Comprehensive Maintenance Plan for Educational Facilities

FY 2017

Prepared by the FCPS Division of Operations

THE BOARD OF EDUCATION OF FREDERICK COUNTY

BRAD W. YOUNG, PRESIDENT

LIZ BARRETT, VICE PRESIDENT

ZAKIR BENGALI, BOARD MEMBER

COLLEEN CUSIMANO, BOARD MEMBER

KATHRYN B. GROTH, BOARD MEMBER

APRIL FLEMING MILLER, BOARD MEMBER

JOY SCHAEFER, BOARD MEMBER

CARTER GIPSON, STUDENT MEMBER

DR. THERESA R. ALBAN, SUPERINTENDENT

DIVISION OF OPERATIONS

RAYMOND V. BARNES, CHIEF OPERATING OFFICER

ROBERT WILKINSON, DIRECTOR OF MAINTENANCE AND OPERATIONS

THE BOARD OF EDUCATION OF FREDERICK COUNTY DOES NOT DISCRIMINATE IN ADMISSIONS, ACCESS, TREATMENT OR EMPLOYMENT IN ITS PROGRAMS AND ACTIVITIES ON THE BASIS OF RACE, COLOR, GENDER, AGE, NATIONAL ORIGIN, RELIGION, SEXUAL ORIENTATION OR DISABILITY

TABLE OF CONTENTS

Executive Summary ...... 1 Accomplishments ...... 2 Initiatives ...... 4 Challenges ...... 6 Maintenance and Operations Department Overview ...... 9 Organizational Structure ...... 9 Building Maintenance Branch ...... 9 Maintenance Projects and Grounds Branch ...... 10 Custodial Services Branch ...... 10 Environmental Health & Safety Branch ...... 11 Energy and Solid Waste Management Branch ...... 11 Staffing ...... 11 Funding ...... 12 Maintenance Program ...... 13 Overview ...... 13 Workflow Management ...... 14 Maintenance Strategy ...... 16 Planned Maintenance ...... 17 Unplanned Maintenance ...... 21 Renovation and Upgrade ...... 22 Deferred Maintenance ...... 23 Quality Assurance ...... 24 Inter-Divisional Integration ...... 25 Glossary of Acronyms ...... 28 Appendices ...... 29 Appendix A - Exercise Scenario (Professional Development Exercise) ...... 30 Appendix B - FCPS Facilities Inventory ...... 33 Appendix C - FCPS School Maps ...... 41

Comprehensive Maintenance Plan for Educational Facilities FY 2017

EXECUTIVE SUMMARY Per the Code of Maryland Regulations, each local board of education must annually submit a comprehensive maintenance plan to the State of Maryland’s Interagency Committee on School Construction. The comprehensive maintenance plan must describe the board’s strategy for maintaining its public school facilities, and the plan must also be compatible with the board’s educational facilities master plan and capital improvement program. Compatibility between these plans and programs generally derives from the programmatic transfer of information regarding building systems’ age, condition, and performance that allow for the strategic prioritization and selection of capital projects.

The Frederick County Public Schools (FCPS) Division of Operations administers these plans and programs on behalf of the Board of Education (BOE). Within the Division of Operations, the Maintenance and Operations Department administers the Comprehensive Maintenance Plan, while the Facilities Planning Department administers the Educational Facilities Master Plan, inclusive of the Capital Improvement Plan.

As shown below, this Comprehensive Maintenance Plan documents the department’s strategic plan for: 1) responding to the BOE’s aspirations, 2) ensuring regulatory compliance, 3) adapting to evolving standards and technology within the facility management industry, and 4) providing all stakeholders with quantifiable performance outcomes. In the end, the Maintenance and Operations Department endeavors to support the BOE’s aspirational goals by sustaining the optimal learning environment, providing amenities and services that foster public involvement and community engagement, and developing and safeguarding an effective workforce.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Accomplishments Training Evaluation - This year we fully instituted a process to evaluate our professional development training based on Kirkpatrick’s four-level model of assessment (i.e., reaction, learning, behavior, and results). After each training session, each trainee receives an email directing them to a cloud-based, Google Docs survey with three rating criteria [i.e., (1) training was enjoyable; (2) training provided knowledge that I can apply to my job; and (3) training motivated me to improve my skills, and provided direction on how to improve my skills] and one question (i.e., what one thing will you change as a result of this training?).

Maintenance Training - Since we commenced the training evaluation Training Provided process, we have hosted fourteen training Training Was Applicable Training Enjoyable Knowledge Motivated Me sessions, including: International Facility Strongly agree 40% 41% 26% 88% 89% 73% Management Association facility Agree 48% 48% 47% management professional certification, Neither agree or disagree 9% 10% 23% Disagree 3% 1% 4% winter weather preparation, peer group Strongly disagree 0% 0% 0% training, electrical safety, refrigeration, a 100% 100% 100% discussion on Title I challenges with the Executive Director of Accelerating Achievement and Equity, and a discussion on championing success for students with the Deputy Superintendent. On average, 88% of attendees found the training enjoyable, 89% derived applicable knowledge, and 73% were motivated.

Custodial Training - Since commencing training evaluation, we have hosted Training Provided fifteen training sessions, including: how to Training Was Applicable Training Enjoyable Knowledge Motivated Me advance within FCPS, leadership Strongly agree 43% 48% 45% 86% 95% 88% communication, snow removal best Agree 43% 47% 43% Neither agree or disagree 10% 5% 11% practices, effective summer cleaning, Disagree 4% < 1% 1% carpet and tile floor care, wood floor care, Strongly disagree < 1% < 1% < 1% and custodial inspection preparation. On 100% 100% 100% average, 86% of attendees found the training enjoyable, 95% derived applicable knowledge, and 88% were motivated.

Customer Service – The department took purposeful action in FY 2016 to enhance customer service. First, the department commenced its “Close the Loop” initiative to prompt effective communication with our customers. This is in recognition of the fact that poor communication most often precipitates the perception of inadequate customer service. As such, we encourage our technicians to keep school staff apprised of their efforts. They must exercise sound judgement to determine the proper level of communication; this may include announcing their arrival on site to address a concern, informing staff that a repair is underway, or simply reporting that their effort is complete and prompting the customer to contact us for any follow-up concerns. We draw comparisons to a private industry, and the manner in which a service company keeps the customer informed, as needed, during the entire service process.

Also, at the beginning of the school year the director and managers individually visited every school principal seeking responses to three simple questions: (1) are there any facility-related issues hampering instruction?, (2) are there any issues affecting student and staff safety?, and (3) are there any protracted

Comprehensive Maintenance Plan for Educational Facilities FY 2017

issues causing you aggravation? This exercise uncovered several minor issues that were quickly resolved. Of most importance was the affirmation that our principals are not burdened with facility- related issues.

Building Automation - Building automation is the centralized control of a building's heating, ventilation and air conditioning, and possibly other systems, within parameters established by the design architect and mechanical engineer. All FCPS buildings have some form of automation, ranging from pneumatic controls coordinated via mechanical timeclocks to fully computerized, digital controls. On a daily basis, these systems perform intricate manipulations of each building’s central equipment (e.g., boilers) as well as the fans, pumps, and valves serving individual classrooms. Failure or degradation of these systems accounts for the majority of problems adversely affecting the learning environment. The department created an Electronic Building Systems Shop in the recent reorganization, and this shop’s mission includes the troubleshooting, repair, and upgrade of building automation systems (BAS). The shop has been very effective in resolving some of our long-standing temperature-control and humidity issues.

Energy Savings - The advent of Wi-Fi Internet connectivity at all schools enabled the department to install inexpensive Wi-Fi, programmable thermostats in all 192 portable classrooms. This allows us to control all of the portable classrooms in a manner that promotes occupant comfort without disruption to instructional time. For example, when the Superintendent declares a "snow day", all portables can be remotely set into an unoccupied mode to save energy. Mechanics can access these controls from any Internet device, including smartphones.

The portable classroom thermostats also detect room temperatures outside of normal operating range and send an email to the maintenance team notifying them of the anomaly. This thermostat programming capability is shown below. This feature affords staff a chance to proactively address the issue before impacting instruction. The total cost for our mechanics to procure and install these thermostats was $52,162. We project a recurring, annual energy savings of $73,600.

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Asset Management - FCPS uses the SchoolDude software solution for work processing and asset management. SchoolDude is a web-based, maintenance management software used by over 7,000 K-12 and higher education clients. The department completed its comprehensive asset inventory, capturing over 182,000 building-system assets. Preventive maintenance schedules are now in place, resulting in 99,150 labor-hours of scheduled maintenance work each year. SchoolDude has awarded FCPS the

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Campus Champion Award. SchoolDude finds that many clients falter in their implementation stage, leading to disuse and eventual abandonment of the software. To counter this pitfall, SchoolDude tracks the efficacy of client’s implementation to identify, and proactively assist, struggling clients. This award signifies that SchoolDude recognizes FCPS as operating the software at a performance level that is above the top 20 percentile, relative to its peers, as measured via key performance indicators.

Quality Assurance - The department implemented a program to measure and validate the outcome of critical processes. The end goal is to increase stakeholder confidence, sustain department credibility, and improve efficiencies and outcomes. The process will include regular, on-site inspections by field supervisors, and periodic inspections by a management quality assurance (QA) team. Inspections are underway within the Area Maintenance Branch, evaluating each Area team for thoroughness, accuracy, and outcomes in preventive-maintenance tasks, adherence to procurement rules, and recordkeeping. Initiatives The BOE adopted a Strategic Plan containing five aspirational goals: Goal 1) Student achievement - equip each and every student to be an empowered learner and an engaged citizen to achieve a positive impact in the local and global community. Goal 2) Effective and engaged staff - hire, support, and retain staff who champion individual, professional, and student excellence. Goal 3) Resource allocation - pursue and utilize all resources strategically and responsibly to achieve identified outcomes and inspire public confidence. Goal 4) Family and community involvement - nurture relationships with families and the entire community, sharing responsibility for student success and demonstrating pride in all aspects of our school system. Goal 5) Health and safety - promote a culture fostering wellness and civility for students and staff.

In support of the Board’s goals, the department is pursuing the initiatives described below.

Capital Forecasting - [BOE Goal 3] The department will use SchoolDude’s Capital Forecasting module to generate strategic, facility-planning information. The intention is to provide three important strategic outputs: Systemic project selection - identify building system replacements and upgrades requiring capital funding; capture information that allows for strategic project selection and prioritization in support of the BOE’s six-year Capital Improvement Program. Deferred maintenance - quantify maintenance repair and replacement that have been postponed due to fiscal, or other, constraints. The intent is not to simply argue for more funding, but to provide decision-makers with existing data and data projections that assist in formulating future funding strategies. Facility condition index - defined as deferred maintenance divided by current replacement value of the facility; the lower the number, the better. This benchmark is used by facilities management professionals to establish the relative condition of buildings, and over time can establish whether the condition of our collective building inventory is improving or deteriorating.

