeconstrainedinFallsChurchbythelimitedlandonwhichtobuild. Thenumberofsinglefamily

    homesinthecityhasbeenaconstantforyears,andislikelytoremainfairlysteady,duetolimitedland

    onwhichtobuild. Thecreationofapartmentsandcondominiums,however,hasopenedanew

    opportunityforincreasedresidents,raisingtheceilingforschoolenrollmenttolevelsthatwere

    previouslyunanticipated.

    Eperitus studiedmultiple setsofdata related to studentenrollmentanddemographic trends inFalls

    Church. Historical enrollment data used in the analysis is based upon the annual September 30

    Membership report to the Virginia Department of Education. All projections are based upon

    Kindergarten through 12th grade data. PreK data is not factored into the projection, however it is

    includedin

    the

    analysis

    of

    space

    needs

    that

    follows.

    Birth

    data

    was

    takenfrom

    the

    Virginia

    Department

    ofHealthdatabaseasreportedbyhospitalsinthelocality. Thisdataisbaseduponthemother'splace

    of residence and is address specific. Where there arequestionsabout residence theDepartmentof

    Healthverifyswiththelocality.

    Inadditiontothisdata,residentialdevelopment,bothhistoricalpatternsandfuturepotential,aswellas

    other housing trends, land use issues, and economic development factorswere reviewedwith Falls

    ChurchCityplanningofficials. Totheextentpossible,thesecomplexanddynamicvariablesweretaken

    intoaccountinthefinalschoolenrollmentprojections.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan21 Demographic Analysis and Enrollment Projections

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    EnrollmentData

    The following tables present several of the key data sets Eperitus developed that served as the

    foundationfor

    the

    enrollment

    projections.

    A

    variety

    of

    analyses

    are

    needed

    to

    formulate

    the

    overriding

    trend. Figure22showsa16%increaseintotalenrollmentforFallsChurchoverthepasttenyears.

    Figure 2-2

    EnrollmentHistory

    Year Enrollment

    1999 1675

    2000 1721

    2001 1749

    2002 1817

    2003 1857

    2004 1878

    2005 1848

    2006 1867

    2007 1907

    2008 1941

    Kindergartenenrollment,asdisplayedinFigure23,hasshowna14%increaseinthelasttenyears.

    Figure 2-3

    KindergartenEnrollment

    Year Enrollment

    1999 121

    2000 106

    2001 121

    2002 114

    2003 133

    2004 110

    2005 117

    2006 123

    2007 117

    2008 138

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    Figure24displaysthecurrentcomplimentof1,940studentsinbrokenintogradelevelsubtotals.

    Figure 2-4

    Enrollmentby

    Grade

    Level

    Grade Enrollment

    K 138

    1 120

    2 137

    3 154

    4 136

    5 147

    6 150

    7 1588 165

    9 172

    10 143

    11 160

    12 161

    Figure25summarizesthecohortgrowthfrombirthtokindergarten. Theannualcohortgrowthrate

    hasfluctuatedsignificantlysince2000,buthasdeclinedsince2006.

    Figure 2-5BirthtoKindergarten

    Fallof Births Fallof KEnroll Ratio1995 96 2000 106 1.10

    1996 78 2001 121 1.55

    1997 110 2002 114 1.04

    1998 86 2003 133 1.55

    1999 109 2004 110 1.01

    2000 126 2005 117 0.93

    2001 88 2006 123 1.40

    2002 92 2007 117 1.272003 124 2008 138 1.11

    2004 102

    2005 120

    2006 105

    2007 124

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    Figure26summarizesthenumberofstudentswhostartinkindergartenandmoveontothe4thgrade.

    Thetrendin2008isthehighestithasbeeninthepastfiveyears.

    Figure 2-6

    Kindergartento4th

    Grade

    Fallof KEnroll Fallof 4Enroll Ratio1999 121 2003 136 1.12

    2000 106 2004 128 1.21

    2001 121 2005 142 1.17

    2002 114 2006 130 1.14

    2003 133 2007 139 1.05

    2004 110 2008 136 1.24

    2005 117

    2006 123

    2007 117

    2008 138

    AsseeninFigure27thesurvivalratioforthosestudentsmovingfromthe5thgradeontothe7thgrade

    hasbeenamorestableindicator,withtheexceptionof2006.

    Figure 2-7

    5th

    Gradeto7th

    Grade

    Fallof 5Enroll Fallof 7Enroll Ratio2001 126 2003 146 1.16

    2002 128 2004 145 1.13

    2003 128 2005 136 1.06

    2004 157 2006 142 0.90

    2005 136 2007 154 1.13

    2006 141 2008 158 1.12

    2007 143

    2008 147

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    Figure28showstheratioof8thgradestudentswhomoveontothe12thgrade. In2008thesurvival

    ratiowasat1.14. Overthepastsixyearstheratehasstayedbetween1.071.18.

    Figure28 8th

    Gradeto12th

    GradeEnrollmentsandRatios

    Fallof 8Enroll Fallof 12Enroll Ratio1999 130 2003 142 1.09

    2000 136 2004 159 1.17

    2001 133 2005 157 1.18

    2002 155 2006 171 1.10

    2003 168 2007 179 1.07

    2004 141 2008 161 1.14

    2005 145

    2006 136

    2007 158

    2008 165

    Twootherkeydemographic trends summarized from theVirginiaDepartmentofEducationDataand

    Reportswebsitearechangesoverthepast10yearsin:

    Thepercentofstudentsqualifyingforfree/reducedpricelunchand

    TheethnicmakeupofthestudentbodyintheFallsChurchschools.

    Overthepast10yearsthepercentofstudentsqualifyingforfree/reducedpricelunchhasdeclinedfrom

    10.5% in 199798 to 6.38% in 200708. During that sameperiodof time the ethnicmakeup of the

    student population changed as the percent of Caucasian students declined by 6%, the percent of

    Hispanicstudentsdeclinedby2%,andthepercentofAfricanAmericanstudentsremainedat4%even

    thoughtheactualnumberofstudentsineachoftheseethnicgroupswentup. Thebiggestpercentage

    changeoverthis10yearperiodwas intheAsianstudentpopulationwhich increasedfrom6%to13%.

    Figure29summarizesthechangesintheethnicmakeupofthestudentpopulation.

    Figure29

    FallChurchCityPublicSchoolsStudentPopulation

    Changesin

    Ethnic

    Makeup

    Year%of

    TotalActual

    %of

    TotalActual

    %of

    TotalActual

    %of

    TotalActual

    0708 13% 235 4% 86 8% 159 74% 1402

    9798 6% 93 4% 58 10% 142 80% 1154

    AsianAfrican

    AmerianHispanic Causasian

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    KeyFactorsandAssumptions

    Despitetheapparentcomplexitiesassociatedwithschoolenrollment,thefactorswhichcanaffectthe

    numberof

    school

    aged

    children

    in

    alandlocked

    and

    fairly

    built

    out

    jurisdiction

    like

    the

    City

    of

    Falls

    Churcharesomewhatlimited. Alistofthetwopossiblefactorsisgivenbelow:

    Inmigrationoroutmigrationoffamilieswithschoolagedchildren.

    Increasingordecreasingbirthrates(ifthebirthrateincreases,therewillbemoreschoolagedchildreninthefuture).

    TheplanningteammetwiththeFallsChurchPlanningDivisiontocollectkeydataandtodeterminehow

    thesetwofactorsmayaffecttheenrollmentforecast.

    InandOutMigration

    InmigrationhashistoricallyexceededoutmigrationinFallsChurch,resultinginpositivepopulationand

    enrollmentgrowth.

    For

    the

    number

    of

    school

    aged

    children

    to

    continue

    increasing,

    the

    implication

    is

    thattherewillbeasteadyrateofconversionofnonschoolagedfamilyhousingtoschoolagedfamily

    housing,orthatthefamiliesmovinginhavesteadilyincreasingnumbersofchildrenperfamilyunit. The

    resultingplanning/forecastingassumptionisstatedbelow:

    Inmigrationoffamilieswithschoolagedchildrencanonlybelimitedbyaceilingonthenumberofhousingunits. Withnoceilingoninmigrationapparentatthistime,thisforecastassumes

    thatinmigrationcancontinueathistoricalratesintotheforeseeablefuture.

    Withnoceiling,thekeyissueinquestionishowhightheinmigrationmightgo. Theunknownfuture

    rateofinmigrationresultedinseveraldifferentprojections,whicharesummarizedbelow.

    - Steady

    In

    Migration

    The

    initial

    projection

    was

    based

    upon

    recent

    cohort

    growth

    trends

    in

    Falls

    Church,showed1,986studentsbytheyear2018,andwasnotweightedforthemostrecent

    yearsofhigherresidentialgrowth.

