Bellevue Public Schools Comprehensive Facility Assessment ...€¦ · Comprehensive Facility...

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Bellevue Public Schools Prepared by: 777 Main Street Fort Worth, Texas 76102 Comprehensive Facility Assessment Report

Transcript of Bellevue Public Schools Comprehensive Facility Assessment ...€¦ · Comprehensive Facility...

Page 1: Bellevue Public Schools Comprehensive Facility Assessment ...€¦ · Comprehensive Facility Assessment Report. Facility Condition Assessment Report Page iii Bellevue Public Schools

Bellevue Public Schools

Prepared by:

777 Main StreetFort Worth, Texas 76102

Comprehensive Facility Assessment Report

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Page iiiFacility Condition Assessment Report

Bellevue Public Schools (BPS or the District) recently completed a comprehensive facilities condition assessment of every campus facility within its jurisdiction. This assessment will provide information used for planning long-range capital improvement efforts and investment across the District. This planning will help the District achieve its scholastic vision to produce skilled and productive students.

BPS hired Jacobs to conduct the comprehensive facilities condition assessment, which includes several data gathering components that culminate to provide options for future investment. These components include a review of the entire BPS facility portfolio, a capacity analysis, a facility condition assessment, a 5-year life cycle forecast, and a review of BPS enrollment projections. Results from the assessment are summarized in this Comprehensive Facility Assessment Report, to provide an overall picture of BPS’s facilities.

Data collected during the various assessments and analysis are currently housed in the MAPPS™ assessment database in order to support BPS’s capital planning efforts, as well as manage future maintenance and renewal operations. In addition, MAPPS holds room use and capacity information, which can be referenced to support future District planning.

The facility condition assessment identified $23.8 million in current need. The projected life cycle renewal needs for BPS’s facilities over the next five years is estimated to be $36.5 million. Combining current needs with the next five years of anticipated life cycle renewal forecast, BPS can anticipate $60.2 million in facility-related needs.

The Facility Condition Index (FCI) is a recognized formula that provides a general indication of a building’s health. FCI is calculated by dividing the total cost of repair into the total replacement cost. The majority of BPS’s campus and building FCIs are less than 30 percent, indicating that the majority of the District’s buildings are in average to good health.

The functional capacity of BPS’s facilities was determined by performing an inventory of the current use of spaces across all campuses. By comparing the functional capacity to current enrollment and projected enrollment, the District can make decisions on how to best utilize its schools. Overall, BPS schools are at standard industry capacity; elementary schools are under industry-standard capacity, and middle and high schools are nearing their maximum capacity.

Jacobs also performed a preliminary analysis into the potential cost and space implications involved with moving the middle school grade configuration from seventh through eighth to sixth through eighth grades.

Bellevue Public Schools

COMPREHENSIVE FACILITY ASSESSMENT REPORTExecutive Summary • October 2014

+ 23.8$ Million

+ 36.5$ Million

60.2$Million

BPS ASSESSMENT FINDINGS

FACILITY DEFICIENCY COST

5-YEAR LIFE CYCLE FORECAST

TOTAL 5-YEAR NEED

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Acknowledgments

The team would like to extend our appreciation to Bellevue Public Schools (BPS) for choosing our team to conduct this comprehensive assessment. We must thank the school principals, custodial staff, teachers, facilities and grounds department, and the entire BPS staff who provided input, feedback, and guidance throughout this process.

BPS SUPERINTENDENT

Frank Harwood

BOARD OF EDUCATION

Doug Cook, Board MemberCindy Copich, Board MemberBrig. Gen. Gregory Guillot, Military Advisory MemberMike Kinney, Board MemberFrank Kumor, Vice PresidentLisa Rybar, Board MemberNina Wolford, President

BPS ADMINISTRATION AND FACILITIES STAFFJeff Rippe, Assistant SuperintendentKim Bodensteiner, Executive Director for Teaching and LearningJim McMillion, Director of Facilities and Grounds

PROJECT TEAM

Jacobs Engineering Group, Inc.

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Table of Contents

GLOSSARY OF TERMS VI

INTRODUCTION AND METHODOLOGY 1

FACILITY PORTFOLIO 5

CAPACITY ANALYSIS 6

MIDDLE SCHOOL GRADE RE-CONFIGURATION ANALYSIS 7

FACILITY CONDITION ASSESSMENT 10

SUMMARY OF FINDINGS & COMBINED 5-YEAR NEED 16

APPENDIX A - CAMPUS CONDITION SUMMARY 17

APPENDIX B - BUILDING CONDITION SUMMARY 18

APPENDIX C - CAPACITY SUMMARY 19

APPENDIX D – EDUCATIONAL SPECIFICATION SAMPLE PROGRAMS 20

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Glossary of Terms

Building Capacity The number of students the facility can physically accommodate based on a generic, formula-driven program. Developed by categorizing actual room uses.

Campus A campus is a site where one or more schools/buildings is/are located. For example, an elementary school can share a site with a middle school; therefore, it is considered a campus.

Capacity Analysis An analysis of how many students the school’s physical facility can effectively serve within its classrooms.

Capital Improvement The addition or restoration of a permanent structure or some aspect of a property that will either enhance the property’s overall value or increase its useful life.

Combined 5-Year Need

The total investment needs anticipated over the next five years. Obtained by adding all facility deficiency costs with the 5-year life cycle renewal forecast.

Core Spaces Large areas within a building that are utilized by most students throughout the school day (e.g., cafeteria, gymnasium, library).

Design Capacity The number of students a school is designed to hold, not factoring for special programs.

Efficiency Factor While calculating functional capacity, the efficiency factor is applied against the number of students stations to account for breaks in an instructional schedule. The efficiency factor allows for small variances in class size due to the number of students in each grade (i.e., either over or under standard class size).

Facility Condition Assessment (FCA)

An evaluation of a school facility that identifies current building and building system deficiencies and life cycle projections.

Facility Condition Index (FCI)

A widely used indicator that provides a relative scale of the overall condition of a facility or group of facilities within a portfolio. A higher FCI indicates worse condition. Obtained by dividing the repair costs by the replacement cost of the same building.

Facility Deficiency Cost

Any cost associated with bringing current systems and components back to a functional state as installed. Facility deficiency costs do not include corrections related to adapting facilities to new construction standards or for capacity needs.

Facility Portfolio An inventory of all the buildings BPS manages.

Functional Capacity The number of students a school can hold, accommodating for spaces dedicated to special instruction (e.g., gyms, computer labs, music, etc.) and allowing for conference periods and other breaks in instructional schedule.

Overutilized A school enrollment that is greater than 85% of permanent capacity.

Life-Cycle Renewal Forecast

A forecast of future building system costs based upon each individual system’s expected serviceable life.

Permanent Capacity The number of students a school can accommodate within its permanent building(s). See capacity analysis for additional information.

Replacement Cost Total theoretical cost to replace buildings and reconstruct site improvements for all permanent buildings with their current existing features campus.

Soft Costs A collection of costs typically incurred during construction and renovations which is added to the construction costs and may include professional fees, construction testing and permitting, contingencies, or administrative costs.

Student Stations The number of students a classroom/facility can accommodate without adjusting for efficiencies.

Underutilized A school enrollment that is less than 85% of permanent capacity.

Utilization The calculated rate at which a school is utilized based on current enrollment and the capacity of the school. Calculated by dividing Enrollment by Capacity.

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Facility

Master Plan

Community Engagement

Options Planning

Future Path Actions

Introduction and Methodology

In order to support Bellevue Public School’s (BPS or the District) scholastic vision, each campus facility must be well-equipped with appropriate learning spaces for students and faculty alike. BPS has embarked on a comprehensive assessment of every campus facility within its jurisdiction in order to gather the information needed to achieve the District’s vision, goals, and objectives.

This report summarizes the results of the 2014 comprehensive assessment for BPS that provides options for future investment dollars. These components include a review of the entire facility portfolio, a capacity analysis, a facility condition assessment, a 5-year life cycle forecast. Data are combined to formulate total district-wide investment needs for the next five years, which can be used to develop a facility master plan and forecast future funding requirements.

The facility condition assessment contains detailed information associated with each building component, including the overall condition of school facilities, as well as life cycle forecasting information that attempts to identify future building and system needs. All collected data is housed in the MAPPS assessment database for future access and analysis by the District. This database and application will be provided to the District at the conclusion of the assessment.

THE BPS COMPREHENSIVE ASSESSMENT PROCESS

This report summarizes findings and results for each component of the BPS comprehensive assessment. As shown in Figure 1 below, each individual assessment or data-gathering exercise leads to the production of a list of needs over the next five years. As a follow-on activity, Jacobs can use the information gathered in the comprehensive assessment to create a facility master plan. Creating the facility master plan also involves community engagement meetings to capture information and reaction from important public sources.

