Facility Recommendations

Falls Church City Public Schools  Facility Master Plan    Table of Contents 

 

Table of Contents    Chapter 1 – Introduction  1‐1 Introduction  1‐2 Overview    Chapter 2 – Existing Conditions    2‐1 Demographic Analysis and Enrollment Projections    2‐2 Capacity Analysis    2‐3 Facility Evaluations      Site Evaluation – George Mason and Mary Ellen Henderson      George Mason        Findings and Recommendations       Mary Ellen Henderson        Findings and Recommendations       Mt. Daniel        Findings and Recommendations       Thomas Jefferson        Findings and Recommendations       Gage House        Findings and Recommendations     Chapter 3 – Education Specifications    3‐1 Purpose of a Division‐Wide Educational Specification    3‐2 The Division‐Wide Educational Specification Development Process    3‐3 Major Outcomes of Design Committee Process    Chapter 4 – Program of Space Needs    4‐1 Overview of Space Programming     4‐2 Space Requirements – Elementary    4‐3 Space Requirements – Middle School    4‐4 Space Requirements – High School    4‐5 Other FCCPS Educational Programs/Centers    4‐6 Conclusion – Programming That Meets Master Plan Goals    4‐7 Summary of Long‐Term Space Needs    Chapter 5 – Option Development    5‐1 Option Development     5‐2 Scheme A (Minimum)    5‐3 Scheme B    5‐4 Scheme C    5‐5 Scheme D    5‐6 Scheme E    Massing Diagrams Scheme A Minimal    Massing Diagrams Scheme B    Massing Diagrams Scheme C 

        2‐1          2‐9        2‐25        2‐27        2‐35        2‐47        2‐51        2‐58        2‐61        2‐77        2‐81        2‐95        2‐99      2‐103 

        3‐1          3‐1          3‐7 

        4‐1          4‐2          4‐6          4‐8        4‐13        4‐15        4‐16 

        5‐1          5‐2          5‐4          5‐6          5‐8        5‐10        5‐13        5‐15        5‐17 

Falls Church City Public Schools  Facility Master Plan    1‐1 – Introduction and Overview 

                                             

Massing Diagrams Scheme D  Massing Diagrams Scheme E  Mt Daniel Possible Areas of Expansion  Thomas Jefferson Anticipated Renovation/ Partial Demolition  Thomas Jefferson Anticipated Areas of Expansion  George Mason Mary Ellen Henderson Anticipated Renovation/ Demolition  George Mason Mary Ellen Henderson Possible Areas of Expansion  Scheme A Mt Daniel  Scheme A Thomas Jefferson  Scheme A George Mason/ Mary Ellen Henderson  Scheme B Mt Daniel  Scheme B Thomas Jefferson  Scheme B George Mason/ Mary Ellen Henderson  Scheme C Mt Daniel  Scheme C Thomas Jefferson  Scheme C George Mason/ Mary Ellen Henderson  Scheme D Mt Daniel  Scheme D Thomas Jefferson  Scheme D George Mason/ Mary Ellen Henderson  Scheme E Mt Daniel  Scheme E Thomas Jefferson  Scheme E George Mason/ Mary Ellen Henderson 

      5‐19        5‐21        5‐23        5‐25        5‐27        5‐29        5‐31        5‐33        5‐35        5‐37        5‐39        5‐41        5‐43        5‐45        5‐47        5‐49        5‐51        5‐53        5‐55        5‐57        5‐59        5‐61 

Chapter 1

Falls Church City Public Schools Facility Master Plan 1-1 - Introduction, 1-2 – Overview

1-1 - Introduction In July 2008 the Falls Church City Public Schools contracted with PSA-Dewberry to conduct a facility master plan. The goals of this plan include the following: Develop a 20-year, phased strategy for maintaining and improving school facilities Ensure that future school facilities will keep pace with anticipated growth, educational goals, and the priorities of the City of Falls Church. Identify opportunities for improvements in infrastructure, in organization, and in teaching by examining the relationships between technology, academics, and school design. Innovate where possible to create facilities that are environmentally sensitive, technologically capable, and that offer a cutting edge learning environment. Facilitate cooperation between the Falls Church City Public Schools and other community groups, to provide infrastructure that can meet multiple needs, as appropriate.

1-2 - Overview Steering Committee The master plan was directed by a steering committee made up of key staff from FCCPS, general government and community members. The committee met regularly throughout the project to direct and guide the team in examining options. (See Appendix A for listing) Design Committee The plan was also guided by a larger design committee comprised of principals, educators, and key members of the community at large. This design committee met once a month for four months (October 2008, November 2008, December 2008, January 2009) to develop a vision for the future academic approach in Falls Church, a view for the role of technology, and a concept for the relationships between teachers and students, students and the community, and between all players and the school facilities themselves. (See Appendix B for listing)

1-1

Falls Church City Public Schools Facility Master Plan 1-2 – Overview

Process The overall process consisted of the following steps: Information Gathering o Design Committee o Facility Tours and Evaluations o Staff Interviews o Technology Audit o Enrollment Forecast Summarizing Existing Conditions o Facility Evaluation Report o Catalog of Existing Space by Component o Existing Sites and Buildable Areas o Capacity Analysis Identifying Goals and Priorities o Educational Goals o Technology Infrastructure o Class-Grade Groupings o Campus Reduction/Co-Location of Facilities Developing Preliminary Options o Two extremes – minimal physical change, maximum physical change o Three midway options Option Evaluation Modifying and reducing the options to one Completing detail work on selected option o Site work o Images o Phasing o Costing This report is a documentation of the process and conclusions drawn throughout this process. The executive summary which follows gives a brief overview of each phase of the process, and its outcomes.

Falls Church City Public Schools Facility Master Plan 1-1 - Introduction, 1-2 – Overview Information Gathering To be completed at a later date.

Existing Conditions At the outset of this study, an evaluation was made of the existing infrastructure comprising the Falls Church City Public School division. This infrastructure includes five buildings: George Mason High School Mary Ellen Henderson Middle School Mount Daniel Elementary School Thomas Jefferson Elementary School Gage House (alternative education, high school) Each facility was toured by professionals from various disciplines – mechanical, electrical, and plumbing engineers, architects, civil engineers, and Hazardous Materials assessment and abatement specialists. The goal of these evaluations was to determine in a broad sense the condition of each facility, its compliance with current code, and its prospect for continued long term use. If any major issues were detected during these evaluations, they were documented for further consideration and evaluation as part of the master planning process. Chapter 2 of this report discusses each facility in turn, with sub-sections for the various disciplines’ evaluations.

Future Goals and Priorities To be completed at a later date. Preliminary Options To be completed at a later date. Final Option (Recommended) o Site work o Images o Phasing o Costing To be completed at a later date.

1-3

Falls Church City Public Schools Facility Master Plan 1-2 – Overview

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Chapter 2

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections

2-Existing Conditions This chapter establishes the existing conditions in the Falls Church City Public Schools, so that there is a clear understanding of the strengths, weaknesses, and the priorities of the educational system at the time of this study looking forward. The first section discusses the historical demographics of the school division, historical enrollment, and enrollment projections through the 20-year planning period. The second section discusses capacity at the division’s four largest schools, and explores the enrollment to capacity ratio under three (3) different operational scenarios. The third section explores the physical infrastructure at the five schools within the division. This section includes a great deal of detail regarding the mechanical building systems, the operations, and the challenges to continued use of each facility through the 20-year planning period. The fourth and final section is a review of the technological infrastructure in the school division. Each of these sections summarizes a piece of the picture of the existing school division, and brings out points that will be woven together in the master plan recommended option, as the strategies for the future strive to remedy shortfalls and concerns with the current system while capitalizing on the strengths inherent in the Falls Church City Public Schools.

2- 1 - Demographic Analysis and Enrollment Projections Eperitus studied multiple sets of data related to student enrollment and demographic trends in Falls Church. Historical enrollment data used in the analysis is based upon the annual September 30 Membership report to the Virginia Department of Education. All projections are based upon Kindergarten through 12th grade data. PreK data is not factored into the projection, however it is included in the analysis of space needs that follows. Birth data was takenfrom the Virginia Department of Health data base as reported by hospitals in the locality. This data is based upon the mother's place of residence and is address specific. Where there are questions about residence the Department of Health verifys with the locality. In addition to this data, residential development, both historical patterns and future potential, as well as other housing trends, land use issues, and economic development factors were reviewed with Falls Church City planning officials. To the extent possible, these complex and dynamic variables were taken into account in the final school enrollment projections.

2-1

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections Figure 2-1a summarizes the projected enrollment for 2013 and 2018 as compared to actual enrollment in the fall of 2008. Figure 2-1a Enrollment Projections

Projected

Actual 2008

2013

2018

Projected Total

1941

2047

2151

Projected Grades K-1 2-4 5-7 8 - 12

258 427 455 801

273 419 477 878

312 454 485 900

Eperitus was also asked to provide an estimate for what the maximum enrollment might be in the Falls Church City Public Schools over a twenty-year planning window to the year 2028. To arrive at that estimate the assumption was made that the projected trends from 2008 to 2018 would continue for the subsequent ten years. The maximum enrollment was then established using those trends and is summarized by level in Figure 2-1b below. Figure 2-1b

20-Year Planning Window Projected Maximum Enrollment Year 2028

Projected 2028 Projected Total

2600

Projected Grades K-1 2-4 5-7 8 - 12

400 600 600 1000

2-2

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections Enrollment Data The following tables present several of the key data sets Eperitus developed that served as the foundation for the enrollment projections. A variety of analyses are needed to formulate the overriding trend. Figure 2-2 shows a 16% increase in total enrollment for Falls Church over the past ten years. Figure 2-2

Enrollment History Year Enrollment 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

1675 1721 1749 1817 1857 1878 1848 1867 1907 1941

Kindergarten enrollment, as displayed in Figure 2-3, has shown a 14% increase in the last ten years. Figure 2-3

Kindergarten Enrollment Year Enrollment 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

121 106 121 114 133 110 117 123 117 138

2-3

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections Figure 2-4 displays the current compliment of 1,940 students in broken into grade level subtotals. Figure 2-4

Enrollment by Grade Level Grade Enrollment K

138

1

120

2

137

3

154

4

136

5

147

6

150

7

158

8

165

9

172

10

143

11

160

12

161

2-4

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections Figure 2-5 summarizes the cohort growth from birth to kindergarten. The annual cohort growth rate has fluctuated significantly since 2000, but has declined since 2006. Figure 2-5

Fall of 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Birth to Kindergarten Births Fall of K Enroll 96 2000 106 78 2001 121 110 2002 114 86 2003 133 109 2004 110 126 2005 117 88 2006 123 92 2007 117 124 2008 138 102 120 105 124

Ratio 1.10 1.55 1.04 1.55 1.01 0.93 1.40 1.27 1.11

Figure 2-6 summarizes the number of students who start in kindergarten and move onto the 4th grade. The trend in 2008 is the highest it has been in the past five years. Figure 2-6

Kindergarten to 4th Grade Fall of

K Enroll

Fall of

4 Enroll

Ratio

1999

121

2003

136

1.12

2000

106

2004

128

1.21

2001

121

2005

142

1.17

2002

114

2006

130

1.14

2003

133

2007

139

1.05

2004

110

2008

136

1.24

2005

117

2006

123

2007

117

2008

138

As seen in Figure 2-7 the survival ratio for those students moving from the 5th grade on to the 7th grade has been a more stable indicator, with the exception of 2006. 2-5

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections

Figure 2-7

5th Grade to 7th Grade Fall of

5 Enroll

Fall of

7 Enroll

Ratio

2001

126

2003

146

1.16

2002

128

2004

145

1.13

2003

128

2005

136

1.06

2004

157

2006

142

0.90

2005

136

2007

154

1.13

2006

141

2008

158

1.12

2007

143

2008

147

Figure 2-8 shows the ratio of 8th grade students who move on to the 12th grade. In 2008 the survival ratio was at 1.14. Over the past six years the rate has stayed between 1.07-1.18. Figure 2-8 - 8th Grade to 12th Grade Enrollments and Ratios Fall of

8 Enroll

Fall of 12 Enroll

1999

130

2003

142

1.09

2000

136

2004

159

1.17

2001

133

2005

157

1.18

2002

155

2006

171

1.10

2003

168

2007

179

1.07

2004

141

2008

161

1.14

2005

145

2006

136

2007

158

2008

165

2-6

Ratio

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections Two other key demographic trends summarized from the Virginia Department of Education Data and Reports website are changes over the past 10-years in: The percent of students qualifying for free/reduced price lunch and The ethnic makeup of the student body in the Falls Church schools. Over the past 10-years the percent of students qualifying for free/reduced price lunch has declined from 10.5% in 1997-98 to 6.38% in 2007-08. During that same period of time the ethnic makeup of the student population changed as the percent of Caucasian students declined by 6%, the percent of Hispanic students declined by 2%, and the percent of African-American students remained at 4% even though the actual number of students in each of these ethnic groups went up. The biggest percentage change over this 10-year period was in the Asian student population which increased from 6% to 13%. Figure 2-9 summarizes the changes in the ethnic makeup of the student population. Figure 2-9 Fall Church City Public Schools Student Population Changes in Ethnic Makeup African Hispanic Causasian Amerian % of % of % of % of Actual Actual Actual Actual Total Total Total Total Asian

Year 07-08

13%

235

4%

86

8%

159

74%

1402

97-98

6%

93

4%

58

10%

142

80%

1154

2-7

Falls Church City Public Schools Facility Master Plan 2-1 - Demographic Analysis and Enrollment Projections Based on the enrollment analysis, it is recommended that for purposes of planning future facilities and facility improvements, the following average grade level enrollments be used for determining the number of classrooms spaces needed per level: Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

160 students 170 students 185 students 185 students

It is further recommended that beginning with the September 30, 2009 membership report the school division should annually update the enrollment data as presented in this report. In particular the new data should be added to the cohort totals in Figures 2-5 through 2-8, new ratios computed, and the projections validated or revised based upon any changes in the trends. At this point in time, it is believed that long-term facility planning (20 years +) should be based on 200 students per grade level. This can be accomplished by planning core facilities based on a larger student population and classroom areas based on the above recommendations. New Federal Census data should also be available in the next year and will provide detailed data by neighborhood which can also be used to validate/revise the projections.

2-8

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Section 2-2 - Current Capacity Analysis An objective analysis of capacity for all school facilities is crucial to determining the ability of the current structures to handle the school population, and their potential for handling increased population in the future. This analysis also helps planners and educators to understand which components may be limiting a school’s capacity from an operational perspective, so that the future plan can include what, where, when and type of needs for capital improvement planning. School capacity should be a component of annual data review. Enrollment as a percent of capacity can provide a ‘trigger point’ for construction planning purposes (i.e. when elementary enrollment exceeds 85% program capacity, additional facility capacity should be initiated). This capacity analysis includes: The definition of ‘capacity’ specific to Falls Church City Public Schools, and definitions for: o Design capacity o Functional capacity o Program capacity A capacity analysis of Mt. Daniel and Thomas Jefferson elementary schools, based on enrollments, programs and utilization. A capacity analysis of Mary Ellen Henderson Middle School based on enrollments, programs and utilization. A capacity analysis of George Mason High School based on enrollments, programs and utilization and master schedule. This analysis, together with an analysis of the physical structures of each of the Falls Church City Public Schools, provides an overall view of the infrastructure capabilities as they exist today, and an idea of which appears to have the longevity to continue to serve the division into the future. Definition of ‘Capacity’ Specific to Falls Church City Public Schools Interviews and meetings with school staff at various levels revealed that in Falls Church, school capacity is usually determined in response to several of the following factors: Educational program philosophy (grade level house vs. departmentalized, new offerings, new requirements, specialty programs). Change of class size/student to teacher ratios (reductions). Expansion of educational services (increased special needs, ESL, etc.). Scheduling. Adequacy of space size for program delivery. When a change occurs in one of these factors, the capacity of a school needs to be updated. Special needs and implementation of programs for remedial efforts effect capacity more than any other factor (e.g. 21.5:1 vs. 8:1 in classrooms).

2-9

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis

A critical component of analysis is how a space is actually used and managed. An analysis of how space is managed in Falls Church was accomplished through analysis of the master schedule (at the high school and middle school) and floor plans, identification of current space use and pupil teacher ratios by building principals and confirmation of any questions regarding use by building principals. Capacity can generally be defined in three basic ways: Design Capacity is the desired maximum capacity at the time of building design, and assumes the maximum number of students per classroom. This formula generally follows either state ‘standards’ or a modification of this standard by the locality. Functional Capacity is the capacity of a school as it functions from year to year based on enrollment and programs. For example, in a high growth area, a school may actually have a functional capacity above the design capacity, or if a school has a stagnant or declining population or a large population of students with special needs, a school may have a functional capacity significantly below design capacity. Program Capacity can be considered as a hybrid of design and functional capacity. In calculating program capacity, the maximum number of students per classroom by policy and/or by stated standards is used, but full-sized classrooms that are used to deliver specific programs consistently from year to year are also considered in the formula. This methodology works well in school divisions such as Falls Church where there is little or no consistent enrollment change from year to year. It also allows for a more consistently defined capacity number from year to year unless substantial changes are made to a school’s program such as the addition of curriculum, pre-school, learning labs, community use during day hours, and other aspects of the educational programming not mentioned here.

2-10

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis There are additional spaces in the Falls Church City Public Schools which were not considered in making capacity calculations. These include: Modular classrooms. Special Education resource rooms, and other smaller instructional resource spaces. Pre-K classrooms. Rooms designated for community or business use only (i.e. the television station in the high school).

2-11

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Elementary Schools Capacity Analysis The Program Capacity of Falls Church elementary schools, which includes PK-1 and 2-4 grade level configurations, was computed by using the desired pupil to teacher ratio in the school division (22:1 for grades K-2 and 24:1 for grades 3 and 4) multiplied by the number of classrooms used for general education. Full sized self-contained special education rooms were considered as part of general education and calculated for capacity at a pupil to teacher ratio of 8:1. Not included in capacity calculations were pre-school classrooms, trailers, resource classrooms (art, music, PE, computer labs, reading resource, library) and special education resource rooms. Capacity is indicated in a rounded number. Figure 2-10 - Mt. Daniel Elementary Capacity Worksheet

Permanent Instruction Spaces Capacity Spaces Academic Classrooms Self Contained Exceptional Education sized classroom) Non Capacity Spaces Arts Education Classrooms (visual arts, performing arts, drama) Music Classrooms Learning Labs (computer lab, science, etc.) Exceptional Education Resource (half-sized classroom) Preschool Early Childhood Special Education Head Start Gifted/Talented Remedial Services Title I Other (specify)

Number of Classrooms

Average Pupil/Teacher Ratio

Capacity

12

22

264

1

8

8

(full-

1 shared 1 shared 1 computer TR

2 1

2

Program Capacity

275

Source: Eperitus

2-12

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Limiting Factors - Mt. Daniel Elementary Mt. Daniel currently operates on an average PTR at or above the desired 22:1 (and just at capacity), mainly because there is no space for additional classrooms. The recent addition to Mt. Daniel is very well designed for Kindergarten needs, with amenities including sound reinforcement, wireless technology, wet/dry areas, direct access to the outdoors, ample student storage. This model should be used for any new construction. This recent addition, however, left no room on the site for additional expansion. Mt. Daniel cannot expand further on its current site to allow for any significant enrollment increases. The core facilities (gym/cafeteria, library, art, music, etc.) cannot handle any significant enrollment increase and would also need expansion. The gymnasium and cafeteria are the same space, so gym cannot be taught and assemblies cannot be held during lunch hours. The site and facility are not conducive to ADA accessibility. The library has a story pit that cannot be accessed by handicapped students from the main floor. It is used as a storage area more than intended use. Currently students cannot access all resource subjects without going out-of-doors. The family literacy program is in a trailer and not easily accessible to parking and entry, particularly for night use. The before and after school component is critical to the community, but has no available space for storage or program expansion. In addition to full time staff there are also part time staff and itinerants. There is little space for teacher use – only one very small ‘lounge’ area – no place to conference or discuss students and curriculum. Office space is extremely limited.

2-13

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Figure 2-11 - Thomas Jefferson Elementary Capacity Worksheet

Permanent Instruction Spaces Capacity Spaces Academic Classrooms grade 2 Academic Classrooms grades 3 & 4 Self Contained Exceptional Education sized classroom) Non Capacity Spaces Arts Education Classrooms (visual arts, performing arts, drama) Music Classrooms Learning Labs (computer lab, science, etc.) Exceptional Education Resource (half-sized classroom) Preschool (not counted in capacity) Head Start (not counted in capacity) Gifted/Talented Remedial Services Title I Other (specify)

Number of Classrooms

Average Pupil/Teacher Ratio

Capacity

7 14

22 24

154 336

8

0

(full-

Program Capacity

490

Source: Eperitus

2-14

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Limiting Factors - Thomas Jefferson Elementary Jefferson Elementary currently operates on an average PTR at the desired 22:1 ratio in second grade and 24:1 in grades 3 and 4, and thus just below capacity. The facility has had multiple additions over the years and, although each area has its positives, the flow in the facility is made difficult by multiple levels. Very active community use, hard on the facility. Began PYP this year for IB – program requirements may determine the need for more flexible space. A lot of programs and services are provided to students on this site (in trailers and in various places throughout the building). Before and after care has been provided with good storage. A science lab is a nice amenity for an elementary school. There is little space for teacher use, and limited space to conference or discuss students and curriculum. Main entry not conducive to parking area; entry not very friendly feeling. Lower level (first floor) is a maze – very little direct line of site – may be considered a safety issue. Office space is extremely limited, although main office addition/renovation is nicely laid out. Site has wetlands constraints for future building, but in good location for the community. The trailer complex outside has been there for over a decade – it is a maze with security concerns.

2-15

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Middle School Capacity Analysis Program capacity at Mary Ellen Henderson was computed using desired pupil to teacher ratio in the school division of 24:1 for each core academic area multiplied by the number of classrooms used for each program. In this scenario, elective areas were not considered capacity areas, as the facility is used as a true middle school (i.e. when a grade level is not in a core area it is vacated and the elective area used, therefore that ‘capacity’ is lost). An “efficiency” percentage of 85% applied to this number reflects current utilization practice (Figure 2-12). Full sized self-contained special education rooms were considered as part of general education. Not included in capacity calculations were program resource classrooms (reading and math resource, etc.) and special education resource rooms. Figure 2-12 - Mary Ellen Henderson Capacity Worksheet

Permanent Instruction Spaces Capacity Spaces Academic Classrooms (English, Math, Soc Studies, Sci)

Self Contained Exceptional Education (full-sized classroom) Non Capacity Spaces Elective Classrooms (specify) Foreign Language C&T Elective Classroom/Labs (specify) Work & Family Studies, Tech Ed, Broadcast Arts Education Classrooms (visual arts, performing arts, drama) Music Classrooms Main Gym (count as two teaching stations) Auxilliary Gym (Matt Room) Fitness Room Computer Labs Health Classrooms Exceptional Education Resource (half-sized or 100% resource use) Gifted/Talented Remedial Services Other (specify)

Number of Classrooms

Average Pupil/Teacher Ratio

Capacity

28

24

672

5

8

40

4 3 1 1 2 1 1 2 2 3

Program Capacity at 85%

600

Limiting Factors – Mary Ellen Henderson Middle School 2-16

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis

Henderson Middle currently operates on an average PTR below the 24:1 target. The facility currently serves grades 5 through 7, operating using the middle school philosophy. The school only recently opened so has no limiting factors for program. In fact, the community areas (gymnasium, locker rooms, fitness center, library, cafeteria, athletic fields and play areas) are well designed for full community use and can serve the middle school and other school populations well. The only ‘limiting factor’ is the ability of the school to handle enrollment above the current 3 grade levels, but not a full 4th grade level. Heavy use by public may see early signs of wear-and-tear.

High School Capacity Analysis Capacity of George Mason High School was computed using: Desired pupil to teacher ratio in the division of 24:1 for each core instructional program area and for elective programs and 20:1 for vocational/technical programs multiplied by the number of classrooms available for each program and An “efficiency” percentage to account for specialized/low enrollment course offerings and the practice of block scheduling, which often leaves a core area classroom empty for one period a day during which time the instructor is available for student remediation, make-up work, etc. Full sized self-contained special education rooms were considered as part of general education. Not included in capacity calculations were program resource classrooms (reading and math resource, etc.), trailers used as classrooms, special education resource rooms, health classrooms, and ISS.

2-17

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Figure 2-13 - George Mason High School Capacity Worksheet

Permanent Instruction Spaces Capacity Spaces Academic Classrooms (English, Math, Social Studies, Language)

Science Classrooms (classroom/lab only, not shared labs) Self Contained Exceptional Education (full-sized classroom) Elective Classrooms (specify) C&T Elective Classroom (specify do not count associated clsrm) Gourmet Cooking, Robotics (Tech Ed), IB Design Tech, Computer Graphics, Photo/Film Study, Technical Drawing Arts Education Classrooms (visual arts, performing arts, drama) Music Classrooms Main Gym (count as two teaching stations) Auxilliary Gym (count as one teaching station) Non Capacity Spaces Computer Labs Exceptional Education Resource (half-sized or 100% resource use) Gifted/Talented Remedial Services Other (specify)

Number of Classrooms

Average Pupil/Teacher Ratio

Capacity

31

24

744

9

24

216

6 0

8 24

48 0

5

20

100

5 1

20 20

100 20

2

30

60

1

30

30

Program Capacity @ 80%

1055

Source- Eperitus

2-18

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Limiting Factors - George Mason High George Mason High currently operates on average below the desired PTR of 24:1 in the core academic curriculum. The elective and CTE courses tend to run well below the 20:1 PTR, with some courses utilizing large areas of space for smaller groups of students not even 75% of the time. The facility’s physical layout, with several level changes, makes it difficult to group classroom areas in various configurations – so interdisciplinary instruction would be difficult as best. Therefore, trailers are being used for classroom instruction when there is available space within the building. There are little or no resources areas for teachers to work together close to their classroom area. There are little or no designated conference areas that could be used for a variety of staff and student development uses. The administration office is remote from the staff and students. There is no sense of arrival or clear entry to the facility. Hallways are small, there are many dead-end corridors, and the general layout is confusing. This could present a safety issue. Huge demand for technology labs and technology in general that is not available. If all courses taught off campus were to be brought back ‘home’ there would need to be consideration for their space. There is no space for the entire student body to gather at one time. A community television station uses a large amount of building space and there are several district-wide functions that have their home in the confines of the facility, so it is unavailable for instructional purposes. General purpose areas (cafeteria, etc.) are well used for other than intended purpose.

Figure 2-14 demonstrates the potential differences between program and functional capacity. The functional capacity shown was reported by FCCPS in January, 2009 and used in the development of the CIP budget. The master planning process uses the program capacity throughout for consistency in analysis with the consultant process. Figure 2-14 – Program vs Functional Capacity

Building Mount Daniel Thomas Jefferson Mary Ellen Henderson George Mason

Functional Capacity (FCCPS CIP Process 1/09) 290 476 600 900 Source- Eperitus

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Program Capacity (Master Plan) 275 490 600 1055

Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis The resulting table indicates the program capacity as each school is currently used; that is, with the grade configurations as they are currently divided and housed at each facility. As shown in this table, by the year 2018 the two elementary schools are expected to exceed their capacities, while the middle and high schools will be at 68% and 85% of capacity, respectively. Figure 2-15 - Enrollment to Capacity Ratio Scenarios –Current Groupings

Prog Cap ELEMENTARY Mt. Daniel PK-1 T. Jefferson 2-4 TOTAL ELEM MIDDLE 5-7 M.E. Henderson TOTAL MIDDLE HIGH 8-12 George Mason TOTAL HIGH

Enrollment to Capacity - Current (2008) Configuration 2008 % Cap 2013 % Cap 2018 % Cap

275 490 765

258 427 685

94% 87% 90%

273 419 692

99% 86% 90%

312 454 766

113% 93% 100%

600 600

455 455

76%

477 477

80%

485 485

81%

1055 1055

801 801

76%

878 878

83%

900 900

85%

Source- Eperitus If different configurations are implemented, the demands for space are different. The subsequent figures indicate the percentage ratio of anticipated enrollment per capacity for each school or schools and the grade level configurations indicated. Program capacity was computed using the recommended average grade level enrollments on page 2-8 of this report. Figure 2-16 indicates a slight shift in school utilization which will ensure that none of the schools goes over 100% capacity by the year 2018. This shift involves making George Mason a traditional 9-12 high school (instead of the current 8-12); making Mary Ellen Henderson a traditional 6-8 Middle School (instead of the current 5-7), and shifting the 5th grade back to elementary school. Figure 2-17 indicates the capacity analysis if the same grouping is completed using one large elementary school instead of two smaller schools.

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Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis

Figure 2-16 - Enrollment to Capacity Ratio Scenarios – Efficiency Shift Prog Cap ELEMENTARY PK-2 Grades 3-5 TOTAL ELEM MIDDLE Grades 6-8 TOTAL MIDDLE HIGH Grades 9-12 TOTAL HIGH

Enrollment to Capacity - Separated Configuration Scenario 2008 % Cap 2013 % Cap 2018

% Cap

600 525 1125

395 437 832

66% 83% 74%

403 456 859

67% 87% 76%

468 453 921

78% 86% 82%

600 600

473 473

79%

490 490

82%

508 508

85%

800 800

636 636

79%

698 698

87%

800 800

100%

Source- Eperitus Figure 2-17- Enrollment to Capacity Ratio Scenarios –Traditional Groupings Prog Cap ELEMENTARY PK - 5 TOTAL ELEM MIDDLE Grades 6-8 TOTAL MIDDLE HIGH Grades 9-12 TOTAL HIGH

Enrollment to Capacity - Grouped Configuration Scenario 2008 % Cap 2013 % Cap 2018

% Cap

1200 1125

832 832

74%

859 859

76%

921 921

82%

600 600

473 473

79%

490 490

82%

508 508

85%

800 800

636 636

79%

698 698

87%

800 800

100%

Source- Eperitus Figure 2-18 shows the resulting analysis if the pre-Kindergarten through 8th grades are grouped in one facility, with a traditional 9-12 high school.

Figure 2-18 - Enrollment to Capacity Ratio Scenarios –Two School Groupings Enrollment to Capacity - Very Grouped Configuration Scenario Prog Cap 2008 % Cap 2013 % Cap 2018 % Cap ELEMENTARY PK - 8 TOTAL ELEM HIGH Grades 9-12 TOTAL HIGH

1800 1725

1305 1305

76%

1349 1349

78%

1429 1429

83%

800 800

636 636

79%

698 698

87%

800 800

100%

Source- Eperitus

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Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis The results of this analysis show that a part of the future capacity of facilities in the Falls Church City Public School division is determined by grade groupings, and that by simply shifting population slightly, these buildings can be expected to accommodate enrollment through 2018.

Planning for the Future – Trigger Points The overall goal of this master plan is to create a long-range 20-year plan for future school facility needs, based on student population growth forecasts, and educational program needs. This plan must determine recommended locations for future schools, the sequence and phasing, and the types of schools to be constructed. Ideally, this master plan should be a road map that can guide schools projects for the next 20 years.

To assist in keeping this master plan current, and to assist administrators in identifying crucial points at which action will be required, the team recommends the following: Create a procedure (or policy) regarding the use of trailers to accommodate growth on school sites – if they will be used and for how long – to ensure that these temporary classroom structures do not become a long-term solution. Determine a preferred grade level configuration and a target school program capacity model for Falls Church at each grade level. As part of the master plan Falls Church City Public Schools will assess pros and cons of various configurations, as they will affect future infrastructure needs. Create a procedure (or policy) that outlines the percentage of enrollment to capacity at each level that will ‘trigger’ the process of revising attendance boundaries and/or planning and design of a new facility or additions to an existing facility, based on the target capacity models set above, keeping in mind that the process of planning, design and construction can take 3-4 years. For example, if the trigger point is 85% of capacity:   

Elementary schools of 500 ‘trigger’ at 425 students Middle schools of 600 ‘trigger’ at 510 students High schools of 1000 ‘trigger’ at 850 students

This trigger point can help administrators to identify if the growth is occurring along the projected path, faster than, or slower than has been anticipated, so that any planned construction can be adjusted accordingly. Plan facilities for near-term anticipated enrollment with expansion capabilities to accommodate long term needs. This can be accomplished by considering program capacity with expandable design capacity as shown in Figure 2-19.

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Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis Figure 2-149 - Enrollment to Capacity Ratio Scenario – Efficiency Shift

Prog Cap ELEMENTARY PK-2 Grades 3-5 TOTAL ELEM MIDDLE Grades 6-8 TOTAL MIDDLE HIGH Grades 9-12 TOTAL HIGH

Enrollment to Capacity - Separated Configuration Scenario 2008 % Cap 2013 % Cap 2018

% Cap

600 525 1125

395 437 832

66% 83% 74%

403 456 859

67% 87% 76%

468 453 921

78% 86% 82%

600 600

473 473

79%

490 490

82%

508 508

85%

800 800

636 636

79%

698 698

87%

800 800

100%

Source- Eperitus

Impact of Expandable Design Capacity

Enrollment to Capacity - Separated Configuration Scenario 2008 % Cap 2013 % Cap 2018

Design Cap

ELEMENTARY PK-2 Grades 3-5 TOTAL ELEM MIDDLE Grades 6-8 TOTAL MIDDLE HIGH Grades 9-12 TOTAL HIGH

% Cap

680 650 1330

395 437 832

58% 67% 63%

403 456 859

59% 70% 65%

468 453 921

69% 70% 69%

800 800

473 473

59%

490 490

61%

508 508

64%

1000 1000

636 636

64%

698 698

70%

800 800

80%

Source- Eperitus

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Falls Church City Public Schools Facility Master Plan 2-2 - Capacity Analysis

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations - Overview

Section 2-3 - Facility Evaluations At the outset of this study, an evaluation was made of the existing infrastructure comprising the Falls Church City Public School Division. This infrastructure includes four buildings: George Mason High School Mary Ellen Henderson Middle School Mount Daniel Elementary School Thomas Jefferson Elementary School Each facility was toured by professionals from various disciplines – mechanical, electrical, and plumbing engineers, architects, civil engineers, and Hazardous Materials assessment and abatement specialists. The goal of these evaluations was to determine in a broad sense the condition of each facility, its compliance with current code, and its prospect for continued long term use. If any major issues were detected during these evaluations, they were documented for further consideration and evaluation as part of the master planning process. The subsequent sections discuss each facility in turn, with sub-sections for the various disciplines’ evaluations. Site Assessment – Notes on Approach Site assessments were completed for the three sites that house the schools. These sites are the following: George Mason High School and Mary Ellen Henderson Middle School Mount Daniel Elementary School Thomas Jefferson Elementary School The site evaluation includes a review of the site, a discussion of zoning requirements for the site in question, a discussion of the site’s role within the Fairfax County Comprehensive Plan, a discussion of site utilities, and a review of environmental features that affect the usable area of the site. Site maps and graphics are included in Appendix B.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations - Overview Hazardous Materials Assessment – Notes on Approach F&R conducted the field portion of the hazardous materials survey at facilities from July 28 through August 8, 2008. The scope of work included inspection and sampling for ACM, LBP and visual identification of suspect PCB/mercury containing equipment. The inspection was completed by Alan Lederman and Stefan Buck of F&R. As the building was occupied and in accordance with the project scope of work, the survey was limited to utilizing non-destructive sampling techniques. Enclosed columns and piping/ventilation chases within enclosures or behind walls were not surveyed or assessed. Two abatement cost estimates were prepared, one for “minor renovations” and one for “major renovations”. F&R defined minor renovations as renovations that impact only building finish materials and do not impact mechanical, electrical and plumbing systems. Major renovations were defined as renovations that impact both building finish materials and mechanical, electrical and plumbing systems. An assumption was made that all identified building finish materials under the scope of the survey would be removed during minor renovation activities and that all identified hazardous materials, including finish materials and mechanical, electrical and plumbing components would be removed during major renovation activities. Additionally, the cost estimates assume that the building will not be occupied during abatement activities and that all abatement activities will occur under one mobilization.

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Falls Church City Public Schools Facility Master Plan 2-3 - Site Evaluation – George Mason High School and Mary Ellen Henderson Middle School

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

Insert Site Image Here

Description George Mason High School and Mary Ellen Henderson Middle School are located adjacent to each other in Fairfax County on Tax Map Parcels 40-3 ((1)) 91, 93 and 94. Lots 91 and 94 are zoned R-1; Lot 93 is split-zoned R-1 and C-8. The total site acreage is 34.46 acres. The schools are bounded by Leesburg Pike (Route 7) to the south, Custis Memorial Parkway (I-66) to the west, the West Falls Church Metro Station to the north and Haycock Road (Route 703) to the east. Site access is from Leesburg Pike and Haycock Road (Route 703). The site is approximately 34.46 acres in size. According to the County tax records, the total gross floor area of the two schools is 292,686 SF. A total of 434 surface parking spaces are provided, of which 12 spaces are accessible and designated for handicap parking. The site includes a 60 foot softball diamond, a 90 foot baseball diamond, 8 tennis courts, 2 outdoor basketball courts, and a football stadium with turf field.

Zoning Requirements Maximum FAR According to the Fairfax County Department of Tax Administration records, Lot 91 contains 560,739 square feet in area, Lot 94 contains 1,078,851 square feet in area, and Lot 93 contains 71,566 square feet in area. According to a boundary survey completed by PHR&A dated January 10, 1999, Lot 91 contains 362,202 square feet in area, Lot 94 contains 1,069,514 square feet in area, and Lot 93 contains 69,542 square feet in area. Lots 91 and 94 are zoned R-1 and may be developed with a public use to a maximum floor area ratio (FAR) of 0.20. Lot 93 is split zoned R-1 and C-8. The portion of Lot 93 that is zoned R-1 contains 56,510 square feet; the portion of Lot 93 that is zoned C-8 is 12,932 square feet. FAR is a bulk regulation and pursuant to Par. 1 of Section 2-307 of the Zoning Ordinance, no structure or part 2-27

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School thereof may be built or moved on a lot which does not meet all the maximum bulk regulations of the zoning district in which the structure is located. Therefore, if a structure is located in the R-1 portion of the lot then only that square footage zoned R-1 may be used to calculate the maximum permitted GFA on the property. Based on the boundary survey, the entire site area would include 1,501,258 square feet. Of this, approximately 1,488,326 is zoned R-1, and approximately 297,665 square feet of GFA would be permitted on this portion of the site. Based upon the approved site plans for the site, 292,686 square feet of GFA exists on the site. Therefore it appears that only additional 4,979 square feet of GFA could be constructed on the property under the existing zoning. The FAR limitation may trigger the need to rezone the property to permit expansion of the existing school facilities. It should be noted that Fairfax County rezoned other properties across the County to allow a more dense public use to meet an increasing school population. While a rezoning would require a separate process, it is anticipated that pursuing a higher density with a rezoning on the property would be achievable. The County’s Comprehensive Plan identifies that the school property and the properties immediately surrounding it, is favorable toward higher densities. As a result, it is anticipated that the language of the Comprehensive Plan would be supportive of a rezoning of the school property. Yard Requirements/Setbacks In the R-1 zoning district the maximum building height for public uses is 60’. The minimum yard requirements include: Front yard: Side yard: Rear yard:

Controlled by a 50° angle of bulk plane, but not less than 40’ Controlled by a 45° angle of bulk plane, but not less than 20’ Controlled by a 45° angle of bulk plane, but not less than 25’

Landscaping/Screening Requirement Any development program on the subject property must comply with the applicable provisions set forth in Article 13 of the Fairfax County Zoning Ordinance. The requirements include: Interior Parking Lot Landscaping:

5%

Peripheral Parking Lot Landscaping:

Abuts Property – 4 feet Abuts Street – 10 feet

Tree Cover: Open Space:

20% 30%

Transitional Screening/Barrier: North Property Line East Property Line South Property Line West Property Line:

TSY 2 (35’), Barrier D, E, or F No Requirement TSY 2 (35’), Barrier D, E, or F TSY 2 (35’), Barrier D, E, or F 2-28

Falls Church City Public Schools Facility Master Plan 2-3 - Site Evaluation – George Mason High School and Mary Ellen Henderson Middle School

According to the last site plan permitted for the property, the following summarizes the landscape coverage required to address parking lot and peripheral landscaping requirements: Interior Parking Lot Landscaping Required (5%) Interior Parking Lot Landscaping Provided

14,733 SF 16,781 SF

Tree Cover in the R-1 District: Required Provided

124,923 SF 130,125 SF

Tree Cover in the C-8 District: Required Provided

1,123 SF 1,156 SF

It is likely that future additions to the existing schools would require additional landscaping, since the County requirements for tree cover and parking lot landscaping are currently being met with little additional coverage. Countywide Trail Requirement Any improvements on the property that require a site permit must comply with the Fairfax County Countywide Trail Plan. This Plan requires an 8’ asphalt or concrete trail along Leesburg Pike (Route 7) and Haycock Road (Route 703). There is an existing 5’ sidewalk along portions of Leesburg Pike (Route 7) and a 4’-5’ sidewalk along Haycock Road (Route 703) that ties into an 8’ trail at the northeast property line. The existing sidewalks will need to be reconstructed to meet the current trail requirement or a trail waiver will be required to reaffirm the existing configuration. Parking Requirements The requirement as set forth in Article 10 of the Zoning Ordinance reads as follows for “Other Uses High School”: As determined by the Director, based on a review of each proposal to include such factors as the occupancy load of all classroom facilities, auditoriums and stadiums, proposed special education programs, and student-teacher ratios, and the availability of areas on site that can be used for auxiliary parking in times of peak demand; but in no instance less than three-tenths (0.3) space per student, based on the maximum number of students attending classes at any one time. Based on this requirement, the minimum number of parking spaces will be determined by the maximum number of students attending classes at any one time. The parking totals reflected on the most recently approved site plan for the middle and high school reflects the following: High School: Required Parking Required Parking

650 Students 0.3 Spaces / Student 195 Spaces

Middle School:

80 staff/600 Students 2-29

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School Required Parking Required Parking

1 Space/Staff+ 4 Spaces for Visitors 84 Spaces

Total Required Parking Total Provided Parking

279 Spaces 434 Spaces

Total H/C Parking Required Total HC Parking Provided

9 Spaces 12 Spaces

Total H/C Van Parking Required Total H/C Van Parking Provided

2 Spaces 8 Spaces

Total Loading Spaces Required Total Loading Spaces Provided

3 Spaces 5 Spaces

Existing parking areas are asphalt paved and constructed in accordance with VDOT/Fairfax County specifications. The following standard pavement section was utilized for recently paved asphalt parking areas: Top Course: Intermediate: Base:

2” Asphalt Surface Course SM-9.5A 3” Asphalt Base Course BM-25.0 6” Aggregate Material Type 21B

Fairfax County Comprehensive Plan George Mason High School and Mary Ellen Henderson Middle School are located with the Dranesville Planning District of the Fairfax County Comprehensive Plan. The schools are within a specialized planning area around the West Falls Church Transit Station, particularly land unit “A”. The intention of the Transit Area designation is to capitalize on the opportunity to provide transit focused housing employment locations, while still maintaining the existing, nearby land uses. A copy of the County’s Comprehensive Plan language for the area around the West Falls Church Transit Station is included in the appendix of this report.