    - FasterInMigration Theacceleratedgrowthrateprojection,whichproducedaprojectionof2,365students,didassumethatthepaceofresidentialdevelopmentwouldcontinueatpre

    recessionlevels.

    - SlowerInMigration Giventhestateoftheeconomyatthetimethattheseprojectionsweredeveloped(Fall2008),andthehousingmarketinparticular,thefinalprojectionof2,151was

    basedontheassumptionthattherewouldindeedcontinuetobenewresidentialdevelopment

    inFallsChurchbutthatitwouldnotbeatthesamepaceasthatexperiencedprerecession.

    - Variance Thedifferenceof+165students(2,151intheslowerinmigrationprojectionversus

    1,986in

    the

    steady

    in

    migration

    growth

    projection)

    reflects

    the

    student

    yield

    that

    could

    be

    with

    thenewresidentialunitsthatmightcomeonlineduringtheplanningperiod.

    BirthRate

    Thebirthratewasfoundtobeafactorwithquantifiableandpossiblysignificantimpactonthe

    enrollmentinFallsChurchschools;thereforeabirthratemodelwasdevelopedtoforecastfuture

    enrollment. Thatmodelisdescribedinthefollowingsection.

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    MathematicalApproachtoBirthRateBasedEnrollmentProjection

    ThestepsintheenrollmentprojectionstudycreatedbyEperitusfortheFallsChurchCityPublicSchools

    areas

    follows:

    1. Compilehistoricaltrenddata

    Datawascollectedforlivebirthsinthecityandforthedivisionandindividualschoolsbygradelevel.

    2. Projectlivebirthdata

    a. Projectedbirthisgeneratedby firstcalculatingafiveyearaverage.b. Thisisderivedfromcalculatingthechangeisbirthtotalsfromoneyeartothenextandthen

    dividingthechangebythepreviousyearstotal.

    c. Inthebelowexamplethechangefromthe2002totalof92tothe2003totalof124wasanincreaseof32births, theincreaseof32dividedbythe2002totalof92showsandincreaseof

    35%.

    d. Thisprocessisrepeatedforthefollowingyears. Thefiveyearaverageisderived,inthiscaseequaling8.06%,asshowninthetablebelowfortheperiod20022007.

    Fall of 2002 2003 2004 2005 2006 2007

    Births 92 124 102 120 105 124

    32 -22 18 -15 19 Average

    35% -18% 18% -13% 18% 8.06%

    Annual Change

    Percent Change

    e. Theaverageisthenusedtoprojectoutthebirthdatabytakingthelastyearofdatamultiplyingbytheaverageandthenaddingbacktothelastyearstotal.

    ExampleIn

    2007

    the

    live

    birth

    total

    was

    124.

    124*8.06%(.0806)=9.99or10newbirthsexpectedbetween2007and2008.

    Previousyearsbirths(124in2007)plusprojectednewbirths(10)givesthe2008totalof134

    totalanticipatedbirths. Theprocessisrepeatedrollingforward,usingthenew2008projection

    of134asthenewbase.2003 124

    2004 102

    2005 120

    2006 105

    2007 124

    2008 1342009 145

    2010 1562011 169

    Actuals

    Projected

    134*8.06%(.0806)=10.8or11newbirthsexpectedbetween

    2008and2009.

    Previous

    years

    births

    (134

    in

    2008)

    plus

    projected

    new

    births

    (11)givesthe2009totalof145anticipatedbirths,andsoon,as

    illustratedinthetabletotheright.

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    3. Calculateannualbirthtokindergartensurvivalratios.

    a. Thisprocess

    is

    done

    by

    taking

    the

    live

    birth

    total

    for

    ayear

    and

    dividing

    it

    by

    the

    number

    ofchildrenwhoenterKindergartenfiveyearslater.

    b. Intheexamplebelowthenumberoflivebirthsin1995was96,fiveyearslaterin2000106childrenenteredintoKindergarten.

    c. Takingthe96livebirthsanddividingitbythe106kindergartenersresultsinaratioof1.10.

    Fall of Births Fall of K Enroll Ratio

    1995 96 2000 106 1.10

    4. Calculatethreeandfiveyearaverages,andestablishminimumandmaximumvalues.

    a. Thisprocessisdonebytaking(forafiveyearaverage)fiveyearsofratiosandaveragingthem.

    b. IntheexamplebelowthefiveyearsofbirthtoKindergartenratiosare1.01in2004,0.93in2005,1.40in2006,1.27in2007,and1.11in2008.

    c. Theaverageofthefiveyearsis1.14withtheminimumbeing0.93andthemaximumequaling1.40.

    Fall of 2004 2005 2006 2007 2008 Average

    Ratio 1.01 0.93 1.40 1.27 1.11 1.14

    5. Applyfiveyearaverageratiotoknownbirthsandtoprojectedbirthstoproduceprojected

    Kindergartenvalues

    by

    year

    a. Thefiveyearaverageratiowecalculatedinthepreviousexample(1.14)isusedtoprojectoutthekindergartenenrollment.

    b. ThebirthyeardataismultipliedbytheratiotogeneratetheKindergartenenrollment.c. Intheexamplebelowthe2004totalof102ismultipliedbythe1.14equaling117

    (roundinguptothenearestwholenumber).

    d. Thisprocessisrepeatedtocreatetheneededyearsofkenrollmentfortheenrollmentanalysis.

    Fall of Births Fall of K Enroll

    2003 124 2008 1382004 102 2009 117

    2005 120 2010 137

    2006 105 2011 120

    2007 124 2012 142

    2008 134 2013 153

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    6. Calculatefiveyearsurvivalconstantsbygradelevelforgradesonethroughtwelve.

    a. Inthebelowexamplewecalculatethesurvivalconstantbyyearforthefirstgrade,

    takingthe

    previous

    years

    kindergarten

    and

    subtracting

    that

    from

    the

    1st

    grade

    enrollment.

    b. In2003therewere133kindergarteners. In2004therewere1331stgraders.Subtractingthe2003classsizeof133kindergartenersfromthe2004classsizeof133

    firstgradersgiveszerochangeinthecohortsizefrom2003(whenthosestudentswere

    inkindergarten)to2004(whenthosestudentswereinfirstgrade). Thisprocessis

    repeatedforthefollowingyearstodeterminethecohortsurvivalforeachyear.

    c. Thisprocessisrepeatedforallgrades.

    School Cohort

    Year K 1 Survival

    2003 133 128

    2004 110 133 0

    2005 117 109 -1

    2006 123 129 12

    2007 117 136 13

    2008 138 120 3

    Grade

    7. Calculatefiveyearmean,median,minimum,andmaximumyearlyconstantsbygradelevelfor

    gradesonethroughtwelve.

    a. UsingtheabovetablewecanstatethattheAverageorMean forthe1stgradeis5,theMedianis3,theminimumis0andthemaximumis12

    b. Thisprocess

    is

    repeated

    for

    all

    grades

    8. Calculateannualgrowthratesbygradelevelfrom2004through2008.

    a. Inthebelowexamplewecalculatethepercentchangeeachyearforkindergartenbytakingthecurrentyearsubtractingthepreviousandthentakingthechangeanddividing

    itbythepreviousyear

    b. Takethe2004totalof110andsubtractthe2003totalof133equaling23dividethatbythe2003totalof133andgetthepercentchangeof17.3%

    c. Thisisdoneforeachyearandthevaluesareaveragedtogeta5yearmeanof 1.5% asseeninthefollowingtable

    Actual Grade Percent

    Enrollment K Change

    2003 133

    2004 110 -17.3%

    2005 117 6.4%

    2006 123 5.1%

    2007 117 -4.9%

    2008 138 17.9%5 yr Mean Growth Rate 1.5%

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    9. Agethevariousgradelevelcohortsthrough2018byapplyingmean,median,minimum,and

    maximumconstants

    and

    average

    growth

    rate

    to

    produce

    multiple

    projection

    scenarios

    and

    frame

    theanalysiswithminimumandmaximumgrowthpredictions.

    a. Usingtheagingofkindergartento1st gradeasanexample,weillustratehowforeachscenariothevalueoftheMean,Median,LowandHighCohortsurvivalconstantisadded

    tothepreviousyearspreviousgradetotaltocreatethenextyearsnextgradetotal

    b. Intheexamplebelowtogeneratethe20101stgradeclassMeanscenarioweadd5totheK2009totalof117togenerateavalueof122,fortheMedianscenariowewould

    add3tothe2009Ktotalof117togeneratethevalueof120forthe20101stgrade

    cohort,fortheLowscenario0isaddedtothe2009Ktotalof117togeneratethevalue

    of117forthe20101stgradecohort,andlastlytogeneratetheHigh20101stgradewe

    add

    12

    to

    the

    2009

    K

    total

    of

    117

    to

    reach

    a

    value

    of

    129

    c. Thisprocessisrepeatedforallgradecohortsbasedonthecohortsurvivalconstantscreatedforeachgrade

    Mean Median Low High

    = 5 = 3 = 0 = 12

    Year K Year 1st 1st 1st 1st

    2009 117 2010 122 120 117 129

    2010 137 2011 143 140 137 149

    10.Makeadjustmentstoindividualcellsbyhand,factoringinresultsofdiscussionswithcityand

    schoolplanning

    officials

    relative

    to

    residential

    development,

    population

    trends,

    economic

    conditions,andprograms,aswellasprofessionaljudgmenttoproduceamostlikelyfinalprojection

    through2018,basedonbirthratedata.