Capacity Analysis

Academic Program Review

Facility Condition

Assessment

5-Year Need

Deficiency Cost

5-Year Life Cycle

Forecast

Facility Portfolio

Figure 1: BPS Comprehensive Assessment Process

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COMPONENTS OF THE BPS COMPREHENSIVE ASSESSMENT

Each comprehensive assessment component is described in further detail below.

Facility Portfolio

In order to produce accurate data regarding a district’s portfolio, a facility inventory must be prepared. The Jacobs team achieved this by gathering BPS’s school data and teacher rosters. During the initial stages of the assessment, data were collected,

analyzed, and correlated for use throughout the remainder of the assessment. Final results will be used for future facility management.

Capacity Analysis

A “functional capacity” approach was used to capture an inventory of all instructional spaces in their current use and determine the space utilization. At the elementary level, only rooms in which students receive their daily instruction were counted.

Spaces dedicated to special instruction, such as music and art rooms, were not included as capacity spaces. At secondary levels, all instructional spaces were calculated into capacity with a utilization factor applied to allow for conference periods and other breaks in the instructional schedule. These capacity values are used to evaluate space utilization based on school type.

Middle School Grade Re-Configuration Analysis

Jacobs also performed a preliminary analysis into the potential cost and space implications involved with moving the middle school grade configuration from seventh through eighth grades (7-8) to sixth through eighth grades (6-8).

Facility Condition Assessment

The facility condition assessment evaluates each building’s overall condition, including its site, roof, structural integrity, the exterior building envelope, the interior, and the mechanical, electrical, and plumbing systems. The assessment team, which included

architectural, mechanical, and electrical professionals and structural building professionals, observed conditions at the facilities in BPS. Conditions were evaluated from a visual observation that did not include intrusive measures, destructive investigations, or testing. Additionally, input provided by District Facilities and Grounds staff was incorporated where applicable.

Two components of the facility condition assessment are combined to total the cost for facility need. The two components are:

Facility Deficiency Cost

Facility deficiency costs are associated with bringing current systems and components back to a functional state as installed, but do not account for additional funds required to adapt facilities to new construction standards or address capacity.

5-Year Life Cycle Renewal Forecast

Life cycle data predicts future facility costs based on the expected remaining life of individual building systems (e.g., roofing, exterior, structural, interior, and more). While a particular building component may not require immediate

replacement, it is quite possible for it to reach the end of its useful life before or during the commencement of a planned capital construction project. This results in additional costs, which must be accounted for in the planning process.

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Combined 5-Year Need

Combining the facility deficiency costs with the 5-year life cycle renewal forecast indicates total District need. These figures do not include any expansion for classroom additions or new construction for additional enrollment growth. These figures also do

not include costs for programmatic changes, school consolidations, and replacements. These items should be determined as part of different scenarios developed during capital planning.

Future Path: Options Planning and Facility Master Plan

As a follow-on activity to this assessment, BPS can use the information gathered in the comprehensive assessment to create a facility master plan. A facility master plan is often used by Districts to plan capital improvement programs before identifying a funding stream or acquiring funding. By developing decisions based on the prioritization and categorization of needs identified during the assessment, a district can begin planning with an objective foundation for long-term decision making. Combining assessment data with enrollment projections, capacity and utilization data, geographical information data, and community input will help facilitate the development of achievable, long-range options. Such options may include renovations, new construction, school consolidation, attendance area realignment, and possible facility closures.

Options Planning

Based on information collected during an assessment, a district could begin to plan a facilities modernization program to address deteriorating buildings that are under or over utilized. Many different scenarios are possible that take into account facility condition, capacity, attendance zone utilization, and other factors to determine the future serviceability of facilities across a district. Each scenario would have a different impact on the actual cost related to facility condition improvements, 5-year life cycle costs, and costs of replacing some facilities in poor condition with new buildings. It is important to note that developing actual potential scenarios must involve reviewing these factors, as well as additional planning involving key stakeholders.

Facility Master Plan

Once the results from the options planning process are vetted with the community, recommendations for a facility master plan would be compiled. This final report would outline an action for each of BPS’s facilities. Recommendations would be presented by priority and in phases showing which facilities should be addressed first, and then the subsequent order for remaining facilities. Approximate cost of renovations, additions, replacements, and new construction will be indicated for each facility.

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ASSESSMENT METHODOLOGY

The BPS comprehensive assessment utilized a four-step methodology summarized below.

1. Project Kickoff: The BPS comprehensive assessment began in June 2014 with a kickoff meeting to establish goals and objectives.

2. Data Gathering: For on-site assessments, the teams were organized into facility condition assessment teams.

» Facility condition assessment teams evaluated each building’s general condition. They visited each facility and completed assessment forms identifying current deficiencies at each location, along with building systems and subsystems for each building with the estimated remaining life. Each team consisted of an architect and a mechanical/electrical/plumbing expert. A structural engineer was called in as needed to address identified structural concerns.

3. Data Analysis and Cost Estimating: Following the assessments, collected data were reviewed and entered into the MAPPS assessment and capital planning database.

4. Comprehensive Assessment Meetings and Reports: A formal preliminary findings review meeting with facility planning staff was conducted. Results from the comprehensive assessment were presented, and condition and life cycle costs were evaluated based on these results. Where necessary, BPS staff provided valuable input identifying additional needs not addressed in the assessment findings.

Project Kickoff

Data Gathering

Data Analysis and Cost Estimating

Comprehensive Assessment Reports

BPS Review

Next Steps

FACILIT Y CONDITION ASSESSMENT

METHODOLOGY

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Facility Portfolio

BPS currently manages more than 1.8 million square feet (sq ft) of permanent educational and administrative facilities. BPS properties include 2 high school campuses, 3 middle school campuses, 16 elementary school campuses, and four administrative campuses. Table 1 summarizes the portfolio of buildings for the entire District. Figure 2 summarizes the breakdown of square footage by school or facility type and shows the balance of BPS’s educational space between the three primary types of educational campuses – elementary, middle, and high school campuses.

Table 1: BPS Facility Portfolio

SQUARE FEET PER STUDENT

With a student enrollment of more than 10,000 located in 1.7 million sq ft of permanent instructional space, the gross square feet per student for BPS’s campuses is 174. This figure combines total square feet at a campus, including gymnasiums, media centers, cafeterias, administrative offices, and other building support spaces. It does not include stand-alone athletic and administrative facilities that are not housed on each campus. Table 2 indicates the breakdown of students, permanent square footage, and square feet per student for each type of school.

For reference, according to the 19th Annual School Construction Report by School Planning & Management magazine published in 2014, the national median enrollment and square feet per student for newly constructed elementary schools was 520 students with 149.6 sq ft/student; middle schools was 705 students with 173.3 sq ft/student; and high schools was 992 students with 174.2 sq ft/student.

When BPS information is compared to these national medians, the District’s elementary schools are typically under the average (142 sq ft/student), and middle schools and high schools are over the national average (240 sq ft/student), and (195 sq ft/student), respectively.

Table 2: BPS Square Feet per Student

BUILDING AGE

Forty-seven percent of the BPS’s school buildings are between 46 and 65 years old, indicating that the general BPS building population is at the end of its design life. Compared to 30-year average life cycle for school buildings, many of BPS’s buildings may be approaching revitalization based on this average age. Figure 3 illustrates the BPS building age breakdown.

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Figure 2: Breakdown of Permanent Square Footage by School Type

Middle: 19%Elem.:

40%

High: 33%

Admin.: 8%

25campuses

perm. bldgs.30

5 Years and Under

6 ‐ 15 Years

16 ‐ 25 Years

26 ‐ 45 Years

46 ‐ 65 Years

66 ‐ 85 Years

Greater than 85

Figure 3: Building Age of BPS Facilities (No BPS facilities between 66-85 years old.)

>85 yrs.: 9%

6-15 yrs.: 17%

<5 yrs.: 3% 16-25 yrs.

3%

26-45 yrs.: 21%46-65

yrs.: 47%

42avg. building age

avg. campus est.

43

School/Facility Type Count Sq FtElementary Schools ES 16 19 765,198 Middle Schools MS 3 3 362,222 High Schools HS 2 4 619,493 Administrative Admin 4 4 145,166

Total 25 30 1,892,079

Permanent BuildingsCampuses

School Type# of

Campuses # of StudentsAverage

Enrollment Permanent SqFtSq Ft/

Student

Elementary Schools ES 16 5,373 336 765,198 142 Middle Schools MS 3 1,509 503 362,222 240 High Schools HS 2 3,179 1,590 619,493 195

Total 21 10,061 479 1,746,913 174

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Capacity Analysis

The capacity of a school reflects how many students the school’s physical facility can effectively serve. There are various methodologies that exist to calculate capacity. It is not uncommon to review an existing building only to find that the capacity that once had been assigned to a building is greater than what can be reasonably accommodated today. This is primarily due to a change in how programs are currently delivered.