Site Utilities Water Service is provided by The City of Falls Church Department of Public Utilities. An existing 8” and 20” water main is located across the site frontage within the west bound lane of Leesburg Pike (Route 7). Both mains turn northeast at the intersection of Haycock Road (Route 703) and Leesburg Pike (Route 7). At this point, the water mains enter the southeast corner of the site within the existing eastern parking lots that parallel Haycock Road (Route 703) and continue north. A 8”X 20” tap of the 20” main in Leesburg Pike (Route7) brings water into the site within an existing access road that runs north between 2-30

Falls Church City Public Schools Facility Master Plan 2-3 - Site Evaluation – George Mason High School and Mary Ellen Henderson Middle School the Mary Ellen Henderson Middle School and George Mason High School and turns east along the northern access road to connect into the existing 20” water main located along the eastern property line. Two 6” lines tap off this 8” line to feed the Falls Church City Park to the northwest and an existing offsite building to the northwest. Two fire hydrants are located on the 8” line; one on the east side and one on the north side of the high school. An 8”X 8” tap and 8”X 20” tap of the 8” and 20” water mains located in Leesburg Pike (route 7) feed two separate onsite fire hydrants located to the south of the Mary Ellen Henderson Middle School and in the southern parking lot of the George Mason High School, respectively. Additionally, an existing fire hydrant is located along Haycock Road (Route 7) at the southeast corner of the site. A 3” domestic connection and 4” fire line for the high school is located on the southeastern side of the existing building that taps off the 8” water main in Leesburg Pike (Route 7). An additional 8” fire line tees off the onsite 8” line that connects at the western side of the high school. It is anticipated that these connections can be maintained with construction of any expansion of the existing facilities. A 4” domestic connection and 6” fire line for the middle school is located on the south side of the existing building that taps off the 8” water line in the access road. It is anticipated that these connections can be maintained with construction of any expansion of the existing facilities. Sanitary Sewer Existing service is provided by the City of Falls Church Department of Environmental Services. An existing sanitary sewer is located in Leesburg Pike (Route 7) at the south west corner of the site and continues west. Dual 4” sanitary sewer laterals located on the south side of the middle school tie into a 3” force main that is located along the site frontage of Leesburg Pike (Route 7). An existing sanitary sewer lateral for the high school ties to the terminal end of the sanitary sewer main. There are no known inadequacies of the existing sewer line. It is anticipated that the existing sanitary sewer lateral can be maintained with construction of any expansion of the existing facilities. Storm Drainage Three existing storm sewer systems provide the outfall for the school site. Two of the existing storm sewer outfalls are located at the Route 7 right-of-way at the southwest corner of the site and at Haycock Road (Route 703) right-of-way at the south east corner of the site. The third storm sewer system outfalls at the northwest corner of the site to an existing concrete ditch that runs east along Custis Memorial Parkway (I- 66). Adequacy of these storm sewer systems will need to be verified upon any future site development. Offsite improvements to these storm sewer systems are not presently anticipated. The existing storm drainage system on the northern side of the existing building will need to be reworked to adequately drain the site if the building is expanded to the north. Where possible, the existing stormwater management facilities should be maintained to address a portion of the overall storm water management requirements. Stormwater Management With relocation of the onsite athletic fields to ready the site for construction of the Middle School and construction of additional onsite parking, stormwater management facilities were constructed to meet 2-31

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School the minimum County requirements for stormwater management. Stormwater detention was provided using underground detention in the form of a two 96” diameter corrugated metal pipes. Best Management Practices (BMP’s) were addressed with the use of a DC Sandfilter, Stormfilters, and Filterras (water quality inlets). Both SWM detention and BMP’s were located in the transfer site. The water quality requirement with the site improvements required a 19.1% phosphorous removal and the stormwater management facilities met this requirement with no surplus capacity for future expansion. Stormwater detention for the site as summarized in the most recent site plan for the site reflects the following: Allowable Runoff: Q (2-year) = 20.05 CFS Q (10-year) = 26.08 CFS Calculated Peak Discharge: Q (2-year) = 8.17 CFS Q (10-year) = 19.61 CFS As a result, it appears that some over-detention is occurring within the constructed stormwater detention facilities which may allow a minor amount of additional impervious area to be constructed without upgrading the stormwater detention facilities. Any future site development/expansion would be subject to the storm water management requirements as identified within the Fairfax County Public Facilities Manual (PFM). These requirements include both storm water detention (peak flow reduction) and water quality enhancement. Where possible, the existing stormwater management facilities located beneath the existing parking lots on the north and east side of the school will be maintained to help address the stormwater detention requirement. With any future site development, the 2-year and 10-year peak flow from the site will need to be reduced to at or below the existing peak flow for these recurrence interval storms. Additional onsite measures will be required to address peak flow detention, beyond that which can be accommodated in the stormwater management conduits that will be maintained. If the proposed development has a net increase of impervious area less than 20% then the redevelopment formula can be utilized for computing the BMP requirement of any future site enhancements: [1 - 0.9(Ipre/Ipost)] X 100% = % P Removal If the proposed development has a net increase of impervious area less than 20% then the above formula can be utilized for computing the BMP requirement. In order to address the BMP requirement for the site, the following measures may be incorporated: 2-32

Falls Church City Public Schools Facility Master Plan 2-3 - Site Evaluation – George Mason High School and Mary Ellen Henderson Middle School

Utilization of percolation trenches within proposed parking areas to promote infiltration. Utilization of a bioretention filter to promote infiltration. Dedication of natural open space (Water Quality Management Area). Consideration of green roof elements to promote infiltration. Verification of the infiltration capacity of the onsite soils is required to analyze the design requirements.

Site Access There are two main access points to the site. One is located on Leesburg Pike (Route 7) and the other is at the northeast corner along Haycock Road (Route 703). Additionally, access to the parking lots is provided off of Leesburg Pike (Route 7) and Haycock Road (Route 703). It is anticipated that the four entrances will be maintained. Sight distance for the existing entrances will be confirmed with the final site plan. The following standard pavement section is assumed for new asphalt access roads and travel aisles within the parking areas: Top Course: Intermediate: Base:

1.5” Asphalt Surface Course SM-9.5A 4” Asphalt Base Course BM-25.0 8” Aggregate Material Type 21B

Environmental Floodplains Based on the Fairfax County Chesapeake Bay Preservation Map there are no identified 100-year floodplains in the vicinity of the lots that comprise the High School and Middle School Site. Resource Protection Areas Resource Protection Area (RPA) is the component of the Chesapeake Bay Preservation Area comprised of lands adjacent to water bodies with perennial flow that have an intrinsic water quality value due to the ecological and biological processes they perform or are sensitive to impacts which may result in significant degradation of the quality of state waters. In their natural condition, these lands provide for the removal, reduction, or assimilation of sediments, nutrients, and potentially harmful or toxic substances from runoff entering the Bay and its tributaries, and minimize the adverse effects of human activities on state waters and aquatic resources. RPA’s shall include any land characterized by the following features: A tidal wetland. A tidal shore. A water body with perennial flow.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School A nontidal wetland connected by surface flow and contiguous to a tidal wetland or a water body with perennial flow. A buffer area as follows:  Any land with a major floodplain.  Any land within 100 feet within an RPA feature. RPAs cannot be cleared without special permitting. Based on the Fairfax County Chesapeake Bay Preservation Map, there are no identified RPAs within the lots that comprise the High School and Middle School. Wetlands There were no identified wetland areas on the site plan for the Middle School. The site should be field inspected to confirm that the area that will be impacted with construction of any proposed expansion is void of jurisdictional wetlands. If wetlands are identified, they will be field confirmed by the USACE and the Virginia Department of Environmental Quality (DEQ), surveyed and reflected on a Jurisdictional Determination (JD) that is approved by the USACE. Disturbance of any wetlands, if identified, will be avoided to the extent possible with site construction.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluation – George Mason High School

George Mason High School Architectural Assessment Construction of George Mason High School was completed in 1954 with several minor additions over the years and one major addition in 1994. Upper Floor: Lower Floor: Total:

159,798 SF 40,227 SF 200,025 SF

The current facility is a one-story building with three sections that have a lower level as the site begins to slope away from the main level elevation. The current school plan layout is a series of additions to the original school facility, placed as site availability allowed. As a result, clear circulation for students and faculty is no longer convenient or comprehensible. Layout A total of 5 major ADA-compliant entrances provide access to the school: two on the south side, two on the north side, one each on the east and west sides. Other entrances are less convenient for easy entry and exiting. The building is organized along two major corridors running north-south and east-west with several secondary corridors. Using this corridor framework, the school is divided into 6 major sections according to educational functions or class programs. The extensive length of the corridor system do to the fact that it is on one level creates long travel times for students and faculty alike to traverse from one end of the facility to the other. Minimal signage and like materials also add to the confusion of wayfinding in the corridor system. Many of the spaces designated as available for public use are unfortunately positions with little adjacent parking or traffic access to be effectively utilized. An example of this is the current Auditorium. Public entries from the exterior are ineffective, and interior access for the public use is limited to one inaccessible vestibule. Floor plates vary in elevation, requiring stairs and ramp systems to access. As a result, there are areas that are more difficult to utilize. The corridors are long and relatively low, averaging 7’-6” from floor to ceiling. Classroom ceilings are can vary in height, with some current ceilings lower than the adjacent exterior glazing, requiring a step up bulkhead at areas to transition from the low ceiling to the higher window/ door assembly head. The school does not have enough storage space. Any under-utilized room may become a storage space, which leads to confusion and storage away from the location where items are likely to be utilized. Classrooms George Mason has more than 54 classrooms. Room sizes vary from 600 SF to 1,000 SF. There are also 6 classroom trailers on the south side of the school, adjacent to Leesburg Pike (Route 7).

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School

Materials The palette of finishes on the exterior consist of a brick veneer façade with plaster or metal soffit/ fascia elements at points along the façade. Aluminum windows are comprised of bands of glass from a sill/ counter height to ceiling height, with operable windows in certain locations in each classroom space. Entry Doors are typically aluminum with glass, or hollow metal doors in more utilitarian areas. Certain additions consist of a pre-manufactured building system with white metal panel façade. Interior finishes include vinyl tiled floors installed over existing terrazzo flooring in many areas. Painted Concrete Masonry Units (CMU) and glazed CMU wall partitions line the corridors, and there are accents of face brick and some poured concrete walls, depending on the location. Extensive 2’ x 4’ acoustical ceilings in a 15/16 inch grid are in the corridor as well. These ceiling tiles are beginning to bow downward after years of installation and humidity changes. Ceiling systems should at some point be rehabilitated. Classroom materials vary from painted Concrete Masonry Units to gypsum board wall partitions. Generally the material is standing up to daily abuse, but the aesthetic appeal of some of these materials is less than desirable. Typical Door systems include a majority of wood veneer doors, some with view glass and some solid, in painted hollow metal frames, still in good condition for the most part. Hollow metal doors and frames are also there in special locations. Codes and Accessibility Lighting The existing general lighting in the school from a design standpoint is not a preferable solution by today’s standards. The existing lighting acrylic lens fixtures are inefficient from a light quality standpoint, producing excessive glare for the users both at desktop heights and at computer screens. See Electrical Systems below for additional information. Acoustics Overall, the building acoustics are at a minimum. Public spaces such as the food services areas have acoustical materials that are overtaxed when at full capacity. Corridors have acoustical ceiling material, but all other hard services serve to increase noise levels at peak usage. A reevaluation of the theatrical venues should be undertaken to adopt more contemporary acoustical practices. General/Accessibility In general the building is compliant with the building codes, except a few instances of door opening clearance or excessive accessible ramp lengths. The auditorium lobby is not directly ADA-accessible due to the steps from the school lobby. A person in a wheel chair needs to either go to the outside and come back in thru the auditorium exterior doors or move around the other side of the auditorium, passing by a more than 30 ft long ramp and 3

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School more set of corridor doors. The stage area is not directly accessible to the audience seating area.

Type of Construction Steel frame and face brick on concrete masonry unit back-up. Window systems are typically… Except for a few small areas of flat roof with roofing membrane, the school’s roof is covered with low slope metal roofing panels. All exterior materials are in an acceptable condition. User Group and Construction Type The building is mixed-use of Groups E (Educational), A-3 (Gymnasium, Library) and B (Office). The construction type is 2B.

Mechanical, Plumbing, Electrical and Life Safety Assessment Mechanical (HVAC) The building HVAC system consists of 126 air-cooled split systems with hot water heat and 46 thru-thewall incremental A/C units with hot water heat. The system also includes 6 self-contained roof-top A/C units with gas heat and one (1) self-contained VAV type A/C unit with hot water heat which serves the POD area. Hot water for heating is provided from two (2) boiler plants. The split system fan coil units are horizontal type ceiling mounted with a DX cooling coil, a hot water heating coil and remote air cooled condensing unit (ACCU). The ACCU’s are located on the roof and on grade outside the building. Approximately 110 of the units serve classrooms, offices and corridors and range from ½ to 5 tons in capacity. Twelve (12) of the split systems are 100% outside air units which provide ventilation air to the 110 smaller systems. The six roof top units serve the admin and auditorium ceilings. The thru-the-wall units serve classrooms in wings A and B. All of the split systems, thru-the-wall A/C units and roof top units were installed as part of the 1994 renovations and additions project. They appear to be well maintained and in good condition. The only issue of concern is related to humidity control problems with the 100% outside air units. The HVAC systems were upgraded in the laboratory classroom wing A in 2005. The thru-the-wall units were replaced with spit system fan coil units and remote condensing units. The unit provided additional outside air for the new fume hoods. The HVAC units in wing A (POD area) were replaced in 1998 with a new self-contained VAV type A/C unit located on grade.

Boiler Plants Boiler Plant 1 is located at the west end of the building and consists of two (2) 6275 CFH gas-fired water tube boilers. Boiler No. 1 was installed in 1952 and boiler 1A was installed in 1972. One boiler is a stand-by. The boilers were re-tubed during the 1994 renovation project and all of the hot water piping was replaced. The pumps are original and should be replaced. The plant has two (2) 530 GPM capacity circulating pumps (one stand-by). 2-37

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School

Boiler Plant 2 is located at the east end of the building and consists of two (2) 3350 CFH gas-fired York Shipley steam boilers with a shell and tube hot water heat exchanger. Boiler 2 was installed in mid 80’s and boiler 2A was installed in 1994. One boiler is a stand-by. The plant has two (2) 270 GPM capacity end-section centrifuged circulating pumps (one stand-by). The boilers, pumps, exhaust fans and RTU’s are controlled by an Andover/ESI DDC control system. Boiler 2A and the control system were part of the 1994 renovation; however, the rest of the equipment is part of the original construction. The plant appears to be in good operating condition. Miscellaneous The kitchen hood exhaust air system has a gas-fired make-up air system, which were installed as part of the 1994 addition and alterations project.

Plumbing Systems The building has a 3” domestic water service which enters the building at boiler plant No. 1. There is no meter or backflow preventer inside the building. Domestic hot water is generated by two (2) gas-fired water heaters. Heater 1 is a 400 gallon, 1000 CFH gas-fired unit located in boiler plant No. 1 and serves the kitchen, locker room, toilet facilities and classrooms on the west 2/3’s of the building. Heater 2 is a 200 gallon, 600 CFH gas-fired unit located in boiler plant No. 2 on the east end. The water piping for both hot and cold water is insulated copper with soldered joint. The hot water piping has a temperature maintenance system utilizing self-regulating electric heat tape. All of the piping was replaced in 1994. The below grade sanitary and storm water piping is cast iron with hub and spigot joints and is original to the buildings and additions. Most of the branch piping is new dating from the 1994 renovations. The kitchen sanitary system has a grease trap located outside below grade. The building has two (2) low pressure natural gas services. Service no. 1 is 15,619 CFH in capacity and enters boiler room 1 (west end). The service supplies boilers 1 and 1A, RTU 1 and 2, the domestic water heater and kitchen equipment. Gas service No. 2 is 8874 CFH in capacity and enters the building at boiler room 2 (east end). The service supplies boilers 2 and 2A, water heater 2 and RTU’s 3 thru 6.

Fire Protection The building has a 6” fire service main which enters the building in a sprinkler room located adjacent to boiler room 1. The fire main supplies water to sprinkler zone control valves located throughout the building. The building is fully sprinklered by a wet-pipe system. 2-38

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School

The building does not have a fire pump. Electrical Systems Electrical Service The existing power company is Dominion Virginia Power. The main building of this school has two (2) electrical services with a third service for the remote trailers. Service one is provided through a power company step down pad mounted transformer. This service enters the building at a dedicated electrical room adjacent to Gymnasium B101. This electrical service was upgraded in 1994. The power company electric meter is installed outside on the wall of the main electrical room. The existing power company pad mounted transformer is feeding 277/480 volt, 3000 amp. The existing switchboard is Square-D, model QED. There are three sections to this switchgear which include a CT and pull section, 3000A main service disconnect section and a distribution section. The switchboard has a Square-D Powerlogic electronic meter which is not operable. This switchboard has little space left for expansion. Service two is provided through a power company step down pad mounted transformer. This service enters the building at a dedicated electrical room E203. This electrical service was added in 1994 as part of a renovation and addition project. The power company electric meter is installed inside on the wall of the main electrical room. The existing power company pad mounted transformer is feeding 277/480 volt, 1600 amp. The existing switchboard is Square-D, model QED. There are three sections to this switchgear which include a CT and pull section, 1600A main service disconnect section and a distribution section. The switchboard has a Square-D Powerlogic electronic meter which is not operable. This switchboard has space for expansion, however, the service size is small and there may be ampacity issues. The existing switchboards do not contain any ground fault protection as per current code requirements. The existing switchboards do not contain any transient voltage surge suppression. The two (2) main electrical services are located on remote sides of the building. There is no signage on the switchboards that indicate that multiple services enter the building or that there are multiple main disconnects as per code requirements. Power Distribution System The existing switchboards serve the entire building through a number of branch circuit panelboards. Most of the panelboards have been replaced in the 1994 renovation project. There are a few remaining panelboards from the 1950/1960 era. These areas include in part, boiler rooms and the auditorium. These panels will be difficult to find parts for any future renovations. If any of the wiring for these panels is original wiring, then the circuits fed from these panels have reached the end of their useful life. The kitchen panelboard was never installed properly in the wall. Because of this a panel cover/door cannot be installed. A make-shift wood frame with hinges was built over the panel to serve as the panel door. Typically all of the panels are filled to capacity. Electrical closets are scattered throughout the school. All of the existing electrical rooms are filled to capacity. No additional equipment can be added and still meet the working clearance requirements.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School Emergency Power Distribution System The building has a Kohler generator. The generator is rated at 100kW/100kVA, 480/277 volt, 3-Phase and has a 150A in-line circuit breaker. The generator has a sub-base mounted fuel tank and operates on diesel gas. The existing generator was installed during 1994 renovation. The existing generator is located outside of the electrical room adjacent to the Gymnasium. The emergency system is operational; however, it is not adequate to handle additional loads with the current connected load. The emergency generator feeds a Kohler automatic transfer switch "ATS" which further feeds to panel EP which contains a 175A main circuit breaker. This equipment is located in the main electrical room adjacent to the gymnasium. The existing automatic transfer switch and emergency panel were also installed in 1994, and are in fair condition. The emergency system serves emergency lights, exit lights, fire alarm system, CATV system, sound system and telephone/communication. In addition, the generator feeds all the kitchen walk-in refrigerator/freezers and coolers. Lighting System Most of the lighting fixtures were replaced in 1994. Existing lighting fixtures in classroom, media center, offices and corridors are 2’ X 4’ recessed fluorescent. The fluorescent lights utilize T12 technology which is old and not energy efficient. The corridors also contain downlights with twin tube fluorescent lamps. The existing lighting fixtures in the gymnasium are high intensity discharge (HID) fixtures. The lighting level in classrooms, corridors, and gymnasium is poor. The light fixtures in the cafeteria are a combination of 2’ X 4’ recessed fluorescent and incandescent downlights. The downlights cannot be converted to accept fluorescent lamps due to having an odd size lamp socket. Exit lights utilize fluorescent lamps. Their appearance is old and discolored. Switching control is through single toggle switches throughout the building with a few motion sensor switches. This does not meet the current energy efficiency code requirements. The auditorium has a lighting control system them dates back to 1950/1960’s. This system utilizes old technology and does not have the flexibility of control as do current systems. On the exterior, there was an old tennis court that was transformed into a parking lot. The light fixtures for this area are the original 1950/1960’s fixtures that served the tennis court. The poles are rusted and the light fixtures are a flood light style that create a substantial amount of light pollution over the property line and do not provide acceptable lighting levels for parking lots. There are some exit discharge locations that do not have sufficient emergency egress lighting. The building lacks proper security lighting around the perimeter of the building. Some of the exterior lights have clearly been replaced as the existing fixtures that have not been replaced are old, discolored and some are damaged.

Power Outlets The power outlets located in the classrooms and offices were provided in 1994 addition/renovations. The original section of the building from the 1950’s had few recessed receptacles. Current power requirements require more receptacles and circuits. Because of increased requirements surface mounted conduit and receptacles have been added in offices and classrooms. The auditorium and boiler

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School rooms have a combination of original receptacles and wiring from the 1950’s and new receptacles that were added over the years. In several of the science or technology type classrooms, there are extension cords draped across ceilings. This should create the need for ceiling mount receptacles or power reels. Fire Alarm System The existing fire alarm system is an Edwards EST system. The control panel is less than 10 years old. The devices were upgraded in 1994. The existing fire alarm control panel is located in the main office. The building is sprinklered and flow and tamper switches are tied to the fire alarm system. There are pull stations at all of the exits. The entire school has audio/visual notification devices throughout. Notification is delivered through horns and strobes. There are fire alarm bells from pre-1994 work that are connected to the fire alarm system. Sound System The existing sound system console manufactured by Dukane is located in the main office. Booster panels are installed throughout the facility. The existing sound system main equipment was installed in 1994. The classrooms have surface mounted speakers and call back switches. Corridors and cafeteria have surface mount bull horns. There is an auxiliary sound reinforcement system in the gymnasium. Telephone/ CATV and Intercommunications Systems The existing main CATV HUB is located in the existing communication room. All the existing telephone/data outlets are surface mounted. Most of the classrooms have one telephone and one data outlet, but some classrooms have one telephone and two data outlets. Data wiring is CAT 5 type. There are computer data repeaters installed throughout the facility in corridors surface mounted on walls. These do not provide for a clean and neat installation and are prone to damage based on their location. There are telephone data closets throughout the facility. These rooms share CATV, telephone punch blocks and backboard and data racks. The rooms are filled to capacity. Master Clock and Program Bell System The master clock system is integral with the Dukane sound system located in the main office. Building Security System The school is equipped with an access control and closed caption television (CCTV) security system. The system is web based with control panels in various locations. There are card readers at each entrance and security cameras located in corridors and at exterior exits. There is a video monitoring station in the school.

Hazardous Materials Assessment F&R surveyed George Mason High School to identify ACM, LBP and suspect PCB and mercury containing equipment utilizing non-destructive sampling. The following paragraphs summarize the findings: 2-41

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School F&R identified asbestos-containing mirror mastic in Rooms B104 and E149. F&R identified asbestos-containing 12”x12” black vinyl floor tile and associated mastic in the auditorium loft. F&R identified asbestos-containing saddle block insulation in Boiler Room E007. F&R identified asbestos-containing window caulk throughout the exterior of the school. F&R observed suspect asbestos-containing mudded pipe fittings in the hallway outside Room F001. F&R observed suspect asbestos-containing metal fire doors throughout the building. F&R identified boilers with presumed asbestos-containing interior components in the BWing Boiler Room. F&R identified three elevators throughout the school presumed to contain asbestoscontaining interior and shaft components. F&R identified water fountains throughout the building that are presumed to contain asbestos-containing pipe wrap. F&R assumed the gymnasium floor felt paper and mastic to be asbestos-containing. F&R identified areas of lead based paint throughout the school. F&R observed mercury-containing thermostats in the B-Wing Boiler Room and Maintenance Office. F&R visually inspected the light ballasts throughout the school. Based on our inspection, there does not appear to be any regulated hazardous materials within these ballasts. Asbestos-Containing Material During F&R’s non-destructive survey for ACM the following materials were sampled: vinyl floor tiles and associated mastics, ceiling tile, vinyl covebase mastic, white duct seam sealant, grey duct seam sealant, wall plaster, slate window sills, drywall and associated joint compound, carpet mastic, saddle block insulation, window caulk, blackboard mastic, siding material, mirror mastic, ceiling tile mastic and flooring material. The following materials were determined to be asbestos-containing: 12”x12” black vinyl floor tile and associated black mastic, saddle block insulation, window caulk and black mirror mastic. F&R presumed the following materials to be asbestos-containing: mudded pipe fittings, metal fire doors, interior boiler components (B-Wing Boiler Room only), fume hood panels, interior elevator/elevator shaft components, water fountain pipe wrap, hardwood floor felt paper and mastic and the main stage curtain. F&R identified approximately 400 square feet of asbestos-containing mirror mastic in Rooms B104 and E149. This material was observed in good condition at the time of the survey. F&R identified approximately 150 square feet of 12”x12” black vinyl floor tile and associated black mastic in the auditorium loft. This material was observed in good condition at the time of the survey. F&R identified approximately 10 square feet of asbestos-containing saddle block insulation on the hot water tank in Boiler Room E007. This material was observed in poor condition at the time of the survey. F&R identified approximately 500 linear feet of remnant window caulking throughout the exterior of the school. This material was observed in fair condition at the time of the survey. F&R observed approximately 10 mudded pipe fittings outside Room F001 that are presumed to be asbestos-containing. These fittings were observed in good condition at the time of the survey. For the 2-42

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School purposes of this study, F&R assumes that there are approximately 500 mudded pipe fittings located behind solid walls and ceilings and within pipe chases throughout the building. F&R observed 22 metal fire doors throughout the school that are presumed to be asbestos-containing. The doors were observed in good condition at the time of the survey. F&R observed two boilers located in the B-Wing Boiler Room that are presumed to contain asbestos-containing interior components. These interior components were inaccessible at the time of the survey. F&R observed approximately 200 square feet of presumed asbestos-containing fume hood panels in Rooms A121, A124, A126 and A127. The fume hood panels were observed in good condition at the time of the survey. F&R identified three elevators located throughout the school that are presumed to contain asbestos-containing interior and shaft components. These materials include elevator brakes, elevator cab insulation, elevator shaft walls and spray-on fireproofing located in the elevator shaft. The interior elevator components and elevator shaft were inaccessible at the time of our inspection. F&R observed approximately 20 water fountains located throughout the building. These water fountains are assumed to contain asbestos-containing pipe wrap. The water fountain pipe wrap was inaccessible at the time of our inspection. F&R assumed the approximately 5,000 square foot gymnasium floor to have asbestos-containing felt paper and mastic associated with it. The felt paper and mastic was inaccessible at the time of our inspection. F&R assumed that the approximately 2,500 square foot stage curtain in the auditorium is asbestoscontaining. This material was observed in good condition at the time of the survey. As part of this study, F&R reviewed an Asbestos Management Plan for the school, prepared by Professional Service Industries, Inc. (PSI) and dated May 13, 2003. The PSI report identified the following asbestos-containing materials within the school, all of which were presumed asbestoscontaining: metal fire doors and mudded pipe fittings. F&R observed these materials within the school during our survey. F&R recommends that all of the identified ACM be removed by a Commonwealth of Virginia licensed asbestos abatement contractor prior to impact by renovation or demolition activities. Furthermore, all suspect ACM that has not been previously sampled should be analyzed for asbestos prior to impact by renovation or demolition activities. Additionally, F&R recommends that the 2003 Asbestos Management Plan be updated as the Asbestos Hazard Emergency Response Act (AHERA) requires that these plans be updated every three years. Lead Based Paint F&R conducted a LBP screening of the painted surfaces located throughout the interior of George Mason High School. LBP was identified on the following building components: grey cinderblock walls in the auditorium, grey wood baseboards in the auditorium, white metal I-beams and ducts in the gymnasium and white metal window lintels in the gymnasium. Since this was a limited LBP survey additional LBP surfaces may be present that were not tested. All painted surfaces should be assumed to contain LBP or lead-containing paint. In general, if structures are to be removed or demolished, typical demolition techniques can be used without LBP becoming an issue of concern. However, if building components containing LBP are to be stripped and repainted, precautions would need to be taken. Specifically, if these building components are to be sanded, abraded or heated to remove the LBP, workers trained in LBP removal should be contracted for the work. At this time, F&R believes that the presence of LBP will have only minimal impact to the project, primarily with contractor compliance with current OSHA regulations. 2-43

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School Mercury-Containing Equipment F&R identified 7 thermostats that contained mercury-containing switches. These thermostats were observed in the B-Wing Boiler Room and in the Maintenance Office. Fluorescent light tubes were also inspected for the presence of mercury. All of the fluorescent light tubes observed by F&R contained the low-mercury symbol. Under Virginia regulations, light tubes with the low mercury symbol can be disposed of as general waste provided that proper documentation can be provided by the manufacturer that these tubes do not contain regulated levels of mercury. Therefore, the fluorescent light tubes are not likely a concern at this property; however some fluorescent light tubes with regulated levels of mercury may still remain within the school. PCB-Containing Equipment F&R visually surveyed a representative number of light ballasts throughout George Mason High School. All of the light ballasts observed contained the “No PCB” label and therefore PCB-containing ballasts are not likely a concern at this property; however some PCB-containing ballasts may still remain within the school. No other potential PCB-containing equipment was observed by F&R. Cost Estimates F&R has developed conceptual cost estimates for the abatement of hazardous materials associated with major and minor renovations at George Mason High School. F&R is assuming that no work is to be conducted on the roof. “Minor Renovation” Cost Estimate: Mirror Mastic – Approximately 400 square feet of asbestos-containing mirror mastic was observed in Rooms B104 and E149. F&R assumes a cost of $3.00 per square foot for abatement of the mirror mastic for a total cost of $1,200. 12”x12” Black Vinyl Floor Tile and Associated Mastic – Approximately 150 square feet of asbestos-containing 12”x12” black vinyl floor tile and associated mastic was observed in the auditorium loft. F&R assumes a total cost of $1,500.00 for abatement of the 12”x12” black vinyl floor tile and associated mastic. Window Caulk – Approximately 500 linear feet of asbestos-containing window caulk was observed throughout the exterior of the school. F&R assumes a cost of $10.00 a linear foot for abatement of the window caulk for a total cost of $5,000. Metal Fire Doors – F&R observed 22 metal fire doors throughout the building that are assumed to be asbestos-containing. F&R assumes an abatement cost of $100.00 per door for a total abatement cost of $2,200.00. Fume Hood Panels – F&R observed approximately 200 square feet of fume hood panels in Rooms A121, A124, A126 and A127 assumed to be asbestos-containing. F&R assumes a cost of $10.00 per square foot for abatement of the fume hood panels for a total cost of $2,000. Gymnasium Floor Felt Paper and Mastic – F&R assumed the approximately 5,000 square foot gymnasium floor to contain asbestos containing felt paper and mastic. F&R assumes a cost of $5.00 a square foot for abatement of this material for a total cost of $25,000. Lead Based Paint – F&R assumes that structures containing LBP can be renovated or demolished utilizing typical demolition techniques without LBP becoming an issue of concern.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School The total estimated cost for the removal of identified and suspected hazardous materials associated with a minor renovation at George Mason High School is $34,900. F&R typically adds an additional 25% contingency to estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated to be 15 to 25% of the abatement costs. The total estimated costs to remove the identified and suspected hazardous materials associated with a minor renovation at George Mason High School, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $54,531. “Major Renovation” Cost Estimate (Estimate also includes abatement of the hazardous materials referenced in the “minor renovation” cost estimate section): Saddle Block Insulation – Approximately 10 square feet of asbestos-containing saddle block insulation was observed in Boiler Room E007. F&R assumes a total of $1,500.00 for abatement of the saddle block insulation. Mudded Pipe Fittings – F&R observed approximately 10 mudded pipe fittings adjacent to Room F001 that are assumed to be asbestos-containing. For the purposes of this study, F&R assumes that approximately 500 mudded pipe fittings are located throughout the school behind solid ceilings and walls and within pipe chases. An abatement cost of $50.00 per fitting is assumed for a total cost of $25,000 for abatement of the fittings. Interior Boiler Components – F&R observed two boilers in the B-Wing Boiler Room assumed to contain asbestos-containing interior components. F&R assumes a cost of $2,500 per boiler for abatement of these components for a total cost of $5,000. Interior Elevator and Elevator Shaft Components – There are three elevators located throughout the school. F&R assumed that interior components within the elevators and shafts are asbestos-containing. These materials include elevator brakes, elevator cab insulation, elevator shaft walls and spray-on fireproofing located in the elevator shaft. F&R assumes a cost of approximately $10,000 per elevator for abatement for a total cost of $30,000. Water Fountain Pipe Wrap – F&R observed approximately 20 water fountains located throughout the building assumed to contain asbestos-containing pipe wrap. F&R assumes a cost of $250.00 per water fountain for abatement of this material for a total cost of $5,000. Mercury-Containing Thermostats – F&R observed 7 mercury-containing thermostats throughout the school. F&R assumes that removal of the thermostats will be approximately $1,500.00. The total estimated cost for the removal of identified and suspected hazardous materials associated with a major renovation at George Mason High School is $102,900. F&R typically adds an additional 25% contingency to estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated to be 15 to 25% of the abatement costs. The total estimated costs to remove the identified and suspected hazardous materials associated with a major renovation at George Mason High School, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $160,781.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School

Technology Assessment Eperitus surveyed George Mason High School to determine instructional technology capabilities and network resources. The school is clearly taking advantage of using as many technology related resources as possible and is in a constant state of upgrades. These upgrades include additional network cabling, LCD projectors, and speakers for computer presentations. Wireless and wired networking was evident throughout the building. While the network and other resources are available and being used, there are definite concerns for their future viability. The key concerns are as follows: Most installations appeared to have been done in-house rather than through outside vendors or contractors. This in itself is not an issue; however, the installation standards and potential code infractions are numerous. Networking cabling types should not be mixed and present reliability problems for network communications. There is a mix of older category 5 cabling with newer category 5e data cabling and components. Neither of these are considered state of the art for today’s school installations. This cable plant may have five more years at most of serviceable time and will prove to deliver inadequate and unreliable bandwidth for instructional needs. There is absolutely no spare capacity in the building for additional cabling. As it is, when the time comes to upgrade the cabling in the school, all abandoned cabling will need to be removed per code requirements. This has two major implications: The upgrade will require that the existing network be completely removed prior to being able to install a new network with new cabling. In all likelihood, this means a major summer project. There will be significant additional expense to remove all of the old cabling and components. Old and abandoned cabling and raceways exist in many locations, notably science labs. These need to be removed. LCD projectors are being retrofitted into classrooms and the cabling for these units is simply being “fished” through holes in the ceiling tiles and left exposed down walls. Aside from the hazards of inadvertently catching these cables and pulling down tiles and other overhead devices and structures, the cabling is questionable as far as its plenum rating. The 4:3 ratio format of the LCD projectors and screens being used to retrofit classrooms is being discontinued by manufacturers and broadcasters. The new 16:9 ratio is replacing that format. This can be seen by the screen on new laptops. At the least, future screens should be wider to accommodate these longer/wider images. Wireless access points are placed in a number of locations and are deployed through various means. In some cases they have AC power adapters that are connected somewhere above ceiling, potentially with extension cords. Other installations include wireless access points with power injectors being used in the data closets. Neither situation is ideal by today’s standards, although the latter is not a violation of code requirements. Management and reliability of these older wireless access points appears to be an issue given the number of them that are missing or where locations have “extras” being plugged in and left sitting on shelves or other locations rather than being permanently mounted. Current wireless deployments should include centrally managed “dumb” access points being connected to wireless switches with power over Ethernet (PoE) network ports. This would 2-46

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School eliminate the less than desirable installations mentioned in #6 while providing a very reliable wireless network. The continuous addition of data and AV wiring has created hazards for people and equipment within the classrooms and labs due to unprotected cables hanging from walls and counters. These cables are also on floors without protection such as “speed bump” enclosures. Numerous other cables were observed spilling over into lab sinks. While the electrical current in these cables is considered relatively harmless to humans, the cable does present an electrical pathway that could harm the entire network if exposed to water and high voltages. The data and telecommunications closets and spaces were not designed with their current uses in mind. Temperature and dust/debris control is severely lacking, which is shortening the life span of the network and systems in these spaces. The spaces are getting excessively hot and the situation is being made worse by clogged vent openings on the equipment due to dust and lint that are preventing ventilation of the equipment itself. Some closets are retrofitted with disposable air filters on the doors, which is helping on the dust control but it is not adequately helping the temperature control required. Documentation of the school’s network at a building level is needed. There are numerous instances of cables and connections throughout the building that would be extremely difficult to trace without a network map. When these connections stop functioning due to being unplugged or equipment failure, they can bring the entire school network down. These points of potential failure need to be documented in order to help minimize instructional and network downtime. Newer remodeled science labs have new lab tables/furniture that are situated with access pedestals for data, electrical, and propane/natural gas. Surge protector strips are being plugged into these pedestals via hinged metal doors that are not designed to accommodate these cords. This is presenting a potentially hazardous situation with electrical cords getting “pinched” and exposing the electrical wires to humans or metal, which could produce a lethal electrical shock.

Findings and Recommendations – George Mason High School Site The combined high/middle school site has some buildable area, but is limited by Fairfax County FAR and current athletic uses. Capacity and Operational Maximum Capacity – 1055 (as-is). Forecasted 8-12 will be 900 (2018) to 1,000 (2028) students. Classrooms and core areas more conducive to programmatic and community use functions are needed. George Mason High currently operates on about a PTR of 20:1 in the core academic curriculum, with some classes more in line with the state average PTR of 24:1. The elective and CTE courses tend to run well below the 20:1 PTR, with some courses utilizing large areas of space for smaller groups of students not even 75% of the time. The facility’s physical layout, with several level changes, makes it difficult to group classroom areas in various configurations – so interdisciplinary instruction would be difficult 2-47

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School as best. Therefore, trailers are being used for classroom instruction when there is available space within the building. There are little or no resources areas for teachers to work together close to their classroom area. There are little or no designated conference areas that could be used for a variety of staff and student uses. The administration office is remote from staff and students. There is no sense of arrival or clear entry to the facility. Hallways are small, there are many dead-end corridors, and the general layout is confusing. This could present a safety issue. Huge demand for technology labs and technology in general that is not available. If all courses taught off campus were to be brought back ‘home’ there would need to be consideration for their space. There is no space for the entire student body to gather at one time. General purpose areas (cafeteria, etc.) are well used for other-than-intended purpose. A community television station uses a large amount of building space and there are several district-wide functions that have their home in the confines of the facility, so it is unavailable for instructional purposes. Architectural Constructed in several phases, the facility has issues with adjacencies, way-finding, accessibility, and site circulation. Single story footprint takes up valuable site area - excessive travel distances and times Current conglomeration of additions creates unappealing aesthetics. Ceiling heights and configurations in corridors have odd proportions. Modular structures are utilized away from the main facility. Auditorium space inadequate for large student attendance. Public access to facility is unclear at some points and inconvenient at other points. Multiple entry access points create confusion and security issues. Out of date sports spaces Lighting quality needs upgrading- general and task oriented Mechanical, Electrical, Plumbing, and Life Safety All of the split systems and roof top units utilize R22 refrigerant, which is being phased out. The use of this refrigerant will no longer be allowed by 2010 and will be difficult to obtain. All of the split systems, incremental units and roof top units have reached their reasonable life expectancy of 15 to 20 years. Boilers 1 and 1A, originally installed in 1952 and mid 70’s respectively, have been rebuilt and prepared, but have far surpassed their reasonable life expectancy of 25 to 30 years. They should be replaced with more energy efficient units. The pumps in boiler room 1 are original to the 1952 construction, are in poor condition and should be replaced. The equipment in boiler room 2, except for boiler 2A installed in 1994, has reached or surpassed their reasonable life expectancy of 25 to 30 years. The twelve (12) 100% outdoor air units providing ventilation air to the classrooms do not provide proper de-humidification control. These units should be replaced with energy recovery type units to provide ‘neutral’ air to the heat pump units in each classroom. 2-48

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – George Mason High School The existing switchboards are functioning. Switchboard 1 does not have space for future expansion and also does not have space for future expansion. Switchboard 2 does not have space for future expansion and is not sized to accommodate future expansions. In the event of a renovation it is recommended that one or both of the switchboards be replaced. The existing distribution system is functioning, however the original base building panel manufacturer is no longer in business and replacement parts are not available. The panelboards also do not have many spare circuit breakers. In the event of a complete renovation it is recommended that the power distribution equipment be replaced. The building emergency generator is in working condition. The generator is not adequate to handle additional loads with the current connected load. In the event of a complete renovation, it is recommended that a new properly sized generator and distribution equipment be installed for the entire building. The existing lighting system is old and does not meet current code requirements and lighting guidelines. It is recommended to provide new energy efficient fixtures with T8 lamps and electronic ballasts. It is also recommended that exterior lighting be replaced to meet school security lighting requirements and exit egress requirements. The auditorium lighting and lighting control system need to be replaced. Hazardous Materials Although there were areas that were not able to be inspected for hazardous materials, the age and type of structure led the hazardous materials specialists to conclude that elevator shafts, water fountains, and some pipe insulation is likely to contain asbestos. HazMat – “Minor Renovation” Abatement Cost: $54,531. “Major Renovation” Abatement Cost: $160,781.

Technology The George Mason High School employs a significant amount of instructional technologies throughout the building. Many of the resources used are standalone units, such as LCD projectors; however, the data network that is providing connectivity for all students and faculty is in need of a complete replacement soon. Due to code requirements, all old cabling would have to be removed as a part of the process. The initial cost estimate to provide a replacement cabling infrastructure would be in excess of $750,000, potentially reaching a million dollars. Instructional technology resources are not consistent throughout the building. Classrooms have varying levels of resources be they electronic boards, LCD projectors, or sound systems. It does appear that efforts are being made to provide parity between classrooms and departments, but there is a long way to go. At the same time, advancing technologies and the declining service life of existing technology devices are outpacing the efforts to provide parity. Some trip and snag hazards exist that need to be rectified to prevent human or equipment damage through accidents. Summary This facility has numerous issues, both operational and in the infrastructure, that would be costly, or logistically impossible to repair. While satisfactory for current operations, this facility will require considerable investment to infrastructure which will do nothing to expand capacity.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School

Mary Ellen Henderson Middle School Architectural Assessment Mary Ellen Henderson Middle School was built in 2004/2005 and opened for the 2005/2006 school year to accommodate middle school students relocating from spaces in the adjacent George Mason High School. The building consists of the following floor plates: Cellar floor: 1st floor: 2nd floor: 3rd floor: Total:

27,612 SF 37,281 SF 31,726 SF 32,169 SF 128,788 SF

Layout Two major entrances are located on the north and south side of the building. They serve as main access to the school for students and teachers. These entrances are accessible. The main controlled entrance is on the south side and serves as the public entrance for the school, and for athletic events in the gymnasium on the cellar level below. A museum display area is incorporated into the lobby space. Mary Ellen Henderson is organized along a main north-south corridor. Central stairs connect all three aboveground floors. Immediate access to outdoor play areas is convenient for students and staff. Classrooms designated for each grade area are grouped around an administrative area and a central gathering space for group events. Floor plates are flat and have no level changes that require transition ramps and stairs to access.

