draft facility planning components for annual capital
TRANSCRIPT
Insular ABC’s Phase 3
DRAFT Facility Planning Components for Annual Capital Improvement Program Updates American Samoa November 2018
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
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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
A.P. Lutali Elementary School ........................................................ 8
Afonotele Elementary School ...................................................... 10
Alataua II Elementary School ....................................................... 12
Alofau Elementary School ............................................................ 14
Aua Elementary School ................................................................ 16
Coleman Elementary School ........................................................ 18
Faga`itua High School ................................................................... 20
Faleasao Elementary School ........................................................ 22
Fitiuta Elementary School ............................................................ 24
Lauli`i Elementary School ............................................................. 26
Le`atele Elementary School ......................................................... 28
Leone High School ........................................................................ 30
Leone Midkiff Elementary School ................................................ 32
Lupelele Elementary School ......................................................... 34
Manu`a High School ..................................................................... 36
Manulele Elementary School ....................................................... 38
Masefau Elementary School ........................................................ 40
Matafao Elementary School ......................................................... 42
Matatula Elementary School ........................................................ 44
Mt. Alava Elementary School ....................................................... 46
Nu`uuli Polytech High School ....................................................... 48
Olomoana Elementary School ...................................................... 50
Olosega Elementary School ......................................................... 52
Pavaia`i Elementary School .......................................................... 54
Samoana High School ................................................................... 56
Siliaga Elementary School ............................................................ 58
Tafuna Elementary School ........................................................... 60
Tafuna High School ...................................................................... 62
5. School Facility Master Planning – Background/ Process ......... 64
Vision and Goal Setting ................................................................ 67
Community Engagement .............................................................. 67
Project Selection and Prioritization ............................................. 68
Prioritization Committee Selection Process ................................. 69
6. School Standards and Facility Adequacy Considerations ......... 70
Modernization needs ................................................................... 70
Example Space Requirements (GDOE 1999 Ten Year Capital
Facilities Plan Standards) ............................................................. 71
New Construction and Renovation .............................................. 72
Educational Specifications. ...................................................... 72
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
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Example Resources for Facility Requirement Calculations ...... 73
Cost Effectiveness ........................................................................ 73
Example Resources for Life-Cycle Cost Analysis ...................... 74
Future-Proofing ............................................................................ 74
Tropical Construction ................................................................... 75
Example Resources for Tropical Construction
Recommendations ................................................................... 75
References ....................................................................................... 76
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 – American Samoa
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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 7 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., caf., gym, media ctr) – 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 the American Samoa Department of Public
Works (ASDPW) is estimated to be $11.65 million (M), escalated to 2018
dollars, for the 28 schools managed by ASDPW.
Highest DM totals
1. Tafuna High School
2. Faga`itua High School
3. Matafao 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 $0.5 $1.0 $1.5 $2.0
Afonotele ES
A.P. Lutali ES
Mt. Alava ES
Masefau ES
Alataua II ES
Lauli`i ES
Leatele ES
Aua ES
Siliaga ES
Olomoana ES
Matatula ES
Faleasao ES
Fitiuta ES
Olosega ES
Manulele ES
Pavaiai ES
Lupelele ES
Nu'uuli Polytech HS
Alofau ES
Tafuna ES
Manu'a HS
Leone Midkiff ES
Coleman ES
Leone HS
Samoana HS
Matafao ES
Faga`itua HS
Tafuna HS
Deferred Maintenance ($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 American Samoa's 2018 population is 55,679,
compared to the official census figure of 55,467 in 2010
representing an annual growth rate of approximately 0.05
percent (World Population Review 2018). Figure 1 shows
School-age Population Projections for American Samoa
through 2050, which indicates a slow decrease in school-
age population over the foreseeable future (slight
downward trend for elementary school enrollment).
Figure 2 shows actual K-12 public school enrollment. This
chart also shows a slow decrease no significant change in
enrollments over the period from 2011 to the 2018 school
year. It is noted that the 85 student enrollment for Fagalii
Elementary School is included in the enrollment total for
the 2018-2019 school year, the first year open for this
school. Enrollment information is pending for the 2015-
2016 and 2017-2018 school years.
0
5,000
10,000
15,000
20,000
20
00
20
02
20
04
20
06
20
08
20
10
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12
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50
Census School-age Population Projection
Elementary High
Figure 1 - U.S. Census Bureau population projection (2010) – American Samoa
Figure 2 - Actual enrollment from 2011 through 2019
0
5,000
10,000
15,000
20,000
25,000
2011-12 2012-13 2013-14 2014-15 2016-17 2018-19
School Enrollment (28 schools)
ES HS
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Figure 3 shows the percent change in American Samoa’s village
populations from 2000 to 2010, indicating interspersed increases
and decreases. 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).
