Insular ABC’s Phase 3
Facility Planning Components for Annual Capital Improvement Program Updates Guam November 2018
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
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Contents 1. Introduction ............................................................................... 1
Key terms used in this report: .................................................... 2
Functional Adequacy .................................................................. 2
2. Existing Conditions ..................................................................... 3
3. Territory Population Assessment ............................................... 4
4. School Facility and Grounds Needs ............................................ 7
Agana Heights Elementary School ................................................. 8
Agueda Johnston Middle School .................................................. 10
Astumbo Elementary School ........................................................ 12
C.L. Taitano Elementary School ................................................... 14
Captain Price Elementary School ................................................. 16
Carbullido Elementary School ...................................................... 18
Chief Brodie Elementary School .................................................. 20
Daniel L. Perez Elementary School ............................................... 22
F.B. Leon Guerrero Middle School ............................................... 24
Finegayan Elementary School ...................................................... 26
George Washington High School ................................................. 28
Inarajan Elementary School ......................................................... 30
Inarajan Middle School ................................................................ 32
J.P. Torres Alternative School ...................................................... 34
J.Q. San Miguel Elementary School .............................................. 36
Jose Rios Middle School ............................................................... 38
Juan M. Guerrero Elementary School .......................................... 40
L.P. Untalan Middle School .......................................................... 42
L.B. Johnson Elementary School .................................................. 44
M.A. Sablan Elementary School ................................................... 46
M.U. Lujan Elementary School ..................................................... 48
Machananao Elementary School ................................................. 50
Maria A. Ulloa Elementary School ............................................... 52
Merizo Martyrs Memorial Elementary School............................. 54
Oceanview Middle School ............................................................ 56
Ordot/Chalan Pago Elementary School ....................................... 58
P.C. Lujan Elementary School....................................................... 60
Simon Sanchez High School ......................................................... 62
Southern High School ................................................................... 64
Talofofo Elementary School ......................................................... 66
Tamuning Elementary School ...................................................... 68
Truman Elementary School .......................................................... 70
Upi Elementary School ................................................................. 72
Vicente S.A. Benavente Middle School ........................................ 74
Wettengel Elementary School ..................................................... 76
5. School Facility Master Planning – Background/ Process ......... 78
Vision and Goal Setting ................................................................ 81
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
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Community Engagement ............................................................. 81
Project Selection and Prioritization ............................................. 82
Prioritization Committee Selection Process ................................ 83
6. School Standards and Facility Adequacy Considerations ........ 84
Modernization needs ................................................................... 84
GDOE 1999 Ten Year Capital Facilities Plan Standards – Space
Requirements ............................................................................... 85
New Construction and Renovation .............................................. 86
Educational Specifications. ...................................................... 86
Example Resources for Facility Requirement Calculations ...... 87
Cost Effectiveness ........................................................................ 87
Example Resources for Life-Cycle Cost Analysis ...................... 88
Future-Proofing ............................................................................ 88
Tropical Construction ................................................................... 89
Example Resources for Tropical Construction Recommendations
................................................................................................. 89
References ....................................................................................... 90
Acronyms CEFPI - Council of Educational Facility Planners
CIP - Capital Improvement Program
EAMS - Enterprise Asset Management System
Ed Specs - educational specifications
LCCA - Life-cycle cost analysis
M - million
M&R - maintenance and repair ()
O&M - operations and maintenance
sf - square feet
UFC - Unified Facilities Criteria
WCCUSD - West Contra Costa Unified School District
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
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1. Introduction
This working document establishes foundational school facility Capital Improvement Program (CIP) planning components that can be updated
annually to provide local decision makers with high level facility-need information regarding the current state of the school facility inventory
(e.g., existing facility conditions and functionality, enrollment trends, and overall school CIP needs) to provide timely information for budgeting
and project sequencing.
In addition to CIP planning, Section 5 of this document outlines recommendations for larger-scale planning efforts (i.e., master planning) that
should be conducted on a recurring basis (e.g., every five to ten years). Related efforts include the definition and vetting (or reconsideration) of
facility standards (e.g., facility requirements for each school level: elementary, middle/junior high, and high school), population projections and
demographic analysis, and planning factors that should be informed by and agreed upon through broader public engagement such as CIP
prioritization criteria.
A component of optimizing operations and maintenance (O&M) practices, and establishing
reasonable funding streams, is planning for overall facility improvement needs, including large
expenditures for major repair/replacement, or new construction (i.e., CIP projects) as well as
smaller (often more abundant) maintenance and repair (M&R) projects. CIP projects often take
years to plan and implement, whereas M&R projects are ongoing operational (i.e., current year)
expenditures. Accordingly, CIP needs and funding are budgeted separately from ongoing M&R
needs. Over time, regular M&R work that is deferred over a long period of time accumulates and
turns into a bigger problem, requiring CIP projects to correct the larger issues.
Facility master planning helps establish the standards and goals to which facility adequacy is
assessed, while CIP planning helps advance a continuously fulfilled cycle of facility investment by
analyzing enrollment trends, school capacity, facility life cycles, and facility needs. Ideally, capital
projects are adequately budgeted in advance so they do not compete for limited operational or
M&R funds.
Existing Conditions/Functionality:inventory-wide deferred maintenance and
renewal concerns
Enrollment Trends and Educational Requirments:
recent shifts and anticipated changes
School CIP Needs: capacity, facility adequacy, and
related CIP needs
CIP Cycle:
initial research
procuring design funds
planning and community outreach
design and preparation of construction documents
procuring construction funds
preparing construction documents
obtaining entitlements and necessary approvals
construction
[Several years from planning to completion]
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Adequately funding CIP projects and M&R is affected by varying
economic conditions, evolving technology and educational/
programmatic needs, shifting enrollment patterns, investment and
redevelopment patterns, aging facilities, shortfalls in legislative
appropriations, and other challenges beyond a school district’s
control. As CIP funds become available, the facility plan can help
school districts:
Identify short-term projects (i.e., renewal that can be
addressed with minimal lead-time) and long-term projects
(i.e., new facilities or major renovations with a longer lead-
time)
Align appropriated CIP funds to short or longer-term
projects as appropriate
Provide equitable distribution
Key terms used in this report:
DM – deferred maintenance: the total cost of needed
repairs for work that should have been performed but was
delayed for a future period
CRV or cost – current replacement value: the total sum of
estimated costs for elements assessed (at system, building,
school, island, or insular area levels)
FCI – facility condition index: the DM percentage of total
CRV (at all levels); this calculation can help identify the
magnitude of particular problems regardless of cost
DM estimates, based on approximate building values derived from
locally adjusted cost components, were estimated for reporting and
planning purposes only and are not meant to determine exact
building values or project costs.
Functional Adequacy In addition to DM and FCI, functional adequacy or educational
adequacy assessment of existing spaces is a critical metric for
considering facility condition.
Functional adequacy assessment helps identify programmatic needs
of a facility, a school, or school district and will also help determine
how well a school or building will support educational program
needs if repaired or renovated or if, instead, replacement is
warranted. Full functionality assessment is extensive and can be
customized to focus on particular desired program upgrades.
Programmatic upgrade goals should be defined through a master
planning effort (see Section 5). For the purposes of this report,
functional adequacy metrics were limited to critical spaces, safety,
and healthful learning space/conditions:
Classroom sizes – dimensions and general sizing
Core spaces (e.g., cafeteria, gym, media center) – present
and adequately sized
Restrooms – quantity and location of facilities are adequate
for student population and school staff
Technology/electrical – adequate power outlets/data lines
Indoor Environmental Quality – air quality, lighting/natural
light, acoustics provide a comfortable learning environment
Outdoor activity facilities – desired places for child play and
learning activities are present
Separation of pedestrian, bus and parking – conditions
support safe and efficient pedestrian and vehicle movement
Future assessment of functional adequacy and associated CIP needs
can be revised based on updated master planning requirements.
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2. Existing Conditions
Total deferred maintenance for Guam Department of Education (GDOE) is
estimated to be $72 million (M), escalated to 2018 dollars, for the 35 schools
managed by GDOE (five other schools are managed under a third party
Design Build Finance Maintain arrangement).
Highest DM totals
1. Southern High School
2. F.B. Leon Guerrero Middle School
3. Simon Sanchez Elementary School
Capital Investment Needs Comprehensive documentation of existing repair, code compliance, and
capacity needs are required to ascertain not only a larger scale
understanding of existing needs, but also to set priorities that can guide
ongoing investment. This report identifies inventory-wide repair needs and
is intended to be used to create holistic campus improvement plans.