Quality Assurance - [BOE Goal 3] Last year the department commenced QA assessments for each of the eight maintenance areas. It has been a positive experience for all levels of the organization. The focus has been on process improvement, and not fault finding. Management evaluates its success in

Comprehensive Maintenance Plan for Educational Facilities FY 2017

developing and promulgating guidance and procedures to the teams; each area team, in turn, receives direct and specific feedback on its procedural compliance and workmanship. The management team evaluates each team in several aspects, including: procurement, property accountability, overtime use, occupational safety, work order completion and recordkeeping, and regulatory compliance. We intend to expand this effort to other areas of the department, including: project management, custodial services, and the resolution of concerns with indoor air quality and occupational safety issues.

Balanced Scorecard - [BOE Goals 1 through 5] The department is developing the means to measure our success in promoting the BOE’s aspirational goals. The balanced scorecard approach allows the department to identify perspectives that link our actions to the BOE’s goals. Staff then identifies key performance indicators that measure the success of our actions. Regularly monitoring key performance indicators permits us to validate, or correct, performance. For example, staff strives to proactively monitor and correct classroom temperatures to minimize the number of classrooms found out of range during QA checks. This is important because we know that the classroom environment is an important factor in promoting effective instruction. Below are five examples of key performance indicators in development that we feel demonstrate support for BOE‘s aspirations.

KEY PERFORMANCE BALANCED SCORECARD BOARD OF EDUCATION INDICATORS PERSPECTIVES ASPIRATIONAL GOALS

+ Maintain the Optimal Learning - Classroom temperatures 1) Student Achievement Environment

+ Maintain qualified, inspired work - Employee training surveys 2) Effective, engaged staff teams

+ Strategically allocate limited - Facility Condition Index 3) Resource allocation resources

+ Inspire community involvement 4) Family and community - Athletic field rating and pride involvement

+ - Lost workday accidents Safe, healthy employees 5) Health and Safety

Root Cause Failure Analysis - [BOE Goals 1 and 3] The department is pursuing development of a program to address chronic, systemic failures. The intent is to institutionalize a process for methodically identifying and correcting the root cause of events, rather than simply addressing the symptomatic results of failures. Staff hopes to minimize, or eliminate, failures that consume resources and threaten the optimal learning environment. The department is working with an international engineering firm to develop our program, provide training, oversee implementation, and evaluate progress. We anticipate that this proven engineering process will help to troubleshoot, resolve, and prevent system-wide issues (e.g., winter pipe freezes) as well as prolonged site-specific issues (e.g., odors and water infiltration).

Onboarding - [BOE Goal 2] The department is developing a web-based orientation program for new employees. This independent learning tool will include segments on ethics and character, critical policies and procedures, budget and purchasing, customer service, and representing FCPS in a positive manner. Our intent is to accelerate each employee’s acclimatization to our organizations primary tenets, expectations, and procedures. Currently, the department and FCPS Human Resources cohost custodial onboarding in the more traditional classroom setting.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Career Progression - [BOE Goal 2] The department is evaluating the merits of a bidirectional career path structure. Our intent is to resolve two staffing issues: 1) the department has no means to hire and develop aspiring talent such as the graduates of our Career and Technology Center, and 2) our technicians have no means to progress laterally within their job classification. The department is working with the Human Resources Department to develop a plan to accomplish this. Critical factors will include specific job-class-level differentiation, and the associated processes that allow us to train and test employees to ensure that they have attained the expertise for each successive level. The department will also need a mentoring program to foster the development of aspiring talent.

We also intend to modify our employee performance evaluation process to mirror that used by FCPS’ instructional components, where the focus is promoting employee growth and not simply measuring compliance.

Existing, Unidirectional Proposed, Bidirectional Career Progression Career Progression Director Director Manager Manager Project Manager Project Manager Supervisor Supervisor Foreman Foreman Technician II Technician III Technician Aspiring Talent Technician I

Challenges

Unfunded mandates - There are newly created, and pending, regulations that will further tax our existing maintenance funding. There is no question that these regulations foster improved building conditions and environmental stewardship, but the present fiscal environment cannot provide additional funding to respond to these obligations. FCPS expends considerable funding to satisfy existing regulations. For example, the cost to perform annual elevator inspections is $59,940 - this cost enables 576 inspections at 36 facilities by a licensed contractor, as FCPS does not have a licensed elevator technician on staff.

Contract management - The procurement process continues to divert ever-increasing effort on the part of the department’s management and administration team. We now have fifty (50) procurement contracts for goods and services, and we anticipate being required to establish at least 8 more this year. We will request a new position for a department contract manager in fiscal year 2018.

Funding - Ideally, a comprehensive facilities funding plan includes provisions for both maintaining school facilities, as well as upgrading the facilities to accommodate changes in environmental, safety, and handicapped regulations, and changes in security and instructional practices and technology. Facility management professionals commonly use percentages of current replacement value (CRV) as guidance

Comprehensive Maintenance Plan for Educational Facilities FY 2017

for the annual investment necessary to maintain schools in good condition1. The table below provides national standards for target funding values based on a percentage of CRV. The FCPS CRV is $1,824,392,4002 (or, $1.82 billion).

Budget Category Description Target Funding Actual Funding

National Standard Operating: FY 2017 Capital: Average (FY13-17) Preventive and corrective Annual 3% of CRV 2.8% of CRV maintenance, Operating Maintenance and custodial services, Operations $54,731,772 $50,473,329 grounds keeping, utilities, security Repl acement of key Periodic Renewals components that 2% of CRV (or “systemics”) wear out (e.g., ($36,487,848) boilers, roofs) Catching up on Systematic delayed reduction of 1% of CRV maintenance, deferred ($18,243,924) 4% of CRV 2.3% of CRV renewals, and Capital maintenance alterations $72,975,696 $41,449,930 Supporting new educational programs, and As-Needed 1% of CRV regulations, Alterations ($18,243,924) technology; improving safety and security

To meet these national standards, FCPS would need to increase operating budget funding by $4.26 million, and capital funding by $31.5 million. This analysis is not intended to serve as an unabashed plea for increased funding – its purpose is simply to facilitate any future discussion on strategic funding needs. We fully acknowledge and respect the tremendous investment made by state and local government to provide safe and effective facilities for our 40,720 students and 438 community user groups.

Aging building systems - FCPS has generally done well in replacing aging roofs and central plant equipment such as boilers and chillers. This is important because these items, if not replaced, could pose a single point-of-failure; meaning that if they fail, the FCPS may be unable to occupy an entire school. Decentralized building systems such as plumbing, electrical, and classroom air-conditioning units generally have not been upgraded or replaced apart from a complete building renovation. The aging classroom air-conditioning units can pose problems since most were not designed to dehumidify in the summer months when schools are unoccupied. As a result, the FCPS struggles to maintain acceptable humidity levels in many schools during summer months. Aging electrical systems, in some

1 State Of Our Schools (2016). Joint publication of the 21st Century School Fund, US Green Building Council, and National Council on School Facilities. 2 Buildings (6,830,160 square-feet multiplied by State-approved value of $265 per square-feet). Portable Classrooms (192 portable equivalent units multiplied by $75,000 per portable equivalent unit).

Comprehensive Maintenance Plan for Educational Facilities FY 2017

cases, cannot satisfy the needs of new classroom technology, and in many cases replacement parts for major energy-transfer equipment are no longer in production.

Despite ongoing renovations and systemic replacements, many of our building systems have surpassed their expected lifespan. The following examples demonstrate how the combination of limited capital funding and aged facilities hamper optimal facility maintenance.

Example 1: The department maintains 69 facilities and 192 portable classrooms, with a combined total of 7 million square-feet of space. The department’s operating budget includes $3.3 million to purchase parts, supplies, and contracted services directly related to the maintenance, repair, and upgrade of FCPS buildings. Therefore, funding is about $0.47 per square-foot, per year.

Assuming an allocation of $0.47 per square-foot 900 sq-ft classroom $ to a 900 square-foot classroom, for a total of 423 $423 per year, per classroom. This is more than adequate to support parts and contracted services associated with HVAC filter changes and routine repair or replacement of lightbulbs, $ 0.47/sq-ft ceiling tile, fire alarm devices, door hardware, elementary school classroom bathroom fixtures, electrical outlets and switches. It will not support repair and replacement of items that would normally be accomplished as part of a school renovation – items such as carpet replacement ($3,000), window blind replacement ($1,000), or door replacement ($400). While Maintenance strives to support instructional initiatives in a timely and cost-effective manner, the material costs for activities such as installing overhead projectors and smartboards (i.e., $210 per classroom) can strain this funding.

Example 2: Assuming distribution of the Maintenance and Operations Department operating budget equally among all facilities, Walkersville Middle School’s allocation would be $56,096 (i.e., 119,353 square-feet multiplied by $0.47 per

square-foot). In the past 12 months, the department has spent Walkersville $25,406 in materials and contracted services associated with Middle School routine maintenance and repair at this school. Therefore, we $56,096 would have $30,690 (or, $56,096 - $25,406) remaining to perform other repair or improvement. The operating budget is expected to fund any single repair with a cost less than $100,000; over this amount would constitute a capital project. Now consider that Walkersville Middle School’s chiller should have been replaced in 2012 based on its age, but replacement was deferred due to limited capital funds. Given that our last three major chiller repairs averaged $73,000, a major repair of the Walkersville Middle School’s aged chiller would exceed the operating budget resources available for that school. There are also three aged rooftop HVAC units with deteriorating cabinets that may soon preclude the ability to repair and replace the units’ interior components. Each unit could cost $50,000 to replace. In summary, the department finds it necessary to allocate an increasing amount of operating budget funds to enact large repairs in aging facilities, thereby postponing lesser repairs in all facilitates. This trend further exacerbates FCPS’ overall deferred-maintenance burden.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Staffing - Recruiting and retaining qualified staff in commercial construction trades remains an obstacle for FCPS and many other county school systems. The department hopes to execute a gap analysis study to characterize weaknesses in the skill sets of tradesmen, so that we can target training for optimal benefit. The department continues to rely on innovative training and skill development to develop in- house staff.

The department is employing innovative means for providing our junior staff with professional development opportunities. Attachment A provides an example in which two junior staff members will lead a process improvement exercise. This exercise deals with an issue that should be resolved from a technician’s perspective – in effect, we want those with the most at stake to develop the solution, rather than dictating a solution down from management. Mid-level managers will participate in a passive manner, providing guidance in a mentoring manner. Our intent is for the junior team members to experience greater responsibility by taking charge of an issue, developing and presenting a solution to management, all within a safe environment.