Capacity estimates are shown with red, orange, and green dots in
Figure 4 (red = over capacity, orange = within range, green = under
capacity). Under capacity schools are mostly limited to those in the
Manua Islands, with the exception of Afonotele Elementary
School. Schools within the capacity range are mostly located in the
eastern district, and most schools are identified as overcapacity,
which may indicate the limited availability of supporting facilities,
not necessarily classroom crowding.
The demographic and capacity information seem contradictory,
but suggest that even though enrollments are generally
decreasing, many American Samoa schools may lack the
supporting facilities that are present at other schools. Per national
averages.
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 – American Samoa
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Figure 4 - Locations of over- and under-capacity public schools
0%
25%
50%
75%
100%
125%
150%
175%
200%
225%
250%
275%
Fiti
uta
ES
Man
u'a
HS
Olo
sega
ES
Fale
asao
ES
Afo
no
tele
ES
Mas
efau
ES
Leat
ele
ESA
lofa
u E
SM
atat
ula
ES
Olo
mo
ana
ESA
.P. L
uta
li ES
Mt.
Ala
va E
SSi
liaga
ES
Sam
oan
a H
SN
u'u
uli
Po
lyte
ch…
Faga
`itu
a H
SLa
uli`
i ES
Mat
afao
ES
Au
a ES
Tafu
na
ESLe
on
e H
STa
fun
a H
SLu
pe
lele
ES
Man
ule
le E
SA
lata
ua
II E
SP
avai
ai E
SC
ole
man
ES
Leo
ne
Mid
kiff
ES
School Percent Capacity
18%
23%59%
PrimaryUnder Capacity (4)
Within Range (4)
Over Capacity (14)
17%
83%
SecondaryUnder Capacity (1)
Within Range (0)
Over Capacity (5)
Figure 5 - Percent Capacity by School (lowest to highest)
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
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4. School Facility and Grounds Needs
This section summarizes the larger repair and CIP needs throughout
the public school inventory. Potential for school expansion and
consolidation include (percentages indicate percent capacity):
School Expansion (limited to schools over 200 percent capacity) 1. Leone Midkiff ES: 263%
2. Coleman ES: 260%
3. Pavaiai ES: 254%
4. Alataua II ES: 248%
5. Manulele ES: 241%
6. Lupelele ES: 225%
7. Tafuna HS: 209%
8. Leone HS: 205%
9. Tafuna ES: 202%
School Consolidation (limited to schools under 50 percent capacity) 1. Fitiuta ES: 33%
2. Manu'a HS: 36%
3. Olosega ES: 46%
Major Repair/Replacement [pending discussion with DPW; e.g., cafeteria expansions, RR
additions]
Site Improvement Projects 1. Lupelele Elementary
2. Manulele Elementary
3. Masefau Elementary
4. Matafao Elementary
5. Matatula Elementary
6. Mt. Alava Elementary
7. Nu'uuli Polytech High
8. Olomoana Elementary
9. Pavaia'i Elementary
10. Samoana High
11. Siliaga Elementary
12. Tafuna Elementary
13. Tafuna High
14. A.P. Lutali Elementary
15. Faleasao Elementary
16. Fitiuta Elementary
17. Manu'a High
18. Olosega Elementary
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) 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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A.P. Lutali Elementary School Maximo Site AS02024
Island: Aunu`u
Facility Conditions:
Deferred Maintenance Estimate: $107k
Replacement value (2018 $): $902k
Facility Condition Index: 11.9
Number of Buildings: 7
Floor Area: 7,303 SF
Campus Size: 0.56 acres http://insularabcs.org/School/Summary?id=AS02024
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
AS ES Average
2017-18 Enrollment 73 316
Number of Classrooms 13 29
Students per Classroom 5.6 10.9
Square Feet per Student 100 101
0.00 0.02 0.04 0.06 0.08 0.10 0.12 0.14 0.16 0.18
03-Admin/Cafe/Comp Lab 0022
04-Classroom 0021
05-Classroom 0020
07-Restroom
02-Restroom 0023
A.P. Lutali ES FCI
776
752 756
709695
719
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 6 - A.P. Lutali Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
5
4
3
7 2
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Afonotele Elementary School Maximo Site AS01001
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $106k
Replacement value (2018 $): $947k
Facility Condition Index: 9.2
Number of Buildings: 7
Floor Area: 13,156 SF
Campus Size: 0.60 acres http://insularabcs.org/School/Summary?id=AS01001
