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HomeMy WebLinkAboutO-1996-030 First Annual 1996 Amendments to BC Comprehensive PlanNO. 96-30 AN ORDINANCE OF BROWARD COUNTY, FLORIDA, ADOPTING THE FIRST ANNUAL 1996 AMENDMENTS TO THE BROWARD COUNTY COMPREHENSIVE PLAN; AMENDING THE BROWARD COUNTY LAND USE PLAN TO REVISE THE NATURAL RESOURCE MAP SERIES TO IDENTIFY WETLAND AREAS IN BROWARD COUNTY; AMENDING THE 1989 BROWARD COUNTY LAND USE PLAN MAP IN THE CITIES OF COCOPNT CREEK AND PEMBROKE PINES; AMENDING THE 1989 BROWARD COUNTY LAND USE PLAN TEXT RELATING TO PUBLIC SCHOOL FACILITIES; ADDING THE PROPOSED PUBLIC SCHOOL FACILITIES ELEMENT TO THE 1989 BROWARD COUNTY COMPREHENSIVE PLAN; AMENDING THE INTERGOVERNMENTAL COORDINATION ELEMENT TEXT RELATING TO PUBLIC SCHOOL FACILITIES; AMENDING THE CAPITAL FACILITIES ELEMENT TEXT RELATING TO PUBLIC SCHOOL FACILITIES; PROVIDING FOR SEVERABILITY; PROVIDING FOR AN EFFECTIVE DATE. (Sponsored by the Board of County Commissioners) WHEREAS, Broward County adopted the 1989 Broward County Comprehensive Plan on March 1, 1989; and WHEREAS, the Department of Community Affairs has found the jBroward County Comprehensive Plan in compliance with the Local Government Comprehensive Planning and Land Development Regulations Act; and WHEREAS, Broward County now wishes to propose amendments to the Plan; and WHEREAS, the Planning Council as the local planning agency for (the Broward County Land Use Plan has held its hearing on August 22, 11996, and the Broward County School Board as the local planning (agency for the Public School Facilities Element held its public hearing on November 14, 1995, with due public notice; and WHEREAS, the Board of County Commissioners held its transmittal public hearing on May 1, 1996, having complied with the (notice requirements specified in Section 163.3184(15), Florida (Statutes; and WHEREAS, the Board of County Commissioners held an adoption public hearing on September 11, 1996, at 10:00 a.m. [also complying with the notice requirements specified in Section 163.3184(15)] at which public comment was accepted, and the objections, recommendations and comments of the Department of Community Affairs were considered; and WHEREAS, the Board of County Commissioners after due consideration of all matters hereby finds that the following amendments to the 1989 Broward County Comprehensive Plan are consistent with the State Plan, Regional Plan and the Broward County Comprehensive Plan; comply with the requirements of the Local Government Comprehensive Planning and Land Development Regulation Act; and are in the best interests of the health, safety and welfare of the residents of Broward County; and WHEREAS, the proposed amendments constitute Broward County's permitted first annual amendments to the Plan for 1996; NOW, THEREFORE, BE IT ORDAINED BY THE BOARD OF COUNTY COMMISSIONERS OF BROWARD COUNTY, FLORIDA: Section 1. The Broward County Land Use Plan is hereby amended by PCNRM 96-1 to revise the Natural Resource Map Series to identify wetland areas in Broward County as set forth in Exhibit A, attached hereto and incorporated herein. Section 2. The 1989 Broward County Land Use Plan Map is hereby amended by amendment PC 96-1 in the City of Pembroke Pines, has set forth in Exhibit B, attached hereto and incorporated herein. -2- 1 2 Section 3. The 1989 Broward County Land Use Plan Map is hereby amended by amendment PC 96-3 in the City of Coconut Creek, as set forth in Exhibit C, attached hereto and incorporated herein. Section 4. The Broward County Land Use Plan Text is hereby amended by PCT 96-1 to revise and add policies to Objective 08.07.00 regarding public school facilities, as set forth in Exhibit D, attached hereto and incorporated herein. Section 5. The Broward County Comprehensive Plan is hereby amended to include a public school facilities element, as set forth in Exhibit E, attached hereto and incorporated herein. Section 6. The Intergovernmental Coordination Element is (hereby amended to revise and add a policy to Objective 1 regarding public school facilities, as set forth in Exhibit G, attached (hereto and incorporated herein. Section 7. The Capital Facilities Element Text is hereby amended to revise and add a policy to Objective 7 regarding public school facilities, as set forth in Exhibit F, attached hereto and lincorporated herein. Section S. SEVERABILITY. If any section, sentence, clause or phrase of this Ordinance is held to be invalid or unconstitutional by any court of competent (jurisdiction, then said holding shall in no way affect the validity lof the remaining portions of this ordinance. Section 9. EFFECTIVE DATE. 1. The effective date of the plan amendments set forth in this ordinance shall be: -3- I (a) The date a final order is issued by the Department of 2 Community Affairs finding the amendment to be in 3 compliance in accordance with Section 163.3184. 4 (b) The date a final order is issued by the Administration 5 6 Commission finding the amendment to be in compliance in 7 accordance with Section 163.3184. The Department's 8 notice of intent to find a plan amendment in compliance 9 shall be deemed to be a final order if no timely petition 10 is filed challenging the amendment. 11 12 2. This Ordinance shall become effective as provided by law. 13 14 ENACTED September 11, 1996 15 FILED WITH THE DEPARTMENT OF STATE September 24, 1996 16 EFFECTIVE September 24, 1996 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SLC/1t 09/16/96 #96-401.01 32 1996k1.o01 33 -4- ATTACHMENT 2 Department of Natural Resource Protection Biological Resources Division BROWARD COUNTY 218 S.W. 1st Avenue mm� Fort Lauderdale, FL 33301 (305) 519-1230 • FAX (305) 519-1412 MEMORANDUM Date: February 1, 1996 To: Interested Parties EM Thru: Eric Myers Director, Biological Resources Division From: Kathryn' Cartier, Manager, Wetlands Resources Section Subject: Revisions to the Broward County Wetlands Map DNRP is required to update the Broward County Wetlands Map annually pursuant to Policy 09.05.14 of the Broward County Comprehensive Plan. The December 31, 1995 Draft of the Broward County Wetlands Map shows all the proposed revisions to the currently adopted version, dated November 15, 1995. This memo and attached listing is to briefly summarize the proposed revisions. The proposed revisions are based on some action Wetlands Resources staff has taken during the 1995 calendar year. Primarily, those actions include observing or delineating wetlands on a parcel or issuing an Environmental Resource License. The attached chart provides a detailed listing of the proposed changes. These changes can be found by locating the Section, Township and Range of each listing. Thank you for your interest. Any questions or comments may be addressed to the Wetlands Resources Section at the letterhead address. BROWARD COUNTY BOARD OF COUNTY COMMISSIONERS —An Equal Opportunity Employer and Provider of Services Scott I. Cowan Suzanne N. Gunzburger John P. Hart Lori Nance Parrish Sylvia Poitier John E. Rodstrom. Jr. Gerald F, Thompson We're Building A Future For Your Family. And Your Business. L m a c N a CL a .. o. E —° E' E E E° 3 E c m m mz cc to Y l9' 7 L a E m Ol o. 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'o ;,., T LO th f0 O) 'r [07 NM: N 2 y c c a:a u; UA N'j l0 N tN VI L' : LA U; ': V) N ::N N O) -OS W O)Y O) OT 01 :O) O) j O) O) •'to O) C O C W INc O N oim U E.` ,. 0 aF N co a o E n N O N N C U) m /) CD L C O 0N l0 E - C Yoc m a ID co c G6 ca .N .Q U ¢ Ed' Ufa z So U 2 y ma a M ExHiur W 6 MAP 2 BROWARD COUNTY LAND USE PLAN FUTURE LAND USE DESIGNATIONS Amendment # PC 96-01 yi �y £a: ��� 1���� � b� O f C.vY Ai9;�.d(oAa"� %iYI.FKi£ .' bbdv�A � aalao�'7N .fff 'SiiY:C4Gh£: rfi rab �Y Li ✓ d 2�����/s^` A* d d yy A` ii'�'A /�ii � idhA i A ♦ � , */�� � 6/i�Y'/yb' R� 9 ,:,o.: •/.rh.,v �A, �, 'kV� PERNlBROKE PUNE8 L(3) a L(3) s CN n C ^ {� N PINES BLVD. . :..v:.....:..... ........ 12.16 N A................................................................. Pfi:MBROKE PHNEB sc� LI31 LOW (3) r 5% Commercial Flexibility Applied Lj!�j IRREGULAR DENSITY COMMERCIAL SITE I. II. IV. BROWARD COUNTY LAND USE PLAN ' 1 ' 1 1 _ ail ►il u . � . Municigalitx: Pembroke Pines Site Characteristics A. Size: Approximately 29.2 acres B. Location: In Section 18, Township 51, Range 40; located east of Southwest 178 Avenue and south of Pines Boulevard; bound on the east by Southwest 172 Avenue; located north of Pembroke Road. C. Existing Use: Construction equipment company Broward County Land Use Plan B 1P) Designations A. Current Designation: Low (3) Residential B. Proposed Designation. C. Net Effect: Commercial Addition of approximately 29.2 acres of Commercial use Reduction of 87 dwelling units Applicant and Stated Reasons for the Amendment A. L.W. Rozzo, Inc., represented by Leigh Kerr. B. "...Recently, an employment center planned use for the southeast comer of U.S. 27 and Pines Boulevard was amended and redesignated to a residential use. It was noted that the location of that employment center was not centrally located and not conducive for future development for that purpose. The site located at Southwest 172nd Avenue and Pines Boulevard is ideally situated in western Pembroke Pines to provide employment based activities to serve this rapidly growing area. This site of 28 acres would represent the only employment center based activity situated in western Pembroke Pines...." See Attachment 1. V. Recommendation of Local Governing Bodx The City of Pembroke Pines voted to approve the corresponding local amendment on August 10, 1995. MAP 2 F E BROWARD COUNTY LAND USE PLAN FUTURE LAND USE DESIGNATIONS Amendment # PC 96-03 . �Fi MSLe:`,Fi °fb:;i ,x)✓:�. ri'?s<%'.4� M1Y:�eY .ok . ��'Joo;:v�N'isGi;:�l�n��d�:of•`::�.:wi:<.'<%:;�H'.AY.e�p oY ?:9 ::<:° ..::of'.> .'/?.:o,/Y.r /<.Y.-.1/.i, a.H:>....:." /ic'.. :,3'>i.. //„<.'yd�b <s%'Y .:6u.3':�e '`af YG .Ff oy; i6.•...y` :05 o>f%.S�.hSi3O'?;?�/6. f1: .o:I�:'fi,`.?w:5 N�h��l�o°'n:a3€. &<�" &: a �/"iSY� ,�,� ��LA., o 7�<!':�,ik: �T.'<k.�iy�`6.:o;::<c.:<.3.'nr,.%f�o��fhf'>t�/<y'9.,iy:Ya.'?h<3. �{�' Skb o<kl'?.uab,Pd/>..F�ao'/S:�f( �.� ,.`Y>.r.�/.'sfl ' ✓ q:. �., :'� .� o r/ .. '�:: .. ....... ....... o:.:.._...,.5:5, :... ...<a^o....v:.....:_.. :::,.e:..:.:3,F�,a{3�oay.oaA">�:I�AdhLe ................................. ' R&O 4.5 i C '• n /� n CORALS .. . ti . .. . .. . • .............. SPRONfia,s5 i COCONUT CREEK L(5) ti..., HILTON RD U ' �i c L(5)ol H Hi L(5) z �i EC WILES RD i oo C LM(10) t j WILES RD i i i i i i j CULLUM RD 1 i i N i ' COCONUT CREEK i sc�A i i +s' IRREGULAR DENSITY F c COMMERCIAL FLI INDUSTRIAL L(5] LOW (5) Ec EMPLOYMENT CENTER El UTIL 77ES Et o] LOW MEDIUM (10) Ho RECREATION & OPEN SPACE ® SITE BROWARD COUNTY LAND USE PLAN PROPOSED AMENDMENT P 96 3 I. Municipalit, - Coconut Creek II. Site Characteristics A. Size: Approximately 42.4 acres R Location: In Sections 7 and 18, Township 48, Range 42; located east of State Road 7; bound on the north by Hilton Road; located west of Maple Avenue; bound on the south by Wiles Road. C. Existing Use: Vacant X. Broward County Land Use Plan MCL T ) Desigrzg 'o� A. Current Designation: Low (5) Residential B. Proposed Designation: Residential within a dashed line area indicating an overall density of 8 dwelling units per acre C. Net Effect: Addition of approximately 127 dwelling units IV. Initial Agl2ficant and Stated Reasons for the A. Green Land Trust represented by Ruden, McClosky, Smith, Schuster & Russell, P.A. B. See Attachment 1 - Applicant's Stated Reasons for the Amendment. V. Recommendation of Local Governing Body The City of Coconut Creek recommends approval. rymiar9° V M POLICY 08.07.02 Palo)( •t�E�iDCi[�a ATTACHMENTI PROPOSED AMENDMENT PCT 96-1 BROWARD COUN7YLAND USE PLAN Broward County and its local government entities shall coordinate with the efforts of the School Board to address school overcrowding and meet future school needs. NOTE: Proposed additions to the Broward County Land Use Plan text are underlined. Attachment 1 Page 2 NOTE: Proposed additions to the Broward County Land Use Plan text are underlined. Proposed deletions to the original proposed Policy 08.07.13 were recommended by the School Board staff and Planning Council on August 22, 1996 and are st£aek threxgh. Proposed addition to the original proposed Policy 08.07.13 was also recommended by the School Board staff and Planning Council on August 22, 1996 and is bolded. ATTACHMENT 2 BROWARD COUNTYLAND USE PLAN CURRENT OBJECTIVE AND POLICIES REGARDING PUBLIC EDUCATION FACILITIES OBJECTIVE 08.07.00 COORDINATE BROWARD COUNTY FUTURE LAND USES WITH THE AVAILABILITY OF PUBLIC ELEMENTARY AND SECONDARY EDUCATION FACILITIES Ensure through the future land use planning process that public elementary and secondary education facilities will be available to meet the current and future needs of Broward County's school population. POLICY 08.07.01 Broward County and its local government entities shall consider the individual and cumulative impacts of land use plan amendments on existing and planned public elementary and secondary education facilities. POLICY 08.07.02 Broward County shall coordinate with the efforts of the School Board to address school overcrowding and meet future school needs. POLICY 08.07.03 Broward County, in coordination with the School Board of Broward County, shall prepare a study, to be completed by the end of 1993 and updated no later than annually, addressing long range planning of public elementary and secondary school sites and facilities necessary to meet the demands of Broward County's projected population and to determine if public elementary and secondary schools concurrency requirements shall be met and shared by all affected parties in accordance with Chapter 163.3180 of the Florida Statutes. POLICY 08.07.04 (A) Broward County, in coordination with the School Board of Broward County, shall revise the school impact fee provisions of the Broward County Land Development Code to require new residential development to pay its fair share of the cost of land acquisition and construction for new public elementary and secondary school facilities. (B) BFewaFd Ceuaty; the BFewaFd CeaRty Planning CeuReil and the Seheel Beard e€ BFewaFd Eeunty shall prepare aad eeenemie study to address the feasibility e€ Rea -residential seheel impaet fees-. Note: Proposed deletions to the Broward County Land Use Plan are struek through. Attachment 2 Page 2 POLICY 08.07.05 Local governments within Broward County shall coordinate with the School Board of Broward County to achieve an expedited development review procedure for public elementary and secondary education facilities. POLICY 08.07.06 Broward County, its local School Board of Broward processes for collaborative on population projections accomplish coordination comprehensive plans and School Board. government entities and the County shall establish joint planning and decision making and public school siting to between the adopted local the long range plans of the POLICY 08.07.07 Broward County, in conjunction with the School Board of Broward County and the Broward County Legislative Delegation, shall seek means of obtaining adequate funding for the construction of public elementary and secondary education facilities needed to serve Broward County's school population. ATTACHMENT "C" PROPOSED AMENDENTS TO THE BROWARD COUNTY COMPREHENSIVE PLAN Amendments to the Intergovernmental Coordination Element Objective 1: Coordinate the Broward County Comprehensive Plan with the plans of the School Board of Broward County as well as other units of local government providing services to the Unincorporated Area but not having regulatory authority over the use of land. 3(b)(1) Amendments to the Capital Facilities Element Objective 7: Development orders will be issued upon the availability of infrastructure required to maintain adopted levels of service. �'•.tl 1 !" 1••. i•. 1 .1•I s� m•.1.y .. 4:.' I - l,I ITo .I ._ on } •.• •�_{I :. �L!} yll . 1 • y .I !}I 1 ! " : • I • :_ " I " 11! ! ./ • i .C•. ._Ill 1 !! / • I! ! •.. try • 11 . �j I •.111! �q • • Amendments to the Public School Facilities Element -Goals, Objectives and Policies Policy 04.01.02 Browwd eounty shali adolit The School Board's adopted financially feasible Public School Capital Facilities Program is adopted into the comity's Capital Improvements Element of the Broward County Comprehensive Plan by reference, and in the event of a natural disaster, the School Board may suspend the financially feasible Public School Capital Facilities program as necessary. Changes to the Public School Capital Facilities Progr n will be Additions to the Broward County Comprehensive Plan are underlined while deletions are struck Ontr 1 Policy 04.02.05 If the adopted level of service standards cannot be met, the developer will be permitted to mitigate such impacts through School Board approved public school concurrency mitigation alternatives provided for contained in the Broward County Land Development Code. These mitigation alternatives 27ll measures. These mitigation alternatives will include, but not be limited to, the following, the use of which must be approved by the School Board prior to County Commission action on the development approval: a) construction of classroom space equal to the anticipated future student impact, less paid impact fees, or b) participation in a School Board approved program (i.e. Pembroke Pines Special Assessment District) for the provision of school facilities, or c) donation of !and fbi School Board ase in an arnotart ecitral tu tile wrticipated fature student impact iess paid irnpact fees, ot dc) other School Board approved mitigation measures which may be provided for in the Code. Policy 04.03.01 The School Board shall consider approval of a municipal concurrency management system at site plan review if the following criteria are met: a) The critical nature of public school overcrowding is the schools that serve the municipality exceeds that in other parts of the county; and b) A substantial number of residential units remain to be developed within already approved plats and/or there are a substantial number of potentially unbuilt residential units in unplatted vacant land within the municipality which would require the construction of new public schools or classrooms within existing public schools; and/or c) The municipality is proposing other innovative measures to address the provision of student stations. Additions to the Broward County Comprehensive Plan are wAcd?II�L while deletions are sttick thrn- 2 Amendments to the Public School Facilities Element - The Implementation of the Element and Intergovernmental Coordination Process ImplementationB. The .. Current provisionsBroward County charter .. Municipalities be consWent with the county's land use plan. Otherwise. the CguntLindIM pin is the effecti Broward • • • ..0 . .n'• ..! . r m •• facin • • • ..! • policies . n • : •• • an ty amemiment .. • subsequentwtificationn = r .n • •n .n . • : • n Planning •u . u • ••. . .• a •• •• • .w • public • • • . • element r implemented n • • municipalities The policies for public school concurrency will be appropriately codified in the concurrency management system of the Broward County Land Development Code for implementation with the input and approval of the Broward County School Board. The responsibilities of the School Board and those of the County Commission will be delineated in the approved interlocal agreement. Additions to the Broward County Comprehensive plan are yj�, while deletions are strack1hrt: EXHIBIT Amendment to the Capital Facilities Element Objective 7: Development orders will be issued upon availability of infrastructure required to maintain adopted levels of service. Policy 29: The School Board's adopted f_ m_ na_ cially feasible Public School QgPital Facilities Program and the Level of Service Standards delineated in Figure PS 20 of the Public School Facilities Element are ad12ted into the Broward CountyCapital Improvements Element by reference. Changes to the Public School Capital Facilities Program will be submitted tp the Florida Department of Communi Affairs as part of the Broward County Comprehensive Planamendment process. EXHIBIT" L" Amendment to the Intergovernmental Coordination Element Objective 1: Coordinate the Browazd County Comprehensive Plan with the plans of the School Board of Broward County as well as other units of local government providing services to the Unincorporated Area but not having regulatory authority over the use of land. 3(b)(1) Policy 3: r ward County shall establish by interlocal agreement with the Browazd County School Board joint processes for collaborative 121anDiDR and decision making on population projections and public school Siting consistent with Chapter 163.3177(6)(h)2 F.S.. Chapter 235 F S the Public hn P 1 Facilities Element of the Browazd County Cmprehensive Plan and Policy 08.07.06 of the Browazd County Land�e Plan II I THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PUBLIC SCHOOL FACILITIES ELEMENT BOARD MEMBERS Miriam M. Oliphant, Chairperson ' Lois Wexler, Vice Chairperson Dr. Robert D. Parks Karen Dickerhoof Dr. Don Samuels Dr. Abraham S. Fischler ' Diana Wasserman SUPERINTENDENT OF SCHOOLS Dr. Frank R. Petruzielo l ASSOCIATE SUPERINTENDENT Ray de la Feuilliez, Facilities & Construction Management June 1995 (Revised October 1995 and November 1995) PREPARED BY: Lee A. Stepanchak, Director, Property Management & Site Acquisition John Quercia, Director, Budget Tom Getz, Director, Capital Planning & Programming Henry Robinson, Treasurer Christopher Akagbosu, Coordinator II, Property Management & Site Acquisition Charles F. Fink, Manager, Property Management & Site Acquisition Pamela Norwood, Budget Analyst rV, Budget Arthur Wittman, Demographer, School Boundaries & Desegregation With assistance from Linda C. Friar, Graduate Intern, Florida Atlantic University IN CONJUNCTION WITH: BROWARD COUNTY DEPARTMENT OF STRATEGIC PLANNING & GROWTH MANAGEMENT Michael D. Wancbick, Director Peter M. Ross, Assistant Director Bill Leonard, Senior Planner BROWARD COUNTY PLANNING COUNCIL Susan Tramer, Administrator Henry Sniezek, Director of Planning I THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PUBLIC SCHOOL FACILITIES ELEMENT VOLUME I Table of Contents CONTENTS PAGE NO. INTRODUCTION........................................................................................................ 1 RESOLUTION 96-19, TRANSMITTAL OF POLICIES TO THE BROWARD COUNTY PLANNING COUNCIL, FOR INCLUSION INTO THE BROWARD COUNTY LAND USE PLAN WITH A RECOMMENDATION FOR ADOPTION .................. 2 RESOLUTION 96-20, TRANSMITTAL OF THE PUBLIC SCHOOL FACILITIES ELEMENT TO THE BROWARD COUNTY BOARD OF COUNTY COMMISSIONERS WITH A RECOMMENDATION TO ADOPT THE "COMPONENTS FOR ADOPTION"....................................................................... 4 PUBLIC PARTICIPATION PROCEDURES.................................................................. 5 A. INTRODUCTION.................................................................................................. _ 5 ' B. MEETINGS........................................................................................................... 5 C. WORKSHOPS...................................................................................................._ 5 D. LOCAL PLANNING AGENCY PUBLIC HEARING ..................................................... 6 E. LOCAL GOVERNMENT ADOPTION.........................................................................6 F. RESOLUTION #96-1, CRITERIA FOR PUBLIC PARTICIPATION - PUBLIC SCHOOL FACILITIES ELEMENT........................................................................... 7 G. LEGAL ADVERTISEMENTS................................................................................. 8 ' ADOPTED COMPONENTS....................................................................................... 18 POLICIES INCLUDED INTO THE BROWARD COUNTY LAND USE PLAN..................................................................... 18 GOALS, OBJECTIVES AND POLICIES PUBLIC SCHOOL FACILITIES ELEMENT................................................................. 19 PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM .................................................. 27 LEVEL OF SERVICE STANDARDS........................................................................... 31 THE IMPLEMENTATION OF THE ELEMENT AND INTERGOVERNMENTAL COORDINATION PROCESS...................................................................................... 32 MONITORING AND EVALUATION............................................................................. 34 September 11, 1996 LIST OF FIGURES FIGURES PAGE NO. PS-16 BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM ESTIMATED REVENUE, FISCAL YEARS 1996/2000........................... 27 PS-17 BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM TENTATIVE APPROPRIATIONS, FISCAL YEARS 1996/2000................. 28 PS-18 PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM NEW SCHOOL FUNDING SCHEDULE, FISCAL YEARS 1995-96 THROUGH 1999-00............................................................................. 29 PS-20 BROWARD COUNTY PUBLIC SCHOOL FACILITY LEVEL OF SERVICE STANDARDS....................................................... 31 ri September 11, 1996 INTRODUCTION The Broward County Public School Facilities Element consist of two volumes, Volume I - "Adopted Components and Public Participation Procedures " and Volume II - "Supporting Documents". The Element was prepared by School Board staff in coordination with Broward County Department of Strategic Planning & Growth Management staff, Broward County Planning Council staff, and Broward County Attorney's Office staff. The Element was drafted pursuant to provisions in Chapter 163 Florida Statutes (F.S.) and Rule 9J-5 Florida Administrative Code (F.A.C). Volume I of the Element consist of the following sections: • Local Planning Agency Transmittal Resolutions; • Public Participation Procedures; and ' • Adopted Components. The Local Planning Agency Transmittal Resolutions include School Board Resolution #96-19 (Transmittal of Policies, to the Broward County Planning Council, for Inclusion into the Broward County Land Use Plan with a Recommendation for Adoption) and Resolution #96-20 (Transmittal of the Public School Facilities Element to the Broward County Board of County Commissioners with a Recommendation to Adopt the "Components for Adoption"). The Public Participation Procedures section includes a narrative on actions taken to comply with provisions of Section 9J-5.004 F.A.C. and Chapter 5, Sections 5-115 through 5-118 of the Broward County Code of Ordinances. It also includes Resolution #96-1 (Criteria for Public Participation - Public School Facilities Element) and proof of publication on public workshops and the required Local Planning Agency public hearing on the Element. The Adopted Components section includes items mandated for adoption in comprehensive plans by Section 9J-5.005 F.A.C. These items include the following: • Policies Included into the Broward County Land Use Plan; • Goals, Objectives and Policies Public School Facilities Element; • Public School Capital Facilities Program; • Broward County Public School Facility - Level of Service Standards; • The Implementation of the Element and Intergovernmental Coordination Process; and • Monitoring and Evaluation Volume II - "Supporting Documents" contains the background data for the Element. It provides the basis for components adopted in Volume I of the Element. 1 September 11, 1996 :I M: / • / 1 • :1'J"' • ♦• /'lit :I sue• / TRANSMITTAL OF POUCIE8, TO TM BROWARD COUNTY PLANNING COUNCH.. FOR VICWWON INTO TIME BROWARD COUNTY LAND USE PLAN WITH A RECOMMENDATION FOR ADOPTION WHEREAS. Broward County. Florida has been experiencing dramatic population growth due to new residential housing opportunities both within the cities and the county as a whole: and WHEREAS. new residential housing construction has been taking place in portions of the county where few or no school facilities eidst. a portion of which was accelerated by Hurricane Andrew: and WHEREAS, the result of this residential growth. in addition to the larger student cohorts due to the greater number of births, and the impact of immigration to the county has been an increase in membership in Broward County Public Schools of over 72.000 students In the past ten years: and WHEREAS, over 8,500 new students enrolled in Broward County Public Schools in the 1995/96 school year as recorded by the Twentieth Day Membership Repoli and WHEREAS. last year, the School District bad a permanent student capacity deficit of over 33.000 student stations, and has only been able to provide approximately 5.000 additional student stations for school opening this year due to lack of funding: and WHEREAS, The School Board of Broward County. Florida has utilized all appropriate means available to them to alleviate the overcrowded circumstances including: a 1987 Bond Issue. a 19% COPS Issue, the use of portable schools. the approval of two economical school design prototypes. the use of a design build concept. and the failed one cent sales tax referendum: and WHEREAS, the Broward County Planning Council as the Loral Planning Agency for the Broward County Land Use Plan has certain county wide planning authority as granted in the Broward County Charter, and WHEREAS, the coordination of school facility planning and that of residential housing Is critical in addressing the deficit of student stations to serve the existing as well as the anticipated public school population. NOW. THEREFORE, BE IT RESOLVED. that The School Board of Broward County, Florida transmits and recommends, to the Broward County Planning Council, the following amendments for inclusion into the Broward County Land Use Plan: 08.07.02 Broward County and its local government entities shall coordinate with the efforts of the School Board to address school overcrowding and meet future school needs. 08.07.08 The School Board Broward County, and local government entities will utilize the procedures and processes authorized and encouraged by Chapter 235, Florida Statutes to hasten the acquisition and development of public school sites and facilities and to ensure compatibility with existing and planned development. 08.07.09 Broward County and Its local government entities shall incorporate provisions within their development regulations which require new development. located adjacent to public schools or future public school sites. to Incorporate features such as walls, solid hedges or increased setbacks to ensure compatibility with the school. 08.07.10 Broward County and its local government entities shall incorporate provisions into their Local Land Use plates and land development regulations which provide for safe pedestrian and bicycle access to public schools. 08.07.11 Bmward County shall adopt a county wide concurrency management system for public schools to be Implemented at time of Broward County plat review consistent with the Broward County Comprehensive Plan. Public School Facilities Element, the School Board adopted level of service standards, and financially feasible Public School Capital Facilities Program. 08.07.12 Municipalities within Broward County may implement a public school concurrency management system. udder certain circumstances. which will be effective at time of municipal site plan review. in accordance with established criteria and as specified in an Interlocai agreement between the local government and the School Board. 2 II 08.07.13 Broward County and its local government entities shall support the efforts of the School Board to achieve the desired racial balance within Broward County district schools by implementing regulations that promote a diversity of housing types and redevelopment opportunities. Given at Fort Lauderdale, Florida this fourteenth day of November, 1995. THE SCHOOL BOARD OF BROWARD COUMN, FLORIDA BY: GG , MIRIAM OLIPHANT, CF14RPERSON Atte Frank P. Petruzielo. Supe tendent I 3 1 THE SCHOOL BOARD of BROWARD COUNTY. FWRIDA RESOLVIYON 88.20 1RANSILLTT'AL OF THE PUBLIC SCHOOL FACIIITIEB ELn0XT TO THE BROWARD COUNTY BOARD OF COUNTY COMMI IONERS WITH A RECOh OWNDATTON TO ADOPT THE ,,CGwONZM FOR ADOPTION' WHEREAS, Broward County. Florida has been atpenencing dramatic population growth over the past ten years resulting from an increase in the number of births and the choice of families to relocate to Broward County the latter of which led to the rapid development of new residential housing: and WHEREAS. this growth has resulted in an increase in student membership in Broward County Public Schools of over 72.000 additional students in the past ten years; and WHEREAS, over 8,500 new students enrolled in Broward County Public Schools in the 1995/96 school year as recorded by the Twentieth Day Membership Report; and WHEREAS, last year. the School District had a permanent student capacity deficit of over 33.000 student stations, and has only been able to provide approximately 5.000 additional student stations for schools opening this year due to lack of funding; and WHEREAS. the School Board of Broward County, Florida has utilized all appropriate means available to it to alleviate the overcrowded circumstances including: a 1987 Bond Issue, a 1989 COPs Issue, the use of portable schools. the approval of two economical school design prototypes, the use of a design build concept, and the failed one cent sales tax referendum; and WHEREAS. both the School Board and the Board of County Commissioners recognize that public schools are a vital public service, the availability of which should be concurrent with the impact of residential development, and that good land planning includes provisions for public schools: and WHEREAS, on June 28. 1994. the Broward County Board of County Commisstoners and The School Board of Broward County, Florida, formally approved an interlocal agreement addressing the contents of the public school element and stipulating that the School Board would be designated as the Local Planning Agency for the creation of the element: and WHEREAS, the Broward County Board of County Commissioners on July 11. 1995, amended the Broward County Code of Ordinances to designate The School Board of Broward County, Florida as the Local Planning Agency for the preparation of the public school element; and WHEREAS, The School Board of Broward County, Florida acting as the Local Planning Agency for the preparation of the Public School Facilities Element has accomplished all the responsibilities required pursuant to Florida Statutes, including conducting the appropriate public hearing and notifications. NOW. THEREFORE. BE rr RESOLVED, that The School Board of Broward County, Florida transmits to the Broward County Board of County Commissioners the Public School Facilities Element which includes "Components for Adoption." for amendment into the Broward County Comprehensive Plan. and the Supporting Documents. It is further recommended that the financially feasible Public School Capital Facilities Program be incorporated by reference and that the following be adopted as transmitted: Goals. Objectives. and Policies: Level of Service Standard B; The Implementation of the Element and Intergovernmental Coordination Process: and Monitoring and Evaluation, all of which are included within the "Components for Adoption." Given at Fort Lauderdale. Florida this fourteenth day of November. 1995. THE SCHOOL BOARD OF BROWARD COUNTY. FLORIDA MIRIAM OLIPHANT. CHAIRPERSON A[t i Frank R. Petuzielo. Supennte nt 4 PUBLIC PARTICIPATION PROCEDURES A. INTRODUCTION An important component in the preparation of the Element was the involvement from members of the public. This involvement included School Board staff notification/presentation on the Element to representatives of local municipalities, meetings with representatives of home builders, public workshops and the required Local Planning Agency public hearing on the Element. During drafting of the Element and review process, School Board staff had numerous meetings with staff members of the Florida Department of Community Affairs (DCA) to discuss various issues on the Element and obtain the Department's technical help. DCA staff and School Board staff also communicated by telephone and correspondence on various issues relating to the Element and DCA staff participated in two School Board workshops on the Element. On June 30, 1995, School Board staff sent notification to all municipal mayors and interested parties in Broward County, advising them of the availability of the draft Element and requesting that any comments a municipality may have on the document be sent to School Board staff. Few municipalities obtained copies of the draft Element and none provided any written comments on the Element to staff. Draft copies of the Element were delivered to the County for distribution to the County Commission and Broward County Planning Council. Copies of the draft Element were also mailed to the South Florida Regional Planning Council (SFRPC), DCA and interested parties requesting copies. On August 14, 1995, School Board staff gave a presentation on the draft Element to the Broward County League of Cities Technical Advisory Committee (TAC). Committee members were encouraged to provide written comments on the Element to School Board staff. No written comments on the Element were provided to staff by committee members. B. MEETINGS Broward County School Board staff held several meetings on the draft Element with several representatives of home builders. The purpose of the meetings was to address ' questions/concerns raised by the group on the Element and receive suggested changes to the Element. Applicable comments/changes suggested by members of the group were incorporated into the final draft of the Element. C. WORKSHOPS ' On July 18, 1995, the School Board passed Resolution #96-1 (Criteria for Public Participation - Public School Facilities Element) to meet the criteria for public participation mandated by Section 9J-5.004 of the Florida Administrative Code (FAQ and to comply with provisions of Chapter 5, Sections 5-115 through 5-118 of the Broward County Code of Ordinances. Broward County School Board staff conducted two public workshops on the Broward County Public School Facilities Element to answer questions and receive comments on the draft Element from the public. The first workshop was held on July 19, 1995 at 2:00 p.m. Notice for the public workshop was published in The Herald (Broward Edition of the Miami Herald) on July 13, 1995 and in the Fort Lauderdale Sun -Sentinel on July 14, 1995. 5 September 11, 1996 The second workshop was held on August 16, 1995 at 5:00 p.m. Notice for the public workshop was published in The Herald on August 8, 1995. Staff provided verbal and written responses to questions raised at both workshops. Written responses were mailed to all interested parties who attended the workshops. Reports on these workshops and other issues relating to the Element were presented to the School Board at several School Board conferences. Applicable comments from both workshops were incorporated into the final draft of the Element. D. LOCAL PLANNING AGENCY PUBLIC HEARING The Broward County School Board, acting as the Local Planning Agency (LPA) for the Broward County Public School Facilities Element, held the required public hearing on the Element on November 14, 1995 at 5:30 p.m. to do the following: Receive public comments on the Element; and by resolution, initiate and request the Broward County Planning Council to amend the Broward County Land Use Plan to include recommended policies from the Element; and • Recommend by resolution to the Broward County Board of County Commissioners, an amendment to the Broward County Comprehensive Plan to include the "Components for Adoption" of the Element. The public hearing was advertised as required by Section 163.3174 (4) (a), Florida Statutes on November 2, 1995 in the Fort Lauderdale Sun -Sentinel Newspaper and in The Herald on November 11, 1995. The Advertisements (attached), met the requirements of Section 125.66(4)(b)2, Florida Statutes. At the conclusion of the public hearing, the Broward County School Board/Local Planning Agency approved Resolution #96-19 (Transmittal of Policies, to the Broward County Planning Council, for Inclusion into the Broward County Land Use Plan with a Recommendation for Adoption) and Resolution #96-20 (Transmittal of the Public School Facilities Element to the Broward County Board of County Commissioners with recommendation to adopt the "Components for Adoption"). The policies recommended for inclusion into the Broward County Land Use Plan were transmitted to the Broward County Planning Council on December 1, 1995. The Broward County Public School Facilities Element, consisting of Volume I - "Public Participation Procedures" and "Components for Adoption" and Volume II - "Supporting Documents", were transmitted to the Broward County Board of County Commissioners on March 7, 1996. E. LOCAL GOVERNMENT ADOPTION The Broward County Planning Council, as the Local Planning Agency for the Broward County Land Use Plan, held two public hearings and made recommendations to the Broward County Commission on related policies proposed for inclusion into the Broward County Land Use Plan. The Planning Council's hearings were held on March 28 and August 22, 1996. The Broward County Commission held its Chapter 163 transmittal public hearing on May 1, 1996. On September 11, 1996, the County Commission adopted the Public School Facilities Element and related amendments to the Broward County Land Use Plan. All Planning Council and County Commission public hearings were duly noticed in accordance with Chapter 163, Florida Statutes. September 11, 1996 FQ �7 �%�ie �%li,��%3o�ttda�t3toccaatd ��nfr�, �"lo2ida RESOLUTION ya N96-1 CRITERIA FOR PUBLIC PARTICIPATION - PUBLIC SCHOOL FACILITIES ELEMENT WHEREAS. the Broward County Board of County Commissioners has designated The School Board of Broward County, Florida as the Local Planning Agency (LP1 responsible for the preparation of a county -wide Public School Facilities Element of the Broward County Comprehensive Plan; and WHEREAS. the minimum criteria for public participation promulgated by Section 9J-5.004 of the Florida Administrative Code requires all local planning agencies to adopt procedures to provide for and encourage public participation In the planning process; and WHEREAS. The School Board of Broward County, Florida in Its capacity as Local Planning Agency pursuant to Chapter 5, Sections 5-115 through 5-118 of the Broward County Code of Ordinances, shall adopt procedures for the public participation In the preparation of the Public School Facilities Element: NOW. THEREFORE, BE IT RESOLVED, that The School Board of Broward County. Florida acting as the Local Planning Agency for the preparation of the Public School Facilities Element will do the following: 1. Assure that all property owners are put on notice, through advertisement in a newspaper of general circulation in the area, of official actions that will affect the use of their property. 2. Assure that the general public be kept informed, through advertisement in a newspaper of general circulatton in the area, of actions taken by the Local Planning Agency 3. Assure that there are opportunities for the public to provide written comments through a series of workshops and public hearings. 4. Assure that the required public hearings are held in accordance with Rule 9J-5.004(1)(e). 5. Assure, through public workshops and public hearings, the consideration of and responses to public comments. Given at Fort,I:auderdsle this day of 1995. THE SCHOOL BOARD OF BROWARD FLORIDA L _ By� Miriam M. Oli hart. hairperson Attest: Frank R. Petruziel , Superintendent This public notice was published in the July 13, 1995 edition of The Herald. G tMl THE HERALD, TNURIMAY, JULY 13, 19i6 THE SCHOOL BOARD OF BROWARD COUN .Y, FLORIDA NOTICE OF PUBLIC WORKSHOP ON THE DRAFT BRQWARD COUNTY PUBLIC SCHOOL FACnxn ES ELEMENT (AN OPTIONAL ELEMENT PROPOSED FOR INCLUSION INTO THE BROWARD COUNTY COMPREHENSIVE PLAN) STAFF REPRESENTATIVES FROM THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA AND THE BROWARD COUNTY BOARD OF COUNTY COMMISSIONERS WILL CONDUCT A WORKSHOP TO RECEIVE COMMENTS FROM THE PUBLIC ON THE DRAFT BROWARD COUNTY PUBLIC SCHOOL FACIIl'T1L'S ELEMENT. THIS WORKSHOP WILL BE HELD ON WEDNESDAY, JULY 19, I995 AT 2-00 P.M. IN THE BOARD ROOM OF THE KAI .EEN C. WRIGHT ADUDUSTRATION CENTER 600SOUTH ASTTHIRDAVENUE FORT LAUDERDALE, FLORIDA COPIES OFTHB DRAFT PLEMENTAREAVAILABLE FROM THE PROPERTY WNAGEMENTAND SITE ACQUISITION DEPARTmENT,14TH FLOOR OF THE KATHLEEN C. WRIGHT ADNM41STRATION CENTER ALL CORRESPONDENCES RELATIVE TO THIS MATTER SHOULD BE SENT 70: LEE STEPANCHAK, DIRBCTOR PROPERTY MANAGEMENT AND SITE ACQUISITION 600 SOUTHEAST THIRD AVENUE FORT LAUDERDALE. FLORIDA 33301 FOR ADDITIONAL INFORMATION, CALL 765-6285 ' the fferala II r L7 '11 PUBLISHED DAILY BROWARD COUNTY - FLORIDA STATE OF FLORIDA COUNTY OF BROWARD Before the undersigned authority personally appeared: FRED BENSON who on oath says that he is: DISPLAY ADVERTISING MANAGER, of The Herald, a daily newspaper published at Broward County, Florida; that the attached copy of advertisement was published in said newspaper in the issues of: Affiant further says that the said, The Herald Broward Edition is a newspaper published at Broward County, Florida and that the said newspaper has heretofore been continuously published in said Broward County, Florida each day and has been entered as second class mail matter at the post office in said Broward County Florida, for a period of one year next preceding the first publication of the attached copy of advertisement; and affiant further says that he has neither paid nor promised any person, firm or corporation any discount, rebate, commission or refund for the purpose of securing this advertisement for publication in the said newspaper(s). �L-4 4'tt�/e"' Sworn to and subscribed before me this Q day of A. D. 199,�! My Commission Expires: Presidential Circle, 4000 Hollywood Boulevard, Suite 200N, Hollywood, FL 33021 This public notice was published in the July 14, 1995 edition of the Sun -Sentinel THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA NOTICE OF PUBLIC IVORKSHOP ON THE DRAFT BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT (AN OPTIONAL ELZMENT PROPOSED FOR INCLUSION INID THE BROWARD COUNTY COI[PREHENSIVE PLAN) STAFF REPRESENTATTIIVES FROM THE SCHOOL BOARD OF BROWARD COUNTY. FLORIDA AND THE BROWARD COUNTY BOARD OF COUNTY COADMIONERS WILL CONDUCT A WORKSHOP TO RBCEM COMMENTS FROM THE PUBLIC ON THE DRAFT BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT. THIS WORKSHOP WILL BE HELD ON WEDNESDAX .IULY 19, IM AT 2M P.M. IN THE BOARD BOOM OF THE EATHt.EEN C. WRIGHT ADMINISTRATION CENTER M SOUTHEAST THIRD AVENUE FORT LAUDERDALE, FLORIDA' COPIES OF THE DRAFT ELBMENT AM AVAILABLE FROM THE PROPERTY MANAGEMM AND SITE ACQUISITION DEPAR71M,M I4TH FLOOR OF THE EA2WAZN C WRIGHT ADIHNISTRATTON CENTER. ALL CORRESPONDENCES RZL ATIVE TO THIS MATTER SHOULD BE SENT TO: LEE STEPANCHAE, DIRECTOR PROPERTY MANAGEMENT AND SITE ACQUISITION 400 SOUTHEAST THIRD AVENUE FORT LAUDERDALE, FLORIDA 99801 FOR ADDITIONAL INFORMATION, CALL 70b4M 10 SUN -SENTINEL Published Daily Fort Lauderdale, BroWard County, Florida Boca Raton, Palm Beach County, Florida STATE OF FLORIDA COUNTY OF BROWARDMALM BEACH Before the undersigned authority persor ally appeare who on oath says That he is _1g=ry ; ter of the Sum —Sentinel, des ewspa ablished in Broward/Palm Beach County, Florida, that the attached copy of advertisement, being a N OT'i c-E ' in the matter of in the was published is said newspaper in the issues Affisat further says that the said Sau—Seatimel is a newspaper published in said Broward/ Palm Beach County, Florida, sad that the said newspaper has heretofore bees coatinuously published is said BrowardMalm Beach County, Florida, each day, and have been entered as second class matter at the post office is Fort Lauderdale, in said Broward County, Florida, for a period of one year next preceding the first publication of the attached copy of advertise — moot, and affiant says that he has neither paid nor promised say person, firm or corporation any discount, rebate, commission or refund for the parposa f sew u advertisement for publication is said newspaper. I I n 11 , Q o { }y - — — Sworn to sad subscribed before me this 1'1 des . 19R ere or e. MY COMMO 10N r CC =617 F10hRFS (Name of Notary typed, printed or stamped) Air t+. 1rr6 pn saeeumnerioaueaaee-�e-- ' Personally Raows / or Produced Identification 1 11 This public notice was published in the August 8, 1995 edition of The Herald. OR THE HERALD, TUESDAY, AUGUST 8, 1995 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA NOTICE OF PUBLIC WORKSHOP ON THE DRAFT BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT (AN OPTIONAL ELEMENT PROPOSED FOR INCLUSION INTO THE BROWARD COUNTY COMPREHENSIVE PLAN) STAFF REPRESENTATIVES FROM THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA AND THE BROWARD COUNTY BOARD OF COUNTY COMMISSIONERS. WILL CONDUCT A WORKSHOP TO RECEIVE COMMENTS FROM THE PUBLIC ON THE DRAFT BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT THIS WORKSHOP WILL BE HELD ON WEDNESDAY, AUGUST 141995 AT 5:00 P.M. IN THE BOARD ROOM OF THE KATHLEEN C. WRIGHT ADMINUntAMNtCEM'ER 600 SOUTHEAST THIRD AVENUE FORT LAUDERDALE, FLORIDA COPIES OF THE DRAFT ELEMENT ARE AVAILABLE FROM THE PROPERTY MANAGEMENT AND SITE ACQUISITION DEPARTMENT, 14TH FLOOR OF THE KATIUEFN C. WRIGHT ADMINISTRATION CENTER. ALL CORRESPONDENCES RELATIVE TO THIS MATTER SHOULD BE SENT TO: LEE STEPANCHAK, DIRECTOR PROPERTY MANAGEMENT AND SITE ACQUISITION 600 SOUTHEAST THIRD AVENUE FORT LAUDERDALE, FLORIDA 33301 FOR ADDITIONAL INFORMATION, CALL 765-6285 12 MC4BROWARD EDITION M PUBLISHED DAILY BROWARD COUNTY - FLORIDA STATE OF FLORIDA COUNTY OF BROWARD Before the undersigned authority personally appeared: FRED BENSON who on oath says that he is: DISPLAY ADVERTISING MANAGER, of The Herald, a daily newspaper published at Broward County, Florida; that the attached copy of advertisement was publishe in said newspaper in the issues of: Affiant further says that the said, The herald B oward Edition is a newspaper published at Broward County, Florida and that the said ' newspaper has heretofore been continuously published in said Broward County, Florida each day and has been entered as second class mail matter at the post office in said Broward County Florida, for a period of oneyearnext preceding the first publication of the attached copy of advertisement; and affiant further says that he has neither paid nor promised any person, firm ' or corporation any discount, rebate, commission or refund for the purpose of securing this advertisement for publication in the said newspaper(s). IF Sworn to and subscribed before me this day of A. D. 19914 My Commission Expires: [1' Presidential Circle, 4000 Hollywood Boulevard, Suite 200N, Hollywood, FL 33021 13 This public notice was published in the November 2, 1995 edition of the Sun -Sentinel. NOTICE LOCAL PLANNING AGENCY PUBLIC HEARING BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT (AN OPTIONAL ELEMENT PROPOSED FOR INCLUSION INTO THE BROWARD COUNTY COMPREHENSIVE PLAN) in accordance with Chapter 163.3174 of the Florida Statutes, The School Board of Broward County, Florida will conduct a local Planning Agency A public hearing on November 14,1995 at 5 p.m. in the Board Room of the Kathleen C. Wright Administrative Center, 600 Southeast Third Avenue, Fort Lauderdale, Florida. The purpose of this hearing is to receive public comments and by resolution recommend to the Broward County Board of County Commissioners an amendment to the Broward County Comprehensive Plan to include the Components for Adoption of the Public School Facilities Element and by resolution initiate and request the Broward County Planning Council to amend the Broward County Land Use Plan to include recommended policies from the Public School Facilities Element. The Public School Facilities Element is intended for county -wide application.. At the public hearing, any person shag be entitled to be heard regarding the subject of the public hearing, in person or by letter. Copies of the Element are available from the Property Management and Site Acquisition Department, 14th Floor of the Kathleen C. Wright Administrative Center. All correspondence relative to this matter should be sent to: Ms. Lee A. Stepanchak, Director, Property Management and Site Acquisition Department, 600 Southeast Third Avenue, Fort Lauderdale, Florida 33301. For additional information call 765.6285. 14 i, SUN -SENTINEL Published Daily Fort Lauderdale, Broward County, Florida Boca Raton, Palm Beach County, Florida STATE OF FLORIDA COUNTY OF BROWARDMALM BEACII Before the undersigned authority personally appeared who on oath says that he is classified Supervisor ofthe Saa—Seatisel,daily asapaperpublished in BrowartlMabs Beach County, Florida, that the attached copy of advertiseneat, being Notice istheaaallerof_ Local Planning Agency Public Hearing ' in the Court was published in said newspaper is the issues of Nov. 2. 1995 Affisat further says that the aid See —Sentinel is a sewspspa published in said Broward/ Pala Beach County, Florida, and that the said newspaper has beratoloa been continuously ' published in said BrowardMalm Bach County, Florida, each day. and have been entered as second clam sailer at the post office is Fort Lauderdale, in said Broseard County, Florida, for a period of one year seat preceding the first publication of the attached copy of advertise — seat, and affaat says that be has neither paid nor promised any person, bra or corporation aq discount, rebels, commissios or refund for the purpose of saarf lb* s advertiseaeat for publication in said newspaper. i(Sigat ` AIWnt) Sworn to and subscribed before use this 2 4 t h day Nov. 19 95 (Sigatwo of Notary Public) ' TAM L SIM (Name of Notary typed, printed or stamped) , wcoa®osrtaalMot u�+sawwrr�ewst.e Personally Knows or Produced Identification 1 15 This public notice was published in the November 11, 1995 edition of The Herald. NOTICE LOCAL PLANNING AGENCY PUBLIC HEARING BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT (AN OPTIONAL ELEMENT PROPOSED FOR INCLUSION INTO THE BROWARD COUNTY COMPREHENSIVE PLAN) In accordance with Chapter 183.3174 of the Florida Statutes, The School Board of Broward County, Florida will conduct a Local Planning Agency (LPA) public hearing on November 14, 1995 at 5:30 pm in the Board Room of the Kathleen C. Wright Administrative Center, 600 Southeast Third Avenue, Fort Lauderdale, Florida. The purpose of this hearing is to receive public - comments and by resolution recommend to the Broward County Board of County Commissioners an amendment to the Bmward County Comprohenaivs Plan to lnchide the Components for Adoption of the Pubic Scholl Fecilitbs Element and by resolution initlate and request the Broward County Planning Council to amend the Broward County Land Use Plan to include recommended policies from the Public School Facilities Element. The Public School Faciift Element is intended for county -wide application. At the public hearing, any person shall be entitled to be heard regarding the subject of the pubic hearing, in person or by letter. Copies of the Element are available from the Property Management and Site Acquisition Department, 14th Floor of the Kathleen C. Wright Administration Center. All correspondence relative to this matter should be sent to: Ms. Lee A. Stepanchak, Director, Property Management and Site Acquisition Department. 600 Southeast Third Avenue, Fort Lauderdale, Florida 33301. For additional information call 765-6285. 16 CBROWARO !EDITION OF Elle{ff0rdlinMI) II PUBLISHED DAILY BROWARD COUNTY - FLORIDA STATE OF FLORIDA COUNTY OF BROWARD Before the undersigned authority personally appeared: FRED BENSON who on oath says that he is: DISPLAY ADVERTISING MANAGER, of The Herald, a daily newspaper II, ' published at Broward County, Florida; that the attached copy of advertisement was published in said newspaper in the issues of: Il—lc-qs Affiant further says that the said, The Herald Broward Edition is a newspaper published at Broward County, Florida and that the said ' newspaper has heretofore been continuously published in said Broward County, Florida each day and has been entered as second class mail matter at the post office in said Broward County Florida, for a period of one year next preceding the first publication of the attached copy of advertisement; and affiant further says that he has neither paid nor promised any person, firm ' or corporation any discount, rebate, commission or refund for the purpose of securing this advertisement for publication in the said newspaper(s). jltx� &�- Sworn to and subscribed before me this day of A.D. 1995. My Commission Expires: J--WW <r ;•ram <F.: iN ' Presidential Circle, 4000 Hollywood Boulevard, Suite 20ON, Hollywood, FL 33021 17 M:O) A NJ INCLUDED INTO THE BROWARD COUNTY LAND USE PLAN 08.07.02 Broward County and its local government entities shall coordinate with the efforts of the School Board to address school overcrowding and meet future school needs. (Amendment to BCLUP) 08.07.08 The School Board, Broward County, and local government entities will utilize the procedures and processes authorized and encouraged by Chapter 235, Florida Statutes to hasten the acquisition and development of public school sites and facilities and to ensure compatibility with existing and planned development. 08.07.09 Broward County and its local government entities shall incorporate provisions within their development regulations which require new development, located adjacent to public schools or future public school sites, to incorporate features such as walls, solid hedges or increased setbacks to ensure compatibility with the school. 08.07.10 Broward County and its local government entities shall incorporate provisions into their Local Land Use plans and land development regulations which provide for safe pedestrian and bicycle access to public schools. 08.07.11 Broward County shall adopt a county wide concurrency management system for public schools to be implemented at time of Broward County plat review consistent with the Broward County Comprehensive Plan, Public School Facilities Element, the School Board adopted level of service standards, and financially feasible Public School Capital Facilities Program. 08.07.12 The Unincoporated Area of Broward County and municipalities within Broward County may implement a public school concurrency management system, under certain circumstances, which will be effective at time of municipal site plan review, in accordance with established criteria and as specified in an interlocal agreement between the local government and the School Board. 08.07.13 Broward County and its local government entities shall support the efforts of the School Board to achieve diversity ' within Broward County district schools by implementing regulations that promote a diversity of housing types and redevelopment opportunities. 18 September 11, 1996 COWARD COUNTY COMPREHENSIVE PLAN PUBLIC SCHOOL FACILITIES ELEMENT Goal 1 01.00.00 Maximize cooperation and coordination between The ' School Board of Broward County, Florida (School Board), the Broward County Board of County Commissioners (Broward County), Broward County's local government entities, and others to effectively plan for public elementary and secondary school facilities to meet the ' current and future needs of Broward County's public school population. Objective 01.01.00 Coordinate the School Board's Capital Facilities Program ' and adopted level of service with local government comprehensive plans adopted pursuant to Chapter 163 F.S. to ensure that, to the maximum extent feasible, plans for the construction and opening of public educational facilities will be facilitated and coordinated in time and place with plans for residential development and with student growth resulting from demographic patterns and concurrently with other necessary services. Policies 01.01.01 The School Board shall continue to participate through staff review in the Broward County Land Use Plan ' amendment process and comment upon the impact of proposed land use plan amendments on public school facilities. 01.01.02 The School Board shall continue to monitor and participate through staff review in the Broward County plat review process, Development of Regional Impact (DRI) process and comment upon the impact of proposed developments on public school facilities and the Public School Capital Facilities Program. 1 19 September 11, 1996 Objective 01.02.00 Establish procedures and coordination efforts to expedite school facility development in accordance with Chapter 235, Florida Statutes. Policies 01.02.01 The School Board, Broward County, and local government entities will utilize the procedures and processes authorized and encouraged by Chapter 235, Florida Statutes to hasten the acquisition and development of public school sites and facilities and to ensure compatibility with existing and planned development. 01.02.02 The School Board and the local governing body where school sites and construction are planned will share and coordinate information related to existing and planned public school facilities, proposals considered for development and infrastructure required to support the public school facilities concurrent with their development. 01.02.03 The School Board shall submit to local governments such information required by Florida Statutes for planning purposes and shall also provide a copy of its Educational Plant Survey to Broward County and each of its municipalities at least once every five years. 01.02.04 The School Board, through School Board staff review, will advise local governments and Broward County of inconsistencies in comprehensive plans and plan amendments with School Board Plans for new schools and renovations/additions to existing schools. 01.02.05 The School Board shall continue to monitor and participate in the Broward County and local government development review procedures, the Development of Regional Impact process, the land use plan amendment process and other development order processes that may have an impact on current or planned public educational facilities in Broward County. Objective 01.03.00 Promote and optimize cooperation and coordination between the School Board, Broward County and the non- governmental shareholders in Broward County in order to effectively plan for public elementary, secondary and adult educational facilities to meet the current and future needs of the public school population and the economy of Broward County. 20 September 11, 1996 'I Policy 01.03.01 The School Board will seek to establish and expand partnerships with private and non profit entities in order ' to more effectively address educational facility needs in Broward County. Goal 2 ' 02.00.00 Manage and utilize prudently funds from the existing and future sources for school facilities and investigate and identify innovative funding mechanisms to meet the existing and expanding need for future Broward County public school facilities. Objective 02.01.00 The School Board shall provide school facilities through a financially feasible Public School Capital Facilities Program, to meet the current and fixture needs of the Broward County's public school population at the adopted level of service standard. Policies 02.01.01 The School Board, in coordination with Broward County and the Broward County Legislative Delegation, will encourage the State to allow flexibility in state, local and private sector participation in capital funding of public school facilities in Broward County. 02.01.02 The School Board shall every two years monitor, review and recommend amendments, as necessary, to the school impact fee portion of the Broward County Land Development Code. 02.01.03 The School Board shall cooperate and coordinate with local governments in the creation of innovative neighborhood investment strategies to improve public school facilities. 02.01.04 The School Board will annually review the Public School Capital Facilities Program -to ensure that the distribution of capital funds is appropriate to provide a uniform system of free public schools as required by Article 9, Section 1 of the Florida Constitution. 21 September 11, 1996 Goal 3 03.00.00 Develop policies to promote ethnic and cultural diversity within the student population. Objective 03.01.00 The School Board shall continue to strive for the distribution and acquisition of school sites and facilities throughout Broward County as necessary to provide for growth and diversity at existing and new public school facilities. Policies 03.01.01 The School Board shall maintain a School Site Selection Policy as amended from time to time to evaluate the location of future public schools based upon student membership growth, the adopted local government comprehensive plan, the School Board's long range plan, and applicable Florida Statutes. 