BPS 5 Year Capital Facilities Master Plan, Phase I Fiscal Years 2014 - 2018
BPS 5 Year Capital Facilities Master Plan, Phase I Fiscal Years 2014 - 2018
Volume I – Main Report Prepared by Boston Public Schools Capital & Facilities Management, June 2013
Capital Facility Master Plan, Phase I
ACKNOWLEDGEMENTS Thomas M. Menino, Mayor City of Boston Dr. Carol R. Johnson, Superintendent Meredith Weenick, Chief Financial Officer Karen Connor, Dir., Office of Budget Mgmt. Boston School Committee Jack Hanlon, Deputy Dir., OBM Capital Budgets Mi hael O’Neill, Chair Alfreda Harris, Vice Chair Boston Public Schools John F. Barros John McDonough, Chief Financial Officer Meg Campbell Carleton W. Jones, Ex. Director, Capital & Facilities Management Rev. Gregory C. Groover, Sr. Khadijah Brown, Director, Facilities Management Claudio Martinez Brian Chambers, Asst. Director, Planning & Engineering Mary Tamer Mary Ann Crayton, Ex. Dir., Cmmty. Engagement & Circle of Promise Jordan Cupps, Financial Analyst Boston City Council Laura Dziorny, Assistant Chief of Staff Councilor At-Large Stephen J. Murphy, President Melissa Dodd, Chief Information Officer Councilor At-Large Felix G. Arroyo Susan C. McCann, Dir. Implementation, Capital & Facilities Management Councilor At-Large John R. Connolly Timothy Nicolette, Chief of Staff Councilor At-Large Ayanna Pressley Peter Sloan, Interim Director, Strategic Planning Councilor-D1 Salvatore LaMattina Jocelyn Wright, Senior Director, Operations Councilor-D2 Bill Linehan Councilor-D3 Frank Baker Councilor-D4 Charles C. Yancey Councilor-D5 Robert Consalvo Councilor-D Matt O’Malley Councilor-D7 Tito Jackson Councilor-D8 Michael P. Ross Councilor-D9 Mark Ciommo
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TABLE OF CONTENTS
Acknowledgements ...... 3 Table of Contents ...... 4 Executive Summary ...... 5 Introduction ...... 7 Overview of the Boston Public Schools...... 11 Enrollment: Current and Projected ...... 12 School Buildings ...... 21 School Facility Data: MSBA 2010 Needs survey...... 21 Current Program Capacity, SY2012-2013 ...... 34 Major Capital Projects: Accomplishments and Current Pipeline ...... 42 Capital Project Area Description & Scope ...... 45 Summary of Projects by Property Name & Occupants (SY 2012-13) ...... 46 Summary of Capital Projects by Project Area ...... 53 Prioritizing Capital Projects – How projects move forward ...... 55 Capital Budget – FY2014 to 2018 ...... 65 Capital Planning Strategies and Priorities ...... 67 STRATEGY: Maintaining and Enhancing Existing Facilities ...... 67 STRATEGY: Strengthening Safety, Security, and Accessibility ...... 68 STRATEGY: Expanding Capacity in Alignment with New Home-based Model for Student Assignment ...... 69 STRATEGY: Upgrading Science and Technology to Personalize Learning ...... 71 STRATEGY: Greening School Buildings to Create Sustainability ...... 73 STRATEGY: Strengthening Early Childhood Education Opportunities ...... 75 The Work Ahead In Phase II: Deeper Planning & Analysis ...... 78 Volume II – One Page Overview, by School Building ...... 79
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EXECUTIVE SUMMARY The Boston Public Schools (BPS) Five-Year Capital Facilities Master Plan delivers a strategic vision of school facilities planning and management that aligns with goals for academic excellence.
Current Student Body A firm understanding of the current BPS student body and larger community is critical to an effective Master Plan. BPS is comprised of 57,000 students in 128 schools ranging from K0 to Grade 12. Within BPS, students participate in programs for general education, English Language Learners, and students with disabilities. Within BPS, grades pre-K to grade 5 have the highest proportion of students, followed by grades 9 to 12, and then grades 6 to 8. BPS is an extremely diverse district. The greatest percentage of BPS students is Hispanic, followed by Black, White, Asian, and then Other/Multicultural.
There are approximately 75,000 K0 to Grade 12 students in Boston; 74% of those students attend BPS and come from every neighborhood in Boston. With a new assignment system that helps students attend quality schools closer to home, understanding where students come from is key to facilities planning. Broadly, the neighborhoods with the most BPS students are Roxbury and South Dorchester, while Back Bay/Beacon Hill and Fenway/Kenmore have the least BPS students.
Projected Student Enrollment Understanding the future picture of Boston and its students is also critical to a comprehensive facilities planning document. The total number of students in Boston is projected to increase from approximately 78,000 in the 2013-2014 school year to approximately 85,000 in the 2017-2018 school year. However, due to the planned expansion of charter schools, the percentage of Boston students attending BPS is projected to decrease from its current 74% to approximately 70% by the 2017-2018 school year.
School Facilities BPS has 128 schools and administrative offices in 137 buildings. This report includes an overall picture of every BPS building using the most recent Massachusetts School Building Authority (MSBA) assessment of all BPS buildings. The assessment includes physical descriptions of every building and additional information, such as recent renovations.
BPS is continuously working to improve school buildings. Currently, the Quincy Upper School and Dearborn are undergoing a planning process for MSBA capital improvements. BPS has also submitted a statement of interest to the MSBA for major renovations to the Boston Arts Academy and additional statements of interest for renovations to the Blackstone Elementary, Umana Academy, and Urban Science Academy/West Roxbury Academy. Separate from the MSBA process, BPS is planning
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Capital Facility Master Plan, Phase I major capital improvements to the New Mission building and the Eliot K-8. Additional facilities improvements will also take place over the summer to a number of BPS buildings. The strategic process for prioritizing each capital project is detailed in this report and explains how each project moves forward.
Capital Planning Strategies and Priorities BPS capital planning strategies and priorities are summarized into six broad areas:
1) Maintaining and Enhancing Existing Facilities. BPS has a three-pronged approach to maintaining and enhancing existing buildings: 1) major capital renovations and building upgrades; 2) major expenditures to repair or replace aging mechanical equipment or building components; and 3) upgrades to learning environments to improve school culture and climate.
2) Strengthening Safety, Security, and Accessibility. Safety investments focus on five core elements ranging from secure building entrances and fire alarm systems to working public announcement systems. Accessibility enhancements focus on ensuring that BPS buildings provide equitable access for students with disabilities across the city and in every neighborhood.
3) Expanding Capacity in Alignment with New Home-based Model for Student Assignment. BPS will use a range of approaches to expand capacity to align with the new student assignment system, which will be implemented starting in the fall of 2014. These approaches include: buying or renting additional space; constructing additions on existing buildings; adding modular units to existing buildings; reclaiming underutilized spaced through redesign or reallocation of existing space.
4) Upgrading Science and Technology to Personalize Learning. BPS has a strong track record of science and technology investments. This capital plan increases student access to technology through the addition of 10,000 mobile devices over the next two years, expands personalized learning for students, and supports continued STEM innovations.
5) Greening School Buildings to Create Sustainability. The district has used its capital investments to implement a Green Repair program, installed energy-efficient and power-saving devices, and built productive partnerships to increase sustainability. This capital plan builds on these existing initiatives to create greener and more sustainable buildings.
6) Strengthening Early Childhood Education Opportunities. Accreditation by the National Association for the Education of Young Children is a standard of excellence for early childhood programs. BPS has been able to significantly increase the number of early childhood programs that are accredited, and the district will continue this trend by making the facilities investments needed to ensure that additional schools receive accreditation.
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INTRODUCTION
BOSTON PUBLIC SCHOOLS CAPITAL FACILITY MASTER PLAN
The Capital Facility Master Plan is a bold delivery of reconstruction and redevelopment of school space in alignment with the strategic direction of the Boston Public Schools Acceleration Agenda. The plan is also is the pathway for a sustainable education for Boston’s future leaders. Over the next five years, this plan will propose the expansion of healthy school environments that are flexible, cost effective, sustainable, and educationally rewarding for our students; these environments will improve student learning, promote effective instruction, and build strong school communities.
The Master Plan is a tool to assist with reimagining how parents, students, school leaders and community stakeholders engage in collaborative decision-making to consider the financial challenges associated with school design opportunities. This Master Plan serves the purpose of identifying the spatial requirements needed to execute the educational programs that will support the academic goals of preparing our students to be college and career-ready as they become critical thinkers, problem solvers and high achievers.
The social and physical context of learning space greatly impacts how students learn and express themselves, how teachers instruct, and how families and communities interact with the Boston Public Schools. More than bricks and mortar, our school buildings communicate messages of welcome, access, caring, and possibility.
BPS is working to transform learning space, with energy efficient design initiatives and green buildings. Whole school improvement depends on a roadmap providing the long-term facilities planning and improvements necessary to offer a world class educational Orchard Gardens K-8 School
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experience. Public policy motivated by a forward-looking view will influence the allocation of resources to meet the goals of 21st century school design in Boston.
New and renovated school buildings are not a quick fix, or simply a cosmetic make-over, but they can be a sanctuary. In planning, re-imagined learning facilities should endorse a culture of exploration. The building and those who occupy the learning environments can nurture a deep respect for diversity and communication, where the complexities of personal differences morph into common bonds of awareness and understanding, where youth meets experience, where adults are also learners and everyone is motivated to experiment and push the boundaries of knowledge. Spatial design can affirm and facilitate effective learning experiences.
THE GEOGRAPHY OF SPACE & PLACE The process for developing a plan is an interface between the reality of school space and its current use (inside), and the broader community’s perception of space needs (outside). The process for developing a plan is also one of understanding the financial reality that Boston, like other urban districts in the US, has school buildings that are in great need of repair. For Boston, the total for this unmet need is in excess of five hundred million dollars for needed repairs. Therefore a responsive yet responsible plan must create a balanced view and litmus for fairness in the distribution of modern state-of- the-art learning environments that are green & energy efficient, technology equipped and accessible to meet the needs of all students, families, teachers and school leaders, as well as considerations for the broader/abutting communities.
This Capital Facility Master Plan is a first step in providing a preliminary analysis to answer the questions about the current status within BPS, the direction BPS will take to preserve its building assets in the near-term and the vision for creating an even more comprehensive long-term plan. The plan and the planning process are time-sensitive and include many phases of development: drafting written materials and presentations, conducting deliberations and negotiations, public engagement, architectural drafting and rendering, and committing resources to implement the final plan. To benefit all of BPS current and future students, no matter their home neighborhood or school assignment, the Capital Facility Master Planning process requires the partnership of willing public and private sector stakeholders. Partners must be mindful of the need for attention to technical details and high standards of accountability, sustaining civic dialogue and relationships of mutual trust with all stakeholder groups, timely decision-making, and adequate and stable resource investments.
This plan will champion the support for facilities improvements by clearly identifying existing space issues and creating a project framework to preserve assets and propose alternatives that will align facilities and capital investments with educational program
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Capital Facility Master Plan, Phase I assessment. The plan will also identify persistent challenges, economies of scale and the need to think outside the box when proposing solutions. The plan may not create consensus, but it will offer transparency regarding facility use and design recommendations, and decision making. Planners will embrace input, feedback and dialogue as integral to this strategic planning process.
COMMUNITY ENGAGEMENT – BUILDING TRUST Community engagement has linked parents, students and families to policy makers. Authentic community engagement is a robust and well-planned process of a structured system of dialogue and feedback to inform policy decisions regarding the implementation of district strategies and academic initiatives. Recent community engagement efforts debated the efficacy of having a student assignment system designed to locate school choices in neighborhoods, closer to home. However, the prevailing sentiment, while supportive of closer to home, raised valid questions regarding the readiness of many buildings to accommodate high quality programs such as inclusion classrooms, in-district charter and innovation school conversions, K-8 school conversions, STEM conversions, and resources to improve under-performing and turnaround schools. Public officials, parents/families and students in Boston are vigilant, vocal and savvy about the needs of public schools.
It is significant that Mayor Menino has committed an investment of $30M to a Quality Improvement Fund, targeting the lowest performing schools in the district. This is one of several policy initiatives proposed by the Mayor that will make a difference in facility improvements, and students’ access to quality education. It is crucial that policy makers and public opinion consider the BPS Capital Facility Master Plan strategic priorities, accountability measures, and long-term budget proposals for facility updates and renovation in order to: 1) help stimulate the academic and programmatic goals of the Acceleration Agenda, 2) close the achievement gaps, 3) improve the efficiency of school operations, 4) improve the effectiveness of the learning environment, and 5) provide high quality classrooms for all students.
HOW THIS PLAN IS ORGANIZED: This Master Plan is the first of a two-part planning process in two volumes that begins with utilizing existing in-house and local expertise and resources. This first part contains the following elements: Enrollment: Current and Projected School and Facility Data, by Grade and Program Program Capacity Data Capital Expenditure Allocation Framework Project Asset Preservation Plan through FY2018 Capital Planning Strategies and Priorities
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The second part of the planning process entails integrating internal resources with outside educational and facility planning expertise which will perform the following studies: An updated Facility Condition Assessment An Educational Program Assessment to determine Optimal Facility Alignment with an Educational Adequacy study A series of Long-range Demographic and Enrollment Projections, and Long-term Capital Investment Strategies derived from Building System (Asset) Useful-life Analysis
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District Demographics OVERVIEW OF THE BOSTON PUBLIC SCHOOLS Racial/Ethnic Students Teachers Principals/ Central Designation Headmasters Office Boston Public Schools is comprised of 128 schools ranging from K0 Grade 12. – Hispanic 42% 10% 13% 10% 98 schools are traditional BPS school while 30 schools are Pilot, Innovation or Black 35% 23% 43% 36% Horace Mann Charters. White 13% 62% 42% 50%
Students participate in general education, Sheltered English Immersion (SEI), as well Asian 8% 5% 2% 4% Other/Multicultural 2% <1% 0% <1% as programming for students with disabilities. Of BPS nearly 57,000 students, 57% are general education, 30% are English Language Learners, and 19% are students with Special Education disa ilities. We ele rate the di ersity of ea h s hool’s ulture a d eth i ity. Our Students with disabilities represent 19% of total BPS enrollment students come from more than 110 different countries and speak 77 different languages. 55% of the 19% of total Special Education population within the BPS are
The BPS has a current supply of 121 academic buildings; 14 of these house multiple students with mild to moderate special needs who spend at least 60% of schools, maximizing the use of cafeteria, gymnasium, library and auditorium the school day in general education settings spaces. 45% of the 19% of total Special Education population within the BPS are Boston Public Schools students with more severe special needs who spend at least 60% of the K-1 6 6-8 9 9-12 24 school day in "substantially separate" classrooms or special BPS schools K-5 47 6-12 2 K-12 9 Out of District program participation: 460 students; 385 of whom receive K-8 25 7-12 3 Alt Ed 3 some services in BPS schools
Innovation Pilot Schools 21 English Language Learners Horace Mann Charter Schools 3 Students who speak a language other than English as 24,500 43% Enrollment Information Sy12-13 their first language. Total Enrollment 56,617 Students are Limited English Proficient (LEP) or English 17,170 30% Pre-K to Grade 5 27,690 Language Learners Grade 6 – 8 11,645 Students are English Language Learners (ELL) born in 10,280 60% Grade 9 - 12 17,282 the US States BPS students come from more than 110 different countries, from Afghanistan to Zimbabwe. Mission Statement of the Boston Public Schools ELL students speak 77 different languages as their home language As the birthplace of public education in this nation, the Boston Public Schools is committed to transforming the lives of all children through exemplary teaching in The top nine first languages spoken: a world-class system of innovative, welcoming schools. We partner with the Spanish Haitian Creole Portuguese community, families, and students to develop in every learner the knowledge, skill Chinese Cape Verdean French and character to excel in college, career and life. Somali Vietnamese Arabic
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ENROLLMENT: CURRENT AND PROJECTED Introduction Future enrollment can only be reliably projected with an Student enrollment is the foundation for effective capital accurate understanding of the current student population; planning so facilities can be designed to meet student therefore, this report starts with information about current needs and support student learning. student population according to a number of factors.