    NotenoadjustmentswerenecessaryintheFallsChurchenrollmentforecast.

    11.Calculateamaximumenrollmentby2028byapplyingapercentagegrowthfactortothe2018

    projectionthatacceleratesenrollmentgrowthoverthedecadeofthe2020sataratethatexceeds

    anypreviousgrowth. Becausebirthdataisnotavailablebeyond2018,apercentagegrowthfactor

    wasappliedtoextendthe2018forecastouttenyearsfurther,toformabasisforlongtermcapital

    facilityplanning.

    Thefinalresultingenrollmentforecastisshownonthefollowingpage.

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    Falls Church Enrollment ProjectionsK 1 2 3 4 5 6 7 8 9 10 11 12 T

    1999 121 113 118 119 132 128 124 132 130 147 126 149 136 1,675

    2000 106 131 122 125 127 140 137 128 136 151 151 133 134 1,721

    2001 121 124 119 129 129 126 156 149 133 150 148 149 116 1,749

    2002 114 135 128 130 127 128 141 165 155 144 155 151 144 1,817

    2003 133 128 138 122 136 128 141 146 168 166 149 160 142 1,857

    2004 110 133 128 138 128 157 133 145 141 178 168 160 159 1,878

    2005 117 109 128 128 142 136 144 136 145 161 179 166 157 1,848

    2006 123 129 124 132 130 141 138 142 136 162 158 181 171 1,867

    2007 117 136 138 137 139 143 146 154 158 145 161 154 179 1,907

    2008 138 120 137 154 136 147 150 158 165 172 143 159 161 1,940

    2009 117 143 124 144 158 146 148 157 162 179 171 144 160 1,953

    2010 137 122 147 131 147 167 147 155 161 176 178 172 145 1,987

    2011 120 143 126 154 134 157 169 154 159 175 176 179 174 2,019

    2012 142 126 147 133 158 144 158 175 158 173 174 177 181 2,045

    2013 126 147 130 153 136 167 145 165 180 172 173 175 178 2,047

    2014 126 131 151 136 157 146 169 152 169 194 171 174 177 2,052

    2015 136 131 135 158 140 167 147 175 156 183 193 172 175 2,069

    2016 147 142 135 142 161 150 168 154 180 170 183 194 174 2,099

    2017 159 152 146 142 145 171 151 174 158 194 170 184 195 2,141

    2018 148 164 156 152 146 155 172 157 179 172 193 171 185 2,151

    FundamentalConclusionsEmergingfromtheAnalysis

    Inthecourseofreviewingthedata,sometrendsemergedthatareworthyofnote,whichdescribe

    uniquecharacteristicsinFallsChurch. Thesebroadtrendsarelikelytoholdtrue,regardlessofslight

    yearlynuances. Planningimplicationsofeachtrendareexplained,toshowhowthesenumbersmay

    affectcapitalplanning.

    - Kindergartenenrollmentwilltrendupoverthenexttenyearsbutwillcontinuethesamesporadicpatternofthepastdecade,withenrollmenthigherinsomeyearsandlowerinother

    years.

    - Overallschoolenrollmentwillcontinuetogrowoverthenexttenyears,butataslightlymoremoderateratethanoverthepastdecade.

    - Inthemaximumgrowthscenario,enrollmentisforecastedtoincreasebymorethan20%from2018to2028,describingamoreacceleratedratethanineitheroftheprevioustwodecades.

    Forplanningpurposes,thisgrowthratewasconsideredtobetheworstcasescenario.

    - Severalbulgesareanticipatedintheenrollment. Oneisexpectedtooccurwiththegraduatingclassof2013(nowin8thgrade),andtoalesserdegreewiththeyearsimmediately

    precedingandsucceedingit. Anotherisexpectedtooccurwiththegraduatingclassof2017,

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    anditappearsthatathirdislikelywiththegraduatingclassof2020. Astheseclassesprogress

    throughtheschools,therearelikelytobetemporaryshortagesofspacethatarenotexpected

    tocontinue,andwhichshouldbeanticipatedanddealtwithusingshorttermstrategies.

    TransitionfromEnrollmentForecasttoPlanningNumbers

    Whileitistemptingtoapplyenrollmentnumbersdirectlytoclassroomsizeandmoveforwardwitha

    plan,doingsoignorestheyearlyrolloverofstudentsfromonegradetothenext. Thetruthaboutmost

    schooldistricts,includingFallsChurch,isthatsomeclasssizes(i.e.theClassof2007,forexample)are

    largerorsmallerthanothers. Intheforecastingnumbersgivenontheprecedingpage,forexample,the

    projectednumberof12thgradersvariesfromalowof145(2010)toahighof195(2017),with

    fluctuationbetweenthosenumbersforallotheryears. Inlongrangeplanning,classroomsizecantbe

    plannedforanyoneclassoryear,butmustbeaveragedtotheapproximateneedovertheentire

    planning

    period.

    For

    this

    reason,

    the

    typical

    school

    planning

    process

    estimates

    a

    fixed

    number

    of

    studentsperyearandcreatestheplanaroundthatnumber.

    Ifthesolutionistargetedtothemaximumneed,thecapitalsolutionswillbecostlyandample,

    neverthelessinsomeyearstherewilllikelybemuchmorethanthenecessaryinfrastructure,orthat

    infrastructurewillbeavailablebutnotnecessarilywhereitisneeded. If,ontheotherhand,thesolution

    targetstheminimumneed,anddevelopsacontingencyplantodealwiththeyearswithenrollment

    spikes,theresultmaybetrailersoryearsinwhichthestudentteacherratioisveryhighforcertain

    grades.Thismaybeasatisfactorysolutionfromtheperspectiveofexpenditures,butshouldbeentered

    withfullawarenessofthepossibilityofrapidlyoutgrowingthefacilities.

    Themostcommonapproachtolongtermcapitalplanningistoplanforthemid tohighrangeneed,

    withaphased

    strategy

    to

    increase

    infrastructure

    incrementally

    over

    a20

    year

    period.

    If

    growth

    occurs

    morerapidlythananticipated,theplanningphases(typicallyfiveyearperiods)canbeshortenedand

    evencollapsedononeanother. Ifgrowthoccursmoreslowlythananticipated,theplanningphasescan

    stretchoutbeyondthe20yearplanningperiod. Thisistheapproachrecommendedinthisstudy.

    Mid andLongTermPlanningNumbers

    Duringthecourseofthisstudy,agreatdealofdiscussionwasheldaroundthepropernumberof

    studentsperclassroom,andafinaldecisionwasmadetoplanclassroomspacesaroundanaverageof

    175studentspergradelevelthroughoutthe20yearplanningperiod,withbreakdownsgivenbelowfor

    refinementsbygradelevels. Corespaces(gymnasium,mediacenter,andsoforth)wereplanned

    aroundthemaximumnumberof200studentspergradelevel. Usingtheseaveragenumbersas

    planningtargets

    creates

    asmoothed

    approach

    designed

    to

    offer

    flexibility

    from

    year

    to

    year,

    and

    over

    time,toaccommodatetheoccasionalbulgeinthesystematonegradeleveloranother.

    Forlongtermfacilityplanning(20years+),allprojectsshouldbebasedontheassumptionof200

    studentspergradelevel.

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    ShortTermPlanningNumbers

    Basedontheenrollmentanalysis,itisrecommendedthatthefollowingaveragegradelevelenrollments

    beusedfordeterminingthenumberofclassroomsspacesneededperlevelonashorttermbasis,for

    minorinterim

    project

    phases

    and

    CIP

    funded

    projects:

    GradesK2 160students

    Grades35 170students

    Grades68 185students

    Grades912 185students

    ItisfurtherrecommendedthatbeginningwiththeSeptember30,2009membershipreporttheschool

    divisionshouldannuallyupdatetheenrollmentdataaspresentedinthisreport. Inparticularthenew

    datashouldbeaddedtothecohorttotalsintheforecastingtables,newratioscomputed,andthe

    projectionsvalidatedorrevisedbaseduponanychangesinthetrends.