03.01.02 The School Board shall ensure that the selection of future school sites will take into consideration the degree to which existing and future schools can promote diversity based upon the current and projected demographics of the surrounding geographic areas. 03.01.03 The School Board shall coordinate with local, regional, and state governmental agencies to assure that future school sites are compatible with their comprehensive plan(s). Objective 03.02.00 Utilize local comprehensive plans and land development regulations to further the equitable diversity of population in Broward Countv communities. Policy 03.02.01 Broward County and its local government entities shall support the efforts of the School Board to achieve diversity within Broward County district schools by implementing regulations that promote a diversity of housing types and redevelopment opportunities. 22 September 11, 1996 Goal 4 04.00.00 Ensure that public school facilities will be available for current and future public school students when needed in ' accordance with the School Board's financially feasible Public School Capital Facilities Program and adopted level of service standard. Objective 04.01.00 The School Board and Broward County will adopt the necessary goals, objectives and policies to provide the framework for implementation of a county wide concurrency management system to be contained within the Broward County Land Development Code. ' Policies 04.01.01 The School Board and Broward County shall adopt level of service standard B, delineated in Figure PS-20, Public School Facilities Element, as the county wide level of service standard for public school facilities in Broward ' County. 04.01.02 The School Board's adopted financially feasible Public School Capital Facilities Program is adopted into the Capital Improvements Element of the Broward County Comprehensive Plan by reference, and in the event of a natural disaster, the School Board may suspend the ' financially feasible Public School Capital Facilities Program as necessary. Changes to the Public School Capital Facilities Program will be submitted to the Florida Department of Community Affairs as part of the Broward County Comprehensive Plan amendment process. 04.01.03 The School Board will annually revise and adopt a capital budget consistent with the financially feasible Public School Capital Facilities Program to achieve the adopted level of service standards. Objective 04.02.00 Adopt a concurrency management system within the Broward County Land Development Code for county wide implementation of public school concurrency to ensure that the necessary public school facilities are available concurrent with the impact of proposed residential ' development to meet adopted level of service standards in accordance with the School Board's financially feasible Public School Capital Facilities Program. 1 23 September 11, 1996 Policies 04.02.01 The service districts for public school concurrency determination and implementation shall be the School Board's effective school boundary areas and assigned usage for each school, as adopted annually by the School Board. 04.02.02 Public school concurrency determination for proposed residential development shall be conducted during the Broward County plat review process. 04.02.03 The school capacity measure used to determine implementation of the public school concurrency provisions, for residential development(s) applying for public school concurrency approval, shall only include student capacities from existing public schools and anticipated capacities from projects funded in the School Board's annually adopted Capital Budget. Portables and portable schools are considered temporary measures and will not be considered in calculations. Anticipated capacity from the School Board's Nineteen New School Plan (revised) shall be first used to meet the existing student station deficit. 04.02.04 The projected student impact of any proposed residential development under consideration will be determined by using the Broward County adopted student generation rates contained within the Broward County Land Development Code. 04.02.05 If the adopted level of service standards cannot be met, the developer will be permitted to mitigate such impacts through School Board approved public school concurrency mitigation alternatives provided for in the Broward County Land Development Code. These mitigation alternatives will ensure that public school capacity will be available at the time the impacts of the development occur and benefit the development providing the mitigation measures. These mitigation alternatives will include, but not be limited to, the following, the use of which must be approved by the School Board prior to County Commission action on the development approval: a) construction of classroom space equal to the anticipated future student impact, less paid impact fees, or b) participation in a School Board approved program (i.e. Pembroke Pines Special Assessment District) for the provision of school facilities, or c) other School Board approved mitigation alternatives which may be provided for in the Code. 24 September 11, 1996 1 Objective 04.03.00 Subsequent to adoption of the Broward County Public School Facilities Element, municipalities within Broward County and the unincorporated area may only implement a public school concurrency management system, which will be effective at the time of municipal and unincorporated area site plan review, in accordance with established criteria and as specified in an interlocal agreement between the local government and the School Board. Policies 04.03.01 The School Board shall consider approval of a municipal or unincorporated area concurrency management system at site plan review if the following criteria are met: a) The critical nature of public school overcrowding in the schools that serve the municipality exceeds that in other parts of the county; and b) A substantial number of residential units remain to be developed within already approved plats and/or there are a substantial number of potentially unbuilt residential units in unplatted vacant land within the municipality or the unincorporated area which would require the construction of new public schools or classrooms within existing public schools; and/or c) The municipality or unincorporated area is proposing other innovative measures to address the provision of student stations. 04.03.02 Municipalities or the unincorporated area that elect to implement a public school concurrency determination at site plan review must adhere to the following criteria: a) Public school(s) affected must be physically located within the jurisdictional boundaries of the municipality or the unincorporated area or have 50% or more of their student membership residing in the municipality or the unincorporated area. b) The level of service standard implemented must be the level of service standard adopted by the School Board. c) The concurrency service districts must be the effective service districts contained in the adopted Broward County Comprehensive Plan, Public School Facilities Element. d) A formal coordination mechanism with the School Board must be included in the interlocal agreement. e) The property has not undergone a concurrency ' determination for public schools at platting by Broward County. f) Such other criteria as the School Board may deem necessary and appropriate. 25 September 11, 1996 THIS PAGE LEFT BLANK INTENTIONALLY 1 26 ate+ u z wi a OOD� O e Ln N H� O` OD` 40 0 2 O o o 8 6z " 0 0 CO n 0 0 0 .o 0 0 0 0 LO v0 0 o a`"o Ln O pop lO e F\ H N 0 0 0 o in v o o O o C0CD(D 00 0 Lnn O O N N O c of iri � o 0 0 0 0 0 0 O O� O N M O IA O N W N O O ~ (~ N` N iH ii ►r � s o w o a as O 27 CD (p O O (NN O� 4 9 O O 100 N O O � 00 W O�D� M N O pkp O� O O M N NItiz N W n N N N ~ S 9 0 0 0 0 0 O 00 N O O O O O l� h 0 0 0 O O �O O O O I O O O O O N O O O °� %0�pa) 0 try O O O O O %D `IO O �-�+ M �D O N O �° N N d� ri O � %p N ONO` N b g fR N § N O O O O O O O O O O pp K O g 00 N 0 0 0 0 O O O O O [� O� N O 0 C C O O c O O O er m e O O� O� O� O� O� O In O� O O OD O (0 O O Ui O O O h O O Cl �-I �O R O O N M %O D• OQ co Lq O N O w N V t ui �o allo °� LO W p! 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W U o tp W `o N 7 G 67 0 oa ' W °$zgc u 0 o 0 U °ays a vu O O C CC^ C U W N Lpp O O 9 � � -� moo d 0 j � 0 F 3$ c o O j a 7 > > m C@ tCua y° ^W Ea G 0 o LO N O L S Y UGC ° o >, E ° 0 o w `o T W u L S L '-00 L y9 ru 9 0 u Epp a aJ W £ x G. W m? Q vJ V7 I 31 II ' THE IMPLEMENTATION OF THE ELEMENT AND INTERGOVERNMENTAL COORDINATION PROCESS A. INTRODUCTION ' The implementation and intergovernmental coordination mechanism for the Public School Facilities Element will accomplished through amendments which incorporate the desired policies into the Broward County Comprehensive Plan and Broward County Land Use Plan. A public school concurrency management system, if adopted, will be implemented through additions to the Broward County Land Development Code. The goals, ' objectives and policies relating to county -wide regulation and implementation are designed for incorporation into the county's land use plan. All goals, objectives and policies will become part of the Broward County Comprehensive Plan. B. IMPLEMENTATION ' The implementation of the Public School Facilities Element is county -wide. Current Broward County charter provisions, mandate that the future land use element of municipalities be consistent with the county's land use plan. Otherwise, the County land use plan is the effective plan for a municipality. The policies for public school concurrency will be appropriately codified in the concurrency management system of the Broward County Land Development Code for implementation with the input and approval of the Broward County School Board. The responsibilities of the School Board and those of the County Commission will be delineated in the approved interiocal agreement. C. INTERGOVERNMENTAL COORDINATION PROCESS The intergovernmental coordination process, for the implementation of the element will include the School Board of Broward County, Broward County Planning Council, Broward County, and the local municipalities in Broward County. In general, the School Board as the designated local planning ' agency for the preparation of the element, will adopt applicable portions of the element and in time, any subsequent amendments to the element as mandated in Chapter 163, F.S. Rules 9J-5 and 9J-11, F.A.C. The adopted element and subsequent amendments will then be transmitted to the Broward County Board of County Commissioners for approval and subsequent transmittal to the Florida Department of Community Affairs and applicable review agencies. Goals, objectives and policies for incorporation into the Broward County Land Use Plan, will be transmitted to the BCPC for approval and subsequent transmittal to the County Commission for approval. 1 32 September 11, 1996 Upon final adoption of the element by the County Commission, the School Board will in cooperation with Broward County and municipalities in Broward County, establish and maintain an intergovernmental coordination ' process for the continuous implementation of the element. Specifics of this coordination will be indicated on an agreed upon and signed interlocal agreement between the entities. The signed interlocal agreement would also be utilized as the basis to comply with the provisions of Chapter 163.3177(6)(h)(2). The existing intergovernmental coordination process, discussed in Chapter III, between the School Board of Broward County and , local governmental agencies would be revised in the established coordination process, to include the implementation of the public school facilities element. I 33 September 11, 1996 1 AND EVALUATION The School Board staff will continuously monitor the implementation of the element to ensure that adopted goals, objectives and policies contained in the element are properly being implemented. Applicable information from the five year plant survey of educational facilities as required by the Florida Department of Education, School Board approved boundary changes, the Twentieth Day Membership Report and other applicable changes to School Board policies impacting the element, will be monitored and documented for utilization in the evaluation of the element. Evaluation of the element will be conducted periodically to coincide with the mandatory evaluation of comprehensive plans required by Chapter 163.3191 F.S. and requirements outlined in Rule 9J-5.0053 F.A.C. The report assembled from the periodic evaluation of the element, along with documented monitored information, will be utilized as part of the five year evaluation and appraisal exercise. The resulting document will be the required "Evaluation and Appraisal Report" for the Broward County public school facilities element. The adopted Public School Capital Facilities Program as it relates to the provision of service for the adopted LOS standards will be reviewed in conjunction with the annual capital budget of the School Board. The update of the capital facilities program will assess the progress made in furthering goals, objectives and policies stated in the public school facilities element. All amendments of the Public School Facilities Element will be processed appropriately in accordance with local and state guidelines for the amendment of comprehensive plans. 34 September 11, 1996 11 II 1C fl OFF" THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PUBLIC SCHOOL FACILITIES ELEMENT BOARD MEMBERS Miriam M. Oliphant, Chairperson Lois Wexler, Vice Chairperson Dr. Robert D. Parks Karen Dickerhoof Dr. Don Samuels Dr. Abraham S. Fischler Diana Wasserman OF SCHOOLS Dr. Frank R. Petruzielo ASSOCIATE SUPERINTENDENT Ray de la Feuilliez, Facilities & Construction Management PREPARED: June 1995 (Revised October 1995 and November 1995) PREPARED BY: Lee A. Stepanchak, Director, Property Management & Site Acquisition John Quercia, Director, Budget Tom Getz, Director, Capital Planning & Programming Henry Robinson, Treasurer Christopher Akagbosu, Coordinator II, Property Management & Site Acquisition Charles F. Fink, Manager, Property Management & Site Acquisition Pamela Norwood, Budget Analyst IV, Budget Arthur Wittman, Demographer, School Boundaries & Desegregation With assistance from Linda C. Friar, Graduate Intern, Florida Atlantic University IN CONJUNCTION WITH: BROWARD COUNTY DEPARTMENT OF STRATEGIC PLANNING & GROWTH MANAGEMENT Michael D. Wanchick, Director Peter M. Ross, Assistant Director Bill Leonard, Senior Planner BROWARD COUNTY PLANNING COUNCIL Susan Tramer, Administrator Henry Sniezek, Director of Planning I. II. THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PUBLIC SCHOOL FACILITIES ELEMENT VOLUME II Table of Contents PAGE NO. INTRODUCTION............................................................................... 1 GOALS, OBJECTIVES, AND POLICIES .............................................. 4 DATA AND ANALYSIS..................................................................... 12 A. INTRODUCTION...................................................................... 12 B. INVENTORY OF EXISTING SCHOOLS AND DEMOGRAPHICS OF CURRENT STUDENT POPULATION .................................... 13 1. Educational Plant Survey and Florida Inventory of School Houses (FISH) .................................................... 13 2. Critically Overcrowded Schools ......................................... 17 3. Demographics of Current Student Population ................... 19 C. EXISTING CONDITIONS.......................................................... 22 1. Residential Development and Student Membership Growth............................................................................. 22 a. Residential Development .............................................. 22 b. Student Membership Growth ....................................... 23 2. Desegregation...................................................................29 3. Existing Intergovernmental Coordination .......................... 30 a. Broward County ........................................................... 30 b. Municipalities in Broward County ................................ 32 c. State of Florida Agencies .............................................. 32 (1) Florida Department of Education ............................ 32 (2) South Florida Regional Planning Council ................ 33 (3) Other Agencies....................................................... 33 November, 1995 CONTENTS (Cont'd) 4. Location and Construction Requirements for Educational Facilities....................................................... 33 5. Other Facility Requirements ............................................. 34 a. Americans with Disabilities Act (ADA) .......................... 34 b. Hurricane Shelters....................................................... 34 c. Indoor Air Quality ........................................................ 35 6. Current Funding Sources for Educational Facilities .......... 35 a. Millage......................................................................... 36 b. Public Education and Capital Outlay (DECO) ................ 36 c. Capital Outlay and Debt Service (CO&DS)/Capital Outlay Bond Issue (COBI)............................................ 37 d. School Impact Fees ...................................................... 38 e. Certificates of Participation (COPs) ............................... 40 f. Other........................................................................... 41 g. Potential Funding Sources for Educational Facilities ....41 D. ANALYSIS................................................................................43 1. The Impact of Rapid Growth ............................................. 43 2. School Desegregation Efforts ............................................. 47 3. Location and Site Planning for New Schools and Improvements to Existing Schools ................................... 47 4. Lack of Revenue to Fund Needed Educational Facilities .... 49 E. CURRENT AND FUTURE SCHOOL NEEDS .............................. 51 1. Student Projection Methodology ........................................ 51 2. Current Student Station Deficit ........................................ 52 3. Summary of the Growth and Desegregation Report Student Projections.......................................................... 56 ii November, 1995 CONTENTS (Cont'd) IV. V 4. Short Range (Five Year) Projection for Student Membership and Forecast of Needed Student Stations ...... 60 5. Long Range (Year 2010) Forecast of Student Membership and Needed Student Stations ........................ 63 PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM ......................... 67 A. INTRODUCTION......................................................................67 B. SYSTEM PRIORITIES............................................................... 67 C. BLUE RIBBON COMMITTEE .................................................... 68 D. FUND ACCOUNTING............................................................... 68 E. BUDGET DEVELOPMENT PROCESS ....................................... 71 F. PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM .................. 71 1. Projected Capital Revenue ................................................ 71 2. Appropriations..................................................................75 3. New School Schedule........................................................ 77 G. LEVEL OF SERVICE STANDARDS (LOS).................................. 81 1. Desired Performance Level (LEVEL A) ................................ 81 2. Effective Performance Range (LEVEL B) ............................ 82 3. Critical School Level (LEVEL C)......................................... 83 4. Adopted Level of Service Standard .................................... 83 H. PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM SUMMARY............................................................................... 84 CONCURRENCY ANALYSIS............................................................. 86 A. INTRODUCTION...................................................................... 86 B. ANALYSIS OF ALTERNATIVES FOR CONCURRENCY REVIEW AND IMPLEMENTATION ............................................ 88 1. Concurrency Review at Time of County Plat Approval........ 88 iti November, 1995 CONTENTS ICont'dl 2. Concurrency Review at Time of Site Plan Approval ............ 91 3. Optional Implementation of Public School Concurrency Provisions by Municipalities at the Site Plan Phase of Development Review ........................................... 93 4. The Review for Public School Impact as Required in the Intergovernmental Coordination Element Provisions ......... 94 5. Conclusion....................................................................... 96 VI. THE IMPLEMENTATION OF THE ELEMENT AND INTERGOVERNMENTAL COORDINATION PROCESS ....................... 97 A. INTRODUCTION..................................................................... 97 B. IMPLEMENTATION.................................................................. 97 C. INTERGOVERNMENTAL COORDINATION PROCESS ................ 97 L VII. MONITORING AND EVALUATION ................................................... 99 GLOSSARYOF TERMS..................................................................100 1 iv November, 1995 CONTENTS (Cont'd) APPENDICES A. Twentieth Day Membership Report (1994/95)......................... A-1 Twentieth Day Membership Report (1995/96)....................... A-14 B. School Attendance Area Boundary Maps (1994/95) ................ B-1 School Attendance Area Boundary Maps (1995/96) ................ B-4 C. School Board Policy 5000........................................................ C-1 D. Desegregation Task Force Recommendations ..........................D-1 E. Interlocal Agreement (School Board and County Commission) . E-1 F. Student Projection Methodology .............................................. F-1 G. Proposed Tentative Budget Calendar FY 1995/96 .................. G-1 H. Capital Budget FY 1995/96....................................................H-1 I. Summary of New School Cost Estimates .................................. I-1 J. Municipal Site Plan Review Process ........................................ J-1 K. Legal Basis for Public School Element and Concurrency ......... K-1 L. Concurrency Study................................................................. L-1 v November, 1995 VOLUME II LIST OF TABLES TAg�,E PAGE NO, III-1(A) CRITICALLY OVERCROWDED SCHOOLS(1994)............................. 17 III-1(B) CRITICALLY OVERCROWDED SCHOOLS(1995)............................. 18 III-2 FOREIGN BORN/L.E.P. STUDENTS (1989/90 TO FEB. 1995)......... 19 III-3 COUNTRY OF ORIGIN FOREIGN BORN/L.E.P. STUDENTS (1989 TO FEB. 1995)...................................................................... 20 III-4 RESIDENTIAL BUILDING PERMITS ISSUED BY TYPE(1988-1994)...................................................................... 22 III-5 NUMBERS AND PERCENTAGES OF CERTIFICATE OF OCCUPANCY (CO) ISSUED BY REGION & HOUSING TYPE (APRIL 1988-APRIL 1993)............................................................... 23 III-6 STUDENT MEMBERSHIP GROWTH (1988/89 - 1994/95)............... 24 III-7 CAPITAL MILLAGE REVENUE(1991-1995)..................................... 36 III-8 PUBLIC EDUCATION AND CAPITAL OUTLAY (PECO) REVENUES (1991- 1995)...................................................................................37 III-9 CAPITAL OUTLAY AND DEBT SERVICE (CO&DS) REVENUES (1991-1995)................................................................. 38 III-10 SCHOOL SITES DEDICATED IN LIEU OF IMPACT FEES ................. 39 III-11 IMPACT FEES (1991-1995)............................................................ 40 III-12 CERTIFICATES OF PARTICIPATION (COPs) REVENUES(1991-1995)................................................................. 40 III-13 BOND REVENUES (1991-1995)...................................................... 41 III-14 NINETEEN NEW SCHOOL PLAN (Revised) BY AREA (INCLUDING SILVER PALMS ELEMENTARY) ................................... 54 III-15 CRITICALLY OVERCROWDED SCHOOLS AND NEW SCHOOL CONSTRUCTION(1994).................................................................. 56 III-16 ADDITIONAL STUDENTS BY THE YEAR 2000/2001 AS FORECASTED IN THE GROWTH AND DESEGREGATION REPORT......................................................................................... 57 A November, 1995 TABLES (Cont'd) PAGE NO. III-17 SHORT RANGE STUDENT PROJECTIONS - FIVE YEAR SCHOOL YEAR 1995/96 - SCHOOL YEAR 1999/00 ....................... 60 III-18 SHORT RANGE PROJECTED ADDITIONAL STUDENTS BY SCHOOL LEVEL SCHOOL YEAR 1995/96 - SCHOOL YEAR 1999/00 ............ 61 1 III-19 PROJECTIONS FOR BROWARD COUNTY SCHOOL AGE POPULATION 2000 - 2020...................................................... 63 III-20 ADJUSTED LONG RANGE STUDENT FORECAST YEAR2010..................................................................................... 64 IV-1 PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM ANTICIPATED ADDITIONAL STUDENT CAPACITY 1995/96 - 1999/00........................................................................ 75 V-1 APPROVED UNBUILT RESIDENTIAL UNITS WITHIN EXISTING APPROVED PLATS 1979 - OCTOBER 1, 1994................................. 89 V-2 ANTICIPATED DWELLING UNIT GROWTH IN BROWARD COUNTY BY REGION (1994-2010).................................................. 89 vii November, 1995 VOLUME II LIST OF FIGURES FIGURES PS-1(A) LIST OF ALL SCHOOLS AND THEIR FISH CAPACITIES BY AREA 1994/ 1995..................................................................................... 15 PS-1(B) LIST OF ALL SCHOOLS AND THEIR FISH CAPACITIES BY AREA 1995/ 1996..................................................................................... 16 PS-2 HISTORICAL DEMOGRAPHICS OF CURRENT STUDENT POPULATION BY SELECTED YEARS .............................................. 21 PS-3 COUNTY WIDE HISTORICAL TWENTIETH DAY AND PROJECTED MEMBERSHIP (1965 - 2000)...........................................................25 PS-4 STUDENT GROWTH AND RACIAL/ETHNIC CHANGES BY SECTOR, ELEMENTARY SCHOOLS ................................................ 26 PS-5 STUDENT GROWTH AND RACIAL/ETHNIC CHANGES BY SECTORS, MIDDLE SCHOOLS....................................................... 27 PS-6 STUDENT GROWTH AND RACIAL/ETHNIC CHANGES BY SECTORS, HIGH SCHOOLS............................................................ 28 PS-7 PERCENTAGE OF STUDENT GROWTH: BROWARD COUNTY COMPARED TO STATE WIDE ......................................................... 45 PS-8 ACTUAL STUDENT MEMBERSHIP GROWTH PER YEAR, BROWARD COUNTY COMPARED TO FLORIDA'S LARGEST COUNTIES...................................................................................... 46 PS-9 RESIDENTIAL LOCATION OF BLACK AND NON -BLACK ELEMENTARY STUDENTS IN BROWARD COUNTY ......................... 48 PS-10 THE NINETEEN NEW SCHOOL PLAN (Revised) ACTUAL AND CONCEPTUAL LOCATION OF SCHOOLS ......................................... 55 PS-11 COMPARISON OF CURRENT GRADE MEMBERSHIP PROFILE TO PROJECTED GRADE MEMBERSHIP PROFILE (GROWTH AND DESEGREGATION REPORV........................................ 58 PS-12 COMPARISON OF HISTORICAL & PROJECTED STUDENT MEMBERSHIP TO STUDENT CAPACITY (GROWTH AND DESEGREGATION REPORT) ..................................... 59 PS-13 PROVISION OF STUDENT CAPACITY AND OTHER HOUSING ALTERNATIVES FOR STUDENT MEMBERSHIP GROWTH SHORT RANGE - SCHOOL YEAR 1999/2000.................................. 62 viii November, 1995 PS-14 COMPARISON OF STUDENT GROWTH TO ANTICIPATED CAPACITY INCREASES ELEMENTARY, MIDDLE, AND HIGH SCHOOLS .......... 66 PS-15 FRAMEWORK FOR REVIEWING MAJOR BUDGETARY ISSUES 1995-96 BUDGET........................................................................... 70 PS-16 BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM ESTIMATED REVENUE FISCAL YEARS 1996/2000............................................ 72 PS-17 BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM ESTIMATED APPROPRIATIONS FISCAL YEARS 1996/2000............ 74 PS-18 PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM NEW SCHOOL FUNDING SCHEDULE FISCAL YEARS 1995-96 THROUGH1999-00........................................................................ 78 PS-19 BROWARD COUNTY PUBLIC SCHOOL FACILITIES ELEMENT PUBLIC SCHOOLS FACILITIES PROGRAM - ESTIMATED 1996-2000 REVENUE AND APPROPRIATIONS ................................ 80 PS-20 BROWARD COUNTY PUBLIC SCHOOL FACILITY LEVEL OF SERVICE STANDARDS .................................................. 85 ix November, 1995 CHAPTERI INTRODUCTION Creation of the Public School Facilities Element has afforded The School Board of Broward County, Florida (School Board) and staff an opportunity to analyze existing conditions of school overcrowding in the public school district, to anticipate what funding will be available, and to formulate a financially feasible Public School Capital Facilities Program. This program will take school facilities planning into the twenty- first century and provide adequate school facility capacity for projected school membership in Broward County. The rejection of a one cent sales tax by referendum along with the School Board's decision not to increase their debt through borrowing, at this time, prevent the school district from looking forward to the adoption of a higher level of service standard, as planned, if new revenue sources had become available. Interim measures such as portable classrooms and alternative student enrollment options will be used where needed to meet student housing needs until facility construction, which will provide permanent student capacity, can be completed. The completion of facility construction is based on the availability and utilization of capital funds Over the past ten years, the Broward County public school district, like many other school districts in the country, has experienced a dramatic increase in public school enrollment. In the past ten years (1984-1994), the student membership in Broward County public schools has increased in excess of 72,000 students. This has made the school district the fastest growing in the state and one of the fastest in the nation. This increase is a result of many "Baby Boomers" having children, in -migration from other parts of Florida and the nation, and immigration from other parts of the world. Increased housing needs after Hurricane Andrew exacerbated this problem in Broward County. Large areas of available vacant land in the developable portions of the county have been changed into residential communities. The approval and construction of new residential units, in vacant portions of the county where no public schools existed, have resulted in overcrowding of current school facilities designated to serve those areas. In addition, established older schools also experienced overcrowding because housing in older neighborhoods, at one time home to retirees, was transferred to second and third owners who were more likely to have school age families. The result was that in the fall of 1994, in Broward County, pre -kindergarten through twelfth grade public school membership exceeded the collective Florida Inventory of School Houses (FISH) design capacity of school facilities by 20% or by a deficit of 33,600 student stations. Although school construction has been ongoing in the county for eight years in one of the nation's largest building programs (i.e. 25 new schools and 15 replacement schools), the student impact from these sources continues to over crowd educational facilities in the school district. Unfortunately, while student membership in the district was escalating, capital to address the school facilities needed for the student growth was declining. November, 1995 The impending public school overcrowding crisis in the county led the School Board and the Broward County Board of County Commissioners (Broward County) to consider the creation of a public school facilities element that would become part of the Broward County Comprehensive Plan. In June of 1994, the School Board and the County Commission formally approved an interlocal agreement addressing the contents of the element and stipulating that the School Board would be designated as the Local Planning Agency for the creation of the element. Appendix E contains a copy of the agreement. In August of 1994 the School Board established the Blue Ribbon Committee made up of appointed community representatives that would help formulate the school district's strategy to meet its student population needs. The Committee's goals were to determine the level of funding needed for closing the gap between facility needs and available revenue; to recommend to the School Board a specific revenue enhancement vehicle that Broward County voters would support; and to help inform the public of the school system's capital shortfall and the importance of providing a long term solution. The Blue Ribbon Committee report recommended that the School Board pursue a once cent sales tax as an additional revenue source. A seven year capital plan was developed, and balanced to the revenue generated from a seven year sales tax and existing capital funding sources. The tax was not passed by voters in a September 19, 1995, referendum. Consequently, the financially feasible Public School Capital Facilities Program required by Florida Statues to implement a concurrency, has been revised to reflect recurring revenues only. The Public School Facilities Element is intended as an optional element of the Broward County Comprehensive Plan, pursuant to provisions in Chapter 163, Florida Statutes (F.S.) and Rule 9J-5 Florida Administrative Code (F.A.C.). The purpose of the element is to provide for the coordination of planning efforts among the Broward County Board of County Commissioners (Broward County), its municipal entities, and the School Board. The overall objective is to effectively provide public school facilities for Broward County public school population to ease current school overcrowding, to prevent future school overcrowding, and to promote the goals of the School Board to desegregate district public schools. The element consists of two main parts, the Components for Adoption and the Supporting Documents. The Supporting Documents section includes an introductory chapter and six additional chapters. They are: Goals, Objectives and Policies Chapter; Data and Analysis Chapter; Public School Capital Facilities Program Chapter; Concurrency Analysis Chapter; Implementation and Intergovernmental Coordination Process Chapter; and the Monitoring and Evaluation Chapter. The chapter on Goals, Objectives and Policies, establishes the foundation to achieve the intended purpose of the element. The chapter on Data and Analysis contains most of the support components for the element. These components are organized into four major sections with various subsections. The major sections include: Inventory of Existing Schools and Demographics of Current Student Population; 2 November. 1995 Existing Conditions; Desegregation: and Analysis and Current and Future School Needs. The Public School Capital Facilities Program Chapter discusses anticipated ' revenues for funding the financially feasible Public School Capital Facilities Program, level of service (LOS) standards, and service areas for the implementation of public school concurrency. The chapter on Concurrency Analysis, examines, discusses and recommends the development stage at which public school concurrency provisions should be implemented. ' The chapter on Implementation and Intergovernmental Coordination Process discusses how the element will be implemented through coordination between the School Board, Broward County, and Broward County's municipal entities. The final chapter, Monitoring and Evaluation, discusses how the element will be monitored to assure that the primary intent and Goals, Objectives and Policies of the element are achieved. The chapter also discusses the evaluation of the element to fulfill the requirements mandated in Chapter 163 F.S. and Rule 9J-5 of the F.A.C. for the evaluation and appraisal of comprehensive plans. The majority of the data, for the supporting documentation of the element, was obtained from the following sources: The School Board of Broward County, Growth and Desegregation Report; The School Board of Broward County, Florida, A Study of Broward County School Impact Fees; Broward County Public School Concurrency Study and The School Board of Broward County, Projected School Facility Needs - 1996. These documents are incorporated by reference into the element and are available from the School Board Property Management & Site Acquisition Department. Information for the student projections for the year 2010 was prepared by the Broward County Department of Strategic Planning and Growth Management. This Element was prepared to meet the requirements of Chapter 163 F.S., Rules 9J-5 and 9J-11 F.A.C., and the Interlocal Agreement between the Broward County Board of County Commissioners and the School Board of Broward County, Florida. Where possible, 1994/95 school year data have been updated by also including 1995/96 school year data. ' A background paper on the legal basis for a public school facilities element (titled "Public School Facilities Element - The Legal Basis") is attached as Appendix K. November, 1995 CHAPTER II GOALS, OBJECTIVES AND POLICIES BROWARD COUNTY COMPREHENSIVE PLAN PUBLIC SCHOOL FACILITIES ELEMENT Goal 1 01.00.00 Maximize cooperation and coordination between The School Board of Broward County, Florida (School Board), the Broward County Board of County Commissioners (Broward County), Broward County's local government entities, and others to effectively plan for public elementary and secondary school facilities to meet the current and future needs of Broward County's public school population. Objective 01.01.00 Coordinate the School Board's Capital Facilities Program and adopted level of service with local government comprehensive plans adopted pursuant to Chapter 163 F.S. to ensure that, to the maximum extent feasible, plans for the construction and opening of public educational facilities will be facilitated and coordinated in time and place with plans for residential development and with student growth resulting from demographic patterns and concurrently with other necessary services. Policies ' 01.01.01 The School Board shall continue to participate through staff review in the Broward County Land Use Plan amendment process and comment upon the impact of proposed land use plan amendments on public school facilities. 01.01.02 The School Board shall continue to monitor and participate through staff review in the Broward County plat review process, Development of Regional Impact (DRI) process and comment upon the impact of proposed developments on public school facilities and the Public School Capital Facilities Program. 4 November, 1995 INOTE: Please consult the adopted version of Volume I for the latest revisions. Objective 01.02.00 Establish procedures and coordination efforts to expedite school facility development in accordance with Chapter 235, Florida Statutes. Policies 01.02.01 The School Board, Broward County, and local government entities will utilize the procedures and processes authorized and encouraged by Chapter 235, Florida Statutes to hasten the acquisition and development of public school sites and facilities and to ensure compatibility with existing and planned development. 01.02.02 The School Board and the local governing body where school sites and construction are planned will share and coordinate information related to existing and planned public school facilities, proposals considered for development and infrastructure required to support the public school facilities concurrent with their development. 01.02.03 The School Board shall submit to local governments such information required by Florida Statutes for planning purposes and shall also provide a copy of its Educational Plant Survey to Broward County and each of its municipalities at least once every five years. 01.02.04 The School Board, through School Board staff review, will advise local governments and Broward County of inconsistencies in comprehensive plans and plan amendments with School Board Plans for new schools and renovations/additions to existing schools. 01.02.05 The School Board shall continue to monitor and participate in the Broward County and local government development review procedures, the Development of Regional Impact process, the land use plan amendment process and other development order processes that may have an impact on current or planned public educational facilities in Broward County. Objective 01.03.00 Promote and optimize cooperation and coordination between the School Board, Broward County and the non- governmental shareholders in Broward County in order to effectively plan for public elementary, secondary and adult educational facilities to meet the current and future needs of the public school population and the economy of Broward County. 5 November, 1995 NOTE: Please consult the adopted version of Volume I for the latest revisions. Policy 01.03.01 The School Board will seek to establish and expand partnerships with private and non profit entities in order to more effectively address educational facility needs in Broward County. Goal 2 02.00.00 Manage and utilize prudently funds from the existing and future sources for school facilities and investigate and identify innovative funding mechanisms to meet the existing and expanding need for future Broward County public school facilities. Objective 02.01.00 The School Board shall provide school facilities through a financially feasible Public School Capital Facilities Program, to meet the current and future needs of the Broward Countys public school population at the adopted level of service standard. Policies 02.01.01 The School Board, in coordination with Broward County and the Broward County Legislative Delegation, will encourage the State to allow flexibility in state, local and private sector participation in capital funding of public school facilities in Broward County. 02.01.02 The School Board shall every two years monitor, review and recommend amendments, as necessary, to the school impact fee portion of the Broward County Land Development Code. 02.01.03 The School Board shall cooperate and coordinate with local governments in the creation of innovative neighborhood investment strategies to improve public ' school facilities. 02.01.04 The School Board will annually review the Public School Capital Facilities Program to ensure that the distribution of capital funds is appropriate to provide a uniform system of free public schools as required by Article 9, Section 1 of the Florida Constitution. November, 1995 I1 NOTE: Please consult the adopted version of Volume I for the latest revisions. Goal 3 03.00.00 Develop strategies and implement policies to improve racial integration at all existing and new public school facilities. Objective 03.01.00 The School Board shall continue to strive for the distribution and acquisition of school sites and facilities throughout Broward County as necessary to provide for growth and improve racial integration at existing and new public school facilities. Policies 03.01.01 The School Board shall maintain a School Site Selection Policy as amended from time to time to evaluate the location of future public schools based upon student membership growth, the adopted local government comprehensive plan, the School Board's long range plan, and applicable Florida Statutes. 03.01.02 The School Board shall ensure that the selection of future school sites will take into consideration the degree to which existing and future schools can be readily integrated based upon the current and projected demographics of the surrounding geographic areas. 03.01.03 The School Board shall coordinate with local, regional, and state governmental agencies to assure that future school sites are compatible with their comprehensive plan(s). Objective 03.02.00 Utilize local comprehensive plans and land development regulations to further the equitable diversity of population in Broward County communities and the integration of Broward County public schools. Policy 03.02.01 Broward County and its local government entities shall support the efforts of the School Board to achieve the desired racial balance within Broward County district schools by implementing regulations that promote a diversity of housing types and redevelopment opportunities. 7 November, 1995 NOTE: Please consult the adopted version of Volume I for the latest revisions. Goal 04.00.00 Ensure that public school facilities will be available for ' current and future public school students when needed in accordance with the School Board's financially feasible Public School Capital Facilities Program and adopted level of service standard. Objective 04.01.00 The School Board and Broward County will adopt the necessary goals, objectives and policies to provide the framework for implementation of a county wide concurrency management system to be contained within the Broward County Land Development Code. ' Policies 04.01.01 The School Board and Broward County shall adopt level of service standard B, delineated in Figure PS-20, Public School Facilities Element, as the county wide level of service standard for public school facilities in Broward ' County. 04.01.02 Broward County shall adopt the School Board's adopted financially feasible Public School Capital Facilities Program into the county's Capital Improvement Element by reference and in the event of a natural disaster, the School Board may suspend the financially feasible Public School Capital Facilities Program as necessary. 04.01.03 The School Board will annually revise and adopt a capital budget consistent with the financially feasible Public School Capital Facilities Program to achieve the adopted As level of service standards. Objective 04.02.00 Adopt a concurrency management system within the Broward County Land Development Code for county wide implementation of public school concurrency to ensure that the necessary public school facilities are available concurrent with the impact of proposed residential development to meet adopted level of service standards in accordance with the School Board's financially feasible Public School Capital Facilities Program. November, 1995 INOTE: Please consult the adopted version of Volume I for the latest revisions. Policies 04.02.01 The service districts for public school concurrency determination and implementation shall be the School Board's effective school boundary areas and assigned usage for each school, as adopted annually by the School Board. 04.02.02 Public school concurrency determination for proposed residential development shall be conducted during the Broward County plat review process. 04.02.03 The school capacity measure used to determine implementation of the public school concurrency provisions, for residential development(s) applying for public school concurrency approval, shall only include student capacities from existing public schools and anticipated capacities from projects funded in the School Board's annually adopted Capital Budget. Portables and portable schools are considered temporary measures and will not be considered in calculations. Anticipated capacity from the School Board's Nineteen New School Plan (revised) shall be first used to meet the existing student station deficit. 04.02.04 The projected student impact of any proposed residential development under consideration will be determined by using the Broward County adopted student generation rates contained within the Broward County Land Development Code. 04.02.05 If the adopted level of service standards cannot be met, the developer will be permitted to mitigate such impacts through School Board approved public school concurrency mitigation alternatives contained in the Broward County Land Development Code. These mitigation alternatives will include, but not be limited to, the following, the use of which must be approved by the School Board prior to County Commission action on development approval: a) construction of classroom space equal to the anticipated future student impact, less paid impact fees, or b) participation in a School Board approved program (i.e. Pembroke Pines Special Assessment District) for the provision of school facilities, or c) donation of land for School Board use in an amount equal to the anticipated future student impact, less paid impact fees, or d) other School Board approved mitigation alternatives which may be provided for in the Code. 9 November, 1995 NOTE: Please consult the adopted version of Volume I for the latest revisions. Objective 04.03.00 Subsequent to adoption of the Broward County Public School Facilities Element, municipalities within Broward County may implement a public school concurrency management system, which will be effective at the time of municipal site plan review, in accordance with established criteria and as specified in an interlocal agreement between the local government and the School Board. Policies 04.03.01 The School Board shall consider approval of a municipal concurrency management system at site plan review if the following criteria are met: a) The critical nature of public school overcrowding in the schools that serve the municipality exceeds that in other parts of the county; and b) A substantial number of residential units remain to be developed within already approved plats and/or there are a substantial number of potentially unbuilt residential units in unplatted vacant land within the municipality; and/or c) The municipality is proposing other innovative measures to address the provision of student stations. 04.03.02 Municipalities that elect to implement a public school concurrency test at site plan review must adhere to the following criteria: a) Public school(s) affected must be physically located ' within the jurisdictional boundaries of the municipality or have 50% or more of their student membership residing in the municipality. b) The level of service standard implemented must be the level of service standard adopted by the School Board. c) The concurrency service districts must be the effective service districts contained in the adopted Broward County Comprehensive Plan, Public School Facilities Element. d) A formal coordination mechanism with the School Board must be included in the interlocal agreement. e) Such other criteria as the School Board may deem necessary and appropriate. 10 November, 1995 NOTE: Please consult the adopted version of Volume I for the latest revisions. POLICIES RECOMMENDED FOR INCLUSION INTO THE ' BROWARD COUNTY LAND USE PLAN 08.07.02 Broward County and its local government entities shall coordinate with the efforts of the School Board to address school overcrowding and meet future school needs. (Amendment to BCLUP) 08.07.08 The School Board, Broward County, and local government entities will utilize the procedures and processes authorized and encouraged by Chapter 235, Florida Statutes to hasten the acquisition and development of public school sites and facilities and to ensure compatibility with existing and planned development. ' 08.07.09 Broward County and its local government entities shall incorporate provisions within their development regulations which require new development, located adjacent to public schools or future public school sites, to incorporate features such as walls, solid hedges or ' increased setbacks to ensure compatibility with the school. 08.07.10 Broward County and its local government entities shall incorporate provisions into their Local Land Use plans and land development regulations which provide for safe pedestrian and bicycle access to public schools. ' 08.07.11 Broward County shall adopt a county wide concurrency management system for public schools to be implemented at time of Broward County plat review consistent with the Broward County Comprehensive Plan, Public School Facilities Element, the School Board adopted level of , service standards, and financially feasible Public School Capital Facilities Program. 08.07.12 Municipalities within Broward County may implement a public school concurrency management system, under certain circumstances, which will be effective at time of municipal site plan review, in accordance with established , criteria and as specified in an interlocal agreement between the local government and the School Board. 08.07.13 Broward County and its local government entities shall support the efforts of the School Board to achieve the desired racial balance within Broward County district , schools by implementing regulations that promote a diversity of housing types and redevelopment opportunities. 11 November, 1995 NOTE: Please consult the adopted version of Volume I for the latest revisions. ' CHAPTER III DATA AND ANALYSIS A. INTRODUCTION The Data and Analysis Chapter contains background and supporting information for the Public School Facilities Element. Other documents utilized in the preparation of this chapter are cited and are available at the Property Management & Site Acquisition Department of the Broward County School Board for review in their entirety. The Data and Analysis chapter is made up of five sections which include: Introduction, Inventory of Existing Schools and Demographics of Current Student Population, Existing Conditions, Analysis, and Current and Future School Needs. The section on Inventory of Existing Schools and Demographics of Current Student Population lists, by category, the current public elementary and secondary schools and adult education centers in Broward County. This section also provides the existing school capacity and current student enrollment at schools. It also identifies and discusses schools that were designated in 1994 as critically overcrowded per School Board Policy 5000. This information has been updated for those schools designated this year (1995). The section on Existing Conditions discusses the impact of residential development and population growth on Broward County public elementary and secondary schools. It briefly examines the current ethnic composition of Broward County public schools and discusses current efforts of the School Board to comply with a court order to desegregate and integrate schools in the district. The section also discusses the existing intergovernmental coordination between the School Board and various governmental and non -governmental agencies. It further discusses educational facilities, facilities requirements and the current source of revenue for the School Board's capital budget. The section on Analysis looks at the impact rapid residential growth has had on the school district, school desegregation efforts, site planning for educational facilities, and the lack of revenue to fund needed educational facilities. The Current and Future Needs section identifies and projects short and long term capital needs of the school district. 12 November, 1995 S INVENTORY OF EXISTING SCHOOLS AND DEMOGRAPHICS OF CURRENT STUDENT POPULATION In school year 1994/95, the Broward County public school district had a total of 185 public schools and numerous administrative and ancillary facilities. With the opening of four elementary and two middle schools for school year 1995/96, the number was increased to 191. The number of schools by type follows: TYPE OF SCHOOL Elementary Schools Middle Schools High Schools Vocational/Technical and Adult Centers. Centers for Special Education 1994/95 1995/96 116 120 31 33 22 22 6 6 10 185 191 For administrative purposes, the district is divided into the North, Central and South Areas. An administrative area is made up of the schools located within it and the administrative staff, including the Area Superintendent, assigned specifically to the area. Figure PS-1(A) lists all schools and their 1994/95 FISH capacities by administrative area. Figure PS-1(B) lists all schools and their 1995/96 FISH capacities by administrative area. Every year on the twentieth day of school, the district determines by count and verification each individual school's membership and ethnic composition. These numbers are the statistical count for the school year and are used in subsequent deliberations and tasks. The Twentieth Day Membership Report for the 1994/95 school year verified a total enrollment of 198,690 students in Broward County public elementary and secondary schools including pre -kindergarten and students attending special centers. The cumulative elementary, middle and high school membership for school year 1994/95 was 195,231. The 1994/95 Twentieth Day Membership Report is attached as Appendix A. The attendance boundaries for the schools operating in the same year (1994/95) are attached as Appendix B. Both of these Appendices have been updated with 1995/ 1996 information. For the purpose of this document, the data supplied will be specific to elementary, middle, and high schools and will not include statistics on special centers unless the data are referred to as "total" student enrollment or membership. 