Classrooms The school has 46 classrooms. Room sizes vary from 600 SF to 1,000 SF. Materials The palette of exterior finishes includes face brick of varying colors and split face concrete masonry units. Clear aluminum colored metal accents accentuates the horizontality of the window configurations and roof lines. Individual window units consisting of aluminum frames and insulated glazing are situated in a regular rhythm in the façade. There is typically an operable window spaced out along the façade. Certain areas of the façade have painted metal panels as accents. Interior finishes include resilient flooring and base, painted concrete masonry unit corridors and 2’x4’ acoustical ceiling tiles in 15/16 metal grid. Half height metal lockers are positioned in the gathering areas for each grade. Administrative areas and some public areas such as the Media Center include painted 2-51

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School gypsum board wall partitions, all with 2’x4’ ceiling tile. These areas are carpeted and contribute to noise reduction. Classrooms Typical class spaces incorporate resilient flooring and base, painted concrete masonry unit partitions and 2’x4’ acoustical ceiling tile. Each class space has access to exterior windows and an operable window. Typical Doors Exterior doors are either aluminum doors or frames with glass inserts or painted hollow metal doors and frames, some with glass inserts. Typical interior doors consist of wood veneer doors with glass inserts Lighting The typical lighting for the Middle School is acrylic lens fixtures, which produces excessive glare for tasks and computer use in many areas. The main north south corridor incorporates cove lighting and display accent lighting. See Electrical Systems below for additional information Acoustics Many of the surfaces in the facility are hard for durability over time. The remaining acoustical materials must compensate for the majority of hard surfaces reflecting sound when fully occupied. Carpet in some areas assists in noise reduction. Type of Construction Steel frame and face brick or split face brick on concrete masonry unit back-up. Window systems are typically aluminum framing and insulated glazing. Roof construction consists of single ply roofing. All exterior materials are still in good shape due to the newness of the facility. User Group and Construction Type The building is mixed-use of Groups E (Educational), A-3 (Gymnasium) and B (Office). The construction type is 2A protected.

Mechanical, Plumbing, Electrical and Life Safety Assessment Mechanical (HVAC) The HVAC system consisting of twelve (12) self-contained, air cooled roof-top A/C units with gas heat and one (1) modular indoor air handling unit with DC cooling and remote air cooled condenser. The indoor air handling unit has a gas furnace for heating. Nine (9) of the roof-top units are variable air volume (VAV) type units which serve classrooms and administration space on floors 1, 2 and 3. The units supply air to powered type VAV terminals (with electric heat) which control the temperature in their respective room or zone. The other four (4) rooftop units are constant volume type units and serve the gymnasium and cafeteria. The split system serves all spaced on the cellar level.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School The controls are electronic / DDC type with a Tracer 1000 energy management system.

Plumbing The building has a 3” domestic water service with meter and back flow preventer in cellar mechanical room. Domestic hot water is generated by two (2) 250 gallon 570 MBH gas fired PVI water heaters. The building has a sewage ejector to pump the effluent to the gravity sewer on site.

Fire Protection The building has a 6” fire service main and fire pump located on the cellar level. The building is fully sprinklered by a wet-pipe system.

Electrical Systems Electrical Service The existing power company is Dominion Virginia Power. The electrical service is provided through a power company step down pad mounted transformer. This service enters the building at the main electrical room. This electrical service was added in 2004. The power company electric meter is installed inside on the wall of the main electrical room. The existing power company pad mounted transformer is feeding 277/480 volt, 4000 amp. There are five (5) sections to this switchgear which include a CT and pull section, 1600A main service disconnect section, 2500A main service disconnect section and two (2) distribution sections. The switchboard has an electronic meter which is currently reading 213kW demand load. This switchboard has space for expansion. Power Distribution System The existing switchboard serves the entire building through a number of branch circuit panelboards. The panelboards have approximately 25% spare capacity for future upgrades. Emergency Power Distribution System The building has a Cummins/ONAN generator. The generator is rated at 39kW, 480/277 volt, 3-Phase and has a 50A in-line circuit breaker. The generator operates on natural gas. The existing generator was installed during 2004. The existing generator is located outside of the electrical room. The emergency system is operational. The emergency generator feeds a Cummins automatic transfer switch "ATS" which further feeds to panel EMH. This equipment is located in the main electric room. The existing automatic transfer switch and emergency panel were also installed in 2004, and are in good condition. The emergency system serves emergency lights, exit lights, fire alarm system, CATV system, sound system and telephone/communication. Lighting System All of the lighting fixtures were installed in 2005. Existing lighting fixtures in classroom, media center, offices and corridors are recessed fluorescent. The fluorescent lights utilize T8 technology and are 2-53

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School energy efficient. The existing lighting fixtures in the gymnasium are (8) lamp 42W compact fluorescent fixtures. The lighting fixtures are clean and in good condition. The lighting levels throughout the school are good. Exit lights utilize LED lamps. Switching control is through motion sensor switches and meets the current energy efficiency code requirements. The exterior lighting fixtures are in good condition and provide acceptable lighting levels. Fire Alarm System The existing fire alarm system is an Edwards system installed in 2005. The existing fire alarm control panel is located in the security control room. The building is sprinklered and flow and tamper switches are tied to the fire alarm system. There are pull stations at all of the exits. The entire school has audio/visual notification devices throughout. Notification is delivered through horns and strobes. Sound System The existing sound system console manufactured by Bogen is located in the main office. Booster panels are installed throughout the facility. The existing sound system main equipment was installed in 2004. The classrooms have recessed mounted speakers and call back switches. Corridors and cafeteria have recessed speakers. The system is in good condition. There is an auxiliary sound reinforcement system in the gymnasium. Telephone/ CATV and Intercommunications Systems The existing main CATV HUB is located in the existing communication room. Most of the classrooms have one (1) telephone and two (2) data outlets. The system is in good condition. Master Clock and Program Bell System The master clock system is integral with the Bogen sound system located in the main office. Building Security System The school is equipped with an access control and closed caption television (CCTV) security system. The system is web based with control panels in various locations. There are card readers at each entrance and security cameras located in corridors and at exterior exits. There is a video monitoring station in the school. The system is in good condition. Summary The HVAC system was installed in 2005 and is in excellent condition. The plumbing systems were installed in 2005 and are in excellent condition. The sprinkler system was installed in 2005 and is in excellent condition. The school was built in 2005. All of the systems have spare capacity or can easily be upgraded to accommodate future renovations and additions barring any new technology that would make any systems obsolete. Estimating, using Means Watts/square foot tables, the electrical service can handle an addition of up to 15,000 SF.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School

Hazardous Materials Assessment F&R surveyed Mary Ellen Henderson Middle School to identify ACM, LBP and suspect PCB and mercury containing equipment utilizing non-destructive sampling. The following paragraphs summarize their findings: F&R did not identify any ACM within the school. F&R did not identify any LBP within the school. F&R did not identify any suspect PCB or mercury-containing equipment within the school. Asbestos-Containing Material During F&R’s limited non-destructive survey for ACM the following materials were sampled: ceiling tile, spray-on fireproofing, white duct seam sealant, grey duct seam sealant, vinyl covebase mastic and drywall and associated joint compound. None of the materials sampled were determined to be asbestos-containing. As part of this study, F&R reviewed a letter from the architect of record, Beery Rio Architecture + Interiors. The letter stated that to the best of Beery Rio’s knowledge, no asbestos-containing materials or lead based paints were specified for use in the school and that none of these materials were used in the construction of the building. Based upon F&R’s survey findings, the 2005 construction date of the building and the letter issued by Beery Rio; F&R does not consider ACM to be a concern at Mary Ellen Henderson Middle School. Lead Based Paint F&R conducted a limited LBP screening of the painted surfaces within Mary Ellen Henderson Middle School. None of the surfaces analyzed during the screening were identified as containing LBP. This analysis confirms the use of non-off-gassing paint throughout this school, as documented in the previously referenced letter from Beery Rio. F&R does not consider LBP to be a concern at Mary Ellen Henderson Middle School. Mercury-Containing Equipment F&R did not identify any equipment likely to contain regulated amounts of mercury at Mary Ellen Henderson Middle School. All of the thermostats observed within the school were electronic, indicating that they do not contain regulated levels of mercury. Fluorescent light tubes were also inspected for the presence of mercury. All of the fluorescent light tubes observed by F&R contained the low-mercury symbol. Under Virginia regulations, light tubes with the low mercury symbol can be disposed of as general waste provided that proper documentation can be provided by the manufacturer that these tubes do not contain regulated levels of mercury. Therefore, the fluorescent light tubes are not likely a concern at this property. PCB-Containing Equipment F&R visually surveyed the fluorescent light ballasts within Mary Ellen Henderson Middle School for the presence of the “No PCB” label. All of the ballasts observed by F&R contained the “No PCB” label and

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School based on the 2005 construction date of the building, F&R does not believe PCB-containing ballasts are a concern at this school. No other potential PCB-containing equipment was observed by F&R. Cost Estimates Based upon our survey findings, F&R does not consider the presence of ACM, LBP or PCB and mercury containing equipment to have a cost impact of renovation activities at Mary Ellen Henderson Middle School.

Technology Assessment Eperitus surveyed Mary Ellen Henderson Middle School to determine instructional technology capabilities and network resources. The school’s relatively new construction suggested that the infrastructure was in the best shape of the school division. This was found to be the case. The following observations were made: The school makes use of video cameras and DVRs as part of its security system. The main office has good visibility of the main entrance via large flat panel monitors. Category 5e cabling was consistently used throughout the school. While this is not the state of the art for today’s school construction projects, this is an appropriate solution for a middle school of its age. The infrastructure should suffice for the anticipated cabling needs of the students, faculty, and staff over the next ten (10) years, after which wireless networking will most likely provide the bulk of everyone’s data communications needs. The originally installed data and technology infrastructure is neatly bundled, secured, and labeled. Infrastructure maintained in this way is more reliable, lasts longer, and is subject to less damage. The network electronics installers/vendors were not as meticulous in their installation procedures. The provided cable management devices were not used and cabling is haphazardly strung between equipment and patch panels. The server room location includes data cabling terminations that are missing faceplates, which is further exposing the network to potential downtime due to broken connections. Post construction data cabling installation is evident with wires being pulled through ceiling tiles and ceiling grid openings. This is suggesting that the network documentation for the school is not up-to-date, which is going to lead to network repair and maintenance problems in the future. The school uses numerous wireless laptops distributed via rolling carts. These units depend upon the fixed wireless access points in the school, which highlights the need for a reliable wireless data network. Wireless access points were clearly planned for in this school prior to construction and many are evident. In many cases these units are neatly connected and mounted to walls; however, additional units have been connected. These add-on units are not being secured in a similar fashion as the original. This provides additional problems for network uptime and performance for the users. This also indicates that decentralized wireless access points are being used rather than the current technology that uses centrally managed access points.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School Centrally managed access points perform better for the users and provide significantly higher security. The school has high-end video and audio recording rooms and capability. Currently classrooms are outfitted with traditional television monitors on ceiling mounted brackets. The televisions are fed by an internal coaxial cable system that is supported by individual classroom VCRs. Many of the television connections for coax and electrical were not placed appropriately near the television mounting locations. A better solution is a challenge at this point; however, there are numerous cables subject to damage between the wall and television, as well as cables hanging below the VDR shelves. Audio support for projectors and classrooms (teacher voices and presentations) were not planned for in the new construction. This may become an important issue as the classroom televisions begin to be replaced with either LCD projectors or flat panel displays. The research lab classroom has a mobile Hitachi Starboard (interactive whiteboard) that has a ceiling mounted projector feeding its image. There was a coordination issue with the projector placement relative to the electrical outlet. The electrical cord is “fished up” through a metal knockout in the mounting plate into the ceiling voice, and then poked out through the ceiling tile to be plugged into the outlet. (There are other locations in the school division with similar installations.) There are several potential hazards associated with this: a) the electrical cord is not rated for plenum spaces, b) the cord is not protected from wear on the metal plate and is subject to shorting out if the cable jacket is compromised. The solution is to have the electrical outlet relocated into the mounting plate as originally intended. Also in the research lab classroom, the AV connections originally installed for the teacher’s computer hookup are not being used. Other non-plenum AV cables are pulled up through the ceiling tile/grid to establish the needed connections. Mixed brands of network switch gear are being used in this new school. This prevents the network from being as fully managed as it could be. The main electrical room on the basement level contains the primary data entrance facilities for the school network. It is never advisable to locate these services in an electrical room as the electrical noise interferes with data communications. Surge protectors for the data network in the main electrical room have been wire tied to bundles of the telephone cables. This may be done to keep them off the floor in case of flooding or other cleaning, but this practice poses damage potential for the telephone cabling in a short period of time – the weight will break the copper cabling inside of the cable jacket. The learning space adjacent to the media center offices includes a ceiling mounted projector and motorized screen. The projector appears to have been installed after the main construction of the building due to the looped electrical cord (pokes up through the ceiling tile and back out at another ceiling tile location where an outlet is installed). The projector has a noticeable vibration when the mechanical system is running. This would indicate a lack of vibration isolators at either or both of the projector mount and air handler locations. Given the number of retro installations of projectors throughout the school division, it is expected that this issues occurs in more than one location.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School

Findings and Recommendations Site This facility is located on the same parcel as George Mason High School. The actual site of the middle school is land-locked – it is bounded by Leesburg Pike (Route 7) and the high school. There is no plan to connect this structure to the existing high school, nor is there an expansion plan. Capacity and Operational Ideal Capacity – 600 (as-is). Forecasted 5-7 will be 485 (2018) to 600 (2028) students. Forecasted 6-8 will be 508 (2018) to 600 (2028) students. While no shortfall is foreseen, this will bring the facility up to full capacity. Mary Ellen Henderson Middle currently operates on an average PTR very close to (or even below) 20:1. The facility was designed to serve grades 6 through 8, but currently operates using the middle school philosophy with grades 5 through 7. The school only recently opened so has no limiting factors for program. In fact, the community areas (gymnasium, locker rooms, fitness center, library, cafeteria, athletic fields and play areas) are well designed for community use and can serve the middle and high school populations well. The only ‘limiting factor’ is the ability of the school to handle enrollment above the current 3 grade levels, but not a full 4th grade level. Heavy use by public may see early signs of wear-and-tear. Architectural Relatively new construction and design –in good shape and appears to operate well. Two main entries do not present clear public vs. student entries. Interior finishes do not provide adequate acoustical attenuation. Multipurpose space not optimal for performance or other stage oriented events. Mechanical, Electrical, Plumbing, and Life Safety The HVAC system, plumbing systems, and sprinkler system were installed in 2005 and are in excellent condition. The school was built in 2004/2005. All of the systems have spare capacity or can easily be upgraded to accommodate future renovations and additions barring any new technology that would make any systems obsolete. Estimating, using Means Watts/square foot tables, the electrical service can handle an addition of up to 15,000 SF. Hazardous Materials No significant costs. Technology The Mary Ellen Henderson Middle School provides consistent instructional technology resources throughout the school. The original installation of devices could have been done with a higher degree of coordination so that appropriate outlets/connections are installed, as well as placing them in the correct 2-58

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School locations. The additions of new technologies and their required connections to the network are not being installed in a manner that is consistent with the original installation – this situation needs to be rectified before the infrastructure becomes piecemeal and undocumented. Some trip and snag hazards exist that need to be rectified to prevent human or equipment damage through accidents. Summary This school is relatively new and was constructed in a thoughtful and contemporary manner. The facility serves the current purpose well and can be expected to continue to do so throughout the 20-year planning period. At the same time, the facility is subject to heavy wear and tear and should be carefully maintained to prevent premature aging. Construction and size make this facility a possibility for an altered mission, either temporarily or permanently, as the master plan options are developed.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mary Ellen Henderson Middle School

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School

Mount Daniel Elementary School Site Description Mount Daniel Elementary School is located adjacent in Fairfax County on County Tax Map Parcel 40-4 ((1)) 22, Parcel 40-4 ((15)) A, and Parcel 40-4 ((19)) 41. All three lots are zoned R-4. The total site acreage is 7.31 acres. The school is bounded by Woodland Drive (Route 2768) to the northwest, Custis Memorial Parkway (I-66) to the northeast and Oak Street (Route 1746) to the south. Access to the existing school is from Oak Street (Route 1746). This site is approximately 5.88 acres in size.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School According to the County tax records, the total gross floor area of the schools is 44,068 square feet. A total of 63 surface parking spaces are provided, of which 3 spaces are accessible and designated for handicap parking. Two (2) loading spaces are provided.

Zoning Requirements Maximum FAR The R-4 zoned property and may be developed with a public use to a maximum floor area ratio (FAR) of 0.35. The Gross Floor Area of existing school is 44,068 square feet which equates to a FAR of 0.138. Yard Requirements/Setbacks In the R-4 zoning district the maximum building height for public uses is 60’. The minimum yard requirements include: Front yard: Side yard: Rear yard:

Controlled by a 35° angle of bulk plane, but not less than 25’ Controlled by a 30° angle of bulk plane, but not less than 10’ Controlled by a 30° angle of bulk plane, but not less than 25’

Landscaping/Screening Requirement Any development program on the subject property must comply with the applicable provisions set forth in Article 13 of the Fairfax County Zoning Ordinance. The requirements include: Interior Parking Lot Landscaping:

5%

Peripheral Parking Lot Landscaping:

Abuts Property – 4 feet Abuts Street – 10 feet

Tree Cover: Open Space:

20% NA

Transitional Screening/Barrier: North Property Line East Property Line South Property Line West Property Line

TSY 2 (35’), Barrier D, E, or F TSY 2 (35’), Barrier D, E, or F TSY 2 (35’), Barrier D, E, or F TSY 2 (35’), Barrier D, E, or F

According to the last site plan permitted for the property, the following summarizes the landscape coverages required to address parking lot and peripheral landscaping requirements: Interior Parking Lot Landscaping Required (5%) Interior Parking Lot Landscaping Provided

1,035 SF 1,200 SF

Tree Cover in the R-4 District: Required Provided

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School

Parking The requirement as set forth in Article 10 of the Zoning Ordinance reads as follows for “Other Uses Elementary School”: As determined by the Director, based on a review of each proposal to include such factors as the occupancy load of all classroom facilities, auditoriums and stadiums, proposed special education programs, and student-teacher ratios, and the availability of areas on site that can be used for auxiliary parking in times of peak demand; but in no instance less than one (1) space per faculty and staff and other full time employee plus four (4) spaces for visitors. Based on this requirement, the minimum number of parking spaces will be determined by the maximum number of students attending classes at any one time. The required number of loading spaces is based on the amount of GFA. An increase of GFA may require an additional loading space. The parking totals reflected on the most recently approved site plan for elementary school reflects the following: Elementary School Required Parking Required Parking

50 Staff 1 Space/Staff+ 4 Spaces for Visitors 54 Spaces

Total Required Parking Total Provided Parking

54 Spaces 63 Spaces

Total H/C Parking Required Total H/C Parking Provided

3 Spaces 3 Spaces

Total H/C Van Parking Required Total H/C Van Parking Provided

1 Space 2 Spaces

Total Loading Spaces Required Total Loading Spaces Provided

2 Spaces 2 Spaces

Existing parking areas are asphalt paved and constructed in accordance with VDOT/Fairfax County specifications. The following standard pavement section was utilized for recently paved asphalt parking areas: Top Course: Intermediate: Base:

2” Asphalt Surface Course SM-9.5A 3” Asphalt Base Course BM-25.0 6” Aggregate Material Type 21B

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School

Fairfax County Comprehensive Plan Mount Daniel Elementary School is located within the Dranesville Planning District of the Fairfax County Comprehensive Plan. It is within a specialized planning area around the West Falls Church Transit Station, particularly land unit “E”. The intention of the Transit Area designation is to capitalize on the opportunity to provide transit focused housing employment locations, while still maintaining the existing, nearby land uses. Land Unit “E” is characterized as a stable, residential community that is planned at a density of R-4, which is the existing zoning of the parcel. Since less than half of the allowable FAR of 0.35 is utilized (the existing FAR is 0.18), expansion of the existing facilities in the future is not likely restricted due to FAR limitations. The Comprehensive Plan does encourage special efforts to provide pedestrian amenities which would allow access to Metro. A copy of the County’s Comprehensive Plan language for the area around the West Falls Church Transit Station is included as an attachment to this report.

Site Utilities Water Service is provided by the City of Falls Church Department of Public Utilities. An existing 6” water main enters the site at the southwest corner from Oak Street (Route 1746) and wraps around the western portion of the existing building and exits the site at the northwest corner. An existing fire hydrant offsite along Oak Street (Route 1746) provides fire coverage for the existing building. An additional fire hydrant located to the northeast of the site taps off the 6” water main in Woodland Drive (Route 2768). A 4” domestic connection is located on the side south of the existing building and taps off the existing 6” water main that enters the site at the southwest corner. The 4” line continues east and reduces to a 2” line that connects to the southwest side of the building. A 4” fire line tees off the onsite 6” line that wraps around the west side of the existing building. It is anticipated that these connections can be maintained with construction of any expansion of the current facilities. Sanitary Sewer Existing service is provided by the City of Falls Church Department of Environmental Services. An existing 8” terracotta sanitary sewer located in Oak Street (Route 1746) enters the south west corner of the site and connects to the south of the building. Additionally, a 4” sanitary sewer lateral connection on the southwest side of the building ties into the 8” terracotta sewer line. An existing 8” DIP sanitary sewer enters the site from Oak Street (Route 1746). This line provides service for two 4” DIP connections at the southeast side of the existing building. There are no known inadequacies of the existing sewer line. It is anticipated that the existing sanitary sewer lateral can be maintained with any expansion of the current facilities.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School Storm Drainage Two existing storm sewer systems provide outfall for the project site. An existing 18” storm sewer outfall is located in Woodland Drive (Route 2768) right-of-way at the northeast corner of the site. An existing 15” storm sewer outfall is located at the Highland Avenue right-of-way to the west of the site. Adequacy of these storm sewer systems will be verified upon any expansion of the current facilities. Offsite improvements to these storm sewer systems are not presently anticipated. The existing storm drainage system on the northwest side of the existing building will need to be reworked if the northwest corner of the building is to be expanded. Where possible, the existing stormwater management box culverts shall be maintained to address a portion of the overall storm water management requirements. Storm Water Management The site improvements (addition to the existing school building and parking expansion) addressed the minimum stormwater management requirements as mandated by the Fairfax County Public Facilities Manual. Stormwater management peak flow reduction requirements (detention) mandate that the 2year and 10-year peak flow from the site be reduced at or below the existing peak flow for these recurrence interval storms. Water quality requirements or Best Management Practices (BMP’s) require a 40% phosphorous removal rate (unless the site development qualifies for re-development with an increase of impervious area less than 20% of the existing impervious area of the site). The site currently addresses Best Management Practices (BMP’s) by reducing the phosphorus loads by two different methods: Dedication of natural open space (Water Quality Management Area). Utilization of two Filterra units. The Filterra units and dedicated open space meet the 40% requirement with no excess capacity. Stormwater detention requirements were met with the use of two underground, privately maintained detention structures. These structures consist of standard box culverts, a minimum of six feet in height with a weirwall at the lower end to regulate the release of storm flows. Any proposed addition to the site that requires a site permit and generates additional impervious area on site will be subject to the storm water management requirements as identified within the Fairfax County Public Facilities Manual (PFM). Where possible, the existing stormwater management box culverts located to the northwest and east of the school should be maintained to address the stormwater detention requirement. Additional onsite measures will be required to address peak flow detention, beyond that which can be accommodated in the stormwater management box culverts. Any addition to the site that requires a site permit with a net increase of impervious area will also require BMP’s. If the net increase of impervious area less is less than 20%, then the redevelopment formula can be utilized for computing the BMP requirement which may afford a reduction of phosphorous load of less than 40%: [1 - 0.9(Ipre/Ipost)] X 100% = % P Removal

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School In order to address the BMP requirement for the site, the following measures may be incorporated: Utilization of percolation trenches within proposed parking areas to promote infiltration. Utilization of a bioretention filter to promote infiltration. Dedication of natural open space (Water Quality Management Area). Consideration of green roof elements to promote infiltration. Verification of the infiltration capacity of the onsite soils is required to analyze the design requirements. The Water Quality Management Area (Conservation Areas) recorded with the most recent site improvements must be preserved with future development of the site, unless the express written permission of the Director of the Fairfax County Department of Public Works and Environmental Services is obtained.

Environmental Assessment Floodplains Based on the Fairfax County Chesapeake Bay Preservation Map there are no identified 100-year floodplains in the vicinity of the lots that comprise the Mount Daniel Elementary site. Resource Protection Areas Resource Protection Area (RPA) is the component of the Chesapeake Bay Preservation Area comprised of lands adjacent to water bodies with perennial flow that have an intrinsic water quality value due to the ecological and biological processes they perform or are sensitive to impacts which may result in significant degradation of the quality of state waters. In their natural condition, these lands provide for the removal, reduction, or assimilation of sediments, nutrients, and potentially harmful or toxic substances from runoff entering the Bay and its tributaries, and minimize the adverse effects of human activities on state waters and aquatic resources. RPA’s shall include any land characterized by the following features: A tidal wetland. A tidal shore. A water body with perennial flow. A nontidal wetland connected by surface flow and contiguous to a tidal wetland or a water body with perennial flow. A buffer area as follows:  Any land with a major floodplain.  Any land within 100 feet within an RPA feature RPAs cannot be cleared without special permitting. Based on the Fairfax County Chesapeake Bay Preservation Map, there are no identified RPAs within the lots that comprise the Mount Daniel Elementary School.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School Wetlands There were no identified wetland areas on the site plan for the Mount Daniel Elementary School. The site should be field inspected to confirm that the area that will be impacted with construction of any proposed expansion is void of jurisdictional wetlands. If wetlands are identified, they will be field confirmed by the USACE and the Virginia Department of Environmental Quality (DEQ), surveyed and reflected on a Jurisdictional Determination (JD) that is approved by the USACE. Disturbance of any wetlands, if identified, will be avoided to the extent possible with site construction.

Architectural Assessment Mount Daniel Elementary School was built in the time period of 1955 with an addition started in 2006 and completed in 2007. The building consists of the following: Upper Floor: Lower Floor: Total:

39,701 SF 2,960 SF 42,661 SF

Layout The main entrance to the school is on the south side of the site, at an elevation of 10’ above sidewalk grade and is not accessible by wheel chair. A disabled person must enter the school at grade level at another entrance next to the multi-purpose room and can only gain access to the classrooms by using a corridor ramp of more than 50’ long without intermediate landings. The school is arranged along a central main corridor that transitions in elevation between levels. The newer addition circulation ties into this main corridor. The main corridor ramp length was configured before current standards were developed, and is longer than the 30’ limit set by ADA standards. The steepness of the ramp is also in question. The handrails of the east side entrance stair leading to the playground are also not compatible with ADA code for continuity. Doors to the existing classrooms don’t have enough clearance width and landing space for the disabled. A few drinking fountains are currently at a mounting height for adults, not for kindergarten children. Classrooms There are 15 classrooms. Room sizes average 860 SF. Also there are two (2) classroom trailers on the north side or back of the school.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School Materials The palette of exterior finishes includes face brick and painted plaster soffits and accents. Dark aluminum frames and glazing in banded configurations appear throughout the façade. Darker metal trims are also apparent at roof transitions and façade treatments. Interior finishes Typical corridor finishes include carpeted flooring and resilient base, a combination of painted concrete masonry units and glazed masonry units, and a 2’x4’ acoustical panel ceiling in a 15/16 inch grid. Modifications and renovations throughout the years have created a “patchwork” visual of the various wall materials throughout the building. The multipurpose room utilizes a 2’x2’ ceiling and resilient flooring. Classrooms Classroom finishes continue the carpeted flooring and 2’x4’ acoustical panel ceilings. Various walls have various finishes do the renovations that have occurred over time. The new addition classrooms have partial carpet flooring and resilient flooring for craft project development. Child sized cabinetry is incorporated into these class spaces. These classrooms also incorporate accessible toilet facilities. Typical Doors All exterior doors on the front of the building were replaced as part of the 2006 addition. Entry doors to the building are typically aluminum with glass inserts. Additionally some exterior doors are hollow metal with glass inserts. The interior doors vary from contemporary wood veneer doors hollow metal frames and hardware to some of the original doors and frames from the original building still in use. This creates a visual disparity between areas of the facility. The wall openings that house the original doors and frames do not allow enough clearance for accessibility clearances. Lighting The typical lighting throughout the facility is acrylic lens fixtures, that tend to produces excess glare for tasks and computer use. See Electrical Systems below for additional information. Acoustics The carpet flooring in combination with the acoustical panel ceiling system provides good acoustical attenuation, offsetting the hard wall surfaces in the facility. Type of Construction This building consists of steel frame and face brick on concrete masonry unit back-up. The exterior walls are currently in fair shape. Window systems consist of aluminum framing systems and glazing. The roof consists of membrane roofing over rigid insulation on low slope roofs. User Group and Construction Type The building is mixed-use of Groups E (Educational), A-3 (Gymnasium) and B (Office). The construction type is 2B.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School

Mechanical, Plumbing, Electrical and Life Safety Assessment Mechanical (HVAC) The original building HVAC system consists of approximately 17 vertical type, floor mounted water source heat pump units and 4 roof mounted outdoor roof top type water source heat pump units. The units serve the classrooms, offices and corridors and range from ½ to 5 tons in capacity. The roof top heat pump unit serving the multipurpose room, gymnasium/auditorium space is a 20 ton capacity unit. All of the equipment was installed as part of a 1988 addition and alterations project. The heat pump units are served by a closed loop, un-insulated piping system with a water to water, plate and frame type heat exchanger and a 255 GPM capacity, end-suction circulating pump located in the Central Plant on the lower level of the East Wing. Hot water for heating the closed loop is provided by a 240 KW electric boiler totaling 810 MBH in capacity. The boiler appears to be in poor condition. Heat rejection for the closed loop system is provided by a 95 ton capacity forced draft, BAC Model VXT 95 cooling tower located on grade. The original tower was replaced in 2007. Condenser water within the open loop piping system connecting the cooling tower to the heat exchanger is circulated by a 255 GPM capacity, end-suction, circulating pump. The plant has a third circulating pump which serves as a standby for both the closed loop system and the condenser water system. The heat pump units are controlled by a space thermostat and started and stopped form a Central Timed Control Center. The boilers, cooling tower and pumps are controlled by a Central Temperature Control and Alarm Panel in the Central Plant. The vertical heat pump units serving the class room are located in the mechanical rooms, which are located on the perimeter of the building or water closets. Ventilation air is provided thru louvered wall opening with motorized damper and is non-ducted. The room/closet is treated as a return air plenum. The heat pump units and all equipment in the central plant appear to be well maintained and in good shape. The control system is adequate; however, there is no remote monitoring to alert staff of equipment failure or monitor temperature conditions in various areas of the building. Addition The new 2005 building addition HVAC system consists of self-contained roof top A/C units with gas heat. The addition has electric unit heaters for supplemental heating. All of the equipment is in excellent condition.

Plumbing Systems The original building has a 3” domestic water service which enters the building in a dry storage room off the kitchen. The main shut off valve is in a storage room on the first floor. There is no meter or backflow prevention device inside the building. Domestic hot water is generated by two (2) 85 gallon, 12 KW electric storage type water heaters located in the Kitchen. The water heaters were installed in 1988 as part of a kitchen renovation. 2-69

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School

The water piping for both hot and cold water is copper with soldered joints and is insulated. The sanitary sewer and storm water piping is cast iron with bell and spigot hubs on original systems and nohub type fitting on renovated areas and the 2005 addition. The toilet fixtures and associated faucets, flush valves, etc. appear to be original. Minimal ADA upgrades have been made but tempered water is not currently provided for all lavatories and hand sinks. Roof drainage is provided via roof drains with internal storm water piping and by exterior gutters with down spouts. The down spouts are connected to cast iron boots which are piped to the site storm water system. The kitchen sanitary system has a grease trap located outside below grade. Addition The 2006/2007 addition has a separate 2” domestic water service to handle the new plumbing fixtures and toilets in the addition. Sanitary and vent piping and cast iron no-hub and PVC were allowed by code. Roof drainage is by exposed gutters with downspouts connected to underground storm water system. Systems are new and in excellent condition. Natural gas is provided to the 2006/2007 addition at 0.5 psi pressure and serves the roof top units. The gas service is located outside. The original building is currently ‘total electric’ after the gas service was removed during the 1988 renovation.

Fire Protection Systems The original building does not have a sprinkler system. A “limited-area” type sprinkler system is provided for storage rooms on the first floor and storage in the kitchen area. The “limited-area” system is connected to the domestic water system and is monitored. The 2006/2007 addition has a wet-pipe sprinkler system and is served by a 4” fire service. The fire service is equipped with an in-line fire pump.

Electrical Systems Electrical Service The existing power company is Dominion Virginia Power. The electric service is provided through a power company step down pad mounted transformer. This service enters the building at a dedicated electrical room. This electrical service was last upgraded in 1989. The power company electric meter is installed inside on the wall of the main electrical room. The existing power company pad mounted transformer is feeding 120/208 volt, 1600 amp. The existing switchboard is a General Electric (GE). The switchboard utilizes fused switches instead of circuit breakers. There are five sections to this switchgear which include a CT/pull section, 1600A main service disconnect and a three distribution sections. This switchboard has no space left for expansion. The service size of 1600A, 120/208 volt is too small for a school needing to meet current electrical demands.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School The existing switchboard does not contain any ground fault protection as per current code requirements. The existing switchboard does not contain any transient voltage surge suppression. The facilities supervisor noted that any brownout or power outage will require facilities personnel to reset the mains. This is typically not an acceptable situation for a school. There is a separate electrical service for remote trailers. A fire pump was added in 2006/2007 and a separate electrical service was installed for this equipment. This meets national electrical code requirements. Power Distribution System The base building was renovated in 1989 and a new addition was added in 2006/2007. The base building has GE panels that are filled to capacity. The electric closets are scattered throughout the base school. All of the existing electrical rooms are filled to capacity. No additional equipment can be added and still meet the working clearance requirements. The new addition has two (2) new panelboards that are fed from the GE main switchboard. These are surface mounted panels and were placed in staff room #44. Emergency Power Distribution System This school does not have an emergency generator. Emergency lighting is by battery packs in individual fixtures. Lighting System All of the lighting fixtures in the new addition are recessed fluorescent. The fluorescent lights utilize T8 technology and are energy efficient. The lighting fixtures are clean and in good condition. The lighting levels throughout the school are good. Exit lights utilize LED lamps. In the base building most of the lighting fixtures were replaced in 1989. Existing lighting fixtures in classroom, classrooms, offices and corridors are 2’ X 4’ recessed fluorescent. The fluorescent lights utilize T12 technology which is old and not energy efficient. The lighting level in classrooms is poor. The corridor has recently been upgraded with the addition of surface wall mount light fixtures in addition to the recessed fixtures noted above. Exit lights utilize fluorescent lamps. There appearance is old and discolored. In the new addition, switching control is through motion sensor switches and meets the current energy efficiency code requirements. In the base building switching control is through single toggle switches throughout the building with a few motion sensor switches. This does not meet the current energy efficiency code requirements. The exterior lighting at the new addition is adequate. At the base building, there are some exit discharge locations that do not have sufficient emergency egress lighting. Some of the exterior lights have clearly been replaced as the existing fixtures that have not been replaced are old, discolored and some are damaged.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School Power Outlets In the base building, current power requirements require more receptacles and circuits. Because of increased requirements surface mounted conduit and receptacles have been added in offices and classrooms. Fire Alarm System The base building has a fire alarm system which was installed in 1989. It is an Edwards system. The existing fire alarm control panel is located in the main office. Notification is delivered through bells and flashing lights. These devices are not ADA compliant, nor do devices meet spacing requirements per current code requirements. This is a non-addressable system which means it works on a different and older technology than the new panel. Addition The new addition has a new fire alarm system which is an Edwards EST-2 system. The control panel is located in staff room #44. The fire alarm devices in the new addition are new. There is a new graphic annunciator in the new addition which is a graphic depiction of the new addition only. It does not include the base building. Notification is delivered through horns and strobes. Sound System The existing sound system console manufactured by Dukane is located in the main office. Booster panels are installed throughout the facility. The existing sound system main equipment was installed in 1989. The classrooms have recessed mounted speakers and call back switches. Corridors and cafeteria have recessed mounted speakers. Some of the individual classrooms have sound reinforcing systems. Telephone/ CATV and Intercommunications Systems The existing main CATV HUB is located in the existing communication room. The existing telecommunication main HUB is located in the existing communications room. There are no dedicated rooms for telephone and data equipment. This equipment is installed in various workrooms throughout the school. There is no capacity for expansion unless more work space is taken. All the existing telephone/data outlets are surface mounted in the base building. Most of the classrooms have one telephone and one data outlet, but some classrooms have one telephone and two data outlets in the base building. There are computer data repeaters installed throughout the facility in corridors surface mounted on walls. These do not provide for a clean and neat installation and are prone to damage based on their location. Master Clock and Program Bell System The master clock system is integral with the Dukane sound system located in the main office. Building Security System The school is equipped with a partial access control and closed caption television (CCTV) security system. The system is web based with control panels in various locations. There are card readers at some entrances and security cameras located in corridors and at exterior exits. There is a video monitoring station in the school. 2-72

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School

Summary The electric boiler has surpassed its reasonable life expectancy of 10 to 15 years. Also the cost of electricity as a fuel source for heating is much more than gas. The heat pump units have reached or surpassed life expectancy of 15 to 20 years. The ventilation for the classroom heat pump units should be “ducted” to assure adequate ventilation to the classrooms. Remote monitoring of setup and alarm functions on the central control systems should be provided. The electric domestic water heaters have surpassed their normal life expectancy of 10 to 15 years. Recommend they be replaced with more energy efficient gas fired type units. Tempering valves should be installed on all handicapped accessible lavatories and hand sinks to provide “temperature” water per ADA recommendations. Recommend providing a sprinkler system to the original building to improve level of ‘life safety’. The existing switchboard is functioning; however, the switchboard does not have space for future expansion. The switchboard also is not sized to accommodate future expansions. In the event of a renovation it is recommended that the switchboard be replaced. The existing distribution system is functioning. The panelboards do not have many spare circuit breakers. The electrical rooms have no space for the addition of new equipment. In the event of a complete renovation it is recommended that the power distribution equipment be replaced. In the event of a complete renovation, it is recommended that a new generator and distribution equipment be installed for the entire building. The existing lighting system in the original base building is old and does not meet current code requirements and lighting guidelines. It is recommended to provide new energy efficient fixtures with T8 lamps and electronic ballasts. It is also recommended that exterior lighting be replaced to meet school security lighting requirements and egress requirements. We recommend that classrooms in the base building have receptacles added. The existing walls are masonry block so new conduit and devices would have to be surface mount. In the event of a complete renovation the classrooms would need to have all electrical systems removed and replaced with new. The fire alarm system in the base building needs to be replaced with a new system that meets current code requirements. The sound system in the base building has reached the end of its useful life. The sound system needs to be replaced with a new system. In the event of a complete renovation it is recommended that the telephone/CATV equipment be replaced. Dedicated communications rooms will need to be placed at several locations.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School

Hazardous Materials Assessment F&R surveyed Mt. Daniel Elementary School to identify ACM, LBP and suspect PCB and mercury containing equipment utilizing non-destructive sampling. The following paragraphs summarize their findings: F&R identified asbestos-containing pipe insulation in Classrooms 2 and 7 and the adjoining hallway. F&R identified asbestos-containing cementatious panels on portions of the roof soffit. F&R observed suspect asbestos-containing metal fire doors located throughout the school. F&R observed water fountains with suspect asbestos-containing pipe wrap throughout the school. F&R identified lead based paint on exterior building components. F&R observed mercury-containing thermostats throughout the school. F&R visually inspected fluorescent light fixtures throughout the school. Based on our inspection, there does not appear to be any regulated hazardous materials within these light fixtures. Asbestos-Containing Material During F&R’s non-destructive survey for ACM the following materials were sampled: pipe insulation, vinyl floor tile and associated mastic, vinyl covebase mastic, carpet mastic, blackboard mastic, cementatious panels, expansion joint caulk, ceiling tile, drywall and associated joint compound, wall plaster and duct seam sealant. The following materials were determined to be asbestos-containing: pipe insulation and cementatious panels. The following materials were assumed to be asbestoscontaining: metal fire doors, and water fountain pipe wrap. F&R identified approximately 75 linear feet of asbestos-containing pipe insulation above the drop ceiling in Classrooms 2 and 7 and the adjoining hallway. This material was observed in a fair condition at the time of the survey. For the purposes of this study, F&R assumes that approximately 500 linear feet of asbestos-containing pipe insulation is located above solid walls and ceilings and within pipe chases throughout the school. Approximately 1,000 square feet of asbestos-containing cementatious panels were observed on the school’s roof soffit. The material was observed in a fair condition at the time of the survey. 38 metal fire doors, presumed to be asbestos-containing were observed throughout the school during F&R’s survey. The metal fire doors were observed in good condition. Approximately 6 water fountains were identified by F&R that are presumed to contain asbestos-containing pipe wrap. The water fountain pipe wrap was inaccessible at the time of the survey. As part of this study, F&R reviewed an Asbestos Management Plan for the school, prepared by Professional Service Industries, Inc. (PSI) and dated May 30, 1992. The PSI report did not identify any ACM within the school. F&R recommends that all of the identified ACM be removed by a Commonwealth of Virginia licensed asbestos abatement contractor prior to impact by renovation or demolition activities. Furthermore, all suspect ACM that has not been previously sampled should be analyzed for asbestos prior to impact by

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School renovation or demolition activities. Additionally, F&R recommends that the 1992 Asbestos Management Plan be updated as the Asbestos Hazard Emergency Response Act (AHERA) requires that these plans be updated every three years. Lead Based Paint F&R conducted a LBP screening of the painted surfaces located throughout the interior and exterior of Mount Daniel Elementary School. LBP was identified on the following exterior building components: white cementatious panels (also identified as ACM) on the roof soffit and brown wood window panels located in the rear exterior of the building. No lead based paint was identified on the interior of the building. Since this was a limited LBP survey, additional LBP surfaces may be present that were not tested. All painted surfaces should be assumed to contain LBP or lead-containing paint. In general, if structures are to be removed or demolished, typical demolition techniques can be used without lead based paint becoming an issue of concern. However, if building components containing lead based paint are to be stripped and repainted, precautions would need to be taken. Specifically, if these building components are to be sanded, abraded or heated to remove the lead based paint, workers trained in lead based paint removal should be contracted for the work. The “Lead: Renovation, Repair and Painting Program” rule, which will take effect in April 2010 will require that contractors involved in renovation, repair or painting activities in buildings constructed prior to 1978 in which children under the age of 6 are present take special precautions to avoid creating a lead hazard. These precautions include posting warning signs; restricting occupants from work areas; containing work areas to prevent dust and debris from spreading; conducting a thorough cleanup and verification that cleanup was effective. Should renovations that disturb LBP take place once this regulation takes effect, there will be a cost associated with renovating these building components. At this time F&R believes that the presence of LBP will have only minimal impact to the project, primarily with contractor compliance with current OSHA regulations. Mercury-Containing Equipment F&R identified 20 thermostats that contained mercury-containing switches. These thermostats were observed throughout the building. Fluorescent light tubes were also inspected for the presence of mercury. All of the fluorescent light tubes observed by F&R contained the low-mercury symbol. Under Virginia regulations, light tubes with the low mercury symbol can be disposed of as general waste provided that proper documentation can be provided by the manufacturer that these tubes do not contain regulated levels of mercury. Therefore, the fluorescent light tubes are not likely a concern at this property; however some fluorescent light tubes with regulated levels of mercury may still remain within the school.