MAINTENANCE AND OPERATIONS DEPARTMENT OVERVIEW Under the general supervision of Superintendent Dr. Theresa Superintendent Dr. Theresa Alban Alban, the FCPS Division of Operations manages several Division of Academics, Communications, Security and Emergency business functions under the Technology, and Student Management Department direction of Ray Barnes, Chief Achievement Transportation Services Division of Operations Department Operating Officer. This Ray Barnes, COO Central Office Management Comprehensive Maintenance Plan Department Division of Fiscal Services describes the Maintenance and Facilities Planning Department Operations Department’s Division of Legal Services Construction Management program for strategically Department maintaining FCPS’ school facilities. Maintenance and Operations Department Robert Wilkinson, Director Organizational Structure Building Maintenance Branch The Maintenance and Operations Department operates Curtis Orndorff, Manager under the direction of Robert Wilkinson. As department Maintenance Projects and Director, he is responsible for defining and executing the Grounds Branch annual operating budget and work program. The Gary Barkdoll, Manager Environmental, Health, and department has five branches, as described below. Safety Branch Laura Olsen, Manager Building Maintenance Branch Custodial Services Branch Curtis Orndorff serves as Manager of this branch. The John Carnahan, Manager branch includes eight field offices geographically dispersed throughout Frederick County. Each field office (or “Area”) is Energy and Utilities Branch Charlie Dalphon, Coordinator housed in one of our schools and provides regular and comprehensive customer service for up to ten facilities. Area teams consist of one Supervisor, one Foreman, and ten technicians. On average, each Area maintains 875,000 square-feet of enclosed space. The branch has one Project Manager whose duties include contract management and oversight of the Master Tradesmen. The SchoolDude Administrator

Comprehensive Maintenance Plan for Educational Facilities FY 2017

oversees system-wide processing of work orders and capital planning. Finally, the Electronic Building Systems Shop includes one Supervisor and seven technicians that maintain critical systems, such as fire- alarm systems, building automation systems, and as well as select instructional technology.

This branch’s responsibilities include: • Planned Maintenance – Perform scheduled preventive maintenance tasks to foster reliability, extend equipment life, ensure regulatory compliance, and improve energy efficiency. Predictive maintenance of key equipment to detect and identify anomalous operating conditions so that repairs can be enacted prior to equipment failure. • Unplanned Maintenance - Satisfy customer service requests, and correct faults found during planned maintenance. • Respond to emergency situations that serve as interruptions to instruction, or that threaten the safety or value of FCPS property. • Administer the SchoolDude work management system that maintains the asset inventory, processes maintenance tasks and customer service requests, and enables capital planning. • Manage sixteen (16) contracts, including those for water heaters, boiler and chiller repair, grease trap service, mechanical water treatment, plumbing parts, lighting, boiler repair, air filters, uniforms, cellular telephones, maintenance software, automated building controls, and the inspection and repair of fire-suppression systems, elevators, fire extinguishers, and bleachers. Maintenance Projects and Grounds Branch Gary Barkdoll serves as manager of this branch. This branch consists of four trade shops and the grounds maintenance team. They are collocated near the center of the county so that they can quickly dispatch to all facility locations. This Branch’s responsibilities include: • Trade shops have skilled tradesmen and equipment necessary to provide services not available within each of the Area teams. These trades include locksmithing, roofing, carpentry, and painting. • Maintain and repair all competition fields, tracks, and tennis courts at ten high schools. • Supplement the groundskeeping efforts of site-based custodial teams by inspecting and correcting stormwater assets, and by providing tree service, fence repair, and mulching. • Repair groundskeeping and snow removal equipment used throughout FCPS. • Perform regular inspection and repair of all playgrounds to maintain safe environments for students. • Repair and replace concrete and asphalt paving. • Design and construct building modifications to correct structural deficiencies, to support instructional innovation, and to address accessibility deficiencies (relative to the Americans with Disability Act). • Manage ten (10) contracts, including those for stage curtains, roofing, wood floor finishing, fencing, door hardware, painting services, painting supplies, flooring, concrete and paving. Custodial Services Branch John Carnahan serves as manager of this branch. The branch includes two Custodial Specialists that work directly with site-based custodial teams to resolve issues and improve performance. The tight coordination between Custodial Specialists and custodial teams is critical to quickly resolving facility issues that threaten to interrupt instruction. This branch’s responsibilities include: • Provide support and consultation to building administrators with regards to building operations and

Comprehensive Maintenance Plan for Educational Facilities FY 2017

the oversight of site-based custodial teams. • Provide regular trade training and targeted professional development for all custodians. • Provide efficient and effective equipment, tools, and supplies that allow custodial teams to operate schools in compliance with both regulations and best management practices. • Maintain a cadre of trained, part-time substitute custodians that can be dispatched to individual schools daily to assist when short-staffed, or when facing some emergent situation. • Perform annual inspections at each school to gauge and adjust custodial practices for maximum effectiveness and efficiency. • Manage twelve (12) contracts, including those for custodial equipment supply and repair, ice melt, cleaning supplies, bottled water, hand soap, cleaning chemicals, snow removal, and mowing. Environmental Health & Safety Branch Laura Olsen serves as manager of this branch. This branch’s responsibilities include: • Provide technical support and consultation to building administrators, curriculum specialists, and others with regards to environmental, health, and safety concerns, • Maintain FCPS compliance with the regulations promulgated by Occupational Safety and Health Administration, Environmental Protection Agency, Maryland Department of the Environment, Maryland Department of Agriculture, and other agencies. • Operate eleven well water systems for schools that are not served by public water systems. • Operate and manage swimming pool operations, including complete coordination of use by outside groups whose user fees offset pool operation costs. • Manage four (4) contracts for industrial hygiene services, lead and asbestos remediation, emergency mitigation and repair, and fuel tank testing. Energy and Solid Waste Management Branch This branch operates under the general direction of Charlie Dalphon. This branch’s responsibilities include: • Coordinate strategic procurement of energy and utilities. • Contract for recycling, and waste collection and disposal services. • Prompt efforts to conserve resources via reduction in energy use and solid-waste generation. • Manage eight (8) contracts, including those for electricity, natural gas, propane, heating oil, recycling, and solid waste services. Staffing The department is comprised of 152 highly-skilled professionals. 81% of staff is directly involved with performing on-site maintenance work in our school buildings. Our working supervisors are either stationed in the field, or travel to our facilities daily to oversee the work of their team, interact directly with customers, and coordinate contractors’ work.

Position Type Quantity Percent Management 6 4% Working Supervisor 19 12% Administration 4 3% Tradesperson 123 81% 152 100%

Comprehensive Maintenance Plan for Educational Facilities FY 2017

This figure presents the overall structure and staffing of our department, including its five branches.

DIRECTOR’S OFFICE (2)

Director Secretary

BUILDING MAINTENANCE (111) MAINT PROJECTS & GROUNDS (29) ENVIRONMENTAL/HEALTH/SAFETY (5)

Manager Manager Manager Secretary Secretary Project Manager IV Project Manager III Water Treatment Superintendent (1) Master Electrician Project Manager II (1) Water Treatment Operator (1) Master Plumber (1) Carpenter Foreman (2) Pool Operator Supervisor CMMS Administrator (3) Carpenter (1) Roofer Foreman (1) CMMS Data Quality Specialist OPERATIONS (4) (2) Roofer (8) Maintenance Area Supervisor (1) Locksmith Foreman Manager (8) Maintenance Area Foreman (1) Locksmith Secretary (32) HVAC Mechanic (1) Painter Foreman (4) Painter (16) Electrician (2) Custodian Support Specialist (16) Plumber Grounds Supervisor (16) General Mechanic (2) Grounds Foreman ENERGY AND UTILITIES (1) Electronic Bldg System Supervisor (6) Grounds Crew Worker Coordinator (2) Electronic Bldg Sys Tech II (1) Equipment Repair Foreman (2) Electronic Bldg Sys Tech I (1) Equipment Repair Tech (2) Predictive Maint Tech (1) Bldg Automation Sys Tech

Funding

The Maintenance and Operations Department FY 2017 operating budget allocation is distributed in Class 10 (Operation of Plant) Wages & Benefits (full-time) $19,237,908 three budget classes. In the simplest terms, the BOE Wages (part-time) $221,500 provides our team with a total of $49,952,180 to Substitute Custodians ($210,000) operate, maintain, and upgrade all FCPS facilities. Other ($11,500) Wages (overtime) $13,232 Contracted Services $1,760,906 Operation of Plant (Class 10) - Per the State budget Snow Removal ($377,356) guidelines, Class 10 funding supports activities Mowing ($175,000) concerned with keeping the physical plant open, Trash and Recycling ($537,900) Paving and Grounds ($227,950) comfortable, and safe for use. Our department uses Environmental Compliance ($172,000) these funds to provide all FCPS facilities with utilities, Other Contracted Services ($234,700) custodial services, grounds maintenance, solid waste Supplies and Materials $1,098,213 Custodial Supplies and Tools ($823,113) management, and snow removal. Considerable Groundskeeping ($93,800) funds are allocated to the maintenance and repair of Other ($181,300) Other Charges $12,806,108 high school competition athletic fields and courts in Energy and Utilities ($12,776,124) order to promote academic achievement and Other ($29,984) community engagement. Vehicles and Equipment $170,000 Total $35,307,867

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Maintenance of Plant (Class 11) - Per the State Class 11 (Maintenance of Plant) budget guidelines, Class 11 funding supports Wages & Benefits (full-time) $10,804,470 activities associated with keeping buildings and fixed Wages (part-time) $55,100 Wages (overtime) $31,000 equipment in their original condition of Contracted Services $1,361,113 completeness or efficiency through repair, Area Maintenance ($732,113) Projects and Grounds ($629,000) preventive maintenance, or replacement. The State Supplies and Materials $1,660,830 also allows for this budget category to support minor Area Maintenance ($1,032,600) modernizations and alterations to change the Projects and Grounds ($386,661) Fuel – all but buses ($241,569) original condition or function of equipment. Other Charges $178,800 Included are costs for bringing a building into Professional Development ($65,000) Uniforms and Safety ($63,000) compliance with changing code requirements Communications ($35,000) relating to safety, health, pollution, and fire code Other ($15,800) regulations. This funding must also satisfy activities Vehicles and Equipment $193,000 Total $14,284,313 involved in maintaining and fueling vehicle other than school buses.

Capital Outlay (Class 15) - Per the State budget guidelines, Class 15 funds are used to provide facility- related modifications that serve to increase the value of the building. For example, this funding could be used by the FCPS Construction Management Department to add new storage sheds to an already existing school facility. Our department has an allocation of $100,000 in Class 15 to fund the improvement of existing building automation systems. We have been able to correct prolonged issues and integrate a large number of our schools into one integrated system.

We also have an allocation of $100,000 in Class 15 to fund high-priority facility modifications necessary to resolve specific situations hampering student and staff accessibility. When a student or staff member with a disability is newly assigned to a facility, we assess the facility’s ability to support that individual. Our funding allows us to quickly enact changes to support that individual’s needs. It should be noted that each of our facilities is “grandfathered” with respect to Americans with Disability Act (ADA) accessibility standards. Aside from our department’s specific corrections, most facilities await a complete renovation to bring the facility into compliance with the current ADA standards. An architect’s evaluation of all FCPS schools concludes that it would cost an estimated $11,776,000 to bring all schools into compliance with the 2010 ADA Standards for Accessible Design.

MAINTENANCE PROGRAM Overview

In the last twenty-five years, FCPS has grown by more than 10,000 students. Between 1990 and 2016, FCPS constructed twenty-five new school buildings, and twenty-five school additions. The FCPS school inventory is provided in Appendix B. The department also operates and maintains forty-one buildings that are, in whole or part, twenty-five or more years old. Accommodating this expanding obligation requires sustained effort to improve efficiencies and prioritize needs.