The Facility Master Plan visioning process is required to determine and build
agreement on future educational goals and related facility needs. The
standards for which can then be used to evaluate the adequacy of current
spaces. Sample considerations include: assessing each campus’ spatial
availability for expansion, functional relationships, potential adaptation of
spaces, structural suitability for expansion or modernization, potential
retrofits required by code.
$0.0 $2.5 $5.0 $7.5 $10.0 $12.5
L.P. Untalan MSJ.P. Torres ES
Machananao ESMerizo Martyrs Memorial ES
LBJ ESInarajan ES
Agana Heights ESChief Brodie Memorial ES
Talofofo ESOrdot/Chalan Pago ES
Jose Rios MSMaria A. Ulloa ES
Astumbo ESUpi ES
Carbullido ESFinegayan ES
M.U. Lujan ESJuan M. Guerrero ES
C.L. Taitano ESM.A. Sablan ES
Truman ESOceanview MS
Wettengel ESJ.Q. San Miguel ES
P.C. Lujan ESDaniel L. Perez ES
Inarajan MSCapt Price ESTamuning ES
Agueda Johnston MSVicente S.A. Benavente MS
George Washington HSSimon Sanchez HS
F.B. Leon Guerrero MSSouthern HS
Deferred Maintenance ($M; 2018)
2018 dollars in millions (M)
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3. Territory Population Assessment
Based on United Nations population estimates and
projections data, “World Population Review” estimates
that Guam's 2018 population is 165,718, compared to
the official census figure of 159,000 in 2010 representing
an annual growth rate of approximately 0.5 percent
(World Population Review 2018). Figure 1 shows School-
age Population Projections for Guam through 2050,
which indicates no significant change in school-age
population for the foreseeable future (slight downward
trend for elementary school enrollment).
Figure 2 shows actual K-12 public school enrollment. This
chart also shows no significant change in enrollments
over the period from 2012 through 2018. The five Design
Build Finance Maintain schools were excluded from this
analysis because facility management is the
responsibility of the third party (Adacao Elementary
School, Astumbo Middle School, JFK High School, Liguan
Elementary School, and Okkodo High School). Because of
this, as well as the exclusion of private schools, student
enrollment totals are lower in Figure two than those
represented in Figure 1.
0
5,000
10,000
15,000
20,000
25,000
20
00
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20
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School-age Population Projection
Elementary Middle High
Figure 1 - U.S. Census Bureau population projection (2010) – Guam
Figure 2 - Actual enrollment from 2012 through 2018
0
5,000
10,000
15,000
20,000
25,000
2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Public School Enrollment (35 schools)
ES MS HS
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Figure 3 shows the percent change in Guam’s village populations from 2000 to 2010,
the trend being a reduction in population in the south and population increase in the
north.
Guam's population increased 1.2 percent from 2017 to 2018 and will rise further if
plans to move Marines into the region continue (World Population Review 2018).
However, this growth may not result in an increase in school age children in the near
term.
Capacity assessments for this report compare gross square feet per student (to
capture other supporting facilities, e.g., office, cafeteria, auditorium, media center,
circulation, restrooms), with national gross area per student averages, as reported
by The Council of Educational Facility Planners (CEFPI 2007). Four under capacity
schools in the south, and five over capacity schools in the north were identified
(Figure 4). These results correspond with the population trends indicated in the
census data.
Figure 3 - U.S. Census Bureau’s 2010 Percent Change in Population
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
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8%
92%
0% Guam Elementary
Under Capacity (2)
Within Range (23)
Over Capacity (0)
20%
30%50%
Guam Secondary (MS & HS)
Under Capacity (2)
Within Range (3)
Over Capacity (5)
0%
25%
50%
75%
100%
125%
150%
175%
200%
Sim
on
San
chez
HS
L.P.
Un
tala
n M
S
Jose
Rio
s M
S
Vic
ente
S.A
. Ben
aven
te M
S
Geo
rge
Was
hin
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n H
S
Mac
han
anao
ES
Fin
egay
an E
S
Juan
M. G
uer
rero
ES
Cap
t P
rice
ES
Ast
um
bo
ES
Tam
un
ing
ES
Agu
eda
Joh
nst
on
MS
Ord
ot/
Ch
alan
Pag
o E
S
M.U
. Lu
jan
ES
Car
bu
llid
o E
S
Wet
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S
Aga
na
Hei
ghts
ES
C.L
. Tai
tan
o E
S
F.B
. Leo
n G
uer
rero
MS
Up
i ES
LBJ
ES
J.Q
. San
Mig
uel
ES
Dan
iel L
. Pe
rez
ES
Talo
fofo
ES
Ch
ief
Bro
die
Mem
ori
al E
S
Mer
izo
Mar
tyrs
Mem
ori
al E
S
Inar
ajan
MS
Tru
man
ES
Mar
ia A
. Ullo
a ES
P.C
. Lu
jan
ES
J.P.
To
rres
ES
M.A
. Sab
lan
ES
Oce
anvi
ew M
S
Inar
ajan
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Sou
ther
n H
S
School Percent Capacity
Figure 5 - Percent Capacity by School (highest to lowest)
George Washington HS: 140%
Inarajan ES: 44%
Jose Rios MS: 187% L.P. Untalan MS: 195%
M.A. Sablan ES: 64% Oceanview MS: 62%
Southern HS: 42%
V.S.A. Benavente MS: 178%
Simon Sanchez HS: 200%
Figure 4 - Locations of over- and under-capacity public schools
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4. School Facility and Grounds Needs
Based on the demographic data and capacity information covered in
Section 3, school expansion may be warranted at five schools due to
apparent overcapacity conditions. This does not necessarily mean
that additional classrooms are needed, but could indicate a need for
additional core or supporting facilities (noted in Section 1). Similarly,
some consolidation may be warranted at four schools due to
apparent under-capacity conditions. Potential for school expansion
and consolidation needs include (percentages indicate percent
capacity):
School Expansion/Replacement 1 Simon Sanchez High School1 200% 2 L.P. Untalan Middle School 195% 3 Jose Rios Middle School 187% 4 Vicente S.A. Benavente Middle School 178% 5 George Washington High School 140%
School Consolidation 1 Southern High School 42% 2 Inarajan Elementary School 44% 3 M.A. Sablan Elementary School 64% 4 Oceanview Middle School 62%
GDOE is currently creating a redistricting strategy in order to
address current facility limitations. The teacher’s union contract sets
teacher-to-student ratio limits (e.g., 1:14 to 1:28 depending on the
class type and level). GDOE provides classroom space to meet these
requirements and prevent overcrowding.
1 Simon Sanchez High School has been identified for replacement by GDOE
Major Repair/Replacement Expansion or replacement is needed for some older cafeteria
buildings. Some school cafeterias are too small and require two or
more lunch periods to serve all students. GDOE, through the
Department of Public Works, is soliciting assistance in formulating a
cost effective replacement or renovation strategy.
School-Specific Condition Summaries – Assumptions
The school-specific condition summaries provided in Section 4 are
based on the 2013 building condition assessments (August 2013)
with some updates to address work completed to date. In the
future, these data points can be taken from the Enterprise Asset
Management System (EAMS), GDOE’s facility management system,
to capture current conditions.
DM estimates and facility replacement values were updated to 2018
dollars for inclusion in this report:
Cost Replacement Value was based on March 2013 dollars
and escalated to September 2018 dollars using the
“NAVFAC Building Cost Index” (used because this represents
a middle range between other indices e.g., RS Means and
Census Construction Price Indexes)
Deferred Maintenance costs were based on Sept 2015
dollars and escalated to Sept 2018 dollars
School by school conditions are summarized on subsequent pages
of Section 4.