PCB-Containing Equipment F&R visually surveyed a representative number of light ballasts throughout Mount Daniel Elementary School. All of the light ballasts observed contained the “No PCB” label and therefore PCB-containing ballasts are not likely a concern at this property; however, some PCB-containing ballasts may still remain within the school. No other potential PCB-containing equipment was observed by F&R.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School Cost Estimates F&R has developed conceptual cost estimates for the abatement of hazardous materials associated with major and minor renovations at Mount Daniel Elementary School. F&R is assuming that no work is to be conducted on the roof. “Minor Renovation” Cost Estimate: Cementatious Panels – Approximately 1,000 square feet of asbestos-containing cementatious panels were observed on the roof soffit. F&R assumes a cost of approximately $3.00 per square foot for abatement of the cementatious panels for a total cost of $3,000. Metal Fire Doors – 38 presumed asbestos-containing metal fire doors were observed throughout the school. F&R assumes a cost of approximately $100.00 per door for abatement of the metal fire doors for a total cost of $3,800. Lead Based Paint – F&R assumes that structures containing LBP can be renovated or demolished utilizing typical demolition techniques without LBP becoming an issue of concern if renovation work impacting LBP occurs before April 2010, when the “Lead: Renovation, Repair and Painting Program” takes effect. For renovation work that impacts LBP which occurs after this date, F&R assumes a cost of approximately $5,000 for special precautions that will need to be taken. The total estimated cost for the removal of identified and suspected hazardous materials associated with a minor renovation at Mount Daniel Elementary School is $11,800. F&R typically adds an additional 25% contingency fee to estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated to be 15 to 25% of the abatement costs. The total estimated costs to remove the identified and suspected hazardous materials associated with a minor renovation at Mount Daniel Elementary School, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $18,438. “Major Renovation” Cost Estimate (Estimate also includes abatement of the hazardous materials referenced in the “minor renovation” cost estimate section): Pipe Insulation – F&R assumes that approximately 500 linear feet of pipe insulation exists within pipe chases and behind solid walls and ceilings. F&R assumes a cost of approximately $25.00 per linear foot for abatement of the pipe insulation for a total cost of $12,500. Water Fountain Pipe Wrap – Approximately 6 water fountains presumed to contain asbestos-containing pipe wrap were observed throughout the school. F&R assumes an abatement cost of $250.00 per water fountain for a total cost of $1,500. Mercury-Containing Thermostats – F&R observed 20 mercury-containing thermostats throughout the school. F&R assumes that removal of the thermostats will cost approximately $3,000. The total estimated cost for the removal of identified and suspected hazardous materials associated with a major renovation at Mount Daniel Elementary School is $28,800. F&R typically adds an additional 2-76

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School 25% contingency fee to estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated to be 15 to 25% of the abatement costs. The total estimated costs to remove the identified and suspected hazardous materials associated with a major renovation at Mount Daniel Elementary School, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $45,000.

Technology Assessment Eperitus surveyed Mount Daniel Elementary School to determine instructional technology capabilities and network resources. The following observations were made: The main entrance to the school made use of an IP video camera and intercom as part of its security system. The school uses a networked copier/printer in the main office. This is a good practice and would be advisable at other school locations within the division for servicing, energy savings, and control of consumables reasons. Classrooms have been outfitted with voice enhancement systems (manufacturer: FrontRow Digital). These are highly recommended systems for classroom. These systems are also capable of providing the sound from the teacher’s computer when it is being used for electronic presentations such as MS PowerPoint and streaming video. The teacher computers are not hooked up to these systems at this time, but instead are using small desktop speakers that are inadequate for all students in a classroom. The data network is in serviceable shape. It uses category 5e cabling and Cisco switches. Most closets and data cabinets use good cable management practices; however, there is evidence of additional devices and cables being added that are not receiving the same care of organizing and security. As with other school division locations, one of the persistent issues is that the patch cables being used in the racks are significantly longer than needed. Many cables only need to be 1’ or 3’, yet 10’ cables are being used. Wireless access points have been professionally installed throughout the school. These units are using high gain antennas. In general, installations of newer or additional technologies in this school are more organized than in other schools. This suggests that outside contractors or vendors have been used in many of these instances since the cabling is generally better organized and protected.

Findings and Recommendations Site The site is in Fairfax County, and this school has issues with surrounding neighborhood. The site is limited and would be difficult to expand. As situated on the parcel, Mount Daniel is particularly close to

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School its neighbors to the west and cannot expand further on its current site to allow for any significant enrollment increases. Capacity and Operational Maximum Capacity – 275 (as-is). Forecasted K-1 will be 312 (2019) to 400 (2028) students. Shortfall = 125 or approximately 6 classrooms (22:1), plus the associated supporting core areas Mt. Daniel currently operates on an average PTR at or above the desired 22:1 (and just at capacity), mainly because there is no space for additional classrooms. The recent addition to Mt. Daniel is very well designed for Kindergarten needs, with amenities including sound reinforcement, wireless technology, wet/dry areas, direct access to the outdoors, ample student storage. This recent addition, however, left no room on the site for additional expansion. The core facilities (gym/cafeteria, library, art, music, etc.) cannot handle any significant enrollment increase and would also need expansion. The gymnasium and cafeteria are the same space, so gym cannot be taught and assemblies cannot be held during lunch hours. The site and facility are not conducive to ADA accessibility. The library has a story pit that cannot be accessed by handicapped students from the main floor. It is used as a storage area more than intended use. Currently students cannot access all resource subjects without going out-of-doors. The family literacy program is in a trailer and not easily accessible to parking and entry, particularly for night use. The before and after school component is critical to the community, but has no available space for storage or program expansion. In addition to full time staff there are also part time staff and itinerants. There is little space for teacher use – only one very small ‘lounge’ and no place to conference. Office space is extremely limited. Architectural Access issues - Main Public Entry not Accessible; Central circulation corridor has ramp that has slope distance and adjacent room connectivity issues. Modular structures are being utilized away from the main structure. Interior issues - Main office could have more transparency; Interior finishes need upgrading. Lighting quality needs upgrading- general and task oriented. Mechanical, Plumbing, Electrical and Life Safety Assessment The electric boiler has surpassed its reasonable life expectancy of 10 to 15 years. Also the cost of electricity as a fuel source for heating is much more than gas. The heat pump units have reached or surpassed life expectancy of 15 to 20 years. The ventilation for the classroom heat pump units should be “ducted” to assure adequate ventilation.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School Remote monitoring of setup and alarm functions on the central control systems should be provided. The electric domestic water heaters have surpassed their normal life expectancy of 10 to 15 years. Recommend they be replaced with more energy efficient gas fired type units. Tempering valves should be installed on all handicapped accessible lavatories and hand sinks. Add a sprinkler system to the original building to improve level of ‘life safety’. The existing switchboard is functioning; however, the switchboard does not have space for future expansion. The switchboard also is not sized to accommodate future expansions. In the event of a renovation it is recommended that the switchboard be replaced. The existing distribution system is functioning. The panel boards do not have many spare circuit breakers. The electrical rooms have no space for the addition of new equipment. In the event of a complete renovation it is recommended that the power distribution equipment be replaced. In the event of a complete renovation, it is recommended that a new generator and distribution equipment be installed for the entire building. The existing lighting system in the original base building is old and does not meet current code requirements and lighting guidelines. It is recommended to provide new energy efficient fixtures with T8 lamps and electronic ballasts. It is also recommended that exterior lighting be replaced to meet school security lighting requirements and egress requirements. Classrooms in the base building should have receptacles added. The existing walls are masonry block so new conduit and devices would have to be surface mount. In the event of a complete renovation the classrooms would need to have all electrical systems removed and replaced. The fire alarm system in the base building needs to be replaced with a new system that meets current code requirements. The sound system in the base building has reached the end of its useful life. The sound system needs to be replaced with a new system. In the event of a complete renovation it is recommended that the telephone/CATV equipment be replaced. Dedicated communications rooms will need to be placed at several locations. Hazardous Materials The majority of the construction at Mount Daniel appears to be hazardous-materials free. There are a few minimal features – some exterior block work, thermostats, and water fountain pipe-wrap – which should be removed if renovations are to occur. “Minor Renovation” Abatement Cost: $18,438 “Major Renovation” Abatement Cost: $45,000 Technology The Mount Daniel Elementary School provides consistent instructional technology resources at different grade levels. Providing the same resources for all grades would be of benefit to the students as they progress through school. (The same could be said for K-12 continuum in the division.). Despite the age of the facilities and the obvious upgrades it has received, the additional installations of cabling and systems 2-79

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Mount Daniel Elementary School was the best of the four schools. More use of raceways and organization of installation was evident throughout the school, which provides protection to the infrastructure and the people in the building. Summary This school is in good condition and is well-designed for its intended purpose. It is, however, currently over utilized, resulting in taxed building systems and increased wear and tear. Use could be continued through the 20-year planning period if capacity were limited to a more appropriate level and if a high degree of maintenance were continued.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School

Thomas Jefferson Elementary School Site Description The Thomas Jefferson Elementary School is located in the City of Falls Church on City Tax Map Parcels 502. The parcel is zoned R-1A low density residential. The total site acreage is 5.83 acres. The school is bounded by Seaton Lane to the south and South Oak Street to the northwest. Site access is from Seaton Lane. Based on an approximate measurement, the building area occupied by the existing school is 37,000 SF. A total of 38 surface parking spaces are provided, of which 2 spaces are accessible and designated for handicap parking.

Zoning Requirements Maximum Building Coverage The R-1A zoned property may be developed with a public use to a maximum building coverage of 30%. Therefore, the maximum allowable building footprint area is 76,199 square feet. Yard Requirements/Setbacks In the R-1A zoning district the maximum building height for public uses is 45’ with no more than 3 stories. The minimum yard requirements include: Front yard: Side yard: Rear yard:

Not less than 30’ Not less than 25’ Not less than 40’

Landscaping/Screening Requirement The proposed expansion of the development program on the subject property must comply with the applicable provisions set forth in Article IV of the City of Falls Church Zoning Ordinance. The requirements include: Interior Parking Lot Landscaping : Peripheral Parking Lot Landscaping: Tree Cover:

No Requirement No Requirement 20%

Open Space:

No Requirement

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School Transitional Screening/Barrier: North Property Line East Property Line South Property Line West Property Line

No Requirement No Requirement No Requirement No Requirement

Parking Requirements The requirement as set forth in Article IV of the City of Falls Church Zoning Ordinance reads as follows for “Public Elementary School”: One parking space for each teacher, employee or administrator whether full or part-time, plus one for every ten students of maximum enrollment or capacity. Based on this requirement, the minimum number of parking spaces will be determined by the number of employees and the maximum number of students attending classes at any one time. The parking totals reflected on the most recently approved site plan for the elementary school reflects the following: Elementary School: Required Parking Required Parking

25 Staff/400Students 1 Space/Staff + 1 Space/10 Students 65 Spaces

Total Required Parking Total Provided Parking

65 Spaces 38 Spaces

Total H/C Parking Required Total H/C Parking Provided

2 Spaces 2 Spaces

Total H/C Van Parking Required Total H/C Van Parking Provided

2 Spaces 2 Spaces

Existing parking areas are asphalt paved and constructed in accordance with VDOT/Fairfax County specifications. The following standard pavement section was utilized for recently paved asphalt parking areas: Top Course: Intermediate: Base:

2” Asphalt Surface Course SM-9.5A 3” Asphalt Base Course BM-25.0 6” Aggregate Material Type 21B

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School

Site Utilities Water Service is provided by the City of Falls Church Department of Public Utilities. An existing 6” water main is located in Seaton Lane, south of the project site. An existing 16” water main runs along South Oak Street and enters the parcel on the north side of the site. The 16” line continues along South Oak Street and exits the site at the northeast corner. Two (2) fire hydrants are located on the 16” line; one on the north side of South Oak Street at the northwest corner of the site and the other at the northeast corner of the site. An additional fire hydrant may need to be installed if the two existing fire hydrant locations do not provide adequate fire coverage for the expanded facility. Sanitary Sewer Sanitary sewer is provided by the City of Falls Church Department of Public Utilities. There are no known capacity issues.

Site Access The main access to the site is located at the intersection of Seaton Lane and West Greenway Boulevard. Additionally, access to the parking lot south of the building is provided off of Seaton Lane. It is anticipated that the entrances will be maintained. Sight distance for the existing entrances will be confirmed with the final site plan. The following standard pavement section is assumed for new asphalt access roads and travel aisles within the parking areas: Top Course: Intermediate: Base:

1.5” Asphalt Surface Course SM-9.5A 4” Asphalt Base Course BM-25.0 8” Aggregate Material Type 21B

Environmental Floodplains Based on the City of Falls Church Mapping System, the project site encompasses an existing stream, Tripps Run, which flows north to south on the eastern portion of the site. The 100-year floodplain for Tripps Run take up nearly half of the parcel area and the limits are located approximately 15’ away from the existing buildings.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School

Resource Protection Areas Resource Protection Area (RPA) is the component of the Chesapeake Bay Preservation Area comprised of lands adjacent to water bodies with perennial flow that have an intrinsic water quality value due to the ecological and biological processes they perform or are sensitive to impacts which may result in significant degradation of the quality of state waters. In their natural condition, these lands provide for the removal, reduction, or assimilation of sediments, nutrients, and potentially harmful or toxic substances from runoff entering the Bay and its tributaries, and minimize the adverse effects of human activities on state waters and aquatic resources. RPA’s shall include any land characterized by the following features: A tidal wetland. A tidal shore. A water body with perennial flow. A nontidal wetland connected by surface flow and contiguous to a tidal wetland or a water body with perennial flow. A buffer area as follows:  Any land with a major floodplain  Any land within 100 feet within an RPA feature RPAs cannot be cleared without special permitting. Based on the City of Falls Church Mapping System, the project site encompasses an existing stream, Tripp Run, which flows north to south on the eastern portion of the site. Limits of the RPA for Tripps Run are located approximately 100’ from the stream and are within the 100-year floodplain limits. Wetlands There were no identified wetland areas on the site plan for the elementary school. The site should be field inspected to confirm that the area that will be impacted with construction of any proposed expansion is void of jurisdictional wetlands. If wetlands are identified, they will be field confirmed by the USACE and the Virginia Department of Environmental Quality (DEQ), surveyed and reflected on a Jurisdictional Determination (JD) that is approved by the USACE. Disturbance of any wetlands, if identified, will be avoided to the extent possible with site construction.

Architectural Assessment Thomas Jefferson Elementary School was built in the 1940’s with a major addition completed in 1990. The school has 3 levels of varying footprint configurations, totaling 60,919 SF. Layout The public entry into the facility is achieved by steps leading to the main entrance on the second level, located on the west side (or front) of the school, and are not ADA-compliant. A disabled person or a person in a wheel chair must enter the school on the first floor at the drop-off area on the east side (or back) of the building and use the elevator to the upper floors. The main office and classrooms are on the 2-84

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School second floor. 8 additional classrooms are on the third floor. All special classes and services are located on the first floor (or lower level). The addition is located on the south edge of the property and has an on-grade entrance facing west. A makeshift wood ramp allows wheeled access to this area. In general the building is compliant with building codes, except a few instances where changes are needed to meet accessibility requirements. These changes include a ramp to the main entrance, stair handrails, and other modifications to bring building accessibility into current standards. Classrooms There are 21 classrooms in the facility and 7 trailers grouped together adjacent the main entry sidewalk. Current enrollment is 420 students. Materials The palette of exterior finishes include face brick and metal panel fascia accent elements. Dark aluminum frames with glazing are inserted along the façade as individual window units. Interior finishes in a majority of the building is a combination of glazed masonry units configured as a high wainscot and door surrounds, and painted plaster walls above. A portion of east west classroom corridor also contains a movable wall system implemented during one of the building renovations. Classrooms Classrooms have a combination of solid partitions and movable partition systems installed as part of an earlier renovation. Carpeting over original flooring is the typical floor covering. Typical Doors Exterior doors are a combination of aluminum doors and glazed inserts, and hollow metal doors, both with glazed inserts and solid faces. Interior doors include new wood veneer doors with glass inserts in painted steel frames, and original painted doors from the original construction. Codes and Accessibility Lighting Typical lighting consists of 2’x’4 acrylic lens fluorescent fixtures, which produce excess glare for tasks and computer use. The addition also has accent lighting along the sky lit spine. Acoustics The use of acoustical panel ceilings and the addition of carpet floor covering contributes to the attenuation of noise throughout the building.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School Type of Construction Construction consists of steel frame and face brick on concrete with masonry unit back-up. Window systems consist of dark aluminum frames and glazing. The roof system is comprised of single ply flat roofs with some sloped skylight accents in gathering spaces. All the exterior materials are in good shape. User Group and Construction Type The building is mixed-use of Groups E (Educational), A-3 (Gymnasium) and B (Office). The construction type is 2B Protected.

Mechanical, Plumbing, Electrical and Life Safety Assessment Mechanical (HVAC) The building HVAC systems consist of approximately 53 horizontal type ceiling-mounted water source heat pump units and six (6) floor mounted console type water source heat pump units. These units serve the classrooms, offices and corridors and range from ½ to 5 tons in capacity. Thirteen (13) of the units were installed as part of the 1990 addition and the rest were installed as part of a 1995 HVAC replacement project. In addition the Administration Area, Library and Gymnasium are served by self-contained roof top A/C units with gas heat, which were installed in 1995. The kitchen has a heating and ventilating unit with electric heat, installed as part of a 1979 renovation project. The heat pump units are served by a closed loop, un-insulated piping system with a water to water, plate and frame type heat exchanger and 475 GPM capacity, end-suction circulating pump located in the Central Plant on the first floor. Hot water for heating the closed loop is provided by four (4) gas-fired high-efficiency condensing type boilers totaling 2100 MBH in capacity. Two (2) 300 MBH boilers were installed in 1990 and two (2) 750 MBH boilers were installed in 1995 when the plant was completely replaced. There are two (2) 156 GPM capacity circulating pumps (one stand-by) with hot water piping connections to the closed loop. Heat rejection for the closed loop system is provided by a 160 ton capacity forced draft, low profile BAC cooling tower located on grade. Condenser water within the open loop piping system connecting the cooling tower to the heat exchanger is circulated by a 475 GPM capacity, end-suction, circulating pump. The plant has a third circulating pump which serves as a stand-by for both the closed loop system and the condenser water system. The heat pump units are controlled by a space thermostat and started and stopped form a Central Timed Control Center. The boilers, cooling tower and pumps are controlled by a Central Temperature Control and Alarm Panel in the Central Plant. Ventilation air for the ceiling mounted heat pump units is ducted from wall louvers and/or roof mounted intake air units. The ventilation air is untempered and the heat pump units must heat and cool the ventilation air. The console type heat pump units have a wall louver used to obtain ventilation air. 2-86

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School

The heat pump units, roof top units and all equipment in the control plant appear to be well maintained and in good shape. The control system is adequate; however, there is no remote monitoring to alert staff of equipment failure or monitor temperature conditions in various areas of the building. Plumbing Systems The building has a 2½” domestic water service which enters the building on the right side of the main entrance. The main shut off valve is in a storage room on the first floor. There is no meter or back-flow prevention device inside the building. Our investigation could not locate a utility vault outside. Domestic hot water is generated by a 500 gallon, 63 KW electric storage type water heater located in the Maintenance Office adjacent to the Main Electric Room and Kitchen. The water heater was installed in 1979 as part of a Kitchen Renovation when the building was an all electric facility and is in poor condition. The water piping for both hot and cold water is copper with soldered joints and is insulated. The sanitary sewer and storm water piping is cast iron with bell and spigot hubs on original systems and nohub type fitting on renovated areas and the 1990 addition. The kitchen sanitary system has a grease trap located outside below grade. The toilet fixtures and associated faucets, flush valves, etc. appear to be original. Minimal ADA upgrades have been made but tempered water is not currently provided for all lavatories and hand sinks. Roof drainage is provided via roof drains with internal storm water piping and by exterior gutters with down spouts. The down spouts are connected to cast iron boots which are piped to the site storm water system. Natural gas is provided to the building at 2 psi pressure and serves the boilers, roof top units and the kitchen cooking equipment. The gas service enters the Central Plant with meter and regulator located outside.

Fire Protection Systems The building does not have a sprinkler system. A “limited-area” type sprinkler system is provided for storage rooms on the first floor and storage in the kitchen area. The “limited-area” system is connected to the domestic water system and is monitored. Electrical Systems Electrical Service The existing power company is Dominion Virginia Power. The electric service is provided through a power company step down pad mounted transformer. This service enters the building at a dedicated electrical room. This electrical service was last upgraded in 1979. The power company electric meter is installed inside on the wall of the main electrical room. The existing power company pad mounted transformer is feeding 277/480 volt, 1600 amp. The existing switchboard is Federal Pacific Electric Co. 2-87

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School (FPE). FPE has been out of business for over 25 years and parts will be difficult to find for any future renovations. There are two sections to this switchgear which include a 1600A main service disconnect and a combination distribution section with a separate distribution section. This switchboard has no space left for expansion. The service size of 1600A, 480/277 volt is too small for a school needing to meet current electrical demands. The existing switchboard does not contain any ground fault protection as per current code requirements. The existing switchboard does not contain any transient voltage surge suppression. There is a separate electrical service for remote trailers. Power Distribution System The existing switchboard serves the entire building through a number of branch circuit panelboards. Approximately half of the panels are FPE. These panels will be difficult to find parts for any future renovations. The other half of the panels are a combination of GE and Square-D. These panels were added for later renovations and do have a few spare breakers that could be utilized for small future changes. Electric closets are scattered throughout the school. All of the existing electrical rooms are filled to capacity. No additional equipment can be added and still meet the working clearance requirements. Emergency Power Distribution System The building has an ONAN generator. The generator is rated at 60kW, 480/277 volt, 3-Phase and has a 90A in-line circuit breaker. The generator has a remote double fuel tank located adjacent to the generator location and sits on a concrete pad. The generator operates on diesel gas. The existing generator was installed during 1979 renovation. The existing generator is located outside of the electrical room. The emergency system is operational but reaching the end of its useful life. The emergency generator feeds an ONAN automatic transfer switch "ATS" which further feeds to panel EE which contains a 100A main circuit breaker. This equipment is located in the main electric room. The existing automatic transfer switch and emergency panel were also installed in 1979. The panel is FPE and the transfer switch is approaching the end of its useful life. The emergency system serves emergency lights, exit lights, fire alarm system, CATV system, sound system and telephone/communication. In addition, the generator feeds the elevator sump. Lighting System Most of the lighting fixtures were replaced in 1979 with some upgrades over the years. Existing lighting fixtures in classroom, classrooms, offices and corridors are 2’ X 4’ recessed fluorescent. The fluorescent lights utilize T12 technology which is old and not energy efficient. The existing lighting fixtures in the bathrooms are incandescent. The lighting level in classrooms, corridors, and gymnasium is poor. The light fixtures in the cafeteria are surface mounted. Storage room lights are surface mounted and several are damaged. Switching control is through single toggle switches throughout the building with a few motion sensor switches. This does not meet the current energy efficiency code requirements. 2-88

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School

There are some exit discharge locations that do not have sufficient emergency egress lighting. The building lacks proper security lighting around the perimeter of the building. Some of the exterior lights have clearly been replaced as the existing fixtures that have not been replaced are old, discolored and some are damaged. Some exterior flood lights were added on the roof to shine down on walkways for security lighting. Power Outlets The power outlets located in the classrooms and offices were provided in 1979. Current power requirements require more receptacles and circuits. Because of increased requirements surface mounted conduit and receptacles have been added in offices and classrooms. Fire Alarm System The existing fire alarm system is a Simplex 4010 system. The control panel and devices were installed in 2001. The existing fire alarm control panel is located in the main office. The building is not fully sprinklered. There are a few limited area sprinkler systems with flow switches that tie back to the fire alarm system. There are pull stations at all of the exits. The entire school has audio/visual notification devices throughout. Notification is delivered through horns and strobes. The annunciator at the main entrance is a LCD type annunciator. Sound System The existing sound system console is manufactured by Rauland and is located in the main office. Booster panels are installed throughout the facility. The existing sound system main equipment was installed in 1979. The classrooms and offices have combination of surface and recessed mounted speakers and call back switches. Corridors have recessed speakers. The system is operable but near the end of its useful life. Telephone/ CATV and Intercommunications Systems The existing main telephone and CATV HUB is located in the main electrical room. The existing telecommunication main HUB is located in the existing communications room. All the existing telephone/data outlets are surface mounted. Most of the classrooms have one telephone and one data outlet, but some classrooms have one telephone and two data outlets. There are computer data repeaters installed throughout the facility in corridors surface mounted on walls. At some of these locations there are surface mounted data and power outlets and there is an excess of wiring dangling from this equipment. This is a messy installation and is prone to damage based on their location. There are telephone data closets throughout the facility. These rooms share CATV, telephone punchblocks and backboard and data racks. The rooms are filled to capacity.

Master Clock and Program Bell System There is no master clock system in this facility.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School Building Security System The school is equipped with an access control and closed caption television (CCTV) security system. The system is web based with control panels in various locations. There are card readers at each entrance and security cameras located in corridors and at exterior exits. There is a video monitoring station in the school.

Summary All of the major HVAC equipment was replaced in 1992 and 1995. The boilers, pumps and central plant equipment have a normal life expectancy of 20 to 25 years. The water-cooled heat pumps, roof top A/C units and the cooling tower have a normal life expectancy of 15 to 20 years and are at the end of their normal life expectancy. All of the heat pumps and RTU’s utilize R-22 refrigerant which has been phased out. The use of this refrigerant will no longer be allowed by 2010 and will be difficult to obtain for maintenance purposes. The make-up air unit for the kitchen has electric heat which is very expensive to operate. The unit is 30 years old and has outlived its normal life expectancy. The unit should be replaced and either gas or hot water heat should be used to reduce operation cost. The central temperature control and alarm panel should be modified to provide remote status and alarm capability at the main facility office. The existing domestic water heater has surpassed its reasonable life expectancy of 10 to 15 years and should be replaced with a more energy efficient gas fired type unit. Tempering valves should be installed on all handicapped accessible lavatories and hand sinks to provide ‘tempered’ water per ADA requirements. Recommend providing a wet type sprinkler system to the building to improve the level of ‘life safety’. The existing switchboard is functioning, however the manufacturer is no longer in business and replacement parts are not available. The switchboard also does not have space for future expansion. In the event of a complete renovation it is recommended that the switchboard and electrical service equipment be replaced. The existing distribution system is functioning, however the original base building panel manufacturer is no longer in business and replacement parts are not available. Through the years, other manufacturer’s circuit breakers have been fitted into existing panels. The panel boards also do not have many spare circuit breakers. In the event of a complete renovation it is recommended that the power distribution equipment be replaced. The building emergency generator is in working condition but is reaching the end of its useful life. The automatic transfer switch is also reaching the end of its useful life. The emergency panel is manufactured by Federal Pacific which is no longer in business, so replacement parts are not available. In the event of a complete renovation, it is recommended that a new properly sized generator and distribution equipment be installed for the entire building. The existing lighting system is old and does not meet current code requirements and lighting guidelines. It is recommended to provide new energy efficient fixtures with T8 lamps and

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School electronic ballasts. It is also recommended that exterior lighting be replaced to meet school security lighting requirements.

Hazardous Materials Assessment F&R surveyed Thomas Jefferson Elementary School to identify ACM, LBP and suspect PCB and mercury containing equipment utilizing non-destructive sampling. The following paragraphs summarize the findings: F&R observed suspect asbestos-containing metal fire doors located throughout the school. F&R observed one elevator suspected to contain asbestos-containing interior and shaft components. F&R observed water fountains throughout the school assumed to contain asbestoscontaining pipe wrap. F&R assumes that asbestos-containing pipe insulation exists behind solid walls and ceilings and within pipe chases throughout the school. F&R identified lead based paint throughout the interior and exterior. F&R observed mercury-containing thermostats throughout the school. F&R visually inspected fluorescent light fixtures throughout the school. Based on our inspection, there does not appear to be any regulated hazardous materials within these light fixtures. Asbestos-Containing Material During F&R’s non-destructive survey for ACM the following materials were sampled: spray-on fireproofing, ceiling tile, carpet mastic, vinyl covebase mastic, drywall and associated joint compound, floor tile and associated mastic, carpet mastic, wall plaster, window caulk, duct seam sealant, ceiling tile mastic and white pipe seam sealant. All of the materials sampled by F&R were determined to be non asbestos-containing. However, F&R assumed the following materials to be asbestos-containing: metal fire doors, interior elevator/elevator shaft components, water fountain pipe wrap, and pipe insulation behind solid walls and ceilings and behind pipe chases. F&R observed 23 metal fire doors throughout the school that are presumed to be asbestos-containing. The doors were observed in good condition at the time of the survey. Additionally, F&R assumed that the one elevator located within the school contains interior and shaft components that are asbestoscontaining. These materials include elevator brakes, elevator cab insulation, elevator shaft walls, and spray-on fireproofing located in the elevator shaft. The interior elevator and shaft components were inaccessible at the time of the survey. F&R observed approximately 10 water fountains throughout the school that are assumed to contain asbestos-containing pipe wrap. The pipe wrap was inaccessible at the time of our inspection. For the purposes of this study, F&R assumes that there is approximately 1,000 linear feet of asbestos-containing pipe insulation within pipe chases and behind solid walls and ceilings, although no asbestos-containing pipe insulation was observed by F&R during our investigation. As part of this study, F&R reviewed an Asbestos Management Plan for the school, prepared by 2-91

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School Professional Service Industries, Inc. (PSI) and dated May 30, 1992. The PSI report did not identify any ACM within the school. F&R recommends that all of the identified ACM be removed by a Commonwealth of Virginia licensed asbestos abatement contractor prior to impact by renovation or demolition activities; furthermore, all suspect ACM that has not been previously sampled should be analyzed for asbestos prior to impact by renovation or demolition activities. Additionally, F&R recommends that the 1992 Asbestos Management Plan be updated as the Asbestos Hazard Emergency Response Act (AHERA) requires that these plans be updated every three years. Lead Based Paint F&R conducted a LBP screening of the painted surfaces located throughout the interior and exterior of Thomas Jefferson Elementary School. LBP was identified on the following interior building components: white metal pillars located in the kitchen and blue metal door frames located throughout the school. The following exterior building components were identified as containing lead based paint: brown metal pillars throughout the exterior and a black metal overhang located at a rear building entrance adjacent to the playground. Since this was a limited LBP survey additional LBP surfaces may be present that were not tested. All painted surfaces should be assumed to contain LBP or lead-containing paint. In general, if structures are to be removed or demolished, typical demolition techniques can be used without LBP becoming an issue of concern. However, if building components containing LBP are to be stripped and repainted, precautions would need to be taken. Specifically, if these building components are to be sanded, abraded or heated to remove the LBP, workers trained in LBP removal should be contracted for the work. The “Lead: Renovation, Repair and Painting Program” rule, which will take effect in April 2010 will require that contractors involved in renovation, repair or painting activities in buildings constructed prior to 1978 in which children under the age of 6 are present take special precautions to avoid creating a lead hazard. These precautions include posting warning signs; restricting occupants from work areas; containing work areas to prevent dust and debris from spreading; conducting a thorough cleanup and verification that cleanup was effective. Should renovations that disturb LBP take place once this regulation takes effect, there will be a cost associated with renovating these building components. At this time F&R believes that the presence of LBP will have only minimal impact to the project, primarily with contractor compliance with current OSHA regulations. Mercury-Containing Equipment F&R identified 46 thermostats that contained mercury-containing switches. These thermostats were observed throughout the building. Fluorescent light tubes were also inspected for the presence of mercury. All of the fluorescent light tubes observed by F&R contained the low-mercury symbol. Under Virginia regulations, light tubes with the low mercury symbol can be disposed of as general waste provided that proper documentation can be provided by the manufacturer that these tubes do not contain regulated levels of mercury. Therefore, the fluorescent light tubes are not likely a concern at this property; however some fluorescent light tubes with regulated levels of mercury may still remain within the school.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School PCB-Containing Equipment F&R visually surveyed a representative number of light ballasts throughout Thomas Jefferson Elementary School. All of the light ballasts observed contained the “No PCB” label and therefore PCBcontaining ballasts are likely not a concern at this property, however some PCB-containing ballasts may still remain within the school. No other potential PCB-containing equipment was observed by F&R. Cost Estimates F&R has developed conceptual cost estimates for the abatement of hazardous materials associated with major and minor renovations at Thomas Jefferson Elementary School. F&R is assuming that no work is to be conducted on the roof. “Minor Renovation” Cost Estimate: Metal Fire Doors – F&R observed 23 metal fire doors throughout the school that are assumed to be asbestos-containing. F&R assumes an abatement cost of approximately $100.00 per door for a total abatement cost of $2,300. Lead Based Paint – F&R assumes that structures containing LBP can be renovated or demolished utilizing typical demolition techniques without LBP becoming an issue of concern if renovation work impacting LBP occurs before April 2010, when the “Lead: Renovation, Repair and Painting Program” takes effect. For renovation work that impacts LBP which occurs after this date, F&R assumes a cost of approximately $10,000 for special precautions that will need to be taken. The total estimated cost for the removal of the identified and suspected hazardous materials associated with a minor renovation at Thomas Jefferson Elementary School is $12,300. F&R typically adds an additional 25% contingency fee for estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated to be 15 to 25% of the abatement costs. The total estimated costs to remove the identified and suspected hazardous materials associated with a minor renovation at Thomas Jefferson Elementary School, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $19,219. “Major Renovation” Cost Estimate (Estimate also includes abatement of the hazardous materials referenced in the “minor renovation” cost estimate section): Interior Elevator and Elevator Shaft Components – There is one elevator located within the school. F&R assumed that interior components within the elevator and shaft are asbestoscontaining. These materials include elevator brakes, elevator cab insulation, elevator shaft walls, and spray-on fireproofing located in the elevator shaft. F&R assumes a cost of approximately $10,000 for abatement of these materials. Water Fountain Pipe Wrap – F&R observed approximately 10 water fountains located throughout the school assumed to contain asbestos-containing pipe wrap. F&R assumes an abatement cost of approximately $250.00 per water fountain for a total abatement cost of $2,500. Pipe Insulation – F&R assumes that approximately 1,000 linear feet of pipe insulation exists 2-93

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School within pipe chases and behind solid walls and ceilings. F&R assumes an abatement cost of approximately $25.00 per linear foot for a total abatement cost of $25,000. Mercury-Containing Thermostats – F&R observed 46 mercury-containing thermostats throughout the school. F&R assumes that removal of the thermostats will cost $100.00 each for a total removal cost of $4,600. The total estimated cost for the removal of the identified and suspected hazardous materials associated with a major renovation at Thomas Jefferson Elementary School is $54,400. F&R typically adds an additional 25% contingency fee for estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated to be 15 to 25% of the abatement costs. The total estimated costs to remove the identified and suspected hazardous materials associated with a major renovation at Thomas Jefferson Elementary School, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $85,000.

Technology Assessment Eperitus surveyed Thomas Jefferson Elementary School to determine instructional technology capabilities and network resources. The following observations were made: The school has developed a broadcast studio at the TLC. The technology support office/area is located in a mobile classroom unit. Classrooms use voice enhancement systems (manufacturer: FrontRow Digital), as does the other elementary school. Similar to that school, the sound systems are not connected to teacher computers. Some classrooms do not have the FrontRow sound systems. In those areas, self-contained powered single-speaker units are used. This appears to be the only school using Macintosh computers in addition to PC-based machines. (All of the other schools use PC computers running Microsoft Windows.) These Macintosh computers are being phased out, but are being used to the end of their service life. Laptops and carts are being used in this school. Apple brand wireless access points continue to be used in this school to support the student laptops. These access points are not capable of being centrally managed as are current state of the technology installations used in other school divisions. The service life of these units is coming to an end due to their age and that new laptops are capable of communicating at much higher speeds and bandwidths than these devices can support. There is a mix of access point types and brands being used in the school. Some Cisco access points were observed in addition to the Apple “mushrooms”. The Cisco access points are not being fed electricity via the network (PoE – power over Ethernet), which means transformers are being connected to electrical outlets above ceiling tiles. This is not an acceptable practice. Also, these units are intended to mount against a wall so that the antennae are positioned properly to reach the users in the room. 2-94

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School The mix of wireless access point types and inconsistent mounting practices do not produce a solid or manageable wireless network environment. As has been mentioned, a centrally managed wireless network environment is considered a standard for current school construction projects. Some of the servers are Apple machines running a non-Microsoft Windows operating system. The network cabling is a mixture of category 5 and 5e and it has been augmented over an undetermined period of time. Overall, this school has network cabling infrastructure that is very much at risk due to disorganization and non-standard installation practices. An LCD projector retrofit program was underway for the classrooms. Generally, better practices installation practices, mounting hardware, and connections are being used in these installations compared to elsewhere in the school division. There is still a risk of vibrating projectors and images given these retro installations. In general, two computers are available for student use in each classroom. As with a number of other data locations in the school division, there are issues with data/network spaces relative to temperature and dust/lint control. In some situations box fans were seen in these areas. These might help the comfort of the technician, but they only make the dust situation worse and do not provide any cooling or heat exhaust unless there is an opening for the air to circulate through.

Findings and Recommendations Site Much of the unbuilt site is in a flood plain and is not usable, but the parcel is in a good location within the City. This is the only school located within the City boundaries, and as such its location is valuable to the residents of Falls Church. Capacity and Operational Maximum Capacity – 490 (as-is). Forecasted 2-4 will be 454 (2018) to 600 (2028) students. Shortfall = 110 or approximately 6 classrooms (24:1), plus the associated supporting core areas. Jefferson Elementary currently operates on an average PTR at the desired 22:1 ratio if second grade and 24:1 in grades 3 and 4, and thus just below capacity. The facility has had multiple additions over the years and, although each area has its positives, the flow in the facility is made difficult by multiple levels. Lower level (first floor) is a maze – very little direct line of site – may be considered a safety issue. Main entry not conducive to parking area; entry not very friendly feeling. Very active community use, hard on the facility. Began PYP this year for IB – program requirements may determine the need for more flexible space. A lot of programs and services are provided to students on this site (in trailers and in various places throughout the building). Extras - Before and after care has been provided with good storage. A science lab is a nice amenity for an elementary school. 2-95

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School There is little space for teacher use, and limited space to conference or discuss students and curriculum. Office space is extremely limited, although main office addition/renovation is nicely laid out. The trailer complex outside has been there for over a decade – it is a maze with security concerns. Architectural Accessibility issues - main public entry not accessible, interior accessibility not convenient Existing Building is a conglomeration of various aesthetic elements do to assorted additions Too many modular structures are being utilized on site Existing facility has many differing levels to access efficiently No onsite parking for visitors visiting the public entry Lighting quality needs upgrading- general and task oriented Mechanical, Electrical, Plumbing, and Life Safety All of the major HVAC equipment was replaced in 1992 and 1995. The boilers, pumps and central plant equipment have a normal life expectancy of 20 to 25 years. The water-cooled heat pumps, roof top A/C units and the cooling tower have a normal life expectancy of 15 to 20 years and are at the end of their normal life expectancy. All of the heat pumps and RTU’s utilize R-22 refrigerant which has been phased out. The use of this refrigerant will no longer be allowed by 2010 and will be difficult to obtain for maintenance purposes. The make-up air unit for the kitchen has electric heat which is very expensive to operate. The unit is 30 years old and has outlived its normal life expectancy. The unit should be replaced and either gas or hot water heat should be used to reduce operation cost. The central temperature control and alarm panel should be modified to provide remote status and alarm capability at the main facility office. The existing domestic water heater has surpassed its reasonable life expectancy of 10 to 15 years and should be replaced with a more energy efficient gas fired type unit. Tempering valves should be installed on all handicapped accessible lavatories and hand sinks to provide ‘tempered’ water per ADA requirements. Recommend providing a wet type sprinkler system to the building to improve the level of ‘life safety’. The existing switchboard is functioning, however the manufacturer is no longer in business and replacement parts are not available. The switchboard also does not have space for future expansion. In the event of a complete renovation it is recommended that the switchboard and electrical service equipment be replaced. The existing distribution system is functioning; however, the original base building panels manufacturer is no longer in business and replacement parts are not available. Through the years, other manufacturer’s circuit breakers have been fitted into existing panels. The panel boards also do not have many spare circuit breakers. In the event of a complete renovation it is recommended that the power distribution equipment be replaced.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Thomas Jefferson Elementary School The building emergency generator is in working condition but is reaching the end of its useful life. The automatic transfer switch is also reaching the end of its useful life. The emergency panel is manufactured by Federal Pacific which is no longer in business, so replacement parts are not available. In the event of a complete renovation, it is recommended that a new properly sized generator and distribution equipment be installed for the entire building. The existing lighting system is old and does not meet current code requirements and lighting guidelines. It is recommended to provide new energy efficient fixtures with T8 lamps and electronic ballasts. It is also recommended that exterior lighting be replaced to meet school security lighting requirements. Hazardous Materials “Minor Renovation” Abatement Cost: $19,219 “Major Renovation” Abatement Cost: $85,000 Technology The Thomas Jefferson Elementary School provides consistent instructional technology resources at different grade levels. The additions of new technologies and their required connections to the network are not being installed in a manner that is consistent with the original installation – this situation needs to be rectified before the infrastructure becomes even more piecemealed and undocumented. Some trip and snag hazards exist that need to be rectified to prevent human or equipment damage through accidents. Summary This school is located on a parcel that is centrally located within the city, and which offers valuable green space due to a part of the site being wetlands, but which does not lend itself to expansion. The facility is currently being over utilized for both school and community purposes, and is experiencing significant wear as a result. While this facility is solid, renovations and updates are necessary to ensure that it can continue to serve through the 20-year planning period. The capacity of the program at this school is smaller than any of the desired components of the master plan, making its long-term school usefulness questionable.

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations –Gage House

Gage House Site Description This facility is located inside Cherry Hill Park, near the site of City Hall. The structure is located inside the park and is City-owned, and has historical significance. Vehicular access is via the park, with limited visitor parking adjacent to the Gage House.

Zoning Requirements To be completed at a later date.

Site Utilities To be completed at a later date.

Environmental Assessment To be completed at a later date.

Architectural Assessment Gage House is a wood structure two stories in height above ground with a stone wall basement area below with pitched green standing seam metal roofs. Individual residential windows and doorways are the typical opening elements. A covered porch with monumental stairs faces Great Falls Street to the northeast, and an additional entry is on the opposite side of the building and incorporates an accessible ramp system from the adjacent parking spaces continuing up to the door. An outdoor egress escape system is mounted adjacent the door from the upper balcony on this level as (facing southwest) a means of egress for upstairs occupants. The current façade treatment is vinyl siding with painted wood trim. The current paint coating is still in good shape in most areas Site Access The accessible entry faces the small adjacent parking area. There is an opportunity for one to come up the meandering walkway from the street side, at which point you arrive at the front porch and monumental stairs. An accessible sign directs you to the other entry, but there are no paths around the building that would allow you to access the ramp and door. Layout The rooms are arranged around a central fireplace area on the first level, and a small connecting corridor from front to back on the second level. The interior is arranged around a continuous corridor from front to back with an adjacent stair that leads to the basement and second level. A small kitchen area and pantry are off this corridor, as well as existing unisex toilet rooms that have been modified for accessibility reasons. Lighting

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Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Gage House The existing lighting is of a residential nature and as such does not provide what would be considered good light quality for educational tasks. Acoustics Because of the size of the rooms in the facility, larger groups tend to have a higher sound level in the facility. Acoustical attenuation is recommended to offset this increased sound level. Finishes The typical interior finishes consist of hardwood flooring and carpet, solid plaster walls with wood lath and similar ceilings all painted in neutral tones. Some acoustical tile ceilings have been installed in areas where HVAC systems have had modifications made to them. Dark woodwork door and frame accents are apparent in all rooms. As a structure on the historic register, enhancements to the facility would need to be coordinated from a historically correct standpoint.