This section on student enrollment is divided in two parts. Chart 1 The first part focuses on current students, while the second part projects future students. In the first part, the demographics of existing BPS students are displayed by program, grade, neighborhood, and by race/ethnicity, and free/reduced lunch status. The first part also takes into account students in Boston who attend non-BPS options such as private, parochial schools, or Commonwealth charter schools.
The second part of this section projects future enrollment from school years 2014 through 2018, based on analysis conducted by WXY, an urban design firm with sophisticated modeling expertise. These projections are based on 2010 census data and use 2011-2012 as the base year. The projections examine the cohort of all children in the City of Chart 1 shows the breakdown of current BPS students by Boston ages 0 through 18, and then make an estimation for grade. The typical BPS grade has approximately 4,000 future years based on assumptions about participation and students. Exceptions include kindergarten for three year- attrition. These projections show the aggregate number of olds (K0), which is primarily for students with disabilities, students in the City of Boston for each year from 2014 to and kindergarten for four year-olds (K1), which is an 2018 and also display the projected enrollment several investment the district makes to help close the achievement ways, including by BPS and non-BPS and by gap. neighborhood. Current Enrollment: School Year 2012-2013 There is an influx of students at kindergarten for five year- olds (k2) and also at ninth grade, as significant numbers of
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students join BPS. There is a drop in student enrollment in Reform law that was passed. The decrease in students fifth grade, as many charter middle schools start in fifth from ninth to tenth grade has been reduced, as the number grade. This drop accounts for the charter school expansion of dropouts has declined by more than 30 percent since the that has already taken place due to the 2010 Education dropout rate reached a peak in 2005-2006.
Chart 2
Chart 2 shows the breakdown of Boston students by less than 1,000 students. Out of Boston includes neighborhood based on whether the students attend a BPS homeless students and students from other districts who or non-BPS school. The neighborhoods with the most attend unique BPS programs that their district does not students include Roxbury, with more than 12,000 students, offer (e.g., Horace Mann School for the Deaf and Hard of and South Dorchester, with nearly 12,000 students. The Hearing). number of students varies significantly by neighborhood, with Back Bay/Beacon Hill and Fenway/Kenmore having
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In absolute numbers, the greatest numbers of non-BPS students who attend private, parochial, METCO or students are from South Dorchester, Roxbury, Hyde Park, Commonwealth charter options. and Mattapan. Each neighborhood has more than 2,000
Chart 3
Of the more than 75,000 students in Boston, 74 percent of percentage of students who attend BPS. those students attend Boston Public Schools in the current 2012-2013 school year. This percentage has remained relatively consistent for decades. Chart 3 shows how the percentage of Boston students attending BPS versus private, parochial, charter, or METCO options breaks down Other neighborhoods – and in particular, Back Bay and by neighborhood. Some neighborhoods, such as East Beacon Hill -- are well below the citywide average for the Boston and North Dorchester, have a higher than average percentage of students who attend BPS. BPS anticipates
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that the addition of the downtown school in the 2016-2017 school year will increase the percentage of students from Chart 5 these neighborhoods who attend BPS.
Chart 4
Chart 5 shows the breakdown of current BPS students by free or reduced lunch status. Approximately 75 percent of BPS students qualify for Free or Reduced Lunch status,
with the vast majority of those students qualifying for Free Chart 4 shows the race/ethnicity of current BPS students. Lunch. Of the current 57,100 BPS students, the largest racial group is Hispanic, at 40 percent of all students. Black students are next at 36 percent, followed by White students (13 percent) and Asian students (9 percent). Two percent of students are a different race or multi-racial.
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Chart 6 0 – 18. These projections are conservative. BPS used population projections as a baseline, projecting single year age by census block for the City of Boston. The projection is produced for total students, by grade by BPS/non-BPS status, and by school year.
Concept
Two key concepts underpin the enrollment projections:
• A "base year" creates the most accurate picture possible of a given year that is used as the baseline for the future year enrollment.
• Aging forward grows the base year population over The BPS Students by Program chart (Chart 6) shows the breakdown of current BPS students by the type of time, adjusting for students who enter and leave Boston, programming that the students receive. Forty-three percent as well as the students who attend Boston Public of students receive programming other than general Schools versus non-BPS options. education services. This portion of students includes 30 percent of students who are English Language Learners Methodology and 19 percent of students with disabilities. It is interesting to note that six percent of students are English Language The projection uses the cohort component method to Learners with a disability produce annual population projections through the 2015- 2016 school year. BPS then extended the projection for two years through 2018. The cohorts projected range from age 1 to age 18. The projection assumes a one-to-one Projected Enrollment: School Year 2014-2018 relation between age and grade (e.g., age 5 = K2, age 6 = 1st grade, age 7 = 2nd, etc.). BPS partnered with WXY, an urban design firm with sophisticated modeling expertise in developing the The projection combines two different sources to create a enrollment projections. BPS took a bottom-up approach base year of data (2011-2012). For children younger than that draws on 2010 census block data for all children ages school age, the projection draws on the 2010 Census,
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which includes Census Block data by single year age. For While both attrition rates and participation rates were school-age children, the projection uses existing data on all developed based on historical data, the projection does use students in the City of Boston, including BPS and non-BPS forecast data as well. Specifically, the 2010 Education students. Reform law that raised the charter cap in Boston from nine percent to 18 percent will have a significant impact on These two data sources were combined to create the base future BPS enrollment. This law increases charter seats from slightly less than 6,000 in 2009 to nearly 12,000 seats year which is as close to actual conditions as possible. when the full cap is reached. BPS has data that shows the The base year was created by adding BPS students to non- planned expansions of charter schools that have already BPS students for each grade for ages 5 to 18. For children been approved by the Department of Elementary and ages 1 through 4, 2010 Census age data for children ages Secondary Education. The chart below summarizes 0-4 was used and the population was aged by one year planned charter expansion as of January 2013. (using an attrition rate) to produce a population projection for children ages 1 through 5. The summary level for the base year, like the projected years, is the census block. Chart 7
With 2011-2012 base year data in place, the population of students is then grown over time, with adjustments made for two key factors: attrition rates and participation rates. Attrition rates explain, for example, the proportion of three year-olds in 2011 who remain in the City as four year-olds in in 2012. These rates are calculated based on historical data for each age group (3 year olds, 4 year olds, etc.).
The second key factor used to adjust the base population growth is participation rates. Participation rates determine how to allocate the total population of students for a given age to BPS versus non-BPS school. Participation rates were developed at the census block level based on historical data. These participation rates were then aggregated to ensure greater accuracy when applied across a population. The enrollment projections are very conservative and
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assume that every charter seat that is added goes to a Chart 9 former BPS student. This results in the BPS share of all citywide students decreasing from its current 74% to approximately 70% by the end of the forecast period.
The Projections Based on the aging of the base population and assumptions about attrition rates, total enrollment for the City of Boston is projected to increase from approximately 78,000 in 2013 - 2014 to approximately 85,000 students in 2017-2018 (Chart 8). The rate of enrollment growth is between 2-3 percent each year during the forecast period (Chart 9).
The Charts 10 and 11 show that BPS enrollment is Chart 8 projected to grow by approximately 2,000 students during the forecast period to nearly 60,000 students in total. This reflects slightly higher than 1 percent growth each year.
Chart 10
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Chart 11 Chart 13
Charts 12 and 13 show that non-BPS enrollment is These enrollment projections have several limitations, projected to grow by nearly 5,000 students during the including: forecast period to nearly 26,000 students in total. This reflects 4-5% growth each year, driven in large part by the They are based on the city’s population as of 2011- growth in charter seats. 2012. This does not capture potential changes in the City s overall population or in birth rates, which Chart 12 ’ may be driven by a number of demographic trends. Assumptions about charter enrollment are based on planned charter expansions as of January 2013; they do not include any planned expansions approved by the Department of Elementary and Secondary Education after this time. The assumption about all new charter school seats going to BPS students may be too conservative, and a fraction of the new charter seats may be filled by non-BPS students.
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The effects of the new student assignment system on future enrollment are largely unknown. These changes will be phased in starting in school year 2014-2015 and may result in substantial changes in enrollment over time.
Ultimately, these enrollment projections are initial estimates and will be refined through future analysis in Phase II of the Capital Facility Master Plan through work with a demographer. The demographer will possess the expertise to more accurately predict future trends in birth rates, immigration, and other factors that contribute to population size and the number of school-age children in Boston.
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SCHOOL BUILDINGS
SCHOOL FACILITY DATA: MSBA 2010 NEEDS SURVEY
The Massachusetts School Building Authority (MSBA) conducts a periodic survey of school buildings across the Commonwealth, most recently in 2010. The goal of this survey is to get a sense of the condition of every school building in Massachusetts, including any major repairs these buildings may require and the level of space utilization or excess capacity. In order to complete this survey, several teams of engineers visited Boston schools over several days. Their inspections generally included building systems and structures such as the boilers, windows, and roofs.
BPS has 128 schools and administrative offices in 137 buildings1. While the MSBA Needs Survey does provide a benchmark for BPS to use in reporting future building repairs or upgrades, it does not provide a comprehensive picture of building needs. Nor does the Survey necessarily account for specialized needs or uses of space at particular schools; for instance, Boston Arts Academy receives a top rating, despite that school’s well-documented need for higher-quality performing arts spaces. Moreover, some low-rated school buildings (such as the Mather Elementary) have a solid infrastructure in place, even if they could use building upgrades. Therefore, BPS does not use ratings from the MSBA Needs Survey as the sole means of prioritizing capital projects, instead using a more thorough prioritization process as described in the section, Prioritizing Capital Projects . Data for BPS from the 2010 Needs Survey is contained below.
1 There are eleven additional buildings that contain administrative offices, are support facilities or are leased.
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The following is a description of each of the column headings appearing in the following School Summaries:
School Name Name of the school.
Type Grade configuration of the school.
Year Founded Year the building opened.
Last Reno. Date of last significant improvement to the school facility.
Enrollment Official October 1st enrollment as reported by the Massachusetts Department of Elementary and Secondary Education for the 2009 – 2010 school year.
Square Footage Total gross square footage of all buildings.
SF / Student Total square footage divided by enrollment.
Classrooms Number of instructional rooms within the building greater than 500 square feet.
Students / Classroom Total number of students divided by the total number of classrooms.
Building Condition A rating representing the general building condition of the school. The scale of this rating is from 1 to 4, with 1 being best.
Space Utilization A rating representing the general space utilization of the school. A school may be rated Below Average, Average, or Above Average.
General Environment A rating representing the general environment of the school. The scale of this rating is from 1 to 4, with 1 being best.