    Theplanningnumbersdescribedinthissectionwillbecomethefoundationforthesketches,options,

    andsitetestfits,whichwillbeexploredlaterinthisstudy.

    Regardlessofthenumberofstudentsperclassroomorpergradelevel,allclassroomsshouldbeplanned

    anddesignedtomeettheGuidelinesforSchoolFacilitiesinVirginiasPublicSchools. .

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    Section22 CurrentCapacityAnalysis

    Anobjectiveanalysisofcapacityforallschoolfacilitiesiscrucialtodeterminingtheabilityofthecurrent

    structuresto

    handle

    the

    school

    population,

    and

    their

    potential

    for

    handling

    increased

    population

    in

    the

    future. This analysis also helps planners and educators to understand which components may be

    limitingaschoolscapacity fromanoperationalperspective,sothatthe futureplancan includewhat,

    where,whenandtypeofneedsforcapitalimprovementplanning.

    Schoolcapacityshouldbeacomponentofannualdatareview. Enrollmentasapercentofcapacitycan

    providea triggerpoint forconstructionplanningpurposes (i.e.whenelementaryenrollmentexceeds

    85%programcapacity,additionalfacilitycapacityshouldbeinitiated).

    Thiscapacityanalysisincludes:

    Thedefinition

    of

    capacity

    specific

    to

    Falls

    Church

    City

    Public

    Schools,

    and

    definitions

    for:

    o Designcapacity

    o Functionalcapacity

    o Programcapacity

    A capacity analysis of Mt. Daniel and Thomas Jefferson elementary schools, based onenrollments,programsandutilization.

    AcapacityanalysisofMaryEllenHendersonMiddleSchoolbasedonenrollments,programsandutilization.

    A capacity analysis of George Mason High School based on enrollments, programs andutilizationandmasterschedule.

    Thisanalysis,togetherwithananalysisofthephysicalstructuresofeachoftheFallsChurchCityPublic

    Schools,providesanoverallviewof the infrastructurecapabilitiesas theyexist today,andan ideaof

    whichappearstohavethelongevitytocontinuetoservethedivisionintothefuture.

    DefinitionofCapacitySpecifictoFallsChurchCityPublicSchools

    InterviewsandmeetingswithschoolstaffatvariouslevelsrevealedthatinFallsChurch,schoolcapacity

    isusuallydeterminedinresponsetoseveralofthefollowingfactors:

    Educational program philosophy (grade level house vs. departmentalized, new offerings,newrequirements,specialtyprograms).

    Changeofclasssize/studenttoteacherratios(reductions).

    Expansionof

    educational

    services

    (increased

    special

    needs,

    ESL,

    etc.).

    Scheduling.

    Adequacyofspacesizeforprogramdelivery.

    Whenachangeoccurs inoneof these factors, thecapacityofa schoolneeds tobeupdated.Special

    needsandimplementationofprogramsforremedialeffortseffectcapacitymorethananyotherfactor

    (e.g.21.5:1vs.8:1inclassrooms).

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    Acriticalcomponentofanalysisishowaspaceisactuallyusedandmanaged. Ananalysisofhowspace

    ismanagedinFallsChurchwasaccomplishedthroughanalysisofthemasterschedule(atthehighschool

    and middle school) and floor plans, identification of current space use and pupil teacher ratios by

    buildingprincipals

    and

    confirmation

    of

    any

    questions

    regarding

    use

    by

    building

    principals.

    Capacitycangenerallybedefinedinthreebasicways:

    Design Capacity is the desired maximum capacity at the time of building design, andassumes themaximumnumberofstudentsperclassroom. This formulagenerally follows

    eitherstatestandardsoramodificationofthisstandardbythelocality.

    FunctionalCapacity is thecapacityofaschoolas it functions fromyear toyearbasedonenrollmentandprograms. Forexample,inahighgrowtharea,aschoolmayactuallyhavea

    functional capacity above the design capacity, or if a school has a stagnant or declining

    populationor

    alarge

    population

    of

    students

    with

    special

    needs,

    aschool

    may

    have

    afunctionalcapacitysignificantlybelowdesigncapacity.

    Program Capacity can be considered as a hybrid of design and functional capacity. Incalculating program capacity, themaximum number of studentsper classroombypolicy

    and/orbystatedstandardsisused,butfullsizedclassroomsthatareusedtodeliverspecific

    programs consistently from year to year are also considered in the formula. This

    methodologyworkswell inschooldivisionssuchasFallsChurchwherethere is littleorno

    consistent enrollment change from year to year. It also allows for a more consistently

    defined capacity number from year to year unless substantial changes are made to a

    schoolsprogramsuchas theadditionofcurriculum,preschool, learning labs,community

    useduringdayhours,andotheraspectsof theeducationalprogrammingnotmentioned

    here.

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    ThereareadditionalspacesintheFallsChurchCityPublicSchoolswhichwerenotconsideredinmaking

    capacitycalculations. Theseinclude:

    Modularclassrooms.

    SpecialEducationresourcerooms,andothersmallerinstructionalresourcespaces.

    PreKclassrooms.

    Roomsdesignatedforcommunityorbusinessuseonly(i.e.thetelevisionstationinthehighschool).

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    LimitingFactors Mt.DanielElementary

    Mt.DanielcurrentlyoperatesonanaveragePTRatorabovethedesired22:1 (andjustat

    capacity),mainly

    because

    there

    is

    no

    space

    for

    additional

    classrooms.

    The recent addition to Mt. Daniel is very well designed for Kindergarten needs, withamenities includingsoundreinforcement,wirelesstechnology,wet/dryareas,directaccess

    to the outdoors, ample student storage. This model should be used for any new

    construction.

    Thisrecentaddition,however,leftnoroomonthesiteforadditionalexpansion.

    Mt.Danielcannotexpandfurtheron itscurrentsitetoallowforanysignificantenrollmentincreases.

    The core facilities (gym/cafeteria, library, art, music, etc.) cannot handle any significantenrollmentincreaseandwouldalsoneedexpansion.

    Thegymnasiumandcafeteriaarethesamespace,sogymcannotbetaughtandassemblies

    cannotbe

    held

    during

    lunch

    hours.

    ThesiteandfacilityarenotconducivetoADAaccessibility. The libraryhasastorypitthatcannotbeaccessedbyhandicappedstudents from themain floor. It isusedasastorage

    areamorethanintendeduse.

    Currentlystudentscannotaccessallresourcesubjectswithoutgoingoutofdoors.

    The family literacyprogram is in a trailer andnot easily accessible toparking and entry,particularlyfornightuse.

    Thebeforeandafter schoolcomponent iscritical to thecommunity,buthasnoavailablespaceforstorageorprogramexpansion.

    Inadditiontofulltimestafftherearealsoparttimestaffanditinerants.Thereislittlespacefor teacher use onlyone very small lounge areano place to conferenceordiscuss

    studentsand

    curriculum.

    Officespaceisextremelylimited.

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    Figure211 ThomasJeffersonElementaryCapacityWorksheet

    Permanent Instruction SpacesNumber of

    Classrooms

    Average

    Pupil/TeacherRatio Capacity

    Capacity Spaces

    Academic Classrooms grade 2 7 22 154Academic Classrooms grades 3 & 4 14 24 336Self Contained Exceptional Education (fullsized classroom) 8 0Non Capacity Spaces

    Arts Education Classrooms(visual arts, performing arts, drama)Music ClassroomsLearning Labs

    (computer lab, science, etc.)Exceptional Education Resource(half-sized classroom)Preschool (not counted in capacity)Head Start (not counted in capacity)Gifted/TalentedRemedial ServicesTitle IOther (specify)

    Program Capacity 490

    Source:Eperitus

    PleasenotethatadditionalspacesindicatedonthissheetdoexistatThomasJefferson,butthesespaces

    werenotcriticaltothequestionofcapacity. Onlycapacityaffectingspaceswereincludedhere,along

    withfullsizedspecialtyclassrooms usedinamannerwhichdoesnotincreasecapacity.

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    LimitingFactors ThomasJeffersonElementary

    Jefferson Elementary currently operates on an average PTR at the desired 22:1 ratio in

    secondgrade

    and

    24:1

    in

    grades

    3and

    4,

    and

    thus

    just

    below

    capacity.

    The facility has had multiple additions over the years and, although each area has itspositives,theflowinthefacilityismadedifficultbymultiplelevels.