During the past thirty years, programs in a public school system and the manner in which they are delivered have changed significantly. Repeated arguments are heard that “This school was able to accommodate 600 students thirty years ago and now you are saying it can only accommodate 400 students today. How can this be the case?” Persons making these statements often do not realize that when the building was originally constructed, the average class size was 30 students, the music program was being held on the stage, the teacher provided art on a cart, there were no computer labs, the Kindergarten program was only half-day, and students with severe challenges and special education needs were in separate facilities.

Historically, building capacity in many districts has been calculated based upon the number of general classrooms in elementary schools, the number of core instructional suites in middle schools, and the number of classrooms with a scheduling factor applied for high schools. This approach is referred to as the “design capacity” of the building. This methodology is rigid and does not accommodate district sponsored programs.

To determine capacity in BPS for this effort, a “functional capacity” approach was employed. To calculate functional capacity, an inventory of current use was collected for all teaching spaces. At the elementary level, rooms where students receive their standard daily instruction were counted as capacity, while spaces dedicated to special instruction such as gyms, computer labs, music, and art rooms did not affect capacity. Special education rooms were used in capacity calculations but at a reduced student per room rate. At secondary levels, all instruction spaces were figured into capacity calculations with a factor applied to allow for conference periods and other breaks in the instructional schedule. Again, in middle and high schools, special education rooms were incorporated but at a lower student count per room.

Table 4 shows capacity totals by school type across all campuses. The overall utilization of BPS is 85 percent, which is equal to the standard industry utilization of 85 percent. Elementary and middle schools are under-utilized, with 81 percent and 75 percent, respectively. High schools are nearing maximum capacity at 99 percent utilization. See Appendix C for the capacity analysis summary by school.

Table 4: Capacity Summary for BPS

Type Capacity RoomsStudent Stations

Efficiency Factor

Capacity Enrollment UtilizationSurplus/ (Deficit)

Elementary Schools 416 6,991 0.95 6,641 5,373 81% 1,268 Middle Schools 122 2,680 0.75 2,010 1,509 75% 501 High Schools 189 4,270 0.75 3,203 3,179 99% 24

Total 727 13,941 11,854 10,061 85% 1,793

CAPACIT Y ANALYSIS

student stations

efficiency factor capacity

current enrollment

Utilizationx = =÷

breaks in instructional

scheduleES

95%MS

75%HS

75%

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Middle School Grade Re-Configuration Analysis

As a part of the assessment, Jacobs provided a preliminary analysis of potential cost and space implications involved with moving from a seventh through eighth grades to a sixth through eighth grades middle school grade configuration. As with any major change or adjustment to the programmatic and functional aspects of a school system, a number of factors and questions need to be addressed and answered. With adjustments in middle school grade configurations, some of the common items can include the following:

1. What is overall goal that the school district is attempting to achieve through this academic adjustment?

2. Is there ‘buy-in’ from the local community for the potential adjustment?3. Will the school district need to modify school feeder patterns through boundary adjustments

in order to regulate the enrollment at the middle school level?4. What is the current enrollment and what are the future enrollment projections for students

throughout the District?5. What will be done with the spaces vacated by the existing school buildings where 6th grade

instruction was being provided?a. Repurpose the spaces?b. Provide more pre-kindergarten options?c. Provide alternative educational opportunities?d. Include more special programming?

6. Is there room for additional capacity at the existing middle school facilities in terms of student enrollment?

7. Are existing spaces within the middle schools being utilized efficiently?8. How will the number of additional students affect existing core spaces and how will the

schools account for any additional need?9. Does the physical structure of the existing building and external site constraints allow for

additional space capacity?10. What will be the operational impact to the district in terms of cost?11. What (if any) will be the impact to teacher certifications with the new configuration?

CURRENT AND PROJECTED STUDENT ENROLLMENT

Through a review of BPS’s 2013-14 and future enrollment for all schools and grade levels, approximately 729 sixth grade students attend school at the elementary level spread across 15 elementary schools. The greatest numbers of sixth grade students attend Leonard Lawrence (69 students); the least amount attend Bertha Barber (18 students).

The assessment team also reviewed floor plans and layouts of BPS’s most recently built middle school (Lewis and Clark) to develop an optimal facility guideline for a middle school program. This guideline identifies the desired spatial requirements and standards for all recognized areas within BPS’s middle schools. Through this review, the student core support design capacity for a middle school is 1,250 students; the student maximum design capacity is 903 students; and student utilization design capacity is 680 students when calculated using the desired 75 percent utilization factor. This breakdown is shown in Figure 4. Appendix D details space requirement factors for a typical BPS school.

Figure 4: Student Design Capacities by School Type

Elementary Middle High

Efficiency Factor 95% 75% 75%Student Core Support Design Capacity 767 1,250 2,983

Student Maximum Design Capacity 551 903 2,599 Student Utilization Design Capacity 520 680 1,950

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Upon interpretation and analysis of the information included in the optimal facility guideline, the assessment team determined the desired core instructional space within a middle school classroom for BPS is approximately 1,070 SF. This value was used as a factor in determining the total size of the additional space which would be necessary to accommodate a switch to the 6-8 grade configuration at each school.

In order to determine the viability of moving to a 6-8 middle school configuration model, the team assumed that an even split of 243 sixth graders would be transferred to each of the three existing middle schools. This split did not take into consideration any boundary or feeder pattern adjustments as these would be objectives for BPS administration to determine. The team then performed an analysis of the current utilizations of the existing middle schools in conjunction with the current academic program offerings and core spaces. Through this analysis and a review of the existing floor and site layouts of the buildings, the team determined the ability of the schools to house and accommodate any necessary additional space.

INDIVIDUAL SCHOOL ANALYSIS AND OPTIONS

Lewis and Clark Middle School

The current layout and configuration of the site does not create much opportunity for adding on to the exterior perimeter of the building due to parking lots, topography, and more. Instead, BPS could create eight core instructional classrooms within the existing instruction space areas along the north and south ends of the administrative wings. These potential classroom locations are identified in green in Figure 5. Two additional classrooms could be added to the north and south ends of the connector wings, also identified in Figure 5. The rough building cost for these ten classrooms is estimated between $2.1 million

and $2.5 million. This cost does not take into consideration any necessary modifications as relates to additional core spaces such as gymnasiums, media centers, enlarged cafeterias, common spaces, and more.

1 The graphical depiction of areas for potential classroom and other spaces are preliminary in nature with the sole intent of aiding BPS in the analysis of a 6-8 middle school grade configuration. These images should not be construed as official design documents.

Figure 5: Potential Classroom Areas1

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Mission Middle School

BPS could create additional physical capacity by adding space near the southeastern portion of the existing building site. The area identified can be considered as one of the final ‘developable’ sections of land within the existing property constraints. This two-story addition of approximately 31,000 sq ft (shown in green in Figure 6) would contain the available square footage to house the additional sixth grade students and associated core curriculum needs. This preliminary analysis of additional space potential does not take into consideration items such as the need for additional staff parking. The rough building cost for these ten classrooms and additional core space is estimated between $6.2 million and $7.6 million.

Logan Fontenelle Middle School

BPS could build a two-story, eight classroom addition near the northeast section of the main floor classroom wing as shown in Figure 7. In order to accommodate additional classrooms spaces on the main level, BPS should relocated the current administrative area near the main entrance to the building. An addition west of the current main entry could house school administration, office areas, health, and commons space. With this re-configuration, the spaces could then be converted into classrooms (up to three) to accommodate the school’s new grade configuration. The rough building cost for these additional classrooms, administrative area additions, and modifications is estimated between $3.7 million and $4.5 million.

A more in depth analysis should be conducted to determine the need (if any) for additional restrooms and other core spaces. As with the other middle schools, the need for additional staff and visitor parking will need to be further evaluated in this scenario.

RECONFIGURATION SUMMARY

BPS should consider a multitude of significant components as they explore the 6-8 middle school grade configuration concept. The impact to the physical structure of a facility has traditionally been one of the final determining factors in moving forward with such an agenda.

Though this preliminary analysis provides information regarding the physical characteristics within the Districts facilities, BPS leadership should provide an in-depth analysis regarding the overall goals and global impact that the District desires. In Jacobs’ experience, these tough questions are best answered through a series of professionally-led internal district staff communication and dialogue paired with local community engagement. Decisions such as these require a significant amount of analysis, research and open dialogue amongst all involved stakeholders.

Figure 7: Potential Classrooms and Administrative Additions1

Figure 6: Potential Classrooms and Additional Core Spaces1

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Facility Condition Assessment

FACILITY CONDITION ASSESSMENT SUMMARY

A facility condition assessment evaluates the general health of physical facilities by identifying and prioritizing deficiencies that require correction for long-term use of the campus. Observations are typically organized into civil, architectural, structural, mechanical, electrical, plumbing, and roofing disciplines.