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Agana Heights Elementary School Formerly Hagatna Heights Elementary
Maximo Site GU01014
Facility Conditions:
Deferred Maintenance Estimate: $832K
Replacement value (2018 $): $11,810K
Facility Condition Index: 0.13
Number of Buildings: 13
Floor Area: 42,404 square feet
Campus Size: 9 acres http://insularabcs.org/School/Summary?id=GU01014
Functionality Adequacy: [preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 400 518
Number of Classrooms 34 62.4
Students per Classroom 11.8 11.1
Square Feet per Student 106 121
413
532 505
413 420 400
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 6 - Agana Heights Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Demolished
7
3
11
1 9
6
4
8
5
12
13 2
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Agueda Johnston Middle School Maximo Site GU01002
Facility Conditions:
Deferred Maintenance Estimate: $2,490K
Replacement value (2018 $): $33,670K
Facility Condition Index: 0.07
Number of Buildings: 18
Floor Area: 108,809 SF
Campus Size: 20 acres http://insularabcs.org/School/Summary?id=GU01002
Functionality Assessment (Educational Adequacy): [preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE MS Average
2017-18 Enrollment 768 847
Number of Classrooms 75 66.5
Students per Classroom 10.2 11.6
Square Feet per Student 142 140
792854
913
810 788 768
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 7 - Agueda Johnston Middle School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1 15
6
2 3
4 5
7
8
11
12 13 15 10
9
15
14
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Astumbo Elementary School Maximo Site GU01003
Facility Conditions:
Deferred Maintenance Estimate: $1,009K
Replacement value (2018 $): $19,180K
Facility Condition Index: 0.05
Number of Buildings: 14
Floor Area: 58,368 SF
Campus Size 8 acres http://insularabcs.org/School/Summary?id=GU01003
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 583 518
Number of Classrooms 42 62.4
Students per Classroom 13.9 11.1
Square Feet per Student 100 121
547433 532 561 578 583
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 8 - Astumbo Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
10
1
9 7 6
13
3 2
4 5
13
13
13 12
8
11
14
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C.L. Taitano Elementary School Maximo Site GU01005
Facility Conditions:
Deferred Maintenance Estimate: $1,389K
Replacement value (2018 $): $19,100K
Facility Condition Index: 0.07
Number of Buildings: 14
Floor Area: 64,971 SF
Campus Size: 6 acres http://insularabcs.org/School/Summary?id=GU01005
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 602 518
Number of Classrooms 45 62.4
Students per Classroom 13.4 11.1
Square Feet per Student 108 121
648625 632
552 558602
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 9 - C.L. Taitano Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
13
15 14
12
2
1
3
4
6
5
7
8
11 20 19
17
18
10 9
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Captain Price Elementary School Maximo Site GU01006
Facility Conditions:
Deferred Maintenance Estimate: $2,281K
Replacement value (2018 $): $18,970K
Facility Condition Index: 0.11
Number of Buildings: 18
Floor Area: 67,589 SF
Campus Size: 8 acres http://insularabcs.org/School/Summary?id=GU01006
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 703 518
Number of Classrooms 67 62.4
Students per Classroom 10.5 11.1
Square Feet per Student 96 121
693
728 717700
681703
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 10 - Captain Price Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Demolished
14
15
13
9
8 7
6
5
4 2
1 3
19
11
10
17
16 21
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Carbullido Elementary School Maximo Site GU01007
Facility Conditions:
Deferred Maintenance Estimate: $1,054K
Replacement value (2018 $): $15,010K
Facility Condition Index: 0.06
Number of Buildings: 14
Floor Area: 51,838 SF
Campus Size: 9 acres http://insularabcs.org/School/Summary?id=GU01007
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 492 518
Number of Classrooms 43 62.4
Students per Classroom 11.4 11.1
Square Feet per Student 105 121
531 521492
479 489 492
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Figure 11 - Carbullido Elementary School
12
12 4
4
9
9
10
10
6
6
11
11
5
5
3
3
2
2 1
1
14
14
13
13
7
7
8
8
15
15
16
16
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Chief Brodie Elementary School Maximo Site GU01008
Facility Conditions:
Deferred Maintenance Estimate: $869K
Replacement value (2018 $): $14,100K
Facility Condition Index: 0.06
Number of Buildings: 20
Floor Area: 43,545 SF
Campus Size: 18 acres http://insularabcs.org/School/Summary?id=GU01008
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 329 518
Number of Classrooms 66 62.4
Students per Classroom 5 11.1
Square Feet per Student 132 121
343 342 339320
304329
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
21
Figure 12 – Chief Brodie Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
23
23
22
22
21
21
20
20
19
19
9
9
10
10
11
11
8
8
7
7
6
6
5
5
1
1
2
2
3
3
4
4 16
16
17
17
15
15
12
12 14
14
13
13
18
18
22
22
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
22
Daniel L. Perez Elementary School Maximo Site GU01009
Facility Conditions:
Deferred Maintenance Estimate: $2,033K
Replacement value (2018 $): $22,360K
Facility Condition Index: 0.08
Number of Buildings: 12
Floor Area: 79,002 SF
Campus Size: 11 acres http://insularabcs.org/School/Summary?id=GU01009
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 657 518
Number of Classrooms 61 62.4
Students per Classroom 10.8 11.1
Square Feet per Student 120 121
752713 721
676641 657
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
23
Figure 13 – Daniel L. Perez Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
11
11
12
12
13
13
13
13
13
13
8
8
7
7
6
6
5
5
4
4
1
1
10
10
9
9
3
3
2
2
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
24
F.B. Leon Guerrero Middle School Maximo Site GU01010
Facility Conditions:
Deferred Maintenance Estimate: $7,530K
Replacement value (2018 $): $70,120K
Facility Condition Index: 0.11
Number of Buildings: 23
Floor Area: 170,723 SF
Campus Size: 21 acres http://insularabcs.org/School/Summary?id=GU01010
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE MS Average
2017-18 Enrollment 1,129 847
Number of Classrooms 76 66.5
Students per Classroom 14.9 11.6
Square Feet per Student 151 140
1,1281,106
1,176
1,117 1,1061,129
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
25
Figure 14 – F.B. Leon Guerrero Middle School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
16
16
17
17
15
15
18
18
20
20
14
14
19
19
21
21
11
11
10
10
9
9
8
8
7
7 12
12
5
5
6
6
13
13
24
24
25
25
23
23 2
2 1
1
3
3 4
4
1
1
3
3
2
2 4
4
12
12
11
11
5
5
6
6
7
7
8
8
10
10
9
9
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
26
Finegayan Elementary School Maximo Site GU01012
Facility Conditions:
Deferred Maintenance Estimate: $1,067K
Replacement value (2018 $): $24,670K
Facility Condition Index: 0.04
Number of Buildings: 17
Floor Area: 78,973 SF
Campus Size: 15 acres http://insularabcs.org/School/Summary?id=GU01012
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 849 518
Number of Classrooms 72 62.4
Students per Classroom 11.8 11.1
Square Feet per Student 93 121
906 936 979811 843 849
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
27
Figure 15 – Finegayan Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
26
26
27
27
25
25
24
24
23
23
22
22 21
21
4
4
3
3
2
2 5
5 6
6
7
7
8
8
9
9 11
11
12
12
13
13
28
28
19
19
1
1
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
28
George Washington High School Maximo Site GU01013
Facility Conditions:
Deferred Maintenance Estimate: $3,785K
Replacement value (2018 $): $51,060K
Facility Condition Index: 0.07
Number of Buildings: 23
Floor Area: 187,435 SF
Campus Size: 68 acres http://insularabcs.org/School/Summary?id=GU01013
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE HS Average
2017-18 Enrollment 1,630 1,626
Number of Classrooms 154 151
Students per Classroom 10.6 10
Square Feet per Student 115 192.3
1,842
2,643 2,647
1,767 1,699 1,630
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
29
Figure 16 – George Washington High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
7
7
2
2 16
16 14
14
15
15
18
18
21
21
19
19
12
12
13
13
27
27
28
28
11
11
10
10 24
24 17
17
23
23
20
20
25
25
26
26
9
9 8
8 4
4
15
15
5
5
6
6 1
1
22
22
15
15
15
15
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
30
Inarajan Elementary School Maximo Site GU01015
Facility Conditions:
Deferred Maintenance Estimate: $821K
Replacement value (2018 $): $15,100K
Facility Condition Index: 0.05
Number of Buildings: 8
Floor Area: 61,656 SF
Campus Size: 17 acres http://insularabcs.org/School/Summary?id=GU01015
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 241 518
Number of Classrooms 35 62.4
Students per Classroom 6.9 11.1
Square Feet per Student 256 121
257 255
247 248244
241
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
31
Figure 17 – Inarajan Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
8
8
4
4
6
6
7
7
2
2
3
3
5
5
1
1
9
9 9
9
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
32
Inarajan Middle School Maximo Site GU01016
Facility Conditions:
Deferred Maintenance Estimate: $2,065K
Replacement value (2018 $): $24,600K
Facility Condition Index: 0.06
Number of Buildings: 16
Floor Area: 93,594 SF
Campus Size: 32 acres http://insularabcs.org/School/Summary?id=GU01016
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE MS Average
2017-18 Enrollment 490 847
Number of Classrooms 55 66.5
Students per Classroom 8.9 11.6