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MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Boston Teachers Union School ES 1899 142 39,586 302 20 6 1 Below Avg Util. 1
Dorchester Academy HS 1923 429 110,634 257 28 15 3 Average Util. 1
Thomas A. Edison K-8 School K-8 1932 2009 704 100,500 146 45 15 2 Average Util. 1
Higginson/Lewis K-8 School K-8 1911 383 72,220 195 21 17 2 Average Util. 1
Martin Luther King Jr. K-8 School K-8 1937 2009 411 113,462 289 42 9 1 Below Avg Util. 1
Mary Lyon Upper School HS 1935 18 47,314 2628 15 1 1 Below Avg Util. 1
TechBoston Lower Academy MS 1932 462 97,130 210 47 9 2 Average Util. 2
TechBoston Upper Academy HS 1923 283 72,900 257 22 12 3 Average Util. 2
Agassiz Elementary ES 1972 492 115,440 242 45 10 1 Below Avg Util. 2
Another Course to College HS 1939 207 28,021 135 14 14 2 Average Util. 2
Baldwin Early Learning Center ES 1926 2008 140 27,879 258 14 7 1 Average Util. 1
Ludwig van Beethoven Elementary ES 1925 285 37,452 142 19 13 2 Average Util. 1
William Blackstone Elementary ES 1975 569 140,542 260 36 14 1 Below Avg Util. 2
Boston Adult Technical Academy HS 2005 220 32,706 148 18 12 1 Average Util. 1
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MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Boston Arts Academy HS 1998 1998 429 79,541 185 24 17 1 Average Util. 1
Boston Community Leadership Academy HS 1939 2005 429 58,343 135 27 15 2 Average Util. 1
Boston Day and Evening Academy HS 1995 250 55,351 221 25 10 1 Average Util. 1
Boston International HS HS 1922 202 50,000 247 18 11 1 Average Util. 2
Boston Latin School MS/HS 1922 2000 2,395 336,378 140 86 27 1 Average Util. 1
Boston Latin Academy MS/HS 1926 1,759 324,188 184 79 22 2 Average Util. 1
MS Academy HS 1906 12 28,111 2342 9 1 3 Below Avg Util. 2
Brighton HS HS 1930 1997 1,200 216,213 180 48 25 1 Average Util. 1
Brook Farm Business and Service Career HS 1975 339 58,470 172 17 19 2 Average Util. 2 Academy
Carter Development Center HS 1971 18 13,583 754 6 3 1 Below Avg Util. 2
Charles H. Taylor Elementary ES 1931 1950 476 51,200 110 31 14 2 Average Util. 1
Charles Sumner Elementary ES 1931 503 49,105 101 31 15 1 Average Util. 2
Charlestown HS HS 1978 867 226,822 261 52 16 1 Average Util. 1
Clarence R Edwards MS MS 1932 496 79,000 159 40 12 3 Average Util. 1
24 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Community Academy of Science and Health HS 2005 2000 378 69,474 183 26 14 1 Average Util. 1
Curley K-8 School K-8 1931 667 122,183 190 61 10 2 Average Util. 1
Curtis Guild Elementary ES 1921 297 36,627 123 16 18 2 Average Util. 1
Dante Alighieri Elementary ES 1924 130 16,948 130 8 16 2 Average Util. 1
David A. Ellis Elementary ES 1932 315 51,123 170 24 12 2 Average Util. 1
Henry Dearborn MS MS 1912 287 112,128 390 37 7 3 Below Avg Util. 1
Dennis Haley Elementary ES 1973 1995 276 38,993 147 16 16 1 Average Util. 1
Donald McKay K-8 School K-8 1926 711 79,082 111 34 20 1 Average Util. 1
Ellison/Parks Early Education School ES 1998 188 36,820 227 13 12 1 Below Avg Util. 1
East Boston Early Education Center ES 1998 167 36,400 265 12 11 1 Below Avg Util. 1
East Boston HS HS 1924 2000 1,362 242,505 178 73 18 3 Average Util. 1
Edward Everett Elementary ES 1908 260 32,427 127 19 13 1 Average Util. 1
East Zone Early Learning Center ES 1970 124 27,500 269 8 12 2 Below Avg Util. 1
West Zone Early Learning Center ES 1997 94 24,739 321 6 12 2 Below Avg Util. 1
25 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Elihu Greenwood Elementary ES 1957 347 51,100 147 18 19 3 Average Util. 1
John Eliot K-8 School K-8 1932 277 34,603 132 18 14 2 Average Util. 2
Ellis Mendell Elementary ES 1903 186 19,974 118 14 12 2 Average Util. 1
Emily A. Fifield Elementary ES 1916 30 3 31,654 104 18 16 1 Average Util. 1
Excel HS HS 2001 2000 391 58,172 148 20 19 1 Average Util. 1
David G. Farragut Elementary ES 1904 216 37,681 174 13 16 2 Average Util. 1
Fenway HS HS 1998 1998 289 53,459 184 19 15 1 Average Util. 1
Franklin D. Roosevelt K-8 School ES 1956 2009 406 55,345 143 25 15 1 Average Util. 1
George H. Conley Elementary ES 1932 201 25,281 135 13 14 2 Average Util. 1
The Harbor School MS 1997 2007 287 172,034 599 29 9 1 Below Avg Util. 1
Harvard/Kent Elementary ES 1972 456 93,500 213 39 11 1 Below Avg Util. 1
Rev. Dr. Michael E. Haynes Early Education ES 1998 182 32,500 208 12 13 1 Average Util. 1 Center
Dr. William W. Henderson Inclusion ES 1957 228 29,357 137 11 19 1 Average Util. 1 Elementary
Henry Grew Elementary ES 1956 255 30,357 119 15 17 2 Average Util. 1
Horace Mann School for the Deaf K-12 1975 134 34,220 269 37 3 1 Average Util. 3
26 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Hugh R. O'Donnell Elementary ES 1931 268 24,648 95 15 17 2 Average Util. 1
Jackson/Mann K-8 School K-8 1975 700 173,578 253 35 19 1 Average Util. 2
James F. Condon Elementary ES 1975 695 140,000 210 53 12 1 Below Avg Util. 1
James J. Chittick Elementary ES 1931 291 48,700 174 18 15 2 Average Util. 1
James Otis Elementary ES 1905 316 35,001 116 20 15 2 Average Util. 1
James P. Timilty MS MS 1937 668 77,358 115 24 27 2 Above Avg Util. 2
James W. Henningan Elementary ES 1972 479 126,061 263 39 12 2 Below Avg Util. 1
Jeremiah E. Burke HS HS 1934 2008 775 202,304 261 40 19 1 Average Util. 1
John D. Philbrick Elementary ES 1913 137 20,062 146 10 13 1 Average Util. 2
John F. Kennedy Elementary ES 1963 352 49,200 139 22 16 2 Above Avg Util. 2
John Marshall Elementary ES 1972 2010 711 141,091 214 53 12 2 Below Avg Util. 1
John P. Holland Elementary ES 1972 2005 658 138,585 215 49 13 1 Below Avg Util. 1
John W. McCormack MS MS 1967 620 115,941 187 41 15 2 Average Util. 1
John Winthrop Elementary ES 1911 322 43,465 144 18 16 2 Average Util. 1
27 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Joseph J. Hurley K-8 School ES 1961 324 45,000 145 18 17 1 Average Util. 1
Joseph Lee ES 1971 2005 343 84,376 249 28 12 1 Below Avg Util. 1
Joseph P. Manning Elementary ES 1947 153 22,300 145 13 11 1 Average Util. 1
Joseph P. Tynan Elementary ES 1972 325 120,000 378 26 12 3 Below Avg Util. 1
Josiah Quincy Elementary ES 1976 781 212,079 277 48 15 2 Average Util. 2
Joyce Kilmer K-8 School K-8 1935 421 47,776 120 29 13 2 Average Util. 1
Lee Academy ES 1971 2005 281 69,124 274 22 11 1 Below Avg Util. 2
Lilla G. Frederick Pilot MS MS 2002 651 144,008 221 51 12 1 Below Avg Util. 1
Patrick Lyndon K-8 School K-8 1919 513 93,374 190 35 14 2 Average Util. 1
Madison Park Voc-Tech HS HS 1977 2008 1,400 999,999 714 183 7 3 Below Avg Util. 2
Manassah E. Bradley Elementary ES 1958 282 33,128 123 16 16 2 Average Util. 2
Mary Lyon School K-8 1926 2001 123 13,336 108 10 12 1 Average Util. 1
Mather Elementary ES 1905 549 79,450 153 41 12 4 Average Util. 4
Mattahunt Elementary ES 1972 559 171,000 320 49 10 3 Below Avg Util. 1
Maurice J. Tobin K-8 School K-8 1959 452 56,287 126 28 15 2 Average Util. 2
28 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Media Communications Technology HS HS 1975 353 60,350 170 18 19 2 Average Util. 2
Michael J. Perkins Elementary ES 1926 201 30,730 152 16 12 1 Average Util. 1
Mildred Avenue K-8 School K-8 2002 757 214,093 282 51 14 1 Below Avg Util. 1
Mission Hill K-8 School K-8 1925 165 29,159 176 11 15 1 Average Util. 1
Monument HS HS 2001 2000 337 50,158 148 21 16 1 Average Util. 1
Wolfgang A. Mozart Elementary ES 1932 149 16,248 117 11 12 1 Average Util. 1
Nathan Hale Elementary ES 1909 171 23,084 145 12 13 2 Average Util. 1
New Mission HS HS 1926 256 45,240 176 17 15 1 Average Util. 2
Newcomers Academy HS 1922 170 25,000 147 15 11 1 Average Util. 2
Holmes Elementary ES 1906 279 60,280 226 19 14 4 Below Avg Util. 4
O'Bryant School of Math and Science MS/HS 1977 1,212 197,943 163 76 15 1 Average Util. 1
Odyssey HS HS 2001 2000 350 51,939 148 18 19 1 Average Util. 1
Oliver Hazard Perry K-8 School K-8 1905 239 38,774 170 13 17 2 Average Util. 1
Orchard Gardens K-8 School K-8 2002 700 144,000 209 41 16 1 Average Util. 1
29 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
Parkway Academy of Technology & Health HS 1975 318 54,708 172 17 18 2 Average Util. 2
Patrick F. Gavin MS MS 1936 465 108,000 232 45 10 2 Below Avg Util. 1
Patrick J. Kennedy Elementary ES 1926 257 36,190 148 15 16 2 Average Util. 2
Paul A. Dever Elementary ES 1957 480 75,892 162 30 15 2 Average Util. 1
Phineas Bates Elementary ES 1929 296 27,936 96 17 17 2 Average Util. 2
Quincy Upper School MS/HS 1911 500 97,324 194 46 10 2 Average Util. 1
Rafael Hernandez K-8 School K-8 1923 2000 411 57,844 148 23 16 2 Average Util. 1
Ralph Waldo Emerson Elementary ES 1923 1988 243 23,320 96 12 20 3 Average Util. 2
Richard J. Murphy K-8 School K-8 1973 868 148,000 173 56 15 1 Average Util. 3
Roger Clap Elementary ES 1896 161 29,448 195 11 13 2 Average Util. 1
Samuel Adams Elementary ES 1910 275 41,336 163 21 12 2 Average Util. 2
Samuel W. Mason Elementary ES 1905 1993 208 27,642 143 13 14 2 Average Util. 2
Sarah Greenwood K-8 School K-8 1919 374 58,452 167 26 13 2 Average Util. 1
Muriel Snowden International School at HS 1970 397 28,000 70 14 28 2 Above Avg Util. 2 Copley
Social Justice Academy HS 2005 2000 307 56,792 184 26 11 1 Average Util. 1
30 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
The Engineering School HS 2005 2000 303 59,733 197 22 13 1 Average Util. 1
The English HS HS 1979 1979 788 225,600 286 63 12 2 Below Avg Util. 1
Gardner Pilot Academy ES 1906 1992 344 59,196 177 23 14 1 Average Util. 1
Thomas J. Kenny Elementary ES 1926 249 38,865 166 24 9 2 Average Util. 2
Umana MS Academy MS 1975 488 163,851 335 65 7 2 Below Avg Util. 1
Urban Science Academy HS 1975 312 53,512 171 16 19 2 Average Util. 2
Warren/Prescott K-8 School K-8 1963 452 59,330 131 22 20 3 Average Util. 2
Washington Irving MS MS 1936 603 110,377 183 45 13 2 Average Util. 1
William E. Russell Elementary ES 1903 2005 385 52,075 143 25 14 1 Average Util. 1
William E. Channing Elementary ES 1928 323 32,582 104 18 17 2 Average Util. 1
William Ohrenberger School ES 1972 537 75,794 141 36 14 1 Average Util. 1
William McKinley Elementary K-12 1959 396 44,467 112 6 66 2 Above Avg Util. 2
William McKinley MS MS 1923 - 16,925 6 0 1 Average Util. 1
William McKinley Preparatory HS HS 1929 - 19,950 13 0 3 Average Util. 2
31 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
MASSACHUSETTS SCHOOL BUILDING AUTHORITY - 2010 NEEDS SURVEY
Class- Students / Building General School Name Type Year Founded Last Reno. Enrollment GSF SF / Student rooms Classrooms Condition Space Utilization Environ.
William McKinley South End Academy HS 1959 - 22,233 18 0 2 Average Util. 2
William Monroe Trotter Elementary ES 1968 355 77,858 220 29 12 1 Below Avg Util. 1
F. Lyman Winship Elementary ES 1899 265 40,560 163 20 12 2 Average Util. 2
William Barton Rogers MS MS 1902 582 108,832 186 45 12 2 Average Util. 1
Young Achievers Science & Math Pilot K-8 K-8 1995 2009 531 120,944 235 43 11 2 Below Avg Util. 1 School
32 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
‡ Updates since 2010:
Dorchester Academy moved from its original location in the former Dorchester High School to the building that formerly housed the Wilson Middle School. TechBoston Lower Academy moved from the Wilson Building to join the TechBoston Upper Academy already at the former Dorchester High Building.
Agassiz Elementary School closed in 2011. The building now houses Mission Hill K-8 and the Margarita Muniz Academy.
Boston Community Leadership Academy moved from the Taft Building in Brighton to share the Hyde Park Education Complex with New Mission High School which moved from its original location in Mission Hill.
Urban Science Academy and Parkway Academy of Technology & Health merged into Urban Science Academy. Brook Farm Business and Service Career Academy and Media Communications Technology HS merged into the West Roxbury Academy. Both schools are at the West Roxbury Education Complex.
Community Academy of Science and Health moved from the Hyde Park Education Complex to the building that formerly housed the Cleveland Middle School. Social Justice Academy and The Engineering School closed.
Dante Alighieri Elementary closed.
Emily A. Fifield Elementary closed. The Early Childhood Center at the Fifield is currently operating at this site, and the building will house the Lee Academy in SY2013-2014.
Excel HS and Monument HS merged into Excel HS at the South Boston Education Complex. The Complex continues to house Boston Green Academy.
John Marshall Elementary will close at the end of SY2012-2013 and reopen in SY2013-2014 as the UP Academy Charter School of Dorchester.
Patrick F. Gavin MS closed. The building now houses the original UP Academy Charter School of Boston and the Murphy K-8 Satellite.
33 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
CURRENT PROGRAM CAPACITY, SY2012-2013
HOW CAPACITY IS COMPUTED? The capacity of a given school, in reference to the maximum number of students it is able to serve is neither determined by its building code occupancy as determined by the Fire Department nor is it computed by simply multiplying the total number of classrooms by a fixed number of students per classroom. Instead computing school capacity requires understanding the number of classrooms a building has available, the use of each classroom in the building, and any rules governing the maximum number of students that may be assigned based on the use of the classroom and grades level of the students served.
BPS computes school capacity by school based on building inventory data that contains numbers and sizes of rooms in each building, the programmed use for each room and the class size maxima that governs student enrollment as negotiated with the Boston Teachers Union2. The resulting number or “programmatic capacity” is the sum of the actual classroom capacity (i.e. space available for programming) according to the grade configuration of the building (e.g. whether K1-5, K2-5, or 6-8, etc.) and the original use of the space. This does not necessarily conform to the current or actual use of space. In times of lower enrollment, schools appropriately make use of every available space to expand its program or serve its school community. In times of increased enrollment, it often becomes necessary to re-purpose space back to its original use. At other times it becomes necessary to convert existing or construct new space to add capacity. With recent trends of increasing enrollment and with the anticipated accelerated increase in enrollment from the adoption of a new student assignment system, BPS anticipates a need to add capacity in the future. A more detailed discussion on ways BPS anticipates meeting future capacity need is found in “Expanding Capacity in Alignment with New Home-based Model for Student Assignment” later in this report.
Renovated Interior to Agassiz Building for Mission Hill K-8 and Margarita Muniz Academy
2 BTU class size maxima is reflected in Article V of the Collective Bargaining Agreement between BTU and Boston School Committee, 2011 -2015.