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
AS ES Average
2017-18 Enrollment 49 316
Number of Classrooms 15 29
Students per Classroom 3.3 10.9
Square Feet per Student 268 101
0.00 0.05 0.10 0.15 0.20 0.25 0.30
05-Classroom, office 0070
03-Classroom
01-Assembly Hall 0066
02-Classroom
06-Kitchen/Cafe 0069
07-Restroom 0071
Afonotele ES FCI
413
532 505
413 420 400
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 7 - Afonotele Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
5
2
3
7
6
1
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Alataua II Elementary School Maximo Site AS01002
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $127k
Replacement value (2018 $): $1,456k
Facility Condition Index: 8.7
Number of Buildings: 15
Floor Area: 13,560 SF
Campus Size: 1.5 acres http://insularabcs.org/School/Summary?id=AS01002
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
AS ES Average
2017-18 Enrollment 171 316
Number of Classrooms 23 29
Students per Classroom 7.4 10.9
Square Feet per Student 79 101
0.00 0.02 0.04 0.06 0.08 0.10 0.12 0.14 0.16
02-Classroom 0420
04-Classroom 0418
15-Classroom 0414
03-Classroom 0419
05-Cafeteria 0417
06-Classroom 0416
01-Admin/Comp Lab 0421
08-Restroom 0415
Alataua II ES FCI
792
854
913
810788
768
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 8 - Alataua II Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
2
3
4 5 6
8
15
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Alofau Elementary School Maximo Site AS01003
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $443k
Replacement value (2018 $): $1,893k
Facility Condition Index: 23.4
Number of Buildings: 12
Floor Area: 22,296 SF
Campus Size 1.17 acres http://insularabcs.org/School/Summary?id=AS01003
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
AS ES Average
2017-18 Enrollment 143 316
Number of Classrooms 31 29
Students per Classroom 4.6 10.9
Square Feet per Student 156 101
0.00 0.20 0.40 0.60 0.80 1.00 1.20 1.40
01-Classroom
07-Office 0033
05-Classroom 0032
11-Classroom 0037
09-Classroom 0030
10-Kitchen/Class room 0035
03-Cafeteria 0036
06-Classroom 0034
04-Office/ECE 0040
13-MEP Infrastructure
Alofau ES FCI
547
433
532 561 578 583
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 9 - Alofau Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
5
6
7
8
9
11 10
3
4
2
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Aua Elementary School Maximo Site AS01004
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $171k
Replacement value (2018 $): $3,517k
Facility Condition Index: 4.9
Number of Buildings: 6
Floor Area: 25,303 SF
Campus Size: 1.38 acres http://insularabcs.org/School/Summary?id=AS01004
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
AS ES Average
2017-18 Enrollment 402 316
Number of Classrooms 28 29
Students per Classroom 14.4 10.9
Square Feet per Student 63 101
0.00 0.05 0.10 0.15 0.20 0.25
13-Classroom
14-Classroom
15-Gym/Admin
02-Classroom
01-Classroom
04-Restroom
Aua ES FCI
648625 632
552 558
602
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 10 - Aua Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
2
4
3
11 12
1
8
5
9
6
7
10
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Coleman Elementary School Maximo Site AS01005
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $590k
Replacement value (2018 $): $3,242k
Facility Condition Index: 18.2
Number of Buildings: 23
Floor Area: 44,168 SF
Campus Size: 2.47 acres http://insularabcs.org/School/Summary?id=AS01005
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
AS ES Average
2017-18 Enrollment 568 316
Number of Classrooms 69 29
Students per Classroom 8.2 10.9
Square Feet per Student 77.8 101
0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80
18-Restroom 0122
06-Classroom 0111
07-Classroom 0108
23-Classroom/Admin 0118
04-Classroom 0109
14-Classroom 0114
05-Classroom 0110
09-Classroom 0104
24-Classroom 0102
19-Restroom 0119
01-Classroom 0117
22-Cafeteria 0113
10-Classroom 0100
13-Classroom 0112
21-Kitchen 0106
11-Classroom 0101
03-Classroom 0115
08-Classroom 0107
16-Admin.