Square Feet per Student 191 140
556 596 611531 515 490
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
33
Figure 18 – Inarajan Middle School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
10
10 9
9
14
14
15
15
18
18
13
13
11
11
12
12
6
6
7
7
8
8
7
7
5
5
19
19
1
1
2
2
16
16
3
3
4
4
17
17
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
34
J.P. Torres Alternative School Maximo Site GU01017
Facility Conditions:
Deferred Maintenance Estimate: $540k
Replacement value (2018 $): $6,000K
Facility Condition Index: 0.08
Number of Buildings: 8
Floor Area: 27,309 SF
Campus Size: 9 acres http://insularabcs.org/School/Summary?id=GU01017
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE Average
2017-18 Enrollment 171 518
Number of Classrooms 27 62.4
Students per Classroom 6.3 11.1
Square Feet per Student 160 121
83
145124
39
154171
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
35
Figure 19 – J.P. Torres Alternative School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
2
2 1
1 8
8
3
3
4
4
5
5
6
6
7
7
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
36
J.Q. San Miguel Elementary School Maximo Site GU01018
Facility Conditions:
Deferred Maintenance Estimate: $1,819K
Replacement value (2018 $): $16,680K
Facility Condition Index: 0.11
Number of Buildings: 18
Floor Area: 57,839 SF
Campus Size: 15 acres http://insularabcs.org/School/Summary?id=GU01018
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 503 518
Number of Classrooms 39 62.4
Students per Classroom 12.9 11.1
Square Feet per Student 115 121
506 505
498
513
501503
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
37
Figure 20 – J.Q. San Miguel Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
2
2
1
1
10
10
11
11
4
4
5
5
8
8 13
13
3
3
14
14
9
9
12
12
6
6
7
7
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
38
Jose Rios Middle School Maximo Site GU01020
Facility Conditions:
Deferred Maintenance Estimate: $926K
Replacement value (2018 $): $21,380K
Facility Condition Index: 0.04
Number of Buildings: 15
Floor Area: 67,767 SF
Campus Size: 18 acres http://insularabcs.org/School/Summary?id=GU01020
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE MS Average
2017-18 Enrollment 822 847
Number of Classrooms 64 66.5
Students per Classroom 12.8 11.6
Square Feet per Student 82 140
891 925 990864 870 822
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
39
Figure 21 – Jose Rios Middle School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
1
18
18
18
18
3
3
5
5
6
6
18
18 2
2
4
4
7
7
9
9
10
10
11
11
12
12
8
8 15
15
14
14
13
13
18
18
17
17
16
16
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
40
Juan M. Guerrero Elementary School Maximo Site GU01021
Facility Conditions:
Deferred Maintenance Estimate: $1,380K
Replacement value (2018 $): $20,140K
Facility Condition Index: 0.06
Number of Buildings: 20
Floor Area: 67,223 SF
Campus Size: 14 acres http://insularabcs.org/School/Summary?id=GU01021
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 711 518
Number of Classrooms 64 62.4
Students per Classroom 11.1 11.1
Square Feet per Student 95 121
778
681
729 741
680711
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
41
Figure 22 – Juan M. Guerrero Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
1 21
21
23
23
22
22
19
19
3
3
18
18
24
24
2
2
6
6
7
7
8
8
7
7
9
9
7
7
10
10
12
12
11
11
13
13
14
14
15
15
16
16
17
17
4
4
22
22
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
42
L.P. Untalan Middle School Maximo Site GU01022
Facility Conditions:
Deferred Maintenance Estimate: $22K
Replacement value (2018 $): $23,610K
Facility Condition Index: 0.001
Number of Buildings: 31
Floor Area: 88,028 SF
Campus Size: 11 acres http://insularabcs.org/School/Summary?id=GU01022
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE MS Average
2017-18 Enrollment 1,111 847
Number of Classrooms 75 66.5
Students per Classroom 14.8 11.6
Square Feet per Student 79 140
1,065 1,068
1,172
1,088
1,1521,111
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
43
Figure 23 – L.P. Untalan Middle School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
22
22
5
5 6
6
27
27
25
25 12
12
11
11
9
9
10
10
7
7
8
8
26
26
30
30
29
29
28
28
19
19
14
14
18
18 13
13
15
15
16
16
17
17 1
1
2
2
3
3
4
4
20
20
21
21
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
44
L.B. Johnson Elementary School Maximo Site GU01023
Facility Conditions:
Deferred Maintenance Estimate: $699K
Replacement value (2018 $): $7,970K
Facility Condition Index: 0.08
Number of Buildings: 29
Floor Area: 27,671 SF
Campus Size: 3 acres http://insularabcs.org/School/Summary?id=GU01023
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 243 518
Number of Classrooms 28 62.4
Students per Classroom 8.7 11.1
Square Feet per Student 114 121
311 338 310 296259 243
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
45
Figure 24 – L.B. Johnson Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
23
23
17
17
21
21
13
13
14
14
28
28 12
12
9
9
8
8
15
15
10
10
11
11
16
16
18
18
19
19
29
29
22
22
20
20 7
7 1
1
2
2
5
5
3
3
6
6
4
4
27
27
24
24
26
26
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
46
M.A. Sablan Elementary School Maximo Site GU01025
Facility Conditions:
Deferred Maintenance Estimate: $1,431K
Replacement value (2018 $): $16,810K
Facility Condition Index: 0.08
Number of Buildings: 26
Floor Area: 76,639 SF
Campus Size: 15 acres http://insularabcs.org/School/Summary?id=GU01025
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity: School Actual GDOE ES
Average
2017-18 Enrollment 437 518
Number of Classrooms 66 62.4
Students per Classroom 6.6 11.1
Square Feet per Student 175 121
436458 463
416 435 437
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
47
Figure 25 – M.A. Sablan Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
24
24
23
23
22
22
21
21
20
20
19
19
14
14
15
15 18
18
17
17
16
16
25
25
1
1
2
2
4
4
3
3
5
5
6
6
11
11
7
7
8
8
9
9
10
10
12
12
13
13
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
48
M.U. Lujan Elementary School Maximo Site GU01026
Facility Conditions:
Deferred Maintenance Estimate: $1,153K
Replacement value (2018 $): $15,120K
Facility Condition Index: 0.07
Number of Buildings: 21
Floor Area: 44,978 SF
Campus Size: 15 acres http://insularabcs.org/School/Summary?id=GU01026
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity: School
Actual GDOE ES Average
2017-18 Enrollment 437 518
Number of Classrooms 68 62.4
Students per Classroom 6.4 11.1
Square Feet per Student 103 121
644 672 656 601 611437
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
49
Figure 26 – M.U. Lujan Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
21
21
20
20
22
22
23
23
19
19 18
18
16
16
15
15
14
14
15
15
11
11
15
15
13
13
15
15
12
12
15
15
17
17
15
15
4
4
15
15
1
1
15
15
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15
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5
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15
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6
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9
9
15
15
10
10
15
15
24
24
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
50
Machananao Elementary School Maximo Site GU01027
Facility Conditions:
Deferred Maintenance Estimate: $607k
Replacement value (2018 $): $14,990K
Facility Condition Index: 0.04
Number of Buildings: 11
Floor Area: 46,088 SF
Campus Size: 11 acres http://insularabcs.org/School/Summary?id=GU01027
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 534 518
Number of Classrooms 26 62.4
Students per Classroom 20.5 11.1
Square Feet per Student 86 121
548
516
547
508 516534
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
51
Figure 27 – Machananao Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
7
7
6
6
8
8 5
5
9
9
1
1
2
2
3
3 4
4
10
10
10
10
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
52
Maria A. Ulloa Elementary School Maximo Site GU01028
Facility Conditions:
Deferred Maintenance Estimate: $933K
Replacement value (2018 $): $22,470K
Facility Condition Index: 0.04
Number of Buildings: 22
Floor Area: 103,108 SF
Campus Size: 11 acres http://insularabcs.org/School/Summary?id=GU01028
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 719 518
Number of Classrooms 75 62.4
Students per Classroom 9.6 11.1
Square Feet per Student 143 121
776752 756
709 695719
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
53
Figure 28 – Maria A. Ulloa Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
10
10
1
1
25
25
2
2
3
3
19
19
18
18
17
17
20
20
23
23
22
22
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21
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25
25
9
9
25
25
25
25
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
54
Merizo Martyrs Memorial Elementary School Maximo Site GU01029
Facility Conditions:
Deferred Maintenance Estimate: $639K
Replacement value (2018 $): $11,180K
Facility Condition Index: 0.05
Number of Buildings: 15
Floor Area: 35,410 SF
Campus Size: 11 acres http://insularabcs.org/School/Summary?id=GU01029
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 270 518
Number of Classrooms 36 62.4
Students per Classroom 7.5 11.1
Square Feet per Student 131 121
271 272 266
230 230
270
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
55
Figure 29 – Merizo Martyrs Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
16
16 17
17
6
6
7
7
10
10
15
15
14
14
13
13
12
12
11
11
8
8 4
4
5
5
2
2
3
3
1
1
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
56
Oceanview Middle School Maximo Site GU01030
Facility Conditions:
Deferred Maintenance Estimate: $1,617K
Replacement value (2018 $): $24,600K
Facility Condition Index: 0.07
Number of Buildings: 16
Floor Area: 109,057 SF