Frederick County is the largest county in Maryland in terms of land area. Appendix C provides maps denoting the geographic location of each school facility. To provide quality service over such an extensive area, FCPS’ maintenance program has evolved to a configuration that includes eight field (or

Comprehensive Maintenance Plan for Educational Facilities FY 2017

“Area”) offices, and a central complex that houses our trade shops and administration. Under this program, Area maintenance personnel are familiar with the buildings under their purview, and as such, they are best prepared to operate and service equipment, and they respond rapidly and decisively to emergent situations. Area teams operate semi-autonomously, prioritizing work and allocating resources to satisfy both programmed maintenance and customer service requests.

Each team is housed in a school building assigned to their Area. When practical, each technician has a van equipped for his or her trade that serves as a mobile workshop. Cellular telephones and Wi-Fi capable tablet computers allow technicians to remain in contact with both their supervisors and the SchoolDude work processing software. Wi-Fi connectivity offers the technicians access to electronically- stored construction drawings, equipment specifications, repair manuals, and allows them to order Frederick County parts on-line that will be delivered 660 square-miles directly to the worksite.

The central complex shops include Area the specialized trades and 1 equipment associated with water treatment, roofing, grounds

4 5 maintenance, electronic building 3 2 8 system repair, locksmithing, carpentry, and painting. FCPS’ 6 7 Master Plumber, Master Electrician and the Superintendent of Water Treatment operate out of the central complex as well.

The Operations Branch supports the logistical and professional development needs of our 357 custodians. The custodians are assigned to individual facilities and report to the school administration. The duties that they perform daily contribute greatly to the healthfulness and aesthetics of schools, and they also perform many minor maintenance tasks such as replacing expired lamps, broken or stained ceiling tiles, and minor painting. Our schools could not function and sustain uninterrupted occupancy without the cooperation and coordination between custodial and maintenance forces.

The Environmental, Health, and Safety Branch, and the Energy and Utilities Branch figure directly into the safety and efficiency of schools. Much of the effort associated with regulatory compliance, for items such as underground fuel tanks and asbestos abatement, are accomplished by these teams. Regular and detailed analysis of energy consumption allows maintenance to quickly identify and correct buildings that have deviated from an energy-efficient operating condition. Workflow Management

FCPS employs the SchoolDude software suite. FCPS uses several modules, each supporting specific functionality. The modules are designed to integrate with one another to facilitate workflow and data exchange. The figure below shows how the individual SchoolDude software modules are used to route workflow and share information between entities both inside and outside of the FCPS organization.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

FCPS FACILITIES SERVICES Maintenance and Vendors E Procurement Operations Planning Planned Equipment Capital Inventory Forecasting Contractors Maintenance

Service Inventory Facility Request Management Scheduling Outside School Administrators User Groups Equipment inventory is at the heart of the system. We use this function to manage the data on individual pieces of equipment so that we can plan for its service, repair, and replacement. Since work is assigned to specific equipment, we are also able to compile lifecycle costs for strategic replacement analysis. This replacement analysis is performed via the capital forecasting module. Planned maintenance and service request allow us to establish and execute our preventive and predictive maintenance tasks, and to respond timely to the service needs of our schools. All work, and associated costs, are captured in near real-time in the field via the technician’s tablet computers for subsequent analysis.

We allow and encourage individual teachers to School submit service requests directly into SchoolDude. This is the best means for us to receive timely and Teacher accurate information regarding issues affecting Submit Work Order classroom instruction. The teacher can provide maintenance with a window of time that the work can Principal be performed without interfering with classroom activity. Approve Work flow Prior to SchoolDude, Principals expressed concern Status update that work was being performed without their Area Supervisor knowledge. In some cases, the work was something that they would preferred not to have happened. In Assign SchoolDude, all service requests entered by school staff are now routed through the Principal’s office for Area Technician review and approval. Once approved by the Principal, Complete work the work order is automatically forwarded to the Area Supervisor responsible for that school. If the Recordkeeping Supervisor is unavailable, others are assigned to Maintenance respond to the request in a timely manner.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Since the Area Supervisor is most familiar with that school, and with the procedures and work teams within Maintenance, the Supervisor can assign the work to one of his or her technicians, or forward the work on to the trade shop that can accomplish the work. As shown in the figure above, the teacher can choose to receive automatic updates, via email, with regards to the status and completion of their service request.

The facility scheduling module allows outside user groups direct access to the information and services that they need to rent a facility. A user can check the availability of a building, room, or field, submit a request for rental, and provide the necessary liability insurance information. The school administration can review and approve the individual rental requests, and submit work orders for custodians and Maintenance to support the needs of the approved users. Eventually, we will integrate the facility use module with our building automation systems so that heating and cooling will be automatically scheduled to support each approved rental. This will result in savings, as SchoolDude records now show that our department expended $17,424 in labor over the past twelve months to manually schedule heating and cooling in support of facility rentals.

The planned maintenance module issues work orders directly to our contractors. This facilitates the coordination of contracted activities such as elevator inspections, and also allows us to electronically capture their efforts, results, and costs directly in SchoolDude. The department has worked with SchoolDude and supply vendors to establish an e-procurement function tailored to FCPS’ needs. While in an open work order, a technician can access the e-procurement function to purchase necessary parts and supplies. The transaction is processed using the technician’s procurement card. The entire transaction is captured in SchoolDude and recorded directly to the work order for cost accounting, and the vendor delivers parts and supplies to the work location usually within 24 hours. For nonemergency repairs, this delivery option eliminates considerable technician travel between supply houses and school worksites.

The department soon plans to implement the warehouse inventory module to expedite and track the issuance of custodial tools, equipment, and supplies to our individual schools. All of our custodial teams are already using SchoolDude to request services and supplies, support the needs of outside user groups, and submit service requests to Maintenance. This new capability will further improve efficiency and recordkeeping. Maintenance Strategy FCPS employs a comprehensive approach to maintaining safe Planned Maintenance • and effective schools, and to protecting the taxpayer’s capital Predictive Maintenance • Preventive Maintenance investment. It is important to note that our school buildings • Inspection serve many functions beyond their primary mission of public • Corrective Maintenance education. Many of our schools serve as election polling sites, Unplanned Maintenance emergency shelters, and gathering space for civic and • Emergency Response recreational use. Simply put, the maintenance strategy • Routine Repair endeavors to avoid building system failure where practical, • Customer Service Requests and expediting building system repair when failure occurs. Renovation and Upgrade Each of the elements shown in this figure are discussed in Deferred Maintenance detail below. Quality Assurance Planning and Recordkeeping

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Planned Maintenance Planned Maintenance primary objectives include: • Ensure reliability of life-safety systems such as fire alarms • Ensure compliance with regulations associated with safety and environmental protection • Minimize system failures that detract from an optimal learning environment • Prolong the lifespan of equipment that cannot be replaced due to limited funding • Verify proper equipment function, and improve energy efficiency. Predictive Maintenance Predictive Maintenance (PdM) monitors equipment while in operation to detect anomalous conditions or trends that warrant further investigation and perhaps preemptive repair. This approach offers cost savings over preventive maintenance because technicians need only perform maintenance work when warranted, as opposed to work based on a regular schedule. Ideally, PdM also allows you to identify a problem before equipment failure, so that you can schedule preemptive repairs at a time that will not interfere with instruction.

Our two Predictive Maintenance Technicians, assigned to the Electronic Building Systems Shop, execute this program. The Technicians use thermal (infrared) imaging to detect signs of mechanical and electrical deterioration in equipment. They will report any adverse findings to the Area maintenance teams that will determine when and how to address the anomaly. Our PdM is in the inception stage. We anticipate PdM will yield substantial benefit, and will justify allocating more department resources to other promising PdM techniques, such as vibration analysis, and system-wide testing of the oil and refrigerant used in large air-conditioning chillers.

PdM summary - • Technicians with Level 1 Thermography Certification: 2 Technicians, 1 Supervisor • Estimated total quantity of equipment to be thermally imaged: 7,000 • Large motors and pumps with detected anomalies: 6 (8% of the 80 units imaged)

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Preventive Maintenance With Preventive Maintenance (PM), one performs pre-defined maintenance tasks on a regular schedule, regardless of equipment condition. Cleaning, inspecting, and servicing a heating boiler at the end of the heating season is one example of PM. Successful PM programs have two primary components – an accurate, up-to-date equipment inventory, and equipment-specific procedures defining service schedules and tasks.

For equipment inventory, FCPS uses the UniFormat equipment classification protocol for equipment inventory. This protocol is issued by the American Society for Testing and Materials for use by architects, engineers, and maintenance personnel to ensure thoroughness and consistency throughout the entire facility lifecycle. Specifically, FCPS employs UniFormat; A Uniform Classification of Construction Systems and Assemblies. FCPS currently has over 182,000 inventoried assets in SchoolDude.

For PM schedules and tasks RSMeans Facilities Maintenance & Repair Cost Data (2011 Version). RSMeans is a division of Reed Business Information, and the standards that they promulgate are widely accepted among facility professionals. The RSMeans PM schema is not exhaustive, and in some cases FCPS must rely on other sources for PM schedules and tasks. For life-safety systems (e.g., fire alarms and fire sprinkler systems), FCPS has adopted the more stringent PM procedures defined by the National Fire Protection Association. In the case of custodial tractors our PM program is based on the tractor manufacturer’s recommended procedures, as RSMeans excludes this type of equipment.

This is one example of our PM program, based on the RSMeans schema. All of the building

Comprehensive Maintenance Plan for Educational Facilities FY 2017

equipment associated with heating, ventilation, and air-conditioning (HVAC) is classified by the designation “D30”. The subset of HVAC equipment associated with heat generation, such as boilers, is classified by the designation “D3025”. This example provides the RSMeans recommended maintenance for such boilers. You can see that the recommendation includes monthly, quarterly, semiannual, and annual tasks. The department has inventoried all of the boilers in SchoolDude. At the recommended intervals, and for each boiler, SchoolDude issues PM work orders with these specific tasks for our technicians to perform.

In the end, we are using national standards and best practices to perform a state-of-the-art PM program. RSMeans also estimates the labor-hours necessary to provide these tasks. When we fully combine our inventory with the prescribed PM tasks, we derive an accurate estimate of the labor-hours necessary to execute a PM program based on nationally recognized standards. We no longer need to rely on imprecise labor ratios, such as one mechanic per 60,000 square-feet.

PM summary (Building Maintenance) - • Labor-hours required annually to execute all scheduled PM: 98,253 • Preventive Maintenance on-time completion rate (within 30 days of issue): 72% • Percent labor-hours allocated to PM: 51% • Percent labor-hours allocated to customer service requests: 49% Inspection Inspections generally fall into one of three categories: 1) routine building evaluation, 2) regulatory, and 3) risk mitigation.

FCPS Maintenance technicians perform daily building tours prior to full occupancy. If Maintenance detects a major deficiency that could preclude school opening, personnel are on- site to initiate corrective action. If they cannot correct the deficiency, Maintenance can notify school administration so that they can make timely decisions regarding occupancy. The tours also provide Maintenance an opportunity to identify minor deficiencies, and to issue Corrective Maintenance work orders to address these deficiencies. We will soon commence tracking the percentage of total Corrective Maintenance initiated by Maintenance staff – we consider this key performance indicator to be indicative of our ability to minimize disruption of the optimal learning environment by identifying issues before being detected and reported by occupants. As FCPS upgrades and integrates more building automation systems, computerized monitoring and reporting may supplant much of the routine tour function.