Mechanical, Plumbing, Electrical and Life Safety Assessment To be completed at a later date.

Hazardous Materials Assessment F&R surveyed the property to identify ACM, LBP and suspect PCB and mercury containing equipment utilizing non-destructive sampling. The following paragraphs summarize their findings: F&R identified asbestos-containing vibration dampers in the basement and attic. F&R identified asbestos-containing pipe insulation debris in the basement. F&R identified an asbestos-containing membrane on the 2nd floor balcony. F&R identified lead based paint on various wooden building components throughout the interior and exterior of the structure. F&R observed mercury-containing thermostats in the 1st and 2nd floor hallways. F&R visually inspected the fluorescent light fixtures in the basement. Based on our inspection, there does not appear to be any regulated hazardous materials within these light fixtures. Asbestos-Containing Material During F&R’s non-destructive survey for ACM the following materials were sampled: linoleum flooring, ceiling tiles, attic insulation, siding and roofing felt, drywall and associated joint compound, window glazing, wall plaster, vibration dampers, pipe insulation and a balcony membrane. The following materials were determined to be asbestos-containing: vibration dampers, pipe insulation and balcony membrane. F&R identified three asbestos-containing vibration dampers in the basement and attic. This material was observed in fair condition at the time of the survey. Asbestos-containing pipe insulation debris was identified in the basement. The entirety of the material observed by F&R was submitted to the laboratory for analysis. Although F&R did not observe additional pipe insulation at the property, for the 2-100

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations –Gage House purposes of this feasibility study it should be assumed that approximately 250 linear feet of this material exists behind solid walls and ceilings and within pipe chases. Approximately 150 square feet of an asbestos-containing balcony membrane was observed on the 2nd floor balcony. This material was observed in poor condition at the time of the survey. F&R recommends that all of the identified ACM be removed by a Commonwealth of Virginia licensed asbestos abatement contractor prior to impact by renovation or demolition activities. Furthermore, all suspect ACM that has not been previously sampled should be analyzed for asbestos prior to impact by renovation or demolition activities. Additionally, the Asbestos Hazard Emergency Response Act (AHERA) requires that all schools built prior to 1989 have an Asbestos Management Plan prepared and updated every three years to manage any ACM/ACBM located within the facility. F&R is not aware of an existing Asbestos Management Plan for the Gage House, and therefore recommends that one be prepared and implemented for the facility. Lead Based Paint F&R conducted a lead based paint screening of the painted surfaces within the Gage House. Lead based paint was identified on the following building components: white wood ceilings and walls located on the 2nd floor, white wood porch columns and roof on the rear porch, green wood lattice-work located on the exterior, white wood door frame located on the 2nd floor balcony, grey wood door and door frame located at the attic entrance and grey wood stair stringers and risers located in the stairwell. Since this was a limited LBP survey additional LBP surfaces may be present that were not tested. All painted surfaces should be assumed to contain LBP or lead-containing paint. In general, if structures are to be renovated or demolished, typical demolition techniques can be used without lead based paint becoming an issue of concern. However, if building components containing lead-based paint are to be stripped and repainted, precautions would need to be taken. Specifically, if these building components are to be sanded, abraded or heated to remove the lead-based paint, workers trained in lead-based paint removal should be contracted for the work. The “Lead: Renovation, Repair and Painting Program” rule, which will take effect in April 2010 will require that contractors involved in renovation, repair or painting activities in which children under the age of 6 are present take special precautions to avoid creating a lead hazard. These precautions include posting warning signs; restricting occupants from work areas; containing work areas to prevent dust and debris from spreading; conducting a thorough cleanup and verification that cleanup was effective. Should renovations activities that disturb LBP take place once this regulation takes effect, there will be a cost associated with renovating building components that contain LBP. At this time F&R believes that the presence of LBP will have only a minimal impact to the project, primarily with contractor compliance with current OSHA regulations. Mercury-Containing Equipment F&R identified two thermostats that contained mercury-containing switches. These thermostats were observed on the 1st and 2nd floor hallways. Fluorescent light tubes were also inspected for the presence of mercury. All of the fluorescent light tubes observed by F&R contained the low-mercury symbol. Under Virginia regulations, light tubes with the low mercury symbol can be disposed of as general waste provided that proper documentation can be provided by the manufacturer that these tubes do not 2-101

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations – Gage House contain regulated levels of mercury. Therefore, the fluorescent light tubes are not likely a concern at this property; however some fluorescent light tubes with regulated levels of mercury may still remain within the facility. PCB-Containing Equipment F&R visually surveyed the fluorescent light ballasts within the Gage House for the presence of the “No PCB” label. All of the ballasts observed by F&R contained the “No PCB” label and therefore PCBcontaining ballasts are not a concern at this property. No other potential PCB-containing equipment was observed by F&R. Cost Estimates F&R has developed conceptual cost estimates for the abatement of hazardous materials associated with major and minor renovations at the Gage House. F&R is assuming that no work is to be conducted on the roof. “Minor Renovation” Cost Estimate Balcony Membrane – Approximately 150 square feet of an asbestos-containing membrane was observed on the 2nd floor balcony. F&R assumes a cost of $15.00 per square foot for abatement of the membrane for a total abatement cost of $2,250. Lead Based Paint – F&R assumes that structures containing lead-based paint can be renovated or demolished utilizing typical demolition techniques without lead based paint becoming an issue of concern if renovation work impacting LBP occurs before April 2010, when the “Lead. Renovation, Repair and Painting Program” takes effect. For renovation work that impacts LBP which occurs after this date, F&R assumes a cost of approximately $5,000 for special precautions that will need to be taken. The total estimated cost for the removal of the identified hazardous materials associated with a minor renovation at the Gage House is $7,250. F&R typically adds an additional 25% contingency fee for estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated at 15 to 25% of the abatement costs. The total estimated costs to remove the identified hazardous materials associated with a minor renovation at the Gage House, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $11,328. “Major Renovation” Cost Estimate (Estimate also includes abatement of the hazardous materials referenced in the “minor renovation” cost estimate section) Vibration Dampers – Three asbestos-containing vibration dampers were observed in the basement and attic. F&R assumes an abatement cost of approximately $250.00 per vibration damper for a total abatement cost of $750. Pipe Insulation – For the purposes of this feasibility study, F&R assumes that approximately 250 linear feet of asbestos-containing pipe insulation is located behind solid walls and ceilings and within pipe chases. F&R assumes an abatement cost of $25.00 per linear foot for a total abatement cost of $6,250. Mercury-Containing Thermostats – F&R observed two mercury-containing thermostats which were located on the 1st and 2nd floor hallways. F&R assumes that removal of the 2-102

Falls Church City Public Schools Facility Master Plan 2-3 - Facility Evaluations –Gage House thermostats will cost a total of $1,000. The total estimated cost for the removal of the identified hazardous materials associated with a major renovation at the Gage House is $15,250. F&R typically adds an additional 25% contingency fee for estimates such as these. Other costs typically associated with the abatement of these materials would include abatement design, project management, and oversight/monitoring of the work which are generally estimated at 15 to 25% of the abatement costs. The total estimated costs to remove the identified hazardous materials associated with a major renovation at the Gage House, including the 25% contingency fee and design, project management and oversight/monitoring fees ranges up to $23,828.

Findings and Recommendations Site This house is a City-owned facility on city site within the Cherry Hill Park. Limited parking on site. Capacity and Operational Program Capacity is limited by facility size and fire code. There is greater demand than capacity permits. Architectural City historical structure. Any changes require review by Historical Advisory Review Board. Mechanical, Electrical, Plumbing, and Life Safety Systems are old and constrained by inability to renovate without review. Hazardous Materials “Minor Renovation” Abatement Cost: $11,328 “Major Renovation” Abatement Cost: $23,828 Technology To be completed at a later date. Summary This facility has worked well as the home of the alternative program for at-risk youth; however, the demand for this program has exceeded the capacity at this facility. Summer use for camp and other competing demands for this facility limit its use year-round as a school. Since this is a historical structure located within the boundaries of a park, with multiple recreational uses, the practicality of renovating to custom-tailor this house to serve as a full-time alternative school is debatable. Long-term master plan options will explore moving this program to a larger program space on another site.

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Chapter 3

Falls Church City Public Schools Facility Master Plan 3-1 – Educational Specifications

3-1 Purpose of a Division-Wide Educational Specification The National School Boards Association defines the purpose of educational specifications as “to define the programmatic, functional, spatial, and environmental requirements of the educational facility, whether new or remodeled, in written and graphic form for review, clarification, and agreement as to scope of work and design requirements for the architect, engineer, and other professionals working on the building design.” An educational specification should not be confused with a design specification, which is the document developed by an architect to communicate to the contractor regarding building materials, major systems and design details. The purpose of this document is to provide a framework for site-specific educational facility specifications and design for Falls Church City Public Schools (FCCPS). The goal of establishing a division-wide specification is to maintain equity and parity among educational facilities. As each facility is developed, it will be important to work with faculty, staff and community at each site to allow for site-specific needs. This division-wide specification takes into consideration current programs and services and guidelines based on Falls Church City Public Schools policy and practices and current Virginia Department of Education program space guidelines. It should be used as a guide for planning, designing and evaluating school facilities. It should also be used in helping understand future renovations, additions, and new construction as needed. It should be noted, however, that unlike other states, Virginia does not currently have state-wide educational facility specifications. The state’s guidelines are used only as recommended minimum standards. Therefore facility size “averages” vary greatly from year to year based on the number of projects that went under construction and the particular needs of each locality. For example, in many years there are only two or three new high schools put under construction. One may be for 800 students and may provide many community amenities, while another is a repeat prototype for 2,400 students in a fast-growing district, with few community resources. The process used to create districtwide specifications in other states often has a basis in state-wide standards, thus it is easy to determine what a “community-based standard” actually is.

3-2 The Division-Wide Educational Specification Development Process An educational specification is an important communication tool. It conveys the values of the school division as they relate to the places where children learn within the community. It is through the process of developing educational specifications that the range of issues, alternatives, and all implications of decisions (economic and otherwise) are thoroughly explored and value decisions are

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Falls Church City Public Schools Facility Master Plan 3-2 - Educational Specifications – Development Process made. The written document rarely conveys the magnitude of the importance of these discussions throughout the specification work sessions. Defining the Programmatic Requirements The most important component of this analysis is the review of all existing instructional PK-12 programs, including preschool, special education, career and technical education, and alternative education, then looking at future programs and initiatives desired. The programmatic review used in compiling the information and preparing this document included: Review of existing documents and school division web site information Interviews with administrative and lead instructional staff Tours of all Falls Church facilities Data from the Virginia Department of Education Four work sessions with a community-based “Design Committee” Educational specification development with various Virginia school divisions Review and revision of programs with school principals, Steering Committee, Superintendent and Assistant Superintendent of Curriculum & Instruction. Defining the Spatial Requirements The projected enrollment of the entire building and the maximum capacity needed for each space are important in defining spatial requirements. Program area specifications define how many and what kinds of spaces are needed to deliver the educational program. This is very different in elementary than in middle and high school. For the purpose of creating an order of magnitude of size for master planning purposes, each functional space is assigned an example square footage allocation, allowing the total building square footage to be determined. These spatial examples are based on the draft version of the 2007 Virginia Department of Education minimum space guidelines, and have been adjusted based on the desired educational practices of Falls Church. Obviously, programmatic needs and value decisions for each facility are required to insure both educationally and fiscally responsible decisions are made regarding future facilities. Initial site specific discussions with principals and high school Curriculum Instruction Resource Teachers (CIRTS) regarding each space size and adjacencies related to classroom/instructional functions, instructional support functions, building circulation, site activities/functions and site circulation were held. Once the master plan is finalized, a specific capital improvement plan is prioritized, and projects are initiated, further detail and refinement should take place. The many value judgments made that reflect the specific needs of education should be documented and communicated at that time.

Defining the Environmental Requirements Describing in detail the “environment for learning” is very important, as many special features have specific cost implications. Special features that should be incorporated such as issues of safety, security, sustainable design, acoustics, lighting, use of color should be identified. New and planned applications of instructional technology should be described program by program and in terms of building-wide plans. Many of these have initial cost implications that, again, are value decisions relating to the specific location. 3-2

Falls Church City Public Schools Facility Master Plan 3-2 – Educational Specifications – Development Process

Defining the FCCPS Environment for Learning Falls Church City Public Schools enjoys the reputation of being a “premier small school system” in the nation. FCCPS serves a cosmopolitan student PK-12 population of about 1900 students including some tuition students who live in communities outside the City of Falls Church. Beginning with early education and continuing through adult education, FCCPS offers instructional programs that meet the needs of all students. The district currently operates one primary elementary school (PK-1), one upper elementary school (grades 2-4), one middle school (grades 5-7), one comprehensive high school (grades 8-12), and one alternative education program at the Gage House building. Mission and Values (cited from the Falls Church City Public Schools website) “The Falls Church City Public Schools, in partnership with our families and community, educates and challenges every student to succeed and become a responsible and contributing member of the global community. We value our students and believe that: decisions of the Falls Church City Public Schools must be based on the needs of students; students learn best in a secure environment that includes a rigorous and challenging curriculum and a climate of high expectations and academic excellence; measurable and achievable student goals must guide teaching and learning; and schools that value diversity and promote lifelong learning and responsible citizenship provide students with the foundation for success in a global community. We value our staff and believe that: a highly skilled, experienced and dedicated staff is key to effective learning; and collegiality, collaboration and teamwork are essential. We value our independent public education system and believe that: small classes and small schools are the foundation for academic excellence; data must be used for continuous improvement in teaching and learning; and the necessary resources must be provided to support student achievement. We value our partnership with the community and believe that: our schools must be responsive and accountable to the community; and community involvement strengthens our schools. “

Specifications to Support the Goals of the Facility Master Plan The overall goals of the 2008/2009 Facility Master Plan as stated in Chapter 1 are: Develop a 20-year, phased strategy for maintaining and improving school facilities

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Falls Church City Public Schools Facility Master Plan 3-2 - Educational Specifications – Development Process Ensure that future school facilities will keep pace with anticipated growth, educational goals, and the priorities of the City of Falls Church. Identify opportunities for improvements in infrastructure, in organization, and in teaching by examining the relationships between technology, academics, and school design. Innovate where possible to create facilities that are environmentally sensitive, technologically capable, and that offer a cutting edge learning environment. Facilitate cooperation between the Falls Church City Public Schools and other community groups, to provide infrastructure that can meet multiple needs, as appropriate. The following section defines student, staff, division, community, and division-wide goals and objectives which support and clarify crucial steps to achieving those goals. Student Goals Goal 1: The Falls Church City Public Schools will educate, challenge and support every student to succeed and become a responsible and contributing member of the global community. Objective 1.1: To develop strategies that will prepare FCCPS students to be citizens of the global society. Goal 2: The Falls Church City Public Schools will sustain a culture that values diversity and promotes positive and constructive student behavior. Goal 3: The Falls Church City Public Schools will provide a well rounded education that includes extra and co-curricular activities and sports. Objective 3.1: To offer a variety of developmentally appropriate extra and co-curricular activities. Objective 3.2: To provide an athletic program that offers diverse, high quality experiences in athletic skill building, healthy behaviors, competition, sportsmanship and citizenship.

Staff Goals Goal 1: The Falls Church City Public Schools will attract, retain and develop a highly skilled, experienced and dedicated teaching, administrative and support staff in a culture of continuous growth. Goal 2: The Falls Church City Public Schools will create and sustain a culture characterized by teamwork, collegiality and collaborative decision making. Objective 2.1: To define and communicate expectations for teamwork, collegiality and collaborative decision making. Objective 2.2: To develop an action plan that includes training and other resources to address these expectations. 3-4

Falls Church City Public Schools Facility Master Plan 3-2 – Educational Specifications – Development Process Goal 3: The Falls Church City Public Schools expects administrators to provide effective leadership and management. Objective 3.1: To manage carefully the resources provided. Objective 3.2: To provide protected time for teachers to collaborate, plan and deliver instruction. Environmental Goals Goal 1: The Falls Church City Public School buildings will be safe, healthy and comfortable environments for students, staff and the community. Objective 1.1: To ensure that FCCPS facilities and grounds are well maintained. Objective 1.2: To ensure that FCCPS facilities and grounds are kept up to date through the systems replacement, renewal and modernization schedule. Objective 1.3: To pursue future planning that addresses ongoing building use, community use and future construction. Objective 1.4: To provide a comprehensive environmental assessment in all FCCPS buildings on an annual basis. Goal 2: The Falls Church City Public Schools will be prepared to respond to emergency situations. Objective 2.1: To ensure that all FCCPS facilities are secure. Objective 2.2: To develop and practice plans that address emergency and crisis situations

3-5

Falls Church City Public Schools Facility Master Plan 3-2 - Educational Specifications – Development Process Community Goals Goal 1: The Falls Church City Public Schools will actively involve families as partners in their child(ren)’s education. Goal 2: The Falls Church City Public Schools will actively involve the Falls Church community as a partner in the education of the city’s children. Objective 2.1: To develop and cultivate relationships and partnerships to benefit the schools and community. Division-Wide Goals Goal 1: The Falls Church City Public Schools will design and deliver programs that address wellness and foster resiliency. Goal 2: The Falls Church City School Board will be a responsible steward of the community’s resources and an advocate for the FCCPS mission. Goal 3: The Falls Church City Public Schools will ensure that the division operates efficiently and effectively. Objective 3.1: To use technology as an integral tool in data management, instruction and communication. The Design Committee was created to provide input for the Division-Wide Education Specification, outlining the characteristics of teaching and learning in Falls Church City as they relate to the overall mission and goals of the school division, and creating a vision for future educational facilities from the perspective of the community as a whole. The purpose of the document is to clearly articulate the assumptions and beliefs of the educational process and how they affect the design of any new or renovated facility. The committee also makes recommendations to the Steering Committee regarding educational and architectural programming of spaces. The Design Committee met four times during the planning process, with each session focusing on a specific area of creating the environment for learning: Instruction & Issues of 21st Century Learning; Technology’s Role in Teaching and Learning; School & Community Connection; and Organization & Relationship of Space to the Teaching & Learning Process in Falls Church, which culminated in the creation of the Educational Principles and Design Implications at the elementary, middle and high school levels during the fourth meeting. Meeting Work Summaries and the culminating Planning Documents can be found in Appendix D and E.

3-6

Falls Church City Public Schools Facility Master Plan 3-3 - Educational Specifications – Outcomes of Design Committee 3-3 Major Outcomes of Design Committee Process (Planning Documents – Appendix E) The Planning Document is divided into sections for elementary, middle and high school concerns. Within each section are four areas (based on division goals and level needs) with examples of design implications based on the needs at that level. An overall summary of these areas includes: Educating, challenging and supporting student success o Flexibility in layout without interference o Places for project work and student display o Variety of size in learning spaces o Independent learning areas as well as small and whole group o Technology integration Attracting, retaining and developing highly skilled staff o Professional space for all adults o Technology integration o Teachers in center of students o Variety of meeting spaces o Areas for collaboration Creating and maintaining safe, healthy and comfortable environments o Bright, positive, beautiful, inspiring spaces – lots of natural light o Expansion possibilities o LEED initiatives o Appropriate scale o Accessibility to all locations – removal of any barriers Actively involving the community as partners in education o Inviting to community, welcoming upon entry o Meets needs and interests of variety of groups that use facility o Safe and secure – good signage o Child friendly o Parent work areas

Transitioning From Division-Wide to Site-Specific Programming The goal of establishing this division-wide specification is to maintain equity and parity among educational facilities and to outline the Falls Church vision for educational delivery through appropriate facilities for the 21st Century. The division-wide educational specification is a comprehensive description of the educational programs offered in the Falls Church City Schools at the elementary, middle, and high school levels. It also describes the educational philosophy and assumptions within which these program are offered. Examples of the type, number, size, and functionality of the space required to support these programs are provided in the division-wide educational specification as a framework for sitespecific educational facility specifications and design for FCCPS. The size of spaces in the space delineation examples are based on State Guidelines (as of March, 2007) and/or on recommendations from FCCPS staff.

3-7

Falls Church City Public Schools Facility Master Plan 3-3 - Educational Specifications – Outcomes of Design Committee The educational specification for any individual new school or school renovation project will be based upon the division-wide educational specification, but will be “customized” to that particular project at the time construction is ready to begin. Once these decisions are made then the project specific educational specification will be developed to inform the architectural design of the school. Project-specific decisions (to include, but not limited to): 1. The grade level configuration and the student capacity 2. The programs that are or will be offered in the school and the size and space implications of each, particularly programs for special needs students 3. Specialty programs and space needs 4. Other “community based” services/programs and/or space requirements unique to that particular school 5. Site requirements – playfields, parking, etc. The worksheets included in the Appendix C provide a focus to the site-specific programming process. These worksheets can be used along with the Space Delineation Examples in the Division-Wide Educational Specification to determine the base site-specific educational program & space needs requirements prior to the development of architectural specifications. An area for notes and explanation of rationale for space or space size is included.

3-8

Chapter 4

Falls Church City Public Schools Facility Master Plan 4-1 – Overview of Space Programming

4-1 Overview of Space Programming The goal of a master plan is to provide a phased long-range plan to address the facility needs required to properly support the school division for the future. The master planning process looks at a variety of inter-related data at a snapshot in time, and attempts to project how that data will influence future needs. This data includes student enrollment, facility utilization, educational priorities and goals, and state space ‘guidelines’ compared to local need for instructional and support delivery. The ultimate goal of space programming for a master plan is to determine the approximate size building that will accommodate the student population and instructional delivery methodology of the future. The program can be used as a baseline whether building new or developing an addition/renovation, and is intended to be adjusted for either purpose. It is important to note that the resulting space program is not intended to be the final architectural program that is used when a building program begins, but as a starting point for further discussion and refinement by community of user groups. It is at that point that the details will be influenced by the committee and the designer.

Space Requirements for Use in the Master Planning Process The following space requirements for current programs and practices were developed as the result of: Tours of the Existing Facilities Enrollment Projection Analysis – Resulting in a Master Plan for 200 Students/Grade Level Existing Utilization Practices and Program Capacity Analysis Design Committee Meetings (previous sections) Steering Committee Input Principal Review and Input at Each Level CIRT Input at the High School Level Division Superintendent/Asst. Superintendent of Curriculum & Instruction review The space programs are based on Virginia DOE DRAFT 3/2007 and BICSI 2003 recommendations, and modified as necessary to comply with the Educational Principles and Design Implications (Appendix E) as well as anticipated needs based on current practices. These programs serve as the basis for developing master plan options.

4-1

Falls Church City Public Schools Facility Master Plan 4-2 – Space Requirements - Elementary

4-2 Space Requirements - Elementary Suggested Square Foot Guidelines for Elementary Schools (based on Virginia DOE DRAFT 3/2007 & BICSI 2003 Recommendations) Classroom Areas:

Core Areas:

Unique Areas:

Pre K and Kindergarten First Second through Fifth Student Resource (ESL, Other) Media Center Reading Room Dining Room Kitchen Computer Lab Level 1 Special Ed Services Level 2 Special Ed Services Music Art Gym (Multi-purpose) Technology

Other: For schools over 600:

Team Planning Grade Level Planning Parent/PTA Resource Park & Recreation Office Remedial Resource Room

4-2

975 SF + 50 SF Toilet (1,025 SF) 975 SF + 50 SF Toilet (1,025 SF) 800 SF 500 SF 750 + 2x capacity + 570-600 SF office, etc. 1/3 pupils x 12 + 400 SF table storage/1700 SF storage 1000 + 1 x capacity + 80 SF office 800 SF 400 SF 750 SF + 50 SF Toilet 800 SF 1000 SF 1200 SF 3150 SF – min floor + 2000 – 3000 SF (office w/toilet, storage) 500 SF MDF / Tech Office 80 SF IDF per every 20,000 SF 300 SF for schools under 600 / 400 SF 1800 SF 2100 SF 250 SF w/toilet 400 SF

Falls Church City Public Schools Facility Master Plan 4-2 – Space Requirements - Elementary

Elementary Level Space Needs – Based on Current Grade Level Configuration of PK-1 and 2-4 Desired Grade Configuration: Desired School Size: Desired Student/Teacher Ratio:

TBD TBD PK - 15:1; K-2 - 22:1; 3-4 – 24:1

A baseline architectural program was developed for the master plan using the current grade level configuration divisions (PK-1) and (2-4). This base program can be found in Appendix F. As master plan options were reviewed, this base program can be adjusted for grade level groupings accordingly. Elementary Space Program Highlights – based on FCCPS instructional delivery Classrooms for 160 students/grade level at K-2 (PTR 22:1); 170 students/grade level at 3-5 (PTR 24:1) with future expansion capabilities to 200 students/grade level Core areas (gym, dining, media center) sized for 200 students/grade level All classrooms include additional SF for in-class storage and small group learning Pre-K through Grade 2 classrooms include toilets Science classroom for upper elementary OT/PT classrooms Self contained SE classrooms are sized as regular classrooms Music includes addition SF for instrument storage for upper elementary Learning labs (technology) provided at regular classroom size if needed in the future for content area lab such as science A number of additional small classrooms for flexibility with small group or pull out scenarios Family literacy classroom for students and a parent resource/learning center Conference/team spaces for professional needs Ample office spaces for administrative needs, including guidance Performance space in cafeteria Teacher dining with kitchenette Separate daycare classroom(s) with storage

4-3

Falls Church City Public Schools Facility Master Plan 4-2 – Space Requirements - Elementary

Figure 4-1 FCCPS Comparison of Space Program to State DOE Guidelines Space GENERAL CLASSROOMS Pre-K (PTR 15:1) – Grade 1 (PTR 22:1) Grade 2 (PTR 22:1) Grades 3-4 (PTR 24:1) Science Special Needs Self Contained Special Needs Resource CORE AREAS (1,6,10) - 200/g.l. Media Center Dining Gymnasium Auditorium OTHER INSTRUCTIONAL (9) Learning (computer) Lab Music/Choral Band Art FCCPS SPECIFIC Family Literacy Program OT/PT Extended Day Care IB-PYP Professional collaboration

DOE Guidelines

FCCPS MP Program

975 + 50 (toilet) 800 800 n/a 750 + 50 (toilet) 400

975 + 50 + 30 (2,8) 800 + 50 + 30 (2,8) 800 + 30 (2,8) 950 (9,12) 750 + 50 400 – 500 (2,11)

750 + 2x capacity +570 1/3 x capacity x 12 3150 + 2000 storage n/a

750 + 2x capacity +570 ½ x capacity x 12 6000 Performance space

800 1000 n/a 1200

Classroom sized (1,9,13) 1000 Addt’l storage (9) 1200

n/a n/a n/a n/a n/a

classroom + parent resource rm 500 classroom + storage learning lab/resource Tchr dining & workrooms

Program Areas Related to Increase in Facility Size Noted in Figure 4-1 in ( ) 1. Anticipated increase in student populations – core areas sized larger 2. Right-sizing classrooms for current guidelines and practices and storage needs 3. Extended Day Care Program (see below) 4. Teacher resource and student resource needs 5. Additional administration functions 6. Additional community use/needs 7. Family Literacy program 8. Flexibility for student grouping

9.

10. 11. 12. 13. 14.

4-4

Appropriate sized classrooms for art, music, PE/performance, PYP IB curriculum – not in current designs Appropriate sized dining facility for future capacity Increase in students with ESOL and other special needs Elementary science lab Increased space for technology Increased mechanical/electrical space needed

Falls Church City Public Schools Facility Master Plan 4-2 – Space Requirements - Elementary Extended Day Care Program – School Year The Falls Church City Public Schools day care program includes the Extended Day Care Program at Mt. Daniel and Thomas Jefferson elementary schools and the After School Activities Program (ASAP) at Mary Ellen Henderson Middle and is available to provide parents an alternate, safe, supervised, enriching environment for school-age children during hours when parents are unable to provide such an environment for a variety of reasons. Families enroll for after school full time day care, after school part time day care and/or before school full time day care. FCCPS School Board Policy 5.36 (adopted 7/1/08) states “Under the auspices of the Office of the Assistant Superintendent of Finance and Operations, the School Board approves the use of school buildings for an Extended Day Care Program outside of regular school hours during the public school year. The program is available to all school age students (grades K-7) who reside in the City of Falls Church or who are enrolled in a public or private school in the City of Falls Church. The Superintendent, in consultation with the Extended Day Care Advisory Board, will issue a regulation which defines eligibility priorities and adopts administrative procedures for the program.” It further states: “The School Board will provide facilities to house the Extended Day Care Program, custodial services, and such equipment as may be shared without affecting adversely the educational programs in the schools. Use of all facilities and equipment is subject to approval of the Superintendent or designee.” Current Capacity and Space Comparison to Master Plan Space Program Elementary School Figure 4-2 Current Model Facility Mount Daniel T Jefferson

Grades PK - 1 2-4

Program Capacity (Student Seats) Current Projected Shortfall 275 490

430 525

155 (56%) 35 (7%)

Current 44,100 60,900

Facility Size (SF) MP Shortfall Program 81,400 37,300 80,800 19,900

Figure 4-3 Efficiency Shift Facility Mount Daniel T Jefferson

Grades PK - 2 3-5

Program Capacity (Student Seats) Current Projected Shortfall 275 490

600 525

325(118%) 35 (7%)

4-5

Current 44,100 60,900

Facility Size (SF) MP Shortfall Program 95,100 51,000 80,600 19,700

Falls Church City Public Schools Facility Master Plan 4-3 – Space Requirements – Middle School

4-3 Space Requirements – Middle School Suggested Square Foot Guidelines for Middle Schools (based on Virginia DOE DRAFT 3/2007 & BICSI 2003 Recommendations) Classroom Areas:

Core Areas:

General Classroom Resource Classroom Science Media Center Reading Room Dining Room Kitchen

Unique Areas:

Other:

For schools over 600:

Business/Computer Lab Exploratory Lab Life Management Lab Level 1 Special Ed Services Level 2 Special Ed Services Band/Orchestra Choral Art Gym

Auxiliary Gym Health Technology ISS

4-6

700 SF 500 SF 1200 SF lab/classroom 1000 SF + 3x capacity - 2800 SF + office/storage 800 SF 1/3 pupils x 12 – 2400 SF 1000 SF + 1 x capacity – 1600 SF + table/chair storage 400 SF 800 SF 1600 SF 1600 SF 400 SF 750 SF + 50 SF Toilet - 800 1200 SF 1000 SF 1200 SF + kiln and storage 10,000 SF (+ stage 1200 SF) Lockers 3000 SF each, Offices 200 SF each, storage 850 SF in/out 5000 SF 800 SF 500 SF MDF / Tech Office 80 SF IDF per every 20,000 SF 600 SF

Falls Church City Public Schools Facility Master Plan 4-3 – Space Requirements – Middle School

Middle School Level Space Needs – Based on Current Grade Level Configuration of Grades 5-7 Desired Grade Configuration: Desired School Size:

5-7 or 6-8 (TBD) 600 School-within-a-school groups of no more than 200 students 24:1

Desired Student/Teacher Ratio:

Mary Ellen Henderson was designed as a middle grades facility and opened in 2005. As most modern middle school faculties, Mary Ellen Henderson is organized into interdisciplinary teams for the core subject areas, which include math, science, social studies and English. The middle school organizational structure lends itself to a “house” concept. This organization provides a sense of smallness, or “schoolwithin-a-school” and identity for faculty and students in a building. If the school continues to serve 3 grade levels, it does not appear it will need any near-term programmatic changes. Therefore, a new space program was not deemed necessary for the purpose of this master plan. Modifications for program needs such as the band/performance/cafeteria area have been suggested as part of the interview process. At the time of routine maintenance to the facility, these adjustments can be considered. The largest consideration for Mary Ellen Henderson in the master planning process is how the facility and students will relate to other needs on the existing site.

Current Capacity and Space Comparison to Master Plan Space Program Middle School Figure 4-4 Current Model

Facility ME Henderson

Grades 5-7 or 68

Program Capacity (Student Seats) Current Projected Shortfall 600

600

0

4-7

Current 128,800

Facility Size (SF) MP Shortfall Program N/A N/A

Falls Church City Public Schools Facility Master Plan 4-4 – Space Requirements – High School

4-4 Space Requirements – High School Suggested Square Foot Guidelines for High Schools (based on Virginia DOE DRAFT 3/2007 & BICSI 2003 Recommendations) General Classroom 700 SF Science 1400 SF if lab/classroom Resource Classrooms 700 SF Reading/ESL Lab 600 SF Media Center Reading Room 1000 SF + 3x capacity - 4000 SF + library office / rooms 1000 Dining Room 1/3 pupils x 12 – 4000 SF Kitchen 1000 SF + 1 x capacity – 2000 SF Kitchen Serving 2300 SF Computer Lab 800 SF Business Lab 900 + office / storage 250 SF World Language Lab 700 SF Testing/Itinerant 100 SF Specialized Learning Labs 900 – 3000 SF, depending on program & equipment Level 1 Special Ed Services 400 SF Level 2 Special Ed Services 750 SF + 50 SF Toilet - 800 SF Band/Orchestra 1600 SF + 450 SF storage Choral 1000 SF +storage Art 1400 SF lab + 400 SF kiln and storage 700 SF classroom / 750 SF darkroom Gym 10,000 SF Auxiliary Gym 5000 SF 5000 SF each lockers, 100 SF each offices, 1000 SF each storage Health 800 SF Auditorium #/grade x 8 SF/pupil + 4000 SF stage and support areas Technology 500 SF MDF / Tech Office 80 SF IDF per every 20,000 SF Career Center 200 SF Drama 1000 SF Teacher Planning 275 SF each Distributive Ed 750 SF ISS 600 SF Student Commons 2000 SF

4-8

Falls Church City Public Schools Facility Master Plan 4-4 – Space Requirements – High School

High School Level Space Needs – Based on Current Grade Level Configuration of Grades 8-12 Desired Grade Configuration: Desired School Size: Desired Student/Teacher Ratio:

8 – 12 or 9 – 12 (TBD) 800 – 1000 (depending on 4 or 5 grade level configuration) 24:1 in core classes; 20:1 in CTE

A baseline architectural program was developed for the master plan using the current grade level configuration of grades 8-12 with a comparison program for grades 9-12. This base program can be found in Appendix F. High School Space Program Highlights – based on FCCPS instructional delivery Classrooms for 185 students/grade level (PTR 24:1) with future expansion capabilities to 200 students/grade level Core areas (gym, dining, media center) sized for 200 students/grade level Five ‘discipline’ departments – English, Math, Science, Social Studies, World Language Each department area contains variety of classroom, computer resource, learning labs – depending on content area needs and teacher resource area, ESOL and special needs content, student toilets, technology Key relationships to each discipline have been identified (i.e. World Language and film study to English) An interdisciplinary commons that includes the media center and resources such as a presentation (black box) area, small group and individual assessment, and computer/media resources to connect to core disciplines Separate visual and performing arts departments with associated learning labs Auditorium w/seating for 1000 anticipating community use Changing Career and Technical needs anticipated, several large labs with teacher resource area Athletic facilities sized for student body and community use, including fitness center for students and faculty Variety of Special Education classrooms for specific needs (OT/PT, life skills, sensory room, etc.) Special Education Transition Center Ample office spaces for administrative needs, including guidance Technology support services with testing lab/student resource area Separate guidance/career center/parent support area Dining sized for ½ student body to allow flexibility of space use for community Community use maintained – TLC and community TV station

4-9

Falls Church City Public Schools Facility Master Plan 4-4 – Space Requirements – High School Figure 4-5 FCCPS Comparison of Space Program to State DOE Guidelines Space GENERAL CLASSROOMS Classrooms (PTR 24:1) Science Special Needs Self Contained Special Needs Resource CORE AREAS (1,5,8) - 200/g.l. Media Center Dining Gymnasium Auditorium OTHER INSTRUCTIONAL (6,7) Learning (computer) Lab Music/Choral Band Art Health Career & Tech Classroom (PTR 20:1) Career & Tech Lab/Classroom FCCPS SPECIFIC 5 Departmental Areas Interdisciplinary Commons Independent Study Integrated ESOL Changing C&T SE Transitional Center TLC/HE Community TV Alternative Ed Professional collaboration

DOE Guidelines

FCCPS MP Program

700 1400+prep/storage 750 + 50 (toilet) 400

800 (2,6) 1800 (2) 750 + 50 500 (2,10)

1000 + 3x capacity + 1/3 x 12 10,000 + storage 8 x GL + 4000

1000 + 3x capacity ++ (6, 11) ½ x 12 (5,8) 12,000 + storage 8 x 1000 + 4000 (5)

800 1000 + storage 1600 + storage 1400 + storage 800 900 – 1200 900 – 3000

900 (2) 1000 + storage 1600 + storage 1400 + storage 800 900 - 1200 1500 (7)

n/a

classrooms/labs/storage/teacher work/toilets/ESOL/SE in each Includes MC, student work/display dispersed throughout based in WL & dispersed flexible lab space own entry/integrated A TLC –type space per agreement similar to present space potential to move on campus teacher workrooms, guidance, administration

n/a n/a n/a n/a n/a n/a n/a n/a n/a

4-10

Falls Church City Public Schools Facility Master Plan 4-4 – Space Requirements – High School

Program Areas Related to Increase in Facility Size Noted in Figure 4-5 in ( ) 1. 2.

3. 4. 5. 6.

Right-sizing for student populations Right-sizing classrooms for current guidelines and practices, project-based and inquiry-based learning and storage needs Teacher resource and student resource needs Additional administration functions Additional community use/needs Flexibility for modern programming

Appropriate sized classrooms for art, music, PE, Performance, IB curriculum, Career and Technical – not in current2 design 8. Appropriate sized dining facility for capacity 9. Increase in ESOL needs 10. Increase in students with special needs 11. Increased space for technology 12. Increased mechanical/electrical space needed 7.

Figure 4-6 High School Level Space Program Summary – Comparison for 800 and 1000 Students

Area English Math Science Social Studies World Language Library/Media Services Interdisciplinary Resources Fine & Performing Arts Career & Techical Health/Physical Education Special Education Technology Support Services Guidance Health Services Food Services Administration Safety/Security Mechanical and Maintenance Subtotal 35% circulation and walls Total Area

HS 800 9-12 13,110 10,910 17,310 11,510 10,660 6,450 3,000 28,100 8,300 35,100 6,900 3,370 3,800 1,000 11,050 3,170 410 11,030 185,180 64,813 250,000

HS 1000 8-12 14,710 12,510 20,910 12,310 13,310 7,350 3,000 28,100 8,300 36,900 6,900 3,450 4,400 1,000 12,450 3,170 410 11,783 200,963 70,337 271,300

4-11

Difference 2 classrooms 2 classrooms 2 classrooms 1 classroom 3 classrooms, 2 breakouts 1 conference 1 small group

health classrooms data closets counselors, itinerants, conference dining area

mechanical equipment

Falls Church City Public Schools Facility Master Plan 4-4 – Space Requirements – High School Key Relationships Identified in High School Programming English

World Languages, Film Study, Interdisciplinary Commons, Outdoor Amphitheater

Mathematics

Science, Cafeteria (math lab during lunch), Interdisciplinary Commons

Science

Mathematics & Technology (STEM), IB Design Tech/Robotics, Technical/Engineering/Architectural Drawing, Photo/Art (chemical storage), Interdisciplinary Commons, Outdoor Amphitheater / Demo

Social Studies

English, Interdisciplinary Commons

World Language

English, Theatre Arts/Black Box, Counseling (for ESOL), Gourmet Cooking, Film Study, Interdisciplinary Commons

Interdisciplinary Commons

Core Disciplines (especially English and Social Studies), IB Project Display, Teaching and Student Services Department, Outdoor Amphitheater

Fine and Performing Arts

World Languages, English, Career Ed, Outdoor Access

Career & Technical Education

Core Disciplines (mostly science), Visual and Performing Arts

Health/PE/Athletics

Outdoor access, Community

Teaching & Student Support Services

Counseling, Administration, Library, Interdisciplinary Commons

Administration/Safety and Building Services

Community, Students

Current Capacity and Space Comparison to Master Plan Space Program - High School Figure 4-7 – Current Model Facility George Mason

Grades 8-12

Program Capacity (Student Seats) Current Projected Shortfall 1055

1000

0

Current 200,025

Facility Size (SF) MP Shortfall Program 272,000 71,975

Figure 4-8 – Traditional Grade Level Model Facility

Grades

Program Capacity (Student Seats) Current Projected Shortfall

4-12

Current

Facility Size (SF) MP Shortfall Program

Falls Church City Public Schools Facility Master Plan 4-4 – Space Requirements – High School George Mason

9-12

1055

800

0

200,025

250,000

49,975

4-5 Other FCCPS Educational Programs/Centers High School Alternative Education – Currently Housed at the Gage House The Falls Church City Public Schools endeavors to provide alternative educational programming to meet the needs of identified students and to better ensure their future success. The high school alternative education program, designed for students who are not successful due to academic, social or behavioral difficulties in the traditional high school setting, operates on the following mission, philosophy and goals: Mission To provide small, individualized educational programs that promote the development of academic and behavioral competencies for students whose needs are not met in the traditional high school setting. Philosophy/Beliefs Responsibility and ownership for programs must be shared. Programs are flexible and transparent. Programs that provide unique and authentic experiences in caring and enriching environments. Staff collaboration is essential. Community respect and recognition is imperative. Alternative education programs are inclusive and provide opportunities for all identified general and special education students. Positive student-teacher relationships promote learning. Goals All academic programs and services will be responsive to students’ needs. Programs will foster shared conversations among counseling staff, school administrators, and teachers. Critical achievement data will be shared about each student. The master planning process includes the assessment of the Gage House facility and discussions about the implications of moving the program from off campus to an on campus facility (per recommendation of the 2007-2008 Alternative Education Program Evaluation). The program currently operates in a single classroom accommodating no more than 8 students. It has been suggested that if considering a move, the facility program should include: private, yet not isolated, self-contained classrooms 4-13

Falls Church City Public Schools Facility Master Plan 4-5 – Other FCCPS Educational Programs/Centers the ability to use all high school resources (library, PE, Science, labs, cafeteria) storage for all course books and other materials, more than a regular classroom duplication of the domestic characteristics (food, refrigerator, microwave, stove, etc.) of Gage House separate meeting room for 2-3 people, visitors, social workers, probation officers, counselors, etc. separate small parking area (students, visitors) A facility of approximately 5,000 SF would provide the above program and allow for expandability of services to include: 2 classrooms 2 break out rooms for testing/1:1 work administrative office conference room teacher work room student break room toilets related mechanical/technology spaces

Non-Program Facilities Other facilities to consider in the final master plan include: School Board Offices

7,500 SF

Central Operations (currently housed in George Mason): Security, Facilities, Maintenance, Transportation 10,000 SF

4-14

Falls Church City Public Schools Facility Master Plan 4-6 – Conclusion – Programming that Meets Master Plan Goals

4-6 Conclusion – Programming That Meets Master Plan Goals The development of educational specifications and resulting space programs meet the master plan goals: Ensure that future school facilities will keep pace with anticipated growth, educational goals, and the priorities of the City of Falls Church. Enrollment projections were considered on a low to high scale to develop near and long term capacities. Space programs for the master plan consider short term needs with expandability for future enrollments at the elementary level, and at highest anticipated enrollment (200/g.l.) at the high school level. Considerations for enrollment increases from kindergarten to high school were included. Identify opportunities for improvements in infrastructure, in organization, and in teaching by examining the relationships between technology, academics, and school design. Innovate where possible to create facilities that are environmentally sensitive, technologically capable, and that offer a cutting edge learning environment. Steering and Design Committee included members from staff at all levels, administration, governing bodies, government, and community. Design Committee was tasked with exploring the relationship between teaching and learning and space needs. State guidelines were considered for space programs, but Falls Church program delivery was higher priority. Facilitate cooperation between the Falls Church City Public Schools and other community groups, to provide infrastructure that can meet multiple needs, as appropriate. All master plan programs include core facilities sized to serve community use needs (dining rooms, auditorium, gymnasiums, meeting rooms, daycare)

4-15

Falls Church City Public Schools Facility Master Plan 4-7 – Summary of Long-Term Space Needs

4-7 - Summary of Long-Term Space Needs Using the baseline master plan architectural program (Appendix F), and adjusting for potential option scenarios, long term space needs were developed. Options for consideration should include demonstration of the space implications of various grade level configurations. Because Mary Ellen Henderson was opened in 2005 (128,800SF), a new space program was not deemed necessary at the middle grades level for the purpose of this master plan. It will serve grades 5-7 or grades 6-8 well into the future. Figure 4-9 – Master Plan Options - Elementary Level Grade Level Configuration PK – 1 2-4 PK-2 3-5 PK-K 1-4 PK-5 PK-4

Facility Size MP Program 81,400 80,800 95,100 80,600 62,000 98,400 152,300 139,000

Design Capacity 430 525 600 525 250 700 1125 950

Expandable Capacity 490 630 680 650 290 830 1330 1120

Figure 4-10 - Current Elementary Facilities Grade Level Configuration PK – 1 2-4

Program Capacity 275 490

Facility Size 44,100 60,900

Figure 4-11 – Master Plan Options - High School Level Grade Level Configuration 8-12 9-12

Design Capacity 1000 800

Facility Size MP Program 272,000 250,000

Figure 4-12 – Current High School Facility Grade Level Configuration 8-12

Program Capacity 1055

4-16

Facility Size 200,025

Chapter 5

 

Falls Church City Public Schools Facility Master Plan 5- –1 Option Development

5-1 – Option Development Options for meeting the future facility need were developed based on the parameters established in previous stages of work. These parameters included the following: • • • • • •

Existing Infrastructure (Chapter 2) Enrollment Forecast (Chapter 2) Planning Numbers (Chapter 2) Educational Specification (Chapter 3) Space Standards (Chapter 4) Estimate of Space Needs (Space Program) (Chapter 4)

Combining these items creates a summary of the square footages that are needed to meet the future educational needs of the Falls Church City Public Schools through the year 2028. The two “bookend” options – Minimum (minimum physical change) and Maximum (maximum physical change) establish the endpoints for the range of options available. The Scheme A (minimum) option defines a manner in which a series of minimum renovations and grade level adjustments can be made to accommodate the anticipated future growth in school population. The Scheme E (maximum) option explores the possible result of making maximum operational and physical changes, in order to accomplish the ideal vision of the future Falls Church City Public Schools in twenty years. This vision disregards the existing infrastructure and anticipates a fresh start, with the goal of achieving the ideal grade level configuration and all desired services for both the schools and the community. The interim schemes, Schemes B, C, and D show various approaches to meeting the future needs using variations of the following: • • • •

Grade Level Configurations Utilization of Sites Maximization of Existing Infrastructure Approximation of the Ideal Future Vision

The images on the following pages are massing diagrams, showing the relative volume of space renovated, used as-is, or constructed under each scheme. The use of sites is depicted in columns, to illustrate the difference between options in which one existing site is used to those in which all existing sites are used. Detailed sketches, phasing, and costing information are included for the final recommended option in Chapter 6 – Recommended Option.

