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86 TRAVEL DISTANCE TRAVEL DISTANCE QUALITATIVE EXTENT OF TRAVEL FOR STUDENTS FROM HOME Qualitative Extent of Travel for Students from TO SCHOOL BY NEIGHBORHOOD CLUSTER Home to School by Neighborhood Cluster Travel distance data was provided by the Offi ce of the State Superintendant of Educa on (OSSE). Acceptable travel distances for elementary school students are generally less than those for high school students. Thus, rather than consider travel distance purely in miles for all grade levels, a qualita ve scale was created to re ect appropriate travel distances. 10 Figure 5.29 13 11 14 4 42 15 12 5 41 1 6 16 40 18 2 45 7 17 8 3 44 9 LEGEND 22 Neighborhood Cluster 5 - High Travel Distance 4 - Moderate-High Travel Distance 3 - Moderate Travel Distance 2 - Moderate-Low Travel Distance 1 - Low Travel Distance 0 - Very Low Travel Distance The District of Columbia PUBLIC EDUCATION MASTER FACILITIES PLAN 21 25 19 43 27 20 39 37 23 22 28 38 26 36 46 35 24 34 32 29 30 Water 31 33
EFEI Score 50% 45% 40% 35% 30% 25% 20% EFEI Total Scores Figure 5.30 presents the total EFEI scores for all 36 of the assessed DCPS schools that have yet to receive modernizations. The EFEI scores for DCPS schools yet to be modernized tended to be fairly low overall. While these scores reflect the quality of the educational facility, they do not necessarily represent the efforts of educational leaders in the schools and the District. During the assessment walkthroughs, the assessors found examples of school leadership working to provide a 21st-century education to its students despite facility limitations. These efforts include the following: 42% » At Prospect Learning Campus, the teacher workroom was well-equipped, but was not centrally located or integrated into the learning community. To promote greater use of this amenity, teachers were encouraged to keep their work desks in the collaboration room instead of their individual classrooms. 37% 39% 36% 40% 47% 32% 40% 36% 34% 45% 39% 40% 34% School EFEI Score 42% 42% 37% 39% 41% School Name Figure 5.30: Total EFEI Scores for Assessed Schools That Have Not Yet Received Modernizations 32% » At Langdon Education Campus, a former open classroom space was transformed into the Computer Assisted Instruction (CAI)—a multidisciplinary technology lab. While students use and benefit from this lab on a regular basis, the space itself lacks adequate daylight, visual clarity and aesthetic quality. » Kramer Middle School has just initiated a 1:1 laptop-blended classroom program that provides students with a technology-rich, highly individualized learning experience. Although Kramer’s traditional facility does not provide spaces designed to support this innovative curriculum, the school is working to create a new teacher collaborative workroom and a cyber café to enrich the student experience. 23% 40% 36% 42% 36% 48% 39% 33% 29% 35% 40% 37% 48% 44% 38% 33% 87
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2013 PUBLIC EDUCATION MASTER FACILI
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TABLE OF CONTENTS CHAPTER FIVE: FAC
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2 HIGH QUALITY EDUCATION FOR ALL CH
Page 9 and 10:
ASSESSMENT OF NEED ASSESSMENT OF NE
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Cluster Number 2 Cluster Name DCPS
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LONG-TERM STRATEGIES Some of the re
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12 BACKGROUND As part of the reform
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KEY MAP DCPS & CHARTER SCHOOL DCPS
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16 LEARNING FROM RESEARCH AND BEST
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18 slightly different approach, all
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20 PROJECT COMMUNICATION AND OUTREA
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GUIDING PRINCIPLES “What matters
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RELATIONSHIP TO PREVIOUS STUDIES 20
Page 31 and 32:
KEY MAP DCPS & CHARTER SCHOOL DCPS
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FACILITY CONDITION The information
Page 35 and 36:
CHAPTER 3 Enrollment, Capacity and
Page 37 and 38:
CAPACITY BY CLUSTER CAPACITY BY CLU
Page 39 and 40: GSF GSF per per Enrolled Student v.
Page 41 and 42: Comparison of Enrollment between DC
Page 43 and 44: ENROLLMENT BY CLUSTER ENROLLMENT BY
Page 45 and 46: GSF Utilization FINDINGS ENROLLMENT
Page 47 and 48: OPPORTUNITIES Meetings with the wor
Page 51 and 52: CHAPTER 4 Population and Enrollment
Page 53 and 54: POPULATION CHANGE BY CLUSTER DEMOGR
Page 55 and 56: FORECAST RANGES Figures 4.6 - 4.7 s
Page 57 and 58: POPULATION FORECAST POPULATION FORE
Page 59 and 60: Population Forecast by DC Office of
Page 62 and 63: 58 PREDICTED ENROLLMENT ENROLLMENT
Page 64 and 65: 60 POPULATION FORECAST PROJECTED UN
Page 66 and 67: 62 SNAPSHOT OF NEIGHBORHOOD CLUSTER
Page 68 and 69: 64 FACILITY QUALITY AND CONDITION S
Page 70 and 71: 66 In general, this index is a rela
Page 72 and 73: 68 and democratically decide who ge
Page 74 and 75: 70 Figure 5.7: Cave spaces for quie
Page 76 and 77: Welcoming Entry. m left). elcoming
Page 78 and 79: a ws how the he overall ). r cafés
Page 80 and 81: 76 Figure 5.19: Students dig in the
Page 82: 78 FINDINGS These findings refer to
Page 85 and 86: FACILITY QUALITY QUALITY FACILITY Q
Page 87 and 88: EQUITY EQUITY 1998-2018 DCPS AVERAG
Page 89: TRAVEL DISTANCE TRAVEL DISTANCE AVE
Page 93 and 94: Persistent Areas of Need Figure 5.3
Page 95 and 96: Capital Improvement Plan Constructi
Page 97 and 98: CHAPTER 6 Prioritization Framework
Page 100 and 101: 96 CURRENT FIT NEED ASSESSMENT How
Page 102 and 103: 98 ASSESSMENT OF NEED ASSESSMENT OF
Page 104 and 105: 100 2017 PROJECTED FIT AND ITS RELA
Page 106 and 107: 102 1998-2012 DCPS MODERNIZATION EQ
Page 108 and 109: 104 ASSESSMENT OF NEED ASSESSMENT O
Page 110 and 111: 106 2017 PROJECTED NO. OF SCHOOL- A
Page 112 and 113: 108 FACILITY CONDITION AND QUALITY
Page 114 and 115: 110 Facility Needs Measures and Wei
Page 117 and 118: CHAPTER 7 Recommendations
Page 119 and 120: ASSESSMENT OF NEED ASSESSMENT OF NE
Page 121 and 122: STRATEGIES TO ADDRESS NEEDS Short-T
Page 123 and 124: ST6: CREATE THE SPACE AND ENVIRONME
Page 125 and 126: Since no Phase 2 modernizations hav
Page 127 and 128: ACKNOWLEDGEMENTS
Page 129 and 130: Working Group Alternates Rosalyn Hu
Page 131 and 132: APPENDIX A: SCHOOL LISTING
Page 133 and 134: 2008 DCPS Facility 2012‐2013 DCPS
Page 135 and 136: 2008 DCPS Facility 2012‐2013 DCPS
Page 137 and 138: 133
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