02-Restroom 0116
Coleman ES FCI
693
728717
700681
703
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 – American Samoa
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Figure 11 - Coleman Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1 23
2 3 5
6
7
6
9
6
10
6
14
6
19
6
18
6
4
8
22
6
11
6
16
6
24
6
21
6
20
6 12
6
13
6
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Faga`itua High School Maximo Site AS01006
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $1,035k
Replacement value (2018 $): $7,348k
Facility Condition Index: 14.1
Number of Buildings: 11
Floor Area: 50,778 SF
Campus Size: 2.16 acres http://insularabcs.org/School/Summary?id=AS01006
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
AS HS Average
2017-18 Enrollment 500 690
Number of Classrooms 41 54
Students per Classroom 12.2 12.8
Square Feet per Student 102 158
0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40
01-JROTC 0058
02-Covered Walkway
03-Gymnasium 0057
10-Restroom 0055
06-Classroom 0054
11-Open Fale
07-Kitch./Cafeteria
08-Library/Comp Lab 0056
04-Classroom
05-Admin/Classroom 0052
09-Classroom 0050
Faga`itua HS FCI
531521
492
479489 492
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 – American Samoa
21
Figure 12 - Faga`itua High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
3
10
9
6
7
11
4
2
5
8
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
22
Faleasao Elementary School Maximo Site AS03025
Island: Manua
Facility Conditions:
Deferred Maintenance Estimate: $254k
Replacement value (2018 $): $2,103k
Facility Condition Index: 12.1
Number of Buildings: 6
Floor Area: 12,871 SF
Campus Size: 0.80 acres http://insularabcs.org/School/Summary?id=AS03025
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
AS ES Average
2017-18 Enrollment 64 316
Number of Classrooms 17 29
Students per Classroom 3.8 10.9
Square Feet per Student 201 101
0.00 0.05 0.10 0.15 0.20 0.25
04-Classroom 0568
02-Admin/Classroom 0564
05-Classroom 0565
03-Classroom 0567
01-Classroom 0563
06-Teacher Res/Principal 0566
Faleasao ES FCI
271 272266
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 – American Samoa
23
Figure 13 - Faleasao Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
6
3
2 5
4
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
24
Fitiuta Elementary School Maximo Site AS03026
Island: Manua
Facility Conditions:
Deferred Maintenance Estimate: $286k
Replacement value (2018 $): $2,037k
Facility Condition Index: 14.1
Number of Buildings: 6
Floor Area: 13,433 SF
Campus Size: 0.75 acres http://insularabcs.org/School/Summary?id=AS03026
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
AS ES Average
2017-18 Enrollment 43 316
Number of Classrooms 10 29
Students per Classroom 4.3 10.9
Square Feet per Student 312 101
0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35
04-Classroom 0584
01-Classroom 0587
03-Classroom/Admin 0585
02-Teacher Res/Principal 0586
Fitiuta ES FCI
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 – American Samoa
25
Figure 14 - Fitiuta Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
2
3
4
6
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
26
Lauli`i Elementary School Maximo Site AS01007
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $142k
Replacement value (2018 $): $973k
Facility Condition Index: 14.6
Number of Buildings: 9
Floor Area: 11,402 SF
Campus Size: 0.76 acres http://insularabcs.org/School/Summary?id=AS01007
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
AS ES Average
2017-18 Enrollment 169 316
Number of Classrooms 14 29
Students per Classroom 12.1 10.9
Square Feet per Student 67.5 101
0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35
07-Classroom 0042
05-Classroom 0043
06-Kitchen
03-Admin./Library
02-Classroom 0045
09-Cafeteria
08-Classroom 0044
04-Restroom 0046
Lauli`i ES FCI
343 342 339
320
304
329
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 – American Samoa
27
Figure 15 - Lauli`i Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
2 3
8
4
9
6
7 5
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
28
Le`atele Elementary School Maximo site AS01008
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $165k
Replacement value (2018 $): $1,122k
Facility Condition Index: 14.7
Number of Buildings: 10
Floor Area: 14,625 SF
Campus Size: 0.70 acres http://insularabcs.org/School/Summary?id=AS01008
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
AS ES Average
2017-18 Enrollment 80 316
Number of Classrooms 17 29
Students per Classroom 4.7 10.9
Square Feet per Student 183 101
0.00 0.05 0.10 0.15 0.20 0.25
01-Classroom/Admin 0096
04-Classroom 0088
06-Kitch./Cafe
05-Classroom 0090
02-Restroom 0093
03-Storage
10-Assembly Hall
Le`atele ES FCI
543531
494
535
507
493
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 – American Samoa
29
Figure 16 - Le`atele Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
2 3
6
5 4
10