5-1

Falls Church City Public Schools Facility Master Plan 5-2 Scheme A 5-2 – Scheme A (Minimum) PRE K AND K 62,000SF/ 1THROUGH 4 98,700SF /5 THROUGH 7 128,788SF / 8 THROUGH 12 272,000SF

The Scheme A Minimum option maintains the schools as closely to the current location and utilization as possible, while still meeting future needs. Under this option, there are some grade level re-alignments to accommodate increasing numbers of students on sites capable of handling that increase. The result is the following, by school site: Mount Daniel - Pre-K to K This option leaves Mount Daniel largely as an existing building, with the western portion receiving renovation, while the eastern portion would be demolished , reconfigured, and expanded for better efficiency and accessibility This multilevel addition creates a compact and efficient footprint to minimize land use. a. Land Issues-existing zoning allowable square footage- height restrictions acceptableadditional parking-reconfigured play area-stormwater configurations-utility capacity confirmation b. Site Issues - existing vehicular circulation to remain c. Architectural Issues- eastern portion of building reconfigured to meet accessibility requirements and growth projections d. MEP Issues- existing systems for renovation and new system for new construction e. Phasing Issues- demolition, new construction, and renovation of existing extends construction schedule into school year and leans towards closure of school and needed swing space Thomas Jefferson – Grades 1-4 Thomas Jefferson is renovated in the eastern portions of the facility, and demolition, reconfiguration, and expansion takes place along the western portion of the building to accommodate the projected growth. This multilevel addition creates a compact and efficient footprint to minimize land use. Limited land square footage will require compromises in elements such as parking and play space unless additional land is acquired to allow full expansion of these elements. a. Land Issues- rezoning required for square footage- height restrictions acceptableadditional parking- reconfigured play area -stormwater configurations- utility capacity confirmation- land acquisition is recommended b. Site Circulation Issues- vehicle drop off areas created c. Architectural Issues- western portion of the building reconfigured to provide efficient class space and drop off/ pick up capabilities d. MEP Issues- existing systems for renovation and new system for new construction e. Phasing Issues- demolition, new construction, and renovation of existing extends construction schedule into school year and leans towards closure of school until completion and needed temporary swing space Mary Ellen Henderson - Grades 5-7 This option involves minor renovation to maintain Mary Ellen Henderson in good condition and reconfigure some group space elements. a. Land Issues- existing zoning allowable square footage- height restrictions acceptableexisting parking-existing play area-existing stormwater- utility capacity confirmation 5-2

Falls Church City Public Schools Facility Master Plan 5-2 Scheme A b. Circulation Issues- existing vehicle configurations c. Architectural Issues- existing large group gathering spaces reconfigured for enhanced acoustics and sightlines d. MEP Issues- existing systems modified for the food service/ performance area of the school e. Phasing Issues- renovation of gathering space over summer months George Mason - Grades 8-12 This option creates a new more efficient academic wing on the existing building by means of an east end demolition /reconstruction/new addition. The multilevel addition includes more appropriate space for academic teaching, theater and other arts classes, athletics, as well as for spaces community use. A new welcoming entrance establishes the building’s identity and simplifies way-finding. a. Land Issues- existing zoning allowable square footage- height restrictions acceptableadditional parking-reconfigured outdoor area-stormwater configurations - utility capacity confirmation – playing fields remain in position b. Site Circulation Issues- vehicular access reconfigured for ring road configurationrelocated parking areas c. Architectural Issues- reconfiguring eastern portion of school for efficiency and public use- existing building renovations still inefficient d. MEP Issues-area demolished houses major MEP for existing building-staged reconstruction to support existing building and new construction during off school portion of year e. Phasing Issues- demolition, new construction, of spaces that house major MEP elements requires a summer construct for this area- renovations could then take place the next summer PROS -Mt Daniel receives needed reconfigurations -Thomas Jefferson expands to meet needs with new images -Mary Ellen Henderson gets needed corrections - Portions of George Mason are reoriented and made more efficient and public friendly CONS - no real redesign of existing outdated buildings -continued maintenance of existing older facilities- temporary academic swing space needed during construction

5-3

Falls Church City Public Schools Facility Master Plan 5-3 Scheme B 5-3 – Scheme B PRE K AND K 62,000SF/ 1THROUGH 4 98,700SF /5 THROUGH 7 128,788SF / 8 THROUGH 12 272,000SF Mt Daniel Grades Pre K- K Mt Daniel receives a combination of renovation on the western portion of the existing building and demolition, reconfiguration, and multilevel expansion on the eastern end of the building to accommodate the projected student growth a. Land Issues-existing zoning allowable square footage- height restrictions acceptableadditional parking-reconfigured play area-stormwater configurations-utility capacity confirmation b. Site Circulation Issues- existing vehicular circulation to remain c. Architectural Issues- eastern portion of building reconfigured to meet accessibility requirements and growth projections d. MEP Issues- existing systems for renovation and new system for new construction e. Phasing Issues- demolition, new construction, and renovation of existing extends construction schedule into school year and leans towards closure of school and needed swing space Thomas Jefferson - Grades 1-4 Thomas Jefferson is renovated in the eastern portions of the facility, and demolition, reconfiguration and expansion takes place along the western portion of the building to accommodate the projected growth. This multilevel addition creates a compact and efficient footprint to minimize land use. Limited land square footage will require compromises in elements such as parking and play space unless additional land is acquired to allow full expansion of these elements. a. Land Issues- land acquisition recommended- rezoning required for square footageheight restrictions acceptable-additional parking- reconfigured play area- stormwater configurations- utility capacity confirmation b. Site Circulation Issues- vehicle drop off areas created c. Architectural Issues- western portion of the building reconfigured to provide efficient class space and drop off/ pick up capabilities d. MEP Issues- existing systems for renovation and new system for new construction e. Phasing Issues- demolition, new construction, and renovation of existing extends construction schedule into school year and leans towards closure of school until completion and needed temporary academic swing space Mary Ellen Henderson - Grades 5-7 This option involves minor renovation to maintain Mary Ellen Henderson in good condition and reconfigure some group space elements. a. Land Issues- existing zoning allowable square footage- height restrictions acceptableexisting parking-existing play area-existing stormwater- utility capacity confirmation b. Site Circulation Issues- existing vehicle configurations c. Architectural Issues- existing large group gathering spaces reconfigured for enhanced acoustics and sightlines d. MEP Issues- existing systems modified for the food service/ performance area of the school e. Phasing Issues- renovation of gathering space over summer months 5-4

Falls Church City Public Schools Facility Master Plan 5-3 Scheme B

George Mason - Grades 8-12 The Existing George Mason Facility and related site elements would be demolished to make way for an new multilevel School Building, associated site elements, and expanded parking, all reoriented for enhanced community access and use. a. Land Issues- rezoning required for needed square footage- height restrictions acceptable-additional parking-reconfigured outdoor area-stormwater configurations utility capacity confirmation – playing fields reconfiguration for construction phasing b. Site Circulation Issues- vehicular access reconfigured for ring road configurationrelocated parking areas c. Architectural Issues- new construction coordinated with existing demolition d. MEP Issues- new building systems with solar add on capabilities e. Phasing Issues- minimized disruption of High School involves construction of new facility on existing playing fields, demolition of existing, and redevelopment of playing fields in the old building location. Alternatively, if the physical position of the high school is to remain at the corner with no relocation of playing fields, then temporary academic swing space (trailers, vacant buildings, etc) would be utilized during the demolition and reconstruction in the same position. PROS -Mt Daniel receives needed reconfigurations -Thomas Jefferson expands to meet needs with new images -Mary Ellen Henderson gets needed corrections - George Mason is reconstructed and made more efficient and public friendly CONS – construction disturbs each site -continued maintenance of existing older facilities- temporary academic swing space needed during construction

5-5

Falls Church City Public Schools Facility Master Plan 5-4 Scheme C 5-4 – Scheme C PRE K AND K 62,000SF/ 1 THROUGH 5 103,100SF /6 THROUGH 8 128,788SF / 9 THROUGH 12 250,000SF Mt Daniel - Grades Pre K –K This option leaves Mount Daniel largely as an existing building, with the western portion receiving renovation, while the eastern portion would be demolished , reconfigured, and expanded for better efficiency and accessibility This multilevel addition creates a compact and efficient footprint to minimize land use. a. Land Issues-existing zoning allowable square footage- height restrictions acceptableadditional parking-reconfigured play area-stormwater configurations-utility capacity confirmation b. Site Circulation Issues- existing vehicular circulation to remain c. MEP Issues- existing systems for renovation and new system for new construction d. Phasing Issues- demolition, new construction, and renovation of existing extends construction schedule into school year and leans towards closure of school and needed swing space Thomas Jefferson - Grades 1-5 This option involves the demolition of the existing facility and site elements, and creates a traditional 1-5 elementary school on this expanded site due to land acquisition. This multilevel addition creates a compact and efficient footprint to minimize land use. a. Land Issues- land acquisition required- rezoning required for square footage- height restrictions acceptable-additional parking- reconfigured play area stormwater configurations- utility capacity confirmation b. Site Circulation Issues- community and site vehicle and pedestrian circulation reconfiguration c. Architectural Issues- new construction d. MEP Issues- new building systems with solar add on capabilities e. Phasing Issues- demolition, new construction requires relocation of students to alternative temporary academic swing space until completion- no cross construction allowed in flood plane Mary Ellen Henderson - Grades 6-8 This option involves minor renovation to maintain Mary Ellen Henderson in good condition and reconfigure some group space elements. a. Land Issues- existing zoning allowable square footage- height restrictions acceptableexisting parking-existing play area-existing stormwater- utility capacity confirmation b. Site Circulation Issues- existing vehicle configurations c. Architectural Issues- existing large group gathering spaces reconfigured for enhanced acoustics and sightlines d. MEP Issues- existing systems modified for the food service/ performance area of the school e. Phasing Issues- renovation of gathering space over summer months George Mason - Grades 9-12

5-6

Falls Church City Public Schools Facility Master Plan 5-4 Scheme C The Existing George Mason Facility and related site elements would be demolished to make way for an new multilevel School Building, associated site elements, and expanded parking, all reoriented for enhanced community access and use. a. Land Issues- rezoning required for needed square footage- height restrictions acceptable-additional parking-reconfigured outdoor area-stormwater configurations utility capacity confirmation – playing fields reconfiguration for construction phasing b. Site Circulation Issues- vehicular access reconfigured for ring road configurationrelocated parking areas c. Architectural Issues- new construction coordinated with existing demolition d. MEP Issues- new building systems with solar add on capabilities e. Phasing Issues- minimized disruption of High School involves construction of new facility on existing playing fields, demolition of existing, and redevelopment of playing fields in the old building location. Alternatively, if the physical position of the high school is to remain at the corner with no relocation of playing fields, then temporary academic swing space ( trailers, vacant buildings, etc) would be utilized during the demolition and reconstruction in the same position. PROS -Mt Daniel receives needed reconfigurations -Thomas Jefferson new construction to meet needs with new aesthetics -Mary Ellen Henderson gets needed corrections - George Mason new construction made more efficient and public friendly CONS – construction disturbs each site -continued maintenance of existing older facilities- temporary academic swing space needed during construction

5-7

Falls Church City Public Schools Facility Master Plan 5-5 Scheme D 5-5 – Scheme D PRE K THROUGH 2 95,456SF / 3 THROUGH 5 80,595SF /6 THROUGH 8 128,788SF / 9 THROUGH 12 250,000SF Mt Daniel –Site PRE K-2 existing building expanded and reconfigured to accommodated additional sf Thomas Jefferson - Grades 3-5 The existing Thomas Jefferson Building and Site elements are demolished to make way for the construction of a new multilevel Pre K through 2 facility and related support functions on an expanded site due to land acquisition. a. Land Issues- land acquisition recommended- rezoning required for square footageheight restrictions acceptable-additional parking- reconfigured play area stormwater configurations- utility capacity confirmation b. Site Circulation Issues- community and site circulation reconfiguration c. Architectural Issues -new construction d. MEP Issues- existing systems for renovation and new system for new construction e. Phasing Issues- demolition, new construction requires relocation of students to alternative temporary academic swing space until completion- no cross construction allowed in flood plane

Mary Ellen Henderson - Grades 6-8 This option involves minor renovation to maintain Mary Ellen Henderson in good condition and reconfigure some group space elements a. Land Issues- existing zoning allowable square footage- height restrictions acceptableexisting parking-existing play area-existing stormwater- utility capacity confirmation b. Site Circulation Issues- existing vehicle configurations c. Architectural Issues- existing large group gathering spaces reconfigured for enhanced acoustics and sightlines d. MEP Issues- existing systems modified for the food service/ performance area of the school e. Phasing Issues- renovation of gathering space over summer months

George Mason - Grades 9-12 The Existing George Mason Facility and related site elements would be demolished to make way for an new multilevel School Building, associated site elements, and expanded parking, all reoriented for enhanced community access and use. a. Land Issues- rezoning required for needed square footage- height restrictions acceptable-additional parking-reconfigured outdoor area-stormwater configurations utility capacity confirmation – playing fields reconfiguration for construction phasing b. Site Circulation Issues- vehicular access reconfigured for ring road configurationrelocated parking areas c. Architectural Issues- new construction coordinated with existing demolition d. MEP Issues- new building systems with solar add on capabilities 5-8

Falls Church City Public Schools Facility Master Plan 5-5 Scheme D e. Phasing Issues- minimized disruption of High School involves construction of new facility on existing playing fields, demolition of existing, and redevelopment of playing fields in the old building location. Alternatively, if the physical position of the high school is to remain at the corner with no relocation of playing fields, then temporary academic swing space ( trailers, vacant buildings, etc) would be utilized during the demolition and reconstruction in the same position. PROS - Thomas Jefferson recreated to meet needs with new aesthetics -Mary Ellen Henderson gets needed corrections - a new elementary facility is created George Mason is reconstructed and made more efficient and public friendly CONS – construction disturbs each site - temporary academic swing space needed during construction

5-9

Falls Church City Public Schools Facility Master Plan 5-6 Scheme E 5-6 – Scheme E Maximum Scheme E PRE K THROUGH 2 95,456SF / 3 THROUGH 5 128,788SF / 6 THROUGH 12 378000SF Mt Daniel –Site disposed of Thomas Jefferson - Grades PRE K –2 The existing Thomas Jefferson Building and Site elements are demolished to make way for the construction of a new multilevel Pre K through 2 facility and related support functions on an expanded site due to land acquisition. a. Land Issues- land acquisition recommended- rezoning required for square footageheight restrictions acceptable-additional parking- reconfigured play area stormwater configurations- utility capacity confirmation b. Site Circulation Issues- community and site circulation reconfiguration c. Architectural Issues -new construction d. MEP Issues- existing systems for renovation and new system for new construction e. Phasing Issues- demolition, new construction requires relocation of students to alternative temporary academic swing space until completion- no cross construction allowed in flood plane Mary Ellen Henderson - Grades 3-5 This option involves minor renovation to accommodate the switch to a 3-5 grade occupation and maintain Mary Ellen Henderson in good condition and reconfigure some group space elements. a. Land Issues- existing zoning allowable square footage- height restrictions acceptableexisting parking-existing play area-existing stormwater configuration - utility capacity confirmation b. Site Circulation Issues- existing vehicle configurations c. Architectural Issues- existing large group gathering spaces reconfigured for enhanced acoustics and sightlines d. MEP Issues- existing systems modified for the food service/ performance area of the school e. Phasing Issues- renovation of gathering space over summer months New George Mason - Grades 6-12 The Existing George Mason Facility and related site elements would be demolished to make way for an new multilevel School Building, associated site elements, and expanded parking, all reoriented for enhanced community access and use. a. Land Issues- rezoning required for needed square footage- height restrictions acceptable-additional parking-reconfigured outdoor area-stormwater configurations utility capacity confirmation – playing fields reconfiguration for construction phasing b. Site Circulation Issues- vehicular access reconfigured for ring road configurationrelocated parking areas c. Architectural Issues- new construction coordinated with existing demolition d. MEP Issues- new building systems with solar add on capabilities e. Phasing Issues- minimized disruption of High School involves construction of new facility on existing playing fields, demolition of existing, and redevelopment of playing fields in 5-10

Falls Church City Public Schools Facility Master Plan 5-6 Scheme E the old building location. Alternatively, if the physical position of the high school is to remain at the corner with no relocation of playing fields, then temporary academic swing space (trailers, vacant buildings, etc) would be utilized during the demolition and reconstruction in the same position. New Community Center A joint use Community Center would be constructed surrounded by the practice athletic fields and adjacent the stands of the Sports Field a. Land Issues- -rezoning required for square footage- height restrictions acceptableadditional structured parking- stormwater configurations- utility capacity confirmation b. Site Circulation Issues- new community and site circulation configuration c. Architectural Issues- new construction coordinated with other facilities d. MEP Issues- new building systems with solar add on capabilities e. Phasing Issues- minimized disruption of High School involves construction of new facility on existing playing fields, demolition of existing, and redevelopment of playing fields in the old building location. Alternatively, if the physical position of the high school is to remain at the corner with no relocation of playing fields, then the new facility would come on line at the end of high school construction. PROS -all existing dated buildings are removed from the system - new construction oriented for school system and community joint uses CONS -high construction costs and multiyear phasing scenarios- temporary academic swing space needed during construction

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Falls Church City Public Schools Facility Master Plan 5-6 Scheme E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Massing Diagrams Schemes A-E

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Areas of Construction/Expansion – Existing Sites

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Falls Church City Public Schools Facility Master Plan Scheme A

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Falls Church City Public Schools Facility Master Plan Scheme A

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Falls Church City Public Schools Facility Master Plan Scheme A

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Falls Church City Public Schools Facility Master Plan Scheme A

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Falls Church City Public Schools Facility Master Plan Scheme A

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Falls Church City Public Schools Facility Master Plan Scheme A

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Falls Church City Public Schools Facility Master Plan Scheme B

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Falls Church City Public Schools Facility Master Plan Scheme B

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Falls Church City Public Schools Facility Master Plan Scheme B

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Falls Church City Public Schools Facility Master Plan Scheme B

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Falls Church City Public Schools Facility Master Plan Scheme B

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Falls Church City Public Schools Facility Master Plan Scheme B

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Falls Church City Public Schools Facility Master Plan Scheme C

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Falls Church City Public Schools Facility Master Plan Scheme C

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Falls Church City Public Schools Facility Master Plan Scheme C

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Falls Church City Public Schools Facility Master Plan Scheme C

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Falls Church City Public Schools Facility Master Plan Scheme C

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Falls Church City Public Schools Facility Master Plan Scheme C

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Falls Church City Public Schools Facility Master Plan Scheme D

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Falls Church City Public Schools Facility Master Plan Scheme D

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Falls Church City Public Schools Facility Master Plan Scheme D

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Falls Church City Public Schools Facility Master Plan Scheme D

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Falls Church City Public Schools Facility Master Plan Scheme D

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Falls Church City Public Schools Facility Master Plan Scheme D

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Falls Church City Public Schools Facility Master Plan Scheme E

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Falls Church City Public Schools Facility Master Plan Scheme E

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Falls Church City Public Schools Facility Master Plan Scheme E

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Falls Church City Public Schools Facility Master Plan Scheme E

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Falls Church City Public Schools Facility Master Plan Scheme E

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Falls Church City Public Schools Facility Master Plan Scheme E

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Appendix A

Falls Church City Public Schools  Facility Master Plan 

  Appendix A ‐ FCCPS Facility Master Plan Committee Members    FCCPS Facility Master Plan Steering Committee  • Lois Berlin, Superintendent  • Bob Burnett, Citizen/Parent   • Gloria Guba, Assistant Superintendent  of Instruction   • Susan Kearney, School Board Member  (Ron Pepe, alternate)  • Hunter Kimble, Assistant  Superintendent of Finance &  Operations        FCCPS Facility Master Plan Design Committee  • Debbie Baird, Visual and Performing  Arts K‐12  • Vincent Baxter, Principal, Thomas  Jefferson Elementary  • Lisa Blandford, Science 5‐7  • Barry Buschow, Village Preservation &  Improvement Society  • Sally Cole, Exec. Director, Falls Church  Chamber of Commerce  • Rory Dippold, Social Studies 5‐7  • Donna Englander, Exec. Director, Falls  Church Education Foundation  • Vicki Galliher, Health/PE K‐10  • Kathy Halayko, Principal, Mt. Daniel  Elementary School  • Tom Horn, Athletic Director, George  Mason High School  • Jane Johansen, George Mason PTSA  • Linda Johnsen, Foreign Language K‐12  • Mary Klink, Language Arts 2‐4  • Steve Knight, Technology K‐12  • Pam Mahony, Special Education 8‐12  • Ann McCarty, Principal, Mary Ellen  Henderson Middle School 

• • • • •

Cindy Mester, Assistant City Manager  Bob Nissen, FCCPS Maintenance  Supervisor  Seve Padilla, Security and Facility Use  Coordinator  Melissa Teates, FC Planning  Committee/Parent  Ex Officio:  Warren Walker,  CDG/Arcadis 

 

  Appendix A ‐ 1 

• • • • • • • • • • • • • • • • •   •

Mary McDowell, Interim Principal,  George Mason High School  Carol Monsess, Language Arts K‐1  Briana Platt, Special Education K‐4  Louisa Porzel, Social Studies 8‐12  Bill Royce, President, Mary Ellen  Henderson Middle School PTA  Debbie Schantz‐Hiscott, President,  Elementary PTA  Danny Schlitt, Recreation & Parks  Jeanne Seabridge, Career & Technical  Education 5‐12  Rachelle Sharrer, Elementary PTA  Sarah Shaw, English 5‐7  Sydney Snyder, ESOL K‐12  Janet Weber, Math K‐12  Nick Werkman, Special Education 5‐7  Paige Whitlock, English 8‐12  Maggie Wiseman, Science 8‐12  Mike Wolfe, Athletic Boosters  TBA, Band Boosters  Ex‐Officio, All Members of the  Steering Committee 

Falls Church City Public Schools  Facility Master Plan 

  Appendix A ‐ FCCPS Facility Master Plan Committee Members 

                                This page intentionally left blank 

  Appendix A ‐ 2 

Appendix B

Appendix C

Falls Church City Public Schools  Facility Master Plan 

  Appendix C ‐ Site‐Specific Educational Specification Worksheets    Falls Church City Public Schools  Site‐Specific Educational Specification Worksheet – Elementary School    Date:  Project Name and Location:   Total Student Capacity Planned for this Project:   

_____  600 

 

_____ 700 

_____ other (specify) 

 School‐Within‐a‐School Model: 

 

Student/Teacher Ratio Upon Which to Determine Number of Core Academic Classrooms Needed:  Pre‐K: ________  4: ________ 

K: ________ 

1: ________ 

2: ________ 

3: ________ 

             

5: ________ 

  Elementary Amenities per School‐Within‐a‐School Unit:    Amenity    PK Classroom  K‐2 Classrooms  3‐5 Classrooms  Teacher Mtg/Wkrm  Student Toilets  Storage  Special Needs SC  Special Needs Res  OT/PT  ESOL  Other (Specify) 

  Yes                           

SF per MP Space  Delineation Example  Same  Adjusted                                             

  No                         

  Possibly                         

  Appendix C ‐ 1 

  Notes / Rationale                         

Falls Church City Public Schools  Facility Master Plan 

  Appendix C ‐ Site‐Specific Educational Specification Worksheets  Elementary Resource Areas to be offered:    Resource Area    Art  Music  Science  Physical Education  Media Center  Computer Lab  Dining  Site‐based Program(s)  Other (specify)  Extended Daycare   

  Yes                           

SF per MP Space  Delineation Example  Same  Adjusted                                             

  No                         

  Possibly                         

  Notes / Rationale                         

Elementary Administration & Related Areas:    Service/Support Area    Administration  Records/Work Area  Guidance  Clinic  Student Support  Services  Family Literacy  ITRT  Data Closets  Parent Resource  Toilets  Resource Officer (SRO)  Mech/Maintenance  Other (Specify)   

  Yes             

SF per MP Space  Delineation Example  Same  Adjusted                     

           

           

           

               

               

               

               

               

               

  No 

  Possibly 

  Notes / Rationale 

Grossing Factor to Be Used When Calculating Total Building Size:  Target Building Size:    ________ SF        Estimated Building Size:  ________ SF 

  Appendix C ‐ 2 

Falls Church City Public Schools  Facility Master Plan 

  Appendix C ‐ Site‐Specific Educational Specification Worksheets    Falls Church City Public Schools  Site‐Specific Educational Specification Worksheet – Middle School    Date:  Project Name and Location:   Total Student Capacity Planned for this Project:   

_____ 600 

 

_____ 800 

_____ other (specify) 

 School‐Within‐a‐School Model: 

 

Student/Teacher Ratio Upon Which to Determine Number of Core Academic Classrooms Needed:  5th/6th grade: ________  

6th/7th grade: ________  

7th/8th grade: ________ 

  Middle School Amenities per School‐Within‐a‐School Unit:    Amenity    Teacher Workroom  Student Toilets  Administration Office  Itinerant Office  Storage  Computer Lab  SE Services  ESOL Services  Other (Specify)     

  Yes                             

SF per MP Space  Delineation Example  Same  Adjusted                                             

  No                         

  Possibly                         

  Appendix C ‐ 3 

  Notes / Rationale                         

Falls Church City Public Schools  Facility Master Plan 

  Appendix C ‐ Site‐Specific Educational Specification Worksheets  Middle School Expanded Core Areas to be Offered:     Expanded Core Area    Art  Band  Orchestra  Chorus  P.E.  Health  World Language  Exploratory (specify)  CTE (specify)  Teacher Workroom  Site‐based Program(s)  Other (specify) 

  Yes                             

SF per MP Space  Delineation Example  Same  Adjusted                                                 

  No                           

  Possibly                           

  Notes / Rationale                           

Middle School Administration & Other Services/Support Areas:    Admin/Service Area    Media Center  Dining  Forum  Administration  Guidance  ISS  Clinic  Student Services  SE Services  Title I  Conference  ITRT  Data Closets  Parent Resource  Toilets  Resource Officer (SRO)  Site‐based Program(s)  Mech/Maintenance  Other (Specify)   

  Yes                                         

SF per MP Space  Delineation Example  Same  Adjusted                                                                             

  No                                         

  Possibly                                         

  Notes / Rationale                                         

Grossing Factor to Be Used When Calculating Total Building Size:  Target Building Size:    ________ SF        Estimated Building Size:  ________ SF    Appendix C ‐ 4 

Falls Church City Public Schools  Facility Master Plan 

  Appendix C ‐ Site‐Specific Educational Specification Worksheets    Falls Church City Public Schools  Site‐Specific Educational Specification Worksheet – High School  Date:  Project Name and Location:   Total Student Capacity Planned for this Project:   

_____  800 

 

_____ 1000 

_____ other (specify) 

Student/Teacher Ratio Upon Which to Determine Number of Core Academic (Eng/Math/Sci/SS/WL)  Classrooms Needed:  dep 1:   ________   

dep 4:   ________ 

     

dep 5:   ________  dep 8:   ________ 

 

dep 2:   ________ 

 

dep 3:   ________ 

 

dep 6:    ________ 

 

dep 7:   ________ 

High School Amenities per Department Unit:    Amenity    English Classrooms  Math Classrooms  Social Studies  Classrooms  World Lang Classrooms  Science Classrooms  Labs  Interdisciplinary Lab  Teacher Resource  Academic Storage  Data Closet  Student Toilets  SE Services  ESOL Services  Other (Specify)     

  SF per MP Space  Yes  Delineation Example    Same  Adjusted                   

       

       

       

                         

                         

                         

                         

                         

                         

  No 

  Possibly 

  Appendix C ‐ 5 

  Notes / Rationale 

Falls Church City Public Schools  Facility Master Plan 

  Appendix C ‐ Site‐Specific Educational Specification Worksheets  High School Expanded Core/Electives/CTE Areas to be Offered:    Expanded Core Area    Art  Graphics Lab  Band  Orchestra  Chorus  Drama/Black Box/TV  P.E./Athletics  Fitness  Health  Distance Learning  Electives (specify)  CTE (specify)  Teacher Workroom  Other: 

  Yes                                 

SF per MP Space  Delineation Example  Same  Adjusted                                                         

  No                               

  Possibly                               

  Notes / Rationale                               

High School Community, Administration & Related Areas:    Admin/Service Area    Library Media Center  Dining  Auditorium  Administration  Guidance & Career  Compliance Specialist  ISS  Clinic/Health Services  Student Services  SE Services  Transition Center  ESOL  ITRT / Tech Support  Data Closets  Community Use (TLC)  Toilets  Resource Officer  Site‐based Program(s)  Mech/Maintenance  Other (Specify) 

  Yes                                           

SF per MP Space  Delineation Example  Same  Adjusted                                                                                 

  No                                           

  Possibly                                           

  Appendix C ‐ 6 

  Notes / Rationale                                           

Falls Church City Public Schools  Facility Master Plan 

  Appendix C ‐ Site‐Specific Educational Specification Worksheets  Grossing Factor to Be Used When Calculating Total Building Size:  Target Building Size:    ________ SF        Estimated Building Size:  ________ SF                       

  Appendix C ‐ 7 

Appendix D

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1 

Design Committee Meeting 1 Summary ‐ Instruction & Issues of 21st Century Learning    The objective for Meeting 1 was to begin discussion around the Master Plan goal of ‘identifying  opportunities for improvements in infrastructure, in organization, and in teaching by examining the  relationships between technology, academics, and school design.’   This was done by breaking the  committee into six break‐out groups to review and react to an instructional theory.  During discussion,  the groups answered a series of questions, and then shared their findings with the entire committee for  further discussion.      Dede – 21st Century Skills    Summary of Theory:  THE PARTNERSHIP FOR 21ST CENTURY SKILLS   CHRIS DEDE / HARVARD GRADUATE SCHOOL OF EDUCATION    Emphasize core subjects  Knowledge and skills for the 21st century must be built on core subjects.  No Child Left Behind  identifies these as English, reading or language arts, mathematics, science, foreign languages,  civics, government, economics, arts, history and geography.  Further, the focus on core subjects  must expand beyond basic competency to the understanding of core academic content at much  higher levels.    Emphasize Learning Skills  As much as students need to know core subjects, they also need to know how to keep learning  continuously throughout their lives.    Learning skills comprise three broad categories of skills:  Information and communication skills  Thinking and problem‐solving skills  Interpersonal and self‐directional skills  Incorporate learning skills into classrooms deliberately, strategically and broadly    st Use 21  Century Tools to Develop Learning Skills  Students need to learn to use the tools that are essential to everyday life and workplace  productivity  ICT Literacy: the interest, attitude and ability of individuals to appropriately use digital  technology and communication tools to access, manage, integrate and evaluate information,  construct new knowledge, and communicate with others in order to participate effectively in  society   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  Teach and Learn in a 21st Century Context  Learn academic content through real‐world examples, applications, and experiences  Schools must reach out to their communities, employers, community members and, of course,  parents to reduce the boundaries that divide schools from the real world    Teach and Learn 21st Century Content  Education and business leaders identified three significant, emerging content areas that are  critical to success in communities and workplaces:    global awareness  financial, economic and business literacy  civic literacy    Use 21st Century Assessments that Measure 21st Century Skills  High quality standardized tests measure student’s performance of the elements of a 21st century  education  A balance of assessments – high‐quality standardized testing for accountability purposes and  classroom assessments for improved teaching and learning in the classroom – offers students a  powerful way to master the content and skills central to success in the 21st century.  To be effective, sustainable and affordable, sophisticated assessment at all levels must use new  information technologies to increase efficiency and timeliness    Learning Skills        THINKING AND    PROBLEM‐SOLVING  SKILLS                      INFORMATION    AND       COMMUNICATION  SKILLS                 

    INTERPERSONAL  AND      SELF‐DIRECTION  SKILLS         

+ 

21st Century Tools 

         

Problem‐solving tools (such  as spreadsheets,  decision   support, design tools)                   

  Using ICT to manage,  complexity, solve    problems and think    critically, creatively,    and systematically 

           

Communication, information  processing and research tools  (such as word processing,    e‐mail, groupware, presentation,  Web development, Internet  search tools 

  Using ICT to access,  manage, integrate,  evaluate, create and  communicate    information 

       

Personal development and  Using ICT to enhance  productivity tools (such as    productivity and  e‐learning, time management/  personal development  calendar, collaboration tools) 

 

= 

ICT Literacy 

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  What did you find surprising/interesting about your topic?  • Taking core knowledge and applying it to real‐life situations  • Breaking down boundaries between school and real world  • Global awareness  • Business/financial literacy  • Innovative thinking (out‐of‐the‐box)    What are the implications for student learning?  • Are prepared for the adult world at graduation  • Some concepts aren’t taught  • More challenging for special populations  • Students take ownership of their learning  • Technology focus  • Different options for learning environments    What are the implications for teaching?  • Teachers don’t have to be the “expert”  • Comfort level with technology  • Differentiation  • Teachers have to lead the students understanding of curriculum  • Integration     Is / how is the topic applied today in Falls Church?  • PYP and MYP are being introduced  • Arlington Career Center  • UBD Performance Assessments  • Technology    How can the findings be applied in the future?  • Internships  • E‐learning  • Dual enrollment  • Guest speakers from the business world  • Career study/plan when choosing courses  • Flexible use of time/space/grouping  • More student‐driven projects (research)   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  Breaking Ranks – Strategies for Improved Performance    Summary of Theory:    BREAKING RANKS II – SEVEN CORNERSTONE STRATEGIES FOR IMPROVED STUDENT PERFORMANCE,  NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS    Establish the essential learnings a student is required to master in order to graduate, and adjust the  curriculum and teaching strategies to realize that goal    Focus on mastery, not coverage    Raise the level of academic rigor  Initiate interdisciplinary instruction, teaming and an appropriate emphasis on real‐world  applications  Reorganize traditional departmental structures    Increase the quantity and improve the quality of interactions between students, teachers, and other  school personnel by reducing the number of students for which any adult of adults is responsible  Reduce a large school into smaller units  Reduce the number of students for which an individual teacher is responsible  Create interdisciplinary teams of both teachers and students  Loop teachers    Implement a comprehensive advisory program that ensures that each student has frequent and  meaningful opportunities to plan and assess his or her academic and social progress with a faculty  member  Personal Adult Advocates for every student  Personal Plan for Progress  Specific products or portfolio items demonstrating accomplishment and progress in academic  areas, school activities, sports and school or community leadership    Ensure that teachers use a variety of instructional strategies and assessments to accommodate  individual learning styles  Provide development and teaching opportunities regarding incorporation of seminars, inquiry‐ based learning, cooperative learning, debates, field experience, etc.    Implement schedules flexible enough to accommodate teaching strategies consistent with the ways  students learn most effectively and that allow for effective teaming and lesson planning  Adjust the length of the class periods  Adjust the length of the school day  Adjust the length of the school year   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  Institute structural leadership changes that allow for meaningful involvement in decision making by  students, teachers, family members, and the community that support effective communication with  these groups    Align the school wide comprehensive, ongoing professional development program and the individual  Personal Learning Plan of staff members with the content knowledge and instructional strategies  required to prepare students for graduation  Collaborative Leadership/ Professional Learning Communities Principal: Vision, Direction & Focus Site Council Staff Collaboration

Redefine teacher role Personal Learning Plans for Principal & Teachers Political/Financial Alliances Five-Year Review

Small Units Flexible Scheduling Democratic Values 90-Student Maximum

Higher Education Partnerships Celebrate Diversity Coaching Students

Improved Student Performance

Personal Plans for Progress Personal Adult Advocate Families as Partners

Caring Teachers Activities/Service Tied to Learning Community Learning Critical Thinking Learning Styles Youth Services

Personalizing Your School Environment

Essential Learnings Alternatives to Tracking Integrated Curriculum Real-World Applications Knowledgeable Teachers Integrated Assessment K-16 Continuity Integrated Technology

Curriculum, Instruction, and Assessment

    What did you find surprising/interesting about your topic?  • “Focus on mastery, not coverage” yet we have SOL tests    What are the implications for student learning?  • How do students deal with longer classes/school day/school year when they are currently already  having issues with stress?  • Can we have students assess their learning style/needs and essentially “choose” the class that meets  their learning needs?  • Develop a “personal action plan for progress” at beginning of students’ careers – allow to see  purpose/plan for their education   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  What are the implications for teaching?  • How do you find/provide time to staff to create meaningful, real‐life learning?  (planning lessons,  collaboration)  • Do the teachers have the resources to keep the students’ attention?  (projectors, easy access to  Internet, etc.)    Is / how is the topic applied today in Falls Church?  • We currently try to keep student to teacher ratio low  • Students are given choices in product (especially in technology)  Is there a way to expand this?  • Teachers currently work on a Professional Growth Plan (PGP)  • Efforts to increase interdisciplinary/cross‐curricular connections    How can the findings be applied in the future?  • Find ways for students to have even more relationships with adults in the school setting who don’t  grade them   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  International Baccalaureate 

Summary of Theory:  INTERNATIONAL BACCALAUREATE PROGRAM  INTERNATIONAL BACCALAUREATE ORGANIZATION    Founded in 1968, to date the IBO has authorized 1,123 Diploma Programme schools, 259 Middle Years  Programme schools and 138 Primary Years Programme schools in 115 countries.  The IBO examines  nearly 60,000 students per year in the Diploma Programme and trains thousands of teachers each year  in workshops and at conferences.  The organization has grown consistently at the rate of about 15% per  annum for the past 10 years.    The International Baccalaureate Program promotes intercultural understanding and respect, not as an  alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century.   All of this is captured in their mission statement:    The International Baccalaureate Organization aims to develop inquiring, knowledgeable  and caring young people who help to create a better and more peaceful world through  intercultural understanding and respect.    To this end the IBO works with schools, governments and international organizations to  develop challenging programmes of international education and rigorous assessment.  These programmes encourage students across the world to become active,  compassionate and lifelong learners who understand that other people, with their  differences, can also be right.    The International Baccalaureate (IB) Diploma Programme is a challenging two‐year curriculum, primarily  aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the world’s  leading universities.  Students learn more than a collection of facts. The Diploma Programme prepares  students for university and encourages them to:  • ask challenging questions   • learn how to learn   • develop a strong sense of their own identity and culture   • develop the ability to communicate with and understand people from other countries and  cultures.    

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  The three core requirements of the IB Diploma Programme are:  extended essay, theory of knowledge,  creativity, action, service.  All Diploma Programme students must engage in these three activities.     Extended essay  The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic  of individual interest, and acquaints students with the independent research and writing skills expected  at university.    Theory of knowledge (TOK)  The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge  across disciplines, encouraging an appreciation of other cultural perspectives.      Creativity, action, service (CAS)  Participation in the school’s CAS programme encourages students to be involved in artistic pursuits,  sports and community service work, thus fostering students’ awareness and appreciation of life outside  the academic arena.    This is illustrated by a hexagon with the three parts  of the core at its centre.  Students study six subjects selected from the subject  groups. Normally three subjects are studied at higher  level (courses representing 240 teaching hours), and  the remaining three subjects are studied at standard  level (courses representing 150 teaching hours).            At the end of the two‐year programme, students are  assessed both internally and externally in ways that measure individual performance against stated  objectives for each subject.      Internal assessment   In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark  individual pieces of work produced as part of a course of study. Examples include oral exercises in  language subjects, projects, student portfolios, class presentations, practical laboratory work,  mathematical investigations and artistic performances.    