The State of Maryland Public School Construction Program inspects schools on a six-year cycle. These comprehensive inspections ensure that each county’s maintenance department places proper emphasis on protecting the value and serviceability of school buildings. FCPS endeavors to quickly correct any deficiency noted by the State following these inspections. The State also requires that FCPS perform semi-annual inspection of each roof section. These inspections serve to detect roof failures in their incipient stage, where the scope of repair and water- damage potential is less, and when warranty coverage is more likely to be in effect. It also helps to characterize roof performance attributes that define trends in roofing material, roofing contractor performance, and roof replacement needs.

Regulatory agencies perform periodic and as-needed inspections, including the Frederick County

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Fire Marshal’s annual safety inspections, the Frederick County Health Department’s inspection of health rooms, swimming pools, and food preparation areas, the Maryland Department of Agriculture’s inspection of integrated pest management practices, and the Frederick County Sustainability and Environmental Resources office inspection of stormwater facilities. Various regulations compel FCPS to engage certified inspectors for elevators, fire extinguishers, underground storage tanks, pressure vessels, bleachers, diving boards, and fire suppression systems. Deficiencies found during these inspections are corrected as soon as possible as they can adversely affect occupant safety.

FCPS works collaboratively with its liability insurance carrier to conduct routine safety inspections. The Manager of Environmental Health and Safety enlists the participation of an insurance representative to provide on-call inspections and advisement when potential issues arise. The periodic inspections focus primarily on curricular areas that may pose higher risk activities such as technical education, science labs, and theatre arts. Corrective Maintenance Corrective Maintenance (CM) is comprised of the reparative tasks that result from faults found during Planned Maintenance. Typically, if a technician detects equipment failure during a planned maintenance activity, they will perform the repair at that time. The technician may defer the repair if extensive effort is required, or if parts are unavailable. In either case, the technician creates a work order in SchoolDude to capture the effort and cost associated with necessary repair.

Maintenance derives two key performance indicators from CM. One is the ratio of Preventive Maintenance to Corrective Maintenance (or, PM-to-CM ratio). This ratio helps evaluate PM effectiveness, specifically if PM is being performed too much, or too little. FCPS will soon be in position to begin harvesting meaningful, analytical data from its SchoolDude work history. Maintenance plans to use SchoolDude data to track this ratio, and determine how best to adapt its program accordingly.

Another key performance indicator is Deferred Maintenance. Incomplete PM or CM contributes to the cumulative Deferred Maintenance, which can serve as an overall indicator of facility conditions. Generally, an increasing deferred maintenance trend may predict higher overall maintenance costs, unplanned asset failure, and in some cases, health and safety implications. Deferred Maintenance is discussed later in this section.

Other In many settings, custodial efforts influence facility conditions most visible to building occupants. Clean and aesthetically pleasant schools promote the ideal learning environment. The FCPS custodial crews and groundskeeping teams serve to preserve and improve facility conditions and aesthetics. Custodial teams perform the PM for their cleaning and groundskeeping equipment, while Maintenance performs the repair. In our work plan, maintenance and custodial staff combine efforts in several maintenance areas. For example, custodians perform interior painting of individual rooms, while Maintenance takes on larger painting projects. Custodial teams and contractors perform all mowing and landscaping activity, with the exception of competition athletic fields that are maintained by our Grounds Maintenance team.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

Unplanned Maintenance Unplanned Maintenance includes activities that cannot be programmed or forecast, such as emergency repairs, equipment breakdown repair, and customer service requests. FCPS satisfies this need via maintenance and custodial staff, and contracted services.

Emergency Response School-based custodians provide the first level of emergency response. During the onset of a facility emergency, a swift and decisive custodial response has proven to be critical in damage mitigation, remediation, and allaying the concerns of disrupted building occupants. The Maintenance and Operations Department trains custodial teams on utility shut-offs and remediation techniques, and provides the resources to begin, and in most cases complete, post- emergency cleanup.

The Department’s Area maintenance program enables rapid deployment of technicians most familiar with the school in peril. Most building system failures can be repaired immediately with in-house forces. Maintenance has contracts in place with qualified contractors when emergencies require large-scale mobilization for cleanup and repair. The Manager of Environmental Health and Safety personally, or with assistance of certified industrial hygiene professionals, ensures that remediated facilities are safe to reoccupy, when necessary.

Maintenance is in the formative stages of a Root Cause and Failure Analysis program. The basis for this program will be to identify failures that pose the greatest threat for interrupting instruction, systematically analyzing past failures to identify the true root cause, and setting a practical course for failure prevention. In the end, it is unreasonable to expect that failures will not occur, but conversely it is unreasonable to allow the same failures to occur repeatedly. Routine Repair Many school building assets do not warrant routine maintenance. The only maintenance provided to such assets is corrective, and then only after the asset has failed – this we commonly referred to as “run to failure”. Maintenance employs this strategy for assets that are not critical to safe and effective facility operations, and where typically the cumulative costs to maintain these assets is greater than the cost to replace.

The school custodians participate in rectifying many common failures, such as clogged plumbing fixtures, lamp replacement, ceiling tile replacement, and touchup painting. Where practical, the department stocks parts for prompt repair, otherwise we depend on vendors for timely provision of necessary materials. The department routinely salvages components from defunct equipment, as many older systems contain parts no longer available from the original equipment manufacturer. Maintenance vans serve as a form of mobile workshop where supplies, parts, and tools are readily available for routine repairs. Customer Service Requests At each school, the principal is the chief administrator and instructional leader, responsible for all phases of its operation. Maintenance acknowledges the momentous nature of a principal’s charge, and strives to support them in the most proactive manner. In addition to routine interaction, our department managers schedule visits with school principals, proactively soliciting concerns and suggestions. The managers’ most important objective is to identify and

Comprehensive Maintenance Plan for Educational Facilities FY 2017

resolve any protracted issues that affect safety and instruction, or simply divert the principal’s focus from more important activity.

Maintenance employs SchoolDude to capture, evaluate, and process customer service requests. SchoolDude’s Maintenance Work Order icon exists on every employees’ computer desktop, allowing them to submit requests personally into SchoolDude. In the past, teachers would have had to relay their concerns to others that would submit work orders - unnecessarily extending the time needed to have the problem corrected.

The BOE requires that school administrators seek and obtain permission before proceeding with facility modifications or improvements – whether the proposed change originates from an outside user group (e.g., sports booster club) or school staff. This process is designed to avoid FCPS from unwittingly assuming liability or significant future maintenance costs. Maintenance’s role in this process is to collect, evaluate, and adjudicate the requests. In some cases, for an approved request with which the requestor provides the funding, we simply instruct them to proceed according to proper protocol. If the request requires an expenditure of Maintenance resources, we prioritize and schedule the work as resources permit. Renovation and Upgrade Maintenance routinely receives requests for facility improvement. Requests originate from many sources, and are prompted by change in regulations, instructional technology, energy conservation, and space planning. Maintenance plans and executes small renovation and system upgrades using a combination of in-house tradesmen and contractors.

For example, there are 41 school buildings that are, in whole or part, at least 25 years old. As these aged facilities await a comprehensive renovation, Maintenance strives to provide interim improvements to address safety, instruction, comfort, and efficiency. The department has programmed operating budget funding for specific upgrades affecting accessibility, building automation, energy conservation, and instructional initiatives.

The department holds responsibility for situational compliance with the Americans with Disability Act (ADA). The Maintenance Projects and Grounds Branch has a list of deficiencies for each existing school facility that was created by a professional architect. The branch uses this list to select projects each fiscal year based on the programmed funding. The Special Education component of the Accelerated Achievement and Equity group notifies the branch of an existing, or impending, student situation that requires prompt attention. The Department of Human Resources provides the same manner of notification for employee situations. These situations take precedence, and the branch simply adjusts its annual retrofit plans to accommodate the greatest needs.

FCPS has made great strides in repairing, upgrading, and integrating the building automation systems. These systems are mostly used to schedule, operate, and coordinate the HVAC systems. The systems range from aged, technically-unsophisticated pneumatic systems controlled by mechanical time clocks to state-of-the-art, computer-controlled systems. In the recent department reorganization, FCPS reallocated staffing to create a BAS Coordinator position within the Electronic Building Systems Shop. This Coordinator will provide the focus and expertise necessary for the shop to bring about system-wide improvement – specifically, the department will continue to expand its capability and team with contractors in a manner that brings about change in the most expedient manner. We now have over

Comprehensive Maintenance Plan for Educational Facilities FY 2017

two-thirds of our schools integrated with common graphics and controls so that they can be monitored and manipulated remotely, either individually, in groups, or in their entirety. We intend to have all of the schools integrated within four years.

Functional and effective BAS systems offer great benefit. For example, the BAS can track HVAC system performance and alert the Department to anomalies before conditions threaten the instructional environment. When the Superintendent declares that schools are closed due to winter weather, the department can rapidly and remotely place the school’s HVAC systems in an unoccupied mode, saving considerable energy.

Carpenters from the Building Projects and Grounds Branch design and enact small renovations that dramatically improve the instructional environment in aging schools. The Electronic Building Systems Shop upgrades and replaces life-safety and audio-visual system, or major system components, which directly affect occupant safety and instructional effectiveness. Over the past several years, the department focused on eliminating single points of failure that could threaten school operations. For example, our Water Treatment Supervisor has led efforts to install and integrate two water wells in each well-fed school. Area maintenance plumbers have installed energy-efficient, natural-gas domestic water heaters so that each school has two heaters. As the County Health Department requires domestic hot water for food service and safe building occupancy, we are now less likely to have to close the school due to system failure. Deferred Maintenance Deferred Maintenance (DM) refers to the renewal, replacement, and maintenance projects and activities postponed due to insufficient funding. There are several types of deferred maintenance:

Regulatory - Facilities are typically obligated only to the regulations and codes in effect at the time of original construction. During the life of a facility, select regulations emerge that FCPS cannot defer until a planned renovation – typically these address the most serious safety and environmental protection concerns. FCPS has completed, or has plans and funds to complete, facility modifications associated with these select upgrades. In general, all other regulatory-driven upgrades are deferred until the facility undergoes renovation or replacement.

Major Maintenance Repair (valued at greater than $100,000) - The Capital Improvement Program (CIP) must address these needs. FCPS does not appropriate resources in Maintenance’s annual operating budget for this purpose. Typical projects include replacement of HVAC systems, roofs, pavement, playgrounds, flooring, and windows and doors. As an example, FCPS replaced the HVAC classroom unit ventilators in Brunswick High School at a cost of $1.2 million – this was exclusive of central plant equipment that control these units, and supplies them with the hot and chilled water necessary to perform their function. Valley Elementary School received a new boiler, necessary to supply hot water to the classroom HVAC units, at a cost of $0.4 million. Middletown Middle School benefits from replacement of four roof sections at a cost of $0.3 million – this represents 15% of the school’s total roof system. The department does not currently have a credible estimate for CIP-funded DM. We will have a detailed DM accounting by next year. We are now fully implementing the Capital Forecast Direct module in SchoolDude. Implementation includes inventorying each building system (e.g., roof, boiler, and fire suppression), assigning an original-construction or replacement date, and assigning a unit-price replacement cost. In the end, FCPS will be able to calculate DM, by identifying each system that has

Comprehensive Maintenance Plan for Educational Facilities FY 2017

surpassed its expected useful life, estimating its replacement cost, and summing these values.

