| Introduction |
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| Facility Development |
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| Needs Assessment |
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| Site Selection |
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| Construction/ Renovation |
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| Financing |
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| Timeline |
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| Glossary |
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| Bibliography |
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| Appendix A Appendix B Appendix C Appendix D Appendix E |
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The first step in developing a charter school facility is determining your organization's needs. Operators should analyze all aspects of their program to come up with a list of desired features. This should be viewed as a preliminary estimate of the school's facility needs and should not become a laundry list of "must have's." Charter schools throughout the country have been surprisingly creative in the facilities they find to meet their needs. This requires understanding your program's needs, but with an open mind.
Start Early
This process should begin with the charter application. It takes many operators at least six months to one year to find an appropriate site and prepare it for a school opening.
Get Input
Start talking to other charter school operators, staff members, the board of directors and others about important features of the school facility. Solicit information from real estate agents, architects, non-profit real estate developers, local builders, the school district and anyone else who might be knowledgeable. If possible, hire an experienced project manager or owner's representative to assist with the analysis of the school's needs and to later help with the site selection.
Determine Program Needs
Review your school's plan of operation to identify its needs. Usually the primary need is to find the right amount of space. An estimate of the facility size, measured by square feet, is the main piece of information needed. There are many ways to calculate the square footage needed, none of which is precise. Operators will want to figure out a minimum and maximum range of space needed to allow for later flexibility when selecting a site.
The Needs Assessment Worksheet can help you analyze your school's needs.
Gross Square Footage
Can be calculated in a variety of ways.
- Multiply the number of students by 60 to 120 square feet; or,
- Add up the number of classrooms needed and multiply by 750 to 1,000 square feet per classroom (assuming a class of 25). To this number add an estimate of office, storage and other non-academic space (most schools use 40-55 percent of the square footage for non-academic uses). 1
Besides gross square footage, it is also important to think about the types of accommodations that will be needed in the facility. Consider the following:
Bathrooms
Consider lavatory needs for students and staff. Estimates of the square footage should be included in the calculation of gross square footage above. Consult Americans with Disabilities (ADA) regulations as well as local codes, but at a minimum plan on at least one bathroom for every 30 students, and one bathroom for every eight to ten staff members.
Non-academic space
Consider the school's needs in terms of a gym, cafeteria, library (could be combined in a multi-use room). Estimates of the square footage should be included in the calculation of gross square footage above.
Expansion plans
Incorporate planned growth in enrollment into space needs.
Playground
Estimate what types of outdoor play areas are needed. Leave open the option of using nearby parks, etc., if available.
Parking
Consider how many parking spaces will be needed for staff, students and visitors. This will vary depending on access to public transportation, but a rough guideline for an elementary school would be one space per staff member, plus one for every 50 students (for visitors). Also check ADA guidelines for the required number of handicap spaces.
Clarify Other Facility Needs
There are other issues, some of which are intangible, that are also important considerations when identifying facility needs. This list is not exhaustive nor applicable to every situation.
Geographic focus
Identify preferred areas to locate, if serving a specific neighborhood.
Accessibility
Determine accessibility for school buses, public transportation, and parental drop-off. This is particularly important for elementary schools.
Proximity to related entities
Seek locations near related entities, if your school is affiliated with other educational or cultural institutions.
Curriculum-specific needs
Consider special needs related to the school's theme or mission. For example, drafting areas would be needed for an architecture and design school. Labs would be required for a science school.
Technology needs
Weigh the need for a computer lab and for wiring the school properly for technology.
Identify Constraints
Operators need to make a frank assessment of constraints on the facility development process. It is better to be conservative in estimates of time and money. It is also preferable to investigate all constraints at the beginning of the process, rather than be surprised at the last minute and risk not being able to open school.
Time
Find out the deadlines for opening the school, as well as milestones you must reach (such as obtaining a certificate of occupancy) in the interim. Work backwards estimating how long it will take to open school. This might include (working backwards) orienting teachers, decorating classrooms, receiving furniture and equipment, finishing cosmetic repairs, completing major construction projects, if necessary, obtaining building permits, obtaining zoning variances, preparing architectural drawings, getting site control, securing financing, and locating an appropriate site. Leave ample time for each step. A project manager can help you estimate how long design and construction work will take.
Money
Take an inventory of funds available for the facility. If you are eligible for start-up funds, are there restrictions on their use? How much can be comfortably set aside for facility expenses without impairing cash flow for school operations? Carefully review your budget with your accountant or business manager and determine how much is available for facility expenses. A comfortable range for charter schools facility expenses is 10-25 percent of the annual operating budget (rent or mortgage payments plus utilities). This can vary depending on real estate in the area, but schools who spend more than 25 percent often must sacrifice many elements of a quality educational program.
Explore other sources of funds. Talk to foundations, local politicians and lenders. It is critical to know what sources of funds are available before entering the site selection phase. There may be more or fewer resources available than you expect. (See Section VI on Financing).
Rules and Regulations
Find out the compliance issues for your local jurisdiction regarding building codes and zoning restrictions. All schools must comply with the Americans with Disabilities Act (ADA). Helpful resources include other charter school operators, your project manager, architects or non-profit real estate developers.