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  External assessment   Some assessment tasks are conducted and overseen by teachers without the restrictions of examination  conditions, but are then marked externally by examiners. Examples include world literature assignments  for language A1, written assignments for language A2, essays for theory of knowledge and extended  essays.    Because of the greater degree of objectivity and reliability provided by the standard examination  environment, externally marked examinations form the greatest share of the assessment for each  subject.    The grading system is criterion based (results are determined by performance against set standards, not  by each student’s position in the overall rank order); validity, reliability and fairness are the watchwords  of the Diploma Programme’s assessment strategy.    The IBO works closely with universities in all regions of the world to gain recognition for the IB diploma.  To aid this process, university admissions officers and government officials have direct online access to  all syllabuses and recent examinations.       What did you find surprising/interesting about your topic?  • Only 138 PYP  • 1000 + schools (DP)  • Must build literacy for successful DP completion  • Nothing new / minimal PYP description    What are the implications for student learning?  • The design (our implementation) is perhaps backwards (beginning in HS)  • Holistic learning approach – multi‐component  • Is it OK that PYP is for all and DP is exclusive (increase of IP involvement)  • How does remediation/SPED work/fit?    What are the implications for teaching?  • How does planning work?  • Collaboration  • Professional development  • Technology can help    Is / how is the topic applied today in Falls Church?  • Differentiation  • Inclusion  • Note ‐ facilities at TJ make this difficult/challenging    How can the findings be applied in the future?  • Collaborative spaces for learning/planning  • Technology tools   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  Jukes – Future of Learning    Summary of Theory:  WINDOWS ON THE FUTURE – EDUCATION IN THE FUTURE  TED MCCAIN AND IAN JUKES    Education will not be confined to a single place  Learning will not need to be confined to a single place or a single source – learning will happen  at home, on the job, or in the community    Education will not be confined to a specific time  The school day and school year will no longer be predicated on a 5.5 hour day, 180 days a year  that is a remnant of a time when children were needed in the fields  There will be much less emphasis on the amount of material memorized and much more  emphasis on making connections, thinking through issues, and solving problems  The past – just in case learning, The future – just in time or need to know learning    Education will not be confined to a single person  By removing the constraints of a physical location and time of day, the new technologies will  allow people other than teachers to enhance the instruction of students    Education will not be confined to human teachers  Students will be able to use a personal learning system that knows how they learn  Teachers will be able to spend more time on the higher‐level thinking skills associated with  evaluating the information retrieved by the smart agents  The future will not see teachers replaced, rather technology will create the long desired and  needed shift in the instructional role that the teacher plays    Education will not be confined to paper‐based information  As strategic alliances between communications and media companies continue to develop new  products and services, digital information and learning technologies will become the norm in  schools  When students go to school, it is difficult to get them interested in the 2‐dimensional world of  paper.  That is because they live in a digital, 3‐dimensional, interactive video world outside the  classroom.    Educational will not be confined to memorization  As the amount of information continues to double, academic success will depend less and less  on rote learning and more and more on a student’s ability to process information and use it in a  discerning manner   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  Education will not be confined to linear learning  Linear learning is compatible with the assembly line model – as technology creates an  interconnected world, people can construct their own learning webs and personal pathways    Education will not be confined to the intellectual elite  Until recently the real power in our country was in the hands of the literati – the people of  paper.  Increasingly that power has been transferred to the clickerati, mouserati, digerati    Education will not be confined to childhood  Given the rapidly changing nature of our world, people of all ages much constantly learn and  relearn what they need to know    Education will not be confined to controlling learners  The traditional educational mind set used a predetermined, predefined, generic cookie cutter  curriculum that led to a one‐size‐fits all approach the learning  Learning needs to become a lifelong empowerment process, and technology can help create the  customized learning experiences that have personal relevance for students    Windows on the Future

New Skills for Students

Reading, Writing, Arithmetic +

9 Process Skills

• • • •

Problem solving and critical thinking Communication skills Technical reading and writing Applied technical reasoning skills

      What did you find surprising/interesting about your topic?  • Scheduling  • So VERY different from current structure  • No real need for big building??? 

 

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1    What are the implications for student learning?  • Bridge gap between generation/parents having common “language” with kids  • Assessment tools – SO varied  • Pre‐assessments of “starting points” of knowledge of students  • Grades?    What are the implications for teaching?  • More responsibility on students/less on teachers/classroom  • Other adults tasked with teaching beyond teachers (i.e. parents)  • TIME (lack thereof)  • Training (lack thereof)  • Grades?    Is / how is the topic applied today in Falls Church?  • Angel communication system  • “UBD”  • Process skills vs. facts/memorization  • New TJ report card  • Differentiated instruction    How can the findings be applied in the future?  • More Angel/less paper  • Less class time  • Authentic assessment   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  Stager – Constructionist Learning    Summary of Theory:  THE CONSTRUCTIONIST LEARNING ENVIRONMENT (PROJECT‐BASED LEARNING)  GARY STAGER / SEYMOUR PAPERT / JOHN DEWEY  It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas,  ponder them try them out, play with them and use them. If you reflect on anything you have learned,  you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments  of profound insight, can be traced back to longer periods of preparation.   Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is  essential for learning. This idea of motivation as described here is broadly conceived to include an  understanding of ways in which the knowledge can be used. Unless we know "the reasons why", we  may not be very involved in using the knowledge that may be instilled in us ‐‐ even by the most severe  and direct teaching.   Stager’s Work in Applying Constructionist Theory Using Technology  From 1999 to 2002 Stager was the principal investigator and one of three architects of an alternative  learning environment operated inside The Maine Youth Center, the state’s troubled juvenile detention  facility.  Guided by the learning theory of constructionism, a multi‐age, interdisciplinary technology‐rich  learning environment was created to support the development of personally meaningful projects based  on student interest, talent and experience.    Students often classified as learning disabled engaged in  rigorous learning adventures and developed positive personal  behaviors.  Personal and collaborative long‐range student  projects incorporated powerful ideas from mathematics,  science, computer science, engineering and the arts.   Sophisticated projects resulted from a more expansive view of  technology that included programming, robotics,  woodworking and communications via a variety of media.   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  The ubiquitous access to computers and computationally rich building materials made a significant  contribution to both the learning process and the learning environment.  The routine use of computer  and related technologies allowed students to engage in serious intellectual work, perhaps for the first  time in their lives.  Technology allowed them to experience the feeling associated with being a  mathematician, a scientist, an engineer or a filmmaker.  This ‘feeling of wonderful ideas’ is profound and  absent from even the most successful school reform efforts.  Image a school system in which every child  felt that he had the personal power, potential and intellect required to meet any challenge.    Since the theory of constructionism suggests that the best way to learning is through the construction of  something shareable, projects were not a means to an end, but the goal itself.  Projects possess a  narrative comprised of debugging, experimentation, serendipity, research, collaboration, perspective,  creativity and ingenuity.  Projects also exhibit habits of mind.  A student’s ability to complete a project  and explain its creation or how it works represents sophisticated understanding.     What did you find surprising/interesting about your topic?  • Tie of technology to constructivism  • Hands‐on projects  • Active learning  • Scaffolding  • Movement    What are the implications for student learning?  • Movement  • Space, variety of environments  • Technology, collaboration    What are the implications for teaching?  • Pacing, assessment  • Time‐reflection, multi‐disciplinary  • Collaboration    Is / how is the topic applied today in Falls Church?  • IB – diploma, PYP  • Outdoor classrooms    How can the findings be applied in the future?  • Variation of teacher certification  • Differentiation  • Project‐based learning  • More focus on process   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  Millennials Rising    Summary of Theory:  MILLENNIALS RISING – THE NEXT GREAT GENERATION  NEIL HOWE / WILLIAM STRAUSS    If most Americans aren’t very hopeful about today’s rising generation, it’s because so many of them  figure that history generally moves in straight lines. They assume the next batch of youths will follow  blindly along all the life‐cycle trends initiated (thirty and forty years ago) by Boomers and confirmed (ten  and twenty years ago) by Gen Xers. These trends point to more selfishness in personal manner, more  splintering in public purpose, more profanity in culture and daily discourse, more risk‐taking with sex  and drugs, more apathy about politics, and more crime, violence, and social decay.    How utterly depressing. And how utterly wrong.  Yes, there’s a revolution under way among today’s kids—a good news revolution. This generation is  going to rebel by behaving not worse, but better. Their life mission will not be to tear down old  institutions that don’t work, but to build up new ones that do. Look closely at youth indicators, and  you’ll see that Millennial attitudes and behaviors represent a sharp break from Generation X, and are  running exactly counter to trends launched by the Boomers.     Across the board, Millennial kids are challenging a long list of common assumptions about what  "postmodern" young people must become. The name ‘Millennial’ hints at what this rising generation  could grow up to become—not a lame variation on old Boomer/Xer themes, but a new force of history,  a generational colossus far more consequential than most of today’s parents and teachers (and, indeed  most kids) dare imagine.    Today’s kids are on track to become a powerhouse generation, full of technology planners, community  shapers, institution builders, and world leaders, perhaps destined to dominate the twenty‐first century  like today’s fading and ennobled G.I.Generation dominated the twentieth.     In today’s America, one hears much praise for what the G.I. Generation built, but no one ever asks,   “Who built the G. I. Generation?”  The answer is the generations of Roosevelt and Truman – elders who  provided young people with principled leadership, challenges to character, ambitious national goals, and  solid foundations for long‐term achievement.      SO ASK YOURSELF. . . . What are the implications of CHILDREN of the Millennials  entering our schools in the next six years?   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  Characteristics of Millenials  Forging a new youth ethic of teamwork and civic purpose – becoming a regular kid counterpoint to the  worst ego‐excesses of older generations.    Biggest youth spenders in history – not BY them, but ON them – often in co‐purchases with parents.  The generations can’t help but be influenced by the events and conditions that have shaped who they  are and how they see the world.    Fascination and mastery of new technologies.  The left brained indicators of achievement – for math,  science, and technology – are where this generation is making its strongest strides – will apply  technology not to empower individuals, but to empower the community.    To Millennials diversity doesn’t mean black or white, it means Korean, Malaysian, Latvian, Guatemalan,  Peruvian, Nigerian, Trinidadian, and skins in more hues from more places than seen on any generation in  any society in the history of humanity.  1 in 5 has at least one immigrant parent;   1 in 10 has at least 1 non‐citizen parent.    Most watched‐over generation in history.  7 out of 10 parents of elementary school students now say  it’s extremely important for them to get their kids to do their homework; 4 out of 10 spoken to teacher  more than 5 times during the year    Columbine most influential event until 9‐11. Those in college – first time there was an emergency and  parents weren’t there – other millennials were.     Far more permissive attitude towards government intrusion on civil liberties than 20‐year norms  would suggest – far more positive attitudes toward America in general.    Biggest problem of millennial teens – pressure: on time, on achievement, living up to high expectations  of adults and friends.    Feedback whenever I want it at the push of a button.  Continuous learning is a way of life.  Media blurs  reality and fantasy.      First millennials were barely a year old when education hit its modern ground zero – the 90’s were  decade of back to basics, teaching values, setting standards, holding schools and students accountable –  they’ve always known standardized testing    Freedom of school choice – competition for public schools – religious, charter, home‐schooling rises  (enrollment from 1990‐99 rose 48% in non‐traditional public schools)     

Falls Church City Public Schools  Facility Master Plan 

  Appendix D ‐ Design Committee Work Summaries – Meeting 1  A generation is composed of people whose common location in history lends them a collective  persona. The span of one generation is roughly the length of a phase of life.    Traditionalists  Baby Boomers  Generation X‐ers  Millennials  1900 to 1945  1946 to 1964  1965 to 1980  1981 to 2002  Reflected evolving  The ‘next great  Media explosion –  ‘The Greatest  identity & explosion of  mystique stripped  generation’  Generation’  products in    away, including    marketplace  Highly techno‐savvy  personal computer  Things were scarce,        learned to do without  TV – events revealed  Appreciation for  Moms working –      diversity  resourceful  God‐fearing, hard‐ Focus on self, challenge      working, patriotic  authority  Hovering parents –    character    always part of day‐to‐       day      Optimistic – anything is      Loyal – put aside own  Skeptical ‐ more faith in  Realistic – a  needs and work toward  possible  common goals    self than institution  combination of loyal,      optimistic and skeptical        What did you find surprising/interesting about your topic?  • Vocabulary – what a millennial is  • Group definitions of generations  • Categorical descriptions of ages  • Helicopter parents – affect  • Student schedules in and out of school    What are the implications for student learning?  • Technology  • More space  • Content delivery  • Feedback  • State influence and its impact on testing, curriculum    What are the implications for teaching?  • Training  • “Tech” knowledge  • Role changes to facilitator  • Multi‐purpose teaching   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 1  Is / how is the topic applied today in Falls Church?  • Implementation of programs and tools    How can the findings be applied in the future?  • Flexible technology  • Facilities that support technology, different learning spaces and teaching styles    Whole group discussion:  common themes/planning considerations from the Topic Area that apply to  the future of Falls Church Public Schools   • Flexibility  • Time  • Collaboration  • Individual‐based instruction for students  • Training – teacher / parent  • Generation gap  • Technology –virtual learning (on‐line)  • Middle/High School working together  • Inquiry‐based  • Goals of SOLs – integration with new thoughts on instruction  • Connection to real world  • Space in general – away from the traditional ‐ outdoor classrooms  • Critical thinking/problem solving/interdisciplinary instruction  • Real‐life skills  • Evolving nature of education     

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaires – Meeting 2 

Design Committee Meeting 2 Summary  ‐ Technology’s Role in Teaching and Learning    Categorizing Teaching and Learning by Location  Teaching and learning takes place in different locations throughout a student’s career. Taking all of the  learning a student accomplishes in a year, one could sort these activities into two categories: place‐ based and non‐place‐based. Generally speaking in K‐12 learning, these activities were dependent upon a  student being in a classroom, school facility, or specific field trip – or they were not. Prior to the  technological advances of audio and video recording, televisions and VCRs, and the Internet, place‐ based simply meant that a student was in school, while non‐place‐based generally consisted of  homework and other assignments. The Internet and other on‐demand resources have dramatically  changed these generalizations, particularly when considering that a school’s library collection is now  extremely limited compared to worldwide collections that are available electronically.    Place‐based Learning  Students in this learning situation are constrained by the environment of the space. Typically these  situations require that a student be in a particular location in order for learning to occur such as a  classroom, gymnasium, lab, or a specific field trip location. The key is that the desired instruction and  learning process are both tied directly to the environment. “Real time” teacher led instruction and  demonstrations, interacting with a museum interpreter, participating in team activities or sports, are all  examples of activities dependent upon a specific learning location.    Non‐Place‐based Learning  In this situation the instruction and learning process is not dependent upon the specific location.  Homework, papers, projects, reading, watching video programming, listening to audio materials, and  research are activities that are not dependent upon being in any particular location. While these  activities may require a computer, television, MP3 player, or book they are not dependent on being in a  specific learning location. Activities done in a general computer lab situation could also be classified as  non‐place‐based if the activities can be just as easily accomplished on a student’s home computer and  are not dependent upon real time instruction.     Sub‐Categorizing Teaching and Learning by Time  Teaching and learning that is place‐based versus non‐place‐based can be further subdivided by when  and how they occur. In today’s place‐based classrooms, students learn in multiple ways and at multiple  times through group assignments, independent study, and shared class experiences, meaning that not  every student is studying or learning necessarily at the same time. Similarly, when students are not at  school they may still be learning through group projects that require real time collaboration, thus while  they may not be dependent upon the location for their learning they may still need to learn in concert  with their classmates through instant messaging, email, telephone conversations, off‐site meetings, or  social networking websites.    Synchronous Learning  Instruction and learning in this category requires students to learn with others at the same time as other  students. This is not to say that synchronous learning is the same as group learning. While repeatable, a  teacher’s classroom demonstration cannot necessarily be done on an individual basis – this is not group  work, but it is synchronous learning. Common instruction and learning activities are considered  synchronous if they must happen at the same instant for multiple students in order for the full effect of  learning to occur.   

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  Appendix D – Design Committee Work Summaries – Meeting 2  Asynchronous Learning  Student learning is independent of time, other students, or teachers in asynchronous learning. Group  assignments can be done asynchronously if the group does not have to be together at the same time to  complete a task (e.g., each member of the group writes a chapter of an assignment). Individual  homework and research assignments are typically asynchronous activities even though an entire class  may have the same requirements. Practicing basketball free throws is an example of an asynchronous  activity even though it ultimately contributes to a group “assignment”.    The Design Committee breakout groups created scenarios comparing their perception of today and ten  years from now in terms of technology practices in FCCPS.  They considered these questions in their  work:  • What form(s) of technology do elementary students use today (in and out of the learning process)?   What form(s) do you think they will be using 10 years from now? (i.e. computers, cell phones, voice  enhancement, etc.)   • What is your observation about the perception of the learning continuum in the charts from  elementary to middle to high?  • Is there now or will there by a technology gap as students progress through Falls Church schools?  If  so, what are they?    The following pie charts were created by Design Committee sub groups for each grade level grouping.   

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  Appendix D – Design Committee Work Summaires – Meeting 2 

Figure D‐1 ‐ Place‐based/Non place‐based and Synchronous/Asynchronous charts ‐ Elementary School                                           Figure D‐2 ‐ Place‐based/Non place‐based and Synchronous/Asynchronous charts ‐ Middle School                                   

Falls Church City Public Schools  Facility Master Plan 

  Appendix D – Design Committee Work Summaries – Meeting 2  Figure D‐3 ‐ Place‐based/Non place‐based and Synchronous/Asynchronous charts ‐ High School                                         

Falls Church City Public Schools  Facility Master Plan   

Design Committee Meeting 3 Summary ‐ School & Community Connection    What is the Implications Wheel?  • Designed by Dr. Joel Barker (Father of the Paradigm Shift) as a way to explore the future before  introducing an innovation or embarking on a new pathway  • Systematic way of thinking about and evaluating any change and determining its potential long  term, positive and negative implications  • A small group tool that uses teams made up of diverse individuals to “scout” the future using first,  second, third order implications.  • Strategic exploration is what you do before you do strategic planning – provides information and  insights that make strategic planning easier, faster and more effective    Exploration:  What are the direct implications of achieving the goal of actively involving the Falls  Church community as a partner in the education of the city’s children?  Key:  (+) the group determined this is a positive implication    (‐) the group determined this is a negative implication    Scoring: Desirability is show with a ‐5 to +5 range (+50 and ‐50 are special scores)      Likelihood is shown with a 9 (highly likely) to 1(highly unlikely) range      Indicated together with a  /  in between      MR – Minority Report shows a disagreement with group and statement why   

First Order Ring  Student enrollment increases (+)   

nd

3rd Order Implications  Salary costs increase (‐)   ‐4/9  More course offerings (diversity)  (+)   +5/7  More staff need to be hired (+)  Increase in training and  professional development (+)    +2/6  Increased  Larger and more diverse student  understanding/acceptance of  population (+)  other cultures (+)  Instructional materials costs  increase (‐)   ‐1/8  Maintenance costs increase due  to wear and tear (‐)  Higher demand of resources  Newer/up to date materials are  (students) (‐)  purchased (+)   +3/7  Cost of technology  (infrastructure) increases (‐)   ‐ 3/9  Costs of building and/or  maintaining/renovating (‐)   ‐5/9  Expanding instructional space (+)    Acquiring land cost and difficulty  +5/9  (‐)   ‐1/2  Security monitoring costs  2  Order Implications 

  Appendix D ‐ 23 

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  Appendix B ‐ FCCPS Facility Master Plan Design Committee 

First Order Ring  There is increased demand for  staff time spent on issues other  than students (‐) 

First Order Ring  Rich and diverse resources are  added to each school (+) 

increase (‐)   ‐1/8  Up to date facilities meet  student learning needs (+)   +5/4  2nd Order Implications  3rd Order Implications  Increased financial demands  Funding sources become  from overall school budget (‐)  increasingly unclear (‐)  Bringing together groups that  don’t see eye‐to‐eye (‐)  Increased use of facility for more  Can enhance existing facilities  diverse learning/community  with profits from rentals (+)  purposes (+)  Increased community pride in  facility (+)  Increased income for  staff/teachers  (+)  Increased employee burnout (‐)  Increased opportunity for extra  Increased employee loyalty (they  pay extra duty (+)  are needed) (+)  Increased opportunity for  community (+)  Higher employee turnover (‐)       ‐5/4.5  Lower learning outcomes (‐)          ‐5/1  Lower productivity (‐)   ‐5/4.5  Increased employee burnout (‐)    Administration improves  ‐5/4.5  climate/culture for staff (+)    +5/8  Staff increases stress  management techniques (+)  +  5/8  Increased awareness of how  community can support school  (+)  Increased awareness of how  Improved bond between staff  school can best serve community  (+)  and community (+)   +5/9  Higher overall school community  morale (+)   +5/9  “Too much info”  between staff  and community (‐)   ‐1/3  2nd Order Implications  3rd Order Implications  Share their skills with students  Career education (+)   +5/9  (+)   +3/7  Authentic real‐world learning (+)      Appendix B ‐ 24 

Falls Church City Public Schools  Facility Master Plan   

First Order Ring  There is an increase in available  human and financial resources  (+) 

First Order Ring  There are increased financial 

+5/6  Loss of autonomy (‐)   +1/4  Staff resource to monitor (‐)   0/9  Increased student achievement  (+)   +50/5  Increased student achievement  (+)   +50/  Internationally‐minded citizens  Promotes knowledge of diversity  (+)   +50/  and backgrounds (+)  Potential conflicts between  groups (‐)   ‐5/4  Decreased instruction time (‐)   ‐ 5/4  Increased student achievement  (+)     Post‐secondary opportunities  Highly educated and prepared  increase (+)  community (+)  Negative impact on existing  programs (i.e. IB) (‐)  Strings attached to resources (‐)  Opportunity cost (+)  Brings supplemental  Increase student achievement  contributions to schools (+)    (+)   +50/5  +3/8  2nd Order Implications  3rd Order Implications  Enables risk taking (+)  New and better ways/methods  are considered (+)  Innovative programs are added  Compete with curriculum (‐)  (+)   +50/6  Expectation created (+) (that  requires more money) (‐)   Schools become models for  others (+)  Oversight/controls become more  necessary (+) (takes time) (‐)  Community backlash (‐)  School personnel become  wasteful (‐)   ‐5/2  Expected rather than  appreciated (‐)  Take volunteers for granted (‐)  Culture changes (+)   0/7    Difficult for staff to prioritize (‐)      ‐4/  Service learning opportunity    enhanced (+)  2nd Order Implications  3rd Order Implications  Focus on efficiencies and  Better understanding by the    Appendix D ‐ 25 

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  Appendix B ‐ FCCPS Facility Master Plan Design Committee 

responsibilities for the school  division (‐)   0/9 

priorities with the school (+)    +3/4  Opportunity to diversify revenue  sources (+)   +5/2  Higher level of accountability to  community/citizens (+)  General government vs. schools  competition (‐)   ‐4/8 

Intra‐school competition for  resources (‐)   ‐4/8 

  Appendix B ‐ 26 

school administration of how the  numbers work (+)  Some new revenue sources may  be unreliable (‐)  Increase expectations of  community (‐)  Increase workload on staff (‐)  Could increase multi‐purpose  use and consolidation (+)  Done incorrectly produces  “winners” and “losers” (‐)  Clear articulation and  justification of services (+)  Increased opportunity for role of  implementation (+)  Potential for conflict among  administrators and student  groups (‐) 

Falls Church City Public Schools  Facility Master Plan   

  First Order Ring  There is increased ownership,  buy in and support by the  community as a whole  (+)   +4/9 

First Order Ring  There are less disenfranchised  families (+) 

3rd Order Implications  2nd Order Implications  Increased expectations on school  More use of facilities (+)     system (‐)   +4/9  Shared decision making (‐)   /6    Tax burden on citizens increases  (‐)  Shared responsibility to  fund/supply (+)  Encourage political participation  (+)  Business support of programs  increases (+)  Synergy (+)  City and school programs  paired/shared (+)  Open lines of communication (+)  New owners become vehicle for  Enhanced community awareness  positive change (+)  of how school system works (+)  More questions more time  explaining (‐)  nd 2  Order Implications  3rd Order Implications  More diverse family  Exposure to different cultures  participation in school (+)   +5/  for all (+)  Some may not value these  values (‐)  Increased adult education (+)  Unknown needs may arise (‐)  May require more staff (‐)  ‐3/  Requires more financial  resources (‐)  Diversity training for staff (+)  Shrink achievement gap (+)  Improve graduation rate (+)  Improve college entry and  Improve student achievement  completion rate (+)  (+)   +50/  Increase CTE opportunities (+)  Increased enrollment (‐)  **MR – increased enrollment  could be positive  Value greater diverse family  Improve job opportunities (+)  involvement in community (+)    +5/  Promotes inclusive community    (+) 

  First Order Implications that were not explored by a group:    First Order Ring  2nd Order Implications    Appendix D ‐ 27 

3rd Order Implications 

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  Appendix B ‐ FCCPS Facility Master Plan Design Committee 

Parents feel comfortable  enabling irresponsibility in  students  There is increased demand for  use of facilities  There is increased opportunity  for multi‐cultural events  There is an increase in students’  perception of the value of  education as they see more  relevancy  The decision making process  takes more time  The open door policy  compromises safety     

 

 

 

 

 

 

 

 

 

 

 

 

  Appendix B ‐ 28 

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What DOES the school and community connection look like?  • Major linkage is BIE (Business in Education)  Donations for supplies  Partnerships with businesses  All levels – elementary, middle, high  Shadowing opportunities / guest speakers  Provide some financial support  • High level of cooperation among all government components  Between schools and community  MOU between parks and recreation and schools  Synthetic turf field  Shared use of gymnasium  Student performances in community  • Student art  Displays at gallery (use to develop calendar)  “First Friday” shows  Sister City in Africa – send art  • Schools as community magnet  Schools seen as an integral factor in providing positive environment for children, attracts residents  that want to live her for the school and community  • Extended daycare program  • Shared classrooms for continuing education (parks & recreation and schools)  Partnership in lifelong learning  • Participate in decision making – extensive community process (The Falls Church Way)  • Expectation of participation – parents expect it of themselves   • Educational service requirements – positive for community  Blood drive  Recycling  Rain gardens, etc.  • Alliance For Youth  At‐risk youth, but supports all youth in a collaborative way  • The PTA 5:  Band Boosters  Athletic Boosters  Educational Foundation  • All night graduation party  • Positive relationship with Grad Center  Built‐in 40 year lease  Grew into strong relationship  • Shared facilities for revenue  Parks & Recreation  Other community groups  Cable access  • Special needs youth – transitioning into jobs within community  • CDC – sit on committees to ensure educational voice is heard  • Week‐long career fair at the Middle School  • Parent involvement strong at all levels    Appendix D ‐ 29 

Appendix E

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  Appendix B ‐ FCCPS Facility Master Plan Design Committee 

Daily involvement  Active parent volunteers (know can call on at a moment’s notice for help)  Highly participate in activities  Strong sense of ownership  • Combined City involvement and outreach beyond Falls Church  • Parents were substitute teachers for a “crisis” situation    What SHOULD the school and community connection look like?  • Less than 20% of the population sends their children to public school – work to engage the other  80%  • 20% of the group that sends students is not engaged due to various reasons  • Better meeting space to demonstrate connection/enhance relationship (both large and small  groups)  • Share community resources such as recreational, social services, library, fine arts facility  • Enhance alternative education – current space too small             

  Appendix B ‐ 30 

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  Appendix D ‐ 31 

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  Appendix E – Planning Document ‐ Elementary School 

Design Committee Meeting 4 Summary  ‐ Educational Principles With Design Implications    Any new or renovated Falls Church City schools and the spaces within them should be designed on the  basis of the following educational principles that fall under four categories:  • Educating, Challenging and Supporting Student Success  • Attracting, Retaining and Developing Highly Skilled Staff   • Creating and Maintaining Safe, Healthy and Comfortable Environments   • Actively Involving the Community as Partners in Education    These principles are specific to grade levels, and should form the basis of determining site‐specific  design implications when combined with community need and program delivery. The principles have  been numbered for ease of reference for justification of space/size of space when creating site specific  educational programs.      Elementary School  The elementary instructional program is designed to help each student develop competence in the basic  learning skills, develop the intellectual skills of rational thought and creativity, acquire the knowledge  and process skills of science and technology and acquire the broad knowledge and understanding of the  humanities.  Traditionally, the majority of the elementary instructional program has been provided in a  single classroom setting.  However, in today’s instructional environment, several factors influence the  ability to effectively deliver this instructional program both within and beyond the classroom setting:   technology, multiplicity of student and teacher support services, resource instruction, and parent  support services.    Educating, Challenging and Supporting Student Success  1.1  Educational Principle  The culture of the school values diversity and promotes positive and constructive student behavior.  Design Implications  • First impression is welcoming  • Administrative office accessible and transparent  • Clinic is big enough and is near office  • Be mindful of the needs of all learners in allocating space  • Inclusivity    1.2  Educational Principle  Students require a wide range of settings to learn, work and socialize in small and large groups as well as  individually.  Design Implications  • Room to display student work  • Look at current rooms to evaluate what is working  • More space for individual work/assessment     

Falls Church City Public Schools  Facility Master Plan 

  Chapter 3 ‐ Educational Specifications – Meeting 4 ‐ Elementary School  1.3  Educational Principle  Technology is an essential tool for instruction and administration.  Students will use digital technology  and communication tools to access, manage, integrate and evaluate information, construct new  knowledge, and communicate with others. Many knowledge systems and resources will no longer need  to be place‐based but can be accessed from anywhere by both teachers and students.  Design Implications  • Combination of portable laptops and computer labs  • Consider distance traveled in transition to special classes  • Interactive technology of all kinds  • Sound enhancement    1.4  Educational Principle  Learning is interactive, group oriented, hands‐on, and based in the core subjects with a focus on thinking  through issues, solving problems and making connections.  Students demonstrate authentic  understanding through work products, projects, and other activities.  Design Implications  • Classrooms that provide space to move around  • Small scale performance space  • To have private learning spaces  • More display cases to showcase student work  • Dedicated space for Daycare services    1.5  Educational Principle  Curriculum, assessment, and instruction are focused on enhancing student understanding (at all  performance levels) while being responsive to differences in student readiness, learning profiles, and  interests (Understanding by Design ‐ UBD).   Design Implications  • Inclusive use of space  • Storage for reading and math materials (common)    1.6  Educational Principle  Provide well‐rounded education that includes developmentally appropriate extra and co‐curricular  activities and sports.  Design Implications  • Space for Daycare that meets needs of participants  • Space for outdoor planning/storage for outdoor classroom activities   

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document ‐ Elementary School  1.7  Educational Principle  In IB PYP learning is authentic, engaging, relevant to “real” world, challenging and significant with a  commitment to a transdisciplinary model.  Students are encouraged to be curious, inquisitive, explore  and interact with the environment physically, socially and intellectually.  Design Implications  • Meeting and office space for staff  • Easy access to outdoor space  • Opportunity for research – technology and library  • Space for sharing investigations  • Space for projects/construction that doesn’t have to be taken down    Attracting, Retaining and Developing Highly Skilled Staff  2.1  Educational Principle  The changing role of the teacher brought on by the self‐directed student and the development of  technology will require change in teaching methods and styles, including self‐contained, multi‐ disciplinary, and team teaching. Teachers will use a variety of instructional strategies and assessments  and incorporate the use of technology as a teaching and administrative tool.  Design Implications  • Large spaces for common use and varied student learning experiences  • Smaller learning spaces attached to larger instructional areas (areas with glass doors/windows  looking into larger space)  • Built‐in spaces to store technology (laptop storage/charging stations)    2.2  Educational Principle  The necessary resources and services must be provided to support student achievement.  Design Implications  • Classrooms feeding into larger commons spaces  • Adjoining classrooms (general education to specialists)  • Resources and materials and shared specialists should be in spaces accessible to staff and  students  • Movable furniture/storage    2.3  Educational Principle  Data must be used for continuous improvement of teaching and learning.  Design Implications  • Classrooms with spaces to perform assessments (1‐1, small group) within room or adjoining   

Falls Church City Public Schools  Facility Master Plan 

  Chapter 3 ‐ Educational Specifications – Meeting 4 ‐ Elementary School  2.4  Educational Principle  Collegiality, collaboration, and teamwork are essential.  The school environment should support  continued professional development and mentoring by providing teachers with opportunities to  collaborate on a routine basis and to explore new teaching strategies, tools and other resources.  Design Implications  • Team planning and workroom with storage for resources/materials    2.5  Educational Principle  Teachers develop individual professional growth plans to focus and monitor continual refinement of  their practice. A PGP should support reflective thinking ‐ a conscious and intentional process that  provides time for thinking about teaching practices and how to refine them.       Design Implications    2.6  Educational Principle  Adults will help students develop learning goals and plan and assess progress.  Design Implications  • Small student rooms located off hallways, classrooms or large learning spaces    2.7  Educational Principle  Administrators provide effective leadership and management.  Design Implications  • Offices or conference spaces throughout school for administrative staff (better monitoring,  more “presence,” connect more to school)    Creating and Maintaining Safe, Healthy and Comfortable Environments  3.1  Educational Principle  School facilities should be inviting and inspiring.  They must create a strong sense of belonging and be a  statement about how Falls Church feels about education and community.  They should be welcoming  and non‐institutional.   Design Implications  • School facilities’ assumes bricks and mortar – non‐traditional “online” facilities will need the  same energy and intent to showcase learning and enlighten (podcasts, distance learning, etc.)  • Overall form of building open, original, bright lighting, natural light (windows/skylights)  • OPEN, design innovative – beyond the cinder blocks  • Community room – invites all members of the community to “belong”  • Trail system and playground accessible to community and students  • Use of technology is forward‐looking and accessible community‐wide   

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document ‐ Elementary School  3.2  Educational Principle  An educational facility should be designed to conserve resources; good stewards of the environment.  Design Implications  • Energy clocks (usage of/savings compared to …)  • Draining/cistern and water usage  • Solar panels, recycled, green building materials and landscaping  • Native landscaping, recycling focus, solar grid wide/renewable energy  • LEEDS certified (level?), wildlife certified, outdoor use of space  • Community role model, playground equipment of natural community    3.3  Educational Principle  An engaging environment (facilities and grounds) is an active showcase of learning and discovery.  Design Implications  • Better use of outdoor space (all hardtop surfaces outside becoming giant blackboard)  • A showcase of learning should be active/initial intent of design – art, literature, technology,  connects to the community    3.4  Educational Principle  An engaging learning environment must be easily managed and maintained.  Design Implications  • Native landscaping – outdoors  • Materials planning crucial to starting off facilities to be easily managed  • Technology makes much more easily managed – educational, facilities (HVAC, electricity)  • Efficient layout (cleaning, teaching, people management)    3.5  Educational Principle  Small classes and small schools are the foundation of academic excellence.  Design Implications  • Flexible classrooms for ability to create small classes  • Small classes if able but can expand due to population or lesson/educational need   

Falls Church City Public Schools  Facility Master Plan 

  Chapter 3 ‐ Educational Specifications – Meeting 4 ‐ Elementary School  3.6  Educational Principle  There must be safety from physical threat and a sense of emotional security for students and all who  use the building.  Design Implications  • Design for entrance/exits  • Security system/monitoring  • Lockdowns and emergency exits  • Comfortable scale for elementary sized people  • Emotional security – communication systems/video systems  • Internal/external lighting  • Bright, open space for emotional and physical security  • Appropriate landscaping    Actively Involving the Community as Partners in Education  4.1  Educational Principle  Schools are the center of education that supports life‐long learning for all ages and interests within the  community while also preparing students for the workforce.    Design Implications  • Storage – school needs and community needs separate and lockable  • Security of equipment    4.2  Educational Principle  Family involvement is welcome and encouraged  Design Implications  • Safety/security that is people friendly  • Community room(s) not dedicated to education    4.3  Educational Principle  The Falls Church community will continue to face change and growth.  Design Implications  • Flexible rooms – non dedicated  • Properly prepare and research for additions or future changes    4.4  Educational Principle  Partnerships with the community and advancing technologies will help create customized learning  experiences that have personal relevance for a variety of students’ needs.  Design Implications  • Flexible technology – all rooms multi‐use  • Wireless technology throughout the City   

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document ‐ Elementary School  4.5  Educational Principle  Community involvement strengthens our schools.  Design Implications  • Community use rooms allow students to remain on campus for community activities  • PARKING!  • Transportation    4.6  Educational Principle  Schools are seen as an integral factor in providing a positive environment for children, and attracting  residents that want to live here for the school and community.  Design Implications  • Space for family functions (PTA)     

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

Middle School  Middle school education is centered on the development of the individual learner.  During the middle  school years, students experience great changes physically, socially, emotionally, and academically.  The  school building should be designed to accommodate individual needs as well as the changes students  experience as they move through these middle years.  The middle school philosophy impacts the  instruction, curriculum, structure, organization, and environment of the school.    Educating, Challenging and Supporting Student Success  1.1  Educational Principle  The culture of the school values diversity and promotes positive and constructive student behavior.  Design Implications  • Showcase 3D projects  • Exhibit/gallery space ‐ public  • Explanations  • Used for communication  • Clubs/classes can present info/artifacts    1.2  Educational Principle  Students require a wide range of settings to learn, work and socialize in small and large groups as well as  individually.  Design Implications  • Display work  • Non‐standard room shapes can present challenges  • Informal spaces  • Paint  • Less institutionalized materials    1.3  Educational Principle  Technology is an essential tool for instruction and administration.  Students will use digital technology  and communication tools to access, manage, integrate and evaluate information, construct new  knowledge, and communicate with others. Many knowledge systems and resources will no longer need  to be place‐based (lab) but can be accessed from anywhere by both teachers and students.  Design Implications  • Teacher does not have to GO to tech, tech can come to him/her  • Wireless infrastructure   

  Appendix E ‐ 8 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School  1.4  Educational Principle  Learning is interactive, group oriented, hands‐on, and based in the core subjects with a focus on thinking  through issues, solving problems and making connections.  Students demonstrate authentic  understanding through work products, projects, and other activities.  Design Implications  • Flexible furniture – to support various group sizes for small group, pairs, etc.    1.5  Educational Principle  Curriculum, assessment, and instruction are focused on enhancing student understanding (at all  performance levels) while being responsive to differences in student readiness, learning profiles, and  interests (Understanding by Design ‐ UBD).   Design Implications  • User friendly storage  • Multi‐use, compact furniture/spaces  • Flexible space    1.6  Educational Principle  Provide well‐rounded education that includes developmentally appropriate extra and co‐curricular  activities and sports.  Design Implications  • Flexible spaces (multiple ones)  • Multiple indoor/outdoor spaces    1.7  Educational Principle  Grade level identity and transitions are important to the learning and maturing process  Design Implications  • Common space with rooms off of it    1.8  Educational Principle  Instructional teaming is essential to good educational delivery  Design Implications  • Common team space lends to camaraderie horizontally (each grade)  • Space for everyone to get together at times (whole grade)    1.9  Educational Principle  Students will progress through less and less structured educational experiences as they move toward  becoming independent, mature, spontaneous learners who have the confidence to continually expand  and adapt their knowledge.  Design Implications  • Increasing flexibility and movement by grade and development   

  Appendix B ‐ 9 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

1.10  Educational Principle  In IB Middle Years, teachers provide students with the tools to enable them to take responsibility for  their own learning, thereby developing an awareness of how they learn best, of thought processes and  of learning strategies. Students participate actively and responsibly in a changing and increasingly  interconnected world. Learning how to learn and how to evaluate information critically is as important  as learning facts.  Design Implications  • Student access to their work  • Increasingly independent learning    Attracting, Retaining and Developing Highly Skilled Staff  2.1  Educational Principle  The changing role of the teacher brought on by the self‐directed student and the development of  technology will require change in teaching methods and styles, including self‐contained, multi‐ disciplinary, and team teaching. Teachers will use a variety of instructional strategies and assessments  and incorporate the use of technology as a teaching and administrative tool.  Design Implications  • Connectivity (wireless)  • Technology re‐fresh  • Whole room presentation capability    2.2  Educational Principle  The necessary resources and services must be provided to support student achievement.  Design Implications  • Technology re‐fresh and support  • Web‐based access to curriculum and instructional support    2.3  Educational Principle  Data must be used for continuous improvement of teaching and learning.  Design Implications  • Master database access/analysis   

  Appendix E ‐ 10 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School  2.4  Educational Principle  Collegiality, collaboration, and teamwork are essential.  The school environment should support  continued professional development and mentoring by providing teachers with opportunities to  collaborate on a routine basis and to explore new teaching strategies, tools and other resources.  Design Implications  • Dedicated teacher work space  • Lab or instructors (lab cells for small group work)  • Access doorways to adjacent classrooms for instructor and/or student collaboration and  assistance    2.5  Educational Principle  Teachers develop individual professional growth plans to focus and monitor continual refinement of  their practice. A PGP should support reflective thinking ‐ a conscious and intentional process that  provides time for thinking about teaching practices and how to refine them.  Design Implications  • Dedicated instructor work/lab space (cell concept for collaboration)  • Schedule accommodation    2.6  Educational Principle  Administrators provide effective leadership and management.  Design Implications  • Adequate space to accommodate large and small group meetings (staff/administrators)    Creating and Maintaining Safe, Healthy and Comfortable Environments  3.1  Educational Principle  School facilities should be inviting and inspiring.  They must create a strong sense of belonging and be a  statement about how Falls Church feels about education and community.  They should be welcoming  and non‐institutional.   Design Implications  • Ample daylight  • Building as a learning tool  • Easily updateable  • Community represented  • Pictures of positive  moments  • Pictures of teachers in grade  • Display case of teacher artifacts   

  Appendix B ‐ 11 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

3.2  Educational Principle  An educational facility should be designed to conserve resources; good stewards of the environment.  Design Implications  • Timed lights  • Recycling  • ‘Green’ elements    3.3  Educational Principle  An engaging environment (facilities and grounds) is an active showcase of learning and discovery.  Design Implications  • Lots of display  • Outdoor education  • Color    3.4  Educational Principle  An engaging learning environment must be easily managed and maintained.  Design Implications  • Lots of storage  • Linoleum floor (easier to clean)    3.5  Educational Principle  Small classes and small schools are the foundation of academic excellence.  Design Implications  • Expansion possibilities  • Keep in mind vertical (5‐7) planning and grouping as a possibility    3.6  Educational Principle  There must be safety from physical threat and a sense of emotional security for students and all who  use the building.    Design Implications  • Counseling office that is relaxing  • Security locks  • Central entrance   

  Appendix E ‐ 12 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School  Actively Involving the Community as Partners in Education  4.1  Educational Principle  Schools are the center of education that supports life‐long learning for all ages and interests within the  community while also preparing students for the workforce.    Design Implications  • Accessibility to all/central location (remove barriers of opportunity for students/people to  access)  • Facilities and equipment that meet the needs and interests of different groups that may use the  school  • Limited access to areas available to community (safety concerns) – separate entrance?    4.2  Educational Principle  Family involvement is welcome and encouraged  Design Implications  • Parking  • Welcoming foyer/atrium/information desk  • Community athletic facilities (i.e. pool)    4.3  Educational Principle  The Falls Church community will continue to face change and growth.  Design Implications  • Flexible design (moveable equipment)  • Building designed so it can be expanded  • Design is effective and efficient (especially energy efficient)    4.4  Educational Principle  Partnerships with the community and advancing technologies will help create customized learning  experiences that have personal relevance for a variety of students’ needs.  Design Implications  • State‐of‐the‐art technology  • Opportunities for students to apply and show their technology knowledge/skills    4.5  Educational Principle  Schools facilitate use by multiple populations for multiple purposes at all hours and days of the week,  while protecting the core instructional program.  Design Implications  • Central location  • Security   