A facility condition assessment includes a comprehensive evaluation of both current facility deficiencies and building system life cycle deficiencies. Facility deficiencies involve bringing current systems and components back to a functioning state (for example, a broken lighting fixture or an inoperable rooftop air conditioning unit). Life cycle renewal forecasts look at the ages of systems in a building to forecast system replacement as it reaches the end of its serviceable life (for example, a 16-year-old roof with a 20-year life may need to be replaced in 4 years). At the conclusion of the facility condition assessment, the team combines all deficiencies to determine repair costs for each facility.

Assessment teams record existing conditions, identify problems and deficiencies, document corrective actions and quantities, and identify priorities for repair. The assessment teams use published checklists and definitions to ensure consistency and completeness of data among the different survey teams. They also take digital photos at each school to better identify significant deficiencies. Following the assessment, a separate data entry team enters the identified deficiencies into the MAPPS assessment and capital planning database. The data entry team uses a specific code structure to ensure accuracy.

FACILITY DEFICIENCY PRIORITY LEVELS

Facility deficiencies were compiled into a list for all facilities in the District’s portfolio. Deficiencies were ranked according to five priority levels, with Priority 1 items being the most critical to address:

• Priority 1 – Mission Critical Concerns: Deficiencies or conditions that may directly affect the school’s ability to remain open or deliver the educational curriculum. These deficiencies typically include items related to building safety, code compliance, severely damaged or failing building components, and other items that require near-term correction. An example of a Priority 1 deficiency may be a fire alarm system replacement.

• Priority 2 – Indirect Impact to Educational Mission: Items that may progress to a Priority 1 item if not addressed in the near term. Examples of Priority 2 deficiencies include inadequate roofing that could cause deterioration of integral building systems, and conditions affecting building envelopes, such as roof and window replacements.

• Priority 3 – Short-Term Conditions: Deficiencies that are necessary to the mission of the school, but may not require immediate attention. These items should be considered necessary improvements requiring incorporation in order to maximize efficiency and usefulness of the facility. Examples of Priority 3 items include site improvements and plumbing deficiencies.

• Priority 4 – Long-Term Requirements: Items or systems which are likely to require attention within the next five years or would be considered an improvement to the instructional environment. The improvements may be aesthetic or may provide greater functionality. Examples include cabinets, finishes, paving, removal of abandoned equipment, and educational accommodations associated with special programs.

• Priority 5 – Enhancements: These items are deficiencies that are aesthetic in nature or are considered enhancements. Typical deficiencies in this priority may include repainting, recarpeting, improved signage, or other items that provide for an improved facility environment. These items may be optional to the district, but are generally included under a comprehensive renovation project plan.

FACILIT Y DEFICIENCY PRIORIT Y LEVELS

Mission Critical Concerns

Indirect Impact to Educational Mission2

Short-Term Conditions3

Long-Term Requirements4

Enhancements5

1

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Table 5 depicts school or facility type and their associations, in dollars, by priority level. These amounts include facility condition-related deficiencies. The table indicates that the majority of deficiency costs are at the elementary schools, followed by the high schools. In comparison, the middle schools have a fairly low deficiency cost.

Table 5: BPS Building Type Deficiencies by Priority Level

FACILITY DEFICIENCY BY BUILDING SYSTEM

Facility deficiencies are divided into 12 industry-standard building systems with multiple subsystems and subsystem types. The 12 systems include:

• Site •Interior •FireandLifeSafety• Roofing •Mechanical •Technology• Exterior •Plumbing •Conveyances• Structural •Electrical •Specialties

Table 6 shows building system type and their associations, in dollars, by priority. The table indicates that the majority of the deficiencies are Priority 3. Priority 1 deficiencies are limited to roofing and specialty systems. Site systems account for the highest total deficiencies, but the majority of these costs fall under Priority 4 and 5.

Table 6: BPS Building System Deficiencies by Priority Level

Type Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 TotalSchools

Elementary Schools 2,228,190$ 2,627,529$ 2,452,998$ 2,502,198$ 3,192,094$ 13,003,009$ Middle Schools -$ 114,400$ 845,679$ 496,349$ 24,189$ 1,480,617$ High Schools 1,877,318$ 616,546$ 3,043,520$ 2,934,334$ 362,755$ 8,834,473$

Total Schools 4,105,508$ 3,358,475$ 6,342,197$ 5,932,882$ 3,579,037$ 23,318,100$

Other District FacilitiesAdministrative 45,467$ 90,834$ 16,815$ 174,618$ 147,639$ 475,373$

Total Other Facilities 45,467$ 90,834$ 16,815$ 174,618$ 147,639$ 475,373$

Grand Total 4,150,975$ 3,449,309$ 6,359,012$ 6,107,500$ 3,726,676$ 23,793,472$

Building System Prioirty 1 Prioirty 2 Prioirty 3 Prioirty 4 Prioirty 5 TotalSite -$ 197,029$ 562,280$ 4,134,804$ 2,839,317$ 7,733,430$ Roofing 3,657,882$ 213,768$ 259,171$ 4,869$ 2,970$ 4,138,661$ Structural -$ 37,526$ 25,311$ 1,175$ -$ 64,012$ Exterior -$ 1,148,737$ 340,045$ 517,963$ 516,045$ 2,522,789$ Interior -$ 208,772$ 2,159,131$ 456,657$ 337,619$ 3,162,178$ Mechanical -$ 1,366,982$ 2,415,080$ 399,796$ 1,012$ 4,182,869$ Electrical -$ 163,182$ 181,669$ -$ -$ 344,851$ Plumbing -$ 15,946$ 16,829$ 32,612$ -$ 65,387$ Fire and Life Safety -$ 30,866$ -$ -$ -$ 30,866$ Technology -$ -$ -$ -$ -$ -$ Conveyances -$ 66,502$ 384,707$ -$ -$ 451,209$ Specialties 493,093$ -$ 14,789$ 559,624$ 29,715$ 1,097,221$ Total 4,150,975$ 3,449,309$ 6,359,012$ 6,107,500$ 3,726,676$ 23,793,472$

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Page 12 Bellevue Public Schools

FACILITY DEFICIENCY BY CATEGORY

The Jacobs team has categorized the types of costs associated with BPS facilities. The different types of categories utilized are:

• Deferred Maintenance – Planned work which corrects deficiencies that have been postponed beyond the regular life expectancy of the system/facility.

• Code Compliance – Deficiencies related to current codes. Many of these code compliance items may fall under grandfather clauses, allowing the buildings to operate under the codes that were in effect at the time of construction but are no longer current.

• ADA Compliance – Current deficiencies related to the Americans with Disabilities Act.• Capital Renewal – Current deficiencies requiring replacement, that have reached or

exceeded serviceable life. These are current and do not include forecasted renewals.• Functional Deficiencies – Deficiencies for a component or system that has failed before

the end of its expected life.• Hazardous Material – Deficiencies having to do with construction materials that are

defined today as hazardous to occupants in some situations.

Table 7 outlines each deficiency category and its association, in dollars, by priority. The category Capital Renewal yields a total deficiency, in dollars, of $14.7 million. Many capital renewal costs consist of older building systems that have reached the end of their life. Deferred Maintenance represents the second highest category at $7.9 million.

Table 7: Deficiency Category by Priority

LIFE CYCLE RENEWAL DEFICIENCIES

The final component of the assessment is the life cycle renewal forecast. The life cycle of building systems and components plays a major role in properly developing a long-range master facilities plan. Since construction projects may be initiated several years after the initial facility condition assessment, it is necessary to forecast future costs associated with a facility. This is accomplished by utilizing a 5-year life cycle renewal forecast model.

Life cycle renewal deficiencies determine future building system costs based upon each individual system’s expected serviceable life. Building systems and components age over time, eventually break down, and reach the end of their useful life, at which point they may require replacement. While an item may be in good condition now, it is possible for it to reach its end of life before the date of a planned construction project.

Facilities are divided into 111 industry-standard building systems that have life cycle renewal needs, with multiple subsystems and subsystem types. The 11 systems include:

• Site •HVAC •Technology• Roofing •Electrical •Conveyances• Exterior •Plumbing •Specialties• Interior •FireandLifeSafety

Deficiency Category Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 TotalADA Compliance -$ 85,359$ 430,308$ 180,244$ -$ 695,910$ Capital Renewal 4,035,971$ 2,803,341$ 3,161,162$ 4,134,922$ 545,602$ 14,680,999$ Code Compliance -$ -$ 16,829$ -$ 1,012$ 17,841$ Deferred Maintenance 115,004$ 436,442$ 2,535,192$ 1,609,834$ 3,180,062$ 7,876,534$ Educational Adequacy -$ -$ -$ -$ -$ -$ Functional Deficiency -$ 124,166$ 215,521$ 177,641$ -$ 517,328$ New Construction -$ -$ -$ 4,860$ -$ 4,860$ Total 4,150,975$ 3,449,309$ 6,359,012$ 6,107,500$ 3,726,676$ 23,793,472$

1 Note that all disciplines that have facility deficiencies have life cycle renewal deficiencies.

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Page 13Facility Condition Assessment Report

Life cycle data for BPS was obtained during the facility condition assessment and is shown in Tables 8 and 9 below, categorized by system type and by building type, respectively. The total forecasted 5-year life cycle forecast for repair costs over a 5-year period is $36.5 million.