    Thisfacilityreceivesveryactivecommunityuse,whichishardonthefacility.

    TJbeganPYP thisyear for IBprogram requirementsmaydetermine theneed formoreflexiblespace.

    Alotofprogramsandservicesareprovidedtostudentsonthissite(intrailersandinvariousplacesthroughoutthebuilding).

    Beforeandaftercarehasbeenprovidedwithgoodstorage.

    Asciencelabisaniceamenityforanelementaryschool.

    Thereislittlespaceforteacheruse,andlimitedspacetoconferenceordiscussstudentsand

    curriculum.

    Themainentryisnotconducivetotheparkingarea;theentryisnotveryfriendlyfeeling.

    The lower level (first floor) is a maze very little direct line of sight which may beconsideredasafetyissue.

    Officespaceisextremelylimited,althoughthemainofficeaddition/renovationisnicelylaidout.

    The site has wetlands constraints for future building, but is in a good location for thecommunity.

    The trailercomplexoutsidehasbeen there foroveradecade it isamazewithsecurityconcerns.

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    MiddleSchoolCapacityAnalysis

    Program capacityatMaryEllenHendersonwas computedusingdesiredpupil to teacher ratio in the

    schooldivision

    of

    24:1

    for

    each

    core

    academic

    area

    multiplied

    by

    the

    number

    of

    classrooms

    used

    for

    eachprogram. Inthisscenario,electiveareaswerenotconsideredcapacityareas,asthefacilityisused

    asatruemiddleschool(i.e.whenagradelevel isnotinacorearea it isvacatedandtheelectivearea

    used,thereforethatcapacityislost). Anefficiencypercentageof85%appliedtothisnumberreflects

    current utilization practice (Figure 212). Full sized selfcontained special education rooms were

    consideredaspartofgeneraleducation.Not included incapacitycalculationswereprogram resource

    classrooms(readingandmathresource,etc.)andspecialeducationresourcerooms.

    Figure212 MaryEllenHendersonCapacityWorksheet

    Permanent Instruction Spaces Number ofClassrooms

    Average

    Pupil/TeacherRatio CapacityCapacity SpacesAcademic Classrooms(English, Math, Soc Studies, Sci) 28 24 672Self Contained Exceptional Education(full-sized classroom) 5 8 40Non Capacity SpacesElective Classrooms (specify)Foreign Language 4C&T Elective Classroom/Labs (specify)Work & Family Studies, Tech Ed,Broadcast 3Arts Education Classrooms(visual arts, performing arts, drama) 1Music Classrooms 1Main Gym (count astwo teaching stations) 2Auxilliary Gym (Matt Room) 1Fitness Room 1Computer Labs 2Health Classrooms 2Exceptional Education Resource(half-sized or 100% resource use) 3Gifted/Talented

    Remedial ServicesOther (specify)

    Program Capacity at 85% 600

    LimitingFactorsMaryEllenHendersonMiddleSchool

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    HendersonMiddlecurrentlyoperatesonanaveragePTRbelowthe24:1target.

    The facility currently serves grades 5 through 7, operating using the middle schoolphilosophy.

    Theschool

    only

    recently

    opened

    so

    has

    no

    limiting

    factors

    for

    program.

    In

    fact,

    the

    communityareas(gymnasium,lockerrooms,fitnesscenter,library,cafeteria,athleticfields

    andplayareas)arewelldesigned for fullcommunityuseandcanservethemiddleschool

    andotherschoolpopulationswell.

    Theonlylimitingfactoristheabilityoftheschooltohandleenrollmentabovethecurrent3gradelevels,butnotafull4thgradelevel.

    Heavyusebypublicmayseeearlysignsofwearandtear.

    HighSchoolCapacityAnalysis

    CapacityofGeorgeMasonHighSchoolwascomputedusing:

    Desiredpupiltoteacherratiointhedivisionof24:1foreachcoreinstructionalprogramareaand for elective programs and 20:1 for vocational/technical programs multiplied by the

    numberofclassroomsavailableforeachprogramand

    Anefficiencypercentage toaccount forspecialized/lowenrollmentcourseofferingsandthepracticeof blockscheduling,whichoften leavesacoreareaclassroomemptyforone

    periodadayduringwhichtimetheinstructorisavailableforstudentremediation,makeup

    work, etc. Full sized selfcontained special education roomswere considered as part of

    generaleducation.Notincludedincapacitycalculationswereprogramresourceclassrooms

    (readingandmath resource,etc.), trailersusedas classrooms, specialeducation resource

    rooms,health

    classrooms,

    and

    ISS.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    22 Capacity Analysis

    225

    Figure213 GeorgeMasonHighSchoolCapacityWorksheet

    Permanent Instruction SpacesNumber of

    Classrooms

    Average

    Pupil/TeacherRatio Capacity

    Capacity SpacesAcademic Classrooms(English, Math, Social Studies, Language) 31 24 744Science Classrooms(classroom/lab only, not shared labs) 9 24 216Self Contained Exceptional Education(full-sized classroom) 6 8 48Elective Classrooms (specify) 0 24 0C&T Elective Classroom (specify -do not count associated clsrm) Gourmet

    Cooking, Robotics (Tech Ed), IB DesignTech, Computer Graphics, Photo/FilmStudy, Technical Drawing 5 20 100Arts Education Classrooms(visual arts, performing arts, drama) 5 20 100Music Classrooms 1 20 20Main Gym (count astwo teaching stations) 2 30 60Auxilliary Gym(count as one teaching station) 1 30 30Non Capacity SpacesComputer LabsExceptional Education Resource

    (half-sized or 100% resource use)Gifted/TalentedRemedial ServicesOther (specify)

    Program Capacity @ 80% 1055

    Source Eperitus

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    FallsChurchCityPublicSchoolsFacilityMasterPlan22 Capacity Analysis

    226

    LimitingFactors GeorgeMasonHigh

    GeorgeMasonHighcurrentlyoperatesonaveragebelowthedesiredPTRof24:1inthecore

    academiccurriculum.

    The elective and CTE courses tend to run well below the 20:1 PTR, with some coursesutilizinglargeareasofspaceforsmallergroupsofstudentsnoteven75%ofthetime.

    The facilitys physical layout, with several level changes, makes it difficult to groupclassroomareasinvariousconfigurationssointerdisciplinaryinstructionwouldbedifficult

    asbest. Therefore,trailersarebeingusedforclassroominstructionwhenthereisavailable

    spacewithinthebuilding.

    Therearelittleornoresourcesareasforteacherstoworktogetherclosetotheirclassroomarea.

    Thereare littleornodesignatedconferenceareasthatcouldbeusedforavarietyofstaffandstudentdevelopmentuses.

    Theadministration

    office

    is

    remote

    from

    the

    staff

    and

    students.

    Thereisnosenseofarrivalorclearentrytothefacility.

    Hallwaysaresmall,therearemanydeadendcorridors,andthegenerallayoutisconfusing.Thiscouldpresentasafetyissue.

    Hugedemandfortechnologylabsandtechnologyingeneralthatisnotavailable.

    Ifallcourses taughtoffcampuswere tobebroughtback home therewouldneed tobeconsiderationfortheirspace.

    Thereisnospacefortheentirestudentbodytogatheratonetime.

    Acommunitytelevisionstationusesalargeamountofbuildingspaceandthereareseveraldistrictwidefunctionsthathavetheirhomeintheconfinesofthefacility,soitisunavailable

    forinstructionalpurposes.

    Generalpurpose

    areas

    (cafeteria,

    etc.)

    are

    well

    used

    for

    other

    than

    intended

    purpose.

    Figure214demonstratesthepotentialdifferencesbetweenprogramandfunctionalcapacity. The

    functionalcapacityshownwasreportedbyFCCPSinJanuary,2009andusedinthedevelopmentofthe

    CIPbudget. Themasterplanningprocessusestheprogramcapacitythroughoutforconsistencyin

    analysiswiththeconsultantprocess.

    Figure214ProgramvsFunctionalCapacity

    Building

    FunctionalCapacity

    (FCCPSCIPProcess1/09)

    ProgramCapacity

    (MasterPlan)

    MountDaniel 290 275

    ThomasJefferson 476 490

    MaryEllenHenderson 600 600

    GeorgeMason 900 1055

    Source Eperitus

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    22 Capacity Analysis

    227

    The resulting table indicates theprogram capacityaseach school is currentlyused; that is,with the

    gradeconfigurationsastheyarecurrentlydividedandhousedateachfacility. Asshowninthistable,by

    theyear2018thetwoelementaryschoolsareexpectedtoexceedtheircapacities,whilethemiddleand

    highschools

    will

    be

    at

    68%

    and

    85%

    of

    capacity,

    respectively.