Campus Size: 27 acres http://insularabcs.org/School/Summary?id=GU01030
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE MS Average
2017-18 Enrollment 435 847
Number of Classrooms 54 66.5
Students per Classroom 8 11.6
Square Feet per Student 251 140
469478
440 439428 435
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
57
Figure 30 – Oceanview Middle School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
1
2
2
11
11
3
3
4
4
5
5
6
6
23
23
23
23
23
23
10
10
7
7
8
8
9
9 23
23 22
22
21
21
20
20
17
17
12
12
18
18
19
19 16
16
15
15
14
14
13
13
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
58
Ordot/Chalan Pago Elementary School Maximo Site GU01032
Facility Conditions:
Deferred Maintenance Estimate: $898K
Replacement value (2018 $): $17,780K
Facility Condition Index: 0.04
Number of Buildings: 10
Floor Area: 50,599 SF
Campus Size: 12 acres http://insularabcs.org/School/Summary?id=GU01032
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 493 518
Number of Classrooms 32 62.4
Students per Classroom 15.4 11.1
Square Feet per Student 103 121
543531
494
535
507493
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
59
Figure 31 – Ordot/Chalan Pago Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
12
12
13
13
1
1
2
2
13
13
3
3
4
4
6
6
5
5 14
14
13
13
11
11
10
10
9
9
8
8
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
60
P.C. Lujan Elementary School Maximo Site GU01033
Facility Conditions:
Deferred Maintenance Estimate: $1,891K
Replacement value (2018 $): $17,820K
Facility Condition Index: 0.10
Number of Buildings: 11
Floor Area: 55,785 SF
Campus Size 15 acres http://insularabcs.org/School/Summary?id=GU01033
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 387 518
Number of Classrooms 41 62.4
Students per Classroom 9.4 11.1
Square Feet per Student 144 121
438 456 454 425369 387
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
61
Figure 32 – P.C. Lujan Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
2
2
5
5 14
14 12
12
4
4
6
6
7
7 1
1 13
13
8
8
11
11
9
9 10
10
3
3
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
62
Simon Sanchez High School Maximo Ssite GU01034
Facility Conditions:
Deferred Maintenance Estimate: $7,450K
Replacement value (2018 $): $40,070K
Facility Condition Index: 0.18
Number of Buildings: 17
Floor Area: 148,677 SF
Campus Size: 28 acres http://insularabcs.org/School/Summary?id=GU01034
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE HS Average
2017-18 Enrollment 1,851 1,626
Number of Classrooms 90 151
Students per Classroom 20.6 10
Square Feet per Student 80 192.3
1,857
1,832
1,893
1,860
1,899
1,851
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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63
Figure 33 – Simon Sanchez High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
24
24
25
25
18
18
16
16 15
15
9
9
10
10
8
8
7
7
6
6
5
5
2
2
1
1
3
3
23
23
22
22 22
22 2
2 1
1
8
8
7
7
9
9
4
4 22
22
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
64
Southern High School Maximo Site GU01035
Facility Conditions:
Deferred Maintenance Estimate: $12,550K
Replacement value (2018 $): $534,246K
Facility Condition Index: 0.10
Number of Buildings: 22
Floor Area: 534,246 SF
Campus Size: 44 acres http://insularabcs.org/School/Summary?id=GU01035
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE HS Average
2017-18 Enrollment 1,397 1,626
Number of Classrooms 148 151
Students per Classroom 9.4 10
Square Feet per Student 1,399 192.3
1,475 1,466 1,577
1,2601,486 1,397
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
65
Figure 34 – Southern High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
20
20
19
19
18
18
11
11
12
12
24
24 7
7
6
6 5
5 4
4
3
3
2
2
1
1
8
8
9
9
21
21 10
10 15
15
16
16
17
17
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
66
Talofofo Elementary School Maximo Site GU01036
Facility Conditions:
Deferred Maintenance Estimate: $871K
Replacement value (2018 $): $10,990K
Facility Condition Index: 0.08
Number of Buildings: 14
Floor Area: 37,948 SF
Campus Size: 9 acres http://insularabcs.org/School/Summary?id=GU01036
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 301 518
Number of Classrooms 27 62.4
Students per Classroom 11.1 11.1
Square Feet per Student 126 121
257275 277 274 279
301
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
67
Figure 35 – Talofofo Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
7
7 2
2
6
6 3
3
4
4
16
16
16
16
8
8
9
9 1
1
14
14
12
12
13
13
15
15
11
11
10
10
17
17
16
16
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
68
Tamuning Elementary School Maximo Site GU01037
Facility Conditions:
Deferred Maintenance Estimate: $2,429K
Replacement value (2018 $): $23,630K
Facility Condition Index: 0.10
Number of Buildings: 6
Floor Area: 59,692 SF
Campus Size: 7 acres http://insularabcs.org/School/Summary?id=GU01037
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 595 518
Number of Classrooms 47 62.4
Students per Classroom 12.7 11.1
Square Feet per Student 100 121
596
631615
565
615595
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
69
Figure 36 – Tamuning Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
3
3
4
4
4
4 4
4
5
5
2
2
1
1
4
4
4
4
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
70
Truman Elementary School Maximo Site GU01038
Facility Conditions:
Deferred Maintenance Estimate: $1,446K
Replacement value (2018 $): $13,330K
Facility Condition Index: 0.10
Number of Buildings: 13
Floor Area: 51,486 SF
Campus Size: 18 acres http://insularabcs.org/School/Summary?id=GU01038
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 372 518
Number of Classrooms 40 62.4
Students per Classroom 9.3 11.1
Square Feet per Student 138 121
393409 405
352 361 372
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
71
Figure 37 – Truman Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
4
4
1
1
16
16
14
14
3
3
15
15
5
5
12
12 6
6
7
7
13
13
11
11
8
8
9
9
10
10
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
72
Upi Elementary School Maximo Site GU01039
Facility Conditions:
Deferred Maintenance Estimate: $1,045K
Replacement value (2018 $): $24,910K
Facility Condition Index: 0.04
Number of Buildings: 22
Floor Area: 99,864 SF
Campus Size: 45 acres http://insularabcs.org/School/Summary?id=GU01039
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 882 518
Number of Classrooms 49 62.4
Students per Classroom 18 11.1
Square Feet per Student 113 121
888925
852 868825
882
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
73
Figure 38 – Upi Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
1
2
2
11
11
12
12
8
8
14
14 15
15
16
16
5
5
3
3
4
4
7
7
19
19
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
74
Vicente S.A. Benavente Middle School Maximo Site GU01040
Facility Conditions:
Deferred Maintenance Estimate: $3,126K
Replacement value (2018 $): $37,750K
Facility Condition Index: 0.07
Number of Buildings: 16
Floor Area: 101,833 SF
Campus Size: 24 acres http://insularabcs.org/School/Summary?id=GU01040
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual
GDOE ES Average
2017-18 Enrollment 1,171 847
Number of Classrooms 81 66.5
Students per Classroom 14.4 11.6
Square Feet per Student 87 140
1,2281,278 1,283
1,2391,174 1,171
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
75
Figure 39 – Vicente S.A. Benavente Middle School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
16
16
14
14
1
1
2
2 3
3
4
4
23
23
24
24
24
24
24
24
5
5 8
8
7
7
6
6
11
11
10
10
12
12
24
24
13
13
20
20
21
21
22
22
15
15
19
19
18
18
17
17
24
24
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
76
Wettengel Elementary School Maximo Site GU01041
Facility Conditions:
Deferred Maintenance Estimate: $1,723K
Replacement value (2018 $): $22,480K
Facility Condition Index: 0.07
Number of Buildings: 19
Floor Area: 73,895 SF
Campus Size: 15 acres http://insularabcs.org/School/Summary?id=GU01041
Functionality Assessment:
[preliminary considerations; pending master plan input]
Spaces are adequate Yes No Adequate Bldg. Issues
Classroom sizes Core spaces (e.g., caf., gym, media ctr) Restrooms Technology/electrical Indoor Environmental Quality Outdoor activity facilities Separation of pedestrian, bus and parking
Capacity:
School Actual GDOE ES Average
2017-18 Enrollment 701 518
Number of Classrooms 49 62.4
Students per Classroom 14.3 11.1
Square Feet per Student 105 121
754778
758
699 699 701
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
77
Figure 40 – Wettengel Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
16
16
15
15
13
13
14
14
12
12
11
11
10
10
7
7
8
8
9
9 6
6
5
5 4
4
3
3 2
2
17
17 18
18
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – Guam
78
5. School Facility Master Planning – Background/ Process
School facility master planning is the process by which a school district determines its programmatic
goals, future facility needs, evaluates alternative solutions, and creates viable action plans for
execution. The master plan sets the standards that guide facility investments and is informed by
various inputs (e.g., condition and functionality assessments, population trends and projections,
and educational program goals) as well as public input that builds understanding of needs and
limitations. Because of the evolving nature of these inputs, the master plan should be seen not as a
static document, but a process that requires regular updates.2 It is the comprehensive conclusion of
three interconnected components: facilities, educational programs and demographics. Altering one
element directly affects the relationship with the other two. Together these three components
make up the Facilities Master Plan as seen in Figure 41.