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
30
Leone High School Maximo Site AS01009
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $757k
Replacement value (2018 $): $4,909k
Facility Condition Index: 15.4
Number of Buildings: 16
Floor Area: 69,258 SF
Campus Size: 3.87 acres http://insularabcs.org/School/Summary?id=AS01009
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
AS HS Average
2017-18 Enrollment 756 690
Number of Classrooms 56 54
Students per Classroom 13.5 12.8
Square Feet per Student 92 158
0.00 0.10 0.20 0.30 0.40 0.50 0.60
17-Classrooms
12-Restroom 0447
14-Classroom 0448
09-Classroom 0444
04-Open Fale
01-Gymnasium 0450
10-Classroom 0445
11-Classroom 0446
15-Classroom 0449
05-Classroom 0440
16-Admin 0443
07-Kit/Cafe 0442
03-JROTC 0439
19-Covered Walkway
Leone HS FCI
752
713 721
676
641657
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 – American Samoa
31
Figure 17 - Leone High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
14 17
15
12 11
10
16
7
4
6
5
2
3
19
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
32
Leone Midkiff Elementary School Maximo Site AS01010
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $548k
Replacement value (2018 $): $3,700k
Facility Condition Index: 14.8
Number of Buildings: 17
Floor Area: 42,679 SF
Campus Size: 2.32 acres http://insularabcs.org/School/Summary?id=AS01010
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
AS ES Average
2017-18 Enrollment 797 316
Number of Classrooms 52 29
Students per Classroom 15.3 10.9
Square Feet per Student 54 101
0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40
18-Covered Walkway
16-Classroom 0436
11-Classroom 0422
17-Restroom 0437
09-Classroom 0425
10-Classroom 0427
13-Classroom 0426
15-Classroom 0429
08-Classroom 0423
14-Classroom 0428
12-Classroom 0424
03-Classroom 0432
05-Classroom 0430
01-Classroom 0434
02-Open Fale
07-Admin/Library 0433
04-Restroom 0431
06-Classroom/Kitchen 0435
Leone Midkiff ES FCI
1,128
1,106
1,176
1,1171,106
1,129
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 – American Samoa
33
Figure 18 - Leone Midkiff Elementary School
6
16
2 1
7
11
8
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
9
10
5
4
3 12
13
14 15
17
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
34
Lupelele Elementary School Maximo Site AS01011
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $400k
Replacement value (2018 $): $3,635k
Facility Condition Index: 11.0
Number of Buildings: 18
Floor Area: 39,235 SF
Campus Size: 2.38 acres http://insularabcs.org/School/Summary?id=AS01011
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
AS ES Average
2017-18 Enrollment 635 316
Number of Classrooms 60 29
Students per Classroom 10.6 10.9
Square Feet per Student 62 101
0.00 0.10 0.20 0.30 0.40 0.50
06-Classroom
02-Classroom 0393
01-Classroom 0394
11-Classroom 0400
09-Covered Walkway
04-Classroom 0392
10-Cafeteria 0399
15-Classroom 0385
03-Classroom 0391
13-Classroom 0387
17-Classroom 0386
18-Classroom 0390
14-Kitchen 0384
12-Classroom 0388
08-Admin 0396
16-Classroom 0389
05-Restroom 0398
07-Restroom 0395
Lupelele ES FCI
906 936 979
811 843 849
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 – American Samoa
35
Figure 19 - Lupelele Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
3
4
2
1 6
8 7
5
16
12
13 17
18 14
15
10 11
9
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
36
Manu`a High School Maximo Site AS03027
Island: Manua
Facility Conditions:
Deferred Maintenance Estimate: $534k
Replacement value (2018 $): $4,164k
Facility Condition Index: 12.8
Number of Buildings: 13
Floor Area: 30,105 SF
Campus Size 2.01 acres http://insularabcs.org/School/Summary?id=AS03027
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
AS HS Average
2017-18 Enrollment 47 690
Number of Classrooms 12 54
Students per Classroom 3.9 12.8
Square Feet per Student 641 158
0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45
04-Gymnasium 0577
05-Restroom 0578
12-Covered Walkway
10-Kit/Cafe/RR/Science 0575
11-Project Bldg
08-Classroom 0574
07-Admin/Library 0573
06-Open Fale
09-Classroom 0576
02-Teacher Housing 0580
03-Teacher Housing 0579
01-Teacher Housing/Storage
Manu`a HS FCI
438 456 454425
369 387
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 – American Samoa
37
Figure 20 - Manu`a High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
10
9
12
8 7
6
4
5
11
1
3
2
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
38
Manulele Elementary School Maximo Site AS01012
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $366k
Replacement value (2018 $): $4,308k
Facility Condition Index: 8.5
Number of Buildings: 17
Floor Area: 46,188 SF
Campus Size: 2.11 acres http://insularabcs.org/School/Summary?id=AS01012
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
AS ES Average
2017-18 Enrollment 913 316
Number of Classrooms 60 29
Students per Classroom 15.2 10.9
Square Feet per Student 51 101