It is important to note that this process is a planning tool. FCPS will be able to define its DM deficit, both current and forecasted, for strategic planning purposes. However, since this model is based on longevity, FCPS will need to consider asset condition when tailoring DM and especially when selecting systems for replacement.

Minor Maintenance Repair (valued at less than $100,000) - Maintenance must respond to these needs using the resources furnished in the annual operating budget. Individual branches within the Maintenance and Operations Department maintain lists of outstanding projects. The B\branches will soon incorporate these lists into SchoolDude so that this DM can be collated and evaluated in the same manner performed for CIP-funded needs. As an example, the Maintenance Projects and Grounds Branch currently has a backlog of repair in several categories, including $1.6 million in asphalt paving, $0.5 million in tennis courts, $0.2 million in gym floors, $0.1 million in concrete, and $0.1 million in stage floors and curtains. It is important to note that this is not an exhaustive list – there are many assets, such as masonry, not included in this list, and each list only includes the estimated cost for repairs that we have captured and assessed.

Outstanding Preventive and Corrective Maintenance - As stated above, FCPS has a PM program based on nationally recognized standards. The department lacks resources necessary to fully execute this PM program. This statement does not assert, or imply, that FCPS falls short of providing safe and effective environments for instruction. FCPS schools are well constructed and maintained, and the backlog of maintenance and repair, while increasing in this difficult fiscal climate, is not at a crisis level. Quality Assurance FCPS intends to use routine QA methods to systematically monitor and evaluate aspects of service to ensure that current processes produce quality results. Over the next year, the Maintenance and Operations Department will develop methodology for data collection, ensuring that we can collect viable data in a manner that is efficient and replicable. The resulting dataset will then serve as a baseline, enabling us to compare performance with industry standards, and use Root Cause and Failure Analysis to improve performance, where necessary.

Each branch manager is currently formulating, or implementing, their QA plan. The Building Maintenance Branch’s ongoing efforts best illustrate the objectives and methods to be employed. Using well defined procedures and forms, the branch’s management team visits each Area to evaluate compliance and efficiency with respect to the following areas: procurement, property accountability, overtime, and safety.

The sample below provides eleven (11) of the twenty-nine (29) program components evaluated when the Building Maintenance management team performs a QA inspection of each Area team. The five- member management team will spend an entire day evaluating the Area’s compliance and effectiveness. This sample provides excerpts from one of their findings report. To complete the process, the Area Supervisor responded to this report with their plan to rectify any adverse findings.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

QUALITY ASSURANCE INSPECTION REPORT INSPECTORS: Orndorff (Mgr), Connatser(Proj Mgr), Madrake (CMMS Admin), Smith (Master Plumber), Wilson (Master Electrician) DATE: 11/04/2015 INSPECTED PROGRAM COMPONENT FINDINGS YES NO Property Accountability - Receipt of Property forms property used X Property Records provided for all employees and trucks. Records vary per employee, truck inventories are not signed off/acknowledged by employees. Vehicles - Inspect for cleanliness, material stock, fire extinguisher and first-aid kits. X Plumbers van clean, but lacked sufficient stock for efficient operation. PM: Asset Identification - Assess thoroughness of asset inventory, and random work orders X Exterior lighting at Middle School not individually identified on building or map. for proper assignment. Repaired equipment not identified on wo #103049 or #104887. High School electrical panels not properly marked. PM: Asset Inventory Control - verify records are current, and that Mechanics are identifying Comparing field changes w/ CMMS inventory shows Plumber not reporting and reporting non-inventoried equipment identified for proper processing, i.e. changes/additions/ changes. Observed techs properly labelling panels while performing PM. deletions to the inventory. PM: Work Orders - evaluate randomly selected work orders from previous month; assess X Area Supervisor and Foreman not regularly performing QA evaluation of their quality of work and recordkeeping technicians' completed work orders. WO #105050 - Checked PM for eye wash stations in Room 422, found no problems. WO #101657 - Checked completed Boiler Monthly PM; labor-hour projection was 0.42 hours, but technician logged 1.0 hour. WO #100348 - exhaust fans PM'd 12/27/15, equipment not labeled properly, 3 of 8 fan units checked were found to not have had any work performed on them, found one unit dirty with a worn belt, second exhaust fan (F27) found a loose worn belt and dirty unit. Boiler Room Recordkeeping - Tour Logs, Boiler Logs and Chiller Logs in use and up-to-date X No anomalies found. General Building Visual Inspections - evaluate overall condition of the facility X Elementary School X - roof drain has debris/weed-growth; cannot function properly. Elementary School Y - found noisy classroom HVAC unit; made repairs to unit while on site. REGS: Pressure Vessels - Certificates up-to-date and displayed X Boiler, hot water heater, and compressor certificates valid and on display. REGS: Elevators - Certificates up-to-date and displayed X State Inspection Certificate present and current. LIFE-SAFETY: Fire Sprinkler Systems - All Sprinkler System inspections have been X Records and field evaluation shows that all equipment tested and design tags performed as required and noted, visually inspect Sprinkler System Design tags are present. present. LIFE-SAFETY: Fire Extinguisher - inspected and serviced as required, tags properly marked X Randomly selected fire extinguishers were inspected and tags so marked

INTER-DIVISIONAL INTEGRATION Comprehensive and effective facility management takes considerable coordination between all FCPS departments. The Maintenance and Operations Department works diligently with the instructional

Division of Operations

Planning Chief Operating Officer Capital improvements program Enrollment projections Redistricting Land acquisition

Facility Services Construction Management Facilities Planning Security and Emergency New school construction Department Management Department School additions and renovations Capital systemic projects Construction Management Transportation Services Portable classroom renovation Department Department

Maintenance and Central Office Management Maintenance and Operations Operations Department Department As defined in this document

Comprehensive Maintenance Plan for Educational Facilities FY 2017

groups to ensure that we plan for emerging needs and respond to ongoing concerns. We coordinate regularly with the Security and Emergency Management Department to respond to emergencies, and to ensure that the security and life-safety building systems are operational and effective.

The integration within the Facility Services group, in particular, must be comprehensive and effective. The Facilities Planning Department operates under the direction of the Supervisor of Facilities Planning. Our department regularly interacts with Planning regarding property rights issues and to provide the information necessary for Planning to generate the FCPS ten-year Educational Facilities Master Plan. Maintenance and Operations provides recommendations and supporting information that aids in defining the prioritization and scope-of-work for all capital projects (e.g., new construction, renovation, and large building-system replacement).

The Construction Management Department FACILITY LIFECYCLE operates under direction of the Director of Construction Management. The Maintenance

Planning and Operations Department participates in Facility capital needs formulating the Design Guide Standards for the Facility condition ratings $ Justification Design of New and Renovated Facilities that FCPS promulgates to architects for all future construction projects. Feasibility study input Scope of work input Definition When pursing construction of a specific school, Construction includes Maintenance in all phases of design, from Educational Specification Construction Plans review development design to detailed design and bid Equipment selection Design specification review. Before and during construction, the Maintenance Area Supervisor Inspections that will assume responsibility for the new Submittal review Construction school has direct access to the architect, engineers, and construction management personnel for bilateral consultation and advisement. Maintenance and Operations During school construction, Area maintenance staff serve in a supplemental inspection Equipment salvage Demolition capacity, ensuring that equipment is installed in a manner that facilitates efficient operation and maintenance. Area staff will use these opportunities to complete their equipment inventory so that PM activity can commence upon school opening.

Construction-related contracts include provisions for both engineers and construction subcontractors to provide Maintenance post-construction training on the operating and maintenance of building systems. Most training is recorded for future reference. Several months post-construction, Construction convenes a meeting so that all parties can review the completed facility and offer “lessons learned”.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

The intent is to foster an ever-improving design for all FCPS facilities.

Maintenance and Operations Department arranges for repairs while under warranty, and coordinates with Construction to track both resolution and contractor responsiveness. Warranty and punch list items are open for discussion at the monthly Project Coordination Meetings between the departments.

Finally, at the end of a facility’s lifecycle, Maintenance identifies building components that must be salvaged prior to demolition by the Construction Department. This has proven to be effective in that many of our older schools still contain viable, and valuable, building assets that can be recycled for use elsewhere. In addition, many aged building systems have components that are no longer manufactured, and these components may serve as vital spare parts when no other parts source exists.

Comprehensive Maintenance Plan for Educational Facilities FY 2017

GLOSSARY OF ACRONYMS

ADA Americans with Disabilities Act

BAS Building Automation Systems

CIP Capital Improvement Program

CM Corrective Maintenance

CRV Current Replacement Value

DM Deferred Maintenance

EH&S Environmental, Health, and Safety

FCI Facility Condition Index

FCPS Frederick County Public Schools

FY Fiscal Year

HVAC Heating, Ventilation, and Air-Conditioning

IFMA International Facility Management Association

KPI Key Performance Indicator

PdM Predictive Maintenance

PM Preventive Maintenance

QA Quality Assurance

Comprehensive Maintenance Plan for Educational Facilities FY 2017

APPENDICES

Appendix A Exercise Scenario (Professional Development Exercise) Appendix B FCPS Facilities Inventory Appendix C FCPS School Maps

Appendix A - Exercise Scenario (Professional Development Exercise)

EXERCISE SCENARIO The Valley Elementary School Principal submits a work order requesting the following modifications to the staff lounge: 1) remove stove, 2) modify existing cabinets, 3) replace old sink and faucet, 4) install electrical outlet for microwave. SchoolDude automatically routes the work order to the Area 6 Supervisor (Erik McKay). Erik evaluates the work order, Small renovation decision workflow deems it a valid request. Because it is a small renovation, Erik 1 2 forwards the work order to Tina Murray as an “unbudgeted Principal Erik McKay Tina Murray Submit Work Order Review Work Order Schedule Review request”. Tina coordinates a review. Bob Wilkinson requests Forward Work Order that Gary Barkdoll’s team define the scope/cost so he can 3 decide whether or not to proceed. 5 4 Dave Fox Gary Barkdoll Bob Wilkinson If, based on Dave Fox’s information, Bob decides to proceed, Determine Assign Work Order Review Work Order Dave will have to coordinate with the Randy Connatser to Scope/Cost Assign Work Order complete the work. Dave will act as Project Manager, and he will coordinate the Carpenters, but Randy’s Master Plumber Small renovation execution and Master Electrician will obtain permits. Also, Erik’s 1 2 Dave Fox Randy Connatser Erik McKay plumber and electrician will have to install the sink and Coordinate all work Obtain Permits Assign Plumber Assign Electrician electrical outlet. Each individual tradesman will have to buy, 1 or be provided with, the necessary supplies. All involved will Purchase Supplies have to record their labor and supply costs in SchoolDude. Kevin Leatherman Assign Carpenters WHAT QUESTIONS AM I POSING TO YOU? Procure Supplies Record Labor and 1) Dave Fox must scope/cost this project so Bob Wilkinson Supply costs can decide whether or not to proceed. Dave can only scope/cost carpentry, while others must scope/cost permits, plumbing and electrical. How should Dave Fox obtain the costs for permits, plumbing and electrical supplies? 2) If we proceed, Dave Fox needs to work with Randy and Area 6 to get the work done. What is the easiest way for everyone to obtain permits and purchase supplies?