Facilities: platforms that support educational programs and shelter students; facility evaluation
considers:
Condition: indoor air quality, thermal comfort, acoustics, lighting, maintenance adequacy3
Design: size, types of spaces, functional relationships of spaces, aesthetic qualities
Utilization: physical capacity, time usage, access, shared-use opportunities
Programming: Territory standards, administrators and local decision makers shape school
curriculum that determines which educational programs public schools provide. School facilities
must meet the unique requirements of a school’s curriculum to improve overall education.
Demographics: student enrollment trends and population projections; informs individual schools
program capacity (i.e., the number and size of certain facilities) and future investments.
2 School District Master Planning: A Practical Guide to Demographics & Facility Planning. (Carey, 2011) 3 Facility conditions have been proven to affect standardized test scores, graduation and attendance rates, and teacher retention rates. (Barrett, 2015)
Demographics
Facility master plan
goals, standards, and processes
facility investment needs/priorities
informed alternatives analysis
holistic, objective investment
decisions
Facility master plan
goals, standards, and processes
facility investment needs/priorities
informed alternatives analysis
holistic, objective investment
decisions
Figure 41 - Master Plan Components
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A facility master plan defines standards to which adequacy can be assessed (e.g., conditions, code compliance, functional adequacy) and
priorities assigned. Intensive evaluation and a public vetting process establishes standards and improvement strategies.
A community’s vision is a starting point to set expectations of what the school facilities will be (e.g., energy efficient, able to incorporate/utilize
latest technology, adaptable workspaces, healthful…) and serves as a basis for program and facility design goals. These standards then inform
policies for condition requirements such as equipment, infrastructure, code compliance, capacity thresholds, student-teacher ratios,
redistricting, bussing and other equity concerns. Prioritization criteria for CIP investments are determined in relation to the policies and
standards established by the master plan, and set the foundation for objective decision making which can reduce conflict related to funding
decisions. The master plan is informed by separate studies (e.g., special assessments for conditions or code compliance, sustainable
Facility Data
•Assess school facilities for condition, code compliance, utilization and functional adequacy
•Project school enrollments and classroom capacity
Steering Committee
•Stand up a committee with parents, teachers, principals and DOE administrators
•Define educational vision and goals
•Set curriculum and facility standards
•Determine physical and monetary resources
Public Workshops
•Conduct community survey
•How will existing and new facilities manifest the vision within a physical space?
•Determine existing neighborhood assets that can be used to lessen campus requirements
Final Plan
•Set capital improvement goals and priorities
•Identify and rank projects
•Create a plan that combines educational goals, demographics, and facility assessments into an achievable response to capital improvement needs
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maintenance procedures, implementation plans for long-term vision-plan-based inventory renewal) that may be revised apart from the master
plan and referenced accordingly.
The West Contra Costa Unified School District (WCCUSD), in California, provides a model process for vision and goal setting, community
engagement, and establishment of CIP prioritization criteria.
Figure 37 - Example Planning Process for the WCCUSD Long Range Facilities Master Plan (WCCUSD 2016) *LCAP – Local Control and Accountability Plan for goal setting and resource allocation (California Department of Education https://www.cde.ca.gov/re/lc/)
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Vision and Goal Setting Keeping the end goal in mind during the Long Range Facilities Master
Plan process is important to ensuring that each step in the process is
building toward the established goal.
As an example, the WCCUSD Master Plan end goals were to:
The focus here is on establishing objective and equitable criteria and
applying these criteria to define a project sequencing plan and
measurable implementation strategy.
Community Engagement Community engagement contributes to the success of the facility
planning process because residents can add their ideas and concerns
and build awareness of related challenges or complicating factors
that may limit what projects the school district can accomplish.
Example focus areas:
1. What type of improvements will have the most impact on
students and communities?
2. What criteria should be used to prioritize the sites?
3. Individual input on the priority school sites.
The location of community meetings is important for capturing a
representative sample of the population, and efforts should be made
to hold meetings in each area (e.g., each high school, or middle
schools where needed). The entire community should be invited, and
fliers could be sent to every student to ensure that meetings are well
advertised.
The WCCUSD Master Planning process also included district-wide
and school-site –specific surveys to start the establishment of
prioritization criteria.
Identify the order in which projects on the 21 Priority School Sites would be completed using
a priority list based on equitable, measurable criteria.
Define construction projects with budgets on all 21 Priority
School Sites using the results of the site assessments, community input and District-wide capacity
and utilization.
Establish an implementation time-line for project completion.
•Start with a presentation to outline the Facilities Master Plan process, the reason for community engagement and the establishment of the Prioritization Committee. A paper survey would be distributed to all attendees as a way to obtain more input and address District-wide comments.
DISTRICT-WIDE SURVEY
•More than one round of Community Meetings should be expected, and attendance may vary through the process. The first meetings will gather input from the District-wide survey. Comments on the survey questions can be addressed in the second round of meetings, and a second survey can be used to drill down into concerns related to specific school sites. Attendees may represent more than one school, and, in these cases, would need to fill out more than one survey (e.g., up to three). Comments about specific school sites would be collected to inform later analysis of project selection and prioritization.
SCHOOL SITE SPECIFIC SURVEY
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Project Selection and Prioritization Scarce CIP funding limits the number of projects that can be addressed each fiscal year. Developing a set of sequencing criteria to evaluate and
prioritize proposed CIP helps to identify the highest needs and build strategies to address them. The WCCUSD master plan process included first
creating a carefully selected citizen-based “prioritization committee” (comprised of parents, teachers, principals and DOE staff). The committee
worked with an initial list of criteria that would be applied equally to all sites without
discussing individual site needs. They created draft selection criteria and weighting that would
prioritize projects, and vetted the criteria until they reached consensus. The committee then
presented their recommendation to the Board of Education for final approval. Table 5-1 shows
the output of WCCUSD’s criteria selection and weighting process.
Table 5-1 - Output of WCCUSD’s criteria selection and weighting process
Criteria Metric Weight
Number of Years since Last Improvement
The dollars spent per student since 1991, including bond funds, plus State matching funds
6
Functionality Assessments scores prepared by Darden/iep2 6
Seismic Needs Structural reports were prepared for the District in 2002 will be used
5
Age of School Age of the original school building on a site 5
Physical Condition Assessment scores prepared by Darden/iep2 5
ADA Compliance Assessment ADA sub-scores prepared by Darden/iep2
4
Completed Phases of Design Scale: No Design, MP, SD, DD, CD, DSA 4
Economically Disadvantaged Area Median Income of the Census Track 3
Eligible for State Funding Any State funding 2
% Of Enrollment ESL, Foster, or Low Income
LCAP unduplicated count 2
Lack of Technology Infrastructure IT Grading 2
Over or Nearing Capacity Utilization using capacity without portables 1
The output of these criteria and metrics produce many data types on a range of scales. To be
able to produce one system to compare the criteria, each metric was scored on a 1 to 10-point
scale. The top and bottom of the range was established to allow the maximum amount of
variance between the lowest score and highest score without reverting to odd intervals such
as decimal points.