0.00 0.02 0.04 0.06 0.08 0.10 0.12 0.14 0.16 0.18
04-Classroom/Cafe 0231
08-Classroom 0229
09-Classroom
05-Classroom 0230
02-Restroom 0232
01-Classroom 0234
06-Restroom 0228
15-Classroom 0224
16-Classroom 0225
17-Classroom 0220
10-Classroom 0221
12-Classroom 0226
14-Classroom 0223
03-Admin/Library 0233
Manulele ES FCI
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 – American Samoa
39
Figure 21 - Manulele Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
10
12
1
2
3
4
5
8
9
17
16
6
13 14
15
11
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
40
Masefau Elementary School Maximo Site AS01013
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $109k
Replacement value (2018 $): $1,088k
Facility Condition Index: 10.1
Number of Buildings: 3
Floor Area: 9,978 SF
Campus Size: 0.61 acres http://insularabcs.org/School/Summary?id=AS01013
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
AS ES Average
2017-18 Enrollment 75 316
Number of Classrooms 10 29
Students per Classroom 7.5 10.9
Square Feet per Student 133 101
0.00 0.02 0.04 0.06 0.08 0.10 0.12 0.14 0.16 0.18
01-Kitchen/Cafe
03-Classroom
04-Restroom
Masefau ES FCI
257255
247 248
244241
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 – American Samoa
41
Figure 22 - Masefau Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
3
4
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
42
Matafao Elementary School Maximo Site AS01014
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $857k
Replacement value (2018 $): $3,682k
Facility Condition Index: 23.3
Number of Buildings: 18
Floor Area: 41,024 SF
Campus Size: 2.21 acres http://insularabcs.org/School/Summary?id=AS01014
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
AS ES Average
2017-18 Enrollment 518 316
Number of Classrooms 41 29
Students per Classroom 12.6 10.9
Square Feet per Student 79 101
0.00 0.20 0.40 0.60 0.80 1.00 1.20
15-Classroom/Kitch/Cafe
04-Restroom
07-Classroom
13-Classroom
06-Classroom
08-Classroom
16-Classroom/Office
09-Classroom
12-Classroom
03-Classroom
11-Classroom
05-Classroom
17-Comp Lab/Library
02-Admin/Offices/Spec Ed
Matafao ES FCI
556596 611
531 515 490
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 – American Samoa
43
Figure 23 - Matafao Elementarry School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
3
2 5
6 8
7 9
4
11 13 16
17
15
12
10
18 14
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
44
Matatula Elementary School Maximo Site AS01015
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $237k
Replacement value (2018 $): $2,191k
Facility Condition Index: 10.8
Number of Buildings: 4
Floor Area: 19,824 SF
Campus Size: 0.88 acres http://insularabcs.org/School/Summary?id=AS01015
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
AS ES Average
2017-18 Enrollment 142 316
Number of Classrooms 25 29
Students per Classroom 5.7 10.9
Square Feet per Student 140 101
0.00 0.05 0.10 0.15 0.20 0.25
01-Classroom
02-Classroom
03-Classroom/Office/Library
04-Kit/Cafe/Restroom
Matatula ES FCI
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 – American Samoa
45
Figure 24 - Matatula Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
3
2
4
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
46
Mt. Alava Elementary School Maximo Site AS01016
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $108k
Replacement value (2018 $): $805k
Facility Condition Index: 13.4
Number of Buildings: 8
Floor Area: 10,140 SF
Campus Size: 0.55 acres http://insularabcs.org/School/Summary?id=AS01016
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
AS ES Average
2017-18 Enrollment 66 316
Number of Classrooms 20 29
Students per Classroom 3.3 10.9
Square Feet per Student 154 101
0.00 0.02 0.04 0.06 0.08 0.10 0.12 0.14
08-Classroom/Restroom
05-Classroom
04-Classroom
03-Classroom
02-Classroom
07-Kit/Cafe/Office/Library
01-Classroom
06-Restroom/Storage
Mt. Alava ES FCI
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 – American Samoa
47
Figure 25 - Mt. Alava Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
2
1
3
4
5 6
8
7
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
48
Nu`uuli Polytech High School Maximo Site AS01017
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $435k
Replacement value (2018 $): $2,798k
Facility Condition Index: 15.5
Number of Buildings: 8
Floor Area: 27,918 SF
Campus Size: 1.77 acres http://insularabcs.org/School/Summary?id=AS01017
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
AS HS Average
2017-18 Enrollment 342 690
Number of Classrooms 34 54
Students per Classroom 10 12.8
Square Feet per Student 82 158
0.00 0.10 0.20 0.30 0.40 0.50
05-Welding Shop 0535
02-Classrooms
09-Offices/Classrooms
04-Various Trades/Admin 0532
10-Classroom
06-Kitchen/Cafe
07-Classroom
01-Admin/Classroom 0531
08-Restroom 0534
03-Classroom
Nu`uuli Polytech HS FCI
891 925990
864 870 822
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 – American Samoa