WHAT EXACTLY ARE YOU GOING TO DO? 1) Develop the process for Dave Fox to gather scope/cost information on plumbing and electrical work so that he can put together a complete scope/cost, allowing Bob Wilkinson to decide if we should proceed with small renovation projects. 2) Develop the process for Dave Fox to schedule work with Area Supervisors so that Area tradesmen can accomplish the work efficiently. 3) Develop the process for Area tradesman to purchase, or be provided with the materials necessary for them to complete their work associated with small renovations. Please consider: Will this process allow for check requests (for permits), purchase orders (for items on contract), and procurement cards? Will this process be able to easily capture all costs in SchoolDude? 4) Within one week after the conclusion of this exercise, Colby McCauley and Travis Tracey will formally present their proposed solutions to Bob Wilkinson, Dave Fox, and Randy Connatser.

PASSIVE ACTIVE PARTICIPANTS PASSIVE PARTICIPANTS PARTICIPANTS Colby McCauley Team Leader John Carnahan Randy Connatser Travis Tracey Rules Enforcer Permitting Asst. Team Trade Coordination Leader Project Mgmt

Courtney DeLaquil Conflict resolution Dave Fox Erik McKay Motivator Mike Madrake SchoolDude

Heather Lewis

Subject matter experts Facilitators

ROLES

Colby and Travis – You run the entire exercise. You are responsible for a successful outcome.

Dave, Erik, Heather – You will help Colby and Travis understand workflow and procedural issues. You will help them to explore options to improve our existing processes. Please defer to direction from Colby and Travis – provide plenty of input, but do not assume command of the meeting.

Randy and Mike – Respond to any question posed by the Active Participants. Raise your hand when you have a suggestion or observation – await Colby or Travis to acknowledge you before interjecting. Every statement should be preceded by “may I suggest that you consider”. Do not assume command of the meeting at any time. Stay within your assigned area of expertise (even if you have expertise outside of your assigned area of expertise).

John – Ideally, you only interject when someone is violating a rule. If you have critical input that you think will move the conversation forward, raise your hand and await Colby or Travis to acknowledge you before interjecting.

Courtney – You support Colby and Travis by fostering effective group dynamics. Please help them identify strategies and meeting-leading techniques prior to the exercise. During the exercise, you may interject any time that you feel the group has stalled, or when you feel that the conversation has deviated off focus. RULES

• Respect the leadership role assigned to Colby and Travis. • “Stay in your lane”. Fulfill your assigned role, even if you have much more to offer the process. • Respect the ideas of others. Do not interrupt – listen to understand, not to respond. • Always move the conversation forward in a positive manner, and with focused statements. • You are not totally reconfiguring the workflow (e.g., “too many people are involved”). You are simply determining how to define costs, and how to procure parts within existing processes. • This issue can never be about “who has to pay” or “why is that my job”. It’s always about how do we support instruction by doing our work as effectively as possible.

Appendix B - FCPS Facilities Inventory

Facilities Inventory June 28, 2016 IAC/PSCP 101.1 LEA: Frederick County Public Schools Page 1 of 7 Note: Elementary School enrollment is equated

PRIOR FALL EQ. Percent BUILDING DATA COMMENTS ENROL Utilized Date SQ. FT. PHYSICAL SCHOOL NAME & ADDRESS GRADES SRC ACREAGE A=Added CONDITION Portables 14- 2015 GENERAL R=Renovated 15 Ballenger Creek Elem. Pre K-5 663 636 96% 19.29 1991(Orig) 64,187 Excellent PFA* None 5250 Kingsbrook Drive Frederick, MD 21703 Ballenger Creek Middle 6-8 870 718 83% 25 1990(Orig) 113,850 Excellent PFA* None 5525 Ballenger Creek Pike Frederick, MD 21703 Brunswick Elementary Pre K -5 611 627 103% 24.63 Total 60,205 Good PFA* 6 400 Central Avenue 1952(Orig) 30,880 Brunswick, MD 21716 1959 A 9,212 1978 A 20,113 1980R 40,042 Brunswick High 9-12 893 737 83% 48 Total 166,066 Good PFA* None 101 Cummings Drive 1965(Orig) 139,890 Brunswick, MD 21716 1979 A 1,296 1983 A 4,740 1983 R 2,000 1993 A 20,140

Brunswick Middle 6-8 884 557 63% 29.7 Total 119,539 Excellent PFA* None 301 Cummings Drive 1985(Orig) 79,743 Brunswick, MD 21716 2006A 39,796 2006R 22,170 Career & Technology 10-12 292 N/A N/A 15.52 Total 86,681 Good PFA* 3 7922 Opossumtown Pike 1977(Orig) 58,719 Frederick, MD 21702 1986 A 27,962 Carroll Manor Elem. Pre K-5 618 548 89% 18.9 Total 77,593 Excellent PFA* None 5624 Adamstown Road 1965(Orig) 33,847 Adamstown, MD 21710 1992 A 21,000 2010 A 22,746 2010 R 5,334 Catoctin High School 9-12 1,135 856 75% 88 Total 179,045 Excellent PFA* None 14745 Sabillasville Rd. 1969(Orig) 125,246 Thurmont, MD 21788 1994 A 2,170 2000 A 51,629 2000 R 51,485 Centerville Elem. K-5 675 997 148% 16 2005(Orig) 87,175 Excellent PFA* 17* 3601 Carriage Hill Drive Inc 12 CR Unit

Frederick, MD 21704 & 5 Sing Units

Date Printed 7/18/2016 PFA * Priority Funding Area Facilities Inventory June 28, 2016 IAC/PSCP 101.1 LEA: Frederick County Public Schools Page 2 of 7 Note: Elementary School enrollment is equated

PRIOR FALL EQ. Percent BUILDING DATA COMMENTS ENROL Utilized Date SQ. FT. PHYSICAL SCHOOL NAME & ADDRESS GRADES SRC ACREAGE A=Added CONDITION Portables 14- 2015 GENERAL R=Renovated 15 Crestwood Middle 6-8 600 506 84% 23.08 2004(Orig) 107,212 Excellent PFA* None 7100 Foxcroft Drive Frederick, Maryland 21703 Deer Crossing Elementary Pre K-5 587 732 125% 22 1997(Orig) 77,966 Excellent PFA* 4 10601 Finn Drive New Market, MD 21774 Earth & Space Sciences Laboratory Special N/A N/A N/A 2 2009 (Orig) 10,624 Excellent PFA* None 210 Madison Street Elem Sci Frederick, MD 21701 Programs Emmitsburg Elementary Pre K-5 316 269 85% 13.35 1974(Orig) 45,080 Good PFA* 2 300 South Seton Avenue Emmitsburg, MD 21727 Frederick High 9-12 1,603 1,317 82% 28 Total 242,646 Good PFA* None 650 Carroll Parkway 1939(Orig) 77,328 Frederick, MD 21701 1955 A 12,500 1967 A 14,880 1977 A 83,951 1977R 89,828 1980 A 53,987 Glade Elementary Pk-5 638 608 95% 13 1995(Orig) 66,500 Good PFA* None 9525 Glade Road Walkersville, MD 21793 Governor Thomas Johnson High 9-12 2,091 1,408 67% 39.31 Total 312,533 Excellent PFA* None 1501 North Market Street 1966(Orig) 303,302 Frederick, Maryland 21701 2000 A 9,231 2000R 303,000 Governor Thomas Johnson Middle 6-8 900 532 59% 25.31 2000(Orig) 126,700 Excellent PFA* None 1799 Schifferstadt Drive Frederick, MD 21701 Green Valley Elementary K-5 504 365 72% 31.22 1971(Orig) 51,888 Good 2 11501 Fingerboard Road Monrovia, MD 21770 Heather Ridge School 6-12 148 55 37% 10 Total 31,553 Good PFA* 8 1445 Taney Avenue 1988(Orig) 30,000 Frederick, MD 21702 2011 A 1,553 2011 R 1,369 Hillcrest Elementary Pre K-5 670 939 140% 12.7 Total 62,305 Good PFA* 30 + 1-4CR 1285 Hillcrest Drive 1988(Orig) 55,970 state owned Frederick, MD 21702 1990 A 6,335 unit

Date Printed 7/18/2016 PFA * Priority Funding Area Facilities Inventory June 28, 2016 IAC/PSCP 101.1 LEA: Frederick County Public Schools Page 3 of 7 Note: Elementary School enrollment is equated

PRIOR FALL EQ. Percent BUILDING DATA COMMENTS ENROL Utilized Date SQ. FT. PHYSICAL SCHOOL NAME & ADDRESS GRADES SRC ACREAGE A=Added CONDITION Portables 14- 2015 GENERAL R=Renovated 15 Kemptown Elementary K-5 435 358 82% 39.46 1981(Orig) 53,800 Good 2 3456 Kemptown Church Rd. Monrovia, MD 21770 Lewistown Elementary K-5 242 177 73% 13 Total 50,898 Good 3 11119 Hessong Bridge Rd. 1961(Orig) 31,928 Thurmont, MD 21788 1967 A 18,970 Liberty Elementary PreK-5 364 283 78% 11.64 Total 54,902 Good PFA* 3 11820 Liberty Road 1927(Orig) 14,182 Libertytown, Md. 21762 1950 A 18,768 1967 A 7,520 1982 A 14,432 1982R 18,000 Lincoln Elem. "A" N/A 3.153 1974(Orig) 20,334 Good PFA* 250 Madison Street Frederick, MD 21701 Lincoln Elementary Pre K-5 633 539 85% 11 Total 98,463 Excellent PFA* None 200 Madison Street 2012 Replace 87,423 Frederick, MD 21701 2012R 11,040

Linganore High School 9-12 1,635 1,423 87% 50 Total 253,565 Excellent None 12013 Old Annapolis Rd. 2010 Frederick, MD 21701 Replacement 253,565 Middletown Elementary 3-5 526 423 80% 8 1974(Orig) 54,854 Fair PFA* None 201 East Green Street Middletown, MD 21769 Middletown High 9-12 1,169 1,139 97% 46 Total 189,641 Good PFA* 4 200 High Street 1974(Orig) 158,850 Middletown, MD 21769 1998 A 30,791 1997 R (Sci) 12,327 1998 R 8,645 Middletown Middle 6-8 914 816 89% 24 Total 114,974 Good PFA* None 100 High Street 1953(Orig) 53,668 Middletown, MD 21769 1957 A 17,100 1976 A 9,006 1995 A 35,200

Date Printed 7/18/2016 PFA * Priority Funding Area Facilities Inventory June 28, 2016 IAC/PSCP 101.1 LEA: Frederick County Public Schools Page 4 of 7 Note: Elementary School enrollment is equated