Create prioritization committee
Draft selection criteria and weighting
Reach consensus
Final approval by Board of
Education
Figure 38 - Process for establishing project prioritization criteria (WCCUSD 2016)
Figure 38 - Process for establishing project prioritization criteria (WCCUSD 2016)
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Table 2 - Criteria, metrics, and assignment of weights used for project prioritization
Criteria
[Value of recent]
# of Years Since Last Improve-
ments
Function Score
Seismic Needs
Age Condition
Score ADA Score
Completed Plans
Economically Disadvan-taged Area
Technology Infrastructure
Eligible for State Funding
Percent of Enrollment ESL, Foster,
or Low Income
Over or Nearing Capacity
Metric Dollars spent/
student
Assessment score
Seismic Report Priority
Building Age
(permanent)
Assessment score
Assessment score
Design stage of campus
improvement plans
Median household income ($)
Technology Department
Ranking
Eligible for a state funding program
2015-16 WCCUSD
LCAP
Utilization without
portables
10 Points
Under 5,000
Under 33 1 Before 1945
Under 25 Under 15 DSA
Approval Below 42K 1 Yes 95-100% 371% +
9 Points 5K-10K 33-36 1946-1951 25-30 15-20 42K-50K 90-95% 340-370%
8 Points 10K-15K 36-39 2 1952-1957 30-35 20-25 CD 50K-58K 2 85-90% 310-340%
7 Points 15K-20K 39-42 1958-1963 35-40 25-30 58K-66K 80-85% 280-310%
6 Points 20K-25K 42-45 3 1964-1969 40-45 30-35 DD 66K-74K 3 75-80% 250-280%
5 Points 25K-30K 45-48 1970-1975 45-50 35-40 74K-82K 70-75% 220-250%
4 Points 30K-35K 48-51 4 1976-1981 50-55 40-45 SD 82K-90K 4 65-70% 190-220%
3 Points 35K-40K 51-54 1982-1987 55-60 45-50 90K-98K 60-65% 160-190%
2 Points 40K-45K 54-57 5 1988-1993 60-65 50-55 Master Plan 98K-106K 5 55-60% 130-160%
1 Point 45K-50K 57-60 1994-1999 65-70 55-60 106K-114K 50-55% 100-130%
0 Points Over 50K 61+ No
Report Past 2000 71+ 61+ No Design 115K+ No Under 50%
Under 100%
Prioritization Committee Selection Process As previously noted, the committee nominees for the WCCUSD Master Plan were carefully selected. All were well-established members of the
community that understood the need to create equitable school facilities, the critical importance of the work, and the amount of time and
participation the process would require. As a part of the committee selection process, each nominee filled out an online survey concerning their
background, their relationship to the District, and their interest in serving on the Committee. The survey included a question concerning
sequencing criteria and asked participants to rank a list of potential sequencing criteria generated through community and DOE meetings to help
inform the committee selection and criteria ranking process.
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6. School Standards and Facility Adequacy Considerations
Modernization needs Over the past 20 years, educational environments have undergone enormous change, driven by shifting expectations and requirements from
educators, parents, communities, and regulators. As educational demands and building standards have changed, many of the more than 100,000
public school facilities that were once considered to be adequate for teaching and learning now are considered to be woefully inadequate and
even unsafe. (State of Our Schools 2016)
One of the three main components of a successful facility master plan is education programming. An educational adequacy assessment
evaluates how well a school is equipped to deliver the current curriculum. The major challenge with addressing educational adequacy is that
programmatic needs change quicker and more often than facilities are built or renovated. An educational adequacy assessment helps facility
planners determine whether it is more viable to renovate a facility or replace it (Dejong Richter 2016).
Key considerations include:
Indoor Environmental Quality (e.g., air quality, lighting/day
light, sound/acoustics)
ADA accessibility
Flexibility of spaces (opportunities for alternative uses for all
spaces, to reduce the amount of time that spaces are
unused, e.g., media center instead of a library and
computer room; adaptability of spaces, e.g., collapsible
walls, drop-down electrical outlets, adjacency to outdoor
learning spaces)
Electrical and other building infrastructure (e.g., cooling and
dehumidification) to support the integration of technology
in schools for instruction and administration
Energy efficiency and cost effective operations
Life cycle cost analysis for materials and equipment
(including operational costs in addition to capital outlays)
Safety and security measures (for natural and manmade
risks; use as shelters)
Student/teacher as well as student/restroom ratio goals
(right size classrooms)
Outdoor places for children to play and learn (e.g., health
and environmental education) (State of Our Schools 2016)
The assessment can be broken down by the type of space being
analyzed:
Core Academics (classrooms, science labs)
Special Education (life skills, VOC, resource rooms)
Visual Arts (art, drawing, painting, media)
Performing Arts (music, band, drama)
Physical Education (locker rooms, weight room)
Shared Spaces (Gym, cafeteria, media center)
Site (parking, circulation, landscaping)
(Dejong Richter 2016)
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GDOE 1999 Ten Year Capital Facilities Plan Standards – Space Requirements Guam Department of Education specified space types and quantities in its 1999 Ten Year Capital Facilities Plan. These definitions serve as a
sound starting point for considering facility requirements for various schools types and student populations. Quantities for each facility type are
determined based on program capacity. Space requirements, by school level, are listed with area requirements shown in square feet (sf):
Elementary:
General Classrooms – 900, 1150, or 1250
Multipurpose – 1250
Special Education – 1400 or 810
Itinerant – 330
Administrative – 3600
Faculty Center – 840
Cafetorium – 5500
Custodial – 330
Library – 6000
Computer – 900
Play Area Grades 1-2 – 40,000
Kindergarten – 5000
Play Area Grades 3-5 – 72,000
Middle:
General Classrooms – 900
Science Classrooms – 1600
Special Education – 810
Special Classroom – 900
Itinerant – 330
Band – 3580
Arts & Crafts – 1920
Home Economics – 1900
Industrial Arts Combined – 3390
Choir Room – 2200
Music Common areas – 400
Library/media center – 7100
Administration center – 5000
Cafetorium – 6500
Kitchen – 2800
Lab/Computer room – 1800
Custodial – 660
Faculty Center – 3500
PE Locker Shower – 6200
Volleyball courts (standard)
Basketball courts (standard)
Public restrooms (requirements based on program capacity)
Restrooms (requirements based on program capacity)
Field Equip storage
Softball Field (standard)
High:
Academy – 900
Science – 2120
Biology – 1940
Language – 900
Lab – 890
Art – 2500
Band – 3670
Choral – 1770
Music common – 670
Special ED – 810
Special ED self – 1880
Itinerant – 330
Library Media – 8600
Computer Resource – 1800
Administrative – 5800
Dining – 7600
Kitchen – 3400
Student Center (based on school size)
Faculty – 840
ROTC – 1000
Maintenance – 1000
Custodial – 400
Gym – 17700
Locker/Shower – 8600
PE Locker – 6400
Football field facilities – 3200
Weight rooms – 1200
PE Class – 900
Training room – 900
Concession stand – 400
Restrooms – 400
Athletic Office – 350
PE office – 250
Basketball courts (standard)
Tennis courts (standard)
Baseball field (standard)
Softball field (standard)
Combined football, track, soccer (standard)
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Setting limits for classroom size, and analyzing capacity, should consider grade level/ages of student, proposed use of the space (e.g.,
skills/trades training, special education), and number of teachers/assistant teachers present.
As a frame of reference, for US public schools, the average number of students per teacher (i.e., student/teacher ratio) varied from 22.3 in 1970,
17.2 in 1989, 15.3 in 2008, to 16.1 in 2014 (for comparison, the student/teacher ratio for private schools was 12.2 in 2014). The average class
size in 2012 was 21.2 students for public elementary schools and 26.8 students for public secondary schools (IES/NCES Fast Facts).
Program capacity compared to current or projected enrollment provides a simple percentage calculation that can show over or under capacity
conditions and help inform CIP decisions.
GDOE’s facility requirements provide the foundation for space planning. Considerations for new construction and renovation should further
consider other educational specification guidance, cost effective material selections, and, to the extent possible, “future proofing schools” or
creating spaces that minimize operational management needs and that can be modified easily to support evolving educational program and
design preferences as well as integrating technological advances.
New Construction and Renovation Educational Specifications. Having codified educational specifications (Ed Specs), or facility design requirements, can help guide facility planning to ensure that types and
quantities of spaces adequately meet the school and school district’s educational program needs. Ed Specs can also provide a basis for design
review and approval for planned investments. These can be flexible and adapted as appropriate based on the school district’s goals, objectives,
policies and community input that determine the educational program and define the following:
1. Enrollment of the school and the grade level configuration.
2. Emphasis in curriculum content or teaching methodology that influences school design.
3. Type, number, size, function, special characteristics of each space, and spatial relationships of the instructional area that are consistent
with the educational program.