34 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
The table below provides the computed capacity for each school, by each type of school. BPS has seven school types:
ELC Early Learning Center (serving grades Kindergarten Zero for three year olds through Grade One)
ES Elementary School (may serve a combination of grades ranging from grades Kindergarten Zero for three year olds through Grade Five)
Exam Exam School [a school basing acceptance on successful completion if the Independent School Entrance Exam (ISEE) serving Grades Seven through Grade Twelve]
HS High School (serving Grades Nine through Grade Twelve)
K-8 Kindergarten – Eight (may serve a combination of grades ranging from grades Kindergarten Zero for three year olds through Grade Eight)
MS Middle School (serving Grades Six through Grade Eight)
Special/Alt-Ed Special or Alternative Education School (may serve students with disabilities in need of special education services, English Language Learners in need of intensive language instruction or students in need of non-traditional educational settings, in grades ranging from Kindergarten through Grade Twelve)
35 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
School Capacity by School and Type of School (SY 2012-13) Difference Total Total (+ excess / - Percent Type of School School Name Enrollment Capacity shortage) Utilization ELC Baldwin ELC 185 191 6 96.9% ELC Early Childhood Center at the Fifield 113 234 121 48.3% ELC East Boston Early Education Center 201 213 12 94.4% ELC Ellison/Parks Early Education School 206 217 11 94.9% ELC Haynes EEC 200 218 18 91.7% ELC West Zone ELC 103 109 6 94.5% ELC Total 1,008 1,182 174 85.3%
ES Adams Elementary 287 293 6 98.0% ES Bates Elementary 304 331 27 91.8% ES Beethoven Elementary 309 306 -3 101.0% ES Blackstone Elementary 599 625 26 95.8% ES Bradley Elementary 276 301 25 91.7% ES Channing Elementary 303 382 79 79.3% ES Chittick Elementary 323 352 29 91.8% ES Clap Innovation School 170 182 12 93.4% ES Condon Elementary 796 851 55 93.5% ES Conley Elementary 193 213 20 90.6% ES Dever Elementary 591 542 -49 109.0% ES Ellis Elementary 396 441 45 89.8% ES Everett Elementary 283 297 14 95.3% ES Gardner Pilot Academy 361 391 30 92.3% ES Greenwood, E. Leadership Academy 384 420 36 91.4% ES Grew Elementary 252 282 30 89.4%
36 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
Difference Total Total (+ excess / - Percent Type of School School Name Enrollment Capacity shortage) Utilization ES Guild Elementary 313 337 24 92.9% ES Hale Elementary 163 171 8 95.3% ES Haley Elementary 307 307 0 100.0% ES Harvard/Kent Elementary 543 579 36 93.8% ES Henderson Elementary 247 245 -2 100.8% ES Hennigan Elementary 580 708 128 81.9% ES Holland Elementary 751 842 91 89.2% ES Holmes Elementary 311 345 34 90.1% ES Kennedy, J.F. Elementary 407 426 19 95.5% ES Kennedy, P.J. Elementary 280 308 28 90.9% ES Kenny Elementary 292 339 47 86.1% ES Lee Academy 175 221 46 79.2% ES Lee Elementary 420 398 -22 105.5% ES Manning Elementary 159 169 10 94.1% ES Marshall Elementary 684 767 83 89.2% ES Mason Elementary 246 263 17 93.5% ES Mather Elementary 601 618 17 97.2% ES Mattahunt Elementary 647 782 135 82.7% ES Mendell Elementary 227 224 -3 101.3% ES Mozart Elementary 165 180 15 91.7% ES O'Donnell Elementary 295 302 7 97.7% ES Otis Elementary 389 378 -11 102.9% ES Perkins Elementary 267 254 -13 105.1% ES Philbrick Elementary 154 165 11 93.3% ES Quincy Elementary 831 871 40 95.4%
37 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
Difference Total Total (+ excess / - Percent Type of School School Name Enrollment Capacity shortage) Utilization ES Russell Elementary 344 399 55 86.2% ES Sumner Elementary 531 570 39 93.2% ES Taylor Elementary 531 568 37 93.5% ES Trotter Elementary 394 390 -4 101.0% ES Tynan Elementary 388 412 24 94.2% ES Winship Elementary 297 316 19 94.0% ES Winthrop Elementary 388 420 32 92.4% ES Total 18,154 19,483 1,329 93.2% Exam Boston Latin Academy 1,638 1,653 15 99.1% Exam Boston Latin School 2,344 2,323 -21 100.9% Exam O'Bryant Math & Science 1,349 1,291 -58 104.5% Exam Total 5,331 5,267 -64 101.2%
HS Another Course to College 216 217 1 99.5% HS Boston Arts Academy 416 434 18 95.9% HS Boston Comm Lead Academy 488 492 4 99.2% HS Boston Day & Evening Academy 389 371 -18 104.9% HS Boston Green Academy 322 415 93 77.6% HS Brighton High 1,118 1,222 104 91.5% HS Burke High 556 690 134 80.6% HS Charlestown High 954 1,021 67 93.4% HS Community Academy of Science & Health 407 409 2 99.5% HS Dorchester Academy 403 443 40 91.0% HS East Boston High 1,324 1,457 133 90.9% HS English High 582 770 188 75.6%
38 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
Difference Total Total (+ excess / - Percent Type of School School Name Enrollment Capacity shortage) Utilization HS Excel High 618 802 184 77.1% HS Fenway High 319 353 34 90.4% HS Greater Egleston High 202 181 -21 111.6% HS Kennedy Acad for Health Careers 272 229 -43 118.8% HS Lyon 9-12 131 90 -41 145.6% HS Madison Park High 1,121 1,200 79 93.4% HS New Mission High 264 291 27 90.7% HS Quincy Upper School 513 530 17 96.8% HS Snowden International 403 458 55 88.0% HS TechBoston Acad Upper (10-12) 558 609 51 91.6% HS Urban Science Academy 579 740 161 78.2% HS West Roxbury Academy 647 738 91 87.7% HS Total 12,802 14,162 1,360 90.4%
K-8 BTU School K-8 318 318 0 100.0% K-8 Curley K-8 834 871 37 95.8% K-8 Edison K-8 818 960 142 85.2% K-8 Eliot K-8 358 345 -13 103.8% K-8 Greenwood, Sarah K-8 407 441 34 92.3% K-8 Hernandez K-8 426 380 -46 112.1% K-8 Higginson/Lewis K-8 383 463 80 82.7% K-8 Hurley K-8 330 334 4 98.8% K-8 Jackson/Mann K-8 736 861 125 85.5% K-8 Kilmer Lower on Baker St (K0-3) 238 243 5 97.9% K-8 Kilmer Upper on Russett Rd (4-8) 204 229 25 89.1%
39 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
Difference Total Total (+ excess / - Percent Type of School School Name Enrollment Capacity shortage) Utilization K-8 King K-8 457 451 -6 101.3% K-8 Lyndon K-8 549 602 53 91.2% K-8 Lyon K-8 144 135 -9 106.7% K-8 McKay K-8 684 686 2 99.7% K-8 Mildred Avenue 3-8 520 690 170 75.4% K-8 Mission Hill K-8 218 337 -119 64.2% K-8 Murphy K-8 896 932 36 96.1% K-8 Ohrenberger School 632 739 107 85.5% K-8 Orchard Gardens K-8 849 833 -16 101.9% K-8 Perry K-8 254 273 19 93.0% K-8 Roosevelt K-8 (3-8) 346 371 25 93.3% K-8 Roosevelt K-8 (K1-2) 129 132 3 97.7% K-8 Tobin K-8 441 550 109 80.2% K-8 Warren/Prescott K-8 526 549 23 95.8% K-8 Young Achievers K-8 524 578 54 90.7% K-8 Total 12,221 12,983 1,082 91.8%
MS Dearborn Middle 245 335 90 73.1% MS Edwards Middle 540 652 112 82.8% MS Frederick Middle 619 690 71 89.7% MS Harbor School 285 288 3 99.0% MS Irving Middle 480 634 154 75.7% MS McCormack Middle 683 671 -12 101.8% MS Rogers Middle 579 676 97 85.7% MS TechBoston Acad Lower (6-9) 430 403 -27 106.7%
40 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
Difference Total Total (+ excess / - Percent Type of School School Name Enrollment Capacity shortage) Utilization MS Timilty Middle 633 760 127 83.3% MS Umana/Alighieri K-8 Academy 670 740 70 90.5% MS Unlocking Potential (UP) Academy 472 495 23 95.4% MS Total 5,636 6,344 708 88.8%
Special/Alt-Ed Boston Adult Tech Academy 269 297 28 90.6% Special/Alt-Ed Boston International High 280 250 -30 112.0% Special/Alt-Ed Carter Center 23 25 2 92.0% Special/Alt-Ed Community Academy 47 151 104 31.1% Special/Alt-Ed Horace Mann Sch. for the Deaf & Hard of Hearing 123 150 27 82.0% Special/Alt-Ed McKinley Elementary 74 76 2 97.4% Special/Alt-Ed McKinley Middle 53 70 17 75.7% Special/Alt-Ed McKinley Prep High School 96 140 44 68.6% Special/Alt-Ed McKinley So. End Academy 172 184 12 93.5% Special/Alt-Ed Middle School Academy 14 150 136 9.3% Special/Alt-Ed Murphy K-8 Satellite 23 38 15 60.5% Special/Alt-Ed Newcomers Academy 78 226 148 34.5% Special/Alt-Ed 1,252 1,757 505 71.3% Total Grand Total 56,404 61,338 4,934 92.0%
41 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
MAJOR CAPITAL PROJECTS: ACCOMPLISHMENTS AND CURRENT PIPELINE The Massachusetts School Building Authority (MSBA) potential projects shared by school districts through works with communities across the Commonwealth to statements of interest. Once a district has been invited to improve the process of funding capital improvement participate in the MSBA’s grant program, the district and projects in public schools, with a focus on affordability, MSBA work together in a multi-step process that includes sustainability, and energy efficiency. Created in 2004 to forming a project team, completing a feasibility study, replace an earlier school building assistance program, the designing the project, determining funding for the project, MSBA has since invested more than $9.6 billion in school and construction and completion of the project. construction projects. These funds are collected from the state’s sales tax, and they are provided to cities, towns, and Currently, BPS has two projects that are going through this regional school districts as reimbursements for construction planning process. Both the Quincy Upper School and the projects. In general, MSBA funds roughly 75-80% of major Dearborn are in the feasibility study agreement phase, capital projects, while the school district is responsible for which means that BPS is exploring options for construction funding the remaining 20-25%. and alternative designs. For the Quincy Upper, BPS is reviewing both a variety of sites and alternate means of MSBA offers funding through a variety of programs, configuring the building on those sites. For the Dearborn including three separate repairs programs. The first is for School, which is planned to serve grades 6-12 as a STEM major repairs, which generally follow a similar timeframe school, BPS is focusing on how to build the school out on and process as new construction or renovation projects. the current site to meet its programmatic needs. BPS is The second, for accelerated repairs, includes a shorter and partnering very closely with the MSBA on both projects, more aggressive timeline and is generally limited to specific and is also working closely with the school communities to items within a school building. The third is a specialized determine their needs and expectations for the projects. green repair program, which offers the chance to increase For instance, BPS is working with the Dearborn Community the sustainability of roofs, windows, and boilers by using Alliance and Greater Boston Interfaith Organization as well green building standards when replacing these systems. as the city and the MSBA to determine what a successful STEM program requires and how those needs will be MSBA selects school building construction and renovation reflected in the school’s facility. projects through a competitive program. The MSBA’s Board of Directors reviews the need and urgency of
42 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
BPS has also submitted four statements of interest in 2013 This year, BPS submitted statements of interest for three to seek MSBA funding for major capital projects. The buildings that were constructed in the mid-1970s and district priority project is a renovation to Boston Arts whose building systems have, largely not been updated Academy (BAA). This project was also submitted as the since that time. These buildings – housing Blackstone priority project last year; however, of the pool of 280 Elementary, Umana Academy, and Urban Science submitted statements of interest, it was not one of the mere Academy/West Roxbury Academy – all require frequent 55 approved projects. BAA, the district’s only audition- maintenance and repairs to keep their outdated building based arts high school, has been seeking a suitable home systems in working order. Renovating these buildings and for years, one with adequate practice and performance replacing the outdated building systems with new, more spaces for the school’s programs in the visual and energy-efficient systems will promote sustainability within performing arts. If MSBA accepts this project, BPS will the facilities and lower the schools’ emissions, utility costs, work with the school and MSBA to plan and construct and repair costs. appropriate arts spaces, including a performance space that can hold an audience. In addition to these current and potential MSBA projects,
BPS also has several other major capital projects in the In addition to BAA, BPS also submitted a statement of pipeline. BPS is currently planning major renovations of interest last year to propose an upgrade to the Carter the New Mission building to prepare it to welcome Fenway Development Center. In particular, this proposal would High School as part of the Access to Excellence plan. This have added a pool to the facility, affording the school’s project is in the design phase, but the construction phase population of students with severe and profound disabilities begins within a matter of months. the benefit of an on-site pool to assist with physical development. BPS chose not to resubmit this proposal Another major upcoming construction project is the again in 2013; instead, BPS is applying for a grant through renovation of the current Eliot School building and the the Green Schoolhouse Series that would allow us to North Bennett Street School building, both of which will complete this project independently. If BPS receives this house the Eliot K-8 in future years as it becomes a two- grant, construction could begin in as little as two years. If campus school. As part of these renovations, BPS is BPS does not receive this grant, the project would enter the adding an elevator to the Eliot building, increasing its normal capital improvement project request process, in classroom size to allow for greater program capacity, and which the district prioritizes projects for capital funding. creating a more welcoming front entrance. The North Bennett Street School building, meanwhile, will undergo a total renovation to accommodate the upper grades of the
43 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
Eliot K-8. Finally, BPS is beginning the process of communications, especially in case of an emergency. This renovating the building at 585 Commercial Street so it can security investment is a critical component of our overall serve as an additional school space for downtown families. facilities work, and it will contribute to safety upgrades for many of our school buildings. Along with these major projects, BPS will complete a number of other facilities projects this summer: renovation BPS is also continuing to identify solutions to several unmet of the interior of the Marshall School building in preparation facilities needs. First, BPS is seeking dedicated space to for UP Academy of Dorchester to open there this fall and create the Harbor High School, so its inclusion program can renovation of the restroom facilities at the Fifield before Lee expand through 12th grade to meet the needs of students Academy Pilot School opens in that building. BPS will also in both general and special education. BPS is also looking upgrade the exterior of the Alighieri building, including for a permanent home for the Margarita Muñiz Academy, window, masonry, and roof work, and renovate three roofs which is currently sharing space in the Agassiz building that were damaged during Hurricane Sandy (at Bradley Elementary, McKay K-8, and Dorchester High School). with Mission Hill K-8. As the Muñiz Academy rolls out additional high school grades in the years to come, there is Finally, a significant ongoing project will be safety and a need to identify a location where the school can establish security upgrades to many buildings. Specifically, BPS will itself and grow to its full size. Finally, the district is increase electronic key card access at 22 schools, helping committed to working with Boston Green Academy to prevent unauthorized access while enabling authorized locate a space where the school can expand to a 6-12 personnel enter the building more efficiently. The district is program, as called for in its charter. also adding closed-circuit television units and replacing some PA systems in schools to improve school-wide
44 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
CAPITAL PROJECT AREA DESCRIPTION & SCOPE The following is a description of each type of Capital Projects for which the Boston Public Schools plans.