Year 1 Year 2 Year 3 Year 4 Year 5

Building System 2015 2016 2017 2018 2019Site -$ -$ 2,299,965$ 87,697$ 37,700$ 2,425,362$ Roofing -$ 1,810,850$ 118,558$ 2,491$ 1,582,411$ 3,514,310$ Exterior -$ 658,359$ 253,169$ 1,035,647$ 6,406$ 1,953,581$ Interior -$ 1,077,547$ 1,341,595$ 9,321,504$ 413,741$ 12,154,387$ HVAC -$ 90,568$ 68,836$ 5,130,966$ 7,074,079$ 12,364,449$ Plumbing -$ -$ 250,696$ 23,826$ 158,848$ 433,370$ Electrical -$ -$ -$ -$ 1,185,179$ 1,185,179$ Technology -$ -$ -$ 721,268$ -$ 721,268$ Fire and Life Safety -$ -$ 1,700,350$ -$ -$ 1,700,350$ Conveyances -$ -$ -$ -$ -$ -$ Specialties -$ -$ -$ -$ -$ -$ Total -$ 3,637,324$ 6,033,169$ 16,323,399$ 10,458,364$ 36,452,256$

Total

Year 1 Year 2 Year 3 Year 4 Year 5Facility Type 2015 2016 2017 2018 2019Schools

Elementary Schools -$ 1,344,820$ 2,079,861$ 5,292,481$ 5,993,266$ 14,710,428$ Middle Schools -$ 481,654$ 473,684$ 1,345,609$ 995,892$ 3,296,839$ High Schools -$ 1,810,850$ 2,202,709$ 8,753,277$ 2,355,017$ 15,121,853$

Total Schools -$ 3,637,324$ 4,756,254$ 15,391,367$ 9,344,175$ 33,129,120$

Other District FacilitiesAdministrative -$ -$ 1,276,915$ 932,032$ 1,114,189$ 3,323,136$

Total Other Facilities -$ -$ 1,276,915$ 932,032$ 1,114,189$ 3,323,136$

Grand Total -$ 3,637,324$ 6,033,169$ 16,323,399$ 10,458,364$ 36,452,256$

Total

Table 8: 5-year Life Cycle Forecast by Building System

Table 9: 5-year Life Cycle Forecast by Building Type

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Page 14 Bellevue Public Schools

FACILITY CONDITION INDEX

The Facility Condition Index (FCI) is a widely used indicator that provides a relative scale of the overall condition of a given facility or group of facilities within a portfolio. The index is derived by dividing the total repair cost by the total replacement cost. An economic analysis generally suggests that FCIs over 65 percent represent the point where facilities should be considered for replacement. This value typically indicates the point where further expenditures on a building offer little return when compared to the potential cost of replacing that facility.

Figure 5: FCI Rating Scale

It is important to note that this FCI replacement threshold is not conclusive, but is intended to initiate planning discussions in which other relevant issues with regard to a facility’s disposition must be incorporated. This merely suggests where conversations regarding replacement might occur. Other factors such as historical significance, community sentiment, and enrollment trends will create additional variables for replacement consideration.

FCI BY CAMPUS

A campus-level FCI encompasses the site and the combination of all structures belonging to that campus. Table 10 and Figure 8 show the range of FCIs at the campus level within BPS. The majority of the campus FCIs are less than 10 percent, indicating that the overall health of the District is good. The two campuses with FCIs in the 30 – 39 percent range are Betz Elementary School and Twin Ridge Elementary School. No BPS campuses had FCIs greater than 39 percent.

Table 10: FCI by Campus

FACILIT Y CONDITION INDEX

Total Building Repair Cost

Total Replacement Cost

Facility Condition Index (FCI)

÷

=

Figure 8: Campus FCI Range

BestGood

Below Average

Average Poor Very Poor Replacement Candidate

31% - 50% 51% - 65% Greater than 65%21 - 30%

6 - 10%<5% 11 -

20%

FCI Campuses Area<10% 14 1,130,818

10-19% 6 302,641 20-29% 3 375,925 30-39% 2 82,695 40-49% - - 50-59% - - 60-69% - - 70-79% - - 80-89% - -

90-100% - - >100% - -

Total 25 1,892,079

14

6

3 2

- - - - - - - -

2

4

6

8

10

12

14

16

Cam

pus

Coun

t

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Page 15Facility Condition Assessment Report

FCI BY BUILDING

A building-level FCI encompasses the deficiencies associated with just the building. Table 11 and Figure 9 show the range of FCIs at the building level within BPS. The majority of BPS buildings have an FCI less than 10 percent with a few buildings reaching higher FCIs. A building condition summary is found in Appendix B.

SOFT COSTS AND REPLACEMENT COST MODELS

For planning and budgeting purposes, facility assessments customarily add a soft cost multiplier onto deficiency repair cost estimates. This soft cost multiplier accounts for a markup that districts typically incur when contracting for renovation and construction services. Soft costs typically include construction cost factors, such as contractor overhead and profit, as well as labor and material inflation, professional fees, and district administrative costs. District administrative costs include testing, permitting, legal, and advertising fees, as well as contingencies and escalation to the midpoint of construction. All stated costs in this assessment summary report include a soft cost markup for planning and budgeting purposes. These are estimates, and costs will vary at the time of construction.

Replacement cost models for each facility type were developed based on industry experience and data from RSMeans®. RSMeans is a construction estimation database that provides up-to-date labor, material, and overhead costs for specific project types and locations. Replacement cost models are developed on a cost per square foot basis. These values are applied to the actual square footage of the facility in order to estimate the actual replacement cost.

Both soft cost and replacement cost models were reviewed with the District for accuracy and applicability to ensure that they align with costs that the District has experienced previously. Table 12 shows the soft cost model developed for BPS.

Table 12: Soft Cost Model

20

6

3 1

- - - - - - - -

5

10

15

20

25

Build

ing

Coun

t

Table 11: FCI by Building Area

Figure 9: Building FCI Range

FCI Buildings Area<10% 20 1,330,113

10-19% 6 459,744 20-29% 3 97,222 30-39% 1 5,000 40-49% - - 50-59% - - 60-69% - - 70-79% - - 80-89% - -

90-100% - - >100 - -

Total 30 1,892,079

25%

18 Mos 3%

5%

13%

10.0%

1.8%

36 Mos 3% /Year

35%

38%

Construction Cost Factor:

Soft Cost Factor:

Escalation to Midpoint of Construction

Administration Expense

Contingency

Professional Design and Consulting Fees

Construction Contingency

Inflation RSMeans Figures

Contractor GC, OH & Profit

Soft Cost Model

M▪A▪P▪P▪S ©, Jacobs 2013 Page 1 of 1

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Page 16 Bellevue Public Schools

Summary of Findings & Combined 5-Year Need

Findings of the BPS comprehensive assessment are fully detailed in the following sections. These findings have been summarized to give a clear picture of the state of BPS’s facilities over the next five years. Summarized findings presented below give a quick glance of overall summary information.

Over the next five years, anticipated deficiencies and life cycle renewal forecast are expected to reach $60.2 million in facility-related improvement needs. Facility condition assessments revealed $23.8 million of total need related to the physical condition of the facilities. Considering the District’s average campus age is 43 years, many of the HVAC systems in the District are reaching the end of their useful lives.

The projected 5-year life cycle renewal needs for BPS’s facilities are estimated to be $36.5 million. Over 33 percent of the estimated costs are related to the interior finishes, which include flooring, ceilings, walls, painting, and interior doors. HVAC systems are just above 33 percent of the projected life cycle renewal costs. The majority of these costs will be incurred four years out.

The Facility Condition Index (FCI) is a recognized formula that provides a general indicator of a building’s health. The FCI is calculated by dividing the total cost of repair into the total replacement cost. The majority of BPS’s campus and building FCIs are less than 10 percent, indicating that the majority of the District is in average to good health.

The functional capacity of BPS’s facilities was determined by performing an inventory of the current use of spaces across all campuses. By comparing the functional capacity to current and projected enrollment, the District can make decisions to best utilize its schools. Overall, it was found that elementary and middle schools are under their maximum capacity and high schools are nearing their maximum capacity. The overall capacity for BPS is 85 percent. This indicates the campuses at BPS are generally at capacity.

Table 13 presents the current facility deficiencies and the 5-year life cycle renewal forecast projecting future costs by facility type. Combining the current need with the next five years of anticipated life cycle renewal forecast indicates BPS’s need is approximately $60 million in facility-related improvements. These figures exclude any classroom additions or new construction for additional enrollment growth or program expansion.