  Appendix B ‐ 13 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

4.6  Educational Principle  Community involvement strengthens our schools.  Design Implications  • Opens up communication and builds trusting relationships (the “use it – believe it” cycle)  • Create a welcoming environment / easy access    4.7  Educational Principle  Schools are seen as an integral factor in providing a positive environment for children, and attracting  residents that want to live here for the school and community.  Design Implications  • “WOW!” factor to design – the building inspires success  • Child friendly / not institutionalized  • Sense of ownership/pride/upkeep    Design Implications by Discipline  English  • Space that allows for flexible discussion without interference from other groups  • Comfortable reading spaces/nooks    Mathematics  • Common storage space for materials  • Dedicated computer lab facilities    Social Studies  • Comfortable and large pod space to provide student‐led meetings    Science  • Living lab/green house    World Languages  • Computer lab facilities that allow student interactive voice activities, preferably in the classrooms    Special Education  • Partitioned rooms with sunlight    Performing Arts  • Amphitheater (outdoors)    Dining/Food Services  • Refrigerator equipment on generator power      Auditorium  • Sound system, seating    Appendix E ‐ 14 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School    Teacher and Professional Development Resources  • Skylights (or natural lighting) in team rooms     

  Appendix B ‐ 15 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

High School  The purpose of high schools is to prepare students adequately for their future, focusing on:  Engagement – reducing dropouts and increasing school completion at both the secondary and  postsecondary levels in a diverse, rapidly evolving and increasingly complex society.  Achievement – strengthening academic and technical knowledge and skills in a manner that  values and nurtures individuality.  Transition – increasing the movement of students from high school to postsecondary education  and from education into the workplace, properly equipping them as literate, well‐informed, and  responsible citizens.    Challenge Statement  At George Mason we are an exciting and collaborative community of learners who strive toward  excellence.  We care for each other and take pride in and responsibility for our individual and mutual  growth and accomplishments.  We celebrate our diversity and seek to foster respect for all in the  community through global awareness and appreciation of our individual and cultural differences.    George Mason prides itself on providing an environment that is welcoming to all students.  We are  committed to appropriately challenging all students by providing a diversified curriculum, a strong  program of extracurricular activities, and opportunities for leadership and volunteer experiences.  We  are a collaborative community of learners, encouraging active input from staff members, students, and  our families.  We enjoy strong parental and community support in our efforts to provide the optimal  educational experience for all students.     Educating, Challenging and Supporting Student Success  1.1  Educational Principle  The culture of the school values diversity and promotes positive and constructive student behavior.  Design Implications  • Seating changes/flexible layout  • Cafeteria – promotes interaction  • Gathering spaces for students – common area  • Place to display student work  • Club space for different activities (robotics, etc.)  • Storage for various groups   

  Appendix E ‐ 16 

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  Appendix E ‐ Planning Document – High School  1.2  Educational Principle  Students require a wide range of settings to learn, work and socialize in small and large groups as well as  individually.    Design Implications  • Common area  • Flexible seating and furniture  • Auditorium seating for large events    1.3  Educational Principle  Technology is an essential tool for instruction and administration.  Students will use digital technology  and communication tools to access, manage, integrate and evaluate information, construct new  knowledge, and communicate with others. Many knowledge systems and resources will no longer need  to be place‐based but can be accessed from anywhere by both teachers and students.  Design Implications  • Mobile labs  • Wireless Internet access/printing  • Modems  • Easy monitoring of space to allow for freedom with responsibility    1.4  Educational Principle  Learning is interactive, group oriented, hands‐on, and based in the core subjects with a focus on thinking  through issues, solving problems and making connections.  Students demonstrate authentic  understanding through work products, projects, and other activities.  Design Implications  • Gallery space for student work  • Project work space for students  • Equipment safe use    1.5  Educational Principle  Curriculum, assessment, and instruction are focused on enhancing student understanding (at all  performance levels) while being responsive to differences in student readiness, learning profiles, and  interests (Understanding by Design ‐ UBD).   Design Implications  • Work centers for different readiness levels  • Space that allows for active engagement  • Technology   

  Appendix B ‐ 17 

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  Appendix E – Planning Document – Middle School 

1.6  Educational Principle  Provide well‐rounded education that includes developmentally appropriate extra and co‐curricular  activities and sports.  Design Implications  • Auditorium to fit student body and community (think graduation)  • Black box theater  • Art  • Band/music/chorus  • Athletic complex  • Exercise room  • Swimming pool  • Indoor track  •   1.7  Educational Principle  Exposure to curriculum customized to the individual and/or more learning choices will be commonplace.   Opportunities for choice in learning will allow students to be competitive for any endeavor beyond high  school – where academic content is learned through real‐world examples, applications, and experiences.   Design Implications  • Career education  • Emphasize technology  • Media center  • Teleconference capabilities  • Distance learning    1.8  Educational Principle  The introduction of IB in the early years creates an increasing expectation for interdisciplinary and cross‐ curricular connections.  Design Implications  • Teacher meeting spaces  • Class space to accommodate combined groups (2 classes at once)    1.9  Educational Principle  Students will progress through less and less structured educational experiences as they move toward  becoming independent, mature, spontaneous learners who have the confidence to continually expand  and adapt their knowledge.  Design Implications  • Rooms for project centered learning  • Easy communication with outside resources  • More computer labs strategically located  • Space in computer labs for projects   

  Appendix E ‐ 18 

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  Appendix E ‐ Planning Document – High School  1.10  Educational Principle  Off campus sites serve as an extension of the programs at the high school in the areas of occupation  exploration, career prep, enrichment, and to those seeking a hands‐on style of learning or alternative  learning experience.  Design Implications  • Community involvement  • Ease of communication  • Class space for combined groups    1.11  Educational Principle  The core of the IB Diploma Programme curriculum model consists of investigating a topic of individual  interest using independent research and writing skills expected at tertiary level, exploring the nature of  knowledge across all disciplines, encouraging an appreciation of other cultural perspectives, and  involvement in artistic pursuits, sports and community service work, thus fostering an awareness and  appreciation of life outside the academic arena.   Design Implications  • Student project area  • Media access  • Accessibility outside school hours    Attracting, Retaining and Developing Highly Skilled Staff  2.1  Educational Principle  The changing role of the teacher brought on by the self‐directed student and the development of  technology will require change in teaching methods and styles, including self‐contained, multi‐ disciplinary, and team teaching. Teachers will use a variety of instructional strategies and assessments  and incorporate the use of technology as a teaching and administrative tool.  Design Implications  • Mobile technology / lots of live ports and outlets (possibly in the floor)  • Be able to move about room without tripping over cords    2.2  Educational Principle  The necessary resources and services must be provided to support student achievement. An  administrative tool used to assist the school in managing student concerns and issues is the House  Structure – designed to address the need for consistency in administrative‐student relations and to  facilitate the access of students and parents to administrative interventions.  Each house supports  approximately 200 ‐ 250 students.  Design Implications  • Technology available to students at any point during the day  • Space for specialist within appropriate department   • Meeting space for a large meeting 15‐20 people/ 20‐30 people   

  Appendix B ‐ 19 

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  Appendix E – Planning Document – Middle School 

2.3  Educational Principle  Data must be used for continuous improvement of teaching and learning.  Design Implications  • All data housed in a central secure location with seating to review paper data    2.4  Educational Principle  Collegiality, collaboration, and teamwork are essential.  The school environment should support  continued professional development and mentoring by providing teachers with opportunities to  collaborate on a routine basis and to explore new teaching strategies, tools and other resources.  Design Implications  • Collaboration space close to classrooms  • Make it difficult for teachers to remain isolated    2.5  Educational Principle  Teachers develop individual professional growth plans to focus and monitor continual refinement of  their practice. A PGP should support reflective thinking ‐ a conscious and intentional process that  provides time for thinking about teaching practices and how to refine them.  Design Implications  • Private spaces for teachers  • Student work display areas  • Technology to video teaching  ‐ space and technology to review it  • Bright/positive/beautiful/inspiring places – lots of  natural light    2.6  Educational Principle  Adults will help students develop learning goals and plan and assess progress.  Design Implications  • Storage for student work (particularly for large work)  • Conference space that still allows teachers to monitor the whole class    2.7  Educational Principle  Administrators provide effective leadership and management.  Design Implications  • Consider decentralized offices     

  Appendix E ‐ 20 

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  Appendix E ‐ Planning Document – High School  Creating and Maintaining Safe, Healthy and Comfortable Environments  3.1  Educational Principle  School facilities should be inviting and inspiring.  They must create a strong sense of belonging and be a  statement about how Falls Church feels about education and community.  They should be welcoming  and non‐institutional.   Design Implications  • Campus feel – inviting  • Parking/signage   • Greenspace    3.2  Educational Principle  An educational facility should be designed to conserve resources; good stewards of the environment.  Design Implications  • Follow LEEDS    3.3  Educational Principle  An engaging environment (facilities and grounds) is an active showcase of learning and discovery.  Design Implications  • Display areas  • Active, stimulating objects/decor    3.4  Educational Principle  An engaging learning environment must be easily managed and maintained.  Design Implications  • Choice of building materials    3.5  Educational Principle  Small classes and small schools are the foundation of academic excellence.  Design Implications  • Building has to allow for expansion/division within existing walls to allow more classes    3.6  Educational Principle  There must be safety from physical threat and a sense of emotional security for students and all who  use the building.  Design Implications  • Lighting  • Campus setting for emotional sense of security  • Defined entry/access points  • Hallway lines of sight   

  Appendix B ‐ 21 

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  Appendix E – Planning Document – Middle School 

Actively Involving the Community as Partners in Education  4.1  Educational Principle  Schools are the center of education that supports life‐long learning for all ages and interests within the  community while also preparing students for the workforce.    Design Implications  • Spaces flexible enough to accommodate wide range of ages/activities  • Ability to define boundaries/use of space limits/secure areas  • Large enough space for community events    4.2  Educational Principle  Family involvement is welcome and encouraged  Design Implications  • Clearly defined entry – logical layout with good signage  • Parking  • Meeting and conference spaces    4.3  Educational Principle  The Falls Church community will continue to face change and growth.  Design Implications  • Site plan allows for expansion without interruption  • Interior layout allows for easy room changes    4.4  Educational Principle  Partnerships with the community and advancing technologies will help create customized learning  experiences that have personal relevance for a variety of students’ needs.  Design Implications  • Very specialized spaces    4.5  Educational Principle  Schools facilitate use by multiple populations for multiple purposes at all hours and days of the week,  while protecting the core instructional program.  Design Implications  • Durability  • Security    4.6  Educational Principle  Community involvement strengthens our schools.  Design Implications  • Welcoming design (entry, parking, signage, etc.)  • Parent work areas within the school      4.7  Educational Principle    Appendix E ‐ 22 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School  Schools are seen as an integral factor in providing a positive environment for children, and attracting  residents that want to live here for the school and community.  Design Implications  • “Campus” feel/setting  • Materials easily maintained      Design Implications by Discipline  Grade 12   • A senior lounge (in lieu of a hallway)    English    • We use computer labs frequently and there are often conflicts, particularly during exam times. We  need at least another lab.    • Journalism needs its own lab space for each class because the lap tops do not have all the software  necessary.  • We still have three English teachers in trailers and would like to have all of our teachers in one wing  in the building.   • Floor in A112 is peeling up and needs to be replaced.       Mathematics   • Dedicated Math Computer Lab  (24 network stations)  • Department Office large enough to hold department meetings, work stations, and all supplies  • Department copy machine  • All math classrooms in close proximity to each other  • All classrooms with the same technology at present or better  • Computer science classroom should be large enough to use for a regular math class as well as a  computer science class.  The computers in this room should not be networked.  • High ceilings   • Every classroom with windows  • Individual classroom thermostats controllable by teacher  • All full time teachers have their own classroom  • Reasonable storage space and bookshelves in classrooms  • At least 50% of the wall space should be white boards.  • Chairs that are detachable from desk  • File cabinets and desks that lock in each classroom with keys  • Minimally exposed wires  • No carpeting    Social Studies  • New classroom ceilings  • “Green” lights – more eco‐friendly lights  • Multiple windows in all classrooms  • Temperature control in all classrooms  • Wireless network  • Multiple wired drops    Appendix B ‐ 23 

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  Appendix E – Planning Document – Middle School 

• • • • • • • • • • • • • • • • • • • • • •

Multiple computers in classroom  All social studies classrooms clustered together in the building  Social studies office/ bookroom located near social studies classrooms  LCD projectors mounted in all classrooms  Smartboards  More computer labs/ more laptop carts  Larger classrooms  Teacher desks/ closets that can be locked  Plenty of bookshelves  Place clocks away from audiovisual screens/ boards  Bulletin boards/ wall space for display  Flexible work space for students outside of classrooms  Larger bookroom, more flexible department storage options  Copy facilities closer to classrooms  Common color printer in office  Classroom for each teacher, no sharing, especially during planning  In‐house TV/ broadcast network  Large lecture room for speakers, etc  Green space  Outdoor classroom space  Telephones in computer labs  Placement of phone jacks near computer drops 

  Science  • Larger lab space (current space does not allow for 24 different experiments to occur during a typical  IB lab period),   • Outdoor classroom (amphitheater, compost pile, garden, greenhouse, stage for demos),   • Separate lab and lecture space (because lab benches cannot be rearranged),   • More fume hoods per chemistry classroom,   • Way for darkening rooms for light experiments,   • Student project display areas (for 3‐D objects),   • Mounted televisions in classroom,   • Hallway computer screen for video announcements (student video project display, upcoming tests,  make‐up sessions, summer opportunities),   • Student work room with water, gas, fume hood, wireless technology (to make it more flexible and  reduce the hazard of loose wires),   • Plugs that aren’t too close to water supply,  • Plentiful outlets from ceiling or floor,   • Student storage areas (back packs),   • Open (but monitored) lab space so that as student’s learning becomes less structured they will have  the ability to conduct experiments outside of classroom time.    • Department conference room (for dept. meetings, parent conf., collaboration among teachers),   • More flexible classroom space so teachers can team‐teach two classes at the same time,   • Amphitheater for large group instruction, planetarium    Appendix E ‐ 24 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School      World Languages + ESOL  • “Green” building with foreign language classrooms in proximity to each other, with no shared  classrooms, and with central FL workspace with ample space, desks, computers, storage for shared  materials and shelves for FL library  • 10 Internet‐connected computers in each classroom   • Wireless Internet access throughout school + laptops for each student  • Multimedia capacities in each classroom, with Smart Board  • Centralized media control panel/system for all media devices in the room  • Small enclosed spaces adjoining classrooms that can be used for oral interviews, small group work,  individual testing    International Baccalaureate Program   • An IB Center  o Two adjacent offices  o IB Diploma Program Coordinator  o IB MYP Program Coordinator  o Center Area – Large Conference Table  o Book Shelves  o Couches for Visitors  • This would be an area large enough to hold meetings and would allow teachers and students a quiet  place to reflect and get assistance from the IB program coordinators.   • Bathroom for visitors     Special Education  • Each staff member has their own classroom   • English classrooms have 6‐10 computers within the room  • Science room that is equipped with a lab  • Large resource room with test taking space and computers   • ILMS classrooms that have a minimum of 12 computers  • A Para office/secure space to lock materials  • Storage space for special education materials  • Conference room dedicated to special education meetings  • Testing room   • Counseling room  • OT/PT adaptive room  • Sensory room  • Mounted TV’s with cable access in each classroom  • Transition room that is not in basement next to boiler room  • Life skills room with kitchen, laundry, separate entrance, accessible bathroom and coffee machine  for school store     Physical Education   • Indoor swimming pool  • Workout room in which mats can be put down and left out    Appendix B ‐ 25 

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  Appendix E – Planning Document – Middle School 

• • •

Free weights weight room  Practice field space  Expand the weight room/update the equipment 

  Visual Arts, Performing Arts, Music/Chorus, Band  • Proximity between teachers and departments  • Auditorium  o Seating for the entire school population, today’s estimate is 900   o What does the demographic for the future suggest??  o Stage‐ 60 ft square  o Storage space for full set behind mid curtain  o Storage‐props/flats  o Fly system  o Men/Women dressing rooms for 15 plus people  o Small rehearsal rooms  o A facility that is shared w/the community  o Performing arts center with multiple theaters: a main stage and a smaller black box space  o Storage‐costume and tailoring/fitting area (washer, dryer)  • Music Department  o Band Room  • Flat, large rehearsal room for band  • Attached room for instrument storage (150 instruments, today)   • Storage for music library (attached to office is best)  • Storage for uniforms for band and chorus  • Percussion storage room  o Guitar Room  • Guitar Classroom  • Guitar Storage  • PA system with headphone ports for each chair in the room  • A separate sound proof recording / testing / practice room with large windows for  observation  • Smart board  • Work bench for guitar maintenance  o Chorus Room  • Chorus classroom with risers  • Chorus library area  • FOUR INDIVIDUAL PRACTICE ROOMS ‐ One large practice area to fit piano and group of 10 ‐  15 instrumentals.   Three smaller practice rooms to accommodate 4 or 5 students.   • MUSIC LAB ‐ IB MUSIC/BAND/CHORUS/GUITAR students could use Sibelius and keyboards  that would stay hooked up.  • Adaptable/appropriate lighting  • Performance space must be dedicated to the performing arts (not shared with other  academic subjects).  Currently we are sharing classrooms with study hall, art and theatre  and the computer lab with school which doesn't allow us to leave keyboards hooked up.     Appendix E ‐ 26 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School  •

Visual Arts  o Dedicated Art space  o Experiential (Studio) Space  o Good lighting  o Exterior Door  o Appropriate sinks (triple spigots per room)  o Big and open space to allow for storage of in‐process work  o Built in for flat storage and 3‐dimensional shelves  o Kiln/exhaust fan in studio space  o Appropriate display space in classrooms to hang/display student work and educational materials  o Clean, non‐studio, Portfolio preparation room (matting materials)  o Visual arts/ digital arts computer lab   o Appropriate flooring   o High ceilings  o Lecture space  o Good visual sightlines for supervision in multiple spaces simultaneously    Film Studies/Robotics/Technical Education  • Production oriented, small studio environment  • Computer editing facilities‐ to accommodate 20‐25 students  • Accommodations for Lighting instruments to accommodate student lighting exercises   • Central office area dedicated to media/equipment storage that opens to a   large computer work  area and a larger wood and machine shop (ventilation, power requirements, safety margins)  • Proximity to the theater is helpful  • Presentation room for finished products  • Seated audience area for viewing films  • Sufficient Storage for long‐term projects  • White board for generating ideas/brainstorming  • Specialized space for electronics and for dealing with repair and maintenance of electronics    Career and Technical Education  • Family and Consumer Science (FACS) room needs gutted or placed in a new facility.  • Ideal floor plan would include 3 rooms.   • One room would house 4 regular kitchens and one commercial kitchen.  • The second room would be a classroom with a textiles area for sewing, ironing and cutting.  • In addition to this a separate area should be set up for 5 modular stations that kids can rotate into.  • The third area would be located between the two classrooms. Half of it would serve as a storage  room and laundry room with washer and dryer.  • The other half would be a dining room/restaurant area with buffet for serving faculty and other  groups. Can double as a conference room or possible future child care facility.  • Equipment:  4 regular kitchens with stoves, refrigerators, garbage disposals, dish washers,  microwaves and deep sinks.  • 1 commercial kitchen to meet the competencies for the culinary 1 course  • Washing machine and dryer  • Utility sink  • Modular computers and work tables    Appendix B ‐ 27 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

  Alternative Education  If considering a move of Alternative Education from off campus to on campus, a facility that could be:  • Private, yet not isolated, self‐contained classrooms  • Able to utilize all GM resources (library, PE, Science, labs, cafeteria)  • Storage for all course books and other materials, more than a regular classroom  • Duplicate the domestic characteristics (food, refrigerator, microwave, stove, etc.) of Gage House  • Separate meeting room for 2‐3 people, visitors, social workers, probation officers, counselors, etc.  • Separate small parking area (students, visitors)    Counseling  • A suite for all counselors (guidance, student services, college/career, IB Coordinator) with a  conference room which would be equipped with a smart board and a permanent LCD projector.  • A file room in the suite that is large enough to accommodate for all the files and ample workspace  while reviewing files, copying, faxing, etc. place the older files closer to the counseling office  • A Career Center large enough to accommodate an entire class and equipped with a smart board.  • Up‐to‐date wiring for wireless laptop use for all counselors at all meetings.    Student Resources    • A designated study hall room with computer access.   • A courtyard area where students can go out during lunch in nice weather.   • School store/vending machine (school supplies)  • Computer lab available to students all the time  • Uniform‐sized lockers large enough to hold coats, book bags  • More hallway space  • Taller ceilings  • Skylights, more natural light    Dining/Food Services  • Cafeteria should have a more retail feel like Starbucks or LaMadeline’s than institutional  environment. Student food line should be more food station oriented like a food court with  warmers, Food bins etc. TV monitors in the café to stream important school or world  events/information.   • Food service should also have a food delivery truck for catering events.    • Foodservice Directors office that has heat.  • Upgraded electrical system that doesn’t trip the breakers   • Cameras that monitor the café seating area  • A second or a larger cafeteria to cut down on food lines and crowding.   • Café large enough to hold half of the student body  • Larger cafeteria so that lunch schedule doesn’t drive the schedule!   • Teacher dining room  • Outdoor dining area that can be used by all students  • A water cooler/expand the salad bar for more vegetables  • Larger cafeteria so fewer lunches, perhaps a food court    Appendix E ‐ 28 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School  • •

Teacher dining room  Rectangular tables 

  Gymnasium  • We should have a high school gym that is as nice as the one at MEH so that high school students can  play their games at the high school.    • Teacher dedicated locker room (Men and Women separate)  • Fitness/weight room for teachers  • Large enough to hold home sports events (no need to go to MEH)  • Faculty exercise room  • A workout room for faculty    • Bigger gym/more modern  • Indoor track  • Weight room  • Space available for students during free blocks  • Swimming pool  • Racquetball court  • More athletic fields  • Cross‐country course     Library Services  • The cable system throughout the building is antiquated and needs to be updated.  Teachers need  the ability to access and record from their own rooms.  The cable box system in the library AV room  needs to modernized.  • The library classroom needs to be brought up to date with new furniture as well as additional  computers to make it into a library teaching lab for   the 21st century.  This rearrangement would  require more computer drops and furniture that can be used for all types of research training.  The  room should also have either some sort of smart board or advanced iPanel that really works.  • The library classroom lights need to have the switches set so that the front lights can go off when  projecting to the front screen.  Currently all lights need to be turned off to fully see what is being  projected.  • The main floor of the library is in desperate need of new tables, chairs, and study carrels as well as a  new center table for computers and readers.  All items requested except the center table were  purchased during the 1970’s renovation.  The center table is at least 16 years old, probably older.    • New chairs are needed in the library lab.  Chairs need to be of the correct height for the computer  counters.  • New table and chairs for the library magazine room.  • It would be good to have another library classroom or meeting room for students to do group work.  Satellite dish to get foreign TV programs  • Special section created in library with books of all genres written by authors from other nations;  books translated and in original language  • More computers    Teacher and Professional Development Resources    • Access to Fairfax County’s professional development speakers. (I don’t think this is a facility issue,  but it was a suggestion)    Appendix B ‐ 29 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

•

A large classroom/lecture space that could accommodate two or three classes if we would like to  have a speaker.  • Exercise room with showers for teachers.   • Daycare facility (could be used for early childhood development classes)  • Larger meeting space  • Multimedia center + presentation space that can accommodate several classes at once for  interdisciplinary presentations    Extra and Co‐curricular Activities  • A room with supplies such as paper, markers, etc that students and teacher sponsors could use.   • Lockers for team sports with lockers large enough to hold equipment (tennis racquets, lacrosse  sticks, etc.)  • Club meeting rooms (large meeting spaces for at least 50 kids) with technology (projector,  computer)  • Club storage facilities by club/team   • Trophy case for extra‐curricular activities  • Publishing space for newspaper and yearbook  • Display space for student artwork  • Plan for student artwork/ murals on walls  • Space for student groups to meet and work    Clinic   • An area for private conversations or telephone calls.      Building in General   • Full spectrum lighting that mimics sunlight. Sound buffering material for hallways. Building is very  loud during change of lunches.   • More faculty bathrooms  • Multiple copy rooms/teacher workrooms  • Individual room thermostats for classrooms  • Limit number of exits and entrances  • Double sets of doors to limit cold and/or warm air  • Electronic sign in front of the school  • Enhance relationship w/ grad center for extra classroom space instead of using trailers  • We think that students should be surveyed as well to see what they would want in a new or  improved facility    Main Office Area  • Need an area to receive UPS/Federal Express & DHL deliveries  • Need a work area with several long tables to assemble packets for interims, report cards, end‐of‐ year mailout, August mailout and the beginning of year folders  • Keep principal and secretary offices together  • Keep at least 2 desk in outer office (opposite sides of office)—1 for attendance secretary and  1 for  assistant principle’s secretary    Appendix E ‐ 30 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E ‐ Planning Document – High School  •

Keep discipline secretary in office to herself—confidential records 

 

  Appendix B ‐ 31 

Falls Church City Public Schools  Facility Master Plan 

  Appendix E – Planning Document – Middle School 

                                This page intentionally left blank 

  Appendix E ‐ 32 

Appendix F

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program ‐ High School 

Elementary Program Analysis - Current PK-1 - 430 students exp Space Name

Number Pupil/Teacher Total Area each Classrooms Ratio Students Room

Classrooms: Pre-K Kindergarten First Grade Total Classrooms Total Pupils

5 8 8 21

15 22 22

75 176 176

1055 1055 1055

Total Area

Remarks

includes addtl in class storage 5,275 w/ toilet 8,440 w/ toilet 8,440 w/ toilet

427 22,155

Special Education: Self Contained Resource OT/PT

2 4 1

8 8

800 400 500

1,600 1,600 may want less, but larger 500 w/storage & bathroom 3,700

1

1200

1,200 w/storage & kiln, drying racks 1,200

1

1000

1,000 1,000

1

6000

6,000 2 teacher stations 6,000

2 1 1 3

1055 200 500 250

8 1 3

200 800 300

2,110 w/bathroom if needed for clsrm 200 500 750 3,560 speech, tutoring, ESL, etc. 1,600 spread adj to students 800 adult clsrm in admin area 900 each g.l. work/lounge/books 3,300

1 1 1

1730 200 350

1 1

500 200

Art: Art & Related Spaces

Music: Music & Related Spaces

Physical Education: Gym & related spaces

Technology: Learning Lab Computer Tech Distribution Center Data closets

Support Services: Various resources Family Literacy clsrm Teacher meeting room

Media Center: Reading Room Conference Office / Workroom

1,730 750 + 2X capacity @ 200/gl 200 350 2,280

Guidance: Couselor's Office Conference

500 200 700

continued next page 

  Appendix F ‐ 1 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program – High School 

Administration: Reception General Office Principal Asst Princ/Other Lead Attendance Clerk Bookkeeper Workroom Conference/Team Parent Resource Clinic Toilet Misc/Storage

1 1 1 1 1 1 1 2 1 1 2 1

250 500 200 150 50 50 300 250 1025 500 70 500

250 500 200 150 50 50 300 500 1,025 also used for fam lit adult prog 500 140 500 4,165

1 1 1 1

2450 1490 800 350

2,450 1,490 800 350 5,090

1 1

1055 250

1,055 w/toilet 250 1,305

6 3

70 250

420 750 1,170

Dining: Student Dining Kitchen/Serving Performance space Teacher Dining

(10SF * capacity/2 @ 200) 1000 + capacity stage + chair storage with kitchenette/comm space

Daycare: Classroom Storage

Toilet Rooms: Classroom Toilets Staff Toilets PublicToilets

in classroom area

Mechanical and Maintenance: Cutodial Offices/Prep Related Spaces General Storage Outdoor Storage

500 3000 1000 200

35% circulation and walls

500 may vary in size/location 3,000 1,000 200 4,700 60,325 21,114

Total Area

81,439

1 1 1

Subtotal

   

  Appendix F ‐ 2 

 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program ‐ High School 

Elementary Program Analysis - Current 2-4 - 525 students exp Space Name

Number Pupil/Teacher Total Area each Classrooms Ratio Students Room

Classrooms: Second Third Fourth Total Classrooms Total Pupils

8 7 7 22

22 24 24

176 168 168

880 830 830

Total Area

Remarks

includes addtl in class storage 7,040 w/toilet 5,810 5,810

512 18,660

Science: Science Related Spaces

1

950

950 950

Special Education: Self Contained Resource OT/PT

3 6 1

8 8

800 400 500

2,400 2,400 may want less but larger 500 w/storage & bathroom 5,300

1

1200

1,200 w/storage & kiln, drying racks 1,200

1

1200

1,200 w/band storage 1,200

1

6000

6,000 2 teacher stations 6,000

2 1 1 3

900 200 500 250

8 3

200 300

1,800 can convert to classroom 200 500 750 3,250 speech, tutoring, ESL, etc. 1,600 spread adj to students 900 each g.l. work/lounge/books 2,500

1 1 1

1950 200 350

1 1

500 200

Art: Art & Related Spaces

Music: Music & Related Spaces

Physical Education: Gym & related spaces

Technology: Learning Lab Computer Tech Distribution Center Data closets

Support Services: Various resources Teacher meeting room

Media Center: Reading Room Conference Office / Workroom

1,950 750 + 2X capacity @ 200/g.l. 200 350 2,500

Guidance: Couselor's Office Conference

   

500 200 700

  continued next page 

  Appendix F ‐ 3 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program – High School 

Administration: Reception General Office Principal Asst Princ/Other Lead Attendance Clerk Bookkeeper Workroom Conference/Team Parent Resource Clinic Toilet Misc/Storage

1 1 1 1 1 1 1 2 1 1 2 1

250 500 200 150 50 50 300 250 1025 500 70 500

250 500 200 150 50 50 300 500 1,025 also used for fam lit adult prog 500 140 500 4,165

1 1 1 1

3000 1600 800 350

3,000 1,600 800 350 5,750

1 1

1055 250

1,055 w/toilet 250 1,305

2 6 3

250 70 250

500 gr 2 in clsrm 420 750 1,670

Dining: Student Dining Kitchen/Serving Performance space Teacher Dining

(10SF * capacity/2 @ 200) 1000 + capacity ( 2 serving) stage + chair storage with kitchenette/comm space

Daycare: Classroom Storage

Toilet Rooms: Student Toilets Staff Toilets PublicToilets

Mechanical and Maintenance: Cutodial Offices/Prep Related Spaces General Storage Outdoor Storage

500 3000 1000 200

35% circulation and walls

500 may vary in size/location 3,000 1,000 200 4,700 59,850 20,948

Total Area

80,798

1 1 1

Subtotal

     

  Appendix F ‐ 4 

 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program ‐ High School  Area- SF

800

1000

THE ENGLISH DISCIPLINE DEPARTMENT Classrooms

800

Computer Resource Center

8

6400 10

8000 24:1 student to teacher ratio

900

1

900

1

900

1600

1

1600

1

1600

Extra Curricular Storage

150

1

150

1

150 student clubs, etc.

Academic Storage

150

1

150

1

150

Teacher Resource Room

800

1

800

1

800 personal and group areas w/toilet/kitchenette

ESOL

800

1

800

1

800

Special Needs Content Classroom

800

2

1600

2

1600

Toilet

500

Media Publications/Broadcast Lab

250

2

500

2

Data Closet

80

1

80

1

80

Electrical Closet

80

1

80

1

80

Janitorial

50

1

50

1

50

0 Subtotal

21

0

0 13110 23

0 14710

4800 8 900 1 900 1 150 1 250 1 800 1 800 1 1600 2 500 2 80 1 80 1 50 1 0 0 10910 21

6400 900 900 150 250 800 800 1600 500 80 80 50 0 0 12510

Key Relationships World Languages Film Study Interdisciplinary Commons Outdoor Amplitheater

THE MATHEMATICS DISCIPLINE DEPARTMENT Classrooms Computer Science Math Resources Lab Extra Curricular Storage Academic Storage Teacher Resource Room ESOL Special Needs Content Classroom Toilet Data Closet Electrical Closet Janitorial

Subtotal Key Relationships Science Cafeteria - Math Lab During Lunch Interdisciplinary Commons

800 900 900 150 250 800 800 800 250 80 80 50

6 1 1 1 1 1 1 2 2 1 1 1

19

24:1 student to teacher ratio

student clubs, etc. large amt of manipulatives personal and group areas w/toilet/kitchenette

 

   

  Appendix F ‐ 5 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program – High School 

THE SCIENCE DISCIPLINE DEPARTMENT Universal Lab/Classrooms Student Project/Resource Area Extra Curricular Storage Academic Storage Teacher Resource Room ESOL Special Needs Content Lab Toilet Data Closet Electrical Closet Janitorial

1800 900 150 150 800 800 1200 250 80 80 50

Subtotal Key Relationships Mathematics & Technology (STEM) IB Design Tech/Robotics Technical/Engineering/Arch Drawing Photo/Art (chemical storage) Interdisciplinary Commons Outdoor Amplitheater / Demo

7 1 1 1 1 1 1 2 1 1 1

18

12600 9 900 1 150 1 150 1 800 1 800 1 1200 1 500 2 80 1 80 1 50 1 0 0 17310 20

16200 24:1 student to teacher ratio 900 150 student clubs, etc. 150 800 personal and group areas w/toilet/kitchenette 800 1200 500 80 80 50 0 0 20910

THE SOCIAL STUDIES DISCIPLINE DEPARTMENT Classrooms Student Project/Resource Area Extra Curricular Storage Academic Storage Teacher Resource Room ESOL Special Needs Content Classroom Toilet Data Closet Electrical Closet Janitorial

Subtotal

800 900 150 150 800 800 800 250 80 80 50

8 1 1 1 1 1 2 2 1 1 1

20

6400 9 900 1 150 1 150 1 800 1 800 1 1600 2 500 2 80 1 80 1 50 1 0 0 11510 21

7200 24:1 student to teacher ratio 900 150 student clubs, etc. 150 800 personal and group areas w/toilet/kitchenette 800 1600 500 80 80 50 0 0 12310

Key Relationships English Interdisciplinary Commons

 

     

  Appendix F ‐ 6 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program ‐ High School  THE WORLD LANGUAGE DISCIPLINE DEPARTMENT Large Group Classrooms Breakout Small Group Classrooms Extra Curricular Storage Academic Storage Teacher Resource Room ESOL Large Group ESOL Small Group ESOL Computer Lab Special Needs Content Classroom Toilet Data Closet Electrical Closet Janitorial

24

4500 7 1000 7 450 2 150 1 150 1 800 1 800 1 400 1 900 1 800 2 500 2 80 1 80 1 50 1 0 0 10660 29

6300 24:1 student to teacher ratio/lab environment 1400 900 150 student clubs, etc. 150 800 personal and group areas w/toilet/kitchenette 800 400 900 800 500 80 80 50 0 0 13310

150 400 200 800 900 300 500

1 3 1 1 1 1 1 1 10

3400 1 450 3 400 1 200 1 800 1 900 1 300 2 500 1 6450 11

4000 3 x enrollment + 1000 (new state guidelines) 450 400 200 800 900 600 500 7350

1000 200 500

1 5 2

1000 1 1000 5 1000 2 0 3000 8 9450 19

900 200 450 150 150 800 800 400 900 400 250 80 80 50

Subtotal

5 5 1 1 1 1 1 1 1 2 2 1 1 1

Key Relationships English Theatre Arts/Black Box Counseling (for ESOL) Gourmet Cooking Film Study Interdisciplinary Commons

THE INTER-DISCIPLINARY COMMONS Library/Media Services Reading Room/Stacks Office Workroom & Toilet Professional Library Enclosed Classroom Electronic Classroom Small Group/Conference AV Storage Subtotal Interdisciplinary Resources Presentation Arena (Black Box) Small Group / Ind Assessment Computer/Media Resource Subtotal Subtotal IDC

8 18

1000 75-100 seats 1000 1000 for student use on projects 0 3000 10350

Key Relationships Core Disciplines (especially English and Social Studies) IB Project Display Teaching and Student Services Department Outdoor Amplitheater

 

 

  Appendix F ‐ 7 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program – High School 

THE FINE AND PERFORMING ARTS DEPARTMENT Visual Arts Art Lab Teacher Resource Room Art Storage Graphic Arts Lab Darkroom Kiln

1400 800 300 1200 750 200

2 1 3 1 1 1 9

2800 800 900 1200 750 200 6650

2 1 3 1 1 1 9

12000 4000 200 50 300 500 1000

1 1 1 1 2 1 1 8

12000 4000 200 50 600 500 1000 17350

1 1 1 1 2 1 1 8

1600 1000 200 200 100 150

1 1 2 2 4 2 12 29

1600 1 1000 1 400 2 400 2 400 4 300 2 4100 12 28100 29

Subtotal Auditorium/Performance Main Auditorium/Stage Stage and support areas Control Room / Storage Ticket booth Dressing room/toilet Scene Shop & Workroom Theatre Arts/Drama Subtotal Performing Arts Band/Orchestra Choral Instrument Storage Uniform Storage Practice Rooms Music Library Subtotal Subtotal FPA

2800 800 shared with all art teachers 900 1200 750 200 6650 12000 Seating for 1000 4000 200 50 600 500 1000 17350 1600 1000 400 400 400 300 4100 28100

Key Relationships World Languages English Career Ed Outdoor Access

THE CAREER AND TECHNICAL EDUCATION DEPARTMENT TBD TBD TBD TBD TBD Toilet Teacher Resource Room Storage Subtotal Key Relationships Core Disciplines (mostly Science) Visual and Performing Arts

1500 1500 1500 1500 1500 125 800 150

1 1 1 1 1 2 1 2

1500 1500 1500 1500 1500 250 800 300

1 1 1 1 1 2 1 2

1500 1500 1500 1500 1500 250 800 300

10

8850 10

8850

Current program includes gourmet foods, design tech/drawing, film studies - future programs to be determined - to align with middle school curriculum and potentially bridge to Arlington Career Center.

 

 

  Appendix F ‐ 8 

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program ‐ High School  HEALTH/P.E./ATHLETICS DEPARTMENT Gymnasium Main Gym Auxiliary Gym Fitness Center Indoor Storage Outdoor Storage

12000 5000 2400 800 250

1 1 1 1 1 5

12000 5000 2400 800 250 20450

1 1 1 1 1 5

2500 2500 1800 1800

1 1 1 1 4

2500 2500 1800 1800 8600

1 1 1 1 4

2500 2500 1800 1800 8600

150 100

1 8 9

150 1 800 10 950 11

150 1000 1150

200 200 200 300 1400

1 2 6 1 1 10

200 1 400 2 1200 6 300 1 1400 1 3500 10

Subtotal Lockers P.E. Lckrs/Shwrs - Boys P.E. Lckrs/Shwrs - Girls Team Lckrs/Shwrs - Boys Team Lckrs/Shwrs - Girls Subtotal Offices AD Office Faculty/Coaches Offices Subtotal Support Spaces Laundry Room Training Room Storage/Equipment Ticket booth/concessions Public Restrooms Subtotal Health Health CR

800 Subtotal Subtotal HPE

2 2 30

1600 1600 35100

4 4 34

Key Relationships Outdoor Access

  Appendix F ‐ 9 

12000 2 court 5000 or 3 court one gym 2400 800 250 20450

200 400 1200 300 1400 mens 600 sf / womens 800 sf 3500 3200 1000 students assumes 8th grade 3200 36900

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program – High School 

TEACHING AND STUDENT SUPPORT SERVICES DEPARTMENT Special Education Special Needs Content Classrooms Resource Lab Severe/profound / Sensory Room Life Skills Lab OT/PT Lab Transition Center (Post Grad) School Store / Coffee Bar Teacher Resource Room/Collab Conference/Testing Room Subtotal Key Relationships Counseling Administration Library Interdisciplinary Commons

500 1000 1000 800 1200 500 800 300

Technology Support Services IT Administration Office 650 IT Workshop/Resource 300 Testing Lab / Student Resource 900 AV Storage 200 Data Closets 80 Subtotal Guidance/Career Center/Parent Support Guidance Reception 100 Registrar/Secretary 75 College / Career Center 500 Main Counselor's Office 175 Counselor's Office 150 IB Coordinator 250 G&T Coordinator 250 Testing/Data Coordinator 250 Student Support 150 School Psychologist 150 Itinerants 50 Small Group/Conference 200 Workroom 200 Records Storage 200 Parent Resource Center 400 Restroom 75 Subtotal Health Services Clinic Waiting/Reception 100 Nurse's Office 100 Exam Room 150 Resting Area 100 Storage 50 Toilets 75 Subtotal Food Services/Dining Dining Food Prep Serving 2300 Chair/Table Storage 600 Senior Lounge 350 Faculty Dining / Lounge 1200 Subtotal Subtotal TSSS

2 1 1 1 1 1 1 2 8

dispersed in departments 1000 1000 1000 800 1200 Sep entry / kitchen/washer/dryer 500 800 600 6900

2 1 1 1 1 1 1 2 8

1000 1000 1000 800 1200 500 800 600 6900

1 1 1 6 4 13

650 1 300 1 900 1 1200 6 320 5 3370 14

650 300 900 1200 400 3450

1 1 1 1 4 1 1 1 1 1 3 1 1 1 1 2 22

100 1 75 1 500 1 175 1 600 6 250 1 250 1 250 1 150 1 150 1 150 5 200 2 200 1 200 1 400 1 150 2 3800 27

100 suite format 75 500 175 900 250 250 250 150 150 250 400 200 200 400 w/computer access 150 4400

1 2 2 2 1 2 10

100 1 200 2 300 2 200 2 50 1 150 2 1000 10

100 200 300 200 50 150 1000

1 1 1 1 1 1 6 59

4800 1 1800 1 2300 1 600 1 350 1 1200 1 11050 6 26120 65

  Appendix F ‐ 10 

Main distribution frame and office For students and teachers for laptop on cart storage - dispersed others in departments

6000 1/2 students x 12 2000 1000 + enrollment 2300 600 350 1200 Also leadership training area 12450 28200

Falls Church City Public Schools  Facility Master Plan 

  Appendix F – Baseline Architectural Program ‐ High School  ADMINISTRATION/SAFETY AND BUILDING SERVICES Administration Reception/Clerical Principal Asst. Principal Staff Offices Workroom/Mail Conference Room Storage/Supplies Attendance Bookkeeper Records Storage Toilets

500 300 120 120 300 250 100 200 150 200 75

1 1 3 3 1 1 4 1 1 1 2 19

80 250

2 1 3

250 120 1000 150 50

2 1 1 2 7 1 14 36

Subtotal Safety Student Resource Officer In School Suspension Subtotal Building Services/Maintenance General Public Toilets Custodian Office Receiving/Storage Lockers/Dressing Janitor Closets Mechanical/Electrical Subtotal Subtototal ASBS

500 1 300 1 360 3 360 3 300 1 250 1 400 4 200 1 150 1 200 1 150 2 3170 19 160 250 410

2 1 3

500 2 120 1 1000 1 300 2 350 7 8760 1 11030 14 14610 36

500 300 360 360 300 250 400 200 150 200 150 3170 160 250 w/toilet 410 500 others in departments / dispersed 120 1000 300 350 plus small area in communities 9513 5% of GSF 11783 15363

Subtotal Program S.F.

185730

201513

35% Gross

65006

70529

Total Gross S.F.

250736

272042

COMMUNITY USE - NON-PROGRAM TLC - UVA and VT Community TV Station Subtotal

6122

  Appendix F ‐ 11 

6122 Assumes will not change