1. Educational Plant Survey and Florida Inventory of School Houses (FISH) Every five years, an Educational Plant Survey of the school district is conducted by The State Department of Education (DOE) as required by Florida Statute 235.15. The stated purpose of the Survey is "...to aid in formulating plans for housing the educational program and student population, faculty, administrators, staff, and auxiliary and ancillary services of the district or campus." The Survey produces a record of all district facilities including their size, student capacities, teacher stations, and other characteristics. This record, known as the Florida Inventory of School Houses or FISH, is maintained on computer by DOE in 13 November, 1995 Tallahassee. The Survey results are used to project future student station needs of the district based upon a DOE projection of school membership in the succeeding five years. Future student membership is compared with existing student station ' capacity (FISH) and future facility needs are identified. An estimate of the cost to provide the needed facilities is made as part of the process. Proposed construction or renovation projects, which are planned to utilize certain state funding, must be recommended in the Survey. All new facilities approved by DOE are identified by their Survey designation. However, inclusion in the Survey does not provide funding. ' A majority of public elementary and secondary school facilities in Broward County are accommodating larger numbers of students than their FISH capacities. Rapid new growth of housing in the county, the effects of immigration, and the higher number of births in the 1980s have led to an average of almost 10,000 new students added to the district each year for the past five years. In ten years (1984 to 1994), the total student membership in the school district grew in excess of 72,000 students. To meet the burgeoning facility needs, the School Board did the following: • A $317,000,000 bond issue for capital outlay was approved by referendum in 1987. ' • A $1.3 billion dollar Five Year Capital Plan Update, which included the Bond Issue, was formulated in 1989 using anticipated funds and Certificates of Participation. • Twenty-five new schools were constructed, 15 existing schools were replaced with new schools, and four additional new schools are currently under construction with others approved to follow under the existing capital plan. • All existing schools received, or are scheduled to receive renovations, reconstruction, and/or additions. • Citizen input was obtained through a variety of methods including: the Facilities Task Force, Broward Education Planning Initiative (B.E.P.I.), Superintendent's Desegregation Task Force, and a Blue Ribbon I, Committee. Many recommendations from these participatory efforts have been implemented. • Several operational audits were conducted on the construction program; the most recent was the Coopers & Lybrand Report, January 1995. The recommendations from the Coopers & Lybrand Report, in addition to many others from previous reports, are being implemented to increase ' the effectiveness and efficiency of school facility construction. • The Broward County Impact Fees for schools were increased approximately threefold. Even with all of these efforts, it has not been possible to fund all of the required school facilities necessary to meet the growth in student membership. Florida's revenue stream for education facilities is insufficient and will continue to fall short ' of demand if growth continues without an appropriate designated progressive revenue source . ' 14 November, 1995 Loc Num School Name Current F.LS.H. North Area Elementary 2511 Atlantic West 758 0811 Bmadview 800 1421 Coconut Creek 797 3041 Coral Park 785 2551 Coral Springs 765 3I11 Country Hills 785 0901 Cresthaven 782 1781 Cypress 667 0011 Deerfield Beach 585 0391 Deerfield Park 785 3221 Drew 660 0851 Floranada 465 2631 Forest Hills 828 1971 Hunt 782 1091 Lloyd Estates fill 2741 Maplewood 708 1161 Margate 753 1671 Markham 713 0941 MCNab 768 2691 Morrow 757 0561 Norcrest 575 0521 North Andrews 507 2231 North Lauderdale 769 0031 Oakland Park 409 1131 Palmvlew 614 1951 Park Ridge 555 3171 Park Springs 785 2811 Pinewood 782 0751 Pompano Beach 660 3121 Quiet Waters 785 2721 Remblewood 771 2891 Riverglades 785 3031 Riverside 785 0891 Sanders Park 646 2621 Tamarac 860 0571 Tedder 630 2681 Westchester 765 3091 Winston Park 785 Total 27,022 North Area Middle 2561 Coral Springs 1.378 1871 Crystal Lake 1,343 0911 Deerfield Beach 1.705 3051 Forest Glen 1,354 0581 Margate 1,251 0021 Pompano Beach 1.099 2711 Ramblewood 1.348 2121 Rickards 988 2971 Silver lakes 1,362 Total 11.828 Total 14,887 Figure PS-1(A) The School Board of Broward County, Florida Current School F.I.S.H. Capacity November - 1994 . Nunn Num School Name Corrent F.I.S.H. Central Area Elementary 2001 Banyan 785 0641 Bayview 439 0201 Bennett 523 0501 Bmwanl Estates 526 1461 Caste Hill 596 2641 Central Park 785 0221 Cmissant Park 785 0271 Dillard 835 0411 Edgewood 360 0921 Foster 582 0491 Harbordale 490 2531 Horizon 763 1611 King, M.L. 729 0621 Larkdale 783 0431 Lauderdale Manors 861 1381 Lauderhill Paul Turner 462 0761 Meadowbmok 469 1841 Mirror Lake 671 2671 Nob Hill 733 1191 North Fork 756 0041 North Side 534 3271 North Side Annex 1831 Oriole 533 0931 Peters 677 0941 Plantation 432 1251 Plantation Park 490 0151 Riverland 685 0681 Rock Island 484 1851 Royal Palm 661 3061 Sandpiper 785 3401 Sawgrass 785 O611 Sunland Park 591 0731 Tropical 470 1621 Village 775 0321 Walker 649 2B81 Welleby 785 0631 Westwood Heights 786 6191 Wilton Manors 503 3321 Young, Virginia S. 782 Total 24.340 Central Ana Middle 2611 Ban 1,415 1071 Dandy. William E. 1,354 1701 Lauderdale Lakes 1.210 1391 Lauderhill 1,112 1741 Anders 0371 Dillard 1451 I.oc Num School Name Current F.I.S.H. South Area Momentary 0341 Bethune 716 0971 Boulevard Hghts 1,007 0231 Colbert 591 0331 Collins 332 1211 Cooper City 806 2981 Country Isles 785 O101 Dania 700 2801 Davie 783 0721 Driftwood 792 3461 Eagle Point 998 3191 Embassy Creek 785 1641 Faraway 809 2541 Flamingo 747 2851 Griffin 736 0131 Hallandale 615 0111 0531 Miramar 785 1282 Nova Blanche F 792 1271 Nova Eisenhower 762 0461 Oakridge 759 0711 Orange Brook 708 3311 Pahn Cove 785 2071 Pasadena Lakes 644 2661 Pembroke Lakes 738 1221 Pembmke Pines 660 1631 Perry 575 2861 Pines lakes 736 1811 Sheridan Hills 550 745 28.393 South Area MWdle 1791 Apollo 1,141 0343 Attucks 901 0861 Driftwood 1,132 0481 McNicol 965 1311 Nova 1.033 0471 Olsen 1.354 1011 Perry 1,452 1881 Pines 963 2571 Pioneer 1,448 3151 Teguesta"hace 1,354 3001 Young, Walter C. 1,455 Total 13,198 South Area 13iQ 2,274 1931 Cooper C1 2,263 0403 Hallandal, 1,884 1861 Hollywood 1.915 0241 McArthur 1,993 1751 Miramar m 1,969 1281 Nova 1,725 0171 South Brc 14,023 15 2831 Western Tatl 157 Lac N= School Name Current F.I.S.H. North Area Elementary 2511 Atlantic West 749 0811 Broadview 799 1421 Coconut Creek 807 3041 Coral Park 785 2551 Coral Springs 769 3111 Country Hies 785 0901 Cresthamn 785 1781 Cypress 667 0011 Deerfield Beach 585 0391 Deerfield Park 795 3221 Drew 660 3441 Eagle Ridge 1,000 0851 Floranada 458 2631 Forest Hills 815 1971 Hunt 782 1091 Lloyd Estates fill 2741 Maplewood 732 1161 Margate 778 1671 Markham 713 0841 McNab 768 2691 Morrow 787 0561 Norcrest 596 0521 North Andrews 507 2231 North Lauderdale 749 0031 Oakland Park 409 1131 Palmview 604 2621 Tamarac 860 0571 Tedder 605 2681 Westchester 768 3091 Winston Park 785 Total 28.067 North Area BOddle North Area High ' 1681 Coconut Creek 2.261 1151 Coral Springs 2,252 1711 Deerfield Beach 1.931 0361 Ely 2,281 1241 Northeast 1.890 3011 Stoneman Douglas 2,677 2751 Taraveea 2.197 Total 15,489 Figure PS-1 (B) The School Board of Broward County, Florida Current School F.I.S.H. Capacity October - 1995 E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C E C M C M C M C M C M C M C M C M C M C M C M C 1191 North Fork 756 0041 North Side 534 1831 Oriole 518 Central Area High H C 1741 Anderaon,Boyd 2,272 H C 0371 Dillard 2,552 H C 0951 Fort Lauderdale 1,875 H C 1901 Piper 2,003 H C 1451 Plantation 1,954 H C 2351 South Plantation 2,055 H C 0211 Stranahan 1.825 Total 14,536 UP 0461 Oakridge 759 0711 Orange Brook 703 3311 Palm Cove 785 2071 Pasadena Lakes 640 2661 Pembroke Lakes 746 1221 Pembroke Pines 660 1631 Perry 575 2861 Pines lakes 736 2871 Sea Castle 785 1811 Sheridan Hies 500 South Area !riddle 2571 Pioneer 1,425 3331 Sliver Trae (P) 1,719 3151 Teguesta Mace 1,336 3001 Young, Walter C. 1,402 Total 16,554 2. Critically Overcrowded Schools In August of 1994, the School Board adopted a policy to identify critically overcrowded schools. The policy provided alternative student enrollment options for addressing overcrowding at the schools. After the Twentieth Day Membership Report is completed, critically overcrowded schools are identified by application of this policy. For those identified schools, Area Superintendents initiate a process which includes school community input to identify the enrollment option to be recommended for implementation the following school year to ease overcrowding. The options are: additional portables, enrollment capping, double sessions, multi -track year round education, or flexible scheduling. TABLE III-1 CRITICALLY OVERCROWDED SCHOOLS IL994 Schools FISH 1994 Membership Castle Hill Elementary 596 1,243 Country Hills Elementary 785 1,211 Flamingo Elementary 747 1,301 Lauderhill Paul Turner Elem. 462 1,057 North Andrews Gardens 507 966 North Side Elementary 534 1,187 Oakland Park Elementary 409 730 Oriole Elementary 533 1,046 Pines Lake Elementary 736 2,272 Plantation Elementary 432 857 Tamarac Elementary 860 1,213 Westchester Elementary 765 1,268 Winston Park Elementary 785 1,357 Coral Springs Middle 1,378 2,117 Crystal Lake Middle 1,343 1,538 Forest Glen Middle 1,354 2,105 Lauderdale Ickes Middle 1,210 1,516 McNicol Middle 965 1,359 Nova Middle 1,033 1,539 Parkway Middle 1,351 1,699 Perry, Henry D. Middle 1,452 1,720 Pines Middle 963 1,554 Pioneer Middle 1,448 1,642 Ramblewood Middle 1,348 1,647 Silver Lakes Middle 1,362 1,573 Tequesta Trace Middle 1,354 1,935 Young, Walter C. Middle 1,455 2,149 Anderson, Boyd H. High 2,274 2,763 Coconut Creek High 2,215 2,696 Cooper City High 1,878 2,751 Dillard High 2,263 2,854 Douglas, Marjory Stoneman High 2,589 2,904 Miramar High 2,157 2,606 Taravella, J.P. High 2,108 2,517 Source: 1994/95 School Board of Broward County, Twentieth Day Membership Repot In 1994, schools were considered critically overcrowded if they exceed the following School Board criteria: elementary schools - 175% of FISH capacity 17 November, 1995 and/or exceed 1,200 students; middle schools - 140% of FISH capacity and/or exceed 1,500 students; and high schools - 150% of FISH capacity and/or exceed 2,500 students. Table III-1(A) lists 34 schools that were determined to be critically overcrowded by Board policy as of November 1994. Options to address the overcrowding were implemented in the fall of 1995. School Board Policy 5000 requires that the standards for overcrowded schools be reviewed annually in June. Therefore, current policy may be amended on a yearly basis. In 1995, schools were considered critically overcrowded if they exceed the ' following School Board criteria: elementary schools - 175% of FISH capacity and/or exceed 1,200 students (1,400 for elementary schools with a capacity in excess of 900 students); middle schools - 140% of FISH capacity and/or exceed 1,500 students (2,000 students for middle schools with a capacity in excess of 1,700 students); and high schools - 150% of FISH capacity and/or exceed 2,500 students (3,200 students for high schools with a capacity in excess of 2,500 students). The number of schools determined critically overcrowded for this year declined to 26. This decline was due to the impact of six new schools opening and the revisions in School Board Policy 5000. Table III-1(B) lists these 1995 critically overcrowded schools. A copy of School Board Policy 5000 is attached as Appendix C. CRITICALLY OVERCROWDED SCHOOLS 1995 Schools FISH 1995 Membership Castle Hill Elementary 596 1,276 Chapel Trail Elementary 1,000 1,428 Country Isles Elementary 785 1,231 Flamingo Elementary 747 1,281 North Andrews Gardens Elementary 507 1,001 Silver Ridge Elementary 785 1,269 Tamarac Elementary 860 1,321 Village Elementary 775 1,234 Westchester Elementary 768 1,261 Winston Park Elementary 785 1,376 Coral Springs Middle 1,332 1,921 Crystal Lake Middle 1,276 1,709 Forest Glen Middle 1,336 2,130 Nova Middle 1,033 1,559 Parkway Middle 1,262 1,879 Perry, Henry D. Middle 1,428 1,715 Pines Middle 972 1,571 Tequesta Trace Middle 1,336 1,881 Young, Walter C. Middle 1,402 2,150 Anderson, Boyd H. High 2,272 2,743 Coconut Creek High 2,261 2,695 Cooper City High 1.906 2,953 Miramar High 2,131 2,524 Plantation High 1,954 2,551 Taravella, J.P. High 2,197 2.611 Western High 1,850 2,674 Source: 1995/96 School Board of Broward County, Twentieth Day Membership Repo 18 November, 1995 3. Demographics of Current Student Population Significant growth in Broward County public elementary and secondary school population and continued immigration of foreign students into the county and their subsequent enrollment in the district's schools, has resulted in a large ethnically diverse elementary and secondary school population. The county wide White public school membership decreased from 74% in 1978 to 51% in 1994. Black and Hispanic membership, as a percentage of total student membership, has grown over time. Black membership as a percentage of the total student membership, increased by 11% since 1978 and 5% since 1988. In 1978, Hispanics comprised less than 3% of the total district membership. In 1994, they make up 12% of the total membership. Asian and Native American Indians comprise 2.3% and 0.3% respectively, of the total district membership. The Asian component has increased from less than 1% in 1978. The Native American Indian membership has remained stable over a fifteen year period. These data are reflected in Figure PS-2. The numbers of foreign born and/or Limited English Proficiency (L.E.P) students given in Table III-2 represent the number of new students enrolling in the district, by year, through the Assessment and Registration Center. TABLE III-2 FOREIGN BORN/L.E.P STUDENTS 1989/90 TO FEBRUARY 1995 School Year Foreign Born/L.E.P. Students 1989-90 4,054 1990-91 5,716 1991-92 5,887 1992-93 6,566 1993-94 5,936 1994-95* 2,373 * Through February 1995 Source: 1994 Broward County School Board, Multi -cultural Education Department To date, foreign born students from one hundred and sixty seven countries have enrolled in Broward County schools. Of the 30,532 total foreign born/L.E.P. students registered since 1989, 71% come from countries listed in Table III-3. 19 November, 1995 COUNTRY OF ORIGIN FOREIGN BORN/L.E.P. STUDENTS 1989 TO FEBRUARY 1995 CounIZE of Origin United States Haiti Jamaica Puerto Rico Columbia Brazil Canada Source: 1994 Broward County School Foreign Born/L.E.P. Students 1989 to Feb. 1995 8,708 3,583 2,496 2,197 1,997 1,578 1,201 Multi -cultural The trend toward increased diversity in student membership is anticipated to continue. The magnitude and extent of future racial and ethnic diversity in Broward County will depend, in part, on the political developments in the Caribbean, particularly Haiti and Cuba, and Central and South America. The immigration policy of the White House and the inter -county migration patterns among Dade, Broward and Palm Beach Counties will also be factors. 20 November, 1995 / / ® k \\ / j� § \ % E \ p j § 7 \ \ \ / �o § 21 C. EXISTING CONDITIONS This section is made up of the following components: Residential Development and Student Membership Growth, Desegregation, Existing Intergovernmental Coordination, Location and Construction Requirements for Educational Facilities, Other Facility Requirements, and Current Funding Sources for Educational Facilities. 1. Residential Development and Student Membership Growth Residential development and resulting population growth have had, and continue to have, a tremendous impact on Broward County public schools. This trend is reflected in the number of building permits issued in the county over time and the increased Broward County public school enrollment. a. Residential Development Table III-4 depicts the number of residential building permits issued from 1988 to 1994 by residential building type. The data show a slow down, especially in multi -family permits after 1990, which is reflective of the economic recession. In 1993, building permits issued increased significantly returning to the previous level. TABLE III-4 RESIDENTIAL BUILDING PERMITS ISSUED BY TYPE 1988-1994 Single Multi- Change Over Year Family Family Total Previous Year 1988 7,061 7,973 15,034 -3,802 1989 5,890 8,062 13,952 -1,082 1990 5,501 5,281 10,782 -3,170 1991 4,806 1,829 6,635 -4,147 1992 6,647 2,177 8,824 2,189 1993 9,111 3,126 12,237 3,413 1994* 9,625 5,394 15,019 2,782 Total 48,641 33,842 82,483 • Jan. - Nov. 1994 Source: Broward County Dept. of Strategic Planning & Growth Management The most recent increase in building permit issuance is partially attributable to the relocation of families displaced from Dade County by Hurricane Andrew in 1992, the low interest rates for home mortgages in 1993, and a surge for permits preceding a change in building codes. County records indicate that a total of 60,620 Certificate of Occupancy (COS) were issued in the county from 1988 to 1993. Of this number, 26,234 or 43% were for 22 November, 1995 single family units and 34,386 or 57% were for multi -family units. Table III-5 delineates this trend by region. Region AND PERCENTAGES OF CERTIFICATE OF OCCUPANCY (CO) ISSUED BY REGION & HOUSING TYPE APRIL 1988 - APRIL 1993 Single Family Number % South West 12,415 47 North West 7,268 28 West Central 5,415 21 North East 470 2 South East 357 1 East Central 309 1 Crnmty 26,234 100 Source: 1994 Broward Multi Family Number % 7,895 23 10,301 30 7,675 22 4,919 14 2,056 6 1540 5 34,386 100 School Board Growth and Total Units Number % 20,310 33 17,569 29 13,090 22 5,389 9 2,413 4 1,849 3 60,620 100 The Broward County Department of Strategic Planning and Growth Management (SP&GM) has tracked records of approved plats in Broward County since 1979 for use in updating its "TRIPS" computer model. The model determines a project's impact on Broward County roadways and the resultant impact fee. SP&GM reports that as of October 1, 1994 there were a total of 95,142 units in approved plats or approved Developments of Regional Impact (DRIs) that have not been built. Of this number, 42,705 or 45% were multi -family units. The cumulative number of approved unbuilt units can change when a project is completed or a developer certifies that no more units can be built in a plat. The plat is deleted from the total anytime either of these situations occur. However, new units are added to the list whenever the County Commission approves them. b. Student Membership Growth The total student membership (Pre-K through grade 12) in the school district increased by 56,273 students between the school years 1988/89 and 1994/95. This is the same time frame as the building permit and certificate of occupancy data referenced in Tables III-4 and III-5. This growth has resulted from an increase in the number of births, extension of services to pre-school children, domestic in -migration to Broward County, and immigration from other countries. The "Growth and Desegregation Report" predicted this growth will continue and that total district enrollment will be approximately 250,000 by the turn of the century. Table III-6 depicts student membership growth from school year 1988/89 through 1994/95 and Figure PS-3 depicts the actual and projected total membership from 1965 to the year 2000. An additional 8,655 students were added to the district school year 1995/96, of which, 8,158 are housed in the elementary, middle or high school facilities. 23 November, 1995 TABLE III-6 STUDENT MEMBERSHIP GROWTH 1988/89 - 1994/95 School Total Growth Year Membership Increment 1988-89 142,418 1989-90 149,096 6,678 1990-91 160,757 11,661 1991-92 169,878 9,121 1992-93 179,975 10,097 1993-94 189,600 9,625 1994-95 198,690 9,090 Total 56,273 Source: 1994 Broward County School Board, Twentieth Day Membership Report Generally, new student growth has occurred throughout the county. However, this growth has been most significant in the western portion of the county due to the available large tracts of undeveloped land in the area. Figures PS-4 through PS-6 ' aggregate the schools by level into six sectors. The Figures show geographically where the growth in students has occurred, by race and school level based on the schools attended. These data show a correlation to the data in Tables III-4 and III-5 regarding building permits and Certificates of Occupancy obtained in Broward County. Based on data obtained for the School Board's Growth and Desegregation Report, over 11,500 or 34% of the 33,885 total additional elementary students from the school years 1987/88 to 1993/94 attended schools in the eastern portion of the county. Elementary school membership in the westerly located schools increased by over 22,000 students or 66% during the same period. ' Middle school student increases totaled 12,060 countywide with 3,906 students, or 32% of the increase occurring in the easterly located middle schools and 8,154 students or 68% occurring in the westerly located middle schools. High schools demonstrated the smallest student increases. This is likely due to decreased numbers of the post "Baby Boom" or "Baby Bust" generation which moved into high school. Over the same time period, the total high school membership increase was 5,382 students. Forty percent or 2,172 of this increase took place in high schools located in the eastern portion of the county and 3,210 or 60% took place in high schools located in the western portion of the county. 1 24 November, 1995 s o 8 0 o 0 0 0 0 0 0 0 o n �i cci o n cq M N N N N ..� „N,i O n N dTqs.iagivaW 25 o� 0 �z N Q 0 V Q � N 0 O)o rncli �L6 OOOZ M rn 6661 8661 m L66I 9661 a 9661 666I 0 £66i N Z661 a 1661 0661 � 6861 C 9861 q L961 9861 yp 2861 N� 686I £86I v Z86I c Z86I 0861 0 C 6L6i 8L6I LL6I 9L6I Q 9L61 7 6L6I 0 £L6I ZL6I Q I L6I Im OL6i 46 t 6961 0 9961 m L96I 0 996I 9961 5i 11 Figure PS-4 I' II Student Growth and Racial / Ethnic Changes by Sectors Elementary Schools County Black 87/88 31.2% 93/9_4 33.9% Indian 0.3% 0.3% Hispanic 6.6% 10.7% Asian White 1.5% 60 5% 2.1% 53 1% Total Student Increase 33.885 Sectors North West ® North East ® Central West Central East South West 0 South East North West 37/88 93/94 Black 7.0% 12.0% Indian 0.2% 0.3% Hispanic 5.3% 9.6% Asian 1.8% 2.6% White 85.7% 75 4% Total Student Increase 5,446 Central West 87./88 Black 30.90/0 93/94 40.2% Indian 0.2% 0.2% Hispanic 4.3% 8.2% Asian 1.3% 2.2% Total Student Increase 6,298 87/88 10.9% 93/94 14.8% 0.7% 0.4% 9.5% 13.8% 2.4% 3.0% Student Increase 10,615 Black 87/88 45.1% 93/94 43.3% Indian 0.1% 0.2% Hispanic 5.8% 10.1% Asian 0.8% 1.5% White 48.2% 44 9% Total Student Increase 5.345 Black 87/88 69.0% 93/94 73.8% Indian 0.2% 0.2% Hispanic 4.7% 6.5% Asian 0.5% 0.8% White 25.5% 18.8% rotal Student Increase 3,377 ' .' South East 87188 36.4% 93/94 36.6% Black •' Indian 0.3% 0.3% Hispanic 9.6% 15.7% • Asian 1.3% 1.5% Total Student Increase 2,804 • Elementary schools grew by 33, 885 students 1987 to 1993; 66% in western schools and 39% in eastern schools. • Black membership, as a percentage of the total, increased the most in central area schools. • Increases in the proportion of hispanic students were greatest in the south area schools. • White membership, as a percentage of the total, countywide declined from 60.5% to 53.1 % over the five year period. Source: 1994 Broward County School Board, Growth and Desegregation Report. OM Figure PS-5 Student Growth and Racial / Ethnic Changes by Sectors Middle Schools Cou Black 87/88 27.7% 93/94 32.4% Indian 0.3% 0.3% Hispanic 7.3% 11.9% Asian White 1.6% 63.1% 2.5% 52.9% Total Student Increase 12,060 Sectors North West ® North East ® Central West Central East South West 0 South East North West 8.7/88 8.5% 93/94 13.7% Black Indian 0.2% 0.1% Hispanic 4.8% 9.3% Asian 2.1% 2.8% White 84.3% Total Student Increase 741% 2,190 Central West Black 87/88 31.9% 93/94 40.3% Indian 0.2% 0.3% Hispanic 5.0% 8.3% Asian 1.4% 2.4% Total Student Increase 1,788 South West Black 87/88 93/94 17.4% 11'9% Indian 0.5% 0.5% Hispanic 9.1% 14.2% Asian 2.4% 3.4% Total Student Increase 4,176 North East Black 87/88 44.6% 93/94 48.4% Indian 0.3% 0.3% Hispanic 7.6% 10.6% Asian White 0.6% 1.3% 46.9% Total Student Increase 39.4% 1,925 Central East Black 87/88 54.0% 93/94 61.7% Indian 0.2% 0.3% Hispanic 6.8% 10.1% Asian 1.2% 16% Total Student Increase 989 South_ East • Black 87/88 27.7% 93194 30.0% .' Indian 0.3% 0.3% • Hispanic 12.4% 21.0% ' Asian White 1.0% 58.7% 2.3% Total Student Increase 46 4% 992 • Countywide middle school membership grew by 12,060; the largest gain was in the south west sector. • Middle school hispanic and black membership increased, as a percentage of the total, in all sectors. • Percentage of white student enrollment declined from 63% in 1987 to 53% in 1993. • Black students, as a percentage of the total, increased the most in the central west, central east and south west sectors. Source: 1994 Broward County School Board, Growth and Desegregation Report. 1 11 'I 27 Figure PS-6 Student Growth and Racial / Ethnic Changes by Sectors High Schools County Black 87/88 23.3% 93/94 32.2% Indian 0.2% 0.3% Hispanic 6.2% 12.5% Asian 1.7% 2.8% White 68.6% 52.2% Total Student Increase 5,382 Sectors North West North West 87/88 93/94 Black 3.6% 7.1% Indian 0.2% 0.1% Hispanic 3.4% 8.7% Asian 1.4% 2.9% White 914% 811% Total Student Increase 1,592 Central West 87/88 93/94 Black 17.7% 27.0% Indian 0.2% 0.5% Hispanic 4.9% 11.1% Asian 1.8% 2.9% White 75.3% 58.4% Total Student Increase 361 North East 'outo west 87/88 93/94 ® Central West Black Indian 10.6% 0.2% 18.9% 0.2% Hispanic 7.5% 16.0% Central East Asian 2.3% 4.0% South West White 79.3% Total Student Increase 60.9% 1,257 0 South East North East 87/88 28.1% 93/94 42.9% Black Indian 0.1% 0.3% Hispanic 6.6% 13.3% Asian 1.7% 2.7% Total Student Increase 599 Central East 87/88 93/94 Black 57.7% 68.3% Indian 0.2% 0.3% Hispanic 4.7% 7.7% Asian 1.1% 1.5% an,fro oa nor. Total Student Increase 1.294 Black 87/88 23.2% 93/94 29.2% Indian 0.4% 0.4% Hispanic 10.2% 18.3% Asian 1.4% 2.1% Total Student Increase 279 60% of total high school growth from 1987 to 1993 was in western high schools while 40% was in eastern high schools. Black students, as a percentage of the total membership, increased in all sectors, the largest proportional increases were in the north east and central east sectors. Hispanics made up 12.5% of total high school membership in 1993, up from 6.2% in 1987. Source: 1994 Broward County School Board, Growth and Desegregation Report. 9.11 2. Desegregation In the twenty years between 1970 and 1990, two desegregation lawsuits were brought against the school district alleging racial discrimination against minority students. In the first case, Allen v. School Board of Broward County (1970) (hereinafter "Allen") the school district admitted and the court found that the School Board had been unconstitutionally operating a segregated dual school system. After an appeal over the specifics of the court's remedial order, the court issued a second order requiring the district to change its admissions policies, alter attendance boundaries, pair and cluster some schools, and desegregate its faculty, with the goal of establishing what the courts referred to as a "unitary system". In 1979, the court relinquished its jurisdiction in the case, noting that eight years had passed since the remedy was ordered. But the court did not make any precise findings on the district's compliance with orders to eliminate the vestiges of segregation in the school system nor did the court find that the district was making any good faith commitment to its constitutional obligations. The school district was sued again, in 1983, for alleged racial discrimination. The suit, Smith v. McFatter, 81-6200 - CIV, (hereinafter "Smith") alleged that the district had failed to comply with its obligations as stipulated under the court orders in the Allen case. Before the Smith case went to trial, it was resolved by a stipulation of the parties. The 1987 court ordered Consent Decree, required the district to implement a number of specific actions aimed at furthering the desegregation of schools in Broward County. Since 1987, the Consent Decree has guided, in part, the formation of magnet schools and attendance area recommendations. In October of 1993, the School Board established the Superintendent's Boundary Task Force to analyze the 1987 Consent Decree and issues related to it. The Task Force was later renamed the Desegregation Task Force in January of 1994 to eliminate any confusion between it and the already existing Staff Boundary Committee. Subsequent to that action, the Superintendent instructed the Task Force to focus on the six vestiges of segregation called the Green factors as referred to by the U.S. Supreme Court in Green v. New Kent County School Board, 391 U.S. 430 (1968), a seventh item, educational achievement (the reverse of educational deficiency as referred to in Milliken v. Bradley, 433 U.S 267 (1977) and magnets, a strategy central to the 1987 Consent Decree. Members of the Task Force were chosen to reflect the ethnic, racial, and geographic diversity of the school district. During its tenure, the Task Force's responsibilities were delegated to the following subcommittees: Student Assignments, Facilities, Faculty and Staff, Extracurricular Activities, Transportation, Educational Achievement, and Magnets. The Task Force was also given the responsibility to review comprehensively, all district policies relating to desegregation and school boundaries along with their relationship to growth, innovative programs, and budget priorities. In February of 1995, the Task Force submitted its findings and recommendations to the School Board and subsequently disbanded. 29 November, 1995 The implementation of the Desegregation Task Force recommendations will have a significant effect on Broward County Public Schools. A summary of these recommendations is attached as Appendix D. 3. Existing Intergovernmental Coordination Intergovernmental coordination on various school and local land planning issues currently exists between the School Board, Broward County, Broward County municipalities, and appropriate state agencies. Section 235.193, Florida Statutes, Coordination of planning with local governing bodies, addresses several issues relating to intergovernmental coordination. This statute requires the school district to respond to local governments as to the anticipated impact new developments will have on public school facilities. It also addresses new school siting and the need for coordination of School Board plans with those of the local comprehensive plan. However, as noted herein, there are a variety of steps and mechanisms that should be implemented to support more fully the intergovermental coordination needed to improve the provision of school facilities. Land use planning coordination efforts between the School Board, Broward County municipalities, and Broward County began in 1974, when the citizens of Broward County endorsed home rule by voting to approve a Charter. The Charter gave certain county wide land use authority to the county government. It is this authority which allowed the Board of County Commissioners to assess impact fees and other land planning requirements in the municipalities, as well as the unincorporated areas. In 1977, the first countywide platting ordinance was implemented. A year later, the School Board requested, by resolution, that school impact fees for land acquisition be included in the ordinance. In January of 1979, the Board of County Commissioners approved Ordinance 79-1 which implemented the School Board proposal and initiated school impact fees for site acquisition. Discussions regarding safety issues, sharing of recreational facilities and the provision of services to new schools have been ongoing for many years between the School Board and the various municipalities. These are an important part of existing and future intergovernmental coordination efforts. a. Broward County Existing intergovernmental land planning coordination mechanisms between the School Board and Broward County include School Board staff review of proposed plats and land use plan amendments and future school locations through planning provisions in the Broward County Land Development Code. Moreover, coordinated efforts between the two entities is extensive and includes such things as county use of school buses in a disaster situation, summer school programs, schooling for inmates, juvenile justice programs and many other issues. The passage of Ordinance 79-1 in 1979 by the Broward County Commission ' provided that school impact fees be assessed on new housing according to unit type and number of bedrooms. The highest fee at that time was $486 for a four bedroom single family home. Although money was collected immediately, it was held by the county government for several years until legal challenges were 30 November. 1995 dismissed and an agreement signed between the School Board and the Board of County Commissioners. The ordinance requires that the funds be disbursed where they were collected. This directive was met by subdividing the county into four sub -districts for the purpose of collecting impact fees and providing benefits. At the time, these four sub -districts closely mirrored the four then existing School Board administrative areas. The use of funds is restricted to acquisition of school sites or the construction of new facilities that would benefit new users. Each year, School Board staff provides the county with an accounting, by sub -district, of the projects that have been funded with the impact fees. The ordinance also provides for the dedication of school sites in lieu of paying school impact fees. These dedications have been important to the School Board of Broward County in providing a pool of vacant parcels which can be used as needed to provide locations for new schools to meet the needs of Broward County's growing public school population. The dedicated sites are planned carefully in conjunction with overall development of the area and coordinated with the appropriate local jurisdiction. This ensures that when sites are utilized they are of the correct configuration, size, and location. Eighteen of the twenty-three dedicated sites have been used for new schools or have new schools under construction. See Table III-10 for school sites dedicated under the ordinance and the current status of each. Since 1979, the ordinance has been codified and improved to include specific locational and other requirements for school sites. Recently, in 1993 the Broward County Commission adopted revised school impact fees in coordination with the School Board of Broward County. The School Board, through appointed staff members, has been part of the Development Review Committee (DRC) review process at the county. Because this process includes reviewing all plats prior to approval, it has been valuable both as input for the County Commission in making decisions and as a planning tool for the School Board for locating future school sites and for making better student projections. The School Board staff currently receives, on a regular basis, proposed plats from Broward County for the review of potential new students to the district. The potential school impacts are indicated in plat reports which are transmitted back to the county. The School Board staff also reviews and comments on proposed Land Use Plan Amendment (LUPA) applications to determine student impact to the school district. These applications are transmitted to the School Board staff by the Broward County Planning Council (BCPC). Periodically, School Board members attend scheduled governmental public meetings. Staff members attend, on a regular basis, the public hearings of the Broward County Commission and the Broward County Planning Council for land use plan amendments in order to address school issues. A staff representative also regularly attends the scheduled monthly Broward County League of Cities Technical Advisory Committee (TAC) meetings, to monitor, provide, and receive information on planning issues and how they may affect the school district. In the fall of 1993, staff members from the Broward County Department of Strategic Planning and Growth Management, the School Board, the Broward County Attorney's Office and the Broward County Planning Council collaborated in researching and writing the "Broward County Public School Concurrency Study." 31 November, 1995 This study was prepared to meet statutory requirements of Chapter 163.3180 F.S. to determine how concurrency requirements shall be met and shared by all affected parties. The study was presented to the Broward County Planning Council, the County Commission, and the School Board. As a result, an agreement was approved and signed between the School Board and the County Commission, establishing the responsibilities of both parties in preparing a Public School Facilities Element. In this process, the School Board was designated as the Local Planning Agency for the proposed element. A copy of this agreement is attached as Appendix E. b. Municipalities in Broward County Existing intergovernmental coordination between the School Board and municipalities in Broward County is varied. As with Broward County, some of the coordination exists in the form of interlocal agreements. Most of the cities in Broward County lease portions of school sites for recreational purposes with ' interlocal agreements. Of the current school sites, approximately ninety have recreational leases. In some cases the School Board leases adjacent city park property for needed recreational spaces. This relationship is extended to swimming pools and auditoriums when appropriate. The School Board also currently coordinates on a formal and informal basis, the ' siting of new school facilities. Prior to review by the Superintendent's Site Review Committee, school board staff meets with the appropriate local government planning department to discuss any issues regarding the proposed facility and future services to it. School Board staff regularly receives public hearing notices from municipalities on ' such issues as proposed land use plan amendments, rezonings, variances etc. School Board staff provides comments on these notifications to the municipality whenever the identified issue may impact any of the schools in the district. c. State of Florida Agencies When required to do so, the School Board and/or staff responds to a variety of ' issues from any state agency seeking information. The State Department of Transportation regularly meets with the school district's safety department and transportation department to discuss issues of mutual concern. (1) Florida Department of Education ' The Florida School Laws (which constitute the Florida School Code) governs the institutions of public education in the State of Florida. These laws are contained in Chapters 228 through 246 and Chapter 413, F.S. Chapter 229 of the Code mandates the following hierarchy for the dispensation of public education in the state. The hierarchy includes: the State Board of Education ("the Board"), the Commissioner of Education and the Department of Education. The Board is ' responsible for the supervision of the state's public education system. The Commissioner of Education is the chief education officer and The Florida Department of Education (DOE) operates as the administrative and supervisory agency under the direction and control of the State Board of Education. Within 32 November, 1995 the DOE is the Office of Educational Facilities that is responsible for various functions mandated by Chapter 235.015 F.S. Chapter 230 F.S. governs the creation and administration of school districts in the State of Florida (specifically, Chapter 230.1 states that "Each county shall constitute a school district and shall be known as the school district of _County, Florida...") The school districts operate as a unit of the state educational system. The School Board of Broward County therefore, operates under the mandates of Chapter 230 and conducts its responsibilities as mandated by other applicable chapters of the "Florida School Code", with The Florida Department of Education and other bodies in the hierarchy for the dispensation of public education in Broward County. (2) South Florida Regional Planning Council The South Florida Regional Planning Council (SFRPC) is the regional State government agency responsible for regional planning issues in Broward, Dade, and Monroe Counties. Existing intergovernmental coordination between the SFRPC and the school district include staff review of proposed Development of Regional Impact (DRI) applications, review of pending legislation and/or administrative rules, and participation of the school board staff on applicable regional issue work groups for various council projects (such as the recent Strategic Regional Policy Plan Issue Work Group). The Council monthly agenda/minutes are reviewed by School Board Staff for any reference to school issues in Broward County. Moreover, School Board staff implements appropriate actions whenever any significant school issues are identified in these transmitted documents and attends monthly SFRPC meetings. (3) Other Agencies The School Board's relationship with other governmental and non -governmental agencies (such as the South Florida Water Management District, drainage districts, utility companies, cable companies etc.) are either formal to comply with permitting requirements or informal to address matters of mutual concern. 4. Location and Construction Requirements for Educational Facilities The School Board of Broward County by virtue of the Constitution of the State of Florida and Florida Statutes has the authority to operate, control and supervise all free public schools within the school district and may exercise any power except as expressly prohibited by the State Constitution or general law (Chapter 230.03 F.S.) These powers include approving plans for locating, planning, construction, sanitation, insuring, maintaining, protecting, and condemning school property (Chapter 230.23 (9) F.S.). The location of schools and future school sites is required to be in accordance with Florida Statutes, Florida Administrative Rules, and with School Board Policy. The provision of educational facilities for public schools is governed by provisions in Chapter 235 F.S. and Florida State Board of Education Administrative Rules. All manner of requirements, from site selection criteria to energy management are 33 November, 1995 addressed by the statute and rules. All public school construction is required to adhere to the State Uniform Building Code for Educational Facilities. 5. Other Facility Requirements In addition to complying with the educational provisions mandated in Chapter 235 F.S. and the Florida State Board of Education Administrative Rules, school boards are required to comply with a host of periodic regulations enacted and mandated for compliance by the Federal and State governments. These regulations include the recent Americans with Disabilities Act (ADA), the Hurricane Shelter legislation and the Indoor Air Quality legislation. a. Americans with Disabilities Act (ADA) The ADA was enacted by the federal government on July 26, 1990. The ADA is a civil rights legislation intended to protect individuals who are limited in a mental ' or physical capacity. The legislation requires that all new construction must comply with the law by February of 1992, all existing facilities must be surveyed by January of 1993, and that all existing facilities must be brought into compliance by January of 1995. In order to comply with the law, school and administrative facilities must be ' redesigned to provide access to parking lots, drop off areas, walkways, elevators, exits, and the general use of facilities. Signage must be provided to identify accessibility paths, including entrances, exits, and the general use of facilities. Communication systems including audible and visual alarms to assist speech and learning impaired individuals would also need to be provided. ' The School Board Facilities Department intends to complete compliance with the law in two planned phases. These phases are expected to last 5-6 years. The Facilities Department indicates that complying with the ADA provisions will affect two hundred facilities in the school district. The cost for each of these facilities is estimated to average from between $150,000 to $200,000. Thus, on a district wide basis, complying with the ADA provisions will cost the school district from $30,000,000 to $40,000,000. b. Hurricane Shelters In 1992, the Florida legislature passed legislation requiring construction of public hurricane shelters in all new schools built after July 1, 1994. According to the legislature, the construction of the shelters is to meet public emergency management purposes. The statutory requirements were modified in 1995. To comply with this mandate, the criteria proposed for adoption in the amended Rule 6A-2 F.A.C. requires that a portion of each new school must have Enhanced Hurricane Protection Areas (EHPA's) capable of withstanding a category 4 w en 131 mph to 155 mph). hurricane (winds bet . The EHPA's are meant to e p p ) provide protection for people for a maximum period of eight hours in lieu of evacuation. At the discretion of the School Board, livable space and required basic services may be provided for up to 24 hours before a hurricane and up to 40 hours after a hurricane. The Broward County School Board Facilities Department has 34 November, 1995 estimated that complying fully with the original provision, would increase the school district's construction budget by an average of 4% per new school. c. Indoor Air Quality On March 1, 1989, a new design code for mechanical systems was approved by the American Society of Heating, Refrigerating and Air Conditioning Engineers (ASHRAE). The new code entitled ASHRAE 62-1989, establishes the minimum ventilation rates and indoor air quality acceptable for human occupants and that would not cause any adverse health effects. The previous ASHRAE code required a ventilation rate of 5 cubic feet per minute (CFM) per occupant. ASHRAE 62-1989 requires 15 CFM per minute per occupant. Essentially, this new requirement triples the outside intake air required for ventilation, significantly increases the size of the air conditioning equipment, duct work and electrical power, and requires a larger physical space to accommodate the larger equipment. The subsequent effect is to substantially increase the cost of the building. 6. Current Funding Sources for Educational Facilities The capital budget is the funding mechanism the School Board utilizes to fund the following items: • new schools • renovation of existing schools • replacement of existing schools • purchase of school equipment • replacement of school equipment • cost of complying with environmental provisions • purchase and replacement of transportation vehicles • maintenance • debt service Over the past few years, capital dollars have been shrinking, while capital school related needs have been growing. Moreover, the proportion of local versus State revenue sources has changed. As of fiscal year 1994-95, local revenue sources comprised 61% of all capital dollars and State revenue sources comprised the remaining 39%. In fiscal year 1995-96, local revenue sources will comprise 73% of the total projected revenue and State revenue sources will comprise the remaining 27%. The School Board of Broward County obtains funds for its capital budget from the following sources: • Millage • Public Education and Capital Outlay (PECO) • School Impact Fees • Capital Outlay and Debt Service (CO&DS) • Interest on Certificates of Participation (COPs) 35 November, 1995 • Other periodic funding sources such as F.S. Section 237 Loans and Interest on Bonds. a. Millage Millage derived from local property taxes is the capital budget's major source of revenue. Florida Statutes permit local school districts to levy from 0 to 2 mills for capital and maintenance needs. In 1994, the Florida Legislature authorized local school districts to levy up to .25 mills as an additional operating discretionary millage. The School Board approved this additional discretionary millage in the amount of .234 mills for 1994 and .226 mills for 1995, which is the maximum assessment permitted by proviso language. Currently, The School Board of Broward County levies 2 mills for the capital program and has dedicated the revenue generated by the additional mills to the Capital Projects Fund. This has occurred both of the years that this additional millage has been levied. A five year history of capital millage revenue is presented in the Table III-7. TABLE III-7 CAPITAL MII.LAGE REVENUE 1991-1995 Fiscal Revenue Year Collected Interest 1990-91 $90,355,325 12,491,975 1991-92 92,089,925 6,231,339 1992-93 92,566,112 3,912,719 1993-94 94,737,416 4,503,384 1994-95 98,838,323 6,313,593 Total $468,587,101 $33,453,010 Source: Budget Office, School Board of Broward County b. Public Education and Capital Outlay (DECO) PECO is an allocation from the State and is based on the bonding capacity provided to the State from gross receipts tax. This source of funds is the second largest capital revenue source and comes to the district in several allocations. PECO funds are received for construction, maintenance, and categorical appropriations for various State capital priorities. These priorities include such items as environmental and code compliance, asbestos removal, fire safety, and compliance with Americans with Disabilities Act (ADA). Several grant programs are also funded from PECO dollars. In order to participate in these grant programs, each school district is required to file a grant application form. Examples of grant funded programs are as follows: retrofit for technology, technology education, and full service schools. The revenues that this district received from PECO reached a peak in fiscal year 1992/93, as documented in Table III-8. State projections indicate that there will 36 November, 1995 be a major decline in PECO dollars over the next three to five years. A five year history of PECO revenue is presented in Table III-8. PUBLIC EDUCATION AND CAPITAL OUTLAY (PECO) 1991-1995 Survey Fiscal Recommended Year Projects* Maintenance Other** Totals 1990-91 $22,490,511 4,526,640 2,383,925 29,401,076 1991-92 35,488,005 8,980,004 3,198,947 47,666,956 1992-93 50,771,753 9,314,179 3,608,734 63,694,666 1993-94 37,006,999 9,159,287 6,410,769 52,577,055 1994-95 44,763,466 $7.532.885 S5.042.021 557.338.372 Total $190,520,734 $39.512,995 $20,644,396 $250,678,125 * Includes science project entitlements *" Other category consists of Community Education projects, Full Service Schools, Asbestos, Technology, Retrofit, Etc. Source: School Board of Broward c. Capital Outlay and Debt Service (CO&DS)/Capital Outlay Bond Issue (COBI) CO&DS funds are derived from collected State license tag revenues. These funds are typically remitted bi-annually to the District for the highest priority capital projects listed on the District's project priority list. The project priority list may include new school construction, remodeling and renovation, land acquisition, and equipment. Because of the recent use of COBI bonding capacity (discussed below), significant decreases are expected from CO&DS revenue in fiscal years after 1993- 94. A five year history of CO&DS revenue is presented in the Table III-9. In order to accelerate the collection of CO&DS revenues, the District utilized the bonding capacity of the CO&DS revenues by exercising its option to participate in the COBI bond program offered by the State in both FY1994 and FY1995. This resulted in additional revenues of $25,710,006 in FY1994 and additional revenues of $10,205,396 in FY1995. The District's project list for the 1994A and 1995A COBI series includes construction of new schools and a classroom wing. Debt service on the COBI bonds is accomplished by pledging CO&DS revenues for a period of twenty years. 37 November. 1995 TABLE III-9 CAPITAL OUTLAY AND DEBT SERVICE (CO&DS) REVENUES' 1991-1995 Fiscal Year Collections 1990-91 $2,428,792 1991-92 2,953,537 1992-93 2,690,629 1993-94 3,189,404 1994/95 3,064,972 Total $14,327,334 `The CO&DS revenues were bonded in FY1994 and again in FY1995. Appradmately 82% of future revenues from this source will be utilized for debt service. Source: Budget Office, School Board of Broward County d. School Impact Fees Broward County school impact fees have been providing approximately 3 million dollars per year in revenues as well as providing land dedication in lieu of school impact fees for school sites. The ordinance authorizing the collection of school impact fees requires that the disbursement of funds have a direct relationship to where they were collected. This directive was accomplished by creating four sub - districts of the county. Funds from impact fees are restricted for the acquisition of school sites or the construction of new facilities that would benefit new users. Each year, the School Board staff provides the county with accounting information on projects funded, by impact fee sub -district, with monies collected from school impact fees. Funds collected from this source have been used for land acquisition and new construction. In addition, the Board has obtained, in lieu of impact fees, twenty school sites and additions to three existing sites for a total of 257 acres. Table III-10 is a listing of school sites dedicated in lieu of impact fees. On October 12, 1993, the Broward County Commission approved a new school impact fee schedule. At the same time, allowable uses of the impact fee funds was expanded to include all items necessary to construct and complete a school, including equipment. The new schedule was based on an extensive study conducted by the School Board of Broward County to update the existing impact fee structure and determine the total unmet capital cost to the School Board generated from new residential dwellings. The data reflected in these tables will be updated accordingly in 1996 when an overall review of the impact fee schedule is completed. A five year history of impact fee revenue is presented in Table III- 11. 38 November, 1995 SCHOOL SITES DEDICATED IN LIEU OF EWPACT FEES Name Acres Current Status AmeriFirst 12 Sawgrass Elem. opened 1994 Chapel Trail 10 Chapel Trail Elem. opened 1995 Gulfstream Addition 3 Central Park Elem. opened 1990 Ivanhoe 12 Hawkes Bluff Elem. opened 1989 New River Estates 10 Portable school Parkland Lakes 10 Riverglades Elem. opened 1993 Regency Lakes 12 Elementary I-91 to open in 1996 Rock Creek 10 Leased to Cooper City for recreation Sea Castle addition 2 Part of Sea Castle Elem. Sante Fe 21 Silver Trail Portable opened 1995 Silver Lakes 22 Silver Trail Middle to open 1996 Silver Lakes 12 Future elem. site Towngate 12 Silver Palms Elem. to open 1996 Township 10 Exchanged with city for another site Turtle Bay 10 Sea Castle Elem. opened 1990 Welleby 10 Welleby Elem. opened 1992 Weston (5 sites) 65 Tequesta Trace Middle opened 1990 Country Isles Elem. opened 1987 Indian Trace Elem. opened 1991 Eagle Point Elem. opened 1995 Future elem. site (10 acres) Winston Park 12 Winston Park Elem. opened 1989 Winston Park addition 2 Addition to future site TOTAL 257 SITES PENDING DEDICATION UNDER EXISTING AGREEMENTS Name Acres Current Status Country Lakes(3 sites) 77 One elem. site available, other sites to be determined Pembroke Meadows 12 Being platted Ferris Trust 12 Being platted Weston(3 sites) _u Dedicated as needed TOTAL 170 OTHER DEVELOPMENTS WHERE SITES MAY BE DEDICATED Name Acres Current Status Dubner 12 Development approval pending Miramar Areawide D.R.I. 12 Development approval pending Miramar Rock 12 Development approval pending Nautica 12 Development approval pending TOTAL 48 Source: School Board Property Management & Site Acquisition Department Feb. 1995 Updated October 1995 39 November, 1995 TABLE III-11 1"ACT FEES 1991-1995 Fiscal Year Collected* 1990-91 $3,167,485 1991-92 2,999,550 1992-93 4,269,415 1993-94 5,343,656 1994-95 23,913,550 Total $39,693,656 * 1994-95 includes special assessment district revenues Source: Budget Office, School Board of Broward County e. Certificates of Participation (COPs) COPS are similar to tax exempt municipal bonds in that they are publicly offered. They are sold in $5,000 denominations and purchased by the same type of investors. COPs have stated serial and term payment dates and pre -payment options and can have a 20 year/level debt service. They provide for participation in a lease or master lease purchase agreement between the school district and a lessor. COPS may only be used for those projects designated in the official lease document. The amount which may be borrowed is limited to a debt service amount that is one-half of the district's capital millage revenue. Debt service may be repaid from capital millage and PECO revenues. Although this revenue alternative has not been fully exercised, significant additional revenue was obtained through the issuance of COPs in FY1991 and FY1992. While funds obtained from these sources are significant, they are not a recurring revenue source. A five year history of COPs revenue is depicted in Table III-12. TABLE III-12 CERTIFICATES OF PARTICIPATION (COPs) REVENUES 1991-1995 Fiscal Year Proceeds* Interest 1990-91 170,793,259 2,050,317 1991-92 52,516,127 7,552,781 1992-93 0 5,921,509 1993-94 0 2,086,464 1994-95 0 1,703,443 Total $223,309,386 $19,314,514 • excludes refinancing transactions Source: Budget Office, School Board of Broward County 40 November, 1995 f. Other Additional capital revenue sources for the district include voter approved general obligation bonds, Section 237.161 F.S. loans and sales tax. General Obligation Bonds (GOBs) can only be issued by the district at the authorization of the district's voters. These funds may be used to acquire land, renovate, remodel, expand existing facilities, build new schools and pay issuance cost. Debt service is paid from a special ad valorem tax levy. In 1987, the school district received approval for a bond issue totaling $317 million for school facilities. The bond was issued in two segments for a term of 20 years. The first issue was in 1988 for $131.4 million and the second issue was in 1989 for $185.6 million. Table III-13 depicts a five year history of Bond revenue. TABLE III-13 BOND REVENUES 1991-1995 Fiscal Net Year Proceeds` Interest 1990-91 0 15,645,966 1991-92 0 8,882,532 1992-93 0 3,641,344 1993-94 0 2,519,259 1994-95 0 3,673,953 Total $0 $34,363,054 excludes refinancing transactions Source: Budget Office, School Board of Broward County Section 237.161 F.S. loans are revenue anticipation notes issued against millage revenues. Each note may have a one year due date and may be extended annually for a period of up to four additional years. The amount which may be borrowed is limited to one-fourth of the operating millage revenue for the proceeding year. Funds obtained in this manner may be used to purchase school buses, land, and erection, alteration or addition of educational facilities. g. Potential Funding Sources for Educational Facilities In addition to the capital revenue sources that the District is currently utilizing, other potential funding sources include: • Sales Tax • Additional General Obligation Bonds (GOBS) • Additional Certificates of Participation (cops) • Legislative Initiatives - Additional Capital Outlay Millage - Expansion of the PECO base - Real Estate Transfer Tax 41 November. 1995 L Sales tax is another possible source of revenue for the school district. The County may enact a voter approved discretionary sales surtax for infrastructure projects of either 0.5% or 1%. Revenues from the sales tax are typically collected by the County and divided among the participating municipalities based on an interlocal agreement. This source of funding has not been used by the School District but was considered and recommended by the School Board Blue Ribbon Committee as a revenue source to address the long range needs of the district. After a great deal of community debate and discussion, a 14 sales tax was placed on a referendum that went before the voters of Broward County on September 19, 1995. The referendum was defeated. The District has utilized General Obligation Bonds in the past as a revenue source and is currently considering additional bond issues as a source for needed capital revenues. The Sales Tax and GOBs issue both require approval by the voters of the community through a referendum. 42 November, 1995 D. ANALYSIS The preceding sections of this element have documented the existing overcrowded conditions of public education facilities in Broward County, efforts of the School Board to solve the problem; the nexus of ongoing residential housing growth with student membership growth; the effect of immigration; the legal framework for providing school facilities; existing intergovernmental coordination; capital funding sources; and the unfunded mandates. This section provides an analysis of the growth and desegregation issue and discusses intergovernmental coordination and lack of revenue to fund needed educational facilities. The Impact of Rapid Growth For school year 1994/95, total student membership (pre-K to 12) in the school district was 198,690 students. In the past six years, since school year 1988/89, 56,273 students or over 28% of this number were added to the district. (The time frame for this data correlates with the building permit and Certificate of Occupancy data referenced in Tables III-4 and III-5.) This growth in student numbers, which averages over 9,300 students per year, is significant when compared to the rest of the state, surrounding counties, and other school districts in the country. For four consecutive years, student growth in the Broward County School District was consistently higher than the state average student growth for public schools. The percentage increase in growth from 1989 to 1990 and from 1991 to 1992 was double the statewide percentage increase. Figure PS-7 shows the percentage of public student growth in Broward County as compared to the rest of the state. The average growth in the district was 5.35%, while the State average increase was 3.02%. Figure PS-8 compares Broward's student membership growth to five of the largest school districts in the state. The Figure clearly indicates the disparity between student growth in these school districts and Broward's. In the State of Florida, Department of Education, "Statistical Brief' for January 1995, Broward County is ranked # 1 in student growth in the State. This ranking spans the period from February 1990 to February 1994. The unprecedented student growth in Broward County has two underlying causes or factors. These are an overall increase in the number of births due to the number of females, in the last decade of their child bearing years, electing to have babies and the choice of families to relocate to Broward County. The first factor is a national trend which manifests itself both in the existing population and in new residents which, as a result, are more likely to have school age children. The second factor is a result of the availability of new residential housing, "trickle down" housing for families seeking to locate here from other parts of the state and nation, the effects of Hurricane Andrew in 1992 when Broward became a choice of many displaced Dade County families, and the continued immigration of people from foreign countries. New residential housing can be quantified by the Certificates of Occupancy (COs) issued by local governments. Between 1988 to 1993, a total of 60,620 COs were Issued in Broward County. Table III-5 shows that of the 60,620 COs issued between 43 November, 1995 April 1988 and April 1993, 84% were issued for homes in the county's western region. Over 33% were issued for homes in the south west portion. This significant number of additional homes has made the western region, and especially the south west, the county's fastest growth area. Consequently, it is an area with severely overcrowded schools. South west Broward became a favored relocation destination for families displaced by Hurricane Andrew. This choice was popular because of the availability and variety of new housing stock in a number of new developments and the proximity to Dade County, which provided those relocating the opportunity to commute to already established jobs in the Metro Dade area. These housing opportunities continue to exist. In addition to new housing developments in the developing areas of the county, new housing opportunities in the established areas of the county will continue to impact ' the district. Indicative of this trend is the on going efforts by the county, in conjunction with some Broward County municipalities, to designate most of the eastern half of the county as infill areas. These designations are intended to undo some of the undesirable effects of the 1985 Growth Management Law's concurrency provisions which slowed growth in eastern and central areas, but allowed development in western Broward County. The infill designation will allow 1 development in eastern Broward County, even if transportation concurrency levels of service cannot be met. It is expected that while residential developments will be permitted on existing residential designated infill lots, the potential to convert other existing land uses for residential development may not be far behind. In eastern Broward County, some of the increase in housing growth can be attributed to the little noticed but continuous infill development and redevelopment/ rehabilitation projects undertaken by governmental Community Development Departments, Housing Authorities, and the For Profit and Not -For -Profit affordable housing developers. However, the majority of the eastern increase in school age population has been due to other sources including increased numbers of child births, younger families moving into existing housing stock, and immigration. Immigrant families moving into existing neighborhoods most often do so because of the affordable houses and the comfort of an established ethnic neighborhood. This trend has been demonstrated by immigrants from Haiti and the Caribbean countries and has impacted existing neighborhood schools. An example of this impact was the rapid increase in student membership at North Side Elementary School, when Haitian families chose to reside in the surrounding neighborhood. North Side Elementary grew from a membership of 551 in 1985 to 1221 in 1993. Similar impacts may occur at other schools in the district. Overall population growth in the county has significantly impacted the school district and seriously strained the School Board's capital budget. It is no coincidence that district student membership increases experienced since 1988 have closely mirrored the number of COs issued in the county since 1988. Moreover, the largest percentage of student growth occurring since 1988 has been in the western portion of the county, as has the largest percentage of COs issued since 1988. 44 November, 1995 2. School Desegregation Efforts The School Board is currently under a 1987 court Consent Decree to desegregate schools in Broward County. While the School Board is taking all the appropriate measures to comply with this Decree, it does not have regulatory authority over the use of land. This authority rests primarily with Broward County and its municipal entities. Unfortunately, existing Broward County land development regulations and those of the county's municipalities do not require developers of residential units to provide affordable housing in their developments and/or foster and seek a multi- ethnic population. This lack of affordable housing and the reluctance of many Black families to move into the western areas of the county has resulted in a dichotomy in the location of Black and non -Black students in certain areas of the county. Thus, most of the schools constructed to serve the growing student population in the western portion of the county have opened with a racially identifiable White student membership. Fortunately, some areas in the south and southwest are starting to show a more balanced racial character, as well as the west central area of the county. Figures PS- 9 indicates this trend. It depicts, by Traffic Analysis Zones (TAZ), the residential location of Black and non -Black elementary school students in Broward County in 1994. The goal to integrate schools in the district is an ongoing effort of the School Board. Part of this effort is the Board's commitment to seriously consider locations for new schools which permit desegregation of student membership through a contiguous boundary area. This commitment was demonstrated in the Board's recent decision to locate School Site X on Oakland Park Boulevard west of N.W. 56th Avenue in the City of Lauderhill. Other desegregation efforts include the continued enhancement of the magnet programs, the annual school boundary changes, and the current efforts of the School Board to formally adopt a site selection policy for new schools. In addition to the preceding efforts, the School Board will focus additional efforts on this issue based upon the final recommendations of the Desegregation Task Force. These issues point to a need for establishing a cooperative and effective mechanism between the School Board and Broward County and between the School Board and the Broward County municipalities to encourage the promotion of multi -ethnic communities in the county. Such cooperation and efforts, if successful, will assist in achieving integration in the schools. 3. Location and Site Planning for New Schools and Improvements to Existing Schools , The existing intergovernmental coordination between the School Board and the various agencies identified in this sub -chapter, has been of benefit to all the parties involved in the process. The growth management legislation creating the structure for the required local government comprehensive plans (Chapter 163, F.S.) did not contain provisions that exempt school districts from being considered developers when constructing new schools or reconstructing and/or renovating existing schools. , 47 November. 1995 t ■ ;� P .1 This lack of a special provision or exemption has been especially onerous to many districts. There are times when the Broward County school district's limited capital funds have had to be stretched for mitigation of impacts related to concurrency requirements. Thus, school districts have had to address required concurrency provisions just as developers. This has cost the district precious time and money. Another area in which the district has had difficulty in dealings with local governments, is the lack of an expedited site plan review process for new schools proposed for construction by the School Board and plans for replacement/renovation of existing schools. This lack of an expedited site plan review process is an additional burden on the School Board at a time when it is making extraordinary efforts to address overcrowding in the district. 