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Dr. David Salvesen - Nashville Area School Siting Symposium
- 1. CENTER FOR SUSTAINABLE COMMUNITY DESIGN David Salvesen, PhD Facilitating Intergovernmental Collaboration in School Facility Planning January 19, 2010
- 4. Larger Schools, Bigger Sites
- 10. Schools as Traffic Generators
- 11. Schools and Sprawl? “ The public school system … is the most influential planning entity, public or private, promoting the prototypical sprawl pattern of American cities.” W. Cecil Steward, Dean of the College of Architecture, University of Nebraska
- 13. SC Policies “ Our current policies encourage the construction of massive, isolated schools that are inaccessible to the communities they serve. One of the keys to improving education is a sense of community where teacher, student and parent all feel a sense of ownership in their school.” Governor Mark Sanford, South Carolina 2003 State of the State Address
- 16. Southern Village, Chapel Hill, NC
- 18. Intergovernmental Framework Enrollment projections, school facility plan, school construction Population projections, comp. plan, infrastructure, public facilities, subdivision approval Population projections, infrastructure, public facilities, capital costs for schools (NC) School District Municipalities County
- 19. Intergovernmental Framework School District Municipalities County
- 26. Continuum of Collaboration Networks Partnerships Regional Institutions Informal Formal Build Coordinate Create intermediary relationships institutions organizations Exchange info Negotiate Identify compacts Create regulatory common interests agencies
- 38. School Siting Criteria, Martin County
- 41. Joint Use
- 43. CENTER FOR SUSTAINABLE COMMUNITY DESIGN David Salvesen [email_address] Thank You
- 44. Site Selection Criteria Size - is parcel large enough? Cost - is the parcel affordable? Access – do roads have sufficient capacity? Utilities - is water and sewer available? Topography - is extensive grading necessary? Location - is the site near future growth area? Safety – is site free of chemical contamination? State Policy – is the site consistent with state policy
Notas do Editor
- HIGH SCHOOL IN FREDERICK, MARYLAND WHAT IS THE AVERAGE SIZE SCHOOL IN THE NASHVILLE AREA? WHAT ARE THE IMPLICATIONS OF BUILDING LARGER SCHOOLS IN DISTANT SITES?
- SEVERAL STATES STILL USE THESE GUIDELINES. CEFPI HAS DONE AWAY WITH THEM, RECOGNIZING THAT THERE’S NO ONE-SIZE-FITS-ALL SEVERAL STATES HAVE RESCINDED THE GUIDELINES: NC, SC, MD
- WILLIAMSON COUNTY SCHOOLS: 202 BUSES TRANSPORT APROXIMATELY 18,000 STUDENTS A DAY , TRAVELING MORE THAN 16,470 MILES EACH DAY . THIS IS ABOUT 3 MILLION MILES PER YEAR. WHAT ARE THE IMPLICATIONS IN TERMS OF: SCHOOL BUDGET AIR QUALITY TIME SPENT IN BUSES OPPORTUNITY COST – IMAGINE IF THAT MONEY WERE AVAILABLE FOR ADDITIONAL TEACHERS, TEACHERS AIDES, ADDITIONAL CLASSES (E.G., FOR LANGUAGES), ETC.
- WHAT ARE THE MAIN OBSTACLES? DISTANCE SAFETY CONCERNS IS WALKING TO SCHOOL A GOAL WHEN SELECTING NEW SITES? According to the 2000 census, an impressive 14.4% of Davis, ca residents commuted by bike, far exceeding any other U.S. city. There are no school buses in Davis, and at the typical elementary school upwards to 1/3 of the students and teachers ride a bike, many getting there on the off-road system of bike paths which meander through the neighborhoods. Source: Pedaling Revolution, Jeff Mapes, 2009
- DORMAN HIGH SCHOOL, SPARTENBURG, SC BUILT IN 2002 300 ACRES, ABOUT 3200 STUDENTS IN TWO CAMPUSES: 9 TH GRADE AND 10-12. Dorman High School serves District 6, a rural district comprised of many small communities. The District boundaries also follow I-26, forming a buffer along the interstate. The former Dorman High School was built in the 1960s, also on I-26. The Westgate Mall was built across the street from the old Dorman, initiating a lot of commercial development around the school. The school eventually became landlocked, surrounded by commercial development and unable to expand. TODAY: THE OLD SCHOOL HAS SINCE BEEN DEMOLISHED AND REPLACED BY A WAL MART. Since Dorman was built, residential growth has happened around the school. One of the common criticisms is that kids can’t walk to school. When it was built, there was nowhere to walk from. Now there is a neighborhood across the street and sidewalks could be built to allow walking.