Table 13: Combined 5-Year Need

Deficiency Type Elementary Schools Middle Schools High Schools Administration Total

Current Deficiencies 13,003,009$ 1,480,617$ 8,834,473$ 475,373$ 23,793,472$ 5 yr Life Cycle 14,710,428$ 3,296,839$ 15,121,853$ 3,323,136$ 36,452,256$ Total 27,713,437$ 4,777,456$ 23,956,326$ 3,798,509$ 60,245,728$

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Page 17Facility Condition Assessment Report

Appendix A - Campus Condition Summary

The following charts provide a summary for each campus showing the total campus area (in square footage), facility condition cost, total replacement cost, facility condition index, and 5-year life cycle cost forecast.

Campus NameConst. Year

Total AreaFacility Condition

CostTotal Replacement

CostFCI 5 Year Life Cycle

Elementary Schools

Avery Elementary School 1916 47,778 500,113$ 11,270,830$ 4.4% 1,016,370$

Belleaire Elementary School 1954 47,422 1,628,696$ 5,635,825$ 28.9% 1,137,713$

Bellevue Elementary School 2009 62,000 -$ 7,368,335$ 0.0% -$

Bertha Barber Elementary School 1954 45,314 709,755$ 5,385,302$ 13.2% 645,910$

Betz Elementary School 1952 41,800 1,957,908$ 4,967,684$ 39.4% 938,515$

Birchcrest Elementary School 1962 48,540 574,234$ 5,768,693$ 10.0% 1,112,289$

Central Elementary School 1956 35,836 139,197$ 4,258,897$ 3.3% 585,739$

CHAP Center Elementary School 1972 12,850 442,864$ 1,527,147$ 29.0% 606,677$

Fairview Elementary School 2001 61,620 60,599$ 7,323,174$ 0.8% 819,885$

Fort Crook Elementary School 1962 48,500 877,286$ 5,763,939$ 15.2% 881,151$

LeMay Elementary School 1967 51,445 612,673$ 6,113,935$ 10.0% 1,315,060$ Leonard Lawrence Elementary School 1985 53,600 1,231,138$ 6,370,044$ 19.3% 631,969$

Peter Sarpy Elementary School 1959 63,816 646,366$ 7,584,155$ 8.5% 1,589,621$

Twin Ridge Elementary School 1965 40,895 1,880,270$ 5,796,577$ 32.4% 288,121$

Two Springs Elementary School 1995 58,000 803,915$ 6,892,958$ 11.7% 2,294,466$

Wake Robin Elementary School 1964 45,782 937,993$ 5,440,921$ 17.2% 846,942$

Sub Total 765,198 13,003,009 97,468,413 13.3% 14,710,428

Middle Schools

Lewis & Clark Middle School 2007 118,000 12,954$ 14,023,604$ 0.1% 37,586$

Logan Fontenelle Middle School 1965 116,222 1,129,619$ 13,812,299$ 8.2% 2,177,014$

Mission Middle School 1869 128,000 338,044$ 15,212,045$ 2.2% 1,082,239$

Sub Total 362,222 1,480,617 43,047,948 3.4% 3,296,839

High Schools

East HS 1961 315,653 8,230,416$ 37,636,265$ 21.9% 8,409,587$

West High School 1977 303,840 604,057$ 36,600,672$ 1.7% 6,712,266$

Sub Total 619,493 8,834,473$ 74,236,937$ 11.9% 15,121,853$

Administrative

Bellevue/Offutt AFB Welcome Center 2002 44,000 90,716$ 5,229,141$ 1.7% 1,140,705$

Lied Activity Center 2003 48,100 152,564$ 5,716,402$ 2.7% 2,105,443$

Support Center 2005 27,850 124,190$ 3,309,808$ 3.8% 42,577$

Transportation 2005 25,216 107,903$ 2,996,773$ 3.6% 34,411$

Sub Total 145,166 475,373$ 17,252,123$ 2.8% 3,323,136$

Totals 1,892,079 23,793,472$ 232,005,421$ 10.3% 36,452,256$

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Page 18 Bellevue Public Schools

Campus Name Building NameYear Built

Total Area Facility Condition Cost Total Replacement

Cost FCI 5 Year Life Cycle

Elementary SchoolsAvery Elementary School Main Building 1916 47,778 308,224$ 11,270,830$ 3% 625,096$ Belleaire Elementary School Main Building 1954 47,422 1,463,388$ 5,635,825$ 26% 1,137,713$ Bellevue Elementary School Main Building 2009 62,000 -$ 7,368,335$ 0% -$ Bertha Barber Elementary School Main Building 1954 45,314 558,200$ 5,385,302$ 10% 605,225$ Betz Elementary School Main Building 1952 41,800 1,088,387$ 4,967,684$ 22% 909,038$ Birchcrest Elementary School Main Building 1962 48,540 450,848$ 5,768,693$ 8% 1,112,289$ Central Elementary School Main Building 1956 35,836 136,177$ 4,258,897$ 3% 585,739$ CHAP Center Elementary School Main Building 1972 12,850 215,472$ 1,527,147$ 14% 472,120$ Fairview Elementary School Main Building 2001 61,620 44,527$ 7,323,174$ 1% 819,885$ Fort Crook Elementary School Main Building 1962 43,500 644,893$ 5,169,719$ 12% 532,529$ Fort Crook Elementary School Gym 1962 5,000 226,027$ 594,221$ 38% 310,922$ LeMay Elementary School Main Building 1967 51,445 572,775$ 6,113,935$ 9% 992,652$ Leonard Lawrence Elementary School Main Building 1985 53,600 399,909$ 6,370,044$ 6% 631,969$ Peter Sarpy Elementary School Main Building 1959 63,816 414,099$ 7,584,155$ 5% 1,458,235$ Twin Ridge Elementary School Main Building 1965 32,895 603,057$ 3,909,377$ 15% 261,724$ Twin Ridge Elementary School Gym 1975 8,000 563,690$ 1,887,200$ 30% 26,397$ Two Springs Elementary School Main Building 1995 58,000 77,927$ 6,892,958$ 1% 2,294,466$ Wake Robin Elementary School Main Building 1964 35,000 317,159$ 4,159,544$ 8% 444,490$ Wake Robin Elementary School Gym 1974 10,782 233,572$ 1,281,377$ 18% 402,452$

Sub Total 765,198 8,318,330$ 97,468,417$ 9% 13,622,941$

Middle SchoolsLewis & Clark Middle School Main Building 2007 118,000 12,954$ 14,023,604$ 0% 37586Logan Fontenelle Middle School Main Building 1965 116,222 1,090,051$ 13,812,299$ 8% 1898169Mission Middle School Main Building 1869 128,000 297,533$ 15,212,045$ 2% 1068114

Sub Total 362,222 1,400,538$ 43,047,948$ 3% 3,003,869$

High SchoolsEast HS Main Building 1961 314,403 5,708,457$ 37,364,940$ 15% 8272969East HS Athletic Buildings 1992 1,250 16,990$ 271,325$ 6% 104131West High School Main Building 1977 298,840 498,467$ 35,515,372$ 1% 6576443West High School Athletic Buildings 1977 5,000 58,621$ 1,085,300$ 5% 86159

Sub Total 619,493 6,282,535$ 74,236,937$ 8% 15,039,702$

AdministrativeBellevue/Offutt AFB Welcome Center Main Building 2002 44,000 72,882$ 5,229,141$ 1% 757190Lied Activity Center Main Building 2003 48,100 125,671$ 5,716,402$ 2% 1229443Support Center Main Building 2005 27,850 1,089$ 3,309,808$ 0% 42577Transportation Main Building 2005 25,216 754$ 2,996,773$ 0% 34411

Sub Total 145,166 200,395$ 17,252,124$ 1% 2,063,621$

Totals 1,892,079 16,201,798$ 232,005,426$ 7% 33,730,133$

Appendix B - Building Condition Summary

The following table contains condition information for the specific buildings located on BPS campuses. These values are totaled at the campus level for the tables and data presented in this report.

