Overview Back to Top
Planning for the future requires an understanding of the present. Assessing the condition and quality of existing facilities is a critical step in developing a Facilities Master Plan (FMP).
A team of trained field assessors visited every site within the District to review, photograph, and note physical condition deficiencies related to seven pre-determined major review categories. Each facility is also assessed based on quality of four spatial types.
The Facilities Assessment was performed by DLR Group’s independent assessment team. It documents the physical condition of the OVSD campuses and buildings. The information collected helps us to understand the needs and probable costs of modernizing facilities, to prioritize projects, and to implement the FMP.
The Educational Space Quality Assessment was performed by the OVSD and reviewed by DLR Group. It documents the quality, adequacy for education, and overall function of existing campuses and buildings. This summary can be used to identify opportunities for creating next generation learning environments.
Assessment Grading Criteria and Results Back to Top
Results of the Facilities Assessments and the Educational Space Quality Assessments are summarized in a report for each site. Summaries include grades for major categories, and an overall grade for the site. Grades are developed using pre-established criteria so that they serve as both an objective measurement of a facility’s condition and a subjective appraisal of a property’s condition.
Facilities Assessment Grading Methodology
The main assessment categories for the Facilities Assessments are as follows:
- Site Utilities: Includes underground utilities, such as domestic water, sanitary waste, storm water, natural gas and electrical service, that are located beyond building enclosures.
- Site Improvements: Includes paving, grading, parking, fields, bleachers, swimming pools, landscaping and irrigation.
- Architecture & Structure: Includes exterior walls and finishes, roofs and drainage, and doors and windows.
- Building Systems: Includes systems that are located within or attached to building enclosures, including electrical power, lighting, data/signal, fire alarm, phone, clock, public address, HVAC equipment, ductwork and controls, plumbing and fire sprinklers.
- Interior Spaces: Includes interior wall, floor and ceiling finishes, as well as interior doors and windows.
- Furnishings, Fixtures & Equipment: Includes casework, marker boards, screens, projectors, stage/theater accessories, shelving, bleachers, kitchen equipment and other accessory items.
- Other Structures & Improvements: Includes site fencing and signage, accessibility and code compliance, life-safety components, portables, and general infrastructure.
The following descriptions are used to assign an appropriate grade to the aggregate systems within each category:
|A||New or near new condition of all components of systems. No corrective actions are required.|
|B||Generally good condition with minor corrective actions required for some systems. Corrective actions are required but not urgent.|
|C||Fair condition with some corrective actions required for some systems. Some urgency is involved for corrective actions.|
|D||The majority of systems are in poor condition and require corrective actions. Most corrective actions require immediate attention.|
|F||Virtually all systems are broken or inoperative. Most cannot be repaired easily. If repairable, costs to do so are prohibitive or exceed full replacement cost.|
Educational Space Quality Grading Methodology
The main assessment categories for the Educational Space Quality Assessments are as follows:
- Academic Learning Spaces: Includes traditional, unspecialized spaces intended for general purpose education.
- Special Learning Spaces: Includes spaces intended for specialized education, including art, music and science.
- Support Spaces: Includes non-educational spaces that are nonetheless critical to the success of academic and special learning spaces, such as administration, teacher collaboration, and custodial spaces.
- School Configuration: Includes the configuration for the campus, looking at size and arrangement of spaces relative to each other and to the overall campus.
The following descriptions are used to assign an appropriate grade to the total of spaces within each category:
|A||Facility quality is excellent.|
|B||Facility quality is satisfactory.|
|C||Facility quality is borderline.|
|D||Facility quality is poor.|
|F||Facility quality is very inadequate.|
Letter Grades and Points
Letter grades for each main category are given a numeric equivalent grade based on grade points typically assigned to letter grades (that is, 4.00 points for an A, 3.00 points for a B, etc.). The numeric grade average of the main assessment categories are then calculated to arrive at an overall Grade Point Average for the campus which is translated into an overall letter grade. The letter grades assigned are based upon the following grading scale:
|F||0.49 & below|
The grades for each campus are shown on the Campus Report Cards.
Facilities Assessment Summary Back to Top
|Architecture & Structure||
|Furnishings, Fixtures & Equipment||
|Other Structures & Improvements||
Spatial Quality Assessment Summary and General Recommendations Back to Top
|Academic Learning Spaces||
|Special Learning Spaces||
Replacement Cost Index Back to Top
The assessments are categorized in terms of immediate, short-term, mid-term, and long-term needs. These repair items help to establish timelines for projects while project costs are developed. The sums of the expected costs are then weighed against the replacement value of each school to determine the Replacement Cost Index (RCI). This value is important when considering whether or not a facility should be improved or replaced.