4. Lack of Revenue to Fund Needed Educational Facilities. The lack of revenue available for the School Board to fund needed educational facilities and upgrade other facilities has been detrimental to the school district. This impact, in conjunction with the growth of student membership, has translated into the current critical school overcrowding and the ongoing efforts to provide solutions. Further complicating matters are increasing construction costs and a continuous stream of unfunded mandates (e.g. ADA, asbestos abatement, hurricane shelter requirements etc.). As indicated in chapter IV, projected revenues available for capital projects from state and local sources will amount to $784.0 million over the next five years. For planning purposes, this averages to $156.8 million a year. By comparison, the revenue generated during the five year planning period from fiscal year 1987/88 through 1991/92, exceeded $1.2 billion (excluding refinancing transactions); or $250.7 million a year. Consequently, there is a significantly reduced resource pool to pay for an escalating capital need. The inability to fund needed facilities due to the lack of available revenue and the decline in recurring revenue has contributed to school overcrowding. This overcrowding has resulted in the school district's continuous use of portable classrooms, use of rooms other than classrooms for instruction, overcrowded campuses with limited recreational areas and lunch times which commence as breakfast ends. These issues captured the attention of the School Board, parents, and the Broward County Board of Commissioners. Subsequent cooperation between the School Board and Broward County led to a review of the existing school impact fees schedule. The conclusion of this effort resulted in adoption of a higher school impact fee schedule. Unfortunately, revenues from school impact fees only make up a small percentage of the school district's capital budget. The impact to the capital budget from increased student membership is not the only cost borne by the school district. Additional costs have surfaced recently due to mandates by the Federal and State governments for school districts to comply with new environmental provisions. These provisions are, and will more so in the future, impact the capital budget. Despite these mandates, little additional money was 49 November, 1995 disbursed from the Federal or State governments to help school districts comply with the additional provisions. As earlier documented, these new requirements include complying with the American with Disabilities Act (ADA) provisions, constructing 1 public hurricane shelters in all new schools built after July 1, 1994, and complying with the new indoor air quality provisions. 50 November, 1995 E. CURRENT AND FUTURE SCHOOL NEEDS Currently, county wide school facility needs are determined by comparing the current student membership in elementary, middle, and high schools to the collective existing FISH capacity (student station inventory) of the facilities that serve them. A deficit of student stations results if membership exceeds FISH capacity. For the purpose of this element, the data supplied will be specific to elementary, middle, and high schools and will include statistics on special centers only when indicated. The elementary, middle and high school statistics include students from pre -kindergarten through twelfth grade. The grade configurations within school facilities may vary to meet the district's needs. For example: one elementary school may have grades kindergarten through three and another grades three through five or six. Some schools may reflect a kindergarten through grade eight structure in the future. Currently, 1.7% of Broward County public school students are housed at Special Centers. This population is not being considered in the current capacity deficit as they occupy separate, specially built and designed facilities. The School Board has the responsibility of providing educational facilities for this population and will from time to time have to expand, improve, and possibly build new education facilities to meet this need. The need for future new school facilities (elementary, middle, and high) is derived by comparing the anticipated public school membership (student projections) to the feasible future FISH capacity. Future public school membership can be projected by several different methods. The district staff primarily uses a geographic based Cohort Survival approach. In addition, the district utilizes other methods to calibrate and confirm the cohort projections depending on the need and circumstances. The feasible future FISH capacity is calculated by adding the existing FISH capacity to the FISH capacity that can be built with anticipated revenues. A future deficit of student stations results if projected membership exceeds the future feasible FISH capacity. Student Projection Methodology The Florida Department of Education (DOE), conducts an Educational Plant Survey every five years. The purpose of the Survey pursuant to Chapter 235.15 F.S., is "...to aid in formulating plans for housing the educational program and student population, faculty, administrators, staff, and auxiliary and ancillary services of the district or campus..." The Survey contains a record of all district facilities, including size, student and teacher capacities and other characteristics. The Survey is also utilized to project the future student station needs of the district, based on a projection of school membership in five years using DOE generated numbers. Future student membership is compared with existing student station capacity and future needs are identified. Based on the determined needs, an estimate of the cost to provide needed facilities is then made. 51 November, 1995 1 Although the DOE student projections are valuable for planning the Survey, more specific information is required for year to year budget and facility planning at the county level. Therefore, every year the school board demographer prepares five year student projections for all of the public schools in the county. The method used is a computer based cohort survival analysis model housed the District's Management Information Services. The model uses actual pupil information from the past five years that determines a growth factor that can project future students. This is done by collecting student numbers by grade and race within individual geographic areas called Traffic Analysis Zones (TAZ). This grade information is multiplied by the determined growth factor. This cohort survival process is an extremely effective method utilized on a large scale by the Census Bureau and the State DOE. It reflects changes in birth numbers and immigration. The information in the model is "tweaked" to reflect new development areas that are not yet part of the histories and areas that are "building out." This method addresses all areas of the county, not just those where new development is occurring. Appendix F contains a more detailed ' description of the projection methodology. Another method of student projection is the use of student generation rates. The rates of student generation for new housing by type and number of bedrooms were researched in detail and derived from actual data for the School Impact Fee Study. This schedule of rates is used in the county impact fee ordinance to determine the ' impact of new housing units on the school district and is part of the formula to determine impact fees. The generation rates are also used to adjust the cohort model when a geographic area does not have a development history. Using the U. S. Census data for student projections is difficult because of differences in the aggregation of age groupings and because it becomes outdated very quickly. The data also contain total population figures which include private school students and students that may have dropped out of school. Census data can be used, however, in calibrating information and estimating students in areas where there is a high private school attendance not accounted for in public school records. 2. Current Student Station Deficit I A 1992 study was conducted to determine the number of new schools that could be constructed in addition to vital infrastructure repairs and renovations, in a five year time frame using anticipated revenue estimates. It was determined that nineteen new schools could be constructed to address the deficit. That plan, known as the Nineteen New School Plan, is currently underway. The funding scenario covered fiscal year 1992/93 through fiscal year 1997/98. However, since that time, increased cost have caused the funding plan to extend through fiscal year 1999/2000. Due to these changes, the last school constructed in the Nineteen New School Plan would open in the year 2002. In the fall of 1994, the school district had a total cumulative FISH capacity of 161,633 for all the district elementary, middle, and high schools. FISH capacity is equal to available student stations at elementary school level, 90% of student stations at middle school level, and 95% of student stations at the high school level. The computations at middle and high levels compensate for class changes. In the same school year, the Twentieth Day Membership Report indicated a total population of 52 November, 1995 195,231 students in elementary, middle and high schools. Thus, the difference between the available FISH capacity and the total student population, resulted in a FISH capacity deficit of 33,598. The Nineteen New School Plan includes 10 elementary schools, 6 middle schools, and 3 high schools. At the time of the plan formulation, there were several schools under construction or approved for construction not considered part of the planned nineteen new schools. These schools include: Elementary School 'W, Thurgood Marshall Elementary, and Virginia Shuman Young Elementary. In 1994, the City of Pembroke Pines formed a special assessment district to help fund needed schools earlier than would be possible in the School Board plan. The Special Assessment District consists of major land holdings currently under residential development or parcels of land scheduled for future development. This District involves 23 developers representing over 14,700 residential units. The intent of the district was to establish a method whereby the City of Pembroke Pines could collect school impact fees in place of the County from those developers who have voluntarily joined the assessment district. To fully implement the concept, the Broward County Board of County Commissioners, The School Board of Broward County, Florida, as well as the City of Pembroke Pines had to approve an interlocal agreement establishing the process. In April 1994, the three party interlocal agreement was finalized which made possible the use of county school impact fees to retire the bonds of the Pembroke Pines Special Assessment District. The School Board received, from the Pembroke Pines Special Assessment District, approximately $16.5 million from the sale of bonds to be applied to the cost of two new schools (middle school FF and elementary school R-91). Middle School FF (Silver Trail) was part of the Nineteen New School Plan but with the addition of R-91 (Silver Palms Elementary) the plan was increased to twenty schools. Table III-14 depicts the plan by area. Table III-15 shows the critically overcrowded schools that will be relieved by construction of these schools. Figure PS-10 shows the Nineteen New School Plan (now twenty) by location. Student capacity generated by the twenty schools totals 29,014. Capacity generated from current projects under construction, not including the twenty new schools, would add another 3,000 student capacity for a total additional capacity of over 32,000 students. Therefore, the Nineteen New School Plan (revised) and other funded additions would address and all but eliminate the 33,598 student station deficit if no additional students were to be added to the district until those improvements could be completed. The school district student projections, which are based on historic student membership growth and growth trends and patterns in the district, as discussed previously, indicate student growth will continue to the year 2000 in Broward County at roughly the same rate as the past five years. School facilities in addition to those in the Nineteen New School Plan (revised) will be needed in the future to meet the demands of this expected student growth. 53 November. 1995 TABLE III-14 NINETEEN NEW SCHOOL PLAN (revised) BY AREA (INCLUDING SILVER PALMS ELEMENTARY) Estimated Schools Capaci Year Opening North Area Elementary 7-91" 995 1998/99 Elementary 1-91" 995 1996/97 Elementary "I-91" (Eagle Ridge) 1000 1995/96 (P) Elementary "M-91" 995 1998/99 Middle School "EE" 1428 1996/97 Middle School "HH" 1719 1999/00 High School "GGG" 2677 2002/03 Central Area Elementary "J-91" 995 1999/00 Elementary "N-91" 995 2001/02 Middle School "GG" 1719 2000/O1 Middle School "II" 1719 2001/02 High School "FFF"' 2677 2001/02 South Area Elementary "R-91" (Silver Palms) 995 1995/96 (P) Elementary "E-91" (Chapel Trail) 1000 1995/96 Elementary "G-91" (Eagle Point) 1000 1995/96 Elementary "K-91" 995 1998/99 Elementary "Q-91" 995 1999/00 Middle School "FF"' (Silver Trail) 1719 1995/96 (P) Middle School "JJ" (Indian Ridge) 1719 1995/96 (P) High School "EEE" 2677 1996/97 Total Capacity 29,014 Note: (P) indicates the school was opened in a portable facility; it may not have included all grades or may have a different grade configuration to meet greatest needs. Source: Broward County School Board Property Management and Site Acquisition Department. October 1995 54 November, 1995 Figure PS-10 NINETEEN NEW SCHOOL PLAN (REVISED) ACTUAL AND CONCEPTUAL LOCATION OF SCHOOLS Wp O > YZ W 6 w 6F 6 6 Legend a N 7 U =g x5 z N a QN 2 aH J V o j� pD ZZ� < N LLF 62 6� 41� IL N < J Q is Actual or Anticipated School Location OSchool Under Construction ®School Assigned to the Area. Location to be Determined. ® Silver Palms Elements Elementary Schools (11) Middle Schools (6) High Schools (3) L W a i < <; m w >g < ¢ y n N N 1U z s m Oi 'RIVER OU a0 S. NEW RIVER CANAL • w Q w d < n Q 2 m H 4 1 "J 11 N.E. E.19 ST NRISE BLVD. 6 ST. S 81T ST. —9/R. 84 PERIMETER RD. GRIFFIN RD. )ANIA BCH. BLVD. STRUNG RD. SHERIDAN ST. HOLLYWOOD BLVD. ASHINGTON ST. IH MBROIE RD. ALLANDALE BCH. BLVD. S. COUNTY UNE RD. N J Traffic Analysis Zone Base Map W October 23, 1995 CRITICALLY OVERCROWDED SCHOOLS AND NEW SCHOOL CONSTRUCTION 1994 Estimated Overcrowded Schools New School Relief Year Open Castle Hill Elementary X 1997/98 Country Hills Elementary Eagle Ridge 1995/96 Flamingo Elementary to be determined Lauderhill Paul Turner Elem. replacement school underway 1996 North Andrews Gardens renovations & addition underway North Side Elementary Thurgood Marshall 1995/96 Oakland Park Elementary to be determined Oriole Elementary Thurgood Marshall 1995/96 Pines Lake Elementary Chapel Trail and Silver Palms 1995/96 Plantation Elementary replacement school planned 1998 Tamarac Elementary X and F-91 1997&1998 Westchester Elementary M-91 1998/99 Winston Park Elementary I-91 1996/97 Coral Springs Middle EE 1996/97 Crystal Lake Middle HH 1999/00 Forest Glen Middle EE 1996/97 Lauderdale Lakes Middle GG and/or II 2000&2001 McNicol Middle to be determined Nova Middle to be determined Parkway Middle GG and/or II 2000&2001 Perry, Henry D. Middle to be determined Pines Middle to be determined Pioneer Middle Indian Ridge 1995/96 Ramblewood Middle EE 1996/97 Silver Lakes Middle EE 1996/97 Tequesta Trace Middle Indian Ridge 1995/96 Young, Walter C. Middle Silver Trail 1995/96 Anderson, Boyd H. High FFF 2001/02 Coconut Creek High GGG 2002/03 Cooper City High EEE 1996/97 Dillard High FFF 2001/02 Douglas, Marjory Stoneman High GGG 2002/03 Miramar High EEE 1996/97 Taravella, J.P. High GGG 2002/03 Source: Broward County School Board Property Management & Site Acquisition Department. October 1995 3. Summary of the Growth and Desegregation Report Student Projections In early 1994, a detailed report was prepared for the School Board addressing the growth and desegregation issues that were of major concern to Board Members and the Superintendent. This document was entitled "Growth and Desegregation Report" and it was presented in detail to the School Board and community over a three month period (March, April, and May of 1994). The information on future student growth is summarized here as background and as a reference for past student projections. 56 November, 1995 The "Growth and Desegregation Report" forecasted a total student membership of 245,000 students or over 250,000 students including pre -kindergarten children for the year 2000. This increase represented an additional 60,000 students over the 1993/94 total student membership. At the time, this forecast covered seven years and was a longer time frame than normally used. Currently, it is six years into the future. Table III-16 gives the additional anticipated students by school level. Five year student projections, as required by the element, are provided under the next heading. TABLE III-16 ADDITIONAL STUDENTS BY THE YEAR 2000/2001 AS FORECASTED IN THE GROWTH AND DESEGREGATION REPORT Level Additional Total Elementary (Pre K-5) 23,200 124,000 Middle (6-8) 18,000 60,000 High (9-12) 18,800 66,000 60,000 250,000 Note: numbers have been rounded and are approximate Source: 1994 Broward County School Board Growth & Desegregation Report The 250,000 student membership number represents the end of a steadily increasing student count since the 1983/84 school year. 'The Baby Bust" (births between 1965-1977) will have reached prime child bearing years and the 'Baby Boom" generation will be moving beyond their reproductive years. The result of this will be fewer births and subsequently fewer enrollments into kindergarten after the turn of the century. However, it is expected that student membership numbers will increase sometime after the forecast period due to the 'Baby Boomlet" generation. Since this forecast was based on current available data and trends, it is possible that unforeseen major events may alter the conclusions one way or the other. Moreover, the 250,000 total student membership forecast may be reached one or two years later than originally anticipated due to changes in migration and birth numbers. Figure PS-11, taken from the "Growth and Desegregation Report," shows a comparison between the current student membership profile by grade and the forecasted student membership profile; Figure PS-12, also taken from the "Growth and Desegregation Report," compares the historical and forecasted public school membership to student capacity. 57 November, 1995 Figure PS-12 COMPARISON OF HISTORICAL & PROJECTED STUDENT MEMBERSHIP TO STUDENT CAPACITY p , s �+ • k "t ft ' 1 111 • — 1 11/ I • s `� I • `i - FR h: I _ RON, OEM! I I / / 1 ; I k �� • 1, • The projected student membership, for school year 2000, will exceed 250,000 students, an anticipated increase of 60,000 students. • With the 19 new schools, in school year 2000, the projected student capacity deficit in Broward County school facilities will exceed 57,000 student stations. Without the 19 new schools, the student capacity deficit will exceed 85,000 student stations or 34% of the student membership. Source: 1994 Broward County School Board, Growth and Desegregation Report. 59 The racial characteristics of the future school membership population are also expected to change. Estimates are that Black students will comprise 37% of the future student population, Hispanics will comprise 18% and Whites 45%. Based on these percentages, Black and Hispanic students combined will constitute the majority of future student membership in the school district. In the "Growth and Desegregation Report," the projection for future student housing needs was determined by taking the forecasted total district membership for the year 2000 and subtracting the total FISH capacity which will be available at that time ' through planned new school facilities. The planned facilities included School Board approved projects and those anticipated by the Nineteen New School Plan. The "Growth and Desegregation Report" projected a student capacity deficit of 57,508 by the year 2000 if no new funds were obtained for capital facility construction or if growth was not slowed or delayed. This capacity deficit represented one scenario based upon a specific set of circumstances. Subsequent events and decisions have and will continue to modify the conclusion. 4. Short Range (Five Year) Projection for Student Membership and Forecast of Needed Student Stations In November 1994, the district made student projections, by school, for the next five years using the district's Cohort Survival Analysis program. The last school year in this projection is 1999/2000. The projections are delineated in Table III-17. TABLE III-17 SHORT RANGE STUDENT PROJECTIONS - FIVE YEAR SCHOOL YEAR 1995/96 - SCHOOL YEAR 1999/00 1995/96 1 96 97 1997 1998 9 1999/00 Elementary 106,787 110,406 113,902 117,191 120,073 Middle 47,300 50,347 52,980 55,246 58,074 High 48,375 50,806 53,283 56,436 59,695 Total 202,462 211,559 220,165 228,873 237,842 Centers 3,684 4,052 4,457 4,903 5,393 Total Membership 206.146 215,611 224,622 233,776 243,235 Source: 1995/96 School Attendance Areas (Boundaries) and School Usage Recommendations, Boundaries and Desegregation Department, School Board of Broward County, Spring 1995 The student projections for elementary (including pre -IQ, middle and high schools for the school year 1999/2000 indicate an increase of 42,611 students. The increases, by school level, are given in Table III-18. 60 November, 1995 SHORT RANGE PROJECTED ADDITIONAL STUDENTS BY SCHOOL LEVEL SCHOOL YEAR 1995/96 - SCHOOL YEAR 1999/00 Additional Students Elementary (including pre-K) 16,419 Middle 13,392 High 12,527 Total 42,611 Source: 1995/96 School Attendance Areas (Boundaries) and School Usage Recommendations, Boundaries and Desegregation Department, School Board of Broward County, Spring 1995 The student capacity needed as a result of the projected growth is equal to the number of students. The school capacity needed to house this growth will be provided in the following manner to maintain the adopted level of service standard: Accommodated in schools that have capacity or have the ability to use spaces not now utilized as classrooms. 2. Housed in portable classrooms at existing schools. Currently, the school district owns 1810 portables some of which are equipped for special uses (kitchen, dining rooms, gang toilets, teacher planning, media centers etc.). 3. Occupy additional capacity added to existing schools. 4. Accommodated in available spaces in new schools built under the Nineteen New School Plan (revised) and other new schools. 5. Housed in additional capacity created by the replacement of existing schools with new schools that are bigger. 6. Creative initiatives from local governments and the private sector. Critically overcrowded schools, as identified by School Board Policy 5000, will need to address their situation with the options available under the Policy which include: use of additional portables, double sessions, multi -track year round education, enrollment capping or flexible scheduling. Figure PS-13 shows graphically the percentage of new student housing needs provided by these components during the short range projection. This scenario only uses part of the capacity gained from construction of the planned twenty new schools which address the current capacity deficit. The student projections in the latter years of this projection period may reflect a slow down of student growth due to the delay in housing starts and/or developer mitigation efforts or initiatives providing added capacity. 61 November, 1995 Figure PS-13 PROVISION OF STUDENT CAPACITY AND OTHER HOUSING ALTERNATIVES FOR STUDENT MEMBERSHIP GROWTH* SHORT RANGE - SCHOOL YEAR 1999/2000 49% Portable Classrooms and/or Alternative ' Student Enrollment Options * Elementary, Middle and High 14% New Schools (after deficit is satisfied) Extra Space sting Schools 1% Capacity Increases at Existing Schools (including replacement schools) 62 5. Long Range (Year 2010) Forecast of Student Membership and Needed Student' Stations Student population data for the year 2010 were provided by the Broward County Department of Strategic Planning and Growth Management (SP&GM). The school district's Cohort Survival model for school projections is very accurate the first year and reliable in a decreasing fashion for the next four years. For long range student projections after that time period, the district's model would be estimating births and accuracy would diminish. Since the very nature of the Cohort Survival method is to advance existing cohorts, the projections for the primary years can not be as accurate when the children do not exist. Therefore, the SP&GM was asked to assist with the long term projections. The SP&GM works with U. S. Census data and has the responsibility for making the overall county population projections for the Broward County Comprehensive Plan and other county requirements. SP&GM long term projections for school age children are given in Table III-19. The projections indicate in the year 2010, the number of school age children in Broward County will be 286,005. The age categories were structured to correspond to the school district's school grade levels (elementary, middle, and high). There will never be an exact fit because the school year starts in September and children would have to be of legal school age by that month, not the calendar year. Moreover, many preschoolers are housed in programs in the elementary schools and some high school students are older than seventeen. In addition, to determine the impact to Broward County Public Schools, this projection has to be modified to remove the students attending private schools, students in special centers, and for high school attrition. Approximately 12% of Broward's school age children attend private schools.' Table III-20 gives the projection for 2010 after adjustments. TABLE III-19 PROJECTIONS FOR BROWARD COUNTY SCHOOL AGE POPULATION 2000-2020 2000 2005 2010 2015 2020 Elem. 124,496 127,980 126,335 128,625 137,813 (5-10) Middle 55,617 67,597 66,732 65,800 66,632 (11-13) High 70,226 81,551 92.938 91,287 89,867 (14-17) Total 250,339 277,128 286,005 285,712 294,312 Source: Broward County Dept. of Strategic Planning & Growth Management February 1995 1 Characteristics of Non Public Schools, Florida Department of Education 1990-1991 and Twentieth Day Reports, School Board of Broward County 63 November, 1995 TABLE III-20 ADJUSTED LONG RANGE STUDENT FORECAST YEAR 2010 SP&GM Estimate of Anticipated Adjusted projection of private public school student school agc children school children students projections* Elementary 126,335 15,160 111,175 109,285 Middle 66,732 8,008 58,724 57,726 High 92,938 11,152 81,786 75,697 Total 286,005 34,320 251,685 242,708 * Adjustments made for students housed in special centers (1.7%) and for high school attrition Currently, 1.7% of Broward County Public School Students are housed at Special Centers. This population is not being considered in the current capacity deficit as they occupy separate specially built and designed facilities. The School Board has the responsibility of providing educational facilities for this population and will from time to time have to expand, improve, and possibly build new education facilities to meet this need. If the proportion of students housed in Special Centers remains approximately the same in the long range projections, about 4,278 students will be served in these facilities. The student forecast for the year 2010 shows a decided decrease in the rate of ' student growth when compared to short range student projections. This is a reasonable scenario to expect as housing development in the county by that time would have filled in the large ownership areas in the west. Therefore, new growth which results from new housing units would be a much smaller component than it is today. By this time, schools will be geographically located throughout the developable portion of the county. The large attendance areas for schools on the edge of development will not exist as school facilities will have been built in the currently ' undeveloped or developing areas. The Nineteen New School Plan (revised) as shown in Figure PS-10 shows graphically how the new schools will fill in previously unoccupied areas. The net increase is 4,866 new students in elementary, middle, and high schools between the short range projections and the long range forecast. This is a long range forecast which is based in large part on students that are not as yet born, therefore the numbers are estimates used in a cohort survival process. The accuracy of these estimates and unforeseen major events can and will influence the actual numbers and alter the conclusions. But at this time, the forecast is the best that is available. 64 November, 1995 This low growth rate will allow the school district to construct new schools and reconstruct and/or add enough capacity to existing schools during that time frame to replace the use of temporary and other space and portables with permanent facilities. The following schools can be constructed during this period in addition to renovations/additions at existing schools and replacement of some outdated facilities: GEOGRAPHIC AREA TYPE OF SCHOOL CAPACITY North West 2 elementary 1990 1 middle 1719 South West 5 elementary 4975 2 middle 3438 To be determined 2 elementary 1990 1 middle 1719 1 high 2677 This construction will be funded by the regularly recurring capital funding from the revenue sources previously identified. Additional funding over the eleven year period will be used for rebuilding, renovating, and building further additions to existing schools. It is estimated this will provide 10,900 FISH capacity Figure PS-14 compares the student growth to the anticipated FISH increases. 65 November, 1995 Figure PS-14 COMPARISON OF STUDENT GROWTH TO ANTICIPATED CAPACITY INCREASES ELEMENTARY, MIDDLE AND HIGH SCHOOLS 250,000 U 200,000 U a x 150,000 a W 0.l W 100,000 W 50,000 1995 2000 2005 2010 NR CHAPTER IV PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM A INTRODUCTION The Public School Capital Facilities Program chapter contains information relating to the school system's eight major system priorities, the district's existing capital funding sources and appropriations, a new school funding schedule, and levels of service. The purpose of this section is to present the five year financially feasible Public School Capital Facilities Program of the Broward School District. The program ' balances the existing revenue projections to the district's capital needs. A new school schedule is provided that specifies new schools and their appropriate funding sequence by year. Level of service standards are defined and discussed. The Capital Facilities Program is based on the School Board's major system priorities, therefore, it is important they be presented in this section. A description of the Blue Ribbon Committee and its goals are listed because of the committee's crucial role in determining a revenue enhancement mechanism and verifying the school district's financially feasible capital plan. Funding estimates for the next five years are a combination of existing state and local capital sources (Chapter III, Section C-6). A description of the appropriation 1 categories is provided to clarify the scope of each capital allocation. Five year revenue projection tables are provided to show funding trends of each capital source. Past history of these funding sources is presented in Chapter III. B. SYSTEM PRIORITIES The framework for determining the distribution of capital resources within the district are the school district's major system priorities. The School Board agreed on eight major system priorities to guide the system in its decision -making and the allocation of financial resources. The eight major system priorities are: 1. Improving Student Achievement and School Effectiveness ' 2. Addressing Growth 3. Achieving Desegregation 4. Ensuring Student and Employee Safety and Security 5. Ensuring Student and Staff Accountability 6. Developing and Expanding Partnerships 7. Attracting, Retaining, and Training the Best Teachers, Principals, and Support Personnel 8. Utilizing Technology To Improve Student Achievement and Increase Productivity and Efficiency The major system priorities of growth, desegregation, safety, technology, and accountability provided the framework for the prioritization of needs. 67 November, 1995 C. BLUE RIBBON COMMITTEE On August 2, 1994, the School Board approved the appointments of a Blue Ribbon Committee. The School Board authorized the establishment of this Committee to help formulate the direction the school district would take in meeting its student population growth needs and to determine potential revenue sources to finance the capital needs of the school system. The goals of the Blue Ribbon Committee were: 1. Determine the level of funding to be sought for closing the gap between the facilities needs and available revenue; 2. Recommend to the School Board the specific revenue enhancement vehicle which the School Board would ask the voters of Broward County to support; and 3. Help inform the public of the school system's capital funding shortfall and the need for providing a long term solution. The committee recommended the board pursue a one cent sales tax as an additional revenue source. A seven year capital plan was developed, and balanced to the revenue generated from a seven year sales tax and the existing capital funding sources. This plan was reviewed by the Blue Ribbon Committee on May 19, 1995. A one cent sales tax referendum was held on September 19, 1995. The referendum failed. The Public School Capital Facilities Program presented in this documented is a five year plan based on existing revenue projections only. D. FUND ACCOUNTING Public schools utilize an accounting system prescribed by Florida Statute and State Board Rules. Under the system, every school board must utilize multiple funds to account for its activities. A fund is defined as a fiscal and accounting entity with a self balancing set of accounts which are used for the purpose of carrying on specific activities or attaining certain objectives. The Broward School Board has four principal fund types, the general fund, the debt service funds, the capital projects funds and the special revenue funds. The general fund is used to account for the ordinary operations of the school district and to finance those operations not provided in other funds. The debt service funds are used to account for the payment of interest and debt. The capital projects funds are used to account for the construction of educational facilities, purchases of land and equipment and other capital projects as permitted by Florida Statute. The special revenue funds are used to account for revenues received from special sources designated for a specific educational purpose. The funding for the general fund has come from both local and state sources. State funds derived from the Florida Education Finance Program (FEFP) comprise the majority of funds received by the district. The importance of this source justifies explanation of how it is derived. Traditionally, state agencies have distributed dollars to school districts by formulas based upon instruction units or special services. 68 November, 1995 In 1973, the Florida Legislature passed the Florida Education Finance Program (FEFP) which changed the focus for funding public school education in the state. The intent of the law is: To guarantee to each student in the Florida public educational system the availability of programs and services appropriate to his educational needs which are substantially equal to those available to any similar student notwithstanding geographic differences and varying local economic factors. To provide equalization of educational opportunity in Florida, the FEFP formula recognizes: (1) varying local property tax bases; (2) varying program cost factors; (3) district cost differentials; and (4) differences in per student cost for equivalent educational programs due to scarcity and dispersion of student population. The key feature of the finance program is to base financial support for education upon the number of students. FEFP funds are primarily generated by multiplying the number of full-time equivalent students (FTEs) in each of the educational programs by cost factors to obtain weighted FTEs. Weighted FTEs are then multiplied by a base student allocation and by a district cost differential in the major calculation to determine the state and local FEFP funds. Program cost ' factors are determined by the Legislature and represent relative cost differences among the FEFP programs. The amount of state and local FEFP dollars for each school district is determined in the following manner: district program weighted base cost BASE FTE x cost = FTE x student x differential = FUNDING + factor students allocation factor A B C D E declining safe hold discretionary enrollment scarcity schools harmless tax supplement + supplement + ��� + adjustment + equalization F G H I J ' STATE & LOCAL FEFP DOLLARS '1 69 November. 1995 a w H W C : m Z W �C U, oaQ m Qi u ¢ Q) T 4c y 0 L c c// W43 � Y m y� oa N z..5, m I PA LL d EE a Q'; c 0 N � a 3J0 88 fi CO 0 " a` O NV W' tL ' H 3 a Z W C C Y 4. a dm a m O CL ce v cm cn d_ w m N'o and C w w y a LL 2 c itl ` �° c ¢ m co 0 o W g 8 j L CO 8331111NW0oens 13oone 70 m 0 E w E. BUDGET DEVELOPMENT PROCESS The Superintendent established an Ad Hoc Budget Committee to review annual ' budgets and requests. This committee consisted of principals, Superintendent's Cabinet members, district staff, and members of the community. The charge of the group was to examine current and proposed programs in order to dedicate resources to reflect the Major System Priorities. Figure PS-15 "Framework for Reviewing Major Budgetary Issues" presents the timelines on which the process is based. The budget development process begins in October. with a preliminary budget produced in May. Budget workshops and public hearings are then scheduled adhering to State Statutory requirements. Refer to Appendix G Proposed Tentative Budget Calendar, Fiscal Year 1995/96 for specific time frames. Final budget adoption occurs in September at a final public hearing. Pursuant to Florida Statutes the School Board must prepare and adopt an annual budget for all funds. Florida Statute 237.041 requires that this budget be ..consistent with and contribute to, the implementation of a planned long-range school program of the District." In addition, Florida Statute 235.18 "Annual Capital Outlay Budget" requires that the School Board adopt a capital budget so that ' the capital outlay needs of the Board may be well understood and, insofar as possible, provisions be made for same. The capital outlay budget shall be a part of the annual budget and shall be based upon, and be in harmony with, the educational plant and ancillary facilities plan. This budget shall designate the proposed annual capital outlay expenditures by project for the year from all fund sources. In accordance with these statutes, the School Board prepares and adopts an annual capital outlay budget which details each capital project by school. Projects funded from millage are advertised annually prior to adoption as required by Florida Statute 200.065(9). The capital budget is adopted in September of each year after two public hearings. The adopted 1995/96 capital budget is attached as Appendix H for reference. F. PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM The district's five year Public School Capital Facilities Program consists of four components: projected capital revenue, appropriation of those funds, a new school funding schedule, and level of service standards. The following provides the detail of each component. 1. Projected Capital Revenue As previously indicated in Chapter III of this document, the School Board of ' Broward County currently derives capital revenues to fund educational facilities in the school district from Millage, PECO, School Impact Fees, Capital Outlay and Debt Service (CO&DS), Certificates of Participation (COPs) and other revenue sources including General Obligation Bonds. Each revenue source has been estimated on an annual basis and accumulated to arrive at a five year revenue projection which spans from 1995/96 through 1999/00. ' 71 November. 1995 i r4 N 12, 0 a N N N eM ~ 4 ~ Q o c 0 0 o g 25 o . CD cn vi t� W t� t, pp LO o o �o 0 0 0 0p LO 0 N 00 CD C14 �p % t\ r 00 O �! 00 O O O O CO O O 0 q 00 O (�Dr �o Ln '. N o� .r ui OD C6 1i c7 %O O N N I.e. s o s C, 14 O > 0� a 188 72 Millage revenues are determined annually from the certified Broward County tax roll. The estimated revenue is determined by using a rate of 2 mills and a collectability rate of 95% plus related interest. Millage revenues are expected to grow from an estimated $106.7 million in 1995/96 to an estimated $115.3 million in 1999/00. This growth is the result of both new residential construction and increases in valuations of existing taxable parcels. Millage revenues represent the largest existing revenue source and are estimated to total $554.4 million over the five year span. This represents over 71% of the district's current revenue sources. Public Education Capital Outlay (PECO) revenues are appropriated annually based on the formulas provided in Florida Statute 235.435. There are two principal PECO revenue sources. Funds allotted by the State for new construction are based on the capital outlay full-time equivalent membership as defined in the statutes. The revenues from this source are expected to average $26.0 to $33.2 million with the exception of 1996/97 which is estimated to be $13 million. The second source of PECO funds allotted from the State is for remodeling, renovation, maintenance, repairs, and site improvements. The revenues received from this allotment are based on a formula that utilizes the building value and age. The revenues from this source are expected to average $6.7 to $12.1 million. The PECO revenues estimated in this section are based on State notifications to the School District of the estimated amounts due in future years. The School Board also receives State funding for Capital Outlay and Debt Service (CO&DS) based on the vehicle license tag fees. The district has bonded this revenue source in both 1993/94 and 1994/95 to receive Capital Outlay Bond Issue (COBI) revenues. A portion of the CO&DS revenues are pledged to pay the COBI debt service, and the remaining revenue (net of debt service) is expect to average less than $4.8 million per year. Impact Fees are assessed to residential developers under county ordinance. Based on a change in the ordinance, by 1999/00, revenues are expected to increase to $7.1 million per year from approximately $3.1 million per year in 1995 . Figure PS-16 reflects the estimated revenue to be received from the district's current capital revenue stream. For the purposes of this analysis the fund balance carryover from the current budget has been excluded as theses funds have been assigned to existing projects. The estimated current capital revenue total for the five year period is $783,991,553. 73 November, 1995 O O pp� O 8 N O O O pp n pn R 9 02 O O� O O 'D N O O O N Lq o o LO O M N N + oo n N N 'D w E" �" v3 z pp SS ppp� p pp B Q 0 0 0 0 0 O O� N O O O O� O Qqqd pp uo•�m CD OO�� S ppp �p�pp OOOTTT��� V� Lr1A LO %O OHO` H yy V3 H 5 O0pp p V3 �, IN O O O O O O 0 O O O pippp O N y O O LO O O pO n O O 0 w gY1' %0 O O H M %0 00 O LO O N O H N Zp W OHO 0\ W�H HCA d� l� O O O CD co O O l� co O O N O 0 - O O O O O O O O O O %0 O N O O O O O O O H O O 0 m a Ow N p O p O Ln 0 0 O O pHp 0 O O eH` H ch N %0 00 O Ifs O N W 001� V NLn In tl LO % OHO 00 le Ln w Hpp Cl o Co 0 0 0 $� LO 0 0 0 0 0 rn w y 0�00000 0 2f c�+i o o 00LO00 0 m 0 0 0�0 O O O H cr1 O %D M Ln 1n N O� it r f� �' �--� M Ily OCZ 0n %O l� H H f� � •pti.�ANN� u .4 0pO� U p 0o OO 0NOO � O O O�N� NM P Or NNO LO M�D H u V H fR a En tko ow �{ O W •7 O e'� PO O' G r' Q p�C �i Ql �Oas ° oo °° � w � .�' � x W (�° C. ZO) `I. ,� A F F �1; F + 74 2. Appropriations The five year plan of appropriations will fund the debt service and maintenance ' transfers, existing school needs, and other capital projects. It is anticipated the plan will add a student capacity of 32,225 to the district. Table IV-1 provides the breakdown of additional capacity anticipated from the plan. TABLE IV-1 PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM ANTICIPATED ADDITIONAL STUDENT CAPACITY 1995/96 - 1999/00 Elementary Middle High New School Plan 10,960 10,023 8,031 Renovations and School Replacements 2,132 1,079 0 TOTAL 13,092 11,102 8,031 Notes: • Some schools included in the New School Plan opened for school year 1995/96 either in portable facilities or in their permanent structures. • Six schools in the New School Plan will receive some level of funding in this five year plan but will open in subsequent years. They are: N-91, GG. II, FFF, GGG and an additional elementary school (S-91). • Grade confi tion at school facilities may vary to meet greatest need. Existing COPs debt service for 1995/96 through 1999/00 totals $110.6 million. The School Board approved the issuance of additional Section 237.161 debt in 1994/95. Additional debt service for the new Section 237.161 loan is estimated at $22.8 million. The total proposed appropriation for debt service is $133.4 million. The maintenance transfer appropriation represents a portion of the funds required to maintain all of the district's educational facilities. Maintenance items include general maintenance, routine service, and repairs. The cost of these maintenance items is primarily funded by the District General Fund. Actions taken by the Florida Legislature in 1994 authorized school districts to levy an additional .250 mills for operating purposes during fiscal year 1994/95. The ' Broward County school district exercised this option, generating $11.4 million in 1994/95 and $12.2 million in 1995/96. These funds were utilized to reduce the maintenance transfer from capital funds. The maintenance transfer of $15.6 million per year is based on the assumption that the legislature will continue to authorize this .250 mills. The total maintenance appropriation for 1995/96 through 1999/00 is $78.0 million. The capital needs for existing schools include: general renovations and additions, infrastructure improvements, replacement schools (two middle and two elementary), and land expansion. 75 November, 1995 The appropriation for general renovations and additions will be utilized to complete projects currently in design or bidding. This appropriation also includes minor capital work; ADA projects (projects required by the Americans with Disabilities Act); and renovation of approximately 1800 portables and trailers currently utilized by the School Board. The annual appropriation for renovations, additions and replacements varies by year based on available capital revenue to complete these projects. The annual appropriation varies from $35.5 million in 1996/97 to $12.6 million in 1999/00. The total appropriation for renovations, additions and replacements for the five year period is $127.9 million. Infrastructure improvements include costs associated with replacing aging systems that are beyond economical repair such as air conditioning chillers, sewer lines, intercoms, roofs, piping, fire alarms, and site needs. These improvements and replacements are necessary to support school functions. The total infrastructure appropriation for 1995/96 through 1999/00 is $20.3 million. Road improvements are funded by the refund of gasoline taxes paid by district on non -vehicle gasoline purchases. Funds from this source are restricted to off -site road improvements adjacent to school facilities. These improvement projects are estimated to total $885,000 over the five year period. The Public School Capital Facilities Program also includes appropriations to expand existing school sites. These site additions provide land in order to accommodate new construction and to enlarge parking and playground sites to state required levels. The total land expansion appropriation for 1995/96 through 1999/00 for existing schools is $8.1 million. The appropriation for other projects identifies the other capital needs of the district's educational facilities. Other capital projects include environmental projects; health, safety and sanitation (HSS) corrections; and portable leasing and construction. Appropriations for environmental costs are used for both well field containment and asbestos removal. Environmental projects are estimated to total $4.9 million over the five year period. The HSS appropriation includes 10% of the PECO maintenance allocation which must be allocated to HSS projects by state statute. The HSS program includes appropriations for such items as indoor air quality, fire alarms, sanitation repairs, and safety corrections. The total appropriation for HSS projects is $28.8 million. Portables are used to house students during construction and to address student growth. Portable leasing appropriations are estimated to total $1.5 million over the five year period. The allocation for warehouse and bus lots includes a new warehouse and four new bus parking lots. Appropriations are estimated to total $29.0 million over the five year period. The School Board appropriation for equipment helps existing schools keep current with a basic equipment list standard. The basic equipment list is used as the standard for equipping all new school. 76 November. 1995 The category equipment includes replacement and new equipment for schools and departments, technology, band instruments, library books, portable equipment, playground equipment, and maintenance equipment. The total equipment appropriation for 1995/96 through 1999/00 is $25.5 million. The district's technology plan provides for the networking needs of the schools. The implementation of a Wide Area Network (WAN) throughout the district and the retrofitting for technology of all schools are both recommendations of the Center for Educational Leadership and Technology (CELT), the consultant that reviewed technology in the district during 1995. The WAN will provide the capability for all schools and offices to communicate electronically with each other. It will support district wide calendaring, e-mail, conferencing, dissemination of materials (e.g. software, policies, curriculum, etc.) and Internet access from an individual computer workstation. The retrofitting for technology will connect existing LANs (Local Area Networks) and add new LANs at schools where none exist. This will electronically connect every computer within an individual site and provide wide area and Internet access to every workstation in the county. The appropriation for technology is estimated at $61.0 million over the five year period. Transportation provides for the purchase of buses and maintenance vehicles. Buses are based on 9% growth factor and a ten year replacement cycle. Maintenance vehicles appropriation is based on a 3% growth factor and a ten year replacement cycle. Total appropriation for transportation vehicles is $43.2 million. Figure PS-17 reflects the Public School Capital Facilities Program to be funded from the District's estimated capital revenue sources. The estimated total capital revenue and appropriations total for the five year period 1995/96 through 1999/00 is $783,991,553. 3. New School Schedule The Public School Capital Facilities Program will fund 22 schools, three high schools, six middle schools and 13 elementary schools (including Elementary X, and Elementary S-91 site purchase). The appropriation budget for new school construction includes all costs necessary to complete the school, including land, design, consultants, construction, equipment, technology, etc. Land acquisition will include appropriations for one high school, two middle schools and four elementary schools. Appendix I provides a detailed analysis of the building costs for the district's new compact prototypes. The total schools costs were calculated utilizing the new prototype school designs as models. Project costs were based on actual construction contracts for these designs. Figure PS-18 provides a new school schedule with a breakdown by year of the new school appropriations. The projected appropriation for the new school plan is $220.1 million. 77 November, 1995 O H � a o _ z y a w 78 .. � � .. F C4 CLn a •. . . . iG °' 8 �, vVi o !M VV77 O O a.w a H� q v9 Q q� h S x A C7 Figure PS - 19 Broward County Public Schools Facilities Element Public Schools Facilities Program Estimated 199&2000 Revenue and Appropriations ($000,000) Estimated Revenue Source Revenue PECO $167.2 Other State Sources 24.3 Wage 554.4 Other Local sources 38.1 TOTAL NEW REVENUE 784.0 Local monies represent 76% of I the estimated capital revenue. Tentative Budget New Schools & Support Bldgs $249.1 Maintenance Transfer 78.0 Debt Service 133.5 Library , A/V Materials, Furniture & Equipment 25.5 Renovations, Additions & Replacements 177.0 Land Acquisition 8.1 Technology 61.0 Motor Vehicles 43.2 Other Capital Projects 7.3 Reserved-VAB adjustments 1.5 TOTAL NEW APPROPRIATIONS $784.0 Source: Budget Omce, Broward county school Board Tentative New Appropriations FT 1996-2000 Technology New Schools & Support 31% Vehicles 6% Debt Service 17% Other 1% Renovations. Safety & Replacement 23% fend 1% Maintenance 10% mr A cost per student is included with each cost summary. This is the most direct way to compare the economic efficiency of the prototype designs. The per student cost for each prototype design is: ' Elementary School FISH Capacity 995 Per student cost $12,965 • Middle School FISH Capacity 1719 Per student cost $13,333 • High School FISH Capacity 2677 Per student cost $16,143 G. LEVEL OF SERVICE STANDARDS (LOS) Rule 9J-5.003 F.A.C, defines level of service as "an indicator of the extent or degree of service provided by, or proposed to be provided by a facility based on and related to the operational characteristics of the facility. Level of service shall indicate the capacity per unit of demand for each public facility'. Based on this definition, and the current school assignment by residential address, each school shall be regarded individually as a facility with an adopted LOS standard. The service area will be the student assigned attendance area and operational characteristics of the facility will be defined by FISH and the percentages applied thereto (utilization factor). In the past ten years, the Broward School Board has built forty new schools and has several in construction at this time. All of these new facilities, except two were constructed either as a prototype or as a repeat of a prototype. There were three elementary, one middle and one high prototypical designs which were repeated several times. Sunland Park Elementary School and Walter C. Young Middle School were unique in design. Older Broward County schools are different in design and size from current prototypes. However, under the most recent ' Capital Facility Plan, they were renovated/remodeled to the same educational specifications where possible. The education specifications used in constructing the most recent Capital Facility Plan provide common ground for comparison of facilities (e.g. elementary schools were upgraded/renovated/remodeled to meet the adopted educational ' specifications). The consistency afforded by educational specifications, application of the FISH capacity criteria which are standardized, and the adopted critically overcrowded school policy allow for county -wide LOS standards for each level (elementary, middle, and high) which can be applied school by school. Three level of service standards have been defined and are delineated and discussed in Figure PS 20. The utilization factor is the ratio of membership to ' FISH capacity. 1. Desired Performance Level (LEVEL A) The Desired Performance Level of a school is the membership to FISH capacity that results in a utilization factor below which the school can function effectively ' without straining core facilities and other school resources. Generally, at this level, rooms are utilized for the intended use (e.g. resource rooms are used for resources, art and music rooms are used for intended purposes, and play fields and athletic areas are not used for portable location). There may be a nominal number of portables on site. 81 November, 1995 Currently, when FISH capacity is calculated, certain classrooms are not assigned capacity. These rooms, therefore, are not counted towards the FISH capacity of the school. An example of this practice, is the non assigning of FISH capacity to computer labs and resource rooms in elementary schools, even though these spaces could be utilized for classrooms. In several cases, small numbers of portable classrooms have been used at some schools for many years to house the additional students without serious physical overcrowding being encountered. Thus, using available classroom space within the schools and the addition of a few portable facilities if necessary, a desired performance level for elementary schools can be established as a utilization factor of less than or equal to 1.3. In the case of middle and high schools, almost all available spaces where students are taught are assigned a capacity. However, the FISH capacity is calculated as a percentage of the student stations because of the changing of classes and the lack of non capacity rooms. In Broward County, FISH capacities for middle schools are calculated using 90% of the student stations and 95% for high schools. As in the case of elementary schools, small numbers of portable classrooms have been used for many years at several middle and high schools without straining core facilities and other school resources. A desired level of service for middle and high schools in the district can be identified as a utilization factor of less than or equal to 1.2. 2. Effective Performance Range (LEVEL B) The Effective Performance Range is the level of service which reflects a situation where the following occurs: overcrowding at a school becomes problematic and requires the addition of many portable classrooms; core facilities are stretched beyond a comfortable and normal working status (i.e. lunches may start well before noon but everyone can be accommodated); every available room is utilized for classroom space; and art and music programs at elementary schools may have to "float" or not have an assigned classroom. The severity of over crowding depends upon the ability to locate portable classrooms and the space available on site. Play fields and athletic areas may start to be affected. This level is defined by the following utilization factors: elementary - greater than 1.3 but less than level C; middle - greater than 1.2 but less than level C; high - greater than 1.2 but less than level C. The upper limit criteria of this category is defined by the adopted and/or amended School Board Policy 5000, Standards for Over Crowded Schools. 82 November, 1995 3. Critical School Level (LEVEL C) This level, as defined, incorporates School Board Policy 5000, Standards for ' Overcrowded Schools.. When this level occurs, lunches are scheduled shortly after breakfast, many portables are on site, all rooms are utilized for classes including offices, conference rooms and resource rooms. In elementary school, the music, art and science programs "float' and in middle and high schools, many teachers move from room to room using classrooms that are not in use by the assigned teacher. Play fields or athletic fields are usually the location of portable 1 classrooms and consequently cannot be fully utilized. In general, the core facilities are servicing many more students than they were designed for and students may experience delays or the inability to use certain aspects of the facility when they normally would. This level is defined by the following utilization factor of elementary - 1.75 or greater or exceeds 1,200 students (1,400 for elementary schools with a capacity in excess of 900 students); middle - 1.4 or greater or exceeds 1,700 students (2,000 students for middle schools with a ' capacity in excess of 1,700 students); high - 1.5 or greater or exceeds 2,500 students (3,200 students for high schools with a capacity in excess of 2,500 students). Following a determination that a school meets the critically over crowded threshold, school personnel and school communities must meet and decide what ' alternative student enrollment options in School Board Policy 5000 they wish recommended for relief the following year. The selection of an enrollment option does not constitute a change in the capacity of the school facility. It is regarded as a temporary measure taken to provide relief until a permanent solution is forth coming. 4. Adopted Level of Service Standard Level of Service Standard B is recommended for adoption at this time. It can be supported through the financially feasible Public School Capital Facilities Program which has been put forth in this chapter. If a concurrency management system is adopted, the existing LOS for individual school service areas will be calculated annually in October/November when the following has occurred: a Twentieth Day Count is completed. b. FISH has been updated. c. Annual Capital Budget has been approved by the School Board. d. New school attendance areas go into effect (start of school year). The status of each school will be in effect for the next calendar year. The FISH capacity, for the purposes of determining the utilization factors, will be that which is determined annually in September/October for permanent facilities by the School Board Facilities and Construction Management Division in compliance with Florida Department of Education criteria. 83 November, 1995 The requirements and operating structure of the concurrency management system will become part of the Broward County Land Development Code and as such the specifics cannot be delineated here. However, it is anticipated the following will be representative of the approach. Proposed residential development in LOS A school areas will not be subjected to additional review at the time of concurrency review. When schools reach LOS B, the potential new student impact will be monitored and the cumulative impact of approved development orders of residential units be recorded. If the cumulative number of students advances the school to LOS C, development will be delayed until the school facilities are available or until an appropriate mitigation alternative is confirmed by agreement. Residential development in the Level of Service C is delayed until the school facilities are available or until an appropriate mitigation alternative is confirmed by agreement. H. PUBLIC SCHOOL CAPITAL FACILITIES PROGRAM SUMMARY The Public School Capital Facilities Program was developed using the Eight Major System Priorities as the guideline for the allocation of resources. The estimated revenues and new appropriations are summarized on Figure PS-19. As a result of the plan the district is anticipating an additional student capacity of 32,225. The additional capacity will come from 20 new schools and the expansion and replacement of the existing schools. The projected capital revenue will be generated from the district's existing revenue sources. The total revenue is estimated at $784.0 million. The majority of those dollars being generated through millage and PECO sources, 71% and 21% respectively. Appropriations for the five year period reflect existing schools receiving 23% or $127.8 million; new schools, 31% or $220 million; and technology 8% or $60.9 million. The existing schools besides the remodeling, renovation, and expansion appropriation also receive the benefits of the health safety, infrastructure, equipment, maintenance and technology appropriations. Level of service standards are delineated for elementary, middle and high schools and the operating characteristics of each are given. Level of Service Standard B is the recommended for adoption at this time. This plan represents a program which will balance the facility and program needs of the existing schools and the needs of anticipated new students with the projected capital revenue as established in the financially feasible Public School Capital Facilities Program for the recommended level of service standard. 84 November, 1995 11 if �I [1 v p ❑ .p C 'O 'O N i. y N Qv y NC y 0 L F N L w N L« N N U L O :d C � � � � ❑d y b0 « G 9 � C� bG0 al N bD .C, O o p 4 9 y° O 4 N 0 W vC C 3 O O i0 O jj O N N O N O %u .. N u 'O � itl G C •G Fa' (9 8 >y N O« O N L oO yry U V. co Q p ° O S1° m L 0 0. U L yCj td m 'd o w ° u 0 Q y G a N r aF« .G. m p F O '00 N Gi N IE N O N ° 0 In L O fi w 0 F ,p 4 W 4 u a u u g N R � A u A y' V W(iJ � b� l«UO N t«Utl N � d �'OJ lET � � L La fmtl V .u. w G G L N V co cp cp r m ro .. `o a ` A 0 u T o GL m w p Cd p y�, 0 0 0 c p77 c y ,� n kA � « d M v N Uel d O O Wn G �? L U m .� « .