- CLARENCE PERRY’S NEIGHBORHOOD UNIT (1929) SCHOOLS AS CENTER OF COMMUNITY
- FRAGMENTED GOVERNANCE SEPARATE CONSTITUTIONAL ENTITIES WITH THEIR OWN ELECTED MEMBERS, SEPARATE MISSIONS, SEPARATE OPERATION, SEPARATE FINANCES, (INDEPENDENT TAX BASE, IN MOST CASES).… SCHOOL BOARD – DEVELOPS POPULATION AND ENROLLMENT PROJECTIONS, PREPARES (5 OR 10-YEAR) FACILITY MASTER PLANS, SELECTS SITES FOR SCHOOLS, BUILDS SCHOOLS. NOT REQUIRED TO CONSULT OR COORDINATE WITH LOCAL GOVERNMENTS. SCHOOL FACILITY DECISIONS (PERCEIVED QUALITY OF SCHOOLS) AFFECT THE DESIRABILITY OF NEIGHBORHOODS, THE LOCATION AND PATTERN OF GROWTH, AND TRAFFIC. SCHOOL SPRAWL. LOCAL GOVERNMENTS – DEVELOP COMPREHENSIVE PLAN, ZONE LAND, ADOPT SUBDIVISION ORDINANCES, AND APPROVE (OR DENY) NEW DEVELOPMENT, WHICH AFFECTS SCHOOLS. NOT REQUIRED TO CONSULT WITH SCHOOLS TO SEE IF CAPACITY EXISTS. COUNTY COMMISSION - F INANCES CAPITAL COSTS OF SCHOOLS, PLANS FOR AND BUILDS PUBLIC FACILITIES, INCLUDING LIBRARIES, PARKS, FIRE STATIONS AND INFRASTRUCTURE. GOVERNS DEVELOPMENT IN UNINCORPORATED AREAS. NOT REQUIRED TO CONSULT WITH SCHOOLS WHEN BUILDING NEW FACILITIES, INFRASTRUCTURE OR APPROVING NEW DEVELOPMENT. SCHOOL DISTRICTS OFTEN BEHIND THE GROWTH CURVE. OFTEN SEEK CHEAPEST LAND THEY CAN FIND, USUALLY ON THE URBAN FRINGE.
- N=22
- N=22
- COLLABORATION IS NOT ABDICATION OF AUTHORITY OR RESPONSIBILITIES
- RESULTS OF SURVEY OF ATTENDEES: N=22
- A NETWORK IS AN INFORMAL ARRANGEMENT WHERE TWO OR MORE PEOPLE EXCHANGE IDEAS, BUILD RELATIONSHIPS, IDENTIFY COMMON INTERESTS, EXPLORE OPTIONS ON HOW TO WORK TOGETHER, SHARE POWER, SOLVE PROBLEMS OF MUTUAL INTERESTS, WHETHER OR NOT THEY HAVE THE FORMAL AUTHORITY TO DO SO.
- THIS IS THE TYPICAL PLANNING OR OPERATING ENVIRONMENT. THERE IS LITTLE COLLABORATION OR EVEN RECOGNITION OF THE NEED TO WORK TOGETHER. IF THE STATUS QUO WORKS, WHY CHANGE IT?
- INFORMAL MEETINGS AT STAFF LEVEL CONVENE MEETING OF PLANNERS FROM SCHOOL DISTRICT, COUNTY AND MUNICIPALITIES COULD START WITH ONE COUNTY, SCHOOL DISTRICT AND CITY OR TOWN AND EXPAND FROM THERE. IDENTIFY COMMON INTERESTS DECIDE IF YOU WANT TO TRY TO GET TO SECOND BASE
- MORE FORMALIZED: JOINT WORK SESSIONS ONCE OR TWICE A YEAR
- MAINTAIN NETWORKS, BUILD PARTNERSHIPS
- A WALK-OFF HOME RUN: SCOTT HAIRSTON, SAN DIEGO PADRES, 2007
- SENATE BILL 1906. S.163.3177 THE INTERLOCAL AGREEMENTS ARE REQUIRED TO ADDRESS NINE BROAD AREAS. IN ADDITION TO THE ONES SHOWN ABOVE, THE AGREEMENTS MUST ALSO ADDRESS: Local government input in school facility planning documents (district facilities work plan and educational plant survey) Co-location and joint use of school and civic facilities Resolution of disputes An oversight process GOAL OF THE LEGISLATION: ENSURE THAT SCHOOL CAPACITY MATCHES GROWTH. INTERLOCAL AGREEMENTS HAVE BEEN SIGNED IN EVERY COUNTY THAT WAS NOT EXEMPT. THE INTERLOCAL AGREEMENTS WERE A PRECURSOR TO SCHOOL CONCURRENCY . NOTE: FLORIDA REQUIRES THAT THE LOCATION OF PUBLIC SCHOOLS BE CONSISTENT WITH THE COUNTY’S AND CITY’S COMPREHENSIVE PLAN AND IMPLEMENTING LAND DEVELOPMENT REGULATIONS.
