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Developing a Flexible Capital Improvements Plan That Serves as a Long-term Funding Stream

Developing a Flexible Capital Improvements Plan That Serves as a Long-term Funding Stream. NSBA Conference Chicago, Illinois April 10, 2006. INTRODUCTION Mr. Drew Barrineau, School Board Member Roanoke County Public Schools – Roanoke, Virginia

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Developing a Flexible Capital Improvements Plan That Serves as a Long-term Funding Stream

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  1. Developing a Flexible Capital Improvements Plan That Serves as a Long-term Funding Stream NSBA Conference Chicago, Illinois April 10, 2006

  2. INTRODUCTION Mr. Drew Barrineau, School Board Member Roanoke County Public Schools – Roanoke, Virginia Mr. Joe McNamara, Board of Supervisors Member Roanoke County – Roanoke, Virginia DEVELOPING A FACILITIES IMPROVEMENT PLAN Mr. Richard Flora, Retired Director of Facilities Roanoke County Public Schools – Roanoke, Virginia DEVELOPING A CAPITAL FINANCING PLAN Mrs. Penny Hodge, Assistant Superintendent of Finance Roanoke County Public Schools – Roanoke, Virginia CLOSING Mr. Drew Barrineau, School Board Member Roanoke County Public Schools – Roanoke, Virginia

  3. Introduction Mr. Drew Barrineau, School Board MemberRoanoke County Public Schools - Virginia Mr. Joe McNamara, Board of Supervisors MemberRoanoke County - Virginia

  4. Introduction • Relationship between school boards and elected governmental bodies in Virginia • History of the relationship between • Roanoke County School Board vs. Roanoke County Board of Supervisors • Value of a good working relationship

  5. Developing a Facilities Improvement Plan Mr. Richard Flora, Retired Director of FacilitiesRoanoke County Public Schools - Virginia

  6. Components of a Facilities Improvement Plan • Facility Study • Evaluation of Needs • Recommendations for Improvements

  7. Goals of a Facility Study • Inventories school facilities for the following: • - Capacity, enrollments and average class sizes • - Program provisions and functional issues • - Building sizes, ages and construction types • - Site conditions, including circulation • - Exterior and interior building components • - Mechanical, plumbing and fire protection • - Electrical and lighting systems • Identifies deficiencies in each school • Provides an estimate of the costs to remedy the deficiencies • Makes recommendations to the School Board

  8. Factors in Determining Deficiencies • Projected Enrollments • Pupil/Teacher Ratio • Site Circulation • Safety and Security • Heating, Ventilation, Air Conditioning & Electrical • Pre-K & Special Ed. Programs

  9. Determining Deficiencies • Projected Enrollments • Rationale for determining the projected enrollments: • Elementary school enrollments were derived from utilizing the school’s current enrollment figures, historical enrollment data and the current growth pattern. • Middle school enrollments were calculated by utilizing the current enrollment figures from each elementary school feeder for the 3rd, 4th, and 5th grades. • High school enrollments were calculated by utilizing the current enrollment figures from each middle school feeder for the 6th, 7th, 8th, and 9th grades.

  10. Determining Deficiencies • Pupil/Teacher Ratio • All facilities were sized to accommodate students with a pupil/teacher ratio of 20/1 for grades K-5 and 16/1 for • Pre-K. • For Grades 6-12, a pupil/teacher ratio of 25/1 was calculated. • A 20/1 ratio is currently being used through the second grade. This ratio will effect the operating capacity of • each school facility by approximately 20 percent.

  11. Determining Deficiencies • Site Circulation • Separation of bus, car, and pedestrian traffic was reviewed for both safety and convenience. • Bus loading and unloading should occur in an area where cars are prohibited. • The area should be large enough to accept all buses without interfering with car or pedestrian traffic. • Identification and location of the school’s main entrance and proximity to parking areas was reviewed. • Visitors and staff should not have to cross car or bus traffic to enter the building.

  12. Determining Deficiencies • Safety and Security • Administrative offices should be able to closely monitor the main entrance and control entry. • All exterior doors should be able to be locked, utilizing an acceptable hardware, from the outside without the use of an interior restraining device. • Acceptable lighting levels, spacial definition of areas, and surveillance systems should be included in any major renovation or addition.

  13. Determining Deficiencies • HVAC and Electrical • Heating, Ventilation, Air Conditioning and Electrical systems were evaluated by the school’s maintenance department. • The criteria used to determine the HVAC and electrical components condition was based on the age of the particular component and compared to typical life cycle expectancies. • Those components which have exceeded their functional life and are, therefore, prone to failure were identified..

  14. Determining Deficiencies • Pre-K and Special Ed. • Pre-K and self-contained Special Ed. programs were included in the prototypical space programs. • Pre-K classrooms were evaluated at every elementary school to determine if classroom space will exist based on the projected enrollments. • Pre-K classrooms are larger and have different amenities than a typical classroom. • Each elementary school may require an addition or renovation in order to accommodate the additional Pre-K classrooms. • The number and locations of existing or proposed self-contained special ed. programs was provided by the Special Ed. Department.