All proje ts e deavor to i prove sustai a ility i support of Bosto Pu li S hools’ Gree S hools I itiative. Accessibility projects consist of any alterations to a building to improve or provide HVAC projects are undertaken when mechanical systems within buildings are in access to individuals with disabilities under the Americans with Disabilities Act of danger of imminent failure or have reached or exceeded their useful life.
2009. These projects can consist of elevators, bathroom renovations, life safety, Interior Doors projects encompass the repair or replacement of classroom, fire- automated doors, accessibility ramps and other egress-related improvements to a rated and security-related doors and all associated hardware. building. Interior Refurbishment projects refer to alterations and repairs to the interior of a Accreditation projects refer to large-scale initiatives that are in response to a high building that may include sub-dividing rooms to respond to educational s hool’s pla to go through the pro ess of e o i g a redited y the Ne programming. England Association for Schools and Colleges or any other accrediting entity. In order to be approved by NEASC, school facilities may require updates or upgrades Major Renovation projects are large scale construction initiatives that incorporate to elements of the physical plant to ensure that it is safe, sanitary, accommodates alterations to all or some of the major systems and instructional spaces to enhance educational programming. IT, electrical, mechanical systems, code-related and curricular-driven alterations.
Exterior Door projects are undertaken when exterior doors have reached or Masonry projects serve to preserve, repair or replace masonry where there has been active water infiltration or where there are signs of imminent failure. exceeded their useful life. Plumbing projects are planned renovations to existing plumbing systems within Electrical-related projects consist of work including but not limited to replacing buildings or new plumbing infrastructure to support accessibility or programmatic switch gear, service upgrades, as well as repairs to interior, PA systems, needs. technology, exterior and emergency lighting. Roofing projects serve to replace either entire or partial roofs that have fallen in Energy-related projects are those initiatives that work toward implementing to disrepair, reached the end of their useful life, have failed resulting in water devices that will conserve energy both within a building and across the district. infiltration or are in imminent danger of failure. Environmental projects include building and site remediation work that is Schoolyard projects are divided into two categories; refurbishments and repairs to required by both state and federal Environmental Protection Agencies. existing schoolyards, which are completed as needed from a prioritized list. Exterior Renovations/Repair projects include but are not limited to site Science Lab projects are completed in buildings that house high school programs. improvements that include masonry, fencing, landscaping, paving, site work and These projects are done in support of curricular and graduation requirements. walls at various buildings that have fallen into disrepair, reached or exceeded their useful life, present a potential safety concern, are in imminent danger of failing. Security-related improvement projects are alterations to buildings that upgrade safety and security within buildings including replacement/installation of PA Fire Alarm/Sprinkler projects account for the upgrades and in some cases systems. installation of additional life safety systems within buildings to remain in compliance of state and national fire codes. Technology projects are those initiatives from the Office of Instructional and Informational Systems that serve to update, enhance or replace existing Gymnasiums projects focus on refurbishment of school gymnasiums. The scope of infrastructure and equipment. these projects include but are not limited to repairing or replacing bleachers, resurfacing gymnasium floors, and altering athletics-related spaces such as dance Window projects include the replacement of windows or window balance systems that have fallen in to disrepair, reached the end of their useful life, have failed studios, exercise rooms, fitness spaces and locker rooms. resulting in water infiltration or are in imminent danger of failure.
45 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
SUMMARY OF PROJECTS BY PROPERTY NAME & OCCUPANTS (SY 2012-13)
Property Name & Occupants SY12/13 Key Project planned to happen between FY14 & FY18 Project is complete Accessibility Accreditation Doors Exterior Doors Interior Electrical Energy Environmental Reno/Repairs Exterior Fire Alarm/Sprinkler Gymnasiums HVAC Refurbishments Interior Renovation Major Masonry Plumbing Roofing Schoolyards Labs Science Security-related improvements Technology Windows Abraham Lincoln Building - Quincy Upper Adams Building - Adams Agassiz Building - Muniz Academy (9-12), Mission Hill K-8 Alighieri Building - unoccupied Baldwin Building – Baldwin ELC Barron Building - Counseling & Intervention Center, West Zn FRC Bates Building – Bates Beethoven Building- Beethoven Blackstone Building – Blackstone Blue Hill Ave EEC Building - Haynes EEC Boston Latin Academy Building- Boston Latin Academy Boston Latin School Building- Boston Latin School Bradley Building – Bradley Brighton High School Building Brighton Burke High School Building - Burke, Adult Education Campbell Resource Center Carter Center Building Central Kitchen Building Central Kitchen Building -Offices Channing Building- Channing Charlestown High Building #1 - Main Charlestown High Building #2 - Athletic
46 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY2014-2018 June 2013
Capital Facility Master Plan, Phase I
Property Name & Occupants SY12/13 Key Project planned to happen between FY14 & FY18 Project is complete Accessibility Accreditation Doors Exterior Doors Interior Electrical Energy Environmental Reno/Repairs Exterior Fire Alarm/Sprinkler Gymnasiums HVAC Refurbishments Interior Renovation Major Masonry Plumbing Roofing Schoolyards Labs Science Security-related improvements Technology Windows Chittick Building- Chittick Church Street Annex Clap Building-Clap Cleveland Building - Harbor & CASH Condon Building – Condon Conley Building – Conley 26 Court Street – BPS Headquarters Curley, J. Building – Curley K-8 Curley, Mary Building– Curley K-8 Dearborn Building-Dearborn Middle Dever Building- Dever Elementary Dickerman Building - Leased Dorchester Ed. Building #1 - TechBoston Academy Dorchester Ed. Building #2 - TechBoston Academy East Boston High Building - East Boston High East Boston EEC Building - East Boston EEC Edison Building – Edison K-8 Edwards Building – Edwards Middle Egleston Washington St Building - Greater Egleston Eliot Building – Eliot K-8 Ellis Building- Ellis Elementary Emerson Building - Dudley St. Neighborhood School Endicott Building – Leased English HS Building – English High
47 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
Property Name & Occupants SY12/13 Key Project planned to happen between FY14 & FY18 Project is complete Accessibility Accreditation Doors Exterior Doors Interior Electrical Energy Environmental Reno/Repairs Exterior Fire Alarm/Sprinkler Gymnasiums HVAC Refurbishments Interior Renovation Major Masonry Plumbing Roofing Schoolyards Labs Science Security-related improvements Technology Windows Everett Building – Everett Farragut Building - Kennedy Health Careers Academy Fifield Building - Fifield Building ECC Fuller Building - Community Academy Gardner Building – Gardner K-8 Garfield Building - Mary Lyon Upper Gavin Building - Up Academy, Middle School Academy, Murphy Satellite Greenwood, E Building – Greenwood Leadership Academy Greenwood, S Building – Sarah Greenwood Grew Building- Grew Elementary Guild Building- Guild Elementary Hale Building – Hale Elementary Haley Building – Haley Elementary Hamilton Building – Leased Harvard-Kent – Harvard-Kent Elementary Hemenway Building - Roosevelt lower Hennigan Building - Hennigan, West Zone EEC Hernandez Building – Hernandez K-8 Higginson Building – unoccupied Holden Building - Warren Prescott Holland Building – Holland Elementary Holmes Building – Holmes Elementary Hurley Building – Hurley K-8
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Property Name & Occupants SY12/13 Key Project planned to happen between FY14 & FY18 Project is complete Accessibility Accreditation Doors Exterior Doors Interior Electrical Energy Environmental Reno/Repairs Exterior Fire Alarm/Sprinkler Gymnasiums HVAC Refurbishments Interior Renovation Major Masonry Plumbing Roofing Schoolyards Labs Science Security-related improvements Technology Windows Hyde Park Ed. Building - Boston Community Leadership Academy (BCLA) & New Mission High Ipswich St Building - Boston Arts Academy, Fenway High Irving Building – Irving Middle Jackson Mann Building - J Mann, Horace Mann School for the Deaf and Hard of Hearing Kennedy, J Building – JF Kennedy Elementary Kennedy, P Building – PJ Kennedy Elementary Kenny Building – Kenny Elementary Kilmer lower school @ Kilmer Building King Building – King K-8 Lee Building - Lee and Lee Academy Lewenberg Building - Young Achievers Lewis Building - Higginson Lewis K-8 Lyon, Mary Building – Mary Lyon K-8 Madison Park Building #1 – Madison Park High Madison Park Building #2 – Madison Park High Madison Park Building #3 - O'Bryant High Madison Park Building #4 – Gym – Madison Park High Madison Park Building #5 – Science- Madison Park High Madison Park Building #6 – Music- Madison Park High Madison Park HORC Building #7 – Madison Park High HHORC Manning Building – Manning Elementary Marshall Building – Marshall Elementary
49 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
Property Name & Occupants SY12/13 Key Project planned to happen between FY14 & FY18 Project is complete Accessibility Accreditation Doors Exterior Doors Interior Electrical Energy Environmental Reno/Repairs Exterior Fire Alarm/Sprinkler Gymnasiums HVAC Refurbishments Interior Renovation Major Masonry Plumbing Roofing Schoolyards Labs Science Security-related improvements Technology Windows Mason Building – Mason Elementary Mather Building – Mather Elementary Mattahunt Building – Mattahunt Elementary Mattapan EEC Building - Ellison Parks McCormack Building – McCormack Middle McKay Building – McKay K-8 McKinley Mackey Building - McKinley Elementary, McKinley South Ed Academy McKinley Peterborough Building - McKinley Prep High McKinley St Mary's St Building - McKinley Middle Mendell Building – Mendell Elementary Mildred Avenue Building - Mildred Ave (Gr 3-8) Mission Hill Building - unoccupied Mozart Building – Mozart Elementary Murphy Building- Murphy K-8 New Boston Pilot Middle Building - Lila Frederick Middle North Bennet Street School - Eliot Annex Northeastern University - Kennedy Health Careers Academy O’Do ell Buildi g – O’Do ell Ele e tary O’Hearn Building - Henderson Elementary Ohrenberger Building – Ohrenberger (Gr 3-8) Orchard Gardens Building – Orchard Gardens K-8 Otis Building – Otis Elementary Parkman Building - Boston Teacher's Union K-8
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Capital Facility Master Plan, Phase I
Property Name & Occupants SY12/13 d Key Project planned to happen between FY14 & FY18 Project is complete Accessibility Accreditation Doors Exterior Doors Interior Electrical Energy Environmental Reno/Repairs Exterior Fire Alarm/Sprinkler Gymnasiums HVAC Refurbishments Interior Renovation Major Masonry Plumbing Roofing Schoolyards Labs Science Security-relate improvements Technology Windows Perkins Building – Perkins K-5 Perry Building – Perry K-8 Philbrick Building – Philbrick Elementary Quincy Lower Building – Quincy Elementary Rogers Building – Rogers Middle Roosevelt Building – Roosevelt Upper School Russell Building – Russell Elementary Russett Road Building - Kilmer Upper School Shaw, P.A. Building - Boston Adult Technical Academy (BATA) Shaw, R.G. Building - Lyndon K-8 Snowden HS Building – Snowden High South Boston Ed. Building - Excel High School, Boston Green Academy Stone Building – Leased Sumner Building – Sumner Elementary Taft Building - Another Course to College Taylor Building – Taylor Elementary Thompson Building - Boston International High School, Newcomers Academy Timilty Building – Timilty Middle Tobin Building – Tobin K-8 Trotter Building – Trotter Elementary Tynan Building – Tynan Elementary
51 City of Boston ● Boston Public Schools ● Capital Facility Master Plan, FY14-18 June 2013
Capital Facility Master Plan, Phase I
on Property Name & Occupants SY12/13 Key Project planned to happen between FY14 & FY18 Project is complete Accessibility Accreditation Doors Exterior Doors Interior Electrical Energy Environmental Reno/Repairs Exterior Fire Alarm/Sprinkler Gymnasiums HVAC Refurbishments Interior Renovati Major Masonry Plumbing Roofing Schoolyards Labs Science Security-related improvements Technology Windows Umana / Barnes Building - Umana Academy West Roxbury Ed. Building - West Roxbury Academy, Urban Science Academy Warren-Prescott Building – Warren Prescott K-8 Wheatley Building - Boston Day & Evening Academy White Stadium Wilson Building - Dorchester Academy Winship Building – Winship Elementary Winthrop Building – Winthrop Elementary
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SUMMARY OF CAPITAL PROJECTS BY PROJECT AREA Accessibility Status Energy Status Fire Alarm/Sprinkler Status Interior Doors Status Beethoven All projects endeavor to improve sustainability in Muniz & Mission Hill @ Agassiz Beethoven Charlestown High support of Bosto Pu li “ hools’ Gree “ hools Beethoven Boston Latin Academy Initiative. At present there are no specific Hemenway Charlestown High energy-related projects. Boston Latin School Kennedy Hlth Careers @ Farragut Environmental Status Condon Burke
King Dearborn Barron Center Charlestown High McKay Hemenway Edison Dudley St. School @ Emerson Mission Hill Lila Frederick @ New Boston Pilot Edwards Edwards Rogers Mildred Avenue Jackson Mann Ellis Wheatley Orchard Gardens Kennedy Hlth Careers @ Farragut Emerson Roosevelt lower @ Hemenway Mission Hill Garfield Accreditation Status TechBoston Acad @ Dorchester Ed. Ohrenberger Higginson Lewis @ Lewis Brighton High School Exterior Doors Status Umana / Barnes Holland Gymnasiums Status Charlestown High Beethoven Holmes Ellis Brighton High School Hurley Electrical Status Kennedy Hlth Careers @ Farragut Rogers Ipswich St Chittick Madison Park Bldg #4 HVAC Status Irving Dearborn Mission Hill Blackstone Kennedy Hlth Careers @ Farragut Harbor & CASH @ Cleveland Rogers Carter Center King Harvard-Kent Umana / Barnes Charlestown High #1 - Main Manning Kennedy Hlth Careers@ Farragut Exterior Renovations Status Charlestown High #2 - Athletic Marshall Muniz & Mission Hill @ Agassiz Bates Curley, Mary Mary Lyon Rogers Boston Latin Academy Edison McKinley St Mary St Tynan Brighton High Greenwood, S Mission Hill Umana / Barnes Condon Harbor & CASH @ Cleveland Muniz & Mission Hill @ Agassiz West Roxbury Ed Complex Dearborn Harvard-Kent Murphy Electrical Status Dudley St @ Emerson Irving Perkins Chittick Harvard-Kent Jackson Mann Rogers Dearborn Hernandez Mather Sumner Harbor & CASH @ Cleveland Holland Mattahunt Tynan Harvard-Kent Kennedy Health Careers@ Farragut McKay Umana / Barnes Kennedy Hlth Careers @ Farragut Madison Park #3 - O'Bryant Muniz & Mission Hill @ Agassiz West Roxbury Ed Complex Muniz & Mission Hill @ Agassiz Madison Park #5 - Science Otis Young Achievers @ Lewenberg Rogers Mattahunt Taft Tynan McKinley Middle St Mary's St Umana / Barnes Umana / Barnes Muniz & Mission Hill K-8 @ Agassiz Warren Prescott West Roxbury Ed Complex Trotter West Roxbury Ed Complex Umana / Barnes
Interior Status Masonry Status Roofing Status Science Labs Status
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Refurbishments Muniz & Mission Hill @ Agassiz Alighieri Bradley Kennedy Hlth Careers @ Farragut Beethoven Boston Latin School Channing Hyde Park Ed Complex Boston Latin Academy Channing Charlestown Mission Hill Boston Latin School Charlestown High Conley Wilson Brighton High School Condon Dearborn O'Bryant Bldg #3 Dudley St. School @ Emerson Conley Dorchester Ed. Complex O'Bryant Bldg #5 Kennedy Hlth Careers @ Farragut Dearborn Dudley St. @ Emerson Hale Holmes Dudley St. School @ Emerson East Boston High Security-related Hurley Farragut Edison improvements Status Boston Arts & Fenway @ Ipswich Harbor & CASH @ Cleveland Edwards Alterations to buildings that upgrade safety and Lyon, Mary Hemenway Eliot security within buildings including Manning King Haley replacement/installation of PA systems. BPS Mattahunt Madison Park #3 - O'Bryant Harvard Kent endeavors to complete as many projects as the budget will allow Mission Hill Marshall Holden Murphy Mendell Marshall Technology Status Rogers Muniz & Mission Hill K-8 @ Agassiz Mattahunt The Office of Instructional and Informational Umana / Barnes Timilty McKay Systems that serve to update, enhance or replace West Roxbury Ed. Trotter Mendell existing infrastructure and equipment. Winthrop Muniz & Mission Hill K-8 @ Agassiz Windows Status Major Renovation Status Plumbing Status South Boston Education Complex Alighieri Charlestown High Beethoven Trotter Charlestown Dearborn Beethoven Umana Academy @ Umana / Barnes English North Bennet Street School Boston Arts & Fenway @ Ipswich Schoolyards Status Marshall Eliot Dearborn Edison McKay Kennedy Hlth Careers @ Farragut ECC @ the Fifield @ Fifield Greenwood, E Rogers Mission Hill Fifield Grew Umana / Barnes Muniz & Mission Hill @ Agassiz Lewenberg Guild Quincy Upper @ Lincoln Lewis Harvard-Kent Rogers Lila Frederick @ New Boston MS Haynes EEC @ Blue Hill Ave EEC Roosevelt McKinley Prep @ Peterborough St Hernderson @ Ohearn Umana / Barnes Mendell Higginson Lewis @ Lewis Mission Hill King Muniz & Mission Hill @ Agassiz Mather Rogers Mendell Tobin Muniz & Mission Hill@ Agassiz Trotter Perkins Umana / Barnes Perry Philbrick Russell Umana Academy @ Umana / Barnes Key Project planned to happen between FY14 & FY18 Project is complete
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Capital Facility Master Plan, Phase I
PRIORITIZING CAPITAL PROJECTS – HOW PROJECTS MOVE FORWARD
BPS recently undertook, in conjunction with L.E.K. Consulting LLC, a review and revision of the district’s process for prioritizing capital projects. The result was a new capital allocation framework used in the development of the list of new Capital Improvement Project Requests (CIPRs) submitted for approval during the FY2014 capital budget.