Often building code and zoning rules can be interpreted many different ways by local officials. Understand that you may get different answers to questions about codes and zoning. Many times the final answer will not be available until you go through an inspection or zoning hearing. However, it is important to be aware of the types of concerns that may arise. For instance, if building codes require outside air in every classroom, this may impact the selection of a facility with classrooms that have no windows. The operator would need to understand the costs involved in remedying this situation, such as installing air vents.
Sample Needs Assessment
The St. Paul Community Learning Center in St. Paul, MN determined its space needs. The school serves 150 students, grades K-6:
For more information contact Wayne Jennings, Designs for Learning at 612-649-5400.
The St. Paul Community Learning Center in St. Paul, MN determined its space needs. The school serves 150 students, grades K-6:
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Reception Work room Parent resource room 2 Conference rooms Director's office Commons, lunch, assembly Instructional space Computer lab Kitchen Bathrooms Storage (4 at 100 each) Custodian and storage Health Media/drama room Teacher's work room Additional storage Circulation/hallways Total: |
Sq. Ft. 300 300 200 350 150 2,500 5,000 800 200 1,000 400 100 150 1,200 200 400 900 14,150 |
For more information contact Wayne Jennings, Designs for Learning at 612-649-5400.
Get Professional Assistance
The facility development process involves a great deal of technical expertise. Unless the charter school staff has that expertise already, it can be beneficial to contract with knowledgeable professionals to guide you through the process. Operators may be tempted to use volunteers or professionals willing to give their time for free. This can be an excellent way to obtain these services, though organizations should be aware of the risks involved - such as lack of commitment or time availability. Operators may consider retaining the services of:
Project Manager/Owner's Representative/Site Consultant
This professional can go by many names and can have a variety of technical backgrounds (architect, builder, inspector, real estate professional). This person should be someone who can assist the charter school through the entire facility development process, from needs assessment to completing necessary renovations and opening the school. He should have an understanding of the real estate market and construction trades. She should be able to assist the school with negotiation of leases or purchase agreements, selection of architect and general contractor, and monitoring of any work to be completed. In some cases a project manager may be useful to oversee responsibilities not covered in the architect's contract. The best way to find a project manager is to speak with other charter school operators, non-profit real estate developers, and architects.
Most important is to find a trustworthy person who will not gain any other benefit from working on the project (such as selecting themselves as general contractor or architect) and can represent your organization's interest at all times. A project manager will charge either an hourly or flat fee for his/her services.
Architect
Some organizations hire an architect during the needs assessment phase of their facility project. Later the architect will prepare drawings and specifications for the selected facility to be built or renovated. Make sure to clarify with the architect what duties he/she will assume and for which duties he/she will not be responsible.
Creative Solutions
The needs assessment must be both general and specific at the same time. At this point, operators should be thinking through what their facility needs are, yet remain open to a variety of possible ways to meet those needs.
It is particularly important to recognize that all facility needs don't have to be met on opening day of school. Creative operators have separated their facility needs into short-term and long-term categories, sometimes arranging for temporary facilities for weeks, months or even years, while more permanent arrangements are made.
Today it is rare for charter school operators to find a traditional school facility ready for their use. Many operators have adapted facilities not normally thought of as appropriate for schools, such as office space, warehouses, stores or retail space and even residential properties. Leasing portions of another organization's space or using modular units (trailers) are also common solutions. Operators who think about their needs flexibly will be better prepared for the site selection process.
A Creative Solution
The New Century Charter School in Carrboro, NC, found several creative solutions to its facility needs. Plagued by great locations that kept falling through, New Century opened its doors in 1998 in a local movie theater. The school would set up and tear down its materials every day. They used the projection screen for overheads and created special lap boards for students to use as desks. When the arrangement with the theater ended the school moved to a nightclub space at a local motel. Although not optimal, these temporary spaces gave New Century time to negotiate permanent space in a former schoolhouse which was converted by another entity into a community facility.
For more information contact Holly Snyder at 919-942-4772 or newcentury1@juno.com.
The New Century Charter School in Carrboro, NC, found several creative solutions to its facility needs. Plagued by great locations that kept falling through, New Century opened its doors in 1998 in a local movie theater. The school would set up and tear down its materials every day. They used the projection screen for overheads and created special lap boards for students to use as desks. When the arrangement with the theater ended the school moved to a nightclub space at a local motel. Although not optimal, these temporary spaces gave New Century time to negotiate permanent space in a former schoolhouse which was converted by another entity into a community facility.
For more information contact Holly Snyder at 919-942-4772 or newcentury1@juno.com.
Where To Go for Additional Information
Contact the local chapter of the American Institute of Architects (AIA) for a listing of area architects or check http://www.aiaonline.com.
The School Design Primer, The Little Institute for School Facilities Research, 1996. Contact The Little Institute for School Facilities Research, 5815 Westpark Drive, Charlotte, NC 28217.
Guide for Planning Educational Facilities, The Council of Educational Facility Planners International, 1991. Contact CEFPI at 8687 E. Via de Ventura, Suite 311, Scottsdale, AZ 85258-3347.
1 Charter School Facility Financing: Constraints and Options A Study for the Massachusetts Charter School Resource Center, J. Dolan, D. Murray and G. Walsh, Pioneer Institute for Public Policy Research, February 1998.