� > � o m u ,o C � o' 8i O u ou Ca A ro° u o u typ u 4j u G A A A m a C�+ u w h« rJu y G > v oA99 9A Nw 0 N N a� O y 9 btp O q 85 1 CHAPTER V ICONCURRENCY ANALYSIS A INTRODUCTION Rule 9J-5 of the Florida Administrative Code (F.A.C.), defines concurrency as "the necessary public facilities and services to maintain the adopted level of service standards are available when the impacts of the development occur". To fulfill this definition, Rule 9J-5 requires that local governments must adopt level of service standards for roads, sanitary sewer, solid waste, drainage, potable water and parks and recreation facilities (and mass transit if applicable) as part of their comprehensive plans. Local governments must also establish an ongoing concurrency management system to ensure that public facilities and services needed to support development are available concurrent with the impacts of such development. Creating a public school facility concurrency management system is complicated by the unique nature of, and special provisions for, local school districts. Unlike existing concurrency services (roads, sanitary sewer, solid waste, drainage, potable water, recreation and in some cases mass transit) which are the responsibility of local government and can be remedied by local government, the Florida Constitution speaks directly to education and gives these responsibilities to the County School Boards. The following are excerpts from Article IX of the Florida Constitution: ' Section 1...." Adequate provision shall be made by law for a uniform system of free public schools..." Section 4. (a) ..."Each county shall constitute a school district ... (b) The school board shall operate, control and supervise all free public schools within the school district and determine the rate of school 1 district taxes within the limits prescribed herein." The School Board, by constitutional mandate, has the responsibility of providing educational facilities to meet the adopted educational specifications. As has been discussed, some of the capital funding for facilities comes from the state as a result of formulas and other allocations but the majority comes from School Board 1 approved local millage. The local government, therefore, does not have control of the funding sources or the allocation of funds for new or renovated schools which would add student capacity. In addition, the School Board, as prescribed in Chapter 230.23 (4) F.S., approves each year the student attendance areas for the next school year. Students are assigned to elementary, middle and high schools on the basis of their residential address. Therefore, each residence within the county is assigned to three schools. These schools individually constitute service areas. Reassignment to another school requires action on the part of the parent (i.e. approved reassignment, magnet school acceptance, placement at the Nova schools, or placement for 86 November, 1995 special education). The individual schools, because of the service areas and because they are the entities impacted by new students directly, are where county -wide level of service standards must be applied. These service areas will be subject to yearly evaluation and may change. Moreover, these individual service , areas are not coterminous and overlap extensively with municipal and unincorporated area boundaries Chapter 163.3180 F.S. states, "If a local government elects to extend the concurrency requirements to public schools, it should first conduct a study to determine how the requirement would be met and shared by all affected parties." In compliance with this requirement, the School Board collaborated with Broward ' County Department of Strategic Planning and Growth Management, Broward County Attorney's Office and the Broward County Planning Council, to complete the appropriate study titled "Broward County Public School Concurrency Study, November 19, 1993." The study focused on the implementation requirements and alternatives for school concurrency, level of service for public schools, and legal issues relating to the imposition of school concurrency provisions in Broward County. A copy of the study is attached as Appendix L. The study determined that the most feasible method for implementing a public school concurrency requirement would be through the platting requirements of Broward County. This development review phase is the point where other county wide concurrency issues are addressed. An alternative to impose the requirement , at time of site plan review was also discussed in the document. However, this method would have to be implemented through interlocal agreements with individual municipalities and a compliance requirement provided in the Land Use Plan portion of the County Comprehensive Plan. The full implementation of the Intergovernmental Coordination Element has been raised as an option to assure that adequate public school facilities are available at time of development. All of these alternatives will be discussed in the next sub -section. 87 November, 1995 1 B. ANALYSIS OF ALTERNATIVES FOR CONCURRENCY REVIEW AND IMPLEMENTATION 1. Concurrency Review at Time of County Plat Approval The requirement to plat property is applied on a county wide basis. Pursuant to Section 6.12 of the Broward County Charter, the Broward County Commission has the authority to "enact an ordinance establishing standards, procedures, and minimum requirements to regulate and control the platting of lands within the incorporated and unincorporated areas of Broward County." Currently, plat applications are submitted to the appropriate local municipality for review and approval. Upon approval at this level, the plat is submitted to Broward County Department of Strategic Planning and Growth Management (SP&GM) for review and distribution to applicable agencies for comments. During the review period, the SP&GM also reviews the plat for transportation concurrency compliance. Upon receiving solicited comments from the various applicable agencies, SP&GM prepares a plat report and schedules the completed plat application for Broward County Commission action. The School Board staff currently participates in the SP&GM plat review process. Staff receives, reviews, and transmits a plat report delineating anticipated students generated from the proposal and the effect on the public schools that serve the area of the proposed plat. This centrally located review procedure for plats at the county level, appropriately lends itself to a review for public school concurrency compliance. However, implementing public school concurrency requirements at the platting phase of development review raises some important issues. These issues include the following: a Public school concurrency requirements would not affect currently approved but unbuilt platted residential units; b. Before public school concurrency provisions become law, some developers may proceed quickly to plat their property to avoid complying ' with its mandates; and c. The vesting of approved plats for school capacity may result in reserving student stations or "seats" for children that do not materialize. It is important to note that implementing public school concurrency requirements at the platting phase of development review, would only affect currently unplatted properties and properties required to replat in Broward County. It would not impact the backlog of currently platted properties with approved unbuilt residential units within them. The data obtained from the SP&GM for this element, indicates that as of October 1, 1994, a total of 95,142 unbuilt residential units exist within already approved plats in Broward County. ' Table V-1 depicts the total number of unbuilt residential units (single family and multi -family units) within approved plats by region. 88 November. 1995 APPROVED UNBUILT RESIDENTIAL UNITS WITHIN EXISTING APPROVED PLATS 1979 - OCTOBER 1, 1994 Single Family Multi -Family Units Units Total Units North West 9,890 13,533 23,423 North East 771 3,331 4,102 West Central 2,970 9,572 12,542 East Central 13 2,027 2,040 South West 32,734 12,396 45,130 South East 2,075 5,830 7,905 Total 48,453 46,689 95,142 Source: Planning Information Technology Division, Broward County Dept. of Strategic Planning & Growth Management, April 1995 Many of these approved but not yet built units are contained in approved Developments of Regional Impact (DRI's). The number of built and "never -to -be - built" DRI units needs to be determined and their vested status for school concurrency clarified for implementation of a concurrency management system. Currently, DRI units are considered vested for concurrency determination, because at the time of their approval, all potential impacts from projects within the DRI's, were identified and mitigated or addressed in some fashion. The public school issues, at the time of the DRI reviews, only included school site needs. ANTICIPATED DWELLING UNIT GROWTH IN BROWARD COUNTY BY REGION (1994 - 2010) e ion Single Family _Multi -Family Total otal Units Units Units orth West 13,470 15,628 29,098 orth East 1,915 7,615 9,530 lest Central 3,234 10,108 13,342 ast Central 2,714 3,963 6,677 outh West 29,575 14,703 44,278 outh East 3,970 7,541 11,511 otal 54,878 59,558 114,436 Note: Data include all units, platted and unplatted. Source: Planning Information Technology Division, Broward County Dept. of Strategic Planning & Growth Management , May 1995 The SP&GM, estimates that by the year 2010, a total of 114,436 additional residential units will be constructed in Broward County. Table V-2, depicts the total number of additional residential units anticipated by region. The additional 89 November, 1995 residential unit count of 114,436 includes any units from the SP&GM estimated approved unit count that may be built during the time frame. Therefore, the number does not represent the units that have a potential to be reviewed for public school concurrency. It is difficult to estimate the number of currently approved units that will be constructed by the year 2010. Although the SP&GM estimates that a five year inventory of housing exists due to already approved units, that would only happen if all approved units were built; however, this is unrealistic. American Metro/Study Corporationl estimates that the total single family inventory in Broward County equals 3,922 housing units on the ground at the end of 1994 or a 6.1 month supply. The vacant developed lot inventory equals 7,177 lots, a 10.9 month supply. The report further states that the Broward County market has absorbed more lots than it has delivered for two consecutive quarters and finished the year with a decrease in lot inventory compared to last year. 1 In response to the question of how many single-family housing units have to be approved each year to continue the current residential development trend in the county, Mr. Randy Warner, Director of the Florida Region for the American METRO/STUDY Corporation replied that it will take the approval of 6,000 to 8,000 residential lots every year. The SP&GM inventory of approved units was not considered as significant, because he estimates that approximately one half will not be developed or cannot be developed given the regulatory climate.2 Industry data, therefore, indicates the implementation of a Public School Facilities Concurrency Management System at time of plat approval would come to be applied to many potential residential units. In previous years, building permit approvals in Broward County, have ranged between 6,000 to 15,000 units per year. The greatest fluctuation in the yearly permit activity is in the multi -family units. The continued residential building activity will keep the platting process active because land uses will be changed to meet market demands (i.e. single family to higher densities and non-residential to residential). The demand for more housing will continue, as it accommodates the increase in population. Population increases will result from immigration from other countries and migration from other parts of Florida and the country some of which will be due to the relocation of the 'Baby Boomers" who reach retirement age. The above factors and other unanticipated events, it is believed, will ultimately influence the total number of residential units approved for construction in Broward County in the specified long term time frame. Therefore, the number of unapproved residential units that may be impacted by public school concurrency provisions, can not be determined with specificity. If public school concurrency is required at platting, before it becomes law, many developers could be expected to proceed quickly to plat their property to avoid complying with public school concurrency requirements. Since it will take approximately one year before public school concurrency could become a 1 4Q94, Broward County Executive Summary, American METRO/STUDY Corporation, Boca Raton, FL, Feb. 1, 1994, 2 - 3. 2 Comments made at the Economic Forum monthly meeting in Fort Lauderdale, FL, April 13, 1995. 90 November, 1995 development regulation, a substantial number of plats could be submitted and approved during this period. However, this "rush to approve" would be a factor with other applications as well. The vesting of plats, considered to have met public school concurrency requirements, and the reservation of "seats" need to be addressed. This problem would be twofold. First, developers/owners have up to 18 months after County Commission approval to record final plats. Second, after recordation, many developers choose not to develop approved plats for a long period. There is no time limit for development of recorded plats. Since there are no current regulations requiring the development of recorded plats within specified periods, approved plats considered to have met public school concurrency requirements may be left undeveloped for a lengthy period of time. The student impact from an approved plat may be added towards the school capacity available at the time when the plat is considered to have met public school concurrency conditions. The uncertainty in the development time frame of the plat means the assigned school capacity or available "seats" reserved for the plat could result in underutilized school facilities, this scenario is unacceptable in the overcrowded education environment of Broward County. The uncertainty over the development time frame of plats approved for public school concurrency could be rectified by imposing a stipulation at the time plats are considered to have met public school concurrency requirements. This stipulation could state that such plats must be developed within six to twelve months after plat recordation. If the plat is not developed within the specified period, school capacity assigned to its student impact would expire. Therefore, the plat not only looses the school capacity assigned to its student impact, but must also be submitted again for public school concurrency compliance review. Although there are drawbacks, implementation of public school concurrency at time of county wide plat review is the choice for application of the public school facility concurrency management system. The overall structure for implementation is in place and represents an equitable application. The site plan review alternative is one which can be used to give municipal governments an additional review if certain criteria are met. 2. Concurrency Review at Time of Site Plan Approval The review of site plans, in Broward County, is currently conducted at the local government jurisdictional level. Data collected for this element indicates that all municipalities in Broward County, including Unincorporated Broward County, have a site plan review process. Appendix J delineates certain elements of each municipal site plan review process and the approximate review period for site plan applications. Typical site plan review processes regulate: land use issues such as zoning designation, residential density, set -backs, landscaping, signage, building height etc. Rule 9J-5.0055 requires that all local governments must establish a concurrency management system as part of their comprehensive plan for LOS standard determination. Some local governments in the county comply with this Rule by implementing concurrency management systems at the site plan phase of development review, while others conduct it at the platting phase of development 91 November, 1995 F L _J review. Current local government concurrency management systems determine if proposed developments meet the adopted LOS standards for portable water, sanitary sewer, drainage, solid waste, parks (residential only), local roads and ' regional roadway network. The review for public school concurrency could be incorporated into this list. However, if a municipality tests for concurrency at time of plat review, their process would need to be modified to implement a public school concurrency management system at site plan review. Implementing school concurrency at site plan would address some of the potential student impact anticipated from the 95,142 unbuilt residential units existing within currently approved plats. However, it may not include the unbuilt units in approved DRIs. It may partially mitigate the anticipated rush of developers to plat their properties to beat the effective implementation date of public school concurrency provisions. Unlike plats (that can remain undeveloped for years after recordation), site plans usually have expiration dates. Permits for site plans are also requested at periods closer to the actual development of the 1 project. Therefore, any proposed development approved for public school concurrency may not have to be vested for school capacity for a long period. The implementation of public school concurrency provisions at the site plan phase of development review, raises the following major issues: a There is currently no county -wide site plan review process. Rather, each municipality has its own site plan requirements and review procedure. In some cases as in Broward County unincorporated areas, the power to approve or deny site plans is delegated to staff; b. There is no effective method of standardizing the process to create an equal application through out the county; c. The only sanction that can currently be imposed on municipalities for failure to implement public school concurrency provisions at site plan, is the decertification of the municipality's future land use plan by the Broward County Planning Council; and ' d. The issue of the "rush to approve" will be part of this approach as well. This alternative would also take time to fully implement. Site plan review is not currently conducted on a county wide basis, therefore, the procedure is not centrally oriented as in platting. Rather, the review of site plan applications in the county is fragmented, varies greatly, and is conducted by each individual local government on a jurisdictional basis. Therefore, if public school concurrency provisions are to be implemented at the site plan phase of development review, local governments in Broward County would need to adopt specific provisions to implement public school concurrency goals, objectives and policies adopted in the Land Use Element of the Comprehensive Plan. These would involve the revision of current municipal site plan review procedures. A change in policy, authorizing the Planning and Zoning Board or County Commission to grant final approvals for site plans in unincorporated Broward County, would also become necessary. Achieving this intent would require amending the Broward County Land Use Plan and the Broward County Planning Council (BCPC) land use certification requirements. The amendment would also 1 92 November, 1995 require local governments to amend the future land use element of their comprehensive plan and incorporate a concurrency requirement for public schools into it. Local governments would then be required to adopt and implement LOS standards for public schools, consistent with those in the Broward County Public School Facilities Element. The sanction on those local governments, who choose not to comply with the county directive, would be decertification of their land use plan by the BCPC. Local governments whose plans are decertified, would be prohibited from using the flexibility provisions of the Broward County Land Use Plan. However, most municipalities can ignore this sanction, because it only prevents them from utilizing the flexibility units permitted in the Broward County Land Use Plan. It is difficult to determine the time required to implement review for public school concurrency at time of site plan review. The Broward County Land Use Plan would need to be amended and subsequent to that action, the individual city plans would need to be amended. This process would take longer than implementation at time of plat review by the county. 3. Optional Implementation of Public School Concurrency Provisions By Municipalities at the Site Plan Phase of Development Review An alternative that gives local governments flexibility and that can exist with the county wide plat review approach would be to allow municipalities to choose a review for public school concurrency determination at site plan review. To select this option, it must be shown through a report that the public schools which serve the city are currently, or have the potential to be, in a situation where they are "more" over crowded than the county average. This option can be exercised only after public school facility concurrency is adopted county -wide with levels of service standards, service areas, and a financially feasible plan. This municipal review would be applied to projects that have not received a public school facility concurrency review at time of platting. Before a municipality can implement the review for public school concurrency determination at site plan, it must first sign an interlocal agreement with the School Board of Broward County. The agreement will address the coordination measures and may be reviewed by the School Board of Broward County periodically for its continued appropriateness . The School Board will consider approval of a municipal concurrency management system at site plan if the following criteria are met: (a) The critical nature of public school overcrowding in the schools that serve the municipality exceeds that in other parts of the county; and (b) A substantial number of residential units remain to be developed within already approved plats and/or there are a substantial number of potentially unbuilt residential units in unplatted vacant land within the municipality; and/or (c) The municipality is proposing other innovative measures to address the provision of student stations. 93 November, 1995 Municipalities that elect to conduct a public school concurrency test at site plan review must adhere to the following criteria: (a) Public school(s) affected must be physically located within the jurisdictional boundaries of the municipality or have 50% or more of their membership residing in the municipality. (b) The level of service standard implemented must be the level of service standard adopted by the School Board. (c) The concurrency service districts must be the effective service districts contained in the Broward County Comprehensive Plan, Public School Facilities Element. (d) A formal coordination mechanism with the Broward County School Board must be included in the interlocal agreement. (e) Any other appropriate criteria deemed necessary by the School Board in coordination with the municipality. 4. The Review for Public School Impact as Required in the Intergovernmental Coordination Element Provisions Chapter 163.3177(6)(h), F.S. requires that all local government comprehensive plans must include "An Intergovernmental Coordination Element showing relationships and stating principles and guidelines to be used in coordinating the adopted comprehensive plan with the comprehensive plans of adjacent municipalities, the county, adjacent counties, or the region, and with the state comprehensive plan...". Chapter 163.3177(6)(h)(2) (an amendment to 163.3177(h)) further states that "The Intergovernmental Coordination Element shall further state principles and guidelines to be used in the accomplishment of coordination of the adopted comprehensive plan with the plans of the school boards and other units of local government providing facilities and services but not having regulatory authority over the use of land. Each county, all the municipalities within that county, the district school board, and service providers in that county shall establish by interlocal or other formal agreement executed by all affected entities, and include in their respective plans, joint processes for collaborative planning and decision making on population projections and public school siting, the location and extension of public facilities subject to concurrency, and siting facilities with countywide significance...". The purpose of the amended Intergovernmental Coordination Element (ICE) is to gradually replace the existing Development of Regional Impact (DRI) review process and mitigate locally defined significant impacts from proposed developments in a local jurisdiction on other local governments, the state or regional resources. By May 1998, all local governments in Broward County are required to have an adopted ICE document to replace the existing DRI review process. As of April 1995, the section of the Rule pertaining to other responsibilities of school districts in the ICE review process (except for the provisions stated in Chapter 163.3177 F.S.), has yet to be finalized. However, DCA intends to expand the role of school districts in the ICE review process. 94 November, 1995 While the role of school districts is currently limited to provisions stated in Chapter 163. 3177, F.S., the implications of the stated provisions are further clarified in Rule 9J-5.015. Specifically, Rule 9J-5.015(4)(a) - Intergovernmental Coordination Process states that "The Intergovernmental Coordination Element shall establish a process to determine if development proposals would have significant impacts on other local governments or state or regional resources or facilities identified in the applicable state or regional plan, and shall establish a process for mitigating these impacts" On July 10, 1995, the South Florida Regional Planning Council adopted by rule the Strategic Regional Policy Plan (SRPP) for South Florida. Rule 27E-2.009, F.A.C. regarding the SRPP was then filed with the Department of State and became effective on August 13, 1995. The new plan is intended to replace the current Comprehensive Regional Policy Plan (CRPP) of the south Florida region. As with the CRPP, all local government comprehensive plans must be consistent with the newly adopted SRPP. The Land Use and Public Facilities section of the SRPP, includes a list entitled "Public Facilities of Regional Significance". The list identifies all public schools (Grades K-12) within the region (Broward, Dade and Monroe Counties) as facilities of regional significance. Therefore, the provisions indicated in Rule J-5.015(4)(a) imply that the required ICE of local governments must identify all facilities of regional significance identified in the SRPP and existing within the local government's jurisdictional boundary, and then establish a process to address and mitigate any significant impact to facilities from any proposed development in the community. In this regard, local governments must address any significant impacts to public schools from proposed developments located within their jurisdiction. Rule 9J-5.015(4)(2)(a) F.A.C.- Definition of Significant Impact also states that "The Intergovernmental Coordination Element shall contain a definition of significant impact for each identified resource, facility and community characteristics located within the local jurisdiction....". It behooves all local governments in Broward County to utilize a School Board adopted or approved standard to comply with the requirements of Rule 9J- 5.015(4)(2)(a), F.A.C. The utilization of such standards would make it possible to implement a uniform standard for review of significant impact to schools county- wide. Also, since provisions of Chapter 163.3177, F.S. require an Intergovernmental coordination between local governments and the local school boards, it would serve both parties to coordinate the review of significant impacts to public schools and implement the necessary mitigation provisions contained in the public school facilities element or as specified in the Broward County Land Development Code. In the process, municipalities would fulfill the applicable mandated provisions of Rule 9J-5.015, F.A.C. Rule 9J-5.015, F.A.C. also specifically indicates that local governments must incorporate review for significant impacts to identified facilities of regional significance into existing local governmental development review processes. In this regard, local governments are required to review for significant impacts from proposed developments to public schools located within their jurisdictional boundary at the site plan phase of development review. Local governments can only meet this requirement by establishing some form of coordination with the 95 November. 1995 r School Board. In this coordination process, the responsibilities of each party would be clarified in the signed interlocal agreements mandated by Chapter 163.3177, F.S. The mandated and amended Intergovernmental Coordination Element of the existing comprehensive plans of local governments in Broward County, may therefore, be the vehicle to set standards and establish interlocal agreements to implement public school concurrency provisions at the site planning phase of development review in municipalities. In this regard, municipalities may still utilize the local option to implement public school concurrency provisions at site plan review, but in the process, incorporate the review for significant impact to schools (as required by Rule 9J-5.15, F.A.C.) in the site plan review process. Full implementation of ICE rules cannot be utilized in place of public school concurrency. The current ICE rules only require local government's to define significant impacts from proposed developments to public schools and establish ' mitigative processes to address the generated impact. Since the new ICE rules are only intended to replace existing DRI requirements, it is anticipated that the thresholds for the definition of significant impact to schools may be structured to reflect current DRI scale projects. Therefore, the current rules requiring local governments to address impacts to schools can only enhance public school concurrency requirements but not replace it. Moreover, the original due date for the submission of ICE documents by all local governments in Broward County has now been delayed until 1998. This delay may therefore result in the implementation of ICE regulations in 1999, unless further changes are made to the existing rules. 5. Conclusion Both platting and site plan alternatives have drawbacks and advantages as well as implementation difficulties. However, application at the time of county wide plat approval offers the greatest opportunity for consistency and equal application of school concurrency throughout the district. The review of the ICE legislation did not indicate that those provisions would provide a greater impact or be able to be implemented faster for a "concurrency like" review. Because of the delay and ' uncertainty surrounding the implementation of the ICE rules, use of this mechanism is not recommended at this time. The analysis indicates that the most effective method for implementation of a public school concurrency management system is to use the Broward County Land Use Plan to establish goals, policies, and objectives which can be carried out at the time of the county plat review. Although, this procedure cannot be fully implemented until 1996 because of the amendment process and the requirement to change the Broward County Land Development Code, the other alternatives have the potential to require even more time. To give the cities more flexibility, a provision can be provided to institute a concurrency review at time of site plan review to apply to those residential units that would not be or already have been subject to county wide plat review. This option would be utilized only under certain circumstances and according to certain rules as described earlier in this section. 1 96 November, 1995 CHAPTER VI THE IMPLEMENTATION OF THE ELEMENT AND INTERGOVERNMENTAL COORDINATION PROCESS A. INTRODUCTION The implementation and intergovernmental coordination mechanism for the Public School Facilities Element will accomplished through amendments which incorporate the desired policies into the Broward County Comprehensive Plan and Broward County Land Use Plan. A public school concurrency management system, if adopted, will be implemented through additions to the Broward County Land Development Code. The goals, objectives and policies relating to county -wide regulation and implementation are designed for incorporation into the county's land use plan. All goals, objectives and policies will become part of the Broward County Comprehensive Plan. B. IMPLEMENTATION The implementation of the Public School Facilities Element is county -wide. Current Broward County charter provisions, mandate that the future land use element of municipalities be consistent with the county's land use plan. To comply with this mandate, municipalities in Broward County, must therefore amend their future land use plan to include public school facilities goals, objectives and policies, consistent with the Broward County Land Use Plan. The amendment and subsequent certification of local municipalities future land use plans, by the Broward County Planning Council (BCPC) will provide the environment for provisions of the public school facilities element to be implemented in local municipalities of the county. The policies for public school concurrency will be appropriately codified in the concurrency management system of the Broward County Land Development Code for implementation with the input and approval of the Broward County School Board. The responsibilities of the School Board and those of the County Commission will be delineated in the approved interlocal agreement C. INTERGOVERNMENTAL COORDINATION PROCESS The intergovernmental coordination process, for the implementation of the element will include the School Board of Broward County, Broward County Planning Council, Broward County, and the local municipalities in Broward County. In general, the School Board as the designated local planning agency for the preparation of the element, will adopt applicable portions of the element and in time, any subsequent amendments to the element as mandated in Chapter 163, F.S. Rules 9J-5 and 9J-11, F.A.C. The adopted element and subsequent amendments will then be transmitted to the Broward County Board of County Commissioners for approval and subsequent transmittal to the Florida Department of Community Affairs and applicable review agencies. Goals, objectives and policies for incorporation into the Broward County 97 November, 1995 Land Use Plan, will be transmitted to the BCPC for approval and subsequent transmittal to the County Commission for approval. Upon final adoption of the element by the County Commission, the School Board will in cooperation with Broward County and municipalities in Broward County, establish and maintain an intergovernmental coordination process for the continuous implementation of the element. Specifics of this coordination will be indicated on an agreed upon and signed interlocal agreement between the entities. The signed interlocal agreement would also be utilized as the basis to comply with the provisions of Chapter 163.3177(6)(h)(2). The existing intergovernmental coordination process, discussed in Chapter III, between the School Board of Broward County and local governmental agencies would be revised in the established coordination process to include the implementation of the public school facilities element. 98 November, 1995 1 CHAPTER VII ' MONITORING AND EVALUATION The School Board staff will continuously monitor the implementation of the element to ensure that adopted goals, objectives and policies contained in the element are properly being implemented. Applicable information from the five ' year plant survey of educational facilities as required by the Florida Department of Education, School Board approved boundary changes, the Twentieth Day Membership Report and other applicable changes to School Board policies impacting the element, will be monitored and documented for utilization in the evaluation of the element. ' Evaluation of the element will be conducted periodically to coincide with the mandatory evaluation of comprehensive plans required by Chapter 163.3191 F.S. and requirements outlined in Rule 9J-5.0053 F.A.C. The report assembled from the periodic evaluation of the element, along with documented monitored information, will be utilized as part of the five year evaluation and appraisal exercise. The resulting document will be the required "Evaluation and Appraisal ' Report" for the Broward County public school facilities element. The adopted Public School Capital Facilities Program as it relates to the provision of service for the adopted LOS standards will be reviewed in conjunction with the annual capital budget of the School Board. The update of the capital facilities program will assess the progress made in furthering goals, objectives and policies stated in the public school facilities element. All amendments of the Public School Facilities Element will be processed appropriately in accordance with local and state guidelines for the amendment of comprehensive plans. 99 November, 1995 GLOSSARY OF TERMS Affordable Housing - means housing for which monthly rents or monthly mortgage payments, including taxes, insurance and utilities, do not exceed 30 percent of that amount which represents the percentage of the median adjusted gross annual income for the households or persons indicated in Section 420.004, F.S. (1991) Amendment - means any change to an adopted comprehensive plan exception, corrections, updates and modifications of the capital improvements element concerning costs, revenue services, acceptance of facilities or facility construction dates consistent with the plan as provided in subsection 163.3177(3)(b), Florida Statutes, and corrections, updates or modifications of current costs in other elements, as provided in Section 163.3187(2) Florida Statutes.. Americans with Disabilities Act (A.D.A.) - means the Federal Act effective January 26, 1992, which protects individuals who are limited in mental or physical capacity. Baby -Boom - means an age cohort which describes those individuals born between 1946 and 1964. This group includes an unusually high number of individuals. Baby -Bust - means an age cohort which describes those individuals born between 1965 and 1977. The number of babies born yearly during this period was significantly less per year than those born in the Baby Boom years. Baby-Boomlet - means an age cohort which describes those individuals born after ' 1978. This group represents higher yearly birth numbers than those born in the Baby Bust years. Building Permit - means: (1) Any permit for the erection or construction of a new building required by section 301.1 of the South Florida Building Code, 1984, Broward Edition, as amended. (2) Any permit for an addition to an existing building which would: a. Create one or more additional dwelling units, or b. Involve a change in the occupancy of a building as described in Section 104.7 of the South Florida Building Code, 1984, Broward Edition, as amended. C. Any permit which would be required for the non-residential operations included in Section 301.1(a) of the South Florida Building Code, 1984, Broward edition, as amended. Capacity - means the capacity of each school as determined by the Florida Department of Education criteria for the Florida Inventory of School Houses. (See F.I.S.H.) 100 November, 1995 Capital Budget - means The School Board of Broward County, Florida's budget which reflects capital improvements scheduled for a fiscal year. Capital Improvement - means physical assets constructed or purchased to provide, improve or replace a public facility and which are large scale and high in cost. The cost of a capital improvement is generally non recurring and may require multi -year financing. Certificate of Occupancy (CO) - means the certificate issued by the county or a municipal building department or applicable department, authorizing the occupation of a building after it is constructed or rehabilitated. Cohort Survival Model - means a composite population forecasting model which uses actual pupil information from the past five years to determine a growth factor to project future student membership. Student numbers by grade and race within individual geographic areas (TAZ's) are collected. Grade cohorts are multiplied by the determined growth factor to project future grade enrollments. The model reflects changes in the birth numbers and in -migration. The model addresses all areas of the county including existing developed areas and areas where new development is occurring. This model is used by the State Department of Education and the United States Census Bureau. Comprehensive Plan - means a plan consisting of materials as may be appropriate to the prescription of principles, guidelines and standards for the orderly and balanced future economic, social, physical, environmental and fiscal development of the area and specifically meets the requirement of SS. 163.3177 and 163.31178, Florida Statutes. Concurrency - means the necessary public facilities and services to maintain the adopted level of service standards are available when the impact of the development occurs. Concurrency Management System - means Procedures and/or process that the local government will utilize to assure that development orders and permits are not issued unless the necessary facilities and services are available concurrent with impacts of the development. Core Facilities - means those spaces in a school other than classrooms such as kitchens, cafeterias, administrative spaces etc., that provide necessary services to support instruction are collectively referred to as the core. The size of core spaces is established by criteria in Chapter 6A-2 in accordance with the school's student capacity. Designated Infill Areas - means developable areas within established and developed areas of the county or municipality designated by the county or municipality for potential development and excepted from traffic concurrency provisions. Educational Plant Survey - means a systematic study conducted by the Department of Education to review present educational and ancillary plants and to determine future needs. A formal educational plant survey for each school district is required by law to be conducted every five years. 101 November, 1995 Element (of Comprehensive Plan) - means a section of a Comprehensive Plan dealing with specific areas of concern, i.e. capital improvements, future land use, potable water, transportation, recreation, housing, public schools etc. Evaluation and Appraisal Report (EAR)- means an evaluation and appraisal report as adopted by the local governing body in accordance with the requirements of Section 163.3191, F.S. Florida Inventory of School Houses (F.I.S.H.) - means the inventory conducted at least every five years by the State Department of Education of all schools within the State of Florida. During the inventory, every room or space within each school is assigned an identification number, a use and the appropriate number of student stations according to size. This inventory is then known as F.I.S.H. and is considered the official inventory of the district's educational facilities. "GAP' - means the difference between facility needs and the available revenue. Goal - means the long-term end toward which programs and activities are ultimately directed. Hurricane Shelter - means a structure designated by local officials as a place of safe refuge during a storm or hurricane. Infill Developments - means developments constructed in designated infill areas. Land Development Code - means the various regulations which govern the development of land within the jurisdiction of a unit of local government. Land Development Regulations - means ordinances enacted by governing bodies for the regulation of any aspect of development and includes any local government zoning, rezoning, subdivision, building construction, or sign regulations or any other regulations controlling the development of land. ' Level of Service Standard - means an indicator of the extent or degree of service provided by, or proposed to be provided by a facility based on and related to the operational characteristics of the facility. level of service shall indicate the capacity per unit of demand for each public facility. Membership - 20th Day - means a student count at each school taken on the 20th ' day of school each year. The count is utilized in Board policy and it establishes a statistical benchmark on a year - to - year basis. The count includes students who are present on the twentieth day and students who have been attending school and have not withdrawn but are absent on the twentieth day of school. The count includes pre -kindergarten to twelfth grade students by grade and race at each school. The membership count is verified and signed by the principal of each school. ' Municipality - means any incorporated city, town or village. Objective - means a specific, measurable, intermediate end that is achievable and marks progress toward a goal. 102 November, 1995 Plat - means a map or delineated representation of the subdivision of lands, being complete exact representation of the subdivision and other information in compliance with the requirement of all applicable sections of the Broward County Land Use Plan and of any local ordinances, and may include the terms "replay, "amended plat', or "revised plat". Policy - means the way in which programs and activities are conducted to achieve an identified goal. Portable Classrooms - generally means one room wooden structures measuring approximately 700 to 1000 square foot in size and can be moved from site to site. Various type of portables utilized by the school district include: gang toilets, Idtchens, dining rooms, media centers, pre-school units, and primary and regular classrooms. Portable classrooms are used extensively within the school district and statewide to supplement permanent educational facilities. Program Capacity - means the calculation of the student capacity of classroom spaces in schools which is dependent on the way the spaces are actually used for educational purposes. This may differ from the capacity as originally designed. Student Stations - means a unit of measure for the net square foot requirements per student based upon the educational program as established by Chapter 6A-2. Support Documents - means any surveys, studies, inventory maps, data, inventories, listings or analysis used as bases for or in developing a comprehensive plan. T.R.I.P.S Model - means the computer model used by the Broward County Department of Strategic Planning to evaluate and distribute vehicle trips for a given use of property. The model is also used to determine the level of service of road segments throughout the county. "6A-2" - means Chapter 6A-2 of the Florida State Administrative Code, authorized by Florida Statute 235.01, are the "rules" promulgated by the Department of Education which govern the construction of educational facilities. In effect, it is the uniform "Building Code" for all state schools. W-5" - means Rule in the Florida Administrative Code, that establishes minimum criteria for the preparation, review, and determination of compliance of comprehensive plans and plan amendments pursuant to the local Government Comprehensive Planning and Land Development Regulation Act, Chapter 163, Florida Statutes. 103 November, 1995 I 1 1 1 1 [J ' APPENDIX A TWENTIETH DAY MEMBERSHIP REPORT 1994/95 AND 1995/96 11 11 11 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA 600 SOUTHEAST THIRD AVENUE . FORT LAUDERDALE, FLORIDA 33301-3125 . TEL (305) 766-6271 . FAX (305) 760.7483 DR. FRANK R. PETRUZIELO Superintendent of Schools October 5, 1994 TO: School Board Members FROM: Frank R. Petruzielo, Superintendent of Schools SUBJECT: TWENTIETH DAY MEMBERSHIP REPORT 1994-95 SCHOOL YEAR SCHOOL BOARD Chabpermn ROBERT D. PARKS Vice Chairperson MIRIAM M. OLIPHANT KAREN DICKERHOOF EILEEN S. SCHWARTZ TONI J. SISKIN DIANA WASSERMAN IRIS WEXLER Attached is the twentieth day membership report for the 1994-95 school year. The figures in this report will be utilized as the official school district enrollment for statistical purposes. The total membership on September 28, 1994 was 198,690 students, including prekindergarten - grade 12, E.S.E. and Alternative Centers. A comparison with last year's twentieth day enrollment is listed below: -------Twentieth Day------- 93-94 94-95 ChanLre Pre K 3,485 3,829 344 Elementary 96,312 99,825 3,513 Middle 41,463 44,409 2,946 High 45,531 47,168 1,637 Centers 2,809 3,459 650 TOTAL 189,600 198,690 9,090 ' The increase of 9,090 students exceeded our projections by 521. Last year the district gained 9,625 students. Please contact Lee Stepanchak or Art Wittman if you have any questions, or if you need additional information. "11 , -=?41 �. FRP:AW/aw Attachment cc: Superintendent's Cabinet A-1 ' Equal Opportunity Employer, Using Affirmative Action Guidelines THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PROPERTY MANAGEMENT & SITE ACQUISITION DEPARTMENT 20TH DAY MEMBERSHIP 9/28/94 DAY 1988-89 1989-90 1990-91* 1991-92* 1992-93* 1993-94* 1994-95* Ist ------- 126,967 ------- 131,265 ------- 140,364 ------- 149,611 ------- 155,688 ------- 166,175 ------- 173,269 loth 140,760 147,341 158,329 168,008 176,355 187,142 196,469 20th 142,418 149,096 160,757 169,878 179,975 189,600 198,690 40th 142,902 150,756 160,537 170,544 181,498 189,904 60th 142,488 150,893 161,367 170,359 181,273 189,366 80th 142,221 150,971 161,112 169,608 180,963 189,099 100th 142,810 151,480 161,633 170,635 181,636 190,087 120th 142,329 150,966 161,043 170,036 180,769 189,546 140th 142,326 150,673 160,660 169,623 180,353 188,754 160th 141,650 150,173 160,387 169,176 179,909 188,873 180th 140,980 149,653 159,687 168,441 178,888 N/A * - Beginning in the 1990/91 school year, the membership counts include prekindergarten students. A-2 ' THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PROPERTY MANAGEMENT & SITE ACQUISITION DEPARTMENT 20TH DAY MEMBERSHIP 9/28/94 MEMBERSHIP OVERALL: 1989-90 1990-91• 1991-92• 1992-93• 1993-94• 1994-95• PRE-K 1,833 2,365 2,8021 3,485 3,829 K-5 76,159 82,290 87,268 92,0871 96,312 99,825 6-8 31,577 34,524 36,135 39.081 41,463 44,409 9-12 39,342 39,978 41,742 43,523 45,531 47,168 Centers" 2,018 2,132 2,368 2,482 2,809 3,459 Total 149,096 160,7571 169,878 179,975 189,6001 198,690 MF.MRFRSHIP BY GRADE: 1989-90 1990-91` 1991-92• 1992-93` 1993-94• 1994-95• PRE-K 1,833 2,365 2,8021 3,485 3,829 K 12,980 14,005 14,416 14,7751 15,815 16,519 Pre-1 2,320 2,215 1,583 1,167 813 593 1 13,598 14,496 15,533 15,979 16,316 17,130 2 12,414 13,824 14,743 15,966 16,238 16,480 3 12,055 13,214 14,333 15,313 16,248 16,558 4 11,606 12,715 13,754 14,890 15,796 16,634 5 11,1861 11,821 12,906 13.997 15,086 15,911 6 11,0071 12,286 12,790 13,7791 14,814 15,750 7 10,810 11,231 12,215 12,9441 13,847 14,837 8 9,760 11,007 11,130 12,358 12,802 13,822 9 12,562 12,810 13,813 13,949 15,791 15,266 10 10,791 11,062 10,926 12,155 11,933 13,254 11 9,325 9,402 9,548 9,830 10,124 10,442 12 6,664 6,704 7,455 7,589 7.683 8,206 Centers" 2,0181 2,132 2,368 2,4821 2,809 3,459 Total 149.096 160,757 169,878 179,975 189,600 198,690 • Beginning in the 1990-91 school year, the membership totals include prekindergarten students. •• Includes prekindergarten students in centers. A-3 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PROPERTY MANAGEMENT & SITE ACQUISITION DEPARTMENT 20TH DAY MEMBERSHIP 9/28/94 North Area Grade Membership PreK - 5 34,156 6-8 13,971 9 - 12 16,070 Total: 64,197 Central Area Grade Membership PreK - 5 32,121 6-8 14,073 9 - 12 14,617 Total: 60,811 South Area Grade Membership PreK - 5 37,377 6-8 16,365 9 - 12 16,481 Total: 70,223 Grand Totals Grade Membership PreK - 5 103,654 6-8 44,409 9 - 12 47,168 Centers 3,459 Total: 198,690 A-4 w w x z w ma p aq wz 33U �z °q a Fg wqc, oa° 0o0 apoa°3 ax wU� z �F� �aa xw imaaq OUR Aoo °x :E:5zzz°zo aa°5 E2E2 N � zli am�000 .+M pp N^~c� -+ N -�,,.�NmmNn pp s� Oi ppl�Muj Tp.Jm d' Nd' �D Od;-'IN ,.., m +mN Q)OmmMO t,:0 -+NN Nm mNMO Mc`JN MnmNNN d'm 0p OJmnO"' � Oi d' pp mC ..N Mtn-+OO m-" op �c7nNOM)M Op Epp pNOONM �2sA n N�Nn�nnO tinNmn�m W M �p�pOcmi CD aDti a',�m�,� pn c�v D) �0)O�n naO CD aDnti,�n W �01000 N.�yc.mnroNDO-� c��Qd.cyypmnnm��7Cw)nn �n���.mnOnpp-0i OocMNd.ppmOoNO0.' ngONN mNNN� QolM��Mp7 nNN 0O�NM1l mpMmnn° 0 CMocgppM,i dnnm0mNn pmna�Mpm}}p NOnmO Q``OON pppp 0NC_00 (�O0p (C�°nppD0. o�nOp oonON �mmM nNN 00n $ima OmN0 Ommm mdc0' OQNm) . 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N C OU� �a o U�� op�a 5 �zW, o IMMF0 WfaW W�x� Z.Z on z0xlx0x EMODOW 100: 1x a 0 Q m � a \EOM p 5 ^ MN a o�wN Jr W �vi ao r 0 LN� U Ln Ua^ UMO F O UNO� �Cn �xm ppX � �x 0w Fa i � F U OF 0 A-11 THE SCHOOL BOARD OF BROWARD COUNTT, FLORIDA PROPERTY MAMAGEMENT ! SITE ACQUISITION DEPARTMENT 20TH DAY MEMBERSHIP 9/26/94 PREKINDERGARTEN MEMBERSHIP, BY PROGRAM. BY SCHOOL Early BROWARD COUMY Int::Iybn I HI ant I Headstarl I PACE I PLACE I PEPPER I SALT I SPICE- I Other•' TOTAL NORTH AREA Motu= NUME NORTH AREA TwAL 4a7 al 4N7 Y RY 1Ytl Y Y O 1136 CENTRAL AREA ,mv NOW van7R/H. MGa 70rIu. 4Vtl V era !n 11a tltl 34 V 374 1T 0 aArrlM1r ARRA Mum jGkAND TOTAL 1054 1 21 1 1839 1 30 1 317 1 270 1 24 1 0 1 2749 • Students In the SPICE program (B students) art administered thmulM Sunset School. •• Agency prekindergarten students administered thmugh Meadowbmok Elementuy. •• Prekindergarten students in Drew Family Resource Center. •••Prekindergarten students housed at Carver Ranches Family Resource Center are administered thmuQt Watkins Elementary. A-12 11 sq�q !r p1 Z� ' 850 O�qm� FFa O g tl 1 � <10OD v:00m x vu; �-7 v�-OMm [� NN�nO co O y?p00ti F N (C:t NcD u cd .N. 0000 �„yti^N ^ Om NNp V !2 E2O ^ v ..mm f�OM N It m Om NNNw U L V •.MMCN�N (DN CO m w... Om 101= -� 00 NN NN �nmm CDm MM NN N 00 L 07 cm m�nmNNmtp 00pp 00pp tD CI) n-�+MN^'"N NNC� NN(D .1OON N V v d'(DNNmf7 ^.�.'t Aq _ CONN 00 tD Nnm Nh-. Om co-� O,..,N <D M �M t �c0 gNu1 ODO _ -+N tO N,r ^OD -- ?ach— U v SOD ..M ^• ^• d'^� N d'.. ^ ODhO Ofr c'D„ cNO U u m n .�. .N.N� cOCCMN OD N pj �.. N c707 N �.�-.NOD �N�N�N U u VO mv�m •.. �D � ^m !�N � mM (D O � NNE O U v r. co cm m m m m m� U u d, N O O CO c] t- m at n U u UM mma �m m m N u t9�ON t-O'N ^ 00 U u 9 C N N 40 U u cm com N o p (D N 00 N m OD U u d q� av, zxi 0 0 o c :J m E z o 0: u Ulu o u yd [G x E E� v z Fv EE z o U 0 ZZo F"s 8S "' w.0 m� a' o F0 00 vCL U �aLi)x u 0 ¢ d yu, D oUF ` �9ZOv> m�d : > ❑ o s0Cw °01°° :'z0> p^o,U o aOQ 0 UUxU v F0Fvvo vx9SoxOx:DN°om� o m a ^m^Z fOYa �O 'n. � �r3 m6 mu i 07(n cD 'n0 A-13 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA 600 SOUTHEAST THIRD AVENUE • FORT LAUDERDALE. FLORIDA 35301-311S • TEL (30S) 76S.6271 - FAX (305) 760.7493 DR. FRANK R. PETRUZIELO Supermlerulentnf Schtwds September 28, 1995 TO: School Board Members FROM: Frank R. Petruzielo, Superintendent of Schools SUBJECT: TWENTIETH DAY MEMBERSHIP REPORT do RACIAL & ETHNIC BREAKDOWN 1995-96 SCHOOL YEAR SCHOOLBOARD Chary,rwu, MIRIAM M. OLIPHANT Vic, Ch.W. LOIS W EXLER KAREN DICKERHOOF DR. ABRAHAM S. FI.SCHLER DR. ROBERT D. PARKS DR. DON SAMUELS DIANA WASSERMAN 1 Attached is the twentieth day membership report for the 1995-96 school year. The figures in this report will be utilized as the official school district enrollment for statistical purposes. The total membership on September 26, 1995 was 207,345 students, including prekindergarten - grade 12, E.S.E. and Alternative Centers. A comparison with last year's twentieth day enrollment is listed below: -------Twentieth Day------- PreK 3,829 4,049 220 Elementary 99,825 103,311 3,486 Middle 44,409 46,838 2,429 High 47,168 49,191 2,023 Centers 3,459 3,956 497 TOTAL 198,690 207,345 8,655 1 The increase of 8,655 students exceeded our projections by 1199. i Last year the district gained 9,090 students. Also attached is a report which lists the racial and ethnic breakdown at each school and center in the district, based upon the 20th day membership data submitted by the Principals. Listed in the report are 1 the number and the percentage of White, Black, Hispanic, Asian and Indian students. A-14 I' Equal Opportunity Employer, Using Affirmative Action Guidelines School Board Members September 28. 1995 Page 2 The racial and ethnic breakdown for the district is shown in the table below. Previous year's figures are also listed for comparative purposes: ----------------Twentieth Day ---------------- 92-93 93-94 94-95 95-96 White 54.2 52.6 50.8 49.1 Black 32.9 33.4 34.2 34.8 Hispanic 10.4 11.4 12.4 13.3 Asian 2.3 2.3 2.3 2.5 Indian 0.3 0.3 0.3 0.3 Please contact Rod Sasse or Art Wittman if you have any questions, or if you need additional information. WN VOM WIN 0 011 —;;, WMER 1 FRP/AW:aw Attachment cc: Superintendent's Cabinet Area Directors A-15 The School Board of Broward County, Florida Department of School Boundaries, Desegregation and Student Assignment 20th Day Membership 9/26/95 DAY 1st 10th 20th 40th 60th 80th 100th 120th 140th 160th 180th 1990-91 1991-92 1992-93 ------- 140, 364 ------- 149,611 ------- 154,871 158,329 168,008 176.355 160,757 169,878 179,975 160,537 170,544 181,498 161,367 170.359 181,273 161,112 169,608 180,963 161,633 170,635 181,636 161,043 170,036 180,769 160,660 169,623 180,353 160,387 169,176 179,909 159,687 168,441 178,888 1993-94 1994-95 1995-96 166,175 173,269 181,776 187,142 196.469 204,817 189,600 198,690 207,345 189,904 NA 189,366 NA 189,099 198,997 190,087 199,594 189,546 198,826 188,754 198,767 188.873 198,164 N/A 196,627 A-16 The School Board of Broward County, Florida Department of School Boundaries, Desegregation and Student Assignment 20th Day Membership 9/26/95 MFMRFRSHIP OVERALL: 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 PRE-K 1.833 2.365 2,802 3,485 3,8291 4.049 K-5 82.290 87,268 92,087 96.312 99.825 103,311 6-8 34,524 36,135 39.081 41,463 44,409 46,838 9-12 39.978 41,742 43.523 45.531 47,168 49.191 Centers* 2,132 2.368 2,482 2.809 3,459 3.956 Total 1 160,7571 169,8781 179,975 189,600 198.690 207.345 BY GRADE: 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 PRE-K 1.833 2,365 2,802 3.485 3,829 4,049 K 14,005 14,416 14.775 15,815 16,519 17,038 Pre-1 2,215 1,583 1,167 813 593 456 1 14,496 15.533 15,979 16,316 17,130 17,778 2 13,824 14.743 15,966 16,238 16,480 17,470 3 13,214 14,333 15,313 16.248 16,558 16,820 4 12.715 13,7541 14,890 15.796 16,634 16.956 5 11,821 12,906 13,997 15,086 15,911 16.793 6 12,286 12,790 13.7791 14,814 15,750 16.691 7 11,231 12,215 12.9441 3,847 4,837 15,631 8 11,007 11,130 12,358 12,802 13,822 14,516 9 12,810 13.813 13,949 15.791 15,266 15,612 10 11,062 10,926 12.155 11,933 13,254 13,363 11 9,402 9,548 9,830 10,124 10.442 11.482 12 6,704 7,455 7.589 7.683 8.2061 8.734 Centers* 2.132 2,368 1 2,482 2.809 3,459 3.956 Total 160,757 169,878 179,975 1 189.600 198,690 207,345 • Centers include: Exceptional Student Education (E.S.E.) Centers: Alternative Centers: Dropout Prevention & Teen Parent Students at Adult & Vocational Centers A-17 , 11 The School Board of Broward County, Florida Department of School Boundaries, Desegregation and Student Assignment 20th Day Membership 9/26/95 North Area Grade Membership PREK - 5 35,219 6-8 14,457 9 - 12 16,621 Total• 66,297 Central Area Grade Membership PREK - 5 32,833 6-8 14,835 9 - 12 15,517 Total: 63,185 South Area Grade Membership PREK - 5 39,308 6-8 17,546 9 - 12 17,053 Total: 73,907 Grand Totals Grade Membership Pre-K 0 K - 5 107,360 6-8 46,838 9 - 12 49.191 Centers' 3,956 Total: 207,345 ' Centers include: Exceptional Student Education (E.S.E.) Centers: Alternative Centers; Dropout Prevention & Teen Parent Students at Adult 8 Exceptional Student Education (E.S.E.) Centers: Count includes 140 PreKindergarten students (infants). 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BROWARD COUNTY LX E8 ER NO CRES SPRpNGS a HUNT A PUBLIC SCHOOLS a llxnox r.flR xrL[ no. n[ _ xKL. S SCRESTH A ° orAxf ro n 1994-95 Y Y.XAr[ A Y Nw wrE[wom n 0 - I (w naY� ° m[w nNaL • I •An.NrK N..w <° ° rr000 OCONUT EPOMPANO E r CREEKS • 8KACH w} •C.1. U CSwI„PIA�K CYPRESS TAMARAC* K E.. [ vl[w0 i�'!�'w•R t„„lul: INEWOOD ` C GPYanau Lv c rnontcr n, A 8 AIM[ "^ PROPERTY MANAGEMENT DEPARTMENT B4NYAN L �^ O X11L Z gL�C•`lo NM .wn.ci j �E u• V R�A� Rw.••tr. T49 nL.Ko 'a' C y RIOLEO uii�[[ GANDPIPER u3 l x. t. � IRK[ Y,L,pI Y.YMf ` vA i ro` HORIO VILLA 9 fJne[ av0. MIRROR nu0 L(A "x yqnplriN O ®.6Amu n.xuria LASS x. N(M EAw ORAffO�ClMrn.l 'I [ M1,yrt �31[tlq"L.•t 41, CA,, (Mlx SV.T•a W,•IfE O 'ux• i� t O x •6wenm[• !f [f r[iu3 i wALx[11 L( • • w r[iM '! 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Fixw r•I•IY�LA.(.-ol ° p �O "• OPERRY E O u FAIRWAY DADE COUNTY LINE COUNTY LINE .1[[E .o-nw.[ KmX wn•a xn[ Xn.( B-1 MIDDLE SCHOOL BOUNDARIES FOR BROWARD COUNTY PUBLIC SCHOOLS 1994-95 PROPERTY MANAGEMENT DEPARTMENT PALM BEACH COUNTY l CORAL SPRING: FOREST GLEN RAMSLEWOODO i ,AAARGATE it rUNNC Z 1 IYNNP LANK IC -NI " I[Ixylx MLI O SILVER LAKES, i•"�. `o W"A AD [r[K Ye wis"..4 O ; CRYSTAL LAKE x. Axa AD. n ` xvx[ urt. L N I J ,POMPANO BEACH LAUDERDALE LAKES N IAx Y M IA V wY I.AAMDY BAIR, A. T KrAUDERHILL I r • x YM 5� W a SUNRISE • A x.nn auxMa[ wart S •wwe: io rLm. x v PARKWAY W 0 TEOu[STA TRAG[ Y SEMIN win hA OE f L oarl g a.nrt x[w Arv[A E W RIVER 19 W pROGERS Z C NOVAI No.,A? Y • A^ a"r!•"` " f [% xT AII1 8 Sswwn. � N e 0{rli ! Iw MIR IIi i< PIONEERO • we ATTUCKS, pRIFTW000 OLSEN O Q oewu{ n p exulo.x e+Ac[r s.[ .oAN $+ iAn s+. AA APOLLOA YOUO A•PINES* ANo A'.rr[AaMM H K.&W.[ AM {. M w[' ,MD NICOL fu[, ` T sM if ar. I w PERRYA. O ... i[re DADE COUNTY LINE AIDS Ml YF.M�LL R10 xM IM w[ Mlyr B-2 B-2 HIGH SCHOOL noNE...x DoxGu[ mOx BOUNDARIESmou i E. FOR ¢ww...^ O OEERFIELD BROWARD COUNTY [ :%:=pa C CORAL SPRINGS PUBLIC SCHOOLS 1994 — 95 f[ Gw 01 ROy.'h .N ? [. COCONUT CREEK® AA O ELY ,P4 Ie° �41 xn f .w,�[. vt f=aT :, �^TA'RAVELLA TL m i� AS nvD. a rr+'y 3'w �` N' bC.^..:f..[. !(OA IOY'w R` •RD IN. .r� .r.E I x w La . ur 0 ®NORTHEAST YYI PROPERTY MANAGEMENT DEPARTMENT 's� O w+. 'M PIPER@ ( ANDERSONO k 3§ raax eLVo. d• xw xecr ur q ,; MORTKED vD :' :xoarxun A SA EAO xr nni CANALrN A 1. IT m O rlrtar ai O N 14 AUDERDAL A FORTL PLANTATION RP 11 ... .Z ...,E nvD 'll..D n •DILLARD 0 1. w.sr 0 Y w. sT b eaow.aD eLVp : • mSTRANAHANo. N oew SOUTH PLANTATIOava ® O WESTERN iS Y e p y NDJA Ibrry vx. [rr.n..l rEwr.n q A• E.o I. 2 C .n. [ . Lvrorr c.x.L O IT �' Y TI HOLLYWOOD HILLS@ A• COOPER CITY. A I ..Mx E I IN ®® AWARD nrTrt AN y Z � s I i MD ARTHUR@ p ( IVIESxvv. f I GAIN'.asox [+ :y .E...ME 4 U rt e I. @NALLANOALE p �. A' ; , •' .II.,` ilv`ott I� @MIRAMAR 11AII��1 DADE COUNTY LINE DADE COUNTY LINE .orE:'A T,.mon I —A, .•n .O..ME n.uu B-3 B-4 MIDDLE SCHOOL BOUNDARIES FOR BROWARD COUNTY PUBLIC SCHOOLS 1995 - 96 s CORAL SPINNGSM FOREST GLEN �00p =-_�4p RAMBLEWOOD�Das ,MARGATE _ P w.mpxnc u f i0 '}''ti' NpPWTE/HURT, 00 POMPANO CANAL lC-1<1 ROcrtK13lDw0 Laj.[RD[[F 4Y113 t s1H ti SILVER LAKES y G 1 ✓ tn'� ' b IW6 4 h'yl�sF1 1�r �.a W MINAS FOOD EXTENDED µDlT DEPARTMENT OF SCHOOL BOUNDARIES, DESEGREGATION AND STUDENT ASSIGNMENT • HTNMNOL RTLEMq [1N YIDDLL, SEHMNO[IwrNMNDOA1.IIYIr[TM WDGLL, n wAe[ Aii[ND[ rARX„v. wwa[.![Hxixs[I<Nrx... ATT[q nAniAnox uw0.E MESTPIONE c mrxwAOE AITEgs:=E WWLE,SEVEYrxe D<NTH w.uS urzxO.LANunw MRrN44O[ ALtEgL AARRwAI MC0.L. SEVENTH 6 CWNrN wAD[IATTLxG MYN0.L WDOLX. BEACH COUNTY CRYSTAL LAKE, NI Nw COPANS RD. IT ST NW/NE 16ST SVN/1, IS N ,POMPANO BEACH aLVD. „ RO. EST S R¢RARDS w NRYM[. O Wn. [ m1x waE nTExo3 ruNnnW WDOLE.s3v[Nrx eEIDWN<R.Dartr[xD MWxwE woe LAUDERDALE LAKES, r MXm DYOC ur[xD3 uN wpDl[, YFKNTH s SgHTH OSAM Amgf[YIXDLL:00- 4 f4rNwAC[AIIENw WNAN W4E, YVEMN f LNNNI-ATTEq XY1MOK wOD E, AN AN PARK 0.VD. ORL Ax0 PARK B V N sf NXwu wODLE. SEVENTH MGNTH WADES ATES NO r n 1( N[w TviF M,AOlCgS I0.0.GAp[Arr[XW.q,Ax XIDDL wpDL[.fEHNrx fnDNfN DHDLs � � WOE. DANDY rrzxD rIw[a DOLc QSNrx WAD! ArT'NDS wpAx XIDD[ WDDLq AV[xix f [I<Hm BAIR , LAUDERHILL N W 193T EST 11 W 193T 3 3 WAOCf ATTEND E." [W[frA TI1AC[ W00.L. !� Qm11H WAD[ATTT^warp v� L..E. SEVWTN R EIW ° TM Q t i6DAIS z SUNRISE AriExD E x< c.w.oOIE• i ~w' . 3] '• II ©sRaEa vrM rLDE An[HDs SOLVE.AAM1 WDDLL, SEVENTH s DDNTH a - "SUNRIS DLV Mw1 T „SUNRISE ; ATT[ D wlr ER G10VN4.SOL[. 1 M ILANfEr,On cAnulcVEl ,� PLANTATION � I e_AT xwT HARDS A<< N 63T NW.N WAV fn A $ © �L_____ aOWAR I N�" RD ewD. 