    Figure215 EnrollmenttoCapacityRatioScenariosCurrentGroupings

    Prog Cap 2008 % Cap 2013 % Cap 2018 % CapELEMENTARYMt. Daniel PK-1 275 258 94% 273 99% 312 113%T. Jefferson 2-4 490 427 87% 419 86% 454 93%

    TOTAL ELEM 765 685 90% 692 90% 766 100%MIDDLE 5-7M.E. Henderson 600 455 477 485

    TOTAL MIDDLE 600 455 76% 477 80% 485 81%HIGH 8-12George Mason 1055 801 878 900

    TOTAL HIGH 1055 801 76% 878 83% 900 85%

    Enrollment to Capacity - Current (2008) Configuration

    Source Eperitus

    If different configurations are implemented, the demands for space are different. The subsequent

    figures indicatethepercentageratioofanticipatedenrollmentpercapacity foreachschoolorschools

    andthegradelevelconfigurationsindicated. Programcapacitywascomputedusingtherecommended

    averagegradelevelenrollmentsonpage28ofthisreport.

    Figure216

    indicates

    aslight

    shift

    in

    school

    utilization

    which

    will

    ensure

    that

    none

    of

    the

    schools

    goes

    over100%capacitybytheyear2018. ThisshiftinvolvesmakingGeorgeMasonatraditional912high

    school (instead of the current 812); making Mary Ellen Henderson a traditional 68 Middle School

    (insteadofthecurrent57),andshiftingthe5thgradebacktoelementaryschool.

    Figure217indicatesthecapacityanalysisifthesamegroupingiscompletedusingonelargeelementary

    schoolinsteadoftwosmallerschools.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan22 Capacity Analysis

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    Figure216 EnrollmenttoCapacityRatioScenariosEfficiencyShift

    Enrollment to Capacity - Separated Configuration Scenario% Cap

    Grades 3-5

    MIDDLE

    Grades 6-8

    HIGH

    Grades 9-12

    Prog Cap 2008 2013 % Cap 2018 % CapELEMENTARY

    PK-2 600 395 66% 403 67% 468 78%525 437 83% 456 87% 453 86%

    TOTAL ELEM 1125 832 74% 859 76% 921 82%

    600 473 490 508TOTAL MIDDLE 600 473 79% 490 82% 508 85%

    800 636 698 800TOTAL HIGH 800 636 79% 698 87% 800 100%

    Source Eperitus

    Figure217 EnrollmenttoCapacityRatioScenariosTraditionalGroupings

    Prog Cap 2008 % Cap 2013 % Cap 2018 % Cap

    ELEMENTARY

    PK - 5 1200 832 859 921TOTAL ELEM 1125 832 74% 859 76% 921 82%

    MIDDLE

    Grades 6-8 600 473 490 508TOTAL MIDDLE 600 473 79% 490 82% 508 85%

    HIGH

    Grades 9-12 800 636 698 800TOTAL HIGH 800

    636

    79%698

    87%800

    100%

    Enrollment to Capacity - Grouped Configuration Scenario

    Source Eperitus

    Figure218showstheresultinganalysis ifthepreKindergartenthrough8thgradesaregrouped inone

    facility,withatraditional912highschool.

    Figure218 EnrollmenttoCapacityRatioScenariosTwoSchoolGroupings

    Prog Cap 2008 % Cap 2013 % Cap 2018 % CapELEMENTARY

    PK - 8 1800 1305 1349 1429TOTAL ELEM 1725 1305 76% 1349 78% 1429 83%HIGH

    Grades 9-12 800 636 698 800TOTAL HIGH 800 636 79% 698 87% 800 100%

    Enrollment to Capacity - Very Grouped Configuration Scenario

    Source Eperitus

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    22 Capacity Analysis

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    The resultsof thisanalysisshow thatapartof the futurecapacityof facilities intheFallsChurchCity

    PublicSchooldivisionisdeterminedbygradegroupings,andthatbysimplyshiftingpopulationslightly,

    thesebuildingscanbeexpectedtoaccommodateenrollmentthrough2018.

    PlanningfortheFutureTriggerPoints

    Theoverallgoalofthismasterplanistocreatealongrange20yearplanforfutureschoolfacilityneeds,

    based on student population growth forecasts, and educational program needs. This plan must

    determine recommended locations for future schools, the sequence and phasing, and the types of

    schools to be constructed. Ideally, this master plan should be a road map that can guide schools

    projectsforthenext20years.

    To

    assist

    in

    keeping

    this

    master

    plan

    current,

    and

    to

    assist

    administrators

    in

    identifying

    crucial

    points

    at

    whichactionwillberequired,theteamrecommendsthefollowing:

    Create a procedure (or policy) regarding the use of trailers to accommodate growth onschool sites if they will be used and for how long to ensure that these temporary

    classroomstructuresdonotbecomealongtermsolution.

    Determineapreferredgradelevelconfigurationandatargetschoolprogramcapacitymodelfor FallsChurchat each grade level. Aspartof themasterplan FallsChurchCity Public

    Schools will assess pros and cons of various configurations, as they will affect future

    infrastructureneeds.

    Createaprocedure(orpolicy)thatoutlinesthepercentageofenrollmenttocapacityateachlevel thatwill trigger theprocessof revisingattendanceboundariesand/orplanningand

    design of a new facility or additions to an existing facility, based on the target capacity

    modelssetabove,keepinginmindthattheprocessofplanning,designandconstructioncan

    take34years. Forexample,ifthetriggerpointis85%ofcapacity:

    Elementaryschoolsof500triggerat425students Middleschoolsof600triggerat510students

    Highschoolsof1000triggerat850students

    This trigger point can help administrators to identify if the growth is occurring along the

    projectedpath,

    faster

    than,

    or

    slower

    than

    has

    been

    anticipated,

    so

    that

    any

    planned

    constructioncanbeadjustedaccordingly.

    Plan facilities for nearterm anticipated enrollment with expansion capabilities toaccommodatelongtermneeds. Thiscanbeaccomplishedbyconsideringprogramcapacity

    withexpandabledesigncapacityasshowninFigure219.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan22 Capacity Analysis

    230

    Figure2149 EnrollmenttoCapacityRatioScenarioEfficiencyShift

    Enrollment to Capacity - Separated Configuration Scenario% Cap

    Grades 3-5

    MIDDLE

    Grades 6-8

    HIGH

    Grades 9-12

    Prog Cap 2008 2013 % Cap 2018 % CapELEMENTARY

    PK-2 600 395 66% 403 67% 468 78%525 437 83% 456 87% 453 86%

    TOTAL ELEM 1125 832 74% 859 76% 921 82%

    600 473 490 508TOTAL MIDDLE 600 473 79% 490 82% 508 85%

    800 636 698 800TOTAL HIGH 800 636 79% 698 87% 800 100%

    SourceEperitus

    Impact of Expandable Design Capacity

    Design Cap 2008 % Cap 2013 % Cap 2018 % CapELEMENTARY

    PK-2 680 395 58% 403 59% 468 69%Grades 3-5 650 437 67% 456 70% 453 70%

    TOTAL ELEM 1330 832 63% 859 65% 921 69%MIDDLE

    Grades 6-8 800 473 490 508TOTAL MIDDLE 800 473 59% 490 61% 508 64%

    HIGH

    Grades 9-12 1000 636 698 800TOTAL HIGH 1000 636 64% 698 70% 800 80%

    Enrollment to Capacity - Separated Configuration Scenario

    Source Eperitus

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    23 Facility Evaluations Overview

    231

    Section23 FacilityEvaluations

    Atthe

    outset

    of

    this

    study,

    an

    evaluation

    was

    made

    of

    the

    existing

    infrastructure

    comprising

    the

    Falls

    ChurchCityPublicSchoolDivision. Thisinfrastructureincludesfourbuildings:

    GeorgeMasonHighSchool

    MaryEllenHendersonMiddleSchool

    MountDanielElementarySchool

    ThomasJeffersonElementarySchool

    Eachfacilitywastouredbyprofessionalsfromvariousdisciplinesmechanical,electrical,andplumbing

    engineers,architects, civilengineers,andHazardousMaterialsassessmentandabatement specialists.

    The goal of these evaluations was to determine in a broad sense the condition of each facility, its

    compliancewith

    current

    code,

    and

    its

    prospect

    for

    continued

    long

    term

    use.

    If

    any

    major

    issues

    were

    detectedduringtheseevaluations,theyweredocumentedforfurtherconsiderationandevaluationas

    partofthemasterplanningprocess.