PRIOR FALL EQ. Percent BUILDING DATA COMMENTS ENROL Utilized Date SQ. FT. PHYSICAL SCHOOL NAME & ADDRESS GRADES SRC ACREAGE A=Added CONDITION Portables 14- 2015 GENERAL R=Renovated 15 Middletown Primary Pre K-2 482 425 88% 20.026 2006 (Orig) 70,288 Excellent PFA* 2 403 Franklin Street Middletown, MD 21769 Monocacy Elementary Pre K-5 567 571 101% 12.55 1989 (Orig) 57,900 Excellent PFA* 10 7421 Hayward Road Frederick, MD 21702 Monocacy Middle 6-8 860 723 84% 20.38 1981(Orig) 114,445 Good PFA* None 8009 Opossumtown Pike Frederick, MD 21702 Myersville Elementary K-5 458 315 69% 12 Total 54,889 Good PFA* None 429 Main Street 1971(Orig) 39,497 Myersville, MD 21773 1993 A 15,392 New Market Elementary Pre K-5 659 690 105% 12.3 Total 88,983 Good PFA* 5 Old National Pike 1933(Orig) 9,212 New Market, MD 21774 1962A 29,800 1977A 25,860 1979 R 30,895 1979 A 930 2008 A 23,181 2008 R 13,160 New Market Middle 6-8 881 497 56% 19.9 1974(Orig) 114,936 Good PFA* None Old National Pike New Market, MD 21774 New Midway Elem. 3-5 115 153 133% 6.6 Total 21,894 Fair PFA* 3 12226 Liberty Road 1930(Orig) 9,520 Keymar, MD 21757 1963 A 9,906 Grades 3-5 1983A 2,468 1983 R 8,914 North Frederick Elem. Pre K-5 679 614 90% 15.01 Total 95,613 Excellent PFA* None 1010 Fairview Avenue 2014 (Orig) 95,613 Frederick, MD 21701

Oakdale Elem. Pre K-5 692 589 85% 14.781 Total 89,566 Excellent PFA* None 5830 Oakdale School Road 2001(Orig) 71,706 Ijamsville, MD 21754 2012 A 17,860 2012 R 2,111

Date Printed 7/18/2016 PFA * Priority Funding Area Facilities Inventory June 28, 2016 IAC/PSCP 101.1 LEA: Frederick County Public Schools Page 5 of 7 Note: Elementary School enrollment is equated

PRIOR FALL EQ. Percent BUILDING DATA COMMENTS ENROL Utilized Date SQ. FT. PHYSICAL SCHOOL NAME & ADDRESS GRADES SRC ACREAGE A=Added CONDITION Portables 14- 2015 GENERAL R=Renovated 15 Oakdale Middle 6-8 600 648 108% 22.3 2002(Orig) 109,089 Excellent PFA* 4 5810 Oakdale SchoolRoad Ijamsville, MD 21754 Oakdale High 9-12 1,531 1,218 80% 49.1 2008(Orig) 241,061 Excellent PFA* None 5850 Eaglehead Drive Ijamsville, MD 21754 Orchard Grove Elem. Pre K-5 639 602 94% 15.68 1996(Orig) 70,142 Excellent PFA* 3 5898 Hanover Drive Frederick, MD 21701 Parkway Elementary PreK-5 248 223 90% 5 Total 32,223 Good PFA* 2 300 Carroll Parkway 1930(Orig) 25,856 Frederick, MD 21701 1961A 2,167 1982 A 4,200 1982 R 28,023 Rock Creek Center Spec. 242 77 32% Same 1972(Orig) 55,214 Good PFA* 3 191 Waverley Drive Ed lot as Frederick, MD 21702 Pre K-12 Waverley Sabillasville Elem. K-5 160 112 70% 15 1964(Orig) 27,000 Good 1 16210-B Sabillasville. Rd. Sabillasville, MD Spring Ridge Elem. Pre K-5 577 441 76% 20 1991(Orig) 66,276 Good PFA* None 9051 Ridgefield Dr. Frederick, MD 21701 Thurmont Elementary 3-5 483 332 69% 15.31 Total 64,250 Good PFA* None 805 East Main Street 1955(Orig) 18,550 Thurmont, MD 21788 1959 A 20,729 1976 A 24,971 Thurmont Middle 6-8 900 543 60% 13 Total 135,260 Good PFA* None 408 East Main Street 1950(Orig) 22,108 Thurmont, MD 21788 1955 A 12,873 1958 A 20,502 1976 A 34,387 2001 A 45,390 1960 R 22,108 1976 R 11,263 Thurmont Primary Pre K-2 528 338 64% 13.47 Total 66,334 Excellent None 7989 Rocky Ridge Road 2001 (Orig) 49,600 Thurmont, MD 21788 2006 A 16,734 2006 R 2,850

Date Printed 7/18/2016 PFA * Priority Funding Area Facilities Inventory June 28, 2016 IAC/PSCP 101.1 LEA: Frederick County Public Schools Page 6 of 7 Note: Elementary School enrollment is equated

Tuscarora High 9-12 1,606 1,447 90% 46.49 Total 257,062 Excellent PFA* None 5312 Ballenger Creek Pike 2003(Orig) 224,652 Frederick, MD 21703 2008 A 32,410

Twin Ridge Elem. Pre K-5 674 510 76% 17 1992(Orig) 68,900 Good PFA* None 1106 Leafy Hollow Ct. Mount Airy, MD 21771 Urbana Elementary Pre K-5 511 689 135% 19.87 Total 64,133 Fair PFA* 15 3554 Urbana Pike 1960(Orig) 36,646 Frederick, MD 21704 1965 A 4,800 1975 A 22,687 Urbana High 9-12 1,636 1,635 100% 59.7 Total 249,609 Good PFA* None 3471 Campus Drive 1995(Orig) 208,000 Ijamsville, MD 21754 2005 A 41,609 Urbana Middle 6-8 900 834 93% 26.18 2006 (Orig) 125,049 Excellent PFA* 10 3511 Pontius Court Ijamsville, MD 21754 Valley Elementary Pre K-5 504 398 79% 31.71 Total 59,989 Good PFA* None 3519 Jefferson Pike 1967(Orig) 40,404 Jefferson, MD 21755 1974 A 19,585 1974 R 2,485 Walkersville Elem. K-5 662 681 103% 15 Total 89,514 Good PFA* None 83 Frederick Street 1974(Orig) 54,454 Walkersville, MD 2011A 35,060 2011R 12,163 Walkersville High 9-12 1,197 1,071 89% 35 Total 181,416 Good PFA* 9 81 Frederick Street 1976(Orig) 156,500 Walkersville, MD 21793 1999A 24,916 1998 R (Sci) 5,822 1999R 2,130

Date Printed 7/18/2016 PFA * Priority Funding Area Facilities Inventory June 28, 2016 IAC/PSCP 101.1 LEA: Frederick County Public Schools Page 7 of 7 Note: Elementary School enrollment is equated

PRIOR FALL EQ. Percent BUILDING DATA COMMENTS ENROL Utilized Date SQ. FT. PHYSICAL SCHOOL NAME & ADDRESS GRADES SRC ACREAGE A=Added CONDITION Portables 14- 2015 GENERAL R=Renovated 15 Walkersville “B” NA 44 NA 5 Total 27,352 Fair PFA* None 44 Frederick Street SUCCESS 1921(Orig) 14,660 Walkersville, MD 21793 Program 1928 A 3,050 1937 A 1,100 Staff 1952 A 3,828 Development 1961 A 1,220 1967 A 3,494 2012R 27,352 Walkersville Middle 6-8 1,051 804 76% 28.68 Total 119,353 Good PFA* None 55 Frederick Street 1961(Orig) 75,880 Walkersville, MD 21793 1985 A 3,241 1998A 40,232 1998 R 7,355 Waverley Elem. Pre K-5 416 568 137% 18.17 Total 54,178 Good PFA* 8 201 Waverley Drive 1969(Orig) 53,218 Frederick, MD 21702 2002 A 960 West Frederick Middle 6-8 955 856 90% 12 Total 166,439 Good PFA* None 515 West Patrick St. 1958 (orig) 143,363 Frederick, MD 21701 2010 R 143,363 2010 A 23,076 Whittier Elementary Pre K-5 671 693 103% 10.126 1998(Orig) 81,244 Very Good PFA* 8 2400 Whittier Drive Frederick, MD 21702 Windsor Knolls Middle 6-8 924 777 84% 57 Total 116,644 Excellent None 11150 Windsor Road 1993(Orig) 98,000 Ijamsville, MD 21754 1999 A 18,644

Wolfsville Elem. Pre K-5 226 153 68% 14 Total 41,657 Excellent PFA* None 12520 Wolfsville Rd. 1959(Orig) 20,091 Smithsburg, MD 21783 2000A 21,566 2000R 5,000 Woodsboro Elementary Pre K-2 225 162 72% 5 Total 28,557 Good PFA* None 101 Liberty Road 1952(Orig) 8,425 Woodsboro, MD 21798 1959 A 175 1973 A 19,957 Yellow Springs Elem. K-5 456 495 109% 17 Total 52,600 Fair 5 8717 Yellow Springs Rd. 1957(Orig) 20,442 Frederick, MD 21702 1966 A 7,013 1974 A 25,145

Date Printed 7/18/2016 PFA * Priority Funding Area

Appendix C - FCPS School Maps

2016-2017 FREDERICK COUNTY ELEMENTARY AND PRIMARY SCHOOLS

nm . nm Emmitsburg Sabillasville

nmnm

Thurmont ES & PS nm nm Wolfsville nm New Midway/ nmWoodsboro Lewistown nm Glade Yellow nm Liberty Myersville Springs nm M o

nm n nm o c a c nm nmy Walkersville nm Whittier Twin No. nm Frederick Waverley Ridge Middletown ES & PS nm nm Spring Deer Parkway Crossing Hillcrest nm Ridge New Market Orchard nm Grove nmL in nm c nm nm o l nm n Ballenger Creek nm nm Oakdale Valley nm nm nm Green Valley Tuscarora nm nmCenterville n nm Brunswick nm ow pt nm m nm Ke Urbana Carroll Manor

0 0.350.7 1.4 2.1 2.8 3.5 Miles nm Elementary nm Primary This map is accurate as of July 1, 2016 Elementary Boundary and may be corrected, amended or changed at any time. To confirm assigned schools, please contact the FCPS Facilities Services Division at 301-644-5024. 2016-2017 FREDERICK COUNTY MIDDLE SCHOOLS .

Thurmont

Walkersville

Middletown Monocacy nm

New Market West nm nm Frederick nm Gov. Monocacy Thomas nm Johnson Crestwood nm nm nm Oakdale nm

Brunswick Windsor Knolls Ballenger Creek nm nm nm Urbana nm Middle Middle Boundary 0 0.350.7 1.4 2.1 2.8 3.5 Miles

This map is accurate as of July 1, 2016 and may be corrected, amended or changed at any time. To confirm assigned schools, please contact the FCPS Facilities Services Division at 301-644-5024. 2016-2017 FREDERICK COUNTY HIGH SCHOOLS . nm

Catoctin

Walkersville Gov. Thomas Middletown Johnson nm

nm Frederick Linganore nmGov. nm Gov. TJ Thomas nm Johnson Frederick nm nm Oakdale

Brunswick

Tuscarora nm nm Urbana

nm High High Boundary 0 0.350.7 1.4 2.1 2.8 3.5 Miles

This map is accurate as of July 1, 2016 and may be corrected, amended or changed at any time. To confirm assigned schools, please contact the FCPS Facilities Services Division at 301-644-5024.