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Page 19Facility Condition Assessment Report

Capacity Rooms

Student Stations

Recapturable Stations

Efficiency Factor

Functional Capacity Enrollment Utilization

Elementary SchoolsAvery Elementary School 23 375 0 0.95 356 339 95.2%Belleaire Elementary School 27 416 0 0.95 395 294 74.4%Bellevue Elementary School 31 547 0 0.95 520 461 88.7%Bertha Barber Elementary School 18 264 0 0.95 251 172 68.6%Betz Elementary School 27 444 0 0.95 422 350 83.0%Birchcrest Elementary School 30 469 0 0.95 446 387 86.9%Central Elementary School 14 197 0 0.95 187 195 104.2%CHAP Center Elementary School 10 175 0 0.95 166 23 13.8%Fairview Elementary School 33 599 0 0.95 569 459 80.7%Fort Crook Elementary School 26 441 0 0.95 419 327 78.1%LeMay Elementary School 30 524 0 0.95 498 406 81.6%Leonard Lawrence Elementary School 31 570 0 0.95 541 467 86.2%Peter Sarpy Elementary School 32 556 0 0.95 528 423 80.1%Twin Ridge Elementary School 22 380 0 0.95 361 303 83.9%Two Springs Elementary School 36 582 0 0.95 553 419 75.8%Wake Robin Elementary School 26 452 0 0.95 429 348 81.0%

Subtotal 416 6,991 6,641 5,373 81%

Middle SchoolsLewis & Clark Middle School 39 910 0 0.75 683 525 76.9%Logan Fontenelle Middle School 35 745 0 0.75 559 544 97.4%Mission Middle School 48 1025 0 0.75 769 440 57.2%

Subtotal 122 2,680 2,010 1,509 75%

High SchoolsEast High School 95 2105 0 0.75 1,579 1558 98.7%West High School 94 2165 0 0.75 1,624 1621 99.8%

Subtotal 189 4,270 3,203 3,179 99%

Totals 727 13,941 11,854 10,061 85%

Capacity

Appendix C - Capacity Summary

The following chart summarizes the overall capacity analysis for the District with campus enrollment using District data from 2013. Utilization of a facility is calculated by dividing enrollment by capacity. Districts often consider schools with capacity scores under 85 percent as underutilized, schools with capacity over 100 percent as overutilized, and schools with capacity over 120 percent as critically overcrowded.

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Page 20 Bellevue Public Schools

Appendix D – Educational Specification Sample ProgramsThefollowinginformationrepresentstheidentifiedspacerequirementfactorsforatypicalBPSschool.Theseparametersareusedto establish the District guidelines for measuring ideal utilization against actual school-by-school utilization and, from that, identify anycapacityoveragesorshortfalls.Whileallschoolsmaynothaveeachspaceidentifiedontheseprototypicalprograms,theDis-trict’s goal is have these spaces, or equivalent, for all schools.

BPS Ed Sample Programs

Elementary School Program Efficiency Factor 95%Student Core Support Design Capacity 767

Student Maximum Design Capacity 551 Student Utilization Design Capacity 520

RecommendedCode Space Name Cap. Qty NSF Total Capacity Utilization

Administration304 Secretary/Reception/Waiting Area 1 950 950 - - 300 Offices 1 1,000 1,000 - - 306 Offices 1 250 250 - -

Faculty Center321 Teacher Lounge/Dining/Vending 1 1,150 1,150 - - 305 Workroom/Mail/Copy 1 175 175 - -

Administration Subtotal: 3,525 -

Core Instructional Areas001 Pre-K Classroom Yes 2 1,400 2,800 20 40 002 General Classroom (K-2) Yes 8 1,050 8,400 20 161 003 General Classroom (3-5) Yes 9 950 8,550 25 225 004 General Classroom (6) Yes 3 925 2,775 25 75 004 Bonus Classroom Yes 1 925 925 25 25 005 Resource Room ES Yes 4 500 2,000 - - 006 Computer Laboratory Yes 1 950 950 25 25

Core Instructional Areas Subtotal: 23,600 551

Visual and Performing Arts011 Art Classroom Yes 1 1,275 1,275 - - 072 Vocal Rehearsal Hall Middle Yes 1 1,000 1,000 - - 073 Band Rehearsal Hall Middle Yes 1 1,000 1,000 - -

Visual and Performing Arts Subtotal: 2,000 -

Library Media Center380 Library/Media Center 1 2,275 2,275 - - 381 Library Workroom/Office 1 425 425 - -

Library Media Center Subtotal: 2,700 -

Physical Education109 Multi-Purpose/P.E. 1 4,600 4,600 - - 125 P. E. Storage 3 575 1,725 - -

Physical Education Subtotal: 6,325 -

Jacobs Engineering Confidential 10/31/2014 Page 1

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Page 21Facility Condition Assessment Report

BPS Ed Sample Programs

Elementary School Program Efficiency Factor 95%Student Core Support Design Capacity 767

Student Maximum Design Capacity 551 Student Utilization Design Capacity 520

RecommendedCode Space Name Cap. Qty NSF Total Capacity Utilization

Restrooms815 Restroom, Student - Male Yes 2 500 1,000 - 0816 Restroom, Student - Female Yes 2 500 1,000 - 0819 Restroom, Staff - Male Yes 1 55 55 - 0820 Restroom, Staff - Female Yes 1 55 55 - 0

Restrooms Subtotal 2,110 0

Support700 Inside circulation area Yes 1 11,275 11,275 - 0330 Custodial/General Receiving Yes 1 750 750 - 0702 Mechanical Room Yes 2 750 1,500 - 0

Support Subtotal 13,525 0

Total Net Assignable Square Feet 40,188 551 Total Non-Net Space 15,635 39%Total Net To Gross 440 1%Total Gross Square Feet 56,263

Jacobs Engineering Confidential 10/31/2014 Page 2

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Page 22 Bellevue Public Schools

BPS Ed Sample Programs

Middle School Program Efficiency Factor 75%Student Core Support Design Capacity 1,250

Student Maximum Design Capacity 903 Student Utilization Design Capacity 680

RecommendedCode Space Name Cap. Qty NSF Total Capacity Utilization

Administration304 Secretary/Reception/Waiting Area 1 1,500 1,500 - 0300 Offices 1 2,400 2,400 - 0306 Conference Room 1 200 200 - 0308 Administrative Storage 1 200 200 - 0

Faculty Center321 Teacher Lounge/Dining/Vending 1 850 850 - 0305 Workroom/Mail/Copy 1 550 550 - 0

Administration Subtotal: 5,700 0

Core Instructional Areas - Grades 7-8030 Multi-Use/Cluster Space Intermediate 2 4,600 9,200 - 0022 Computer Laboratory 2 800 1,600 - 0020 Speech Yes 1 1,070 1,070 22 22020 World Language Yes 2 1,070 2,140 22 44020 Open Classroom Yes 1 1,070 1,070 22 22021 Reading Lab Yes 1 800 800 22 22020 English Yes 3 1,070 3,210 22 66022 English/History/Reading/Math/Science Yes 4 1,070 4,280 22 88022 History Yes 4 1,070 4,280 22 88020 Math Yes 4 1,070 4,280 22 88020 Reading/Science Yes 4 1,070 4,280 22 88021 Resource Room 4 1,100 4,400 - 0092 Classroom/Instructional Prep/Workroom/Storage 2 175 350 - 0

Core Instructional Areas - Grades 7-8 Subtotal: 40,960 528

Career and Technology Education (CTE)221 Living Yes 1 2,100 2,100 22 22204 Tech Yes 1 2,100 2,100 22 22

Career and Technology Education (CTE) Subtotal: 4,200 22

Science020 Science Yes 4 1,500 6,000 22 88093 Science Laboratory Prep Room/Storage 4 200 800 22 88027 Science Demonstration Classroom - Middle Yes 2 1,270 2,540 22 44

Science Subtotal: 9,340 220

Visual & Performing Arts029 Art Classroom - Middle Yes 1 1,625 1,650 22 22094 Storage Room (Art) 1 225 225 - 0095 Kiln Room 1 225 225 - 0072 Vocal Rehearsal Hall Middle Yes 1 1,800 1,800 50 50078 Ensemble 1 400 400 - 0085 Storage, Robe/Uniform 1 125 125 - 0073 Band Rehearsal Hall Middle Yes 1 2,100 2,100 50 50078 Ensemble 1 400 400 - 0084 Storage, instrument 1 125 125 - 0366 Stage 1 2,300 2,300 - 0367 Stage/Drama/Auditorium Storage 1 700 700 - 0

Fine Arts Subtotal: 10,050 122

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BPS Ed Sample Programs

Middle School Program Efficiency Factor 75%Student Core Support Design Capacity 1,250

Student Maximum Design Capacity 903 Student Utilization Design Capacity 680

RecommendedCode Space Name Cap. Qty NSF Total Capacity Utilization

Student Dining340 Dining Area 1 7,500 7,500 - 0341 Kitchen, Serving Area & Office 1 3,750 3,750 - 0

Student Dining Subtotal: 11,250 0

Media Center380 Library/Media Center 1 3,250 3,250 - 0389 Library Conference Room 1 500 500 - 0381 Library Workroom/Office 1 375 375 - 0

Media Center Subtotal: 4,125 0

Physical Education111 Gymnasium - Middle 1 8,600 8,600 - 0117 Athletic Seating (Bleachers) 1 4,100 4,100 - 0122 Lockers/Dressing/Toilets/Showers - Male 1 3,600 3,600 - 0121 Lockers/Dressing/Toilets/Showers - Female 1 3,600 3,600 - 0

Physical Education Subtotal: 19,900 0

Restrooms815 Restroom, Student - Male Yes 3 540 1,620 - 0816 Restroom, Student - Female Yes 3 540 1,620 - 0819 Restroom, Staff - Male Yes 2 270 540 - 0820 Restroom, Staff - Female Yes 2 270 540 - 0821 Restroom, Staff - Both Sexes Yes 2 110 220 - 0