    The subsequent sections discuss each facility in turn, with subsections for the various disciplines

    evaluations.

    SiteAssessmentNotesonApproach

    Site assessments were completed for the three sites that house the schools. These sites are the

    following:

    GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchool MountDanielElementarySchool

    ThomasJeffersonElementarySchool

    The site evaluation includes a reviewof the site, adiscussionof zoning requirements for the site in

    question,adiscussionofthesitesrolewithintheFairfaxCountyComprehensivePlan,adiscussionof

    siteutilities,andareviewofenvironmentalfeaturesthataffecttheusableareaofthesite.

    SitemapsandgraphicsareincludedinAppendixB.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan23 Facility Evaluations Overview

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    HazardousMaterialsAssessmentNotesonApproach

    F&R conducted the fieldportionof thehazardousmaterials survey at facilities from July28 through

    August8,

    2008.

    The

    scope

    of

    work

    included

    inspection

    and

    sampling

    for

    ACM,

    LBP

    and

    visual

    identificationof suspectPCB/mercury containingequipment. The inspectionwas completedbyAlan

    LedermanandStefanBuckofF&R. As thebuildingwasoccupiedand inaccordancewith theproject

    scope of work, the survey was limited to utilizing nondestructive sampling techniques. Enclosed

    columnsandpiping/ventilationchaseswithinenclosuresorbehindwallswerenotsurveyedorassessed.

    Two abatement cost estimates were prepared, one for minor renovations and one for major

    renovations. F&Rdefinedminorrenovationsasrenovationsthatimpactonlybuildingfinishmaterials

    anddonot impactmechanical,electricalandplumbing systems. Major renovationsweredefinedas

    renovationsthatimpactbothbuildingfinishmaterialsandmechanical,electricalandplumbingsystems.

    An assumptionwasmade that all identified building finish materials under the scope of the survey

    would

    be

    removed

    during

    minor

    renovation

    activities

    and

    that

    all

    identified

    hazardous

    materials,

    including finish materials and mechanical, electrical and plumbing components would be removed

    duringmajorrenovationactivities. Additionally,thecostestimatesassumethatthebuildingwillnotbe

    occupiedduringabatementactivitiesandthatallabatementactivitieswilloccurunderonemobilization.

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    23 Site Evaluation George Mason High School and Mary Ellen Henderson Middle School

    233

    SiteEvaluation GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchool

    GeorgeMason

    HighSchoolMaryEllenHenderson

    MiddleSchool

    Description

    GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchoolarelocatedadjacenttoeachother

    inFairfaxCountyonTaxMapParcels403((1))91,93and94. Lots91and94arezonedR1;Lot93 is

    splitzonedR1andC8. Thetotalsiteacreageis34.46acres. TheschoolsareboundedbyLeesburgPike

    (Route7)tothesouth,CustisMemorialParkway(I66)tothewest,theWestFallsChurchMetroStation

    tothenorthandHaycockRoad(Route703)totheeast. SiteaccessisfromLeesburgPikeandHaycock

    Road(Route703).

    Thesiteisapproximately34.46acresinsize.

    AccordingtotheCountytaxrecords,thetotalgrossfloorareaofthetwoschoolsis292,686SF. Atotal

    of 434 surface parking spaces are provided, of which 12 spaces are accessible and designated for

    handicapparking. Thesite includesa60 footsoftballdiamond,a90 footbaseballdiamond,8 tennis

    courts,2outdoorbasketballcourts,andafootballstadiumwithturffield.

    ZoningRequirements

    MaximumFAR

    According to the Fairfax CountyDepartment of TaxAdministration records, Lot 91 contains 560,739

    square feet inarea,Lot94contains1,078,851square feet inarea,andLot93contains71,566square

    feet in area. According to aboundary survey completed by PHR&Adated January 10, 1999, Lot 91

    contains362,202squarefeetinarea,Lot94contains1,069,514squarefeetinarea,andLot93contains

    69,542squarefeetinarea. Lots91and94arezonedR1andmaybedevelopedwithapublicusetoa

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    FallsChurchCityPublicSchoolsFacilityMasterPlan23 Facility Evaluations George Mason High School

    234

    maximumfloorarearatio(FAR)of0.20. Lot93issplitzonedR1andC8. TheportionofLot93thatis

    zonedR1contains56,510squarefeet;theportionofLot93thatiszonedC8is12,932squarefeet. FAR

    isabulkregulationandpursuanttoPar.1ofSection2307oftheZoningOrdinance,nostructureorpart

    thereofmay

    be

    built

    or

    moved

    on

    alot

    which

    does

    not

    meet

    all

    the

    maximum

    bulk

    regulations

    of

    the

    zoningdistrictinwhichthestructureislocated. Therefore,ifastructureislocatedintheR1portionof

    thelotthenonlythatsquarefootagezonedR1maybeusedtocalculatethemaximumpermittedGFA

    ontheproperty.

    Based on the boundary survey, the entire site area would include 1,501,258 square feet. Of this,

    approximately 1,488,326 is zoned R1, and approximately 297,665 square feet of GFA would be

    permittedonthisportionofthesite. Basedupontheapprovedsiteplansforthesite,292,686square

    feetofGFAexistsonthesite. Thereforeitappearsthatonlyadditional4,979squarefeetofGFAcould

    beconstructedonthepropertyundertheexistingzoning.

    The

    FAR

    limitation

    may

    trigger

    the

    need

    to

    rezone

    the

    property

    to

    permit

    expansion

    of

    the

    existing

    school facilities. Itshouldbenoted thatFairfaxCountyrezonedotherpropertiesacrosstheCountyto

    allowamoredensepublicusetomeetanincreasingschoolpopulation. Whilearezoningwouldrequire

    aseparateprocess,itisanticipatedthatpursuingahigherdensitywitharezoningonthepropertywould

    beachievable. TheCountysComprehensivePlanidentifiesthattheschoolpropertyandtheproperties

    immediatelysurrounding it, is favorabletowardhigherdensities. Asaresult, it isanticipatedthatthe

    languageoftheComprehensivePlanwouldbesupportiveofarezoningoftheschoolproperty.

    YardRequirements/Setbacks

    In the R1 zoning district the maximum building height for public uses is 60. The minimum yard

    requirementsinclude:

    Frontyard:

    Controlled

    by

    a50

    angle

    of

    bulk

    plane,

    but

    not

    less

    than

    40

    Sideyard: Controlledbya45angleofbulkplane,butnotlessthan20

    Rearyard: Controlledbya45angleofbulkplane,butnotlessthan25

    Landscaping/ScreeningRequirement

    Anydevelopmentprogramonthesubjectpropertymustcomplywiththeapplicableprovisionssetforth

    inArticle13oftheFairfaxCountyZoningOrdinance. Therequirementsinclude:

    InteriorParkingLotLandscaping: 5%

    PeripheralParkingLotLandscaping: AbutsProperty4feet

    AbutsStreet

    10

    feet

    TreeCover: 20%

    OpenSpace: 30%

    TransitionalScreening/Barrier:

    NorthPropertyLine TSY2(35),BarrierD,E,orF

    EastPropertyLine NoRequirement

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    FallsChurchCityPublicSchoolsFacilityMasterPlan

    23 Site Evaluation George Mason High School and Mary Ellen Henderson Middle School

    235

    SouthPropertyLine TSY2(35),BarrierD,E,orF

    WestPropertyLine: TSY2(35),BarrierD,E,orF

    Accordingto

    the

    last

    site

    plan

    permitted

    for

    the

    property,

    the

    following

    summarizes

    the

    landscape

    coveragerequiredtoaddressparkinglotandperipherallandscapingrequirements:

    InteriorParkingLotLandscapingRequired(5%) 14,733SF

    InteriorParkingLotLandscapingProvided 16,781SF

    TreeCoverintheR1District:

    Required 124,923SF

    Provided 130,125SF

    TreeCoverintheC8District:

    Required

    1,123

    SF

    Provided 1,156SF

    It is likely that futureadditionsto theexistingschoolswouldrequireadditional landscaping,sincethe

    County requirements for tree cover and parking lot landscaping are currently being met with little

    additionalcoverage.

    CountywideTrailRequirement

    Any improvements on the property that require a site permitmust complywith the Fairfax County

    CountywideTrailPlan. ThisPlanrequiresan8asphaltorconcretetrailalongLeesburgPike(Route7)

    andHaycockRoad(Route703). Thereisanexisting5sidewalkalongportionsofLeesburgPike(Route

    7)anda45sidewalkalongHaycockRoad(Route703)thattiesintoan8trailatthenortheastproperty

    line.The

    existing

    sidewalks

    will

    need

    to

    be

    reconstructed

    to

    meet

    the

    current

    trail

    requirement

    or

    atrail

    waiverwillberequiredtoreaffirmtheexistingconfiguration.