  15. Components of a Facilities Improvement Plan • Facility Study • Evaluation of Needs • Recommendations for Improvements

  16. Prototype Space Programs • Elementary School • Small • Medium • Large • Middle School • High School

  17. MOUNTAIN VIEW ELEMENTARY NEEDS OVERVIEW: • HVAC improvements or replacements • Widen or replace existing narrow corridors • Add corridors to classrooms where none currently exist • Expand administrative area to include guidance and nurse • Additional classrooms • Upgrade of kitchen equipment • Additional general storage • Expand media center to include office and storage • Address ADA concerns • Re-key school and add video cameras for safety and security • Improve general lighting • Improve vehicular circulation. • Add new energy efficient windows

  18. Priority Criteria for Evaluation of Needs for Facilities Improvements • SCENARIO ONE • Reflects a score based on a criteria applying a 20/1 pupil teacher ratio through all grades. • Uses the prototype school at the elementary, middle and high school levels. • The needs were given weight based on the current value placed on each instructional area.

  19. Priority Criteria for Evaluation of Needs for Facilities Improvements • SCENARIO TWO • Reflects a score based on the criteria applying a 20/1 pupil teacher ratio in elementary schools and a 25/1 pupil teacher ratio in middle and high schools. • The prototype for all schools was also used in this scenario. • The needs were given weight based on the current value placed on each instructional area.

  20. Priority Criteria for Evaluation of Needs for Facilities Improvements • SCENARIO THREE • Reflects a score based on the criteria applying a 20/1 pupil teacher ratio in elementary schools and a 25/1 pupil teacher ratio in middle and high schools. • The prototype for all schools was not used in this scenario. • The needs were given weight based on the current value placed on each instructional area.

  21. Components of a Facilities Improvement Plan • Facility Study • Evaluation of Needs • Recommendations for Improvements

  22. Recommendations for Facilities Improvements “SCENARIO-THREE” was used to determine the priority for facilities improvements. This scenario best reflects the immediate needs using the most realistic criteria. A pupil teacher ratio of 20/1 in elementary schools is already becoming a reality. It is expected that the progress made to date will be sustained in the future. Because of current funding challenges, moving to a 20/1 pupil teacher ratio in the secondary schools will, most likely, not become a reality until some future date. Although using prototype schools is desirable, it makes more sense to apply the prototype concept to the renovation process and not as a part of the evaluation process. Conceptual designs and the cost estimates were provided with this study integrated the “prototypical school” as a factor in the elements of this report.

  23. Developing a Capital Financing Plan Mrs. Penny Hodge, Assistant Superintendent of FinanceRoanoke County Public Schools - Virginia

  24. Background

  25. What we were facing in 2005….. • 30 schools in Roanoke County • 8 built/renovated in Phase 1 or 2 • 22 schools remaining with capital needs • Vast majority of schools > 30 years old (Approx. 75%) • County government needs growing • $28M Public Safety Facility planned

  26. Our concept hinges upon….. • Complimentary school and county financial policies • Use of year end balances • Annual commitment of set amount of • new money

  27. Past practices that helped… • In budgeting …….revenue sharing allocation • In year end ………rollover of year end surplus

  28. Policies Needed • Establish School Capital Reserves • Use of School YE Balances • Establish County Capital Reserves • Use of County Unspent YE Expenditures • Use of County Revenues in Excess of Budget

  29. Reserves Created • Combined Debt Payment Reserve • School Major Capital Reserve • School Minor Capital Reserve • County Major Capital Reserve • County Minor Capital Reserve

  30. Combined Debt Payment Reserve • Began with $2M annual contribution in 1996 (to build new high school) • Add new $600,000 from county & schools each year (beginning in 2005-06) • Plus debt drop-off over time • Plus economic development incentive drop-off over time • Results in incrementally growing reserve

  31. This is how it grows…….

  32. School Major Capital Reserve • Use for projects on annually adopted CIP • Land as it becomes available • Fund with 2/3 of YE balance • Plus state construction grants • Pay cash for smaller projects • Supplement borrowing for larger projects

  33. School Minor Capital Reserve • Use for smaller capital projects (<$500,000) and one-time needs • Fund with 1/3 of YE balance (up to $1M) • Plus sale of land and equipment • Can be used for A&E to get CIP projects planned • Can also be used for CIP projects

  34. County Major Capital Reserve • Use for major projects on County CIP • Fund with YE revenues in excess of budget after meeting Unappropriated Balance Policy limits

  35. County Minor Capital Reserve • Use for minor county capital projects • Fund with YE expenditure savings

  36. What can we fund now?

  37. Debt Projection Plan • F:\NSBA handout 2.xls

  38. Success is based upon… • Properly timed bond issues • Available cash accumulated in • Major/Minor reserves • No tax increases needed • Funds $40M for schools and $40M for • county over next 5 years • Ensures funding for future School Boards

  39. Closing Mr. Drew Barrineau, School Board MemberRoanoke County Public Schoolswww.rcs.k12.va.us

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