The new capital allocation framework allows BPS to build off of best practices from other school districts and the private sector, incorporate the needs of key stakeholders, and clearly articulate why particular projects receive priority. In the future, the process will be refined to incorporate a regular assessment of facility needs, and BPS will re-invest in a computerized system to manage and track these needs together with the district’s ongoing capital project and other work on school facilities. The new process will also lead to improvements in communication that will allow BPS to clearly describe the rationale for capital priorities, explain the impact of funding decisions, and share progress with school leaders, city officials, and the community.
The process of prioritizing capital projects includes the following stages:
A. Mission, Organization, and Strategy o Develop long- and short-term strategies that include both academic and capital needs B. Needs Identification o Create a defined process to collect ongoing and periodic capital requests o Utilize a database to store and track all requests in one place o Proactively identify facility capital needs C. Budget Guidelines o Engage city capital budgeting team early in the process to provide budget guidelines that inform the prioritization process D. Capital Prioritization and Planning Process o Ensure involvement of officials from facilities, programmatic, and city officials so trade-offs are well understood o Clearly delineate tier 1 projects versus tier 2 and tier 3 projects o Link prioritization to long- and short-term capital plans E. Refinement and Approval
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o Continue discussions with capital budgeting throughout process to understand the impact of ongoing funding decisions F. Execution and Tracking o Monitor actual cost of projects versus estimates o Track satisfaction of school leaders and impact on student performance, if possible o Track progress versus long- and short-term goals
During the Capital Prioritization and Planning Process stage, all Capital Improvement Project Requests (CIPRs) were assigned a tier and subsequent rating based on asset conditions, educational impact, and financial impact. Tier 1 projects are those that are initiated because of a safety or health issue, are essential to enable academics to occur, or are required to address the poor condition of assets. Tier 2 projects are those that do not meet the criteria for Tier 1, while Tier 3 projects are for facilities being considered for alternative uses should they occur. Assigning projects to tiers helps inform the long- and short-term planning process and helps link projects to the district’s overall capital plan. Transparency and communication is essential throughout this process and the prioritization level of projects and status of funding approval will be communicated to end-users. Improving upon the framework will be a crucial component of our phase II work on the district’s capital facilities master plan.
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FY2014 CIPRs. In accordance with the new process, all Capital Improvement Project Requests (CIPRs) were prioritized by Tier, and given ratings by the following categories: Asset Condition, Educational Impact and Financial Impact.
Process for Rating Projects for Capital Budget Allocations Step 1: Identify all projects to be presented. Projects are collected from all trades represented in the BPS Planning & Engineering Division as well as those identified as part of the superintendent's annual educational initiative program Step 2: Determine the Project Tier Rating based on the following criteria r Tier 1 if… proje t is i itiated due to safety/health/regulatory issue, is esse tial to e a le a ade i s a aseli e e a ler to o u or the asset is in poor condition Tier 1 projects with ratings of < 2 may be downgraded to Tier 2 at the discretion of Capital & Facilities Management Tier 2 if… proje t is ot i itiated due to the fa tors i Tier or ei g o sidered for alter ate use Tier 3 if… the fa ilities is ei g o sidered for alter ati e use Step 3: Assess each project from the standpoint of Asset Condition, Educational Impact, Financial Impact & Equitable Distribution. Each project goes through the following stages of review resulting in the assignment of a rating that is then averaged to establish a overall rating. 4= 4 rating 3= 3 rating 2= 2 rating 1= 1 rating 0= 0 rating Asset Condition Rating Criteria Is this a non-critical asset with a Is this a critical asset with a Is this a non-critical asset with a Is this a critical asset with a Is this a critical asset with a low medium or low FCI? high FCI? high FCI? medium FCI? FCI? (non-critical asset with medium (critical asset with high (non-critical asset with high (critical asset with medium (critical asset with LOW to low replacement cost or replacement cost or priority) replacement cost or priority) replacement cost or priority) replacement cost or priority) priority) Educational Impact Rating Criteria
Ed. Enhancer supporting core Ed. Enhancer NOT supporting core Morale or Behavioral Benefit? Minimal Direct Ed. Impact only if Baseline Academic Enabler? program objectives? program objectives? (DOES NOT impact basic not done? (Not essential to daily operations (May improve ability to learn but (School or instruction cannot educational environment but (Little to no impact to basic BUT will impact basic educational is not a core programmatic be take place without this) could improve behavior) educational environment) environment) objectives) Financial Impact Rating Criteria No cost saved by improving today; Cost saved by improving today operating costs increase in future Cost saved by improving today; AND operating costs decrease in Cost saved by improving today OR cost will remain constant no matter No financial impact operating costs increase in future the future? operating costs decrease in future when work is done & operating will (No impact now or in future) (save today BUT increase operating in (cost savings now AND decrease (save now OR in future) increase future) costs in future) (no savings now AND increased operating in future) Overall Rating This rating is based on an average of the Asset Condition, Educational Impact and Financial Impact ratings assigned. Example: Asset Condition = 3, Educational Impact = 2, Financial Impact= 0 presents an overall rating of 2
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Examples of how projects are rated
Project Priority Description Tier Asset Condition Educational Impact Financial Impact Overall Rating Budget Estimate Example #1: replace windows at XYZ school Ratings Tier 1 4 = 4 2 = 2 4 = 4 3 = 3 $ 4,000,000 This project has been determined to be critical with a rating of 3 out of 4. Windows are in poor condition. Repairing or replacing them may improve teaching & Learning. The windows will cost roughly the same whenever they get done BUT the damage that may Rationale: result from not doing them may cost more money in related repairs. Project will likely present some form of cost savings in the future (i.e. preventing/ending water damage and greater efficiency for heat/AC) Example #2: added security cameras Ratings Tier 1 2 = 2 1 = 1 2 = 2 2 = 2 $ 150,000 School security is a high priority. Cameras are critical but not a high priority. Adding these devices does not impact teaching Rationale: &learning but could deter people from breaking in/vandalizing the bldg. There is little impact here financially either now or in the future. Example #3: The boiler at ABC school has failed and there is no heat Ratings Tier 1 4 = 4 4 = 4 0 = 0 3 = 3 $ 500,000 Condition of the asset is critical: school cannot be in session if this asset is not functioning. There are no savings now and will likely Rationale: result in increased expense in future
Step 4: After each project receives an overall rating, they are reviewed and a weight is applied. CIPR Category Weights Weight Category 4 = 4 3 = 3 2 = 2 1 = 1 0 = 0 Funds needed to start in Desired start in two (2) Desired start in 3-5 fiscal desired start not in the Funding already in progress the next fiscal year fiscal years years first five years State mandate/code Yes ------No requirement Life Safety --- critical moderate danger potential danger no imminent danger preventative Water Infiltration --- active infiltration imminent infiltration beyond useful life maintenance preventative Heating & Cooling --- active failure imminent failure beyond useful life maintenance School department desired for next desired in two (2) fiscal not desired in first five desired in 3-5 fiscal years not an initiative initiative fiscal year years fiscal years
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The CIPR List is further refined and subjected to a second prioritization review produce a cash flow with proposed FY14 expenditures totaling a targeted $47 million, which includes $5 million from the Mayor’s Quality Improvement Fund. Year-one expenditures are all based on prioritizing Asset Preservation Projects.
FY14 -18 Boston School Department Capital Budget Overview BPS line items $ 46,880,000 Budget Target $ 47,000,000
CIPR Rating CIPR Category Weights
OBM BPS FY14 Running PROJECT NAME CIPR Scope/Description # (3/15/2013) total FY14
Overall Overall
Funding Funding
Ed Impact Ed Impact
Life Safety Safety Life
Final Rating Rating Final
DI Rationale DI Rationale
Asset Condition Condition Asset
Financial Impact Impact Financial
District Initiative Initiative District
Water Infiltration Infiltration Water
Heating & Cooling Cooling & Heating
Code Requirement Requirement Code 22567 Critical Facility Repairs A critical repair fund for emergency repairs to school facilities including roofs, windows, Annual Program 4 4 4 4 4 20 300,000 300,000 masonry, electrical and HVAC systems. 23160 Fire Systems at Various Upgrade or replacement of the fire alarm and/or Schools fire protection system at various school buildings 4 0 2 2 3 4 4 11 900,000 1,200,000 (FY14: Emerson, Mather and Barron Center) 23669 ATE: BCLA/Mission HS Interior renovations 1 1 0 1 4 4 ATE 8 900,000 2,100,000
23673 ATE: Fenway High School Renovate existing building including new fire safety systems and construction of an addition to Existing project 4 4 ATE 8 6,200,000 8,300,000 support cafeteria/auditorium. 22878 Dearborn School Major renovation of the entire school facility to create a STEM 6-12 program. A statement of Existing project 4 4 MSBA 8 280,000 8,580,000 interest has been accepted by the MSBA for a feasibility study. 23851 Electrical Improvements Electrical Improvements at various schools at Various Schools including the Cleveland, Chittick, West Roxbury Ed 4 1 2 2 3 4 1 8 1,000,000 9,580,000 Complex, and upgrade egress signage at all schools. 23644 Eliot School Renovate North Bennett Street buildings which will provide additional classrooms to support the Eliot School's expansion as a K to 8 school. Existing project 4 4 ATE 8 2,000,000 11,580,000 Additional renovations are also required at the current Eliot School location. Capital & Facilities Master 5 year Capital Plan inclusive of planning and Planning Projects changes relative to a new student assignment Not Rated 3 4 7 300,000 11,880,000 system
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FY14 -18 Boston School Department Capital Budget Overview BPS line items $ 46,880,000 Budget Target $ 47,000,000
CIPR Rating CIPR Category Weights
OBM BPS FY14 Running PROJECT NAME CIPR Scope/Description # (3/15/2013) total FY14
Overall Overall
Funding Funding
Ed Impact Ed Impact
Life Safety Safety Life
Final Rating Rating Final
DI Rationale DI Rationale
Asset Condition Condition Asset
Financial Impact Impact Financial
District Initiative Initiative District
Water Infiltration Infiltration Water
Heating & Cooling Cooling & Heating
Code Requirement Requirement Code 23852 Energy and Environmental Phase I: Energy & Environmental Projects -Design Improvements an Environmental site remediation system to comply with Massachusetts Department of Environmental Protections' Mass Contingency Plan to prevent vapor intrusion for Lila Frederick 4 2 2 3 3 4 7 40,000 11,920,000 (New Boston Pilot); Phase 2 Installation & implementation of Environmental Site Remediation System @ Frederick, Design of Mildred, Redesign @ Dorchester Ed Complex and Hemenway 23854 Plumbing Improvements Bathroom and other plumbing improvements at at Various Schools various schools including Fifield, Mendell, Lila 4 2 2 3 3 4 7 705,000 12,625,000 Frederick, Trotter, and Ipswich Street (BAA/Fenway) 23044 School Yard Design and construction of school yard Improvements improvements through the Boston Schoolyard Annual Program 3 4 7 150,000 12,775,000 Initiative. 23036 Umana School Major building renovation including new roof and windows, fire suppression, electrical and mechanical upgrades, and bathrooms, doors, Existing project 4 3 7 300,000 13,075,000 floors, kitchen, partitions, auditorium, and schoolyard improvements. Capital & Facilities Master Asset Preservation: Alighieri to include windows, 1 1 2 1 3 3 6 1,600,000 14,675,000 Planning Projects Masonry & Plumbing Capital & Facilities Master Initiate scope, estimates and timeline for major Planning Projects renovations at schools built in the 1970s 3 2 2 2 2 3 MSBA 5 350,000 15,025,000 (Blackstone, Cleveland, Condon, Harvard-Kent, Jackson Mann, Tynan and West Roxbury).