Restrooms Subtotal: 4,540 0

Support700 Inside circulation area Yes 1 27,500 27,500 - 0330 Custodial/General Receiving Yes 1 1,270 1,270 - 0702 Mechanical Room Yes 1 1,080 1,080 - 0

Support Subtotal: 29,850 0

Total Net Assignable Square Feet 105,525 903Total Non-Net Space 34,390 33%Total Net to Gross (Walls) 7,820 7%Total Gross Square Feet 147,735

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BPS Ed Sample Programs

High School Program Efficiency Factor 75%Student Core Support Design Capacity 2,983

Student Maximum Design Capacity 2,599 Student Utilization Design Capacity 1,950

RecommendedCode Space Name Cap. Qty NSF Total Capacity Utilization

Administration304 Secretary/Reception/Waiting Area 1 2,400 2,400 - 0300 Offices 1 4,000 4,000 - 0306 Conference Room 1 350 325 - 0308 Administrative Storage 1 350 325 - 0316 Career Center 1 175 175 - 0

Faculty Center321 Teacher Lounge/Dining/Vending 1 900 900 - 0305 Workroom/Mail/Copy 1 850 850 - 0

Administration Subtotal: 8,975 0

Core Instructional Areas - Grades 9-12035 Math Yes 14 800 11,200 25 350036 Math Resource Rooms Yes 2 650 1,300 25 50091 Math Storage Yes 1 300 300 25 25035 English/Debate/Writing Yes 17 800 13,600 25 425036 English Resource Rooms Yes 2 400 800 25 50038 Foreign Language/Multi-Lingual Laboratory Yes 7 900 6,300 25 175035 History Yes 6 800 4,800 25 150035 Government Yes 1 1,000 1,000 25 25035 Psychology/Sociology Yes 2 1,000 2,000 25 50035 Social Sciences Yes 2 750 1,500 25 50091 Social Sciences Storage Yes 1 200 200 25 25035 Social Studies Yes 1 1,000 1,000 25 25064 Teacher Offices Yes 1 725 725 - 0

Core Instructional Areas - Grades 9-12 Subtotal: 44,725 1400

Special Programs060 Self-Contained Classroom Yes 1 600 600 12 12061 Specialized Self-Contained Classroom Yes 1 700 700 12 12064 Special Education Resource Rooms/Testing Yes 3 550 1,650 - 0091 Special Education Storage Yes 1 200 200 25 25

Special Programs Subtotal: 3,150 49

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BPS Ed Sample Programs

High School Program Efficiency Factor 75%Student Core Support Design Capacity 2,983

Student Maximum Design Capacity 2,599 Student Utilization Design Capacity 1,950

RecommendedCode Space Name Cap. Qty NSF Total Capacity Utilization

Career and Technology Education (CTE)203 Infant/Preschool Lab Yes 1 1,350 1,350 25 25201 Business Careers Yes 4 1,000 4,000 25 100204 Business Apps Yes 1 1,150 1,150 25 25211 Business Storage and Support Yes 4 325 1,300 - 0204 CAD Media Yes 1 1,625 1,625 25 25210 CAD Classroom Yes 1 1,100 1,100 25 25204 Computer Sciences/Technology Yes 1 1,400 1,400 25 25221 Family and Consumer Sciences (FACS) Yes 1 1,200 1,200 25 25211 FACS Storage and Support Yes 1 550 550 - 0223 Foods/Culinary Yes 1 1,300 1,300 25 25205 Manufacturing Laboratory Yes 1 1,050 1,050 25 25210 Wood Skills Yes 1 700 700 25 25520 Wood Shop Yes 1 4,000 4,000 25 25211 Industrial Arts Storage and Support Yes 1 1,500 1,500 - 0205 Auto Shop Yes 1 2,500 2,500 25 25211 Auto Shop Storage and Support Yes 1 625 625 - 0565 Metal Shop Yes 1 3,300 3,300 25 25

Career and Technology Education (CTE) Subtotal: 28,650 400

Science042 Science Demonstration Classroom HS Yes 3 1,100 3,300 25 75044 Biology Laboratory Yes 2 1,200 2,400 25 50093 Science Laboratory Prep Room/Storage 1 300 300 - 0046 Chemistry/Physical Science Laboratory Yes 4 2,000 8,000 25 100093 Science Laboratory Prep Room/Storage 1 300 300 - 0043 Environmental Education Yes 1 1,500 1,500 25 25093 Science Laboratory Prep Room/Storage 1 300 300 - 0045 Physics Laboratory Yes 3 1,100 3,300 25 75093 Science Laboratory Prep Room/Storage 1 300 300 - 0

Science Subtotal: 19,700 325

Visual & Performing Arts047 Art Classroom HS Yes 4 1,300 5,200 25 100048 Video/Yearbook Yes 1 2,000 2,000 25 25094 Storage Room (Art) Yes 1 400 400 - 0095 Kiln Room Yes 1 350 350 - 0064 Teacher Offices Yes 1 625 625 - 0075 Vocal Rehearsal Hall HS Yes 1 1,400 1,400 75 75078 Ensemble 1 500 500 - 0085 Storage, Robe/Uniform 1 500 500 - 0076 Band Rehearsal Hall HS Yes 2 1,900 3,800 75 150078 Ensemble 1 500 500 - 0084 Storage, instrument 1 500 500 - 0364 Drama Classroom / Black Box Theater Yes 2 1,000 2,000 25 - 361 Auditorium/Assembly 1 8,750 8,750 - 0367 Stage/Drama/Auditorium Storage 1 750 750 - 0

Visual/Performing Arts Subtotal: 27,275 350

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BPS Ed Sample Programs

High School Program Efficiency Factor 75%Student Core Support Design Capacity 2,983

Student Maximum Design Capacity 2,599 Student Utilization Design Capacity 1,950

RecommendedCode Space Name Cap. Qty NSF Total Capacity Utilization

Student Dining109 Commons 1 8,500 8,500 - 0340 Dining Area 1 9,400 9,400 - 0341 Kitchen, Serving Area & Office 1 3,200 3,200 - 0

Student Dining Subtotal: 21,100 0

Media Center380 Library/Media Center 1 6,000 6,000 - 0381 Library Workroom/Office 2 175 350 - 0389 Library Conference Room 1 200 200 - 0384 Library/Media Center Storage 1 100 100 - 0390 Library Instruction Room 1 850 850 - 0

Media Center Subtotal: 7,500 0

Physical Education112 Gymnasium, High School 1 15,300 15,300 - 0113 Gymnasium, Auxiliary 1 15,300 15,300 - 0122 Lockers/Dressing/Toilets/Showers - Male 1 3,000 3,000 - 0121 Lockers/Dressing/Toilets/Showers - Female 1 3,000 3,000 - 0125 P. E. Storage 1 1,400 1,400 - 0130 Pool 1 6,700 6,700 - 0122 Lockers/Dressing/Toilets/Showers - Male 1 1,200 1,200 - 0121 Lockers/Dressing/Toilets/Showers - Female 1 1,200 1,200 - 0125 P. E. Storage 1 1,000 1,000 - 0115 Weight Room 1 3,300 3,300 - 0

Physical Education Subtotal: 51,400 0

ROTC055 J.R.O.T.C. Classroom Yes 1 1,000 1,000 25 25056 J.R.O.T.C. Assembly Yes 1 1,200 1,200 50 50057 Armory Yes 1 350 350 - 0

ROTC Subtotal: 2,550 75

Restrooms815 Restroom, Student - Male Yes 7 275 1,925 - 0816 Restroom, Student - Female Yes 7 275 1,925 - 0819 Restroom, Staff - Male Yes 1 200 150 - 0820 Restroom, Staff - Female Yes 1 200 150 - 0821 Restroom, Staff - Both Sexes Yes 1 200 100 - 0

Restrooms Subtotal: 4,250 0

Support700 Inside circulation area Yes 1 53,000 53,000 - 0330 Custodial/General Receiving Yes 8 250 2,000 - 0702 Mechanical Room Yes 4 900 3,600 - 0

Support Subtotal: 58,600 0

Total Net Assignable Square Feet 215,025 2,599 62,850 29%23,160 11%

Total Gross Square Feet 301,035

Total Non-Net SpaceTotal Net to Gross (Walls)

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The facilities evaluation team consists of Jacobs Engineering Inc., and Jacobs is a leading provider of facilities condition

assessment and capital planning services worldwide. We specialize in the K-12 facility assessment and educational planning

industry, specifically in facility assessments, along with other management consulting assignments. Together, our team offers a

comprehensive array of professional facility assessment, planning, design, construction, and management related services. The

team is nationally recognized in large-scale K-12 assessment and program management assignments, offering Bellevue Public

Schools the experience, expertise, stability and resources required to successfully assess, document, and analyze the district’s

facility needs.

We need your help and value your support for this important endeavor. If you have questions or comments about the comprehensive assessment, or have a particular school concern, you can contact:

Mr. Jeramie Cobb

Project Manager

402.516.6969

[email protected]