    ParkingRequirements

    The requirementasset forth inArticle10of theZoningOrdinancereadsas follows forOtherUses

    HighSchool:AsdeterminedbytheDirector,basedonareviewofeachproposaltoincludesuchfactors

    astheoccupancyloadofallclassroomfacilities,auditoriumsandstadiums,proposedspecialeducation

    programs,andstudentteacherratios,andtheavailabilityofareasonsitethatcanbeusedforauxiliary

    parking in timesofpeakdemand;but inno instance less than threetenths (0.3) spaceper student,

    based on the maximum number of students attending classes at any one time. Based on this

    requirement,theminimumnumberofparkingspaceswillbedeterminedbythemaximumnumberof

    studentsattending

    classes

    at

    any

    one

    time.

    Theparking totals reflectedon themost recentlyapproved siteplan for themiddleandhigh school

    reflectsthefollowing:

    HighSchool: 650Students

    RequiredParking 0.3Spaces/Student

    RequiredParking 195Spaces

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    FallsChurchCityPublicSchoolsFacilityMasterPlan23 Facility Evaluations George Mason High School

    236

    MiddleSchool: 80staff/600Students

    RequiredParking 1Space/Staff+4SpacesforVisitors

    RequiredParking 84Spaces

    TotalRequiredParking 279Spaces

    TotalProvidedParking 434Spaces

    TotalH/CParkingRequired 9Spaces

    TotalHCParkingProvided 12Spaces

    TotalH/CVanParkingRequired 2Spaces

    TotalH/CVanParkingProvided 8Spaces

    TotalLoadingSpacesRequired 3Spaces

    Total

    Loading

    Spaces

    Provided

    5

    Spaces

    Existing parking areas are asphalt paved and constructed in accordance with VDOT/Fairfax County

    specifications. Thefollowingstandardpavementsectionwasutilizedforrecentlypavedasphaltparking

    areas:

    TopCourse: 2AsphaltSurfaceCourseSM9.5A

    Intermediate: 3AsphaltBaseCourseBM25.0

    Base: 6AggregateMaterialType21B

    FairfaxCountyComprehensivePlan

    GeorgeMasonHighSchoolandMaryEllenHendersonMiddleSchoolare locatedwith theDranesville

    Planning District of the Fairfax County Comprehensive Plan. The schools are within a specialized

    planningareaaroundtheWestFallsChurchTransitStation,particularlylandunitA. Theintentionof

    the Transit Area designation is to capitalize on the opportunity to provide transit focused housing

    employmentlocations,whilestillmaintainingtheexisting,nearbylanduses.

    AcopyoftheCountysComprehensivePlanlanguagefortheareaaroundtheWestFallsChurchTransit

    Stationisincludedintheappendixofthisreport.

    SiteUtilities

    Water

    Service isprovidedbyTheCityofFallsChurchDepartmentofPublicUtilities. Anexisting8and20

    watermain is locatedacrossthesitefrontagewithinthewestbound laneofLeesburgPike(Route7).

    BothmainsturnnortheastattheintersectionofHaycockRoad(Route703)andLeesburgPike(Route7).

    Atthispoint,thewatermainsenterthesoutheastcornerofthesitewithintheexistingeasternparking

    lots that parallelHaycock Road (Route 703) and continue north. A 8X 20 tap of the 20main in

    LeesburgPike(Route7)bringswaterintothesitewithinanexistingaccessroadthatrunsnorthbetween

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    the Mary Ellen Henderson Middle School and George Mason High School and turns east along the

    northernaccess road toconnect into theexisting20watermain locatedalong theeasternproperty

    line. Two6linestapoffthis8linetofeedtheFallsChurchCityParktothenorthwestandanexisting

    offsitebuilding

    to

    the

    northwest.

    Two

    fire

    hydrants

    are

    located

    on

    the

    8

    line;

    one

    on

    the

    east

    side

    and

    oneonthenorthsideofthehighschool. An8X8tapand8X20tapofthe8and20watermains

    located in LeesburgPike (route7) feed two separateonsite firehydrants located to the southof the

    MaryEllenHendersonMiddleSchoolandinthesouthernparkinglotoftheGeorgeMasonHighSchool,

    respectively. Additionally, an existing fire hydrant is located along Haycock Road (Route 7) at the

    southeastcornerofthesite.

    A3domesticconnectionand4firelineforthehighschoolislocatedonthesoutheasternsideofthe

    existingbuildingthattapsoffthe8watermain inLeesburgPike(Route7). Anadditional8 fire line

    teesoff theonsite8 line thatconnectsat thewesternsideof thehighschool. It isanticipated that

    theseconnectionscanbemaintainedwithconstructionofanyexpansionoftheexistingfacilities.

    A 4domestic connection and 6 fire line for themiddle school is locatedon the south sideof the

    existing building that taps off the 8 water line in the access road. It is anticipated that these

    connectionscanbemaintainedwithconstructionofanyexpansionoftheexistingfacilities.

    SanitarySewer

    Existing service is provided by the City of Falls Church Department of Environmental Services. An

    existing sanitary sewer is located inLeesburgPike (Route7)at the southwestcornerof the siteand

    continueswest. Dual4sanitarysewerlateralslocatedonthesouthsideofthemiddleschooltieintoa

    3 forcemain that is locatedalong thesite frontageofLeesburgPike (Route7). Anexisting sanitary

    sewer lateral for thehigh school ties to the terminalendof the sanitary sewermain. Thereareno

    known inadequaciesoftheexistingsewer line. It isanticipatedthattheexistingsanitarysewer lateral

    canbe

    maintained

    with

    construction

    of

    any

    expansion

    of

    the

    existing

    facilities.

    StormDrainage

    Threeexistingstormsewersystemsprovidetheoutfall fortheschoolsite. Twooftheexistingstorm

    seweroutfallsarelocatedattheRoute7rightofwayatthesouthwestcornerofthesiteandatHaycock

    Road (Route 703) rightofway at the south east corner of the site. The third storm sewer system

    outfalls at thenorthwest cornerof the site to an existing concreteditch that runs east alongCustis

    MemorialParkway (I 66). Adequacyofthesestormsewersystemswillneed tobeverifieduponany

    future site development. Offsite improvements to these storm sewer systems are not presently

    anticipated.

    Theexisting

    storm

    drainage

    system

    on

    the

    northern

    side

    of

    the

    existing

    building

    will

    need

    to

    be

    reworked toadequatelydrain the site if thebuilding isexpanded to thenorth. Wherepossible, the

    existing stormwatermanagement facilities should bemaintained to address a portion of the overall

    stormwatermanagementrequirements.

    StormwaterManagement

    WithrelocationoftheonsiteathleticfieldstoreadythesiteforconstructionoftheMiddleSchooland

    constructionofadditionalonsiteparking,stormwatermanagementfacilitieswereconstructedtomeet

    theminimumCountyrequirementsforstormwatermanagement. Stormwaterdetentionwasprovided

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    using underground detention in the form of a two 96 diameter corrugated metal pipes. Best

    Management Practices (BMPs) were addressed with the use of a DC Sandfilter, Stormfilters, and

    Filterras(waterquality inlets). BothSWMdetentionandBMPswere located inthetransfersite. The

    waterquality

    requirement

    with

    the

    site

    improvements

    required

    a19.1%

    phosphorous

    removal

    and

    the

    stormwatermanagementfacilitiesmetthisrequirementwithnosurpluscapacityforfutureexpansion.

    Stormwaterdetention forthesiteassummarized inthemostrecentsiteplan forthesitereflectsthe

    following:

    AllowableRunoff:

    Q(2year)=20.05CFS

    Q(10year)=26.08CFS

    Calculated

    Peak

    Discharge:

    Q(2year)=8.17CFS

    Q(10year)=19.61CFS

    As a result, it appears that some overdetention is occurring within the constructed stormwater

    detention facilitieswhichmayallowaminoramountofadditional imperviousarea tobeconstructed

    withoutupgradingthestormwaterdetentionfacilities.

    Any future site development/expansion would be subject to the storm water management

    requirementsasidentifiedwithintheFairfaxCountyPublicFacilitiesManual(PFM). Theserequirements

    includebothstormwaterdetention(peakflowreduction)andwaterqualityenhancement.

    Wherepossible,theexistingstormwatermanagementfacilitieslocatedbeneaththeexistingparkinglots

    onthenorthandeastsideoftheschoolwillbemaintainedtohelpaddressthestormwaterdetention

    requirement. Withany future sitedevelopment, the2yearand10yearpeak