23021 HVAC at Charlestown High Replace HVAC system. Upgrade interior lighting, School electrical system and controls, improve Existing project 4 1 5 11,000,000 26,025,000 accessibility, and update student and faculty bathrooms.
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FY14 -18 Boston School Department Capital Budget Overview BPS line items $ 46,880,000 Budget Target $ 47,000,000
CIPR Rating CIPR Category Weights
OBM BPS FY14 Running PROJECT NAME CIPR Scope/Description # (3/15/2013) total FY14
Overall Overall
Funding Funding
Ed Impact Ed Impact
Life Safety Safety Life
Final Rating Rating Final
DI Rationale DI Rationale
Asset Condition Condition Asset
Financial Impact Impact Financial
District Initiative Initiative District
Water Infiltration Infiltration Water
Heating & Cooling Cooling & Heating
Code Requirement Requirement Code 23162 HVAC Improvements at Replace the DDC controls and HVAC units at Various Schools various schools including the Carter, McKay, 3 2 2 2 3 2 5 3,000,000 29,025,000 Irving, Curley, S Greenwood, Harvard Kent, Mattahunt 22697 Roof Replacement at Replace roofs at various school locations including 0 0 2 1 3 2 5 1,400,000 30,425,000 Various Schools the Channing, Eliot, Trotter, 21502 Access Improvements At Access improvements include the installation of a Beethoven School new elevator, bathroom upgrades, ramp access to the auditorium, installation of a new fire alarm Existing project 4 4 2,000,000 32,425,000 system, as well as door and signage improvements. 23810 Cleveland HVAC Roof Top New Roof Top HVAC Units at the Cleveland 4 1 2 2 3 1 4 450,000 32,875,000 Units School. 22696 Door Replacement at Replace interior and exterior doors, hardware and Various Schools classroom partitions at various school locations, 3 3 1 2 3 1 4 1,200,000 34,075,000 including the Ellis, Irving, Lewenberg (Young Achievers), Marshall, Perkins and Sumner. 23645 Email Upgrade and Implement a new cloud-based email, messaging Archiving Implementation and collaboration solution for students and staff which incorporates archiving and e-discovery of Existing project 4 4 200,000 34,275,000 email to ensure the department's compliance with City of Boston email retention policies. 23158 Exterior Renovations at Repair and replace exterior components including Various Schools doors, lighting, or exterior site components such as stairs, walkways, and retaining walls at various 4 2 2 3 3 1 4 1,300,000 35,575,000 schools including Havard-Kent, Hernandez, McKinley (St. Mary) and Trotter 23855 Security Related Install intercom and clock systems, re-key doors, Improvements at Various expand card access, replace exterior and various 3 2 1 2 3 1 4 500,000 36,075,000 Schools smoke doors, install motion detectors and other other security related improvements.
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FY14 -18 Boston School Department Capital Budget Overview BPS line items $ 46,880,000 Budget Target $ 47,000,000
CIPR Rating CIPR Category Weights
OBM BPS FY14 Running PROJECT NAME CIPR Scope/Description # (3/15/2013) total FY14
Overall Overall
Funding Funding
Ed Impact Ed Impact
Life Safety Safety Life
Final Rating Rating Final
DI Rationale DI Rationale
Asset Condition Condition Asset
Financial Impact Impact Financial
District Initiative Initiative District
Water Infiltration Infiltration Water
Heating & Cooling Cooling & Heating
Code Requirement Requirement Code 23409 Student Information Design and implementation of a new student System information system that includes tracking Existing project 4 4 730,000 36,805,000 attendance, grading/reporting, and student/parent communication. 23408 Technology Infrastructure Upgrade school technology infrastructure including servers, wireless access points, routers, Existing project 4 4 3,100,000 39,905,000 switches, network equipment, data drops, and electrical repairs. 23302 Accreditation Necessary upgrades and improvements to various Improvements at Various schools necessary upgrades in the accreditation 1 4 2 2 3 3 300,000 40,205,000 Schools review process. Capital & Facilities Master Initiate a project scope and review for the Planning Projects renovation of the interior and exterior of 4 1 2 2 3 3 50,000 40,255,000 Snowden HS, a historic building. 23164 Interior Refurbishments at Interior improvements at various schools including Various Schools Boston Latin Academy, Boston Latin, Marshall 3 2 2 2 3 3 1,775,000 42,030,000 Brighton High, Hurley, Mary Lyon & Holmes. 22706 Masonry Repairs at Exterior masonry restoration at the Cleveland Various Schools (Harbor/CASH), Marshall, Channing, Trotter, 2 1 1 1 3 3 4,000,000 46,030,000 McKinley (Peterborough). Data Center at Campbell Expansion of existing back-up data center located Resource at Campbell Resource Center. Scope to include Not Rated 3 3 350,000 46,380,000 code-related enhancements and alterations relating to expansion project. 23412 School Yard Repairs Repairs and refurbishment of previously 2 4 2 3 3 3 200,000 46,580,000 completed Boston Schoolyard Initiative sites. 23856 Widow Replacement At Replace windows and balances at East Boston
Various Schools High, English High, North Zone, and West Zone 3 1 2 2 3 3 300,000 schools. 46,880,000
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MAYOR’S QUALITY IMPROVEMENT FUND The following is a list of 7,555,000 worth of capital projects that will be completed in the High Support and Turnaround Schools during Fiscal Year 2014. This is in excess of Mayor Menino’s commitment of 5,000,000.
School Scope of Project Interior Roofing Masonry Exterior HVAC Electrical Security Doors Windows yards Plumbing Envir Totals Total Estimates 1,775,000 1,400,000 4,000,000 1,300,000 3,000,000 1,000,000 500,000 1,200,000 300,000 1,050,000 705,000 40,000 5,000,000
HHS School Totals 450,000 300,000 3,900,000 275,000 840,000 700,000 140,000 910,000 - 350,000 100,000 40,000 8,005,000
FY14 remaining 1,325,000 1,100,000 100,000 1,025,000 2,160,000 300,000 360,000 290,000 300,000 700,000 605,000 - (3,005,000) Blackstone - Burke - Channing Elementary School 300,000 700,000 1,000,000 Chittick Elementary School - Condon Elementary 700,000 700,000 Dearborn - E Greenwood - English - Grew Elementary School - Harbor 1,700,000 1,700,000 Hennigan Elementary School 50,000 50,000 Higginson-Lewis K-8 School* 350,000 350,000 Holland - Irving Middle School 700,000 450,000 1,150,000 Jackson-Mann K-8 School -
JF Kennedy -
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School Scope of Project Interior Roofing Masonry Exterior HVAC Electrical Security Doors Windows yards Plumbing Envir Totals King K-8 School* - Lee School* 50,000 50,000 Marshall Elementary School 450,000 110,000 560,000 Mattahunt Elementary School 140,000 140,000 Mendell Elementary 100,000 100,000 Mildred Avenue K-8 School* 40,000 40,000 Orchard - Perkins Elementary School 50,000 50,000 Perry K-8 School - Rogers Middle School 50,000 50,000 TechBoston Academy** - Trotter 1,500,000 275,000 1,775,000 Tynan Elementary School 40,000 40,000 Winship Elementary School - Young Achievers K-8 School* 250,000 250,000
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CAPITAL BUDGET – FY2014 TO 2018 FIVE-YEAR CAPITAL EXPENDITURES
The Mayor’s FY14 recommended capital budget provides for $66.1 million of capital expenditures for Boston Public Schools, across a number of different functional areas. These capital expenditures, along with BPS’s recommended general fund budget, enable strategic work with a specific focus on improving school quality.
Capital funds will be deployed to support a variety of initiatives ranging from improving quality and choices closer to home under a new student assignment system, establishing new inclusion and dual language schools, and targeting investments to lower performing schools through the Mayor’s Quality Improvement Fund. While resources provided for capital improvement generally fall into three major categories (new/major renovations, upkeep, and upgrades), BPS is committed to focusing on an overall strategy of asset preservation, in an effort to safeguard the City’s continued investments in education for the next generation of Boston’s children.
Mildred Avenue 4-8 School Auditorium
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BPS capital expenditures (from all sources) in FY14 are estimated at:
SOURCE TOTAL PURPOSE
General Obligation bonds $47.0 million Asset Preservation & Technology Infrastructure projects Surplus property funds $3.0 million Eliot School (N Bennett Street site)
Surplus property funds $15.8 million 585 Commercial St (site acquisition and initial fit- out) Grants $0.3 million Schoolyard Initiative Projects
Total FY14 Capital $66.1 million Expenditure
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CAPITAL PLANNING STRATEGIES AND PRIORITIES
STRATEGY: MAINTAINING AND ENHANCING EXISTING FACILITIES
BPS has a three-pronged approach to maintaining and enhancing existing buildings.
First, the district conducts major capital renovations and building upgrades. Projects in this category cost tens of millions of dollars and are typically completed with substantial funding from the Massachusetts School Building Authority. An example includes the renovation to the Jeremiah Burke High School, which received a new library, new computer and science labs, a new cafeteria, visual arts rooms, dance studios and music rooms, along with aesthetic repairs that included new doors and paint, window repairs, and new student lockers. The total project cost nearly $50 million.
Second, BPS may make multi-million dollar expenditures to replace or repair aging mechanical equipment or building components that are in danger of failure, such as a boiler or a roof. For example, $2.8 million was spent to replace the boiler and roof at the Edison K-8 school. These changes improved learning environments for children and teachers, reduced energy use and generated cost savings for the district. Some of these projects may receive partial funding from the MSBA.
Third, BPS is exploring dedicating a portion of its capital budget to upgrading the learning environment of several schools each year. These funds would go to prioritized schools (e.g., Turnaround schools, High Support Schools) that demonstrate concrete initiatives to improve the school culture and climate and develop plans for how facility upgrades can complement these initiatives. For example, a school may wish to make its entry-way more welcoming to students and families and to create a special display that highlights student learning as part of an initiative to celebrate student achievement and create a learning-focused environment. Priority schools would submit a short application that describes the initiatives they are undertaking and what specific facilities upgrades could support this work.
In summary, the district employs multiple approaches to maintaining and enhancing our buildings. While the approaches vary in size and in scope, they are focused on the common goal of providing welcoming, quality learning environments for students, staff, and families.
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STRATEGY: STRENGTHENING SAFETY, SECURITY, AND ACCESSIBILITY
Safety and Security
Because the safety of our students is of the utmost importance, we are committed to making all of our facilities secure places to learn and work. In many cases, security upgrades require capital investments, whether to maintain systems that allow schools to communicate in emergency situations or to ensure proper access to school buildings. BPS has conducted an inventory of our school buildings to determine needed security upgrades, and we are taking immediate action to invest in the safety of these schools.
In particular, we are focusing our immediate investments on five core elements of school safety:
1) Security buzzer and camera for a single point of entry 2) Locks installed on all perimeter doors, which should be kept locked throughout the day 3) Working fire alarm systems 4) Working Public Announcement (PA) system 5) Security system monitored by City of Boston Municipal Protective Services
In addition to these core elements, we are also planning to focus on a number of other security enhancements, some of which operational and procedural changes in schools as well as capital investments. For instance, we are working with school police officers to ensure that school police radios directly connect with the headquarters of the Boston Police Department (BPD) and with local BPD officers on patrol near the schools. We are developing a policy on mace access by school-based officers. Finally, we will be investing in electronic access systems for schools, so that staff can use key cards to enter the building more efficiently, eliminating the incentive to prop open doors or leave them unlocked for ease of access.
Accessibility
Given the large number of school buildings in Boston that date from the early 20th century or before, ensuring accessibility for all students is a significant challenge. The first generation of school facilities, about 80, were constructed from 1890 to 1945, although the largest numbers of students are in buildings built after 1960. The older buildings generally are not equipped with elevators and ramps, unless they have undergone a major renovation, as at the Burke or Hyde Park Educational Complex. The schools built from 1960 on have
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limited accessibility, usually an elevator and a ramp. Overall, we have approximately 70 school buildings with elevators, and many more that are one-level buildings that are completely accessible. However, even among the schools built after 1960, universally accessible bathrooms may be limited or missing.
It has been the goal of the Boston Public Schools to provide equitable access for students with disabilities across the city and in every neighborhood. We have accomplished that, but there are still larger older buildings that may offer no access above the ground floor, despite offering access to the ground floor and bathrooms.
We aim to systematically implement accessibility in every building, and there is a budget line for accessibility within the capital plan, with an eye toward flexibility. This year, we are building an elevator at the Beethoven School, while our 5-year plan includes some of the larger older buildings such as Young Achievers, the Edison, the Wilson building, and the Cleveland building. If we continue to implement an accessibility project each year to improve universal access throughout the city it would take years. However, we are also including plans to add or renovate existing elevators in each major renovation project we undertake. By combining the use of single projects with renovation-driven upgrades, we will be able to increase accessibility for all students in Boston.
STRATEGY: EXPANDING CAPACITY IN ALIGNMENT WITH NEW HOME-BASED MODEL FOR STUDENT ASSIGNMENT
In seeking additional space to meet expanding capacity needs, school districts can use a variety of strategies, each with their own set of benefits and challenges. Generally, these strategies fall under four categories:
Buying or renting additional space Constructing additions on existing buildings Adding modular units to existing buildings Reclaiming underutilized space through redesign or reallocation of existing space
Buying or renting additional space, the first strategy, is often used in cities like Boston where it may be difficult to acquire new space for construction. BPS currently leases property for several school buildings. However, buying or leasing property is expensive, especially for
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large properties or buildings in expensive areas. Additionally, purchased or leased properties may not offer the same amenities as some other school buildings. For instance, Greater Egleston High (located in a leased building) does not have some of the features that other high schools have, such as a cafeteria or gymnasium. In seeking to purchase or lease space, the district must also examine the prior use of the space to ensure that the building is code compliant and free from hazardous materials or other environmental concerns.