49
Figure 26 - Nu`uuli Polytech High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
8 5
6 7
4
1
9 2
3
10
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
50
Olomoana Elementary School Maximo Site AS01018
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $189k
Replacement value (2018 $): $909k
Facility Condition Index: 20.8
Number of Buildings: 10
Floor Area: 11,284 SF
Campus Size: 0.78 acres http://insularabcs.org/School/Summary?id=AS01018
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
AS ES Average
2017-18 Enrollment 82 316
Number of Classrooms 14 29
Students per Classroom 5.9 10.9
Square Feet per Student 138 101
0.00 0.05 0.10 0.15 0.20 0.25 0.30
08-Admin/Comp Lab 0012
07-Classroom 0015
09-Library
10-Cafeteria
06-Classroom 0013
05-Kitchen/Classroom 0014
04-Classroom 0016
03-Classroom 0017
02-Restroom 0018
Olommoana ES FCI
778
681
729741
680
711
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 – American Samoa
51
Figure 27 - Olomoana Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
8
9 6 10
5 7
4 3
2
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
52
Olosega Elementary School Maximo Site AS03028
Island: Manua
Facility Conditions:
Deferred Maintenance Estimate: $350k
Replacement value (2018 $): $1,851k
Facility Condition Index: 18.9
Number of Buildings: 9
Floor Area: 13,643 SF
Campus Size: 0.80 acres http://insularabcs.org/School/Summary?id=AS03028
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
AS ES Average
2017-18 Enrollment 45 316
Number of Classrooms 5 29
Students per Classroom 9 10.9
Square Feet per Student 303 101
0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35
02-Classroom 0601
05-Classroom 0595
01-Classroom
03-Classroom 0600
06-Classroom/Lib 0596
08-Office/ECE 0598
09-Principal's House
07-Restroom 0597
04-Kitchen/Cafe 0599
Olosega ES FCI
257
275 277 274279
301
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 28 - Olosega Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
3
1
2
5
6
7
8
9
4
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Pavaia`i Elementary School Maximo Site AS01019
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $388k
Replacement value (2018 $): $5,151k
Facility Condition Index: 7.5
Number of Buildings: 21
Floor Area: 53,611 SF
Campus Size: 3.04 acres http://insularabcs.org/School/Summary?id=AS01019
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
AS ES Average
2017-18 Enrollment 1,095 316
Number of Classrooms 67 29
Students per Classroom 16.3 10.9
Square Feet per Student 49 101
0.00 0.10 0.20 0.30 0.40 0.50
08-Spec.Ed
05-Classroom
03-Classroom 0377
07-Classroom 0374
11-Cafe 0382
04-Classroom 0376
06-Classroom 0373
21-Restroom 0375
01-Classroom 0378
16-Classroom 0365
13-Classroom 0370
14-Classroom 0368
17-Classroom 0367
18-Classroom 0369
19-Classroom 0371
15-Classroom 0366
12-Restroom
20-Kitchen 0372
10-Library
09-Admin
02-Covered Walkway
Pavaia`i ES FCI
1,065 1,068
1,172
1,088
1,152
1,111
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 29 - Pavaia`i Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
16
5
3 4
6
7
9 8
11 10
1 15
14
17 18
13
19
20
12
21
2
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
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Samoana High School Maximo Site AS01020
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $762k
Replacement value (2018 $): $8,165k
Facility Condition Index: 9.3
Number of Buildings: 13
Floor Area: 94,555 SF
Campus Size: 4.02 acres http://insularabcs.org/School/Summary?id=AS01020
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
AS HS Average
2017-18 Enrollment 988 690
Number of Classrooms 68 54
Students per Classroom 14.5 12.8
Square Feet per Student 96 158
0.00 0.05 0.10 0.15 0.20 0.25
10-Kitchen/Cafeteria 0174
06-Classroom 0170
01-Gymnasium 0165
02-Classroom/Science 0166
13-Restroom 0168
04-Classroom 0169
09-Office 0172
08-JROTC 0173
03-Classroom 0167
07-Classroom 0180
Samoana HS FCI
311338
310 296259 243
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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57
Figure 30 - Samoana High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
2
3
4
6
10
8 9
13
7
5
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Siliaga Elementary School Maximo Site AS01021
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $188k
Replacement value (2018 $): $1,157k
Facility Condition Index: 16.3
Number of Buildings: 7
Floor Area: 12,730 SF
Campus Size: 0.66 acres http://insularabcs.org/School/Summary?id=AS01021
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
AS ES Average
2017-18 Enrollment 180 316
Number of Classrooms 14 29
Students per Classroom 12.9 10.9
Square Feet per Student 71 101
0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80
06-Covered Walkway
04-Classroom 0463
03-Kitchen/Cafeteria 0464
05-Restroom 0462
01-Library/Special ED 0460
02-Comp Lab/Office