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B-5 HIGH SCHOOL BOUNDARIES FOR BROWARD COUNTY PUBLIC SCHOOLS 1995 - 96 �oppU F "A ISO not rrll ✓yro'h]wp.'..a o'er DEPARTMENT OP SCHOOL SWNOMIE3,0ESEOREOATION RED STUDENT ASSIONM ENT NNM pLLDEATTEM] NORTHEAST NON, DENNIS TIN THROUGH, TWELVE MILNO MO xxall30x WN: IMMETGRADE An[MOs NrtR IM...... TEN IM4Wx TWELVE ATTIH. {OYO Ax0[Rsex NON, H xpTNpYO[urR...".N.WMENEIExI1NWMTW[LYE ATTEND o4IUO Ns.. / M. DEEDS ATTENDS SNM RANNTIpI NONGAaS TEN IINpMx TWELVE ATTEND D LLNO MOx, NN P.O[AII[Mf pLLARD xIOx,4uOISiLx LwNV� MIYL.IRM EL.MIIFMMG AM'.W.a tl ATTENDS MIRES MGK.GRADTEN TWIp TYpK .ITENO %uTX :THa or rzDx ATTENDS.I.AMno,a.as N TIIWwx IW ILV[ Jl ATTEND ADE HIGH, pWWTNGONIIATTENDS STR.x.xN xWX,6AaS TIN THROUGH WI[ I.ON OM.HIGH. NW2T E. D.NINpIT hal ATTENDS rynlATOx w4x.GAOLf lLx THROUGH TWELVENINDIN A.A.aR..DTADEATE.OfIPA RROMA MGMOxROCS I{x iMWOx/W(Lv[ ATEND -NIMUS.,piiMoWAATF.'HILLAMMI[ MOM.w.aS TEN TRA!—.H rExEMC Aw ]TELAE ATRxa MLiAMMLE Nx,w.D(3 TIN IMODN TWELVE MIRAMAR NDM. 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MOOL xr] FOR WORE DETAILS rNSE APPENDIX C SCHOOL BOARD POLICY 5000 5000 5000 ADEQUATE EDUCATIONAL FACILITIES DESIGNATION OF SCHOOLS AND ATTENDANCE AREAS DEVELOPMENT OF POSITIVE ALTERNATIVES TO ACCOMMODATE GROWTH TO KEEP SCHOOLS OPEN AND TO ELD&INATE AND CONSOLIDATE SCHOOLS THE SUPERINTENDENT SHALL, NO LATER THAN THE SECOND WEEK IN MARCH, SUBMIT TO THE SCHOOL BOARD RECOMMENDATIONS FOR THE ESTABLISHMENT, ORGANIZATION, AND OPERATION OF EDUCATIONAL FACILITIES. THIS ORGANIZATION OF SCHOOLS, CLASSES AND SERVICES WILL PROVIDE ADEQUATE EDUCATIONAL OPPORTUNITIES FOR ALL CHILDREN IN THE DISTRICT. AFTER CONSIDERING RECOMMENDATIONS OF THE SUPERINTENDENT, THE SCHOOL BOARD SHALL ADOPT AND PROVIDE FOR THE EXECUTION OF PLANS FOR THE ESTABLISHMENT, ORGANIZATION, AND OPERATION OF THE SCHOOLS OF THE DISTRICT WHICH SHALL INCLUDE: 1. DESIGNATING SCHOOLS AND ATTENDANCE AREAS FOR THE ENSUING SCHOOL YEAR(S). 2. PROVIDING ADEQUATE EDUCATIONAL FACILITIES FOR ALL SCHOOL -AGE CHILDREN IN THE DISTRICT, AS DEFINED IN FLORIDA STATUTE 230.23 (C). 3. PROVIDING STRATEGIES TO ACCOMMODATE GROWTH. 4. PROVIDING POSITIVE ALTERNATIVE STRATEGIES TO BE IMPLEMENTED WITHIN A DESIGNATED TIME FRAME FOR THOSE UNDERENROLLED SCHOOLS TO INCREASE THEIR ENROLLMENT. 5. PROVIDING FOR THE ELIMINATION OF SCHOOL CENTERS AND FOR THE CONSOLIDATION OF SCHOOLS WHENEVER THE NEEDS OF PUPILS CAN BETTER AND MORE ECONOMICALLY BE SERVED. AUTHORITY: F.S. 230.22 (1) (2) F.S. 230.23 (4) W (B) (C) POLICY ADOPTED: 11 / 13/E9 POLICY READOPTED: 915/74 POLICY AMENDED: 3/7/83: 1 /24/85 : 7/7 /88 AMENDED POLICY APPROVED: 812/94 RULES The procedural guidelines to be used in the implementation of this policy shall include the following components: Objectives 1. Provide opportunities for equitable instructional services throughout the district. 2. Improvement of instructional services and student learning. 3. Stabilization of school attendance boundaries to the greatest extent possible. A three -to five- year cycle of major boundary changes should be strongly considered. 4. Maintenance of a unitary system. In applying this provision, the racial characteristics of students attending classes at more than one location will be calculated pro rats according to the amount of time spent at each location for the purposes of calculating the racial balance of the respective schools. 5. Impact on communities or racial/ethnic groups that is equitable. 6. Provide the opportunity for public input. 7. Establishment and maintenance of feeder patterns that permit students to move forward together from elementary to middle and middle to senior high schools where possible. S. Involvement of the affected community in the decisions regarding recommendations for uses of schools no longer needed by the district. 9. Apply guidelines and standards for adequate educational facilities, designate schools and attendance areas, provide positive alternative strategies for accommodating growth and, after due consideration of all factors, eliminate and consolidate schools or construct new schools. Insure that educational facilities in traditionally black areas will be essentially equal to all other educational facilities. C-1 Fill]• . M •M Guidelines for the Establishment of Boundaries and Attendance Areas 1. Boundary changes are appropriate means to maintain equal educational opportunities. 2. Consideration should be given to the racial/ethnic backgrounds of the student population at each school in order to maintain a unitary school system. 3. Where possible, neighborhood elementary schools should be maintained. 4. Visual inspection of affected boundary areas shall be required before proposing any boundary adjustments, school closings, or establishing boundaries for new schools. 5. The assignment of student to or from a particular facility should be considered if it is continually over utilized or underutilized. The standards for closure or construction shall be considered in the application of this guideline. 6. The Area Superintendents, in conjunction with the Educational Planning Center or designated task force, will make recommendations to the Superintendent who, In turn, will make recommendations to the Board. 7. The School Advisory Committee, PTA, PTO, the Biracial Committee and parents will be notified of proposed boundary changes, new school construction, and/or recommended closures, prior to Board action, allowing for full participation of the public. The Biracial Committee shall review all school boundaries and give a written report to the Board. Standards for School Construction and School Sites 1. In planning new school construction, site acquisitions or disposals, building additions, or the location of portables, the overall financial impact on the District, cost effectiveness, (including capital cost•) transportation requirements and enrollment projections for the affected geographical areas should be carefully considered as relevant factors. 2. Portable buildings should be used as temporary and not permanent facilities. 3. New plant construction should be considered when long-range enrollment projections clearly indicate the need for construction of additional facilities. The guidelines for establishment of boundaries shall be considered In the application of this standard. 4. A long-range plan for site acquisition and disposal must be prepared In conjunction with long- range projections of enrollment. 5. All plant construction and site acquisition and disposal must comply with State Board Rules and Florida Statutes. �-imlillilill Out • • . . C-2 . IAA h. Class size L Number of portables 1. Acreage of site !. area 1. Planned future renovations or replacement of facility M. , • • , ! : •.a facilities �J'•m7 • f • • •, deerned appropriate. MFM R The area superintendent will make a recommendation to the Superintendent of Schools by the end of November. 9 The Superintendent of Schools will make a recommendation to the School Board by the end of December. 10 This policy will be reviewed annually in June to review the enrollment -limits criteria for defining critically overcrowded schools. Standards for the Closing of Schools Schools should be considered for closing if they are consistently not educationally effective in relation to other schools in the district, using one or more of the following criteria: 1. The overall financial impact on the District, cost effectiveness, (including capital outlay), transportation requirements and enrollment projections for the affected geographical areas should be carefully considered as relevant factors. C-3 MYY Y iD e• Y i1��f • ,�, 2. The school's student enrollment is one of the lowest in the district and/or the population projections of the school's contiguous attendance area is predicted to continue declining. 3. General condition of the building is poor and/or design is educationally obsolete and exceptionally large amounts of capital outlay are needed to continue the operation of the school. 4. A school will not be considered for closing if doing so would have an inordinately adverse effect on the unitary school concept. Guidelines for the Development of Positive Alternatives to Keep Schools Open 1. The RPG aF designated task force will identify underenrolled schools with the potential to increase their enrollment. Implementation plans will be developed by the Division of 6eveFnnent, Personnel. Governmental and Community and Empleyee Relations. 2. The KPO aF designated task force will identify innovative alternatives to allow schools to remain open. Implementation plans will be developed by the Division of Instruction. Guidelines for Implementation 1. The Area Superintendents , or designated task force, shall submit to the Superintendent a list of: a. Schools with recommended boundary changes; b. Schools or areas designated for new construction or building additions; C. Schools subject to further review with recommendations for implementation of positive alternative strategies; d. Schools that will be recommended for closing and/or consolidation; e. And any other policy revisions necessary to ensure the implementation of this policy. 2. When recommendations have been made for a school closing or major boundary change, the Area Superintendents and designated staff will meet with the school personnel, School Advisory Committee, PTA, PTO, parents of the students at the affected school(s), The Biracial Committee, local governments and other members of the community, for information on and preparation for the change. 3. When recommendations have been made for strategies to increase enrollment designated personnel will work with the staff and parents of that school to begin design and Implementation of the plan to effect the same. The Board shall designate a reasonable time frame for implementation and results at the end of which the school will be reviewed. 4. After final adoption of recommendations by the Board, the Superintendent shall immediately designate personnel to plan with the parents, community and staff of the schools involved to ensure a smooth transition process during implementation of the recommendations. Guidelines for the Use of Closed Schools 1. The Superintendent shall bring within a reasonable time, recommendations for disposal or alternative uses of schools closed by the Board. 2. If the system has no further need for the facility, the School Board shall act in accordance with Chapter 235.04 (1) Florida Statutes, after receiving recommendations for use from a task force of parents, citizens and the local government of the affected community. 3. "Moth -balling" should be avoided unless it can be clearly shown that there is a potential system need for the facility in the future. AUIHORDY: F.S. 230.22 (1)(2) F.S. 230.23 (4)(N(B)(C) F.S. 235.04 (1) F.S. 235.19 (1)(2)(3)(4)(5) RULESADOPrED: 3/7/83 EMERGENCY RULE 883-3:8/18LZ3: 9/15/83: C-4 1/24/85, 10/1/87 :7/7/88 AMENDED RULES APPROVED: 8/2/94 APPENDIX D DESEGREGATION TASK FORCE RECOMMENDATIONS A Report Submitted to the Superintendent and School Board of Broward County, Florida December 20, 1994 By The Superintendent's Desegregation Task Force D-1 DESEGREGATION TASK FORCE SUMMARY OF ALL RECOMMENDATIONS December 20, 1994 Student Reassignment Interim Policy Revisions ISSUl3 Appropriate;Conditions Under, rhk to Grant Reassignment or Transfers NATURE OF RECOMMENDATIONS: The recommendations encourage transfers in general that promote desegregation. 2. To promote desegregation, the recommendations encourage majority to minority transfers when the effects on the Black percentage of the sending and receiving schools shall be toward the District's Black student population percentage: or when the effect of the transfer on the Black percentage of the sending and receiving school does not exceed plus or minus ten percent of the district's Black percentage. 3. To promote desegregation efforts of schools, the recommendations permit students assigned to ' schools with a Black percentage that is within plus or minus ten percent of the County average Black population to transfer within the current school year if the resulting effect of the transfer on the Black percent at the sending and receiving schools does not exceed plus or minus ten percent of the Black percentage of the District. 4. The recommendations would grant reassignment to students assigned to school with a Black ' percentage that is greater than 10 percent above the Districts's Black percentage or less than ten percent below the District's Black percentage may request and be granted a transfer based upon certain specific provisions that are written into the proposed revised Policy 5001. 5. The policy revision grants transfers under conditions related to schools near the parent's work location and based on the location of the after school childcare provider. ' NATURE OF RECOMMENDATIONS: 1. The recommendations add to the current priority for attendance to Magnet Elementary Schools White students residing outside the boundary of the Magnet School from predominantly White sending schools, where the percentage Black population at the sending school is less than or equal to 10 percent above the District's Black student population percentage. (Note: Schools ' that are 43 percent Black or less.) Summary of recommendatlons, 12/20/94 D-3 2. The recommendations give enrollment priority to Black students residing outside the boundary of the Magnet School from predominantly Black sending schools. 3. The recommendations would grant transfers to Black students assigned to predominantly White , Elementary schools (i.e., schools with less than 51 percent Black student population) if one of the following conditions is met: a) The resulting effect of the transfer on the Black percentage at the sending school does not vary more than 2 percent from the current (20-day count) Black percentage at the sending school, or the effect of the transfer moves the , Black percentage at the sending school toward the District Black percentage; 91 b) That when calculating the effect of the transfer request on the Black percentage at the sending school, the cumulative effect of IU transfers granted from the sending school within each school year shall be considered. 4. The recommendations would gant a transfer to Black students assigned to predominantly White ' middle schools (i.e., schools less than SI percent Black) if condition "a" above is met or if the Black percentage change at the sending school moves toward the District Black percentage (i.e., towards 34 percent) and the desegregation of the program continues to improve. When calculating the effect of the transfer request on the Black percentage at the sending , school, the cumulative effect of all transfers granted from the sending school within each school year shall be considered. S. The recommendations would add to the priority for high school Magnet Programs enrollment White students residing outside the boundaries of the Magnet School from predominantly White high schools where the Black percentage at the sending school is less.than or equal to , 10 percent above the District Black percentage. (Note: Schools that are 43 percent Black or less.) 6. The recommendations create a set of unique or special circumstance under which a student is denied access to a Magnet Program or Magnet School because to grant such access would cause an adverse impact on the sending school based on the provision of the Magnet Policy, ' may request a waiver from the School Board based on extraordinary, unique or special circumstances. In deciding such cases, consideration should be given to the unique, extraordinary, or special circumstances and to the following: a) unique actual talents of the child as evidenced by current expressions of this talent; pr b) substantial evidence that the student shows a strong proclivity to the area of interest of the Magnet; Qr c) objective testing that shows major proclivity to the area of interest to the Magnet. Summary of recommendations, 12/20/94 D-4 I Faculty and Stair ISSUE I: Whether, the ,TOPS (Targeting Organizational Potential System) program, designed to recruit minorities into administrative positions hot been successful in actiiey., g ifs purpose: RECOMMENDATIONS 1. That the TOPS program, designed to recruit minorities for administrative positions, be redirected toward its original intent. 2. That the TOPS program include predetermined goals to be achieved in its operation. 3. That recruitment into school -based administrative positions be at least statewide or national for potential principals and assistant principals, and that other administrative positions within Schools in the District be recruited from within the District RECOMMENDATIONS 4. That the current writing requirement not be used as a device to screen out potential individuals. but to identify individuals who need training in writing improvement 5. That the District establish and offer at easily accessible times administrative writing workshops with appropriate incentives for participation. RECOMMENDATIONS 6. That the District conduct focus groups and/or a survey of qualified minority candidates, e.g., teachers who have taught for three years and have a master's degree, to determine why they do not participate in the TOPS program. 7. That seasoned (experienced) professionals who are eligible to move from teacher, department head, or counselor to Assistant Principal should be able to do so without any loss in current salary. Summary of recommendations, 12/20/94 3 D-5 RECOMMENDATIONS 8. That status reports on die TOPS program be conducted on at least a quarterly basis and included in the District's Quarterly Report and shared with the Office of Equal Educational Opportunity, the Personnel Office, and the Biracial Committee. ISSUE 5: Adequacy of advertisement in national and local presses of administrative positions in the school system.with adequate Gme for applicant response. RECOMMENDATIONS 9. That the District do a more careful analysis of the available pool of minorities and use a more targeted advertisement approach in local and national media. 10. That sufficient resources be set aside for minority advertising, e.g., in Black, Hispanic, Asian, or other relevant media. 11. That adequate response time needs to be provided for potential applicants to respond to advertisements. RECOMMENDATION: 12. That the District explore alternative assessment mechanisms, including the use of Assessment Centers as a means of increasing its success in identifying potential administrators. RECOMMENDATION: 13. That the School Board establish a system, in cooperation with administrators and their effective support groups, to: G assist individuals in self -evaluation, i.e., identification of skills and competency level deficiencies. C provide proper training and upgrading. G adhere to existing state requirements for proper administrative actions, including reassignment, if necessary. Summary of recommendations, 12/20/94 4 D-6 RECOMMENDATIONS: 14. That the District provide improved counseling to applicants not selected for administrative positions. 15. That the District provide specific and timely suggestions about what has to be done to develop needed competencies, and that feedback focus on substantive needs and not on processes and procedures. (Any feedback process or professional growth and improvement does not imply commitment to hire on the part of the School Board.) RECOMMENDATIONS: 16. That the District purchase appropriate software that permits proper pool availability and related OEEO analyses. 17. That adequate staff be assigned or made available to the Office of Equal Educational Opportunity (either from within the system or on a contractual basis) to conduct and maintain effective affiinnative action operations and functions. ISSUTi 10: Whether there is the proper assuraniee'that the Office of Equal Educational Opporrtunity and the School Board Personnel Department are Involved in building affirmative action into School Board personnel policy, and whether #here is adequate coordUiatIon between these offices RECOMMENDATION: 18. That the Office of Equal Educational Opportunity conduct the 8-factor labor force analysis for the Personnel Office to ensure that proper procedures are followed by the District in writing job descriptions, announcements, and advertisements for positions; in screening and interviewing applicants; and in hiring personnel. ISSUE 11: The adequacy of data in the Annual. Affirmative Action Report to properly profile s egtiiiy conlUlons of Students and empkyees RECOMMENDATION: ' 19. That the Annual School Report be expanded to include student equity data including, but not limited to, such items as graduation and suspension rates, expulsions, disciplinary actions, extracurricular activity participation, certificates versus degrees awarded, test scores, and attendance at trade schools, community and four-year colleges. Summary of recommendations, 12/20/94 D D_7 RECOMMENDATION: 20. That the Superintendent encourage principals and District -level administrators to identify talent early and engage potential administrators in an effective leadership experience and/or mentorship program in order to retain minorities. ISSUE 13. Whether cultural diversity training, currently voluntary for administrators and teachers$ is adequate to meet the needs of a diverse and changing society. RECOMMENDATION: 21. That the school system begin to provide cultural diversity training for all School Board members and staff (nor&structional, District -level; principals; assistant principals; teachers; etc.) and to update such training as cultural, racial, and ethnic conditions change. RECOMMENDATION: 22. That the School District should provide a more systematic and comprehensive way of disseminating information about incentive programs and educational improvement opportunities for teacher's aides/assistants and others to increase the supply of needed personnel, especially minorities. ADDENDUM ISSUES AND RECOMMENDATIONS: i5StX IS: A School System Written Policy on Equity RECOMMENDATION: 23. That the School Board incorporate into Policy 4001.1 a specific statement regarding equal opportunity and affirmative action in personnel policy and procedures. RECOMMENDATIONS: 24. That the District initiate a review of present personnel policy at all levels. Summary of recommendations, 12/20/94 6 25. That the District's affirmative action guidelines be written into all hiring, promotion, transfer, and personnel termination procedures. ' 26. That the District's current 12 percent goal for diversity achievement, as agreed to under the desegregation settlement, be increased to 15 percent to reflect the changing percentage of the Black population in Broward County. 27. That the District's personnel policies and procedures should be reviewed on a regular basis. RECOMMENDATIONS: 28. That the School Board clearly define the role of School Improvement Teams in general and in the selection of staff in particular. 29. That the District place strong emphasis on encouraging parents who have difficulties participating in the school decision making process to participate in these processes by giving greater attention to the time meetings are scheduled and to other factors that may contribute to low-level participation. ISSUE 18: Whether a site analysis, Is conducted of each school site to de[ertnlne the spedfic> staff needs of the school based on racial, cultural and socio economic variables. RECOMMENDATION: 30. That the District use the site analysis of each school to determine the specific needs of the school. ISSUE 19: Whether the staff in schools reflect the ethnic and racial groups of the,schools's student body2 RECOMMENDATION: 31. That, to the extent possible, the District assure that non -certified staff and the following certificated staff. (ESE, Guidance, Curriculum Specialist, Psychologist, School Social Worker, Speech and Language Specialist) reflect the ethnic and racial student population of the Broward County School District. RECOMMENDATION: 32. That the Office of Equal Educational Opportunity, in conjunction with the Personnel, Government and Community Relations Department, prepare a quarterly report to be presented to the School Board on the status of minority students and employees in the School District. Summary of recommendations, 12/20/94 7 D-9 MAGNET RECOMMENDATIONS ISSUE 1: Magnets as a Tool for Desegregation and Centers of Educational Excellence. RECOMMENDATIONS That the District keep Magnets as both a tool for voluntary desegregation and to offer Centers of Excellence. However, the primary purpose is educational. 2. That the District look at changing the Magnet model, e.g., consider offering more Magnet Schools (i.e., no boundaries for newly constructed schools). 3. That the District develop a long-term plan for implementing Magnet Schools and Magnet Programs. 3. That the District conduct a full investigation into the root causes of the lack of success in achieving desegregation of Magnet Schools vs. Magnet Programs. The investigation team shall include members of the Biracial Committee. 4. That the District conduct research to achieve a beaer understanding of the reasons why white parents do not send their children to predominantly Black Magnet Schools and try to understand the meaning of the concept "comfort level" as it relates to educating students in Magnet Programs and Schools. 5. That the District improve and increase the marketing of Magnets. Marketing should include business, corporate, community, and political leaders. The leaders should be encouraged to send their children to public schools. 6. That the District change the admissions criteria for Magnets in order to reach the desired goal of desegregation. That the District collect and maintain academic and educational achievement information, statistics and data in a centralized information center, updated quarterly. 8. That during the planning stages of developing new Magnet Programs and/or Magnet Schools, and prior to the decision -making process, the Superintendent, administrators and staff visit neighborhoods as part of the District's marketing, boundary and desegregation efforts. 9. That Magnet Programs enrollment within schools aim at a 50%-50% racial composition. 10. That the District open new Magnets without boundaries and reserve seating for neighborhood students. 11. That in schools which fall outside the parameter of the model goal for desegregation, the District be committed to utilizing other desegregation tools including, but not limited to, boundary changes, busing, Magnets in predominantly white schools, the establishment of middle school and high school Magnets and other successful voluntary programs. 12. That a lottery system be employed for selecting students to attend Magnets. Summary of recommendations, 12/20/94 D-10 13. That the District eliminate its current "One Student Adverse Impact Rule." 14. That the District use more choice within Innovation Zones to encourage attendance at ' elementary Magnets; allow students to move between Magnet Schools; and increase choice while keeping elementary age students within feeder patterns and close to home, e.g., Charles Drew Elementary to/from Sanders Park Elementary. ISSUE 5: Limited Access to Magnet Programs. 1 RECOMMENDATIONS 15. That the District change its Magnet Policy to provide greater access to Magnets by Black students who cannot enter Magnet Programs because the programs are located in majority Black schools. 16. That the District deal with the perception and the reality that the current Magnet Policy does not provide equal access for "adverse impact" students (those students in the minority race at the home school). Change is recommended in the Magnet Policy for the additional purpose of addressing needs and concerns of students and parents. ISSUES: Paceinent of New Megnef Programs!$choots ' RECOMMENDATIONS 17. That the District move toward countywide Magnets for secondary (high) schools, and that future (new) schools be opened as Magnets. ' 18. That the District duplicate themes of existing popular Magnet Programs to serve those students on waiting lists with the goal of improving both educational opportunity and desegregation. (Parental input from surveys or other methods are encouraged to help the District determine possible Magnet themes) ISSUE,4; Nfagnets as,Tools for Educational Excellence ' RECOMMENDATIONS 19. That the District make available more programs to expand both opportunities to attend "Centers of Excellence" and to achieve desegregation. The opening of new Magnets ought to be with the dual purpose of offering educational excellence and achieving desegregation. 20. That the District make available necessary funds to develop new Magnets and to promote the dual purposes of Magnets. ISSUE 5 Selection of Prmapals` and eachers , 8xx ' RECOMMENDATIONS 21. That the District develop leadership profile criteria for selecting principals of Magnet Schools, and that teachers with specialized expertise and training be recruited for Magnet Programs and provided with alternative certification opportunities. summary of recommendations, 12/20/94 9 D-11 22. That the District give teachers the option to transfer out of Magnet Schools if they wish to do SO. ISSUE 6: Funding and Resources for Magnets RECOMMENDATION: 23. That the District lobby the state legislature for specific Magnet Program funding. 24. That the District gamer support from the federal government, businesses, and other sources of funding. 25. That the District develop a long-term plan for funding Magnets, including strategies for a broadened search for funding. ISSUE 7: SeleMfon of Students for Magnets . RECOMMENDATION: 26. That the District's philosophy on "adverse impact" be changed, and that the criteria for admission to Magnet Programs and to Magnet Schools include multiple indicators. 27. That the District establish a Centralized Magnet Admission Center with adequate resources and staff, and that software be acquired to establish a fair and equitable Lottery System for selecting eligible students. RECOMMENDATIONS: 28. That the District establish a computerized data collection process for Magnet Programs and Magnet Schools. (The Centralized Data Collection process would collect standardized data and information on Magnet Schools and Magnet Programs. The effectiveness of the process would be monitored quarterly.) RECOMMENDATIONS: 29. That the District provide after -school programs at appropriate Magnet Schools (typically elementary). 30. That the District require Magnet students in a Magnet Program to take some coursework with the host school's population to deal with the perception that Magnet Programs comprise an elitist school within a school. 31. That the District give siblings priority for enrollment in Elementary Magnet Schools. Summary of recommendations, 12/20/94 10 D-12 [1 A general observation about the Magnet recommendations follows. These recommendations are consistent with provisions found in the recently passed "Improving America's Schools Act of 1994," Title V, Part A, of the Elementary and Secondary Education Act of 1965 as Amended. Under provisions of this act, Section 5102, Federal funds are available to eligible local educational agencies for: (1) the elimination, reduction, or prevention of minority group isolation in elementary and secondary schools with substantial proportions of minority students; (2) the development and implementation of Magnet School projects that will assist local educational agencies in achieving systemic reforms and providing all students the opportunity to meet challenging State content standards and challenging State student performance standards; (3) the development and design of innovative educational methods and practices; and (4) courses of instruction within Magnet Schools that will substantially strengthen the knowledge of academic subjects and the grasp of tangible and marketable vocational skills of student attending such schools. The approved legislation also gives funding priority to those applications for funding that: (2) propose to carry out new magnet school projects, or significantly revise existing magnet school projects; (3) propose to select students to attend magnet school projects by methods such as lottery, rather than through academic examination; (4) propose to implement innovative educational approaches that are consistent with the State's and local educational agency's approved systemic reform plans, if any, under title III of the Goals 2000: Educate America Act; and (5) propose to draw on comprehensive community involvement plans. (Improving America's Schools Act of 1994, Title V, Part A, Sect. 5107). The recommendations of the Task Force are consonant with these provisions as well as a provision found in Section 5108. This provision authorizes the use of Federal funds for instructional activities that are designed to make available the special curriculum that is offered by the Magnet Program to students who are enrolled in the Magnet School but not enrolled in the Magnet School Program. 11 Summary of recommendations, 12/20/94 11 D-13 '1 STUDENT ACHIEVEMENT ISSUE 1. Whether There are Differences in Student Achievement by Race? RECOMMENDATIONS 1. That the District require School Improvement Plans to specifically include strategies designed to address the student achievement disparities between races in the school(s) for which the School Improvement Plan is designed. 2. That the District require School Improvement Plans to address achievement and achievement disparities among students if more than 25 percent of the student population scores below the national average as indicated in the Florida School Report. ISSUE ';2: The Selection of Staff. ;4Vho Are; Culturally Sensitive. RECOMMENDATIONS 3. That the District implement policies and procedures to identify and hire qualified, diverse, and culturally sensitive school personnel by using instruments such as the Haberman Urban Teacher Selection Interview and the Gallup Urban Teacher Perceiver. RECOMMENDATIONS 4. That, beginning at the elementary level, schools implement strategies and programs that will ensure that all students demonstrate competence in Algebra I by either attaining a passing grade in Algebra I or by passing a criterion reference test by the end of the ninth grade. RECOMMENDATIONS 5. The Task Force recommends that the time guidance counselors spend with students and their families be increased to equal 75 percent of the guidance counselor's time, consistent with previously passed state legislation in 1983 that was subsequently rescinded. RECOMMENDATIONS 6. That the District provide training which fosters the use of a variety of instructional strategies and techniques including, but not limited to, performance -based education and the 4MAT model, which emphasizes different types of leaming styles. Summary of recommendations, 12/20/94 12 D-14 11 1 I ISSUE 6: Arc There Differences In Suspension Rates by; Race? RECOMMENDATION: That the District require that a plan to address suspension rate disparities between races be included in the School Improvement Plan if the Florida School Report indicates a difference of more than five percentage points between black and white students in out -of -school suspension. 8. That, where possible, in -school suspension, with academic and other counseling provided, be imposed rather than out -of -school suspension. 9. That any child who receives out -of -school suspension twice or for 10 or more cumulative days be referred to a child study team for review and counseling from a holistic perspective. 10. That the District vigorously pursue community partnerships for establishing alternative programs for out -of -school suspended students. ISSUE 7:' Relationship,tietsveeriSludent ]vt ility arid.Achievemenf RECOMMENDATION: 11. That the District implement specific strategies to ameliorate the potential negative effects and impacts of mobility on student achievement, including conveying information on achievement from school to school, preserving to the extent possible continuity in same school for students who may otherwise be affected by childcare location, parental moves, or the role of extended family members' involvement in family and childcare. RECOMMENDATIONS: ' 14. That the District study on an annual basis the impact of the Alliance of Quality Schools' model which incorporates direct instruction in reading in addition to a developmental, language -rich approach for kindergarten and first grade students, with continued emphasis on reading throughout the child's tenure in the school system. tSummary of recommendations, 12/20/94 13 D-15 15. That the District study the impact of the prekindergarten and kindergarten curriculum on student's ability to read to acceptable levels or progress by the end of the first grade. ISSUE 10. "Appropriateness of Benchmark Assessment Data for Studenls in the Early Years of Education to Determine Continual Progress and Long-term Academe Success. RECOMMENDATIONS: 16. The Task Force recommends that the District develop an assessment system for kindergarten, first, and second grade students. The assessment system should not rely solely upon standardized tests and should provide teachers and parents with specific information about entry-level skills and about the rate of progress of the student over time. RECOMMENDATIONS: 17. The Task Force recommends that the District continue to expand and refine Plan B for increasing the identification and enrollment of gifted students from underrepresented populations. IS. That the District implement recommendation five (which requires the use of a variety of instructional strategies) so that more students (Black and nonblack) can be successful in the regular education program and are not referred to exceptional student education. 19. That the District support funding and instructional models which do not require students to be labeled in order to receive specialized or supplemental assistance. 20. That the District review current assessment procedures for identifying mentally handicapped students, and, if necessary, revise the procedures so as not to discriminate against classes of students. RECOMMENDATIONS: 21. The Task Force recommends that the District establish at least one family -friendly resource or information center in each of the Innovation Zones to improve school readiness for young children, to improve school performance at all academic levels, and to help families improve competence and stability. Special efforts should be taken to encourage all parents of low- income, minority, Hispanic, Haitian, and Asian students to participate. Summary of recommendations, 12/20/94 19 D-16 FACILITIES ISSUE I: Inconsistencies in Facilities RECOMMENDATIONS 1. That the District update the 1993 needs assessment database for all schools using the new prototype as the standard for equalizing facilities independent of racial composition. 2. That when prioritizing for any new capital improvement plan, the six schools mentioned in Issue 2 of this report be upgraded to the prototype capacity, if necessary. 3. That the District continue to assess schools for educational obsolescence. 4. That the District bring all schools up to the Retrofit for Technology standards when remodeling, renovating, and/or expanding. 5. That the District continue to fund an equipment and replacement plan to insure no disparity of equipment from school to school. 6. That any new capital plan of the District should set priorities in such a manner as to bring equality to schools in a manner consistent with the Desegregation Task Force Principles. 7. That the District explore using present school buildings, designated and used as Adult Centers and meeting 6A-2 code, for the expansion of K-12 student capacity. S. That the -District move students located in Adult Centers that meet the 6A-2 code requirements into available municipal buildings, vacant shopping centers, etc., that do not need to meet the 6A-2 code designation. 9. That where financially and educationally sound, the District give priority to reopening any district -owned closed schools/centers for the expansion of K-12 students. RECOMMENDATIONS 10. That the District (1) update the 1993 Needs Assessment Database for all schools using the new prototype capacities as the standard. 11. That the District use the new prototype student capacities as the standard for replacement schools. ISSi)E'J O65tades to':buddmg schools ot'urban srtes with small acreage. RECOMMENDATIONS 12. That the District utilize appropriate multi -story prototype structures for small parcel sites. summary of recommendations, 12/20/94 15 D-17 13. That, whenever possible, the District select sites adjacent to an existing park or school to share resources and amenities. 14. That the District submit site waivers to the state Department of Education for consideration when there is a need to build facilities in urban areas and land is available though not necessarily the minimum acreage required. RECOMMENDATIONS 15. That the prioritization of any new capital plan needs to be determined in such a manner so as to bring equity to schools in a manner consistent with the Desegregation Task Force Principles. 16. That high priority funding for needed capital improvements be given to schools that are predominantly Black or integrated until all work is done, consistent with the Desegregation Task Force Principles. 17. That the Facilities Task Force continue with the same areas of membership representation, plus student representation, and representation from all segments of the District's population, e.g., Hispanics, Asians, Blacks, and Native America. 18. That the members of the Facilities Task Force should not have conflict of interest (i.e., an interest where an individual, family member, or employee, stands to derive financial gain). Persons participating in the prioritization of capital expenditures should abstain in votes where a conflict of interest arises during their tenure on the Facilities Task Force. 19. That the tenure of the Facilities Task Force member not exceed five (5) consecutive years, but any member may be appointed to fill a vacancy, and may be reappointed to serve as long as that members tenure does not exceed five consecutive years. 20. That all appointments to the Facibties Task Force be staggered so as to preserve and maintain continuity and historical perspective on the Facilities Task Force. RECOMMENDATIONS 21. That the District adopt a policy which would address the location of new schools and formalize the existing procedures utilized by School Board staff, and that the collaborative planning of School Board staff with the Broward County Strategic Planning and Growth Management Office continue. 22. That in the location of new schools the District adhere to the "neutral corridor" study concept to the extent possible. (See Appendix H of Facilities Report: Neutral Corridor Concept for School Construction.) summary of recommendations, 12/20/94 16 D-18 23. That when locating new schools, and except when inconsistent with the proper operation of the school system as a whole, the School Board seek means to eradicate vestiges of a dual school system. The policy should include and address the following: a. The current and projected student enrollment numbers and racial characteristics for the area to be served. b. Priority shall be given to locating new schools where a representative racial balance can be achieved through a contiguous boundary area or other mechanisms available to insure equal access. C. Using an alternative location for a new school if it is reasonable and practical to transport students of both races. d. When feasible and necessary, priority shall be given to locating new schools in proximity to areas with existing or planned affordable housing. e. Develop and implement a procedure to evaluate all new and replacement schools prior to their opening to assure their equity the day they are opened. f. Priority shall be given to siting schools in communities where integration can be achieved without artificial means. 24. That the Broward County School Board consult with the affected community and local officials (city and county) when determining site selection for schools. 25. That the School Board continue expeditiously with the BEN implementation plan. The District should also implement, where appropriate, recommendations of the Independent Review Panel and, where appropriate, the recommendations of Coopers & Lybrand's November 1994 recommendations (See Appendix K: 1994 Coopers & Lybrand Recommendations). 26. That the District hire an internal auditor, specializing in construction, that would audit the Capital plan and its expenditures on an on -going basis. 27. In monitoring facilities construction and status, that the District utilize a facilities checklist taking into consideration such items as (1) Environmental Impact--wedands, endangered species, area of adverse noise impacts; (2) Physical Impacts --traffic pattern, location, and access; (3) Safety --utility conflicts, contamination issues, transportation service; (4) Land use consistency/Boundary consideration; (5) Community Cohesion; (6) Racial Balance; (7) Cost Feasibility; (8) Rehabilitation of Existing Site or Facility; and (10) Public Hearings. Summary of recommendations, 12/20/94 17 D-19 EXTRACURRICULAR ACTIVITIES ISSUE 1: Whether economic barriers (e.g., unemployment, multiple jobs, transportation costs, required equipment, uniforms, registration fees, and insurance) prevent students from participating in extracurricular activities? RECOMMENDATIONS That the District establish by December 1995 a formal procedure to collect data on extracurricular activities, based on a scientific sampling of students in schools, to develop a plan, policies, and administrative procedures to enhance the ability of students to participate in extra curricular activities. 2. That the District continue to encourage schools to create and employ partnerships and/or booster clubs to assist in subsidizing costs associated with participation in extracurricular activities 3. That the District develop a policy to assist interested children who possess skills and abilities to participate in extracurricular activities regardless of their financial or economic condition. RECOMMENDATIONS 4. That the District continue to enforce the policies listed below to provide equal access for participation in extracurricular activities. • 6200-Gen. Policy Statement re: extracurricular activities • 6201-Eligibility to Represent Schools • 6202-Athletics • 6202.2-Athletic Physical Screening • 6203-Athletics-Eligibility for Reassigned Students • 6204-Middle School Intramural and Interscholastic Activities • 1341.2-Use of Middle & High School Facilities by Students for the purpose of conducting noncuriculum-related meetings -Equal access. RECOMMENDATIONS 5. That the District establish a policy whereby schools within the system are surveyed on an annual basis using as a basic model the Desegregation Task Force extracurricular survey (with appropriate modifications and improvements) to determine participation levels of Black/minority students in non -athletic extracurricular activities (See Appendix C for actual survey). Summary of recommendations, 12/20/94 D-20 18 11 1! I� 6. That the District athletic programs be reviewed and redirected where appropriate, to expose and encourage students of all races and ethnic backgrounds to a broader spectrum of athletic activities including those minor sport offerings as defined by FHSAA. That the District develop a centralized computer system to access extracurricular activity participation information and use this information to improve District procedures consistent with the Desegregation Task Force's Principles. RECOMMENDATIONS 8. That the District evaluate the interest level of high school students in intramurals. 9. That the District monitor this information on an annual basis to ensure exposure, equal access and offerings at all schools. 10. That the District establish policy guidelines for high schools to increase Black/minority students participation levels in intramural activities. 11. That the District develop a centralized computerized system to access this information and use the information to improve District procedures consistent with the Desegregation Task Force's Principles. ISSUES Do.Black/minonty students participate to aU as of nonathletic extra erirricuiar eeticites? u RECOMMENDATIONS 12. That each school utilize school -level survey data to develop and implement a plan to increase the percentage of Black/minority students in those activities where Black/minority participation is below the total percentage of the Black/minority population in the school. In general the ' District shall provide ample opportunity for participation in extracurricular activities by all students especially in the areas of honor society, service clubs and academic clubs, but not at the exclusion of others. (See Appendix E of Extracurricular Report.) 13. That the District develop a centralized computerized system to access the information gathered via the survey and that the information be used to improve District procedures consistent with the Desegregation Task Force's Principles. 14. That the District establish a policy whereby schools within the District are surveyed on an annual basis using as a basic model (with appropriate modifications and improvements) the survey of extracurricular activities conducted on behalf of the Desegregation Task Force to determine participation levels of all students in nonathletic activities. (See Appendix C for sample survey.) 1 15. That the District develop a plan to raise the representation of Blacks/minorities in the service clubs, honor society and academic clubs. Summary of recommendations, 12/20/94 19 D-21 ISSUE 6: Do schools with a inyjorily Black population provide as many interscholastic athletic opportunities as schools with a majority white population? RECOMMENDATION: 16. That those schools not offering the number of interscholastic athletic opportunities recommended by the county Athletic Department, the Broward County Athletic Association (BCAC), for high schools, and the Gulfstrcam Conference (GC) for middle schools develop and implement a plan to provide those athletic opportunities to interested students. 17. That the District consider athletics as a healthy component of a well- rounded educational experience and, to the extent necessary, obtain and retain high caliber staff and programs. The District shall evaluate the sufficiency of supplements and tenure issues, and develop policies and procedures consistent with the intent of retaining high caliber personnel. 18. That the District athletic programs be reviewed and redirected, where appropriate, to expose and encourage students of all races and ethnic backgrounds to participate in a broader spectrum of athletic activities including those minor sports as defined by the FHSAA. 19. The District shall develop policy and guidelines requiring all high schools to offer the same choices of extracurricular activities. 20. That the District seek to avoid the perception and stereotype that certain sports are more appropriate for Blackhninority students than for white students and vice versa. 21. That the District develop policy that regulates the participation level of all high schools within the Broward County Athletic Conference and the middle schools within the Gulfstream Conference. MUE 7: Do Schools with a majority Black/minority population provide as many' Inlr•amural athletic opportunities as schools with a majority white population? RECOMMENDATION: 22. That the District evaluate the interest level of high school students in intramurals. , 23. That the District monitor the data on intramural participation on an annual basis to ensure exposure, equal access and offerings at all schools. 24. That the District develop a centralized computer system to access extracurricular activity participation information and use this information to improve District procedures consistent with the Desegregation Task Force's Principles. I 'I RECOMMENDATIONS: Summary of recommendations, 12/20/94 20 D-22 11 25. That the District develop a list of recommended nonathletic student activities which may be offered by each school to interested students. 26. That the District monitor the use of this information on an annual basis to ensure exposure, equal access and offerings to all schools. 27. That the District consider nonathletic extracurricular activities as an essential component of a healthy well-rounded educational experience, encourage every student to participate in at least one extracurricular activity, and provide to the extent necessary, resources to obtain and retain high caliber staff and programs. 28. That those schools not offering the number of opportunities for participation in nonathletic activities recommended by the Student Acdvities Department develop and implement a plan to provide those activities to interested students. 29. That the District develop a centralized computer system to access this information and to use it to improve District procedures consistent with the Desegregation Task Force's Principles. 30. That the District continually communicate with community agencies to determine the feasibility of utilizing their resources in conjunction with schools offering extracurricular activities. 31. That the District develop a stronger working relationship with the available community service agencies and organizations. 32. The District shall pursue aggressively the acquisition of public and private sector sponsors and/or instructors for extracurricular activities. 33. That the District develop standards and procedures for certification of all nonathletic sponsors and volunteers of extracurricular activities. 34, That the District survey students to ascertain their perception of what services the community provides in extracurricular activities when school facilities are not available. 35. That the District develop a program of information sharing in partnership with the community and the public sector to augment available resources to provide extracurricular activities to students. RECOMMENDATIONS: summary of recommendations, 12/20/94 21 D-23 36. That the District monitor the distribution of supplements to ensure equity in accordance with the Desegregation Task Forces Principles. 37. That the District develop a centralized computer system to access this information and use the information to improve District procedures consistent with the Desegregation Task Force's Principles. ISSUES 11 Are there extracurricular acthi ies available for students who attend magnet progrars?. RECOMMENDATIONS: 38. That the District monitor the student participation in extracurricular programs on an annual basis to ensure equity in accordance with the Desegregation Task Force's Principles. 39. That the District provide activity buses at all magnet schools. 40. That the District develop an initiative to recruit more drivers for pool buses and make more readily available the training component for pool bus drivers. 41. That the District develop a centralized computer system to access this information and use for improving District procedures consistent with the Desegregation Task Force's Principles. ISSUES 32 hoes busing reducethe number of minority students who participate iri'extra extracurricular aMiyities. RECOMMENDATIONS: . 42. That the District accumulate all necessary data, analyze and monitor same in order to have an idea of developing remedial steps that may be necessary to correct deprivation of participation in extracurricular activities due to busing. 43. That the District develop a plan to ensure that all students bused for desegregation purposes are afforded the opportunity to participate in extracurricular activities. 44. That the District develop a centralized computer system to access this information and use for improving District procedures consistent with the Desegregation Task Force's principles. RECOMMENDATIONS 45. That the District compile statistics on the raciallethnic makeup of all students being bused school by school. Statistics should also be compiled on the racial/ethnic makeup of schools and the percentage of those students participating in extracurricular activities in general, and on a school by school and activity -by -activity basis. 46. That the District develop a centralized computer system to access this information and use for improving District procedures consistent with the Desegregation Task Force's principles. Summary of recommendations, 12/20/94 22 D-24 ISSUE 14: Is there a disparity in facilities which affects a extracurricular activities.available at schools? RECOMMENDATIONS 47. The District should bring all schools up to a comparable level in terms of adequacy of facilities available for extracurricular activities. When applicable, these recommendations shall apply to elementary schools. Summary of recommendations, 12/20/94 23 D-25 TRANSPORTATION ISSUE I: Equal Application of Methods to Achieve Integration RECOMMENDATIONS 1. That the District not bus students from a school where those students transported are in the majority to another school in which the students being bused are also in the majority; 2. That no busing shall take place in a disproportionate manner, the burden of busing shall be equally distributed and shared amongst Black and nonblack students 3. That the District develop a centralized computerized system to access transportation information and to use it to improve District procedures to achieve racial desegregation consistent with the Desegregation Task Force's Principles. RECOMMENDATIONS 4. The Task Force's recommendations in this area are tabled until recommendations have been received from the Student Assignment Subcommittee. (The tabled recommendations are included in this packet but are noted "Tabled.") ISSUE 3: Ealent to Which the Determination of School Attendance Zones Should Be More Interactive With the Community RECOMMENDATIONS 5. The Transportation Subcommittee's recommendations to the Task Force in this area were tabled pending receipt of the recommendations from the Student Assignment Subcommittee. RECOMMENDATIONS 6. That the District make clear in its communication about transportation costs that in order to achieve its desegregation goals some form of voluntary and/or mandatory busing must exist 8. That the District include in its annual report a breakdown of all transportation costs, including the costs attributed to special needs students, magnet students bused, and students bused for desegregation purposes from noncontiguous boundaries. Summary of recommendations, 12/20/99 D-26 24 RECOMMENDATIONS 9. The Desegregation Task Force voted to table the Transportation Subcommittee's recommendation regarding this issue pending completion of the Nova Ad Hoc Committee's 1 report and the Student Assignment Subcommittee's report. (The tabled recommendations are found within the report of the subcommittee.) RECOMMENDATION: 10. That the District prepare a "Safety' fact sheet for distribution to employees and parents/students in the school system. 11. That a person be designated as the transportation safety officer to answer any questions related to the safety of riding a bus operated by the Broward County School District. 12. That the strategic planning process designed to ensure adequate buses for academic purposes include consideration of bus overcrowding and potential safety risks associated with overcrowding. 13. That the District forth a Transportation Ad Hoc Committee: • to investigate and evaluate other types of bus scheduling; • to explore the development of arterial bus routes; • to evaluate the busing effects of restructuring the school day; • to consider new and innovative ideas related to transportation; and report these findings to the Superintendent by December 1995. ISSi)$ 8. What rs the &ppropriate minimum and tnaz�mum time spent on h bus3 RECOMMENDATIONS: 14. The recommendations related to this issue were tabled pending report from the Student Assignment Subcommittee. (See Transportation Recommendations in this document for tabled recommendations.) Summary of recommendations, 12/20/94 25 D-27 STUDENT ASSIGNMENT SUBCOMMITTEE UPDATE School Board Conference Mary Fertig, Chair of Subcommittee December 20, 1994 The issues that have and are being considered by the Student Assignment Subcommittee are listed below: CONSENT DECREE --The Subcommittee has reviewed the 1987 Consent Decree to determine if we are in compliance with the Order. The Consent Degree has been researched in terms of its effect on the desegregation of Broward County schools. EFFECTIVE DESEGREGATION --The Subcommittee has reviewed Broward County's desegregation statistics over the past 25 years. The final report of the Subcommittee will include a section documenting the effects of our desegregation policies on student assignment in Broward County in the past 25 years- RACIAL/ETHNIC IDENTIFICATION --The Subcommittee has reviewed the definition of minority as currently being used in Broward County. Specific recommendations concerning racial/ethnic identification will be presented to the Task Force in January. CHANGING DEMOGRAPHICS --Demographics have changed significantly since the initial Court Order nearly 25 years ago. The Student Assignment Subcommittee has reviewed current student assignment strategies in terms of these changing demographics. Recommendations for updating student assignments will be incorporated in the final report • BOUNDARY PROCESS --The Subcommittee was charged with reviewing the current boundary process and making recommendations for the implementation of a revised boundary process. • FEEDER PATTERNS --The Subcommittee has been and is finalizing its review of inconsistent feeder patterns. • REASSIGNMENT POLICY --The Reassignment Policy was fast -tracked in August and recommendations made to the Superintendent to be forwarded to the School Board. • INNOVATIVE ALTERNATIVES --The Subcommittee was charged with investigating innovative alternatives for student assignment that would address desegregation. • NEIGHBORHOOD SCHOOLS --The Subcommittee is discussing neighborhood schools as one method for student assignment. Our research on this issue will be a part of our final report to the Task Force. D-28 26 ' STARBURSTE4G--Starbursting refers to the practice of dividing a neighborhood street -by -street or block by block. Many of these areas are identified as non-contiguous boundaries. • RACIALLY IDENTIFIABLE SCHOOLS --The existence of racially identifiable schools was identified as a concern of the Subcommittee and will be addressed in its final report. • BUSING --Busing has emerged as a major concern at public hearings and in surveys. The Subcommittee is analyzing the concerns associated with busing. 27 D-29 INTERLOCAL AGREEMENT (SCHOOL BOARD AND COUNTY COMMISSION) AGREEMENT BETWEEN BROWARD COUNTY and 1 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA for the PREPARATION AND IMPLEMENTATION OF A PUBLIC SCHOOL ELEMENT E-1 AGREEMENT BETWEEN BROWARD COUNTY and 94040937 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA for the PREPARATION AND IMPLEMENTATION OF A PUBLIC SCHOOL ELEMENT This is an Agreement between BROWARD COUNTY, a political subdivision of the State of Florida, hereinafter referred to as "COUNTY" through its Board of County Commissioners; and THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA, a body corporate existing under the laws of the State of Florida, hereinafter referred to as "BOARD." ' WHEREAS, the "COUNTY" and the "BOARD" wish to cooperatively prepare and implement a Public School Element to be included as a part of the Broward County Comprehensive Land Use Plan; and WHEREAS, both parties to the agreement wish to set out the 1 responsibilities of each party in this endeavor within this Agreement, NOW, THEREFORE, IN CONSIDERATION of the mutual terms, conditions, promises, and payments hereinafter set forth, "COUNTY' and "BOARD" agree as follows: ARTICLE I DEFINITIONS AND IDENTIFICATIONS For the purposes of this Agreement and the various covenants, conditions, terms and provisions which follow, the definitions and identifications set forth below are assumed to be true and correct and are agreed upon by the parties. 1.1 BOARD: The School Board of Broward County, Florida, which is the governing body of the Broward County School District. 1.2 COUNTY: Broward County, a body corporate and politic and a political subdivision of the State of Florida. 1.3 Public School ElementAn optional element of the Broward County Comprehensive Plan. E-3 ARTICLE I1 PREPARATION AND IMPLEMENTATION OF ELEMENT 2.1 The "COUNTY" shall designate the "BOARD" as the Local Planning Agency (LPA), pursuant to Chapter 163.3174, Florida Statutes, responsible for preparing a county -wide Public School Element of the Broward County Comprehensive Plan for adoption by the County Commission. 