Constructing additions on existing buildings can offer space that is tailored to the needs of the school, saving money associated with repurposing or renovating additional space. New construction is cheaper than renovations, since there is no need to undo or build around existing conditions. However, additions require space contiguous to existing buildings, which is not always available. Constructing additions may also require building-wide upgrades of existing systems, such as fire alarms and electrical systems, which may be perfectly functional in the present building but cannot be extended to a new addition without a systematic overhaul. Finally, major construction projects such as building additions often cannot be completed during the summer, so construction would need to take place during the school year. This raises many concerns, such as the need to maintain entry and egress points, minimize construction noise, and manage the inflow of construction workers and materials. Above all, student safety, along with teaching and learning, must be protected throughout the construction process, which may be a long process for major projects.
Adding modular units to existing buildings prevents some of the construction difficulties of building an addition, but it also presents its own set of challenges. For instance, modular units can take 8 months to a year to get in place and ready for service, and they may not be durable enough to withstand the changeable Boston climate over a long period of time. Since they are often designed as a temporary solution, they are not necessarily suitable if enrollment projections are expected to increase over the long term. In addition, as with building additions, they require space adjacent to existing school buildings, and they may also require upgrading or extending building systems such as fire alarms or PA systems. From a safety perspective, modular units also tend to be more difficult to secure than school buildings. However, when appropriately deployed, modular units have the potential to be a relatively inexpensive option compared to constructing additional space, and they are less disruptive than school-year construction.
Reclaiming underutilized space can take many forms. It may involve renovating existing buildings to create classroom space where there is currently spare or excess space. For instance, in the past, some spaces previously used for coal storage or other outdated uses have been repurposed into offices or classrooms. Reclaiming underutilized space could also involve reallocating spaces, such as reusing classrooms spaces that were previously held for community providers. In rare cases, and only as a last resort, this could also mean reclaiming science rooms or arts facilities as general classroom spaces. Finally, this strategy could include reprogramming whole schools
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to shift the grade spans that are housed in those buildings; for example, adding a 5th grade to an existing 6-8 school may make available more capacity for the oversubscribed lower grades at an elementary school building.
While the exact trade-offs will depend on how underutilized space is reclaimed, there are always costs and benefits to this strategy. The benefit is that the financial costs are likely to be fairly low, and the projects are generally fairly short-term. This means they are usually able to be completed during the summer, minimizing school-year disruption caused by ongoing construction. However, many of the easier projects have already been completed, and remaining projects may require such significant renovations that the result is not worth the effort. In addition, there is the potential to lose valuable space, whether book rooms, science labs, or arts spaces, that may be ru ial to stude ts’ a ade i a d perso al de elop e t. For all four of these strategies, the osts a d e efits ust e arefully considered and weighed in order to determine the best appropriate method of securing adequate capacity.
STRATEGY: UPGRADING SCIENCE AND TECHNOLOGY TO PERSONALIZE LEARNING
Technology enables educational innovation to prepare students for college and career success in the 21st century, especially in the fields of science, engineering, and mathematics. Providing access to customized technologies that empower students to engage in learning everywhere helps close access and achievement gaps.
BPS has invested in supporting science and technology across the district, recognizing these fields as crucial supports for the Acceleration Agenda. In particular, technology can accelerate literacy and STEM skills, enable access to data, assist with differentiation of instruction, enrich student experiences, and enhance 21st century skills such as communication, creativity, collaboration, and critical thinking. In recent years, BPS has carried out a number of significant efforts to improve access to technology, strengthen the technological systems we use, empower learning, and engage families and the community. Examples of recent projects include the following:
Technology Infrastructure. Since the start of the Technology Infrastructure Project in 2011, BPS has upgraded school infrastructures in 50 schools, nearly 40% of facilities, with another 15 schools to be completed by June 2013. To accomplish these upgrades, BPS invested $5.4 million over a three-year period. The cost to upgrade individual school infrastructures range from
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$70,000 to $300,000 depending on the size of the school. Specifically, these upgrades include schools most in need of improvements: o Over 50% of schools in the Circle of Promise o Five out of 11 Turnaround Schools (eight out of 11 have infrastructures less than five years old).
Student Information. BP“’s stude t i for atio syste “I“ , alled Aspe , is the distri t’s ore data syste , e a li g s hools to manage real-time student data to support instructional management, communicate with families, and accelerate student learning. The SIS is 75% implemented and will be fully rolled out in FY14. In the coming year, implementation will focus on improved data analytics, lesson planning, e-portfolios, a d the i tegratio of BP“’s o li e registration and assignment into the SIS. Each day, we see evidence of the functionality of the SIS as teachers take attendance daily and in classes, teachers record grades in a common online grade book, and students and families log into the family portal. To put the SIS in place, BPS has invested $6M in the data system over three years, including the infrastructure and support for a successful and sustainable implementation.
Cloud-Based Collaboration. BPS engaged this year in a competitive RFP evaluation for a cloud-based email and collaboration solution. Implementation of the new system will begin in May 2013.
STEM Innovations. BP“ added a “ ie e Buildi g Auditoriu to the Joh D. O’Brya t “ hool of Mathe ati s & “ ie e, i ludi g a CISCO Telepresence system, 1300 series, which allows for real-time interactive experiences nationally and internationally.
At the same time, we recognize that these advances do not go far enough. We are planning aggressive efforts to expand students’ a ess to digital learning opportunities and promote all the STEM fields within our schools.
Increase Student Access to Technology. BPS will expand student access to technology with the addition of 10,000 mobile devices in classrooms over the next two years, a $6.5M investment.
Expand Personalized Learning. BPS will focus on the three areas of infrastructure, systems, and space to support personalized learning for BPS students. Capital projects on the horizon include:
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o Additional funding to accelerate the upgrading of school technology infrastructures to prepare for college and career readiness online assessments beginning in 2014-15 for grades 3-12; o A learning management and blended learning environment for educators and staff; o A content management system to enable the district to digitize documents and content; and o The creation of learning commons spaces in schools to support collaborative learning.
Support STEM Innovations o BPS is in the process of creating a multi-million-dollar, state-of-the-art building to support the STEM Early College Academy at the Dearborn Middle School. o A FabLab is currently on loan to Madison Park that allows students to create innovative design projects. BPS is currently exploring the possibility of purchasing FabLabs to be shared with several different school communities.
STRATEGY: GREENING SCHOOL BUILDINGS TO CREATE SUSTAINABILITY
Promoting greener, more sustainable school buildings not only creates a healthier environment for students and staff, it also contributes to the long-term environmental health of our neighborhoods and our city. Mayor Menino has called for Boston to reduce greenhouse gas emissions 25% by 2020, and upgrading our stock of 20th century buildings to meet 21st century learning needs will help us pursue this goal. Promoting sustainability in schools takes many forms, from installing energy-efficient lighting to replacing school boilers and roofs to encouraging single-stream recycling. Such reforms can reduce utility costs, lower greenhouse gas emissions, and help staff and students use positive long-term strategies for greening their environment.
In 2011, the Massachusetts School Building Authority awarded $7.5 million in grant funding to five BPS schools under the Green Repair Program. With these grants, the schools were able to replace their boilers or roofs with greener and more sustainable versions. These schools and projects are as follows:
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Roof replacement at Irving Middle School in Roslindale Roof replacement at South Boston Educational Complex Roof replacement at Joseph Lee School and Perkins BCYF site in Dorchester Roof and boiler replacement at Edison K-8 in Brighton Boiler replacement at Edwards Middle School in Charlestown
We continuously monitor energy consumption throughout our buildings, and we have installed energy-efficient and power-saving devices in many of our schools. These include occupancy sensors to turn off lights that are not in use, Power Save software for computers, and higher efficiency fluorescent lights. Such energy efficiency efforts has saved BPS $201,876 over the last year. Twenty-nine cogeneration systems, which generate electricity and use excess heat to heat the building, saved another $735,181 during the 2010-2012 school years. In addition, renewable energy grants helped fund six solar panel arrays on our schools in 2010. Since their installation, these arrays have produced 106,000 kilowatt- hours of electricity, enough to power the annual electricity usage of 11 homes.
BPS has carried out a variety of productive partnerships to make its buildings more sustainable and energy efficient. Starting in 2009, BPS worked with NSTAR on lighting and refrigeration projects resulting in significant energy reductions along with an annual savings of $ , . Bosto Lati “ hool’s YouthCAN program and the Shared Green Roof Task Force have also been working with the district to design and promote a rooftop community learning facility that promotes education on sustainability and community service while also reducing energy use. We have also hosted fellows from the Environmental Defense Fund and the U.S. Green Building Council to support and direct our sustainability work.
While BPS has made great progress to making our buildings greener and more sustainable, many opportunities remain to promote energy efficiency in our schools. A utility study from June 2012 showed significant potential to save heat and electricity throughout the district, with roughly half of the overall estimated savings from those school buildings constructed in the 1970s. Most of the potential for savings comes from upgrades to HVAC systems, with other large savings available through lighting replacements and upgraded operating systems. BPS will continue to work with MSBA and our external partners to ensure that our school buildings become greener and more sustainable places to work and learn over the coming years.
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STRATEGY: STRENGTHENING EARLY CHILDHOOD EDUCATION OPPORTUNITIES
Boston Public Schools serves over 7,100 three-, four-, and five-year-old children each year, a majority of whom are low-income and over a third of whom are dual-language learners. A recent report by researchers from the Harvard Graduate School of Education has highlighted the su ess of BP“’s early childhood program for four-year-olds, showing that students who participated in this program performed much better on assessments of their vocabulary, letter recognition, and problem-solving skills than students who did not participate. The positive effe ts arried o er to stude ts’ og iti e de elop e t a d s hool-readiness skills, and were stronger for low- income and Hispanic students than for four-year-olds o erall, helpi g lose a hie e e t gaps for Bosto ’s stude ts.
I order for the distri t’s early childhood programs to be a key lever in closing the achievement gap, the classrooms must offer high- quality learning experiences to all students. To this end, and led by Superintendent Carol R. Johnson and Mayor Thomas M. Menino, BPS set the ambitious goal of achieving national early childhood accreditation by 2020 for all BPS kindergarten classrooms. Accreditation by the National Association for the Education of Young Children (NAEYC) is a standard of excellence for early childhood programs.
The number of schools BPS supports to pursue NAEYC accreditation increases annually. With the generous support of the Barr Foundation and substantial investments from the district, during the last three years, BPS has increased the number of accredited schools from six to seventeen. In the 2012-2013 school year, 37 schools are involved with the NAEYC accreditation process. This represe ts % of all early hildhood lassroo s i the distri t, % of the early hildhood lassroo s i tur arou d s hools, a d 67% of the early childhood classrooms in the Circle of Promise. By the end of the 2012-2013 school year, our goal is to have six additional schools accredited, which will bring us to 22 accredited schools in all. Based on the number of schools currently in the accreditation process, we will have at least 37 accredited schools by the end of the 2016-2017 school year. BPS will maintain its focus to ensure that 100% of the early childhood teachers and paras in BPS are using teaching practices that meet the ambitious standards required for NAEYC accreditation. The chart below describes the expected completion dates for programming expansion.
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Expected in SY Expected in SY Expected in SY Expected in SY Expected in SY Accredited 2012/2013 2013/2014 2014/2015 2015/2016 2016/2017 Baldwin Curley Dever Blackstone Taylor Mattahunt Chittick Gardner Edison Channing East Boston EEC JF Kennedy Everett Clap West Zone ELC Mather Holland Conley Hale Mendell McKay Marshall Haley Russell Murphy Haynes Tynan Kenny Lee Academy Mason Mission Hill Mozart Orchard Gardens Philbrick Warren Prescott Winship
In order to pursue and maintain accreditation for these programs, our early childhood facilities must meet a stringent set of standards defined y NAEYC. O e of the te NAEYC Early Childhood Progra “ta dards is Physi al E iro e t, hi h o tai s sta dards i four areas:
Indoor and outdoor equipment, materials, and furnishings Outdoor environmental design Building and physical design Environmental health
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These standards examine everything from the maintenance of the building to its structure and layout, as well as the products that are used to clean and treat classrooms. Together, they lay out an ambitious and detailed set of guidelines to support learning among our youngest students.
Because of the many accreditation requirements, the Director of Early Childhood and the Early Childhood Accreditation Director meet at least monthly with officials in the Facilities Department to discuss the work that needs to be done in schools in order to meet accreditation criteria. These meetings have been essential to ensuring that improvements to the physical environments are completed and that the proper green cleaning products are being provided to teachers for cleaning and sanitizing in accordance with accreditation criteria. These meetings have also allowed Early Childhood staff to explain NAEYC requirements and share information with members of the Facilities Department about safe, healthy, and appropriate environments for young students. As we continue to bolster the quality of early childhood classrooms across the district through the accreditation process, thereby promoting strong academic development and closing achievement gaps for our early learners, it will be essential to continue this solid partnership between the Early Childhood and Facilities Departments.
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THE WORK AHEAD IN PHASE II: DEEPER PLANNING & ANALYSIS The first phase of the facility master planning effort consists of generating preliminary school, student and programmatic data that will inform the planning and analysis to be conducted in Phase II. The product of this second Phase will be a comprehensive master plan for the district during the five-year period of fiscal 2014 through 2018. The master plan will project school-by-school, grade-by-grade and program-by-program level detail. This level of detail will provide the framework for where capital investments must, should and should not be made. This mast plan will also provide the district a road map for accomplishing necessary programmatic shifts in its facilities to best meet its academic mission.
Given the current state whereby the district is currently experiencing a shortage of seats at the elementary level while also experiencing an abundance of seats at the middle and high school levels, a right-sizing effort must occur to ensure the district is best utilizing its facilities and capital dollars. While one approach to solving the anticipated increased need for seats in response to the new Home Based student assignment policy would be to focus on where and how to add modular classroom units in select areas, which is an extremely costly proposition, the district will also use this study to provide additional elementary seat capacity by reconfiguring existing facilities. The resulting master plan, while comprehensive and built on a series of coordinated activities must also be responsive to the future! The Dudley Municipal Building, scheduled to open in January 2015, will serve as the new headquarters for the School Department
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VOLUME II – ONE PAGE OVERVIEW, BY SCHOOL BUILDING
In The Following Section
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