07-Abondoned Classroom
Siliaga ES FCI
436
458463
416
435 437
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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59
Figure 31 - Siliaga Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
3 6
4
5
7
2
1
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Tafuna Elementary School Maximo Site AS01022
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $514k
Replacement value (2018 $): $4,945k
Facility Condition Index: 10.4
Number of Buildings: 11
Floor Area: 51,371 SF
Campus Size: 3.70 acres http://insularabcs.org/School/Summary?id=AS01022
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
AS ES Average
2017-18 Enrollment 857 316
Number of Classrooms 48 29
Students per Classroom 17.9 10.9
Square Feet per Student 60 101
0.00 0.10 0.20 0.30 0.40 0.50 0.60
08-Classroom 0357
09-Classroom 0359
04-Classroom
05-Classroom 0360
03-Classroom/Admin
11-Covered Walkway
01-Kitchen/Cafe 0361
07-Classroom 0358
12-Car Shelter
06-Office/Restroom 0363
10-Restroom
Tafuna ES FCI
644 672 656601 611
437
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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Figure 32 - Tafuna Elementary School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
1
2
6
9
5 11
7 8
4
3
10 12
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Tafuna High School Maximo Site AS01023
Island: Tutuila
Facility Conditions:
Deferred Maintenance Estimate: $1,484k
Replacement value (2018 $): $13,251k
Facility Condition Index: 11.2
Number of Buildings: 27
Floor Area: 102,074 SF
Campus Size: 5.71 acres http://insularabcs.org/School/Summary?id=AS01023
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
AS HS Average
2017-18 Enrollment 1,196 690
Number of Classrooms 93 54
Students per Classroom 12.9 12.8
Square Feet per Student 85 158
0.00 0.10 0.20 0.30 0.40 0.50 0.60
02-Classroom 0333
06-Classroom 0332
05-Classroom
19-Covered Walkway
23-Classroom 0335
01-Kitchen/Cafe/Music Room
14-Classroom 0325
03-Classroom 0334
08-Classroom 0338
09-Restroom 0336
07-Restroom 0331
12-Classroom 0330
04-Gymnasium 0337
16-Classroom 0320
10-Classroom 0326
13-Classroom 0328
17-Classroom 0321
11-Classroom 0329
15-JROTC 0324
18-Classroom 0322
Tafuna HS FCI
548
516
547
508516
534
2012-2013 2013-2014 2014-2015 2015-16 2016-17 2017-18
Enrollment
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63
Figure 33 - Tafuna High School
Legend
FCI = 0.0-0.1
FCI = 0.1-0.15
FCI = 0.15-0.5
FCI = 0.5-1.0
14
12
11 13
4
5
1
2
6
7
8
3 23
19
15 18
16 17
10
9
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64
Demographics
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.1 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 36.
Facilities: platforms that support educational programs and shelter students; facility evaluation
considers:
Condition: indoor air quality, thermal comfort, acoustics, lighting, maintenance adequacy2
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.
1 School District Master Planning: A Practical Guide to Demographics & Facility Planning. (Carey, 2011) 2 Facility conditions have been proven to affect standardized test scores, graduation and attendance rates, and teacher retention rates. (Barrett, 2015)
Facility master plan
goals, standards, and processes
facility investment needs/priorities
informed alternatives analysis
holistic, objective investment
decisions
Figure 34 - Master Plan Components
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65
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 35 - 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
Create prioritization committee
Draft selection criteria and weighting
Reach consensus
Final approval by Board of
Education
Figure 36 - Process for establishing project prioritization criteria (WCCUSD 2016)
Insular ABCs Phase 3 November 2018 Facility Planning Components for Annual Capital Improvement Program Updates – American Samoa
69
as decimal points.
Table 2 - Criteria, metrics, and assignment of weights used for project prioritization
Criteria
# 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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Example Space Requirements (GDOE 1999 Ten Year Capital Facilities Plan Standards) For example, Guam Department of Education specified space types and quantities in their 1999 Ten Year Capital Facilities Plan. These definitions
serve as a sound starting point for considering facility requirements for various school types and student populations. Quantities for each facility
type are determined based on program capacity. Space requirements are listed by school level 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 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 (LCCA):
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. American Samoa Population 2018. Accessed November 2018:
http://worldpopulationreview.com/countries/american-samoa-population/