4. Community functions that may affect the school design.
Other factors for facility planning include: site layout, playground and field areas, delivery and utility areas, future expansion, placement of
buildings, classrooms/specialized classroom areas, laboratories, gymnasium and associated facilities, auxiliary areas, lighting, acoustical,
plumbing, year-round education, ADA, and child care (CDE 2008).
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Example Resources for Facility Requirement Calculations and New School Siting • Council of Educational Facility Planners International, Calculating School Capacity: http://www.brainspaces.com/PRES/BrainSpaces-
PRES_2007-1006_Capacity-CEFPI.pdf
• California Department of Education Facility Design: https://www.cde.ca.gov/ls/fa/sf/
• Georgia Department of Education, Guideline for Square Footage Requirements for Educational Facilities:
https://www.gadoe.org/Finance-and-Business-Operations/Facilities-
Services/Documents/4%20%20Guideline%20for%20Square%20Footage%20Requirements%20051012.pdf
• Center for Cities and School, University of California Berkeley, School Facilities Cost Calculator:
http://citiesandschools.berkeley.edu/uploads/21csf_CC+S_School_Facilities_Cost_Calculator_User_Guide.pdf
• National Institute of Building Sciences, Whole Building Design Guide
o Elementary School: https://www.wbdg.org/building-types/education-facilities/elementary-school
o Secondary School: https://www.wbdg.org/building-types/education-facilities/secondary-school
• United States Environmental Protection Agency’s School Siting Guidelines and Tool
o School Siting Guidelines: https://www.epa.gov/schools/view-download-or-print-school-siting-guidelines
o Smart School Siting Tool: https://www.epa.gov/smartgrowth/smart-school-siting-tool
Cost Effectiveness School districts typically separate their capital and operating budgets and therefore have little incentive to factor in the long-term cost of a
building when making decisions about its design and construction. However, to reduce the total cost of owning a building while ensuring its
quality, it is necessary to balance the initial design and construction costs with the cost of lighting, ventilating/cooling, repairing and otherwise
operating and maintaining the facility.
Life-cycle cost analysis (LCCA) is a method for assessing the total cost of facility ownership. It takes into account all costs of acquiring, owning,
and disposing of a building or building system. LCCA is especially useful when project alternatives that fulfill the same performance
requirements, but differ with respect to initial costs and operating costs, have to be compared in order to select the one that maximizes net
savings. For example, LCCA will help determine whether the incorporation of a high-performance HVAC or glazing system, which may increase
initial cost but result in dramatically reduced operating and maintenance costs, is cost-effective or not (WBDG 2016).
Measuring material and equipment performance over time (i.e., percent of expected useful life realized) will help inform life-cycle cost analysis.
Given budget limitations and the high wear and tear experienced at schools, knowing which materials perform best over time will help inform
investments (i.e., determining which materials or equipment to use for new construction or major repair/ replacement). Asset performance can
be measured via work orders (e.g., the number and frequency of service requests with a CMMS), and tracking installation dates and percent of
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expected useful life realized will help round out the analysis. Additionally, tracking utility costs at the building level could also help compare
usage rates to identify inefficiencies and report real saving of any investments in energy conservation measures.
Example Resources for Life-Cycle Cost Analysis • National Institute of Building Sciences, Whole Building Design Guide; Life-Cycle Cost Analysis: https://www.wbdg.org/resources/life-
cycle-cost-analysis-lcca
• Florida Department of Education, Life Cycle Cost Guidelines for Materials and Building Systems for Florida's Public Educational Facilities:
http://www.fldoe.org/core/fileparse.php/5599/urlt/0074672-lccgmbsfpef.pdf
Future-Proofing A future-proof facility anticipates and supports educational change without expensive remodeling. It is inherently a flexible building that can be
used as appropriate today, but allows future reinterpretation and reassignment of programs and functions (Locker 2007).
Creating facilities that offer flexibility for future uses may be done via regular upgrades and improvements, not necessarily new construction.
Some considerations during CIP planning:
• Anticipate change. Most participants in school design processes have a tendency to define needs based on current educational practices,
not anticipated future practices.
• Be critical. Many states have lists of spaces to be used as a basis of school construction. Most lists have frozen traditional educational
practices into the names and sizes of spaces.
• Think flexibility not specificity. Ask that every space conceived have several alternate uses. Name rooms broadly to encourage future
reinterpretation instead of using narrow terms that lock them into a fixed use.
• Think mitten not glove. A good long lasting building is not a tight fit to a single idea of school, but a platform or container that allows
“wiggle room” and lets school evolve. A future-proof facility must support several ideas of educational delivery. Chances are, since
change is usually step change, any future facility will be asked to serve those several ideas simultaneously (Locker 2007).
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Tropical Construction As noted throughout the ABCs initiative, coastal and tropical environments cause various building systems to degrade faster than schools in the
continental U.S. due to salt in the air, cyclone or other strong wind events, solar radiation, and humidity levels. These factors, along with
generally higher material and utility costs, lead to above average operating expenses, and the need for special facility planning considerations.
Unified Facilities Criteria (UFC) 3-440-05N, Tropical Engineering, is intended for use as a guide by designers and engineers who are responsible
for the preparation of plans and specifications for construction in the tropics with the intent of upgrading the quality of design and construction
in order to extend the economic life of facilities in tropical environments. Recommendations therein can help identify materials, design
specifications, as well as construction and maintenance methods
Example Resources for Tropical Construction Recommendations • Unified Facilities Criteria (UFC) 3-440-05N - Tropical Engineering: http://www.wbdg.org/ffc/dod/unified-facilities-criteria-ufc/ufc-3-440-
05n
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References
CEFPI date. Council of Educational Facility Planners International, Creating Connections: The CEFPI Guide for Educational Facility Planning:
https://creatingconnections.a4le.org/
Dejong Richter 2016. Boise Independent School District Educational Adequacy Assessment, Executive Summary. May 16, 2016. Accessed October
2018 at: http://www.dejongrichter.com/boiseschools/wp-content/uploads/sites/10/2016/06/Educational_Adequacy_report.pdf
Dejong Richter 2018. Facility Master Planning: http://www.dejongrichter.com/our-services/facility-master-planning/
FLDOE 2010. Life Cycle Cost Guidelines for Materials and Building Systems for Florida's Public Educational Facilities; Accessed October 2018:
http://www.fldoe.org/core/fileparse.php/5599/urlt/0074672-lccgmbsfpef.pdf
Filardo 2016. State of Our Schools: America’s K–12 Facilities 2016; a joint publication of the 21st Century School Fund, Inc., U.S. Green Building Council,
Inc., and the National Council on School Facilities. Washington, D.C.: http://www.21csf.org/best-
home/docuploads/pub/331_StateofOurSchools2016.pdf
CDE 2008. Re-Visioning School Facility Planning and Design for the 21st Century, Creating Optimal Learning Environments, Roundtable Discussion;
California Department of Education, School Facilities Planning Division.
IES/NCES (n.d.). Fast Facts; Institute of Education Sciences/National Center for Education Statistics: https://nces.ed.gov/fastfacts/display.asp?id=28
Locker 2007. Future-proofing Schools, By: Frank Locker, PhD, AIA, REFP. Accessed January 2015 at: http://www.schoolfacilities.com/
WBDG 2016. National Institute of Building Sciences, Whole Building Design Guide; Life-Cycle Cost Analysis (LCCA). Access October 2018:
https://www.wbdg.org/resources/life-cycle-cost-analysis-lcca
DOD 2006. Unified Facilities Criteria (UFC) 3-440-05N - Tropical Engineering; 16 January 2004; including change 2, 28 November 2006:
http://www.wbdg.org/ffc/dod/unified-facilities-criteria-ufc/ufc-3-440-05n
U.S. Census 2010. 2010 Census Island Areas. Retrieved October 2018, from United States Census Bureau:
https://www.census.gov/newsroom/releases/archives/2010_census/press-kits/island-areas.html
WCCUSD 2015. West Coast Contra Unified School District. Demographic Analysis & Facility Capacity Study. September 4, 2015. Accessed October 2018:
https://www.wccusd.net/cms/lib/CA01001466/Centricity/Domain/40/WCCUSD%20Demographic%20Analysis%20and%20Facility%20Capacity
%20Study%20-%209-4-15.pdf
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WCCUSD 2016. West Coast Contra Unified School District. Master Plan. August 12, 2016. Accessed October 2018:
https://www.wccusd.net/cms/lib/CA01001466/Centricity/Domain/1417/WCCUSD_MasterPlan_Final_081216.pdf
World Population Review 2018. Guam Population 2018. Accessed October 2018: http://worldpopulationreview.com/countries/guam-population/
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