2.2 The "BOARD" shall prepare the Public School Element and all subsequent amendments to the Element in accordance with Chapter 163, Florida Statutes and Rules 9J-5 and 9J-11 of the Florida Administrative Code. The Public School Element shall consist of, at a minimum, the following: a. An analysis of existing elementary, middle and high school facilities including the design capacity, current student enrollment and service area for each facility. b. An analysis of projected elementary, middle and high school facilities for a short range (five year) and long range (2010) planning horizon based upon student projects consistent with those of the Broward School District and those of the State Department of Education. C. An analysis of capital improvement needs for the short range planning horizon including the costs of needed public school facilities and assessment of the School Board's ability to finance such improvements based upon anticipated revenues and expenditures. d. Discussion and determination of a level of service for public schools including an analysis of the impact and feasibility of making public schools a public facility subject to review for concurrency. e. A financially feasible capital improvements program for public school facilities for the short term planning horizon based upon the determined level of service. f. An analysis of intergovernmental coordination in the following areas: location and site planning of new schools, improvements to existing schools, cooperative use of recreational and other facilities, safety issues and desegregation efforts. g. Appropriate goals, objectives and policies with support documentation. h. Procedures for monitoring and evaluating the implementation of the public school element. E-4 2.3 The "BOARD" shall adopt procedures providing for and encouraging public participation in the planning process consistent with Rule 9J- 5.004 of the Florida Administrative Code. 1 2.4 The "COUNTY" shall provide the following technical staff support services to the "BOARD" for the preparation of the public school element: a. Provision of Broward County population projections and other demographic and socioeconomic data. b. Review of the Public School Element for consistency with the other elements of the Broward County Comprehensive Plan. C. Review of the Public School Element for consistency with Chapter 163, Florida Statutes and Rules 9J-5 and 9J-11, Florida Administrative Code. d. Provision of technical and legal assistance and collaboration in the preparation of the feasibility analysis of a public school concurrency requirement. e. Participation in the public hearings and meetings on the Public School Element. f. Scheduling of the required local government Chapter 163, Florida Statutes, transmittal and adoption hearings on the Public School Element. 2.5 The "BOARD" shall determine a realistic time line for completion of the public school element based upon the identified scope of work. The "BOARD" shall advise the County Commission of the time line by June 7 , 1994. 3.1 t 3.2 ARTICLE III MISCELLANEOUS Termination This Agreement may be terminated by either party upon fourteen days written notice from the terminating party to the other party. Assignment This Agreement, or any interest herein, shall not be assigned, transferred or otherwise encumbered by the "BOARD", under any circumstances, without the prior written consent of "COUNTY". E-5 94040910 3.3 3.4 All Prior Agreements Superseded a. This document incorporates and includes all prior negotiations, correspondence, conversations, agreements or understandings applicable to the matters contained herein; and the parties agree that there are no commitments, agreements, or understandings concerning the subject matter of this Agreement that are not contained in this document. Accordingly, the parties agree that no deviation from the terms hereof shall be predicated upon any prior representations or agreements whether oral or written. b. It is further agreed that no modification, amendment or alteration in the terms or conditions contained herein shall be effective unless contained in a written document executed with the same formality and of equal dignity herewith. C. If the 'BOARD" and the "COUNTY" conceptually agree upon an acceptable Public School Element, it is contemplated that this Agreement will be amended to finalize implementation procedures and to address outstanding issues including, but not limited to, indemnification provisions and a continuing adequate capital improvement program. Notices Whenever either party desires to give notice unto the other, such notice must be in writing, sent by registered United States mail, return receipt requested, addressed to the party to whom it is intended at the place last specified; and the place for giving of notice shall remain such until it shall have been changed by written notice in compliance with the provisions of this paragraph. For the present, the parties designate the following as the respective places for giving notice. For Broward County: Director, Department of Strategic Planning & Growth Management Governmental Center, Room 329 115 South Andrews Avenue Fort Lauderdale, Florida 33301 For School Board Property Management Department 600 Southeast 3rd Avenue, 14th Floor Fort Lauderdale, Florida 33301 E-6 94040941 I IN WITNESS WHEREOF, the parties hereto have made and executed this Agreement on the respective dates under each signature: BROWARD COUNTY through its BOARD OF COUNTY COMMISSIONERS, signing by and through its Chair, authorized to execute ame by Board action on the _ 2? dayof .tie_ 19�, and the SCHOOL BOARD OF BROWRD COUNT!LORIDA, signing by and through its Chairperson, duly authorized to execute same. Officio Clerk of the Board of County Commissioners of Broward County, Florida M ��.. M/SS�a O CREATED U ' OCT. IST : N 1915 COUNTY BROWARD COUNTY, through its BOARD F COUNTY C MMISSIONERS By V hairy day of 19q�/ Approved as to form Office of County Attorney for Broward County, Florida JOHN J. COPELAN, JR., County Attorney Governmental Center, Suite 423 115 South Andrews Avenue Fort Lauderdale, Florida 33301 Telephone: (305) 357-7600 Telecopier: (305) 357-7641 B , /� STiaron L. Cruz Deputy County Attorney E-7 -94040942 ATTEST: THE SCHOOL BOARD OF BROWARD COUNTY FLORIDA Byij Superintendent Chairperson as day of 19 9y STATE OF FLORIDA ) SS COUNTY OF ► caR.�R,���P�,��a, BEFORE ME personally appeared i'44m •z �_ �' ,� known to me to be the person described in and who execute foregoing Agreement and acknowledged to me that executed the Agreement for the purposes herein expressed. WITNESS my hand and official seal this as day of UM --, 19—AL. U Notary Public State of Florida at Large My commission expires -------------------- EUIN nuns X01u No" KOC,%* of Fbdit IwCWWftWW EOUCCT 06.1004 COMM 0 CC 015375 --------------- E-8 JUN-29-194 TUE 10:53 !D:PROPERTY MANAGEMENT TEL NO:765-6349 4069 P02 94O4O9P SCHEDULE • Staff preparation of Educational Element • Conduct public forums to solicit input and concerns • School Board Confrence • Broward County Planning Council Conference • Local Planning Agency Public Hearing • County Commission Transmittal Hearing • Department of Community Affairs Review and Objections, Recommendations and Comments (OCR) Report (60 days) • County Commission Adoption Hearing • TYansmit Ordinance to Department of Community Affairs • State Department of Community Affairs Compliance Notice and Final Order E-9 94040944 DRAFT SCHEDULE & e 1994 May - November Staff Preparation of Educational Element e - August Conduct Public Forums To Solicit Input and Concerns Prelim. Draft Educational Element Available for Review by the School Board, the Desegregation TaskForce, the Facilities Task Force and the Site Review Committee School Board Conference Meeting 1995 January' Local Planning Agency Public Hearing JFebruary Joint Meeting School Board and County Commission March School Board Approval of Educational Element arch " School Board/County Commission Transmittal to Planning (April 1• Planning Council Submittal Deadline (May 5 Comments Due From County Review Agencies 25` First Planning Council Public Hearing 70 County Commission Transmittal Hearing 21 - Department of Community Affairs Review and Objections, 19• Recommendations and Comments (OCR) Report (60 days) per 26• Second Planning Council Public Hearing November 80 County Commission Adoption Hearing November 15• Transmit Ordinance to Department of Community Affairs 2• State Dept. of Community Affairs Compliance Notice Due (45 days) 24• State Dept. of Community Affairs Final Order - Ordinance Effective • Required Hearing or Procedure - Based upon the County Planning Council's Tentative 1995 County Comprehensive and Land Use Plan Amendment Schedule. E-10 STATE OF FLORIDA )SS COUNTY OF BROWARD I, B. JACK OSTERHOLT, County Administrator, in and for Broward County, Florida, and ex-Officio Clerk of the Board of County Commissioners of said County, DO HEREBY CERTIFY that the above and foregoing is a true and correct copy of an Agreement, Broward County Commissioners as the same appears of record in the minutes of said Board of County Commissioners held on 28th day of June 1994. IN WITNESS WHEREOF, I have hereunto set my hand and official seal this 28th day of February 1995. •�• ,, �� .�• . L • r •:� CREATED �= V OCT IST %m 1915 r: S 14. B. JACK OSTERHOLT, COUNTY ADMINISTRATOR V� L Deputy erk 6111 E-11 I APPENDIX F STUDENT PROJECTION METHODOLOGY STUDENT MEMBERSHIP PROJECTION METHODOLOGY The School Board of Broward County, Florida Property Management Department February 21, 1991 F-1 STUDENT MEMBERSHIP PROJECTION METHODOLOGY THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA DEPARTMENT OF PROPERTY MANAGEMENT FEBRUARY 21. 1991 I The Property Management staff's primary projection tool is a geographically based Cohort Survival model which projects future students by grade and race. The Cohort Survival method is considered a very reliable procedure and is utilized by the State of Florida in their projections and the U.S. Census Bureau for their projections and reports. It uses an 'aging' concept which moves a group or cohort of people into the future and increases or decreases their numbers according to past experience through history. In essence, our model derives a growth factor or ratio for student survival to the next grade based upon previous survival numbers to that same grade of students in that Traffic Analysis Zone, the basic geographic unit. For our purposes, we use five years of historical data to create the ratio. That ratio is then used to project future students. The projection of kindergarten is more speculative and requires a different approach. Both kindergarten and first grade are projected using a linear regression technique. Simply put, the linear regression is based upon what the numbers have been for the kindergarten population and the first grade population and the trend is continued into the future. The projections by Traffic Analysis Zone (TAZ) from the model are allocated to individual schools based upon the TAZs that are in school boundaries. After this report has been generated and carefully checked for "glitches' and 'bugs,' it is bound into a suitable hard copy. These data are then carefully scrutinized and individual TAZs are hand corrected to reflect changes in growth which are not picked up in the model's histories. These changes are checked and made in ink. The overall projections are also compared and tested for reasonableness with other less sophisticated models such as the state projections and/or the overall County Cohort (grade by grade) done on the 20th day count. The Principals' projections are compared as well. For your information, a copy of the formulas that are used in our cohort projection model are attached as well as a description of the operation and maintenance of the model. We are updating and improving the cohort model every year. These changes and updates are not apparent to anyone that is not involved in the day to day operation. The model is supplemented by other techniques such as using a cohort survival of one for a given population and adding children which we believe will be the result of new residential development. Prior to 1985, this was the technique utilized by district staff to make projections. The Principals' projections were also used in making boundary decisions. F-3 Student Membership February 21, 1991 Page Two Projection Methodology Currently, there are several uncontrollable factors which affect our projections. These include: 1) changes in the rate of new housing development within the county (i.e., high interest rates or a recession may slow new housing starts and growth) could lead to "over' projections; 2) land regulations which affect development in specific areas (i.e., "concurrency" requirements and resulting moratoria); 3) economic conditions (i.e., the creation of jobs usually means families are moving in, this can lead to "under" projections); and 4) immigration. There are also decisions made within the district which have a dramatic affect upon projections. These are usually done in the few months preceding the school year, thus, appropriate hand adjustments have not been made. These include: 1) the location and numbers of bilingual clusters; 2) the location and number of ESE clusters; 3) the start of magnet programs (first year projections are difficult because of the lack of a 'track record'); and 4) reassignments. We continue to gather all information which assists us in making projections. For example, each year, we meet with the planning directors of municipalities in Broward County. During these meetings, we discuss growth in the city, their comprehensive plan, any problems that they were experiencing with our facilities and, in some cases, low and moderate housing issues. We also talk regularly with developers in the county and still monitor growth through the County Development Review Committee. Mr. Wittman, our demographer, regularly gets current building permit and certificates of occupancy information from the county and cities. The 1990 U.S. Census data, when available in April, 1991, will be utilized as a check for the reasonableness of the Cohort Survival Model projections for the near future. All of this information is used in determining the adjustments to the cohort model and as a "check' of our model. F-4 10/20/89 CURRENT COHORT MODEL METHODOLOGY revised 10/26/89 ' Projections are generated by using a combination of the Cohort Survival and Linear regression techniques. Both the kindergarten and 1st grade use linear regression to calculate future projections while grades 2 thru 12 use the Cohort Survival technique. Linear Retression Formulas for Kindergarten and 1st Grade: P(y) = A + (B * z) where: A = ((IS / 5) - (B * 3)) B = ((IZ - (3 * IS)) / 10) IS = E(x)+E(x+l)+E(x+2)+E(x+3)+E(x+4) IZ = E((x))*z+E((x+l))*(z+l)+E((x+2))*(z+2)+E((x+3))*(z+3)+E((x+4))*(z+4) ' such that: P = Projection E = Enrollment z = Year of the regression (1 thru 5 are histories and 6 thru 15 are projections) y = Year of projection ' x = Year of enrollment data Survival Ratio for Grades 2_ thru 12: E(q(x))+E(q(x-1))+E(q(x-2))+E(q(x-3)) R(q) _ ------------------------------------------------------------------- E((q-1)(x-1))+E((q-1)(x-2))+E((q-1)(x-3))+E((q-1)(x-4)) where: R = Survival Ratio E = Enrollment q = Grade for ratio to be calculated x = Year of enrollment data rProJections for Fades 2 thru 12: P(q(y)) = R(q) * E((q- 1)(y- 1)) where: P = Projection R = Survival Ratio E = Enrollment q = Grade being projected y = Year of projection Page 1 of 4 F-5 10/20/89 COHORT MODEL OPERATION AND MAINTENANCE A TAZ is a geographical area defined by the Florida Department of Transportation and used in transportation planning. It is a subdivision of census tracts and an aggregation of census blocks. TAZs are defined by natural or man made things such as rivers or highways. Their boundaries are most often streets and highways. Broward County Office of Planning uses TAZs to aggregate the information they have on growth (eg. building permits). For each TAZ, the internal streets, which are located within it, are described by house number ranges. This is taken directly from Information Services student database. Admatch is an address matching computer program, used by the U.S. Department of Commerce Bureau of Census, that provides the capability of geocoding computer data records that contain street address information. Admatch processes two (2) data files: 1. Student street address information 2. Broward County street location & TAZ information A students address is compared to address ranges for all the streets in Broward County. When a match is found, the student is assigned the TAZ associated with that street. More specifically, the Admatch program uses the zip code on the student record to locate the general area of the students address. Then within that zip code area, the system searches for a matching street name. When the name is found, the house number ranges and street types are compared to locate the proper street segment. When the match is accomplished, the student is assigned the corresponding TAZ number. Cohort Survival is a method to project the number of students in the future based on the calculation of survival ratios from one year to the next The Cohort Survival Method analyzes the past and projects behavior in the future. The survival ratios can be described as the ratio of students in the first grade last year that are attending second grade this year. For example, if there were 100 students in the first grade last year and 75 second grade students this year, then the survival ratio would be .75. If there were 100 students in the first grade last year and 125 second -grade students this year, then the survival ratio would be 1.25. The survival ratio can then be used to project membership for the next five years by applying it to the current and projected membership. Page 2 of 4 F-6 10/20/89 Operation and Maintenance: 1. New streets need to be added to the TAZ file. The streets and their locations are obtained from new Broward County maps, development site plans and newly approved plats that have been submitted to the Property Management Department Street segments according to house number need to be added to each appropriate TAZ. 2. The Admatch matching program is run at the beginning of the school year to determine where new streets exist and that have not been entered into the TAZ street file. This also identifies any existing TAZ file records which may need updating. Field studies are conducted to locate street names and address ranges to insure model accuracy. 3. The Admatch program is run by Infortnation Services again between the ' 1 Oth and 20th days of school to identify the street segment identification of students living in new developments. This information is also used to notify the schools of errors on student records, as they pertain to a students address. Property Management staff will also visit area schools to help minimize the number of mismatched errors if necessary. 4. The Admatch matching program is run again before October FTE to verify any changes that have been made to any of the data files. If all the data is reasonable, the student histories are run through the Admatch program. 5. The student addresses for the past four (4) years and current data from October FTE records are processed through the Admatch program to build the data tables necessary to be input into the Cohort Survival program. Each history year (student addresses) must be verified to assure each year is placed in the proper order. 6. The Cohort Survival program is run after the verification of the histories and the current October FTE data. The model is run several times with the adjustment of parameters for the Cohort Survival and linear regression. 7. The results of the model are then compared to a county wide Cohort model that calculates projections using birth data and overall grade by grade totals. 8. The TAZ information is then electronically aggregated into the Iproper assigned schools. 9. Hand adjustments are made TAZ by TAZ, where deemed necessary. These adjustments are based on demographic information not accounted for within the model. 10.One 'final" document is then prepared showing the Cohort projections ' and the final adjustments. These become the Property Management Projections, school by school of that year for the next five (5) years. Page 3 of 4 F-7 Historical Student Data from Put Sm ADMATCH f Processing The School Board of Broward County, Fl. Property Management Department Student Population Projection Flowchart TAZ File Update Sm & TAZ Ceogrephical Data Information (visit schools, areas, send reports, etc.) Cohort Projection Processing (26 ratios per TAZ-for approximately 800 TAZs) Generated Ratios Factor Current Data into Future TAZ Projections Check for Glitches and Brags TAZ Adjustments (demographic adjustments based upon new growth and exploding TATs) Final Report ADMATCH Processing Curtent Student Data (SID) 102089 Page 4 of 4 F-8 10/20/89 Ratio Capping Grades 2 thru 12 Cohort: When a ratio is calculated with the above formulas for grades 2 thru 12, there is a modifiable high and low ratio cap. The high and low ratio cap limits the amount that the TATs may grow or ' decline from year to year. For example, the following occurs when using a high ratio cap of 1.2 and a low ratio cap of .5. These ratios will limit a TATs growth, by grade each year, to 20% and limit the decline of a TAZ's by 50% for each year of the projection. When the ratio for a grade and race is calculated, if the ratio is higher than 1.2, the ratio is automatically set at 1.2. If the ratio is lower than .5, then the ratio is automatically set at .5. Also when calculating the ratio for a grade and race, a ratio of 1 is assigned to any grade if the base number for the above formulas is less than 5. This keeps a small TAZ from exploding erroneously. ' Grades kindergarten & 1st Linear Regression: When the linear regression for a TAZ's is calculated, two modifiable parameters are input into the model: 1. The percentage that a TAZ's grade, for each year, will be allowed to grow. 2. A minimum enrollment a grade in a TAZ must have before the capping will be allowed to occur. An example of this is if the parameters input were 10% growth limitation and 20 as lowest enrollment that a grade in a TAZ can have before the capping occurs. If the enrollment of a grade ' is greater than 20, then the previous years enrollment will not be allowed to grow more that 10 percent in the next years projection. If the enrollment of a grade is less than 20, the capping is ignored. F-9 APPENDIX G PROPOSED TENTATIVE BUDGET CALENDAR FY 1995/96 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA PROPOSED TENTATIVE BUDGET CALENDAR FISCAL YEAR 1995-96 Ref Statutory Statutory Day Date Activity Requirement Reference Tuesday, Superintendent will distribute a 6/20/95 copy of the tentative 1995-96 ' Annual Operating Budget to the School Board members for information purposes. D Monday, Property Appraiser certifies Roll. July 1 or date of certification, 200.065(1) 7/3/95 whichever is later. 193.023(1) D+ 24 Tuesday, Within 24 days of the Certification Superintendent submits tentative 200.065(2)(a)3 7/18/95' of Value. budget to the School Board of 237.071 Broward County, Florida. School 237.081 Superintendent presents tentative Board shall adopt Tentative Budget 1995-96 budget request to the and shall approve Tentative Budget School Board. for Advertising. School Board ' authorizes Superintendent to adjust the millage and the budget advertise- ments based upon Department of Education information. Informal budget workshops held; the School Board may order adjustment to tentative budget, but takes no official action. Wednesday, Receive from the Department of Not later than 7/19/95, the 236.081(4)(a)l 7/19/95 Education Required Local Effort. Commissioner of Education shall certify the Required local Effort. D + 29 Friday, Within 29 days of the Certification Advertising summary of tentative 200.065(2)(f)l 7/21195 of Value, the district must budget including proposed millage 237.081 advertise in the newspaper. rates. This advertisement most be to the newspaper by Wednesday, 7/19/95. Tuesday, Not less than 2 nor more than The School Board holds public 200.065(2)(01 7/25/95"• 5 days after advertising. hearing on tentative budget and proposed millage rates; amends and adopts tentative budget. D + 35 Friday, Within 35 days of Certification Advise Property Appraiser of 200.065(2)(b) 7/28/95 of Value. proposed millage rate. This will be 200.065(2)(02 used by Property Appraiser to prepare Notice of Proposed Property Taxes. G-1 Ref Statutory Statutory Day Date Activity Requirement Reference Not less 65-80 days after Certification Hold public hearing to adopt final 200.065(2)(c) than El of Value. budget and to adopt millage rate. 200.065(2)(f)3 D + 65 No newspaper advertisement is not more required. than D+80 Millage rate cannot exceed the rate tentatively adopted on D + 35 (7/25/95) unless each taxpayer is sent a personal notice of change under the new rates. Such notice is ' prepared by the property Appraiser at School Board expense and should be mailed no more than 15 days nor leas than 10 days prior to any hearing. Friday, Submit Budget to Department of 9/8/95 Education within 3 business days after adoption (Florida State Board of Education - Administrative Rules 6A-1.0071(1)) D + 101 Friday, Within 101 days of Certification Notify Property Appraiser, Tax 200.065(4) ' 9/8/95 of Value. 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JIMw c o 0 o c o 0 o c c o 0 o o c o 3 H o o H-19 APPENDIX I SUMMARY OF NEW SCHOOL COST ESTIMATES COST ESTIMATES FOR NEW SCHOOLS ' The following sheets provide cost estimates for the various different options for constructing new schools in Broward County. They have been arranged separately by school type (elementary, middle, and high), and both with and without Hurricane Shelters. It is unlikely that Broward will have the opportunity to build without 1 Hurricane Shelters after SREF adopts a hurricane code (which is imminent), but there may be some circumstances where this option will apply (in evacuation zones, for example), and providing this data allows easier comparison with school costs elsewhere. Recent legislation now allows school districts to utilize each others designs and directly negotiate with reuse contracts with the Architect of Record. As this district explores new school options in the future, schools built throughout the state should be considered. In the following cost analysis summaries the full budgeted cost utilized by the Facilities and Construction Management Department for providing a new school has been shown, as used for the five-year financial projections. The costs include Furniture, Fixtures and Equipment (FF & E); Telecommunications, including the telephone system and wiring; Utility charges for hook-ups, impact fees, etc.; and the cost of land, based on the conclusions of the 1993 Impact Fee Study. The budget costs do not include any in-house administrative or legal costs. Because the capacities of some of the construction options vary significantly, a "cost ' per student" evaluation has been included at each cost summary level. This is the most direct way to compare the economic efficiency of each alternative, and can be grossed up to any reasonable capacity level as the cost of a school is generally directly proportional to the number of students, within each school type. From a review of the data, the following observations can be made: 1. ELEMENTARY SCHOOLS • The new "compact" prototype currently under construction represents the lowest -cost solution, with the Design -Build school, also under construction, 1 very close behind. Both approaches have produced significant cost savings over any design, prototype or otherwise, used by the district during the past seven years. • The Design -Build option also has the added benefit of lessening the delivery time of a new school by "fast -tracking" the design and construction process and, most importantly, 'selecting the contractor based on quality considerations as well as cost. I-1 2. MIDDLE SCHOOLS 1 • As with the elementary school, the new compact middle school prototype (under construction) represents the lowest cost solution, closely followed by The Haskell Company's design -build school (also under construction). 3. HIGH SCHOOLS • There is no new prototype design underway, nor a design -build specific to Broward County proposal currently available. In fact, according to DOE, as of 1994 only four high schools at or above 2,000 student capacity have been built in Florida in the recent past. Broward's last new high school was completed in 1988. New 1995 State Construction Data for New Schools is currently being evaluated for new facility options. • Based on the cost savings achieved by the two designs for compact/modular elementary and middle schools, a new "compact" prototype high school design would appear to be the most economical solution. If the Board plans to support the construction of two new high schools during the next six years, a new design would be recommended. 1-2 1 BUDGET COSTS COST BASIS DESIGN CONSTRUCTION - BID - C.O.s TOTAL BUILDING COST: per student: NEW SCHOOL CONSTRUCTION COSTS ELEMENTARY SCHOOLS with HURRICANE SHELTER EXISTING BROWARD estimated from Shrum Ali prototype QI-91 0.86 10.50 0.32 11.68 $11,680 FF & E 1.90 TELECOM & UTILITIES 0.33 TOTAL FACILITY COST: F 13.91 per student : $13,910 ' LAND - @ $172,000 per acre 2.10 TOTAL PROJECT COST: 16.01 per student : $16,010 NEW "COMPACT" DESIGN BUILD PACKAGE millions of dollars estimated from Zyscovich prototype I-91 0.75 7.59 0.23 8.57 $8,613 1.90 0.33 10.80 $10,854 2.10 12.90 $12,965 estimated from Danville-Findorff proposal Watkins El. 0.00 8.93 0.15 9.08 $9,126 1.90 0.33 11.31 $11,367 2.10 13.41 $13,477 STUDENT STATIONS 1,000 995 995 x capacity factor 100% 100% 100% STUDENT CAPACITY: SITE SIZE: DATE AVAILABLE TO BUILD: TIME REQUIRED TO BUILD: 12 acres iF'T.I 9 16 months 995 12 acres now 14 months 995 12 acres 10r.1VIA 14 months I-3 NEW SCHOOL CONSTRUCTION COSTS ELEMENTARY SCHOOLS with HURRICANE SHELTER (continued) 1. EXISTING PROTOTYPE - SHRUM-ALI DESIGN - the construction cost estimates reflect bids opened in January, 1994, adjusted for an estimated 4% cost increase to meet Hurricane Shelter requirements. - this design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and is currently in use without the Hurricane Shelter - for example, as the Croissant Park replacement, and at the new Riverglades school. 2. NEW "COMPACT" PROTOTYPE - ZYSCOVICH DESIGN - this design was bid in May, 1995, for I-91 Elementary School in Coconut Creek. - this design produced a 20% cost reduction over the previous prototypes. - the FF & E component reflects the use of modular premanufactured casework - the design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and has been designed from the outset to provide a Hurricane Shelter. 3. DESIGN -BUILD PACKAGE - DANVILLE/FINDORFF PROPOSAL - This project was approved for design/construction in July, 1995, for the replacement of Watkins Elementary School - The schematic concept for this design was prepared by the Facilities and Construction Management design staff and reflects the concepts of compact design and modular construction. - this is a two story design that will fit on small or tightly configured sites. - the Design/Builder's proposal reflects a 15% cost saving over previous prototype and the combined design construction scenario saves 6 months in delivery time over conventional construction. - this design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology. I-4 BUDGET COSTS COST BASIS: DESIGN 1 CONSTRUCTION - BID - C.O.s TOTAL BUILDING COST: per student : FF&E TELECOM & UTILITIES TOTAL FACILITY COST: per student : LAND - @ $172,000 per acre TOTAL PROJECT COST: per student : STUDENT STATIONS x capacity factor STUDENT CAPACITY: SITE SIZE: DATE AVAILABLE TO BUILD: TIME REOUIRED TO BUILD NEW SCHOOL CONSTRUCTION COSTS ELEMENTARY SCHOOLS without HURRICANE SHELTER EXISTING BROWARD Estimated From Shrum Ali prototype QI-91 0.81 10.25 0.32 11.38 $11,380 1.90 0.33 13.61 $13,610 2.10 15.71 $15,710 1,000 100% 1,000 12 acres now 16 months NEW DESIGN "COMPACT" BUILD PROTOTYPE PACKAGE millions of dollars Estimated From Estimated From Zyscovich Danville/Findorff prototype I-91 Watkins El. l i, 7.23 0.22 8.15 $8,190 1.90 0.33 10.38 $10,432 2.10 12.48 $12, 543 995 100% 995 12 acres now 14 months 0.00 8.56 0.12 8.68 $8,724 1.90 0.33 10.91 $10,965 2.10 13.01 $13,075 995 100% 995 12 acres now 12 months I-5 NEW SCHOOL CONSTRUCTION COST ELEMENTARY SCHOOLS without HURRICANE SHELTER (continued) COMMENTS 1. EXISTING PROTOTYPE - SHRUM-ALI DESIGN - the construction cost estimates reflect bids opened in January, 1994, for replacement of Lauderhill P.T. Elementary School. - this design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and is currently in use without the Hurricane Shelter elsewhere, for example, as the Croissant Park replacement, and at the new Riverglades school. 2. NEW "COMPACT" PROTOTYPE - ZYSCOVICH DESIGN - this design was bid in May, 1995, for I-91 Elementary School in Coconut Creek. The hurricane shelter was bid as an additive alternate. - this design produced a 20% cost reduction over the previous prototypes. - the FF & E component reflects the use of modular premanufactured casework - the design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and has been designed from the outset to provide a Hurricane Shelter. 3. DESIGN -BUILD PACKAGE - DANVILLE/FINDORFF PROPOSAL - This project was approved for design/construction in July, 1995, for the replacement of Watkins Elementary School - The cost proposal provided a design with or without a hurricane shelter. - The schematic concept for this design was prepared by the Facilities and Construction Management design staff and reflects the concepts of compact design and modular construction. - this is a two story design that will fit on small or tightly configured sites. - the Design/Builder's proposal reflects a 15% cost saving over previous prototype and the combined design construction scenario saves 6 months in delivery time over conventional construction. - this design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology. I-6 NEW SCHOOL CONSTRUCTION COSTS MIDDLE SCHOOLS with HURRICANE SHELTER EXISTING NEW DESIGN BROWARD "COMPACT" BUILD PROTOTYPE PROTOTYPE PACKAGE BUDGET COSTS millions of dollars COST BASIS: estimated estimated estimated from from Singer from Shiff Haskell Co. prototype prototype proposal "EE" "FF"-Silver Trail New River Middle DESIGN 1.14 1.14 0.00 CONSTRUCTION - BID 15.08 14.44 17.03 - C.O.s 0.46 0.46 0.25 TOTAL BUILDING COST: F 16.68 16.04 17.28 1 per student : $11,681 $9,331 $9,948 FF & E 2.10 2.96 2.96 TELECOM & UTILITIES 0.35 0.42 0.42 TOTAL FACILITY COST: F 19.13 19.42 20.66 per student: $13,396 $11,297 $11,894 LAND - @ $172,000 per acre 3.23 3.50 3.50 TOTAL PROJECT COST: F 24.16 per student : $15,658 $13,333 $13,909 STUDENT STATIONS 1,587 1,910 1,930 x capacity factor 90% 90% 90% jSTUDENT CAPACITY: 1428 1719 1737 SITE SIZE: 19 20 20 acres acres acres 1 DATE AVAILABLE TO BUILD: now now now TIME REQUIRED TO BUILD: 18 15 14 months months months 1 I-7 NEW SCHOOL CONSTRUCTION COSTS MIDDLE SCHOOLS with HURRICANE SHELTER (continued) 1. EXISTING PROTOTYPE - SINGER DESIGN - the construction cost estimate reflects bids recieved in August, 1994 for construction of "EE" Middle School at a capacity of 1,386 students, and has been adjusted for a 4% cost increase to meet Hurricane Shelter requirements. - This design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit for Technology, and is currently in use without the Hurricane Shelter - for example, as the Henry D. Perry replacement, and at the new "EE" (Coral Springs) school. 2. NEW "COMPACT" PROTOTYPE - SHIFF DESIGN - this design bid in March, 1995, for new middle school "FF" (relief for Tequesta Trace). - the construction costs for FF Middle reflect a 25% cost savings over the previous prototypes. - the FF & E component reflects modular premanufactured casework. - the design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and has been designed from the outset to provide a Hurricane Shelter. 3. DESIGN -BUILD PACKAGE - THE HASKELL COMPANY - This project was approved for design/construction in July, 1995, for the replacement of New River Middle School - The cost proposal provided a design with or without a hurricane shelter. - the schematic concept for this design was proposed by the Facilities and Construction Management Design Department and reflects the design concepts of the compact design and modular construction. - this is a two story design that will fit on small or tightly configured sites. - the Design/Builder's proposal reflects a 20% cost savings over the previous (Singer) prototype. - the design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and has been designed from the outset to provide a Hurricane Shelter. Rn BUDGET COSTS NEW SCHOOL CONSTRUCTION COSTS MIDDLE SCHOOLS without HURRICANE SHELTER COST BASIS: DESIGN CONSTRUCTION - BID - C.O.s TOTAL BUILDING COST: per student: FF&E TELECOM & UTILITIES TOTAL FACILITY COST: per student : LAND - @ $172,000 per acre TOTAL PROJECT COST: per student : EXISTING BROWARD PROTOTYPE estimated from Singer prototype "EE" 1.10 14.78 0.45 16.33 $11,782 2.10 0.35 18.78 $13,550 3.23 22.01 $15,880 STUDENT STATIONS 1,587 x capacity factor 90% STUDENT CAPACITY SITE SIZE: DATE AVAILABLE TO BUILD TIME REQUIRED TO BUILD NEW DESIGN COMPACT BUILD PROTOTYPE PACKAGE millions of dollars estimated from estimated from Shiff Haskell Co. prototype proposal "FF-Silver Trail" New River Middle 1.10 0.00 14.24 16.40 0.46 0.23 15.80 16.63 $8,957 $9,427 2.95 0.42 19.17 $10,867 3.50 22.67 $12,851 1,910 90% 1428 1719 19 20 acres acres now now 18 15 months months 2.95 0.42 20.00 $11,338 3.50 23.50 $13,322 1,930 90% 1 337 20 acres now 14 months I-9 NEW SCHOOL CONSTRUCTION COSTS MIDDLE SCHOOLS without HURRICANE SHELTER (continued) 1. EXISTING BROWARD PROTOTYPE - the construction cost reflects actual bids recieved in August, 1994 for "EE" Middle School. - this design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and is currently in use without the Hurricane Shelter - for example, as the Henry D. Perry replacement. 2. NEW "COMPACT" PROTOTYPE - this design was bid in March, 1994, for new middle school "FF" (relief for Tequesta Trace). - the FF & E component reflects modular premanufactured casework. - The construction cost for FF Middle reflects a 25% savings over the previous prototypes. - the design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and has been designed from the outset with and without a Hurricane Shelter. 3. DESIGN -BUILD PACKAGE - THE HASKELL COMPANY - This project was approved for design/construction in July, 1995, for the replacement of New River Middle School - the schematic concept for this design was proposed by the Facilities and Construction Management Design Department and reflects the design concepts of the compact design and modular construction. - this is a two story design that will fit on small or tightly configured sites. - the Design/Builder's proposal reflects a 20% cost savings over the previous (Singer) prototype. - the design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology; and the design -build proposal allows for a design with or without a Hurricane Shelter. I-10 NEW SCHOOL CONSTRUCTION COSTS HIGH SCHOOLS with HURRICANE SHELTER EXISTING DADE VOLUSIA BROWARD COUNTY COUNTY PROTOTYPE "N.CENTRAL" "CCC" BUDGET COSTS millions of dollars COST BASIS: estmated recently recently from Hartley built built prototype "EEE" DESIGN 1.90 1.42 1.71 CONSTRUCTION - BID 28.80 23.70 28.5 - C.O.s 0.87 0.95 1.04 TOTAL BUILDING COST: F 26.07 31.25 per student : $11,793 $12,644 $15,407 FF & E 3.94 3.14 3.09 TELECOM & UTILITIES 0.49 0.30 0.3 TOTAL FACILITY COST: 36.00 29.511 34.64 per student : $13,298 $14,312 $17,079 LAND - @ $172,000 per acre 7.70 13.76 13.76 TOTAL PROJECT COST: 43.701 43.27 48.5 per student: $16,143 $20,985 $23,912 STUDENT STATIONS 2,818 2,171 2,135 x capacity factor 95% 95% 95% STUDENT CAPACITY: 2,6771 1 2,062 2,028 SITE SIZE: 45 80 80 acres acres acres DATE AVAILABLE TO BUILD: requires now now re -design TIME REQUIRED TO BUILD: 24 24? 24? months months months Revised November, 1995 I-11 NEW SCHOOL CONSTRUCTION COSTS HIGH SCHOOLS with HURRICANE SHELTER (continued) COMMENTS 1. EXISTING PROTOTYPE - HARTLEY DESIGN - the construction cost estimates reflect current construction cost for new high school "EEE", adjusted for an estimated 4% cost increase to meet Hurricane Shelter requirements. - this design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and is currently in use without the Hurricane Shelter at the new Marjory Stoneman Douglas high school and for new school "EEE" (Pembroke Pines). 2. NEW "COMPACT" PROTOTYPE - there is no new prototype high school under design; however, with the new Hurricane Shelter requirements and the number of new high schools needed in the future, commissioning a new design appears to present an opportunity to reduce the cost of our future high school construction. - the construction cost estimate has been extrapolated from analysis of the new prototype elementary and middle schools that are currently in design. - the FF & E component anticipates premanufactured modular casework may be purchased outside of the construction contract to reduce cost. - the design would satisfy ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and would be designed from the outset to provide a Hurricane Shelter. 3. DADE COUNTY "NORTH CENTRAL" - as per state legislation passed in the 1994 and 1995 sessions, school districts have tha ability to utilize school designs from throughout the state. - this school, as well as all other high schools recently designed and built will be examined for possible use as a "new school option." 4. VOLUSIA COUNTY "CCC" - as above. Revised November, 1995 1-12 NEW SCHOOL CONSTRUCTION COSTS HIGH SCHOOLS without HURRICANE SHELTER EXISTING DADE VOLUSIA BROWARD COUNTY COUNTY PROTOTYPE "N. CENTRAL" "CCC" BUDGET COSTS millions of dollars COST BASIS: estimated recently recently from Hartley built built prototype "EEE" DESIGN 1.80 1.29 1.55 CONSTRUCTION - BID 27.80 21.56 25.88 - C.O.s 0.84 0.86 1.04 TOTAL BUILDING COST: 30.44 23.711 28.47 per student : $11,371 $11,496 $14,037 1 FF & E 3.94 3.14 3.09 TELECOM 8v UTILITIES 0.49 0.30 0.30 TOTAL FACILITY COST: 34.87 27.15 F 31.86 per student: $13,026 $13,164 $15,708 ' LAND - @ $172,000 per acre 7.70 13.76 13.76 TOTAL PROJECT COST: 42.57 40.911 45.62 per student: $15,902 $19,836 $22,492 STUDENT STATIONS 2,818 2,171 2,135 x capacity factor 95% 95% 95% STUDENT CAPACITY: 2,677 2,062 2,028 SITE SIZE: 45 80 80 acres acres acres DATE AVAILABLE TO BUILD: now - - TIME REQUIRED TO BUILD: 24 24 ? 24 ? months months months 1 Revised November, 1995 I-13 NEW SCHOOL CONSTRUCTION COSTS HIGH SCHOOLS without HURRICANE SHELTER (continued) 1. EXISTING PROTOTYPE -HARTLEY DESIGN - the construction cost estimates reflect current estimates for new high school "EEE", bid August, 1994. - this design satisfies ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and is currently in use without the Hurricane Shelter at the new Marjory Stoneman Douglas high school and for new school "EEE" (Pembroke Pines). 2. NEW "COMPACT" PROTOTYPE - there is no new prototype high school under design; however, with the new Hurricane Shelter requirements and the number of new high schools needed in the future, commissioning a new design appears to present an opportunity to reduce the cost of our future high school construction. - the construction cost estimate has been extrapolated from analysis of the new prototype elementary and middle schools. - the FF & E component anticipates premanufactured modular casework may be purchased outside of the construction contract to reduce cost. - the design would satisfy ADA, Indoor Air Quality (15 CFM), and Retrofit For Technology, and would be designed from the outset to provide a Hurricane Shelter. 3. DADE COUNTY "NORTH CENTRAL' - as per state legislation passed in the 1994 and 1995 sessions, school districts have the ability to utilize school designs from throughout the state. - this school, as well as all other high schools recently designed and built will be examined for possible use as a "new school option." 4. VOLUSIA COUNTY "CCC" - as above FOOTNOTE: According to the Department of Education, two other high schools have been constructed recently in this size range in Florida. Both are in Palm Beach and have a capacity of 1,931 students : "FFF" with a building cost of $36,153,982 ($18,723 per student); and "GGG" with a building cost of $37,519,145 ($19,430 per student). Revised November, 1995 I-14 APPENDIX J MUNICIPAL SITE PLAN REVIEW PROCESS 01 K 1 LOCAL GOVERNMENT SITE PLAN REVIEW PROCEDURE IN BROWARD COUNTY Local Government Review Body Local Planning Agency or Final Permitting Authority Governing Body or Final Permitting Authority Approximate Review Time Frame Coconut Creek DRC P&ZB N/A 1-2 Months Cooper City DRC P&ZB Citv Comm. 6-8 Months Coral Springs DRC P&ZB City Comm. 1 Month Dania Staff Review P&ZB City Comm. 3 Months Davie DRC Site Plan Com. Town Council 1.5 Months Deerfield Beach DRC P&ZB City Comm. 3-4 Months Ft. Lauderdale DRC P&ZB City Comm. 3 Months Hallandale Staff Review DRB City Comm. 3-4 Months Hillsboro Beach Staff Review Planning Board Review Town Comm. 2-4 months Hollywood Engineering Division Review Engineering Division Review N/A 2 Months Lauderdale- by - the -sea Staff Review Planning Board Review Town Comm. 1.5 Months Lauderdale Lakes Planning and Zoning Building Committee City Council 2-3 Months Lauderhill DRC P&ZB City Comm. 2-3 Months Lighthouse Point P&ZB Plan Reviewer N/A 1-2 Months Margate DRC DRC N/A 1-2 Months Miramar DRC DRC N/A 3-4 Months North Laud. DRC P&ZB City Council 2 Months Oakland Park DRC P&ZB Citv Council* 3 Months Parkland Planning Advisory Com. P&ZB City Comm. 3-4 Months Pembroke Park DRC P&ZB Town Comm. 2-3 Months Pembroke Pines DRC P&ZB City Comm, 3 Months Plantation DRC Plan Rev. & ZB City Council 2 Months Pompano Beach DRC P&ZB N/A 2-3 Months Sea Ranch Lakes Village/Club Review Village/Club Review N/A 1 Month Sunrise DRC P&ZB Ci Comm. 3-4 Months Tamarac DRC Planning Commission City Comm. 3-4 Months unincorporated Broward Cty. Agency Review Process Agency Review jProcess N/A 3-4 Months Wilton I DRC I P&ZB N/A 1 Month Source: Conjor, Inc. Notes: DRC: Development Review Committee DRB: Development Review Board P&ZB: Planning & Zoning Board *If Necessary J-1 APPENDIX K LEGAL BASIS FOR PUBLIC SCHOOL ELEMENT AND CONCURRENCY To: From: Date: MEMORANDUM Lee Stepenchak, Director of Property Management and Site Acquisition George I. Platt June 28, 1995 Re: PUBLIC SCHOOL FACILITIES ELEMENT: THE LEGAL BASIS The purpose of this memorandum is to explain the necessary contents of a Public School Facilities Element and the procedures that should be followed in adopting the Element. The overall purpose of the Public School Facilities Element of the Broward County Comprehensive Plan is for the School Board and local governments to plan for the provision of school facilities that will be needed to serve the school -age children of Broward County. The Public School Facilities Element is an optional element of a local government comprehensive plan that is intended to show with particularity how to effect coordination between the School Board which has constitutionally mandated public development and service responsibilities and local governments which have comprehensive planning and land development regulatory authority (Section 163.3177(7)(e) Florida Statutes). The Broward County Board of County Commissioners (County Commission) is the Governing Body for the Broward County Comprehensive Plan (Section 163.3174(1) Florida Statutes). The x-1 County Commission designated the Broward County School Board (School Board) to be the Local Planning Agency (LPA) responsible for the preparation of the Public School Facilities Element. The LPA is responsible for the preparation of the Element and the final recommendation of the adoption of the Element to the Governing Body (Section 163.3174(a), Florida Statutes). Thus, the Public School Facilities Element will be submitted directly to the Board of County Commissioners for adoption. As designated by the County Commission, pursuant to the Broward County Charter, the Broward County Planning Council (BCPC) is the LPA for the Broward County Land Use Plan (BCLUP) which is the future land use plan element of the Broward County Comprehensive Plan. Any recommendations for amendments to the BCLUP must emanate from the BCPC either on its own initiative or on instruction from the County Commission. In the case of chartered counties, the planning responsibility between the County and the several municipalities shall be as stipulated in the Charter (Section 163.3174(1)(b) Florida Statutes). The Broward County Charter provides that a county ordinance in the area of land use planning will prevail over a municipal ordinance in conflict. The Charter is silent as to public school facilities planning. However, the authority for implementation of the Public School Facilities Element lies in the Florida Constitution and statutory mandates, not in the Broward County Charter. The role of the Public School Facilities Element will be to lay a foundation upon which further planning, coordination and regulatory efforts related to the provision of public school facilities will be based. Recent Legislation has made it abundantly clear that any such efforts can not proceed in isolation, but must be based on the capital facilities plans and programs and operational decisions of the School Board. 2 easros K-2 As to the Public School Facilities Element, it is not proper for the BCPC to be made an intermediary between the School Board and the County Commission, although the BCPC may, as a courtesy, be asked to comment on the proposed Element. Upon adoption of the Public School Facilities Element by the County Commission, the BCPC could then recommend to the County Commission changes to the BCLUP. The County Commission could also then instruct its staff to prepare land development regulations related to public school facilities. However, any such efforts must be based on the plans and programs of the School Board which will be addressed in the Public School Facilities Element. If a local government (defined as any county or municipality at Section 163.3164(14) Florida Statutes) should elect to extend the concurrency requirement to public schools, then that local government must first comply with the provisions of Section 163.3180, Florida Statutes, as amended by CS/HB 1797 adopted during the 1995 Session of the Florida Legislature. There is no legal requirement that the Public School Facilities Element comply with Section 163.3180, Florida Statutes, requirement. The Public School Facilities Element is a mandatory prerequisite to a public schools concurrency management system and provides a solid basis from which a local government can evaluate whether it should impose the concurrency requirement. Section 163.3180, Florida Statutes, now requires that a local government complete three (3) basic planning tasks and amend its comprehensive plan as necessary prior to establishing a public school facilities concurrency requirement in its land development regulations: 3 V28195 K-3 1. A study to determine how the concurrency requirement would be met and shared by all affected parties. The School Board is to be a full participant in the study. 2. A financially feasible public school capital facilities program that will provide educational facilities at an adequate level of service necessary to implement the adopted local government comprehensive plan. The program is to be established in conjunction with the School Board and included in the local government's capital improvements element together with the agreed upon level of service. 3. Intergovernmental Coordination satisfying the requirements of Section 163.3177(6)(h)2., Florida Statutes, to accomplish coordination of the adopted local government comprehensive plan with the plans of the School Board. The Florida Legislature in 1995 clarified the roles and responsibilities of Local Governments and School Boards that choose to implement School Concurrency Programs. The purpose of the 1995 School Concurrency Amendment included in HB 1797 was to set out the criteria to be used in extending Concurrency based on existing statutes and rules and established legal principles. The key element of any Concurrency Program is a financially feasible Capital Facilities Program that will provide public services at an adequate level -of -service necessary to implement local government plans. It is clear that School Boards and Local Governments will need to work in conjunction with each other to resolve important issues related to extending Concurrency to public schools, including: o Capital Improvements Programs o Levels -of -Service o Intergovernmental Coordination 2 6rMS K-4 Public Schools are unique in that the Florida Constitution grants to each school district the exclusive authority and responsibility to provide a uniform system of free public schools on a county -wide basis and states that adequate provision shall be made by law to carry out that responsibility. The School Board is a creature of state law and is subject to a compendium of statutory and funding controls imposed by the Legislature. An adequate level -of -service can be defined in the Florida Constitution as the end result of the funding which the Legislature provides by law as implemented in each county -wide district by the School Board. Thus, the constitution mandates a "uniform" system on a district -wide basis, thereby requiring the School Board to ensure that any and all level - of -service standards be uniformly adopted on a countywide basis. School Boards have no comprehensive planning or land development regulatory authority; that is the responsibility of Local Governments. Local Governments have no authority to build, equip or operate public schools. Therefore, intergovernmental coordination between School Boards and Local Governments is essential to Concurrency. The legal and practical difficulties of implementing a School Concurrency Program are inherently greater than for other public facilities. Before any system is adopted, these difficulties and challenges must be fully addressed. Local Governments are not authorized to establish Capital Improvement Programs or set levels -of -service for public school facilities. The School Board is constitutionally charged with these responsibilities. Therefore, Local Government can not independently regulate development, impose moratoria, or impose exactions based on their own determinations of school inadequacies within their jurisdiction. School Districts are solely responsible for the provision of public schools on a district -wide basis, using available funding which in large part may be determinative of the level -of -service. 5 6W/95 K-5 Any Public School Facilities Element or Concurrency Requirement would need to be in concert with the provision of a uniform system of free schools district -wide through the timely implementation of the School District's Capital Facilities Program at an adequate level -of -service necessary to eliminate existing deficiencies and to serve the educational needs of the community concurrent with the impacts of proposed development. As a practical matter and as a legal requirement, intergovernmental coordination and a commitment to a financially feasible Public School Facilities Plan have been and will be essential ingredients in any effort to achieve School Concurrency. School Concurrency is not a new issue. The fundamental principles of concurrency were established over two decades ago. Exploratory attempts were made in Broward County during the mid 1970's and in fact incorporated into the Broward County Land Use Plan and County -wide Plat Ordinance. The County Land Use Plan requirement that public school facilities be available to serve occupants of a newly constructed residential dwelling unit was removed during the revision of the county Land Use Plan following enactment of the 1985 Growth Management Act. In Florida, School Boards have not traditionally been required to prepare facility plans that are financially feasible, i.e., assured funding. An effective growth management program can not be achieved without a commitment to provide needed facilities in accordance with a financially feasible plan. The five-year facilities plan required of each school district is not a sufficient legal commitment by itself because it is not based on reasonably anticipated funding. The Florida Legislature recognized the need to add teeth to this law and to clarify the law of concurrency as applied to public schools. The requirements of the local government comprehensive rel 6/28/95 K-6 planning act are explicit, but the inter -relationship between a School Board's dual roles as both a "developer" of school facilities and as a service provider with no comprehensive planning or land development regulatory authority and a local government with no ability to plan for or provide the school facilities was not clearly understood. • CS/HB1797 amended Section 235.194, F.S. to address the dual responsibility of School Boards and strengthen the planning process and intergovernmental coordination between School Boards and local governments. For the first time School Boards are required to prepare financially feasible plans. Section 235.194, F.S. is an effort to improve intergovernmental coordination with local governments, each School Board, starting October 1, 1995, is required to prepare and submit to each local government a Report that includes a 3-year plan to provide schools. If a local government extends the concurrency requirement to public schools, it must incorporate, in its Capital Improvements Element, this financially feasible capital facilities program that will provide schools needed to meet its adopted comprehensive plan. The program must be developed in conjunction with the School Board and must contain agreed upon levels of service (LOS). These provisions of Chapter 235 should also provide a solid basis for the Public School Facilities Element. In addition to Section 163.3180, Florida Statutes, there are provisions in both Chapter 163 Florida Statutes and Chapter 9J-5 with which a local government (any county or municipality) must comply if it elects to extend the concurrency requirement to public schools. (The most fundamental provisions are those relating to a 7 6/U/95 K-7 financially feasible capital improvements plan and intergovernmental coordination). • Rule 9J-5 0055(2)(b)--A local government must determine how the school concurrency requirement is to be addressed and implemented by the local government, the School Board, and all other parties responsible for school facilities. • Section 163.3177(3)(b)- F.S.--A Public School Element must be consistent with the local government's Capital Improvements Element. • Section 163.3177(33)(a)(3), F.S.--A local government's Capital Improvements Element must include standards to ensure the availability of adequate public schools, including acceptable levels of service for public school facilities. • Rule 91-5.501 U --A proposed Public School Element must be consistent with the local government's Capital Improvements Element. • Rule 9J-5.005(2)--A proposed Public School Element must be based upon relevant and appropriate data and analysis. • Rule 91-5.005(31--A proposed Public School Element must be based on level of service standards which ensure that adequate facility capacity will be provided for future development and for purposes of issuing development orders or development permits. • Section 163.3202(2).(g), F.S.--The local government must amend its Capital Improvements Element to include levels of service standards for public school facilities. L enaivs K-8 • Section 163.3177(3)(a), F.S.-- A proposed Public School ' Element must contain a component which outlines principles for correcting existing public school deficiencies. • Rule 9J-5.016(3)(b) and (a)-- A proposed Public School Element should contain goals, objectives, and policies for addressing and eliminating existing public school facility deficiencies. • Section 163.3177(2)(e), F.S.-- A proposed Public School Element must show particularly how it is proposed to affect coordination with other governmental units, such as the School Board which has public development and service responsibilities, capabilities, and potential, but does not have land development regulatory authority. • Section 163.3177(6)(h)(2), F.S.--The local government's Intergovernmental Coordination Element must contain meaningful policies and guidelines to be used in the accomplishment of coordination of the adopted comprehensive plan with the plans of the School Board concerning the provision of school facilities. An interlocal agreement or other formal agreement executed by all affected parties, and included in their joint respective plans should establish joint processes for collaborative planning and decision -making on population ' projections and public school siting, location and extension of public facilities subject to concurrency. A mechanism should also be provided to demonstrate how the School Board will satisfy the concurrency requirement. • Rule 9J-5.015(1)-(2)(b)--The local government's Capital Improvements Element must include an analysis and evaluation of the City's public school facility needs, including both existing deficiencies and projected needs based on anticipated population growth, as identified in the local government's comprehensive plan. 9 srzaros K-9 • Rule 9J-5.016(4)(a)1--The local government's Capital Improvements Element must contain a project description and general location of public school facilities including a five-year capital improvement schedule. • Rule 9J-5.016(1)(c)-(4)(a)27-The local government's Capital Improvements Element must include an estimate of the cost of public school facilities or a list of public school facilities in a five-year capital improvements schedule. • Rule 9J-5.016(3)(c)4--The local government's Capital Improvements Element must contain level of service (LOS) standards for schools as reflected in the specific public school element in the local government comprehensive plan. As noted above, this task will be undertaken first by the School Board. • Rule 9J-5.016(4)(b)--The local government's Capital Improvements Element must contain policies for ensuring that the school concurrency requirement is satisfied. • Rule 9J-5.018(1)--A proposed Public School Element must be consistent with the local government's Capital Improvements Element and meet all requirements of Rule 9J-5.005. • Rule 9J-5.0055(t)(b) and (2)--The local government's Capital Improvements Element must meet the requirements for establishing a school concurrency management system in that the Capital Improvements Element must set forth a financially feasible plan which demonstrates how level of service standards will be met. Again, this emphasizes the need for intergovernmental coordination since the financially feasible plan will be substantially funded by and fully administered by the School Board. Irk enaros K-10 • Sections 163 3177(2) and 163.3187(2). F.S.--A proposed Public ' School Element must be consistent with the Capital Improvements Element of the local government's comprehensive plan. • Section 163.3184(2), F.S.--A local government must transmit to DCA for review, amendments to the Capital Improvements Element to provide for internal consistency between a proposed Public School Element and the Capital Improvements Element. IW71 11 6/U/95 K-11 APPENDIX L CONCURRENCY STUDY BROWARD COUNTY PUBLIC SCHOOL CONCURRENCYSTUDY PREPARED BY THE BROWARD COUNTY DEPARTMENT OF STRATEGIC PLANNING AND GROWTH MANAGEMENT THE SCHOOL BOARD OF BROWARD COUNTY FLORIDA PROPERTY MANAGEMENT DEPARTMENT THE BROWARD COUNTY ATTORNEYS OFFICE THE BROWARD COUNTY PLANNING COUNCIL NOVEMBER 19,1993 DRAFT BROWARD COUNTY PUBLIC SCHOOL CONCURRENCY STUDY TABLE OF CONTENTS page INTRODUCTION ................................................ 1. SUMMARY OF FINDINGS ......................................... 3. CHAPTER I. IMPLEMENTATION REQUIREMENTS AND ALTERNATIVES ...... 7. PLANNING REQUIREMENTS ................................... 7. IMPLEMENTATION OF A CONCURRENCY MANAGEMENT SYSTEM ...... 8. OPTIONS FOR A COUNTY -WIDE SYSTEM ......................... 