- THE COUNTY, SCHOOL DISTRICT , AND CITY OF STUART FORMED A JOINT TASK FORCE TO TRY TO RESOLVE THEIR DIFFERENCES AND FIND COMMON GROUND OVER SCHOOL SITING ISSUES. WITH THE HELP OF A PROFESSIONAL FACILITATOR, THEY COMPILED A POLICY MATRIX TO SCORE AND RANK, OBJECTIVELY, POTENTIAL SCHOOL SITES. TECHNICAL ADVISORY COMMITTEE – MADE UP OF SCHOOL DISTRICT AND LOCAL GOVERNMENT APPOINTEES: TWO REPRESENTATIVES FROM THE SCHOOL BOARD, TWO FROM THE COUNTY AND ONE FROM THE TOWN OF STUART. THE TAC EVALUATES SITES, ACCORDING TO THE MATRIX, THEN SUBMITS ITS TOP 3-5 TO THE DISTRICT LONG RANGE PLANNING COMMITTEE , WHICH RANKS THE SITES. THE DLRPC CAN CONSIDER FACTORS, INCLUDING LAND COSTS, IN ADDITION TO THOSE IN THE MATRIX. THE DLRPC IS COMPRISED OF COMMUNITY LEADERS APPOINTED BY THE SCHOOL DISTRICT TO ADVISE THEM ON SCHOOL SITING AND RELATED ISSUES.
- HERE’S THE CATCH: IF THE SCHOOL DISTRICT SELECTS A SITE THAT IS ONE OF THE RANKED SITES, THEN THE DEVELOPMENT OF THE SCHOOL SITE SHALL BE DEEMED CONSISTENT WITH THE CITY’S AND COUNTY’S GROWTH MANAGEMENT PLANS (COMP PLANS) AND SHALL BE EXEMPT FROM THE CITY AND COUNTY’S LAND DEVELOPMENT REGULATIONS TO THE EXTENT ALLOWED BY THE COMPREHENSIVE PLANS
- NOTE: THE MATRIX VARIES SLIGHTLY FOR ELEMENTARY, MIDDLE AND HIGH SCHOOLS AND WEIGHS CERTAIN FACTORS, SUCH AS % OF STUDENTS WITHIN 2 MILES, MAINTAINING STUDENT DIVERSITY, AND (LACK OF) WETLAND COMPLICATIONS HIGHER THAN OTHERS WALKABILITY – FOCUS ON PROXIMITY, PRESENCE OF SIDEWALKS, AND AVERAGE DRIVING SPEEDS, BUT NOT CONNECTIVITY TO THE SCHOOL COMPLEMENTARY USES – EXISTING AND PLANNED FACILITIES SUCH AS PARKS, LIBRARIES, COMMUNITY CENTER. INCLUDES CONSIDERATION OF NOXIOUS USES WITHIN ONE MILE OF THE PROPOSED SITE COMMUNITY DESIGN – PROXIMITY TO POPULATION CENTERS, ABILITY TO MAINTAIN DIVERSE STUDENT POPULATION, SIZE OF SITE ENVIRONMENTAL AND HYDROLOGIC – WETLANDS OR WILDLIFE HABITAT INFRASTRUCTURE AND EFFICIENCY – WATER AND SEWER, TRANSPORTATION COSTS, UGB, ACQUISITION COMPLICATIONS
- THE COUNTY, SCHOOL DISTRICT , AND CITY OF STUART AGREE TO BASE THEIR PLANS ON CONSISTENT PROJECTIONS OF THE AMOUNT, TYPE, AND DISTRIBUTION OF POPULATION, GROWTH, AND STUDENT ENROLLMENT. COUNTY AND CITY PROVIDE SCHOOL DISTRICT WITH A REPORT ON THE TYPE, LOCATION AND NUMBER OF RESIDENTIAL UNITS THAT HAVE BEEN APPROVED FUTURE LAND USE MAP AMENDMENTS BUILDING PERMITS ISSUED ANY DEVELOPMENTS IN WHICH A SCHOOL SITE WAS REQUIRED AS CONDITION OF APPROVAL OTHER : COUNTY AND CITY WILL INCLUDE A SCHOOL BOARD REP. AS NONVOTING MEMBER OF THEIR PLANNING AGENCIES CITY AND COUNTY WIL INVITE SCHOOL BOARD REP TO ATTEND MEETINGS RE: DEVELOPMENT REVIEW THAT WILL AFFECT SCHOOL ENROLLMENT CITY AND COUNTY WILL REQUIRE A PUBLIC SCHOOL IMPACT STATEMENT AS PART OF THE DEVELOPMENT APPLICATION PROCESS FOR PROJECTS OF OVER 50 UNITS.
- JOHN A. JOHNSON SCHOOL IN ST. PAUL, MN
- WHEN LOOKING FOR SITES FOR NEW SCHOOLS, HOW DO WE INCORPORATE THE FOLLOWING OBJECTIVES INTO THE PROCESS GETTING MORE KIDS TO WALK OR BIKE TO SCHOOL PRESERVING HISTORIC SCHOOLS INCORPORATING SCHOOLS INTO THE NEIGHBORHOOD MAKING SCHOOLS THE CENTER OF A COMMUNITY