12. SUMMARY AND CONCLUSIONS .................................. 14. CHAPTER II. LEVEL OF SERVICE ALTERNATIVES FOR PUBLIC SCHOOLS. ... 15. INTRODUCTION ............................................. 15. LEVEL OF SERVICE STANDARDS (LOS) ........................... 16. SCHOOL CAPACITY CONSIDERATIONS ........................... 18. IMPACT OF NEW DEVELOPMENT ................................ 20. PLANNED CAPACITY ......................................... 20. APPLICATION OF LEVEL OF SERVICE STANDARDS .................. 21. MITIGATION ALTERNATIVES ................................... 23. ADDITIONAL CONSIDERATIONS ................................ 24. SUMMARY ................................................. 25. CHAPTER III. LEGAL ISSUES ....................................... 27. SUPREME COURT DECISIONS .................................. 27. ECONOMIC TAKINGS ......................................... 28. PUBLIC SCHOOLS ........................................... 29. L-2 BROWARD COUNTY PUBLIC SCHOOL CONCURRENCY STUDY INTRODUCTION The Broward County Board of County Commissioners recently adopted amendments to the Goals, Objectives and Policies of the Broward County Land Use Plan, as recommended by the Broward County Planning Council, in response to concerns about overcrowding within the Broward County Public School System. The amendments included an objective and several policies requiring improved coordination between future growth and provision of public schools. This study fulfills the requirements of one of the new policies, Policy 08.07.03 of the Broward County Land Use Plan, which states that Broward County, in cooperation with the School Board of Broward County, shall prepare a study by the end of 1993 "to determine if public elementary and secondary schools concurrency requirements shall be met and shared by all affected parties in accordance with Chapter 163.3180 of the Florida Statutes". Chapter 163 F.S. requires that such a study be completed before a local government extends a concurrency requirement to public schools. The preparation of this study was a collaborative effort of the Broward County ' Department of Strategic Planning and Growth Management, School Board of Broward County, Broward County Attorney's Office and Broward County Planning Council. The first chapter of the study presents and analyzes the steps and procedures necessary to implement a concurrency requirement and concurrency management system for public schools. The Chapter 163. F.S. and Rule 9J-5 Florida Adminstrative Code (F.A.C.) requirements for an optional public school element, ' which must be prepared prior to implementation of a concurrency requirement, are reviewed and evaluated. Also addressed is the question of when in the development process the test for concurrency would be met including which development permits would be affected. Finally, this chapter analyzes the feasibility of establishing a county -wide concurrency management system for public schools within Broward County. ' The second chapter reviews and evaluates potential level of service (LOS) standards for public schools. Alternative methods for determining school capacity, are identified and analyzed. Several options for applying a LOS, ranging from a school by school application to a county -wide systems approach, are evaluated. Potential ways development could address or mitigate school LOS deficiencies are identified. Maps showing the possible impacts of implementing public school concurrency are included in the Appendix. L-3 The final chapter reviews the legal implications of a concurrency requirement. The major focus of this chapter is the legal defensibility of a public school concurrency requirement with respect to the constitutional prohibition against the taking of private property by a governmental entity for a public purpose without just compensation. This study does not include a recommendation as to whether or not Broward County should pursue a concurrency requirement for public schools. There are numerous policy issues which must be addressed prior to such a decision being made. Rather, the study attempts to identify the most feasible method for implementing a concurrency requirement for public schools in Broward County. The study also evaluates the likely impacts of a concurrency requirement on future development within the County. The study provides the School Board of Broward County and Broward County Commission with the information needed to make an informed decision regarding public school concurrency. L-4 BROWARD COUNTY PUBLIC SCHOOL CONCURRENCY STUDY SUMMARY OF FINDINGS This study evaluates the feasibility of implementing a concurrency requirement for public schools within Broward County including how such a requirement would be ' met and shared by all affected parties. The major finding of the study is that a concurrency requirement for public schools could be established within Broward County through a cooperative effort of the Broward County Commission and School Board of Broward County. Such a requirement could be implemented county -wide through Broward County's plat approval process. Although it would be feasible to implement a county -wide public school concurrency requirement within Broward County, there are several serious constraints which could limit the effectiveness of such a requirement. The first constraint is the result of the existing overcrowding within the Broward County School Public School System. Chapter 163 Florida Statutes (F.S.) and Rule 9J-5 Florida Administrative Code (F.A.C.) require that a level of service adopted within a comprehensive plan be realistic and supported by a financially feasible plan which demonstrates how the adopted level of service will be achieved and maintained. Unless the Broward County School Board is able to address the existing public school facility deficiency, the level of service adopted by Broward County would have to reflect school overcrowding and extensive use of portable classrooms. If the County adopted an unfunded level of service, such as permanent classrooms for all students, the result would be an indefinite development moratorium which would not satisfy the Chapter 163 F.S. and Rule 9J-5 F.A.C. requirements and may not be legally defensible. The second serious limitation results from implementing the concurrency requirement at the platting stage of development. There is a large backlog of approved plats, sufficient to meet Broward County's growth needs for approximately five years, which would not be subject to a school concurrency requirement assessed at platting. In addition, it can be expected that a substantial number of new plats would be submitted for approval prior to the enactment of a school concurrency requirement. Following is a summary of the major findings of the study organized under the general topics of implementation requirements and alternatives, level of service alternatives for public schools and legal issues. L-5 IMPLEMENTATION REQUIREMENTS AND ALTERNATIVES • In order to enact and implement a concurrency requirement for public schools, the Broward County Commission would have to adopt a public school element within their comprehensive plan consistent with the requirements of the Florida Statutes and Florida Administrative Code. • The public school element would have to include data and analysis addressing existing public school system facilities and facility deficiencies and projections of future school population and school needs. The element would also have to include relevant goals, objectives and policies including policies establishing a level of service for public schools. • The public school element would have to be supported by a financially feasible capital improvements element for meeting existing and anticipated school facility needs. • Since the Broward County Commission does not have the responsibility for provision of public schools, an interlocal agreement between the Broward County Commission and the School Board of Broward County would be needed prior to the adoption of a public school element and implementation of a public school concurrency requirement. • A concurrency requirement may delay development until such time as adequate school capacity is available, but may not indefinitely delay development which is consistent with the adopted comprehensive plan. • The School Board of Broward County in 1992 estimated that 49 new schools would be needed to meet existing and projected needs over the next five years. Of this need, anticipated funding over the same time frame would provide only 19 new schools. The School Board is evaluating several alternatives to address the unfunded school needs. These include measures to expand the use of existing capacity, such as multi -track year round scheduling, and alternatives for funding new school construction, such as a bond issue or sales tax increase. A concurrency requirement for public schools would not address the existing backlog of school needs or apply to development which has received prior approval but has not been completed. The existing and projected funding deficit for public schools constrains the level of service choices available to Broward County. If the funding deficiency is not addressed, the level of service would likely have to reflect school overcrowding and extensive use of portable classrooms. To implement the level of service adopted within the comprehensive plan, Broward County would have to enact a concurrency management system consistent with 9J-5 Florida Administrative Code. This system would have to identify when in the development process the test for concurrency must be met including which development permits or orders would be affected. 4 ir6 • Broward County could establish a concurrency requirement for public schools which would apply county -wide at the time of platting. This is the most feasible alternative for establishing a county -wide concurrency management system. • If a public school concurrency requirement is established at platting, a limit should be placed on the length of time plats are vested from the school concurrency requirement. Otherwise, vacant classroom space could be reserved for committed development which is delayed for years or never takes place. • There is a large backlog of approved plats, sufficient to meet Broward County's growth needs for approximately five years, which would not be subject to a concurrency requirement assessed at platting. In addition, it can be expected that a substantial number of new plats would be submitted prior to enactment of a school concurrency requirement. • The Parkland/Unincorporated area in northwest Broward County and Miramar/Pembroke Pines area in Southwest Broward County may be the most affected by a public school concurrency requirement because they have a substantial amount of unplatted land. • A concurrency requirement for public schools would not have an immediate effect on the local economy because of the backlog of approved plats, but could ' have a significant long term impact if a concurrency requirement eventually leads to significant delays in the development approval process. LEVEL OF SERVICE ALTERNATIVES FOR PUBLIC SCHOOLS • Unlike roads, parks, sewer and water 'treatment facilities and other public ' facilities for which a level of service is fairly easy to identify, establishing a level of service for public schools is a complex issue, which can involve subjective value judgments and community choices. • Although there are a variety of ways to measure educational quality, school capacity is the approach which best lends itself to the establishment of a level of ' service within the context of a concurrency requirement for public schools. • School capacity should take into consideration the Florida Inventory of School Houses (FISH) capacity assignments, basic core facility capacity, portable classroom capacity and ability of school sites to absorb additional portable classrooms. • The amount of capacity to assign or credit for the use of portable classrooms could be a central issue in establishing a level of service for public schools. • To provide the School Board with the necessary flexibility to locate schools and comply with court desegregation orders, a sub -regional approach may be the best method to assess development impacts on the Broward County School ' System. Under this approach, development impacts would be reviewed in the context of the cumulative student enrollment compared to the cumulative L capacity available within the elementary, middle and high schools within sub- regions of the county. • Maps showing the possible impact of implementing public school concurrency are included in the Appendix. These maps identify existing conditions under various level of service alternatives and approaches. Under most of the alternatives, very few areas in the county would meet the level of service standards, as described in the scenarios, for public schools. • The concurrency management system would have to incorporate means by which developers can mitigate their impacts on the school system to address level of service deficiencies. Some alternatives include the creation of additional capacity through the provision of new portables or new permanent facilities or modification of school boundaries. • Several additional related issues must be addressed when establishing level of service standards for public schools. These include state and federal mandates that the School Board must meet in providing service and local issues such as the allocation of portable classrooms, school attendance boundaries and construction priorities. • The School Board would have to make a determination that school capacity is available or adequate mitigation is proposed to address deficiencies prior to the approval by the County Commission of those development permits subject to the concurrency managment system. LEGAL ISSUES A public school concurrency requirement must be carefully structured to withstand potential legal "taking" challenges that the regulation denies all reasonable economic use of property. • The time element involved in a property's use is a key aspect in the defensibility of growth management regulations. The standard required of a regulation to avoid a takings claim is "reasonable use over a reasonable period of time" as measured by the comprehensive plan. A public school concurrency requirement must address the time element standard by providing a reasonably timed approach to the provision of school facilities which avoids a permanent loss of value to property owners. rl L-8 CHAPTER I IMPLEMENTATION REQUIREMENTS AND ALTERNATIVES In order to enact and implement a level of service for public school facilities, Broward County would have to adopt a public school element of the comprehensive plan and establish a concurrency management system consistent with the requirements of Florida Statutes and the Florida Administrative Code. This chapter outlines the requirements and procedures necessary to prepare a public school element of the comprehensive plan and discusses the major issues which would be involved in the preparation of such an element. It also reviews and analyzes the alternatives available for establishing a concurrency management system in Broward County. Finally, the report outlines several procedural options for extending the concurrency ' management system county -wide in Broward County. PLANNING REQUIREME All local governments within the State of Florida are required pursuant to Chapter ' 163 Florida Statutes, the "Local Government Comprehensive Planning and Land Development Act," to adopt comprehensive plans which are reviewed and approved by the Florida Department of Community Affairs. Pursuant to Chapter 163.3177 F.S., local plans must address the following elements: future land use; traffic circulation; sanitary sewer; solid waste; drainage; potable water and natural ground water aquifer recharge; conservation; recreation and open space, housing; intergovernmental coordination; and capital improvements. Further, pursuant to the Florida ' Administrative Code (F.A.C.) all local comprehensive plans are required to incorporate level of service standards for roads, sanitary sewer, solid waste, drainage, potable water, parks and recreation facilities. Optional elements must comply with the general requirements for all comprehensive plan elements (9J-5.005 F.A.C.) and the procedural requirements for adoption of plan amendments (Chapter 163.3184 F.S. and Rule 9J-11 F.A.C.). In general under today's rules, a public school element must include data and analysis addressing existing public school system facilities and facility deficiencies and projections of future school population and school needs. These projections must be prepared for both a short and long range planning horizon. The element would also have to include relevant goals, objectives and policies including policies establishing a level of ' service for public schools. L-9 The public school element would have to be supported by a financially feasible capital improvements element for meeting existing and anticipated school facility needs. The capital improvements element would have to identify needed capital improvements and cost estimates to mitigate existing deficiencies and meet new growth needs. A critical component of the capital improvements element is the required assessment of the local government's ability to finance capital improvements based upon anticipated population and resources. The capital improvements component may be the most difficult aspect of the preparation of a public school element. It's preparation presents unique problems since the provision of capital improvements for public schools is the responsibility of the School Board of Broward County, not the Broward County Commission. Thus, the unit of local government responsible for preparing the element, the Broward County Commission, would not have any control over the implementation of the capital improvements schedule. This consideration would have to be addressed through the adoption of an interlocal agreement between the School Board and the County Commission. Another more difficult issue relates to the statutory requirement that the capital improvements element must include a financially feasible plan to address existing deficiencies and future needs. In 1992, The School Board of Broward County estimated that 49 new schools, in addition to specified improvements at existing schools, were needed to meet existing and projected needs over the next five years. Of this need, anticipated funding could provide only 19 new schools. This unfunded deficit could be the central issue in the establishment of a level of service within a public school element. It would not be legally defensible for Broward County to adopt an unreasonable level of service which delays development indefinitely (See Chapter III for additional discussion on this point). The existing and projected funding deficit for public schools constrains the level of service choices available to Broward County. In order to enact a level of service acceptable to the community, the existing deficit must be resolved. It should be noted that the Broward County School Board is currently reviewing several alternatives to address unfunded school needs. These include measures to expand the use of existing capacity, such as multi -track year-round scheduling, and alternatives for funding new school construction, such as a bond issue or sales tax increase. If the funding deficiency is not addressed, the County would have to adopt a financially feasible level of service which would likely reflect school overcrowding and extensive use of portable classrooms. IMPLEMENTATION OF A CONCURRENCY MANAGEMENT SYSTEM To implement the level of service adopted within the comprehensive plan. Broward County would have to develop a concurrency management system. Chapter 9J-5.003 F.A.C. provides the following definitions of concurrency and concurrency management system. 0 L-10 CONCURRENCY "means that the necessary public facilities and services to maintain the adopted level of service standards are available when the impact of ' development occurs". CONCURRENCY MANAGEMENT SYSTEM "means the procedures and/or processes that the local government will utilize to assure that development orders and permits are not issued unless the necessary facilities and services are available concurrent with the impact of development". Consistent with the above definitions and Rule 9J-5.0055 F.A.C., a concurrency management system must identify when in the development process the test for concurrency must be met including which development permits or orders are affected. A concurrency requirement for public schools could be implemented at various permit stages including platting, site plan, building permit, certificate of occupancy or zoning. Following is an analysis of the feasibility of each alternative and the related issues. 1. Platting Broward County could establish a concurrency requirement for public schools which would apply county -wide at the time of platting. Such a requirement ' could be implemented in manner similar to the Broward County's transportation concurrency review. All development required to plat would be reviewed for impact on schools. If sufficient school capacity were available to meet the needs of the proposed development, school impact fees would be assessed and the development would be allowed to proceed. The plat would be vested for the number of residential units proposed by the plat either permanently or for a ' specified time period. If school capacity were not available, the development would be deferred until such time as capacity became available. The major issues raised by such a platting requirement include effectiveness and the impact on development patterns, school planning and reservation of school capacity. Effectiveness Implementing a school concurrency requirement at the platting stage would affect all development required to plat. However, there is currently an extensive backlog of approved plats which would not be subject to new concurrency requirement for schools. Broward County Department of Strategic Planning and Growth Management plat records indicate that, as of October 1, 1993. there are 89,824 residential units within approved plats remaining to be built. ' Numerically, this inventory is sufficient to meet the development needs of Broward County for approximately five years. In addition to the existing inventory of plats, it can be expected that once Broward County began the process to implement a school concurrency requirement, there would be a rush of plat applications filed to avoid the new ' requirements. It would take approximately a year to implement a concurrency requirement and a substantial number of new plats could be submitted and approved during that period of time. 9 L-11 Although there are a considerable number of approved developments which would be vested from concurrency, a concurrency requirement for public schools could still have a significant impact on future development patterns. Unlike Broward County's transportation concurrency management system, which has most heavily affected eastern Broward, a school concurrency requirement would presumably have the greatest impact on the rapidly growing western areas. In general, the Parkland area in northwest Broward and Miramar/Pembroke Pines area in southwest Broward would be most affected because they have substantial unplatted areas. The degree of impact would depend on the level of service standard established and extent of the areas of the Broward County determined to be deficient. Because of the large backlog of development approved within existing plats, a concurrency requirement for public schools would not have an immediate effect on the local economy. However, if the school concurrency requirement eventually led to substantial delays in the development process, the local construction industry could be significantly affected. Availability of Capacity Implementing a concurrency requirement for public schools at the plat approval stage raises difficult issues relating to school planning and school capacity. In the most restrictive application of a school concurrency requirement, vacant classroom space would have to be available to meet the needs of a proposed development at the time of plat approval. During periods of rapid school population increases, such as Broward County is now experiencing, instances of vacant classroom space would be rare. The potential dilemma resulting from a strict application of concurrency to school facilities points out the necessity of developing a flexible definition of "concurrent improvements" and a financially feasible capital improvements plan to address existing deficiencies. These issues are discussed more completely elsewhere in this study. Vesting of Development. Because of the time lag which often occurs between platting and actual development, vesting of development at platting could result in unnecessary reservation of school capacity. Plats are often approved and recorded years before actual development takes place. If platted development is vested permanently from the school concurrency requirement, classroom space could potentially be reserved for projected school enrollment increases which are delayed for years or which never take place. In addition, a backlog of vested development could preclude new plats from being approved. Similar problems now exist with Broward County's transportation concurrency management system. 10 L-12 2 3 The vesting problem could be addressed for plats approved after concurrency is in effect by limiting the length of time plats are vested under the school concurrency requirement. For example, if the development approved by a plat does not occur within a one year period, the school concurrency approval would expire. Alternately, there could be a time limit placed on how long school capacity is reserved for plats. After a given period of time, a plat would no longer be considered as committed development and there would be no guarantee that school capacity would be available. The major disadvantage of the latter alternative is that the plat may eventually be developed and contribute to school overcrowding. Even if a time limit is placed on plats reviewed for school concurrency, there would still be a backlog of development from plats approved prior to the concurrency requirement. An important aspect of the concurrency management system would be the determination of how much school capacity should be reserved for these plats. Site Plans Implementing the school concurrency requirement at the site plan stage of development would resolve several of the major issues that would arise at platting. Local site plans generally have expiration dates and are submitted and approved much closer to the actual commencement of development. Thus, there would be a limited amount of development that would escape the school concurrency requirement as opposed to the large amount vested by approved plats. In addition, there would not be a large number of approved site plans which would require reservation of school capacity and potentially block new site plans from being approved. The major problem with implementing a school concurrency requirement at the site plan stage would be the difficulty in establishing a county -wide system since the Broward County Commission only approves site plans in the unincorporated area of Broward County. This issue is addressed in detail later in this chapter. Building_ Permits and Certificates of Occuuancv Implementation of school concurrency requirement at the building permit or certificate of occupancy stage would be impractical as it would create an extreme hardship on development. A school concurrency requirement at the building permit stage would severely hamper development financing for site preparation and infrastructure. This is based on the presumption that banks would be hesitant to finance site preparation and infrastructure because of the uncertainty about the ability of new development to meet the school concurrency requirement. Implementing the school concurrency requirement at the certificate of occupancy stage would create an even greater hardship as it could severely restrict the ability of developers to obtain construction financing for new homes. 11 L-13 4. Zoning Establishing rezoning approvals as the primary stage to conduct a school concurrency review would be unnecessary and duplicative. Approval of a rezoning request does not in itself authorize development to proceed or vest a development from further government approvals such as platting or site plan. If a school concurrency review were conducted for rezoning applications, an additional review would still be required at a later stage in the permitting process. Otherwise, a large number of projects which do not require rezoning would escape the concurrency requirement. In addition, since the zoning authority of the Broward County Commission is limited to the unincorporated area, a county -wide school concurrency requirement would be very difficult to establish at the rezoning stage. OPTIONS FOR A COUNTY -WIDE SYSTEM Broward County has a county -wide public school system characterized by individual elementary, middle and high school service areas which overlap extensively with municipal and unincorporated area boundaries. With this county -wide school system, a county -wide concurrency management system would have to be established to create an effective concurrency requirement for public schools. Otherwise, the result would be a piece -meal system with only portions of school service areas affected by the concurrency requirement. This section of the report outlines and evaluates the two most viable alternatives for establishing a county -wide concurrency management system in Broward County for public schools. The first alternative would rely on Broward County's county -wide platting authority while the second would establish the requirement for local site plans utilizing the authority of the Broward County Land Use Plan. County -Wide Platting Authority Pursuant to Section 6.12 of the Broward County Charter, the Broward County Commission has the authority to "enact an ordinance establishing standards, procedures, and minimum requirements to regulate and control the platting of lands within the incorporated and unincorporated areas of Broward County." Relying on the platting authority, it is clear that Broward County, in cooperation with the Broward County School Board, could establish a public school concurrency requirement which would apply at the time of platting. Broward County's experience with implementing a county -wide concurrency requirement for transportation would greatly facilitate implementation of a school concurrency requirement at platting. The first step in developing a county -wide school concurrency requirement would be to amend the Broward County Comprehensive Plan to incorporate a public school element. Amendments would also be necessary to the goals, objectives and policies and implementation requirements of the Broward County Land Use Plan. 12 L-14 Following the adoption of the plan amendments, the Broward County Land Development Code would have to be amended to incorporate the school concurrency requirement. An interlocal agreement between the Broward County School Board and Broward County Commission would be necessary to spell out the responsibilities of each agency during the review process. At a minimum, the agreement would have to provide for distribution to the School Board of all plats, review by the School Board of each plat for concurrency compliance and School Board notification to Broward County of the concurrency status of the proposed plat. In total, the procedure described above would take a minimum of one year. 2. Local Site Plans A county -wide concurrency management system for public schools which would ' apply to all local site plans and/or other local development permits could be established through the authority of the Broward County Land Use Plan. As with the platting approach, Broward County, in cooperation with the Broward County School Board, would have to prepare a county -wide public school element of the Broward County Comprehensive Plan. The Broward County Land Use Plan and Broward County Planning Council certification requirements would also have to be amended to require local governments to amend their local future land use elements to incorporate a concurrency requirement for public schools. Local governments would be required to adopt a level of service for public schools consistent with the Broward County School Element. The sanction for failure to adopt the level of service for public schools would be ' decertification of the local land use element by the Planning Council. Local governments whose plans are not certified are prohibited from using the flexibility provisions of the Broward County Land Use Plan. Implementation of an educational concurrency requirement for local site plans would require an extraordinary amount of intergovernmental cooperation to work ' effectively. If a municipality chose not to comply with the school concurrency requirement, decertification of its future land use element might not be a strong enough sanction to gain compliance. Establishing a county -wide school concurrency management system for local site plans would necessitate interlocal agreements between the Broward County School Board and each of Broward County's 28 municipalities. ' The agreements would, at minimum, have to provide for notification to the School Board of all development approvals subject to the concurrency requirement, review by the School Board of each permit for concurrence compliance and notification by the School Board to the local government of the proposed permit's concurrency status. The agreement would also have to ' provide for periodic notification to the School Board of the status of the approved site plans, e.g., development pending, portion of development completed or site plan expired. 13 L-15 Finally, implementing a site plan school concurrency requirement would require a substantial commitment of resources by the Broward County School Board. The School Board would have to review all site plans submitted by local governments and determine the concurrency status of each. In cooperation with local governments, they would also have to establish an extensive development monitoring system for each site plan. SUMMARY AND CONCLUSIONS This section of the report has evaluated the planning issues and procedures involved in enacting a public school concurrency requirement. It has also analyzed the implementation (permitting) alternatives for developing a county -wide concurrency management system for public schools in Broward County. In order to enact a concurrency requirement for public schools, Broward County would first have to prepare and adopt a public school element of the Broward County Comprehensive Plan consistent with Chapter 163 Florida Statutes and Rule 9J-5 Florida Administrative Code. One very complex and difficult aspect of the public school element would be the preparation of a financially feasible capital improvements element which addresses the correction of existing deficiencies. Funding, from resources available to the School Board for capital needs, is projected to be inadequate to meet current deficiencies as well as projected needs over the next five years. This deficiency constrains the level of service alternatives available to Broward County. If the deficiency is not addressed, the level of service adopted for public schools would likely have to reflect school overcrowding and extensive use of portable classrooms. The most feasible method for implementation of a public school concurrency requirement would be through the platting requirements of Broward County. The platting permit is the only development permit Broward County issues county -wide which is suitable for this purpose. Broward County's experience with the county- wide transportation concurrency management system would greatly assist in the design and implementation of a concurrency management system for public schools. However, there are several limitations to the effectiveness of concurrency requirement instituted at platting. It would not apply to a substantial amount of development which has already platted. In addition, there would likely be a substantial number of new plats submitted for approval during the year it takes to implement the school concurrency requirement. Finally, there would have to be a time limit placed on how long plats are vested from the concurrency requirement in order to preclude unwarranted reservation of school capacity. 14 L-16 CHAPTER II LEVEL OF SERVICE ALTERNATIVES FOR PUBLIC SCHOOLS ' The purpose of this chapter is to identify and review potential level of service standards (LOS) for public schools, the application of the LOS standard and other issues unique to schools. To implement a concurrency requirement when new development is proposed, a desired level of service standard must be identified and a determination made on a case by case basis of how a proposed development will affect that level of service. This information along with other requirements including ' a concurrency management system must be identified and discussed in detail in an education element which becomes part of the local government comprehensive plan. The comprehensive plan is adopted and implemented by the local government. The mechanism for defining the criteria to implement the intent and purpose of the Local Government Comprehensive Planning and Land Development Regulation Act is Chapter 9J-5 of the Rules of the Department of Community Affairs, Florida Administrative Code. This document is referred to simply as Rule 9J-5. Level of Service and concurrency are defined in Rule 9J-5: "Level of Service" means an indicator of the extent or degree of service provided by, or proposed to be provided by a facility based on and related ' to the operational characteristics of the facility. Level of service shall indicate the capacity per unit of demand for each public facility. "Concurrency" means that the necessary public facilities and services to maintain the adopted level of service standards are available when the impacts of the development occur. The following concepts defined in Rule 9J-5 are also important: 9J-5.0055 "Concurrency Management System" To ensure that facilities and services needed to support development are available concurrent with the impacts of such development, a local government must adopt a ' concurrency management system. Prior to the issuance of a development order and development permit, the concurrency management system must ensure that the adopted level of service 15 L-17 standards required for roadways, potable water, sanitary sewer, solid waste, drainage and recreation will be maintained. 9J-5.0055 (1) (b) A local government must adopt a realistic and adequate level of service standard. The capital improvements element must set forth a financially feasible plan which demonstrates that the local government can achieve and maintain the adopted level of service standards. This chapter evaluates potential LOS standards focusing on school capacity and alternative methods for measuring school capacity. Various alternatives for the application of a LOS, ranging from a school by school application to county -wide approach, are evaluated. Potential options available to developers for mitigating LOS deficiencies are identified as well as other important considerations. LEVEL OF SERVICE STANDARDS (LOS) Unlike roads, parks, sewer, water and other public facilities for which a LOS is fairly easy to identify, establishing a LOS for public schools is a complex issue involving subjective value judgments and community choices. A subjective standard is difficult to measure and translate into a level of service to be applied as a concurrency requirement. Moreover, the impact of new residential development, that would be subject to the school concurrency requirements, is not the only factor driving the degradation of level of service. For example, the birth rate and the number of children born, who progress to elementary school in any given geographic area, also influence the need for school facilities and service. The following is a discussion and analysis of several standards, which are commonly used to measure educational achievement and facility utilization, and could be applied as a LOS. This survey is not intended to be all encompassing, but is set forth for discussion purposes to demonstrate the complexity of the issue. Southern Association of Colleges and Schools (SACS) Standards The Broward County School Board is the largest fully accredited school system in the country. The accreditation standards are promulgated by the Southern Association of Colleges and Schools. The standards, as determined by the association, cover a wide spectrum of criteria from class size to school site size. These standards or a modified version could be used as the LOS. If an affected school fell below the SACS LOS established, additional students could not be accommodated. 2. Test Scores A majority of students grades three through nine within the Broward County School District are tested on an annual basis for educational achievement. For the past three years the District has used the Stanford Achievement Test. Prior to that, the District used the Iowa Test of Basic Skills. 16 L-18 The results of these tests, school by school, are compared to the county, state and national averages, to evaluate the progress of individual schools relative to ' each other. This method has been used to determine what could be termed an "educational' LOS but does not translate easily to a measurement which relates to facility availability. 3. Class Size This measure is frequently used to judge the quality of education. Class size is an item of importance in teacher contracts and it is part of the standards in the above referenced SACS. Parents often identify class size as a measure of the quality of education. Establishing class size as a LOS would relate directly to the number of classrooms available in any given facility and the funds available to staff and administer the facility. The allocation of exceptional education cluster programs certainly could become an issue, as they require a smaller class size. 4. School Capacity (as determined by FISH All schools throughout the district and state are inventoried as to the size of the ' facilities and the assigned or designed use of each space. This inventory is known as the Florida Inventory of School Houses or its more common name, FISH. Every five years, the State Department of Education conducts an Educational Plant Survey of the district and physically measures each individual school room to determine its size and use and therefore, its ability to accommodate students. The Survey determines the number of permanent ' student stations available in each school in Broward County. The last Survey was conducted in May 1991, however, updates are completed annually. When the Survey is conducted, the available student capacity is compared with student projections for the next five years. A surplus or deficit of student capacity results. If the Survey indicates a deficit, construction projects at ' existing schools and/or the need for new schools is identified. Projects must be identified in the State Survey if certain funding is to be approved for the project. There are other methods for determining the capacity of schools such as Program Capacity and the use of portables. The issues relating to these alternatives will will be discussed in more detail below. Of the possible methods for LOS determination, the one which links the actual physical facilities, or the lack thereof, most directly to the additional impact of school children resulting from new development is the measurement of school capacity (4). The following discussion focuses on this particular measurement. 17 L-19 SCHOOL CAPACITY CONSIDERATIONS There are a variety of factors which can be considered in the determination of public school facility capacity. Factors which should be evaluated include the classroom capacity, basic core facility capacity and portable classroom capacity. The ability of individual school sites to absorb additional permanent classrooms and/or portable classrooms without destroying the basic integrity of the school site and the ability of the staff to provide the required programs also needs to be considered. The following is a discussion and evaluation of factors which could be used to determine school capacity. Core Facilities The basic core facilities of a given school are designed according to criteria in Chapter 6A-2, Department of Education Administrative Rules. The size of the core areas are determined by the design capacity of the facility. The core facilities of a school are those areas which are used for school functions, but are not used for educational activities. These spaces include the kitchen, cafeteria, administrative areas, corridors, bathrooms, etc. As an example, the cafeteria of a school can accommodate only a given number of students per hour. After that number is exceeded, the use of these facilities must be altered to accommodate additional students by shortening the available time per student and/or extending the overall time in which students would be using these facilities. As an example, Winston Park Elementary School's cafeteria is designed to seat approximately 260 students. On the 20th day of school 1993/94, Winston Park had an enrollment of 1299 students. The school has a design capacity of 776 students. Therefore, they need 48 staggered lunch periods to accommodate the students, starting at 10:32 am and ending at 1:05 PM. 2. Florida Inventory of School Houses(FISH) As noted previously, all schools within the state of Florida are inventoried by the State Department of Education at least every five years. Every room or space within each school is assigned the following: an identification number, a use, the appropriate number of student stations according to size if it is a classroom, and an allocation of teacher stations. This inventory is then known as the district's FISH and is the official inventory of the district's educational facilities. From the inventory, the capacity of each school is determined. In an elementary school, the students are assigned to one classroom throughout the day and desirable student capacity can be equated with student stations. This can be done because the major factors that affect the capacity are the number of students and student stations. However, in a secondary school, students move from classroom to classroom depending on the subject taken. Thus, scheduling is a factor in calculating capacity as well as the number of students and student stations. Because of the scheduling requirements, the following utilization factors have been established to use in determining student capacity. 18 L-20 Utilization Factors Elementary School 100 percent ' Middle School 90 percent Senior High School 1201-1500 (Student Stations) 90 percent Over 1500 (Student Stations) 95 percent 3. Program Capacity ' Although all schools in the district have been rated as to their FISH capacity, this measure does not speak to the actual use of the individual classroom space if it varies from the design use. The district offers a vast array of different programs and opportunities for students many of which require additional space per student. As an example, a classroom which would hold 30 students for a ' standard class function may only hold 20 students for a specialized class such as English for Speakers of Other Languages (E.S.O.L.). Program capacity is based upon the number of students accredited in the program rather then by the design and size of the room. The district does not currently have an estimate of the program capacity, school ' by school, as the number can change each year due to the needs of the students assigned to a given school and exceptional student education cluster program location. 4. Portable Classrooms Portable classrooms are used extensively within Broward County and statewide ' to supplement permanent facilities. The Broward County School District has many types of portables currently in use, including gang toilets, kitchens, dining rooms, media centers and preschool units to name a few. In addition to the district portables and state relocatables (which are now district owned), there are leased portables which are used during construction to replace classrooms under renovation. ' Portable classrooms have provided the School District with a vehicle to accommodate a burgeoning student membership during times of high growth and limited capital funding. In addition, portable classrooms are a means to address the problem of over building permanent facilities to meet public school enrollment peaks. Given their portable nature and the fact that core facilities are not increased to accommodate the additional students, portables should be considered a stopgap or temporary method for specific situations. An important aspect of any public school element would be the determination of the role portables should play in meeting school capacity needs. Currently, the State Department of Education, when conducting a State Survey, ' assigns a student capacity to portables at the rate of one half that which would be assigned to a comparable classroom in a permanent structure. 19 ' L-21 5. Use of a multiplier The simplest method of determining the LOS of any school would be to assign a multiplier to the design or FISH capacity. In this case, for example, a school may be considered below its LOS if its membership exceeds 120% of capacity. The percentage may be the same for each of the three levels or it may vary. This simplified method would not differentiate between the various school designs and site sizes. There are several different new school designs in use and many different designs were used for the older schools. For example, new schools are required to have several different spaces and resource rooms that older schools may not have. These added rooms make it easier for new schools to assign small classrooms to spaces which may not have been designed as a classroom. A smaller, older school may not have this flexibility. 6. Site Size The overall ability of a school site to absorb additional portables and/or additional classroom space must be considered. This method would require a review of each school site within the district to determine the maximum site potential for additional portables or building additions. This determination may have to be made as part of any capacity consideration. Other aspects of the size which are important are the ability of a given site to provide safe and adequate space for student pick up and drop off, for bus parking, for deliveries, garbage removal, staff parking etc.. IMPACT OF NEW DEVELOPMENT In order to determine the impact of any proposed residential development on a public school LOS, a methodology must be established to estimate the number of elementary, middle and high school students generated by each new residential unit. The School Board of Broward County completed a study in June 1993 titled "The School Board of Broward County, Florida, A Study of Broward County School Impact Fees" In this study a student generation rate for each new dwelling unit type by number of bedrooms was formulated from actual data. A separate multiplier was derived for each school level (elementary, middle and high). These generation rates could be incorporated into the concurrency management system to determine the impact of proposed development on the LOS. PLANNED CAPACITY As in other concurrency management systems, planned additions to the system are considered. In the case of schools, the current FISH include all facilities under construction contract as of November 1, 1993. This would not include those facilities which are funded and not under construction contract or those facilities which are currently unfunded but in the planning process. P01 L-22 Broward County's transportation concurrency management system assigns capacity to those improvements which are in the first two years of the County's capital ' improvements program. A public school concurrency management system could likewise assign capacity to all or a portion of the five year capital facilities plan. A determining factor would be the certainty of the timing of the completion of the facilities. If planned facilities are included, the system wide impacts of the addition of the new facilities including the impact on student assignments to existing schools would have to be determined. APPLICATION OF LEVEL OF SERVICE STANDARDS A concurency management system, in addition to the LOS standards, must include a determination of where it is to be applied geographically. Moreover, schools are a unique service, different from other concurrency facilities and services, in that at least three schools (elementary, middle and high) are assigned to every parcel of land ' in the county. The following is a discussion of possible application methods: School by School ' In this scenario, every school would be reviewed as to its LOS and its ability to absorb additional students and still maintain the desired LOS. All new development would be reviewed as to its impact on all three school levels for the assigned attendance areas. A determination of the additional impact posed by a development and the ability of any one or all of three school levels to absorb the projected students would be determined. ' Many developments, which have a significant impact to the school system, encompass more then one elementary school, possibly more then one middle school, and on occasion more then one high school. 2. Feeder Pattern ' A feeder pattern is composed of the specific schools assigned to a residential address. Collectively, these assigned schools create a feeder pattern. Under this scenario, any development would first be reviewed in relation to the high school serving the area. If the assigned high school cannot accommodate the projected new students when they occur, the new development would be stopped until improvements are planned and funded or until the developer/owner mitigates the impact. If it is determined that the high school can accommodate the projected impact, the cumulative middle school LOS is determined. If the middle school(s) cannot accommodate the projected new students when they occur, the new development would be stopped until improvements are planned and funded or until the developer/owner mitigates ' the impact. If, as a group, the middle schools assigned in the high school feeder pattern can accommodate the projected impact, the cumulative elementary 21 L-23 3. 13 school LOS is determined in the same fashion as high and middle schools. The resulting feeder patterns would show twenty-two individual feeder patterns, as that is the current number of high schools in the district. The current feeder patterns within the school district are not clear and distinct. Many things including, historical boundaries, the timing of new schools, School Board policy, and FISH capacity affect feeder patterns. Moreover, the location of Exceptional Student Education (ESE) clusters and ESOL centers impacts feeder patterns. The result is feeder patterns which are not coterminous. Coun , -Wide Under this scenario, the county -wide cumulative capacity of the schools at each level (elementary, middle and high) would be used to establish the LOS. If the projected students from a proposed development added to the existing student membership exceeded the LOS (including any funded improvements) the new project would be stopped or not issued a development permit until improvements are planned and funded or until the developer/owner mitigates the impact. This method does not necessarily provide a reasonable nexus for the delivery of service in a given area and the ability of the School Board to provide service. In other words, the ability of a given school in the northeast section of the county to absorb additional students from a development in the southwest section of the county may not be reasonable. The result could be to delay new development in one part of the county where school capacity exists because other portions of the county are lacking capacity. Regional Under this scenario, various service areas would be defined. For this discussion, two possible methods of establishing service areas have identified, 1) sub - regional grouping and 2) linear grouping: A) Sub -Regional Grouping - This scenario groups schools into various sub- regions so that the total number of facilities are approximately equal. Within each service area, by school level, a cumulative LOS would be determined. Within any given service area, the impact of a particular development is based on the availability of capacity within the entire service area and not at an individual school. If the projected students from a proposed project added to the existing student membership of the sub -region, by school level, exceeded the LOS (including any funded improvements), the new project would be stopped until improvements are planned and funded or until the developer/owner mitigates the impact. This approach would allow the School Board, through their annual boundary process, to make those adjustments which would allow for the 22 L-24 redistribution of students to those schools which have capacity, and which are within a reasonable distance to the intended development. ' However, a disadvantage is that there may be individual schools with available capacity within a region where the region, as a whole, does not meet the LOS. Development within these smaller areas would not meet the LOS. B) Linear grouping - Under this scenario, the schools would be grouped into ' regions so they reflect an east/west orientation. This allows for the schools, primarily in the east, which may have available capacity, to figure more prominently in the cumulative LOS. As in scenario A) capacity would be defined at the three school levels, elementary, middle and high school. Within any given service area, the impact of a particular development is based on the availability of capacity ' within the entire service area and not on an individual school. If the projected students from a proposed development added to the existing student membership of the linear grouping by school level exceeded the LOS (including any funded improvements), the new project would be stopped until improvements are planned and funded or until the developer/owner ' mitigates the impact. This approach may allow the School Board more flexibility in the location of new facilities as they relate to desegregation. However, a disadvantage is that there may be individual schools with ' available capacity within a region where the region, as a whole, does not meet the LOS. Development within these smaller areas would not meet the LOS. Conceptual application scenarios are included in the Appendix. MITIGATION ALTERNATIVE As in all concur: envy management systems, there must be a method by which a land owner/developer may be able to mitigate the impact of development on a given public service. If a developer/owner can, and is willing to, provide whatever is necessary to mitigate the anticipated impacts from the proposed development: and the School Board approves the solution, the concurrency requirement will have been met. The development permit can be issued if all other requirements have been fulfilled. 23 L-25 It will be necessary to determine what improvements are appropriate and the process of resolution (Action Plan). Items which may be considered as available for mitigating impacts are: School Boundary Changes The developer could request a voluntary boundary change to a school which has available capacity. 2. New Portables The developer may voluntarily construct or cause to have constructed new portable classroom space at the impacted school. 3. New Permanent Capacity The developer may voluntarily construct or cause to have constructed, new permanent classroom space at the impacted school or if the development is large, it may require the construction of an entire school. 4. Combination The developer may request a combination of any of the possible alternatives. 5. Deed Restrictions The developer could restrict the property to a type of development which would not impact the schools. The current land development code allows for a development to be exempt from educational impact fees if certain restrictions are met. 6. Other Other innovative methods of adding capacity to the system such as schools in the work place may be considered on a case by case application. ADDITIONAL CONSIDERATIONS The concurrency rules as outlined in Rule 9J-5 are not easily adapted to the provision of public school service. Unlike the existing concunrency services (roads, sanitary sewer, solid waste, drainage, potable water, recreation and in some instances mass transit) which are the responsibility of local government, and can be remedied by local government, the Florida Constitution speaks directly to education. The following are excerpts from Article IX of the Florida Constitution: ..."Adequate provision shall be made by law for a uniform system of free public education..." It further states that ..."Each county shall constitute a school district... ...The school board shall operate, control and supervise all free public schools within the school district and determine the rate of school district taxes within the limits prescribed herein." 24 L-26 The School Board operates under state mandates and criteria. The provision of free public education includes many things which cannot be denied. Some of these are: exceptional student education, desegregation of the student body and staff, ' transportation for certain students, and many other items defined by the Administrative Rules and case law. How and if these items fit into the determination of concurrency would need to be clarified. Issues regarding equity also exist. Developments in the more affluent areas of the county may be able to resolve LOS deficits because of the ability to fund improvements while smaller developments in more urban and/or less affluent areas cannot. Issues of this nature, including size or number thresholds, must be addressed in the element. School Board decisions on the following issues would undoubtedly affect the approval of future development in the county: school attendance boundary changes, location ' and funding of new schools, desegregation, busing, construction and/or allocation of portable classrooms and the location of exceptional student education cluster programs that would affect school capacity. Moreover, the School Board will be under great pressure to allocate available capital funds to new schools and to those projects which will add capacity. This could have a negative impact on needed renovations and upgrading of existing schools. ' The issues involving public school concurrency implementation are complex. Questions regarding options will need to be resolved and will require policy decisions. These decisions will then set the stage to determine those individual projects which meet public school concurrency and those that do not. In the case of those that do not, the School Board will sit in judgment Dn impact mitigation proposals. The School Board will have to make a determination that school capacity is available or ' adequate mitigation is proposed to address deficiencies prior to an approval of a development permit by the County Commission. Thus, on occasion, the ultimate approval of a development permit may rest with the School Board. SUMMARY ' Possible LOS standards and application scenarios have been reviewed in this chapter. The most feasible LOS standards would be the use of capacity for schools rather than other subjective measures. Capacity should include some credit for portable classrooms. Of the possible application scenarios discussed, the regional approach may be the most appropriate. The linear method of establishing service areas would allow for the distribution of the impact of a new development across many jurisdictional lines as does School Board boundaries. The impact would then be shared by many parties and not necessarily the closest school which would service a new development. However, this method could eliminate small areas where individual school LOS would not be degraded. 25 L-27 Any education element, which becomes part of the Broward County Comprehensive Plan. would have to determine and substantiate the LOS and outline a Concurrency Management System. The responsibilities of the County Commission and the School ' Board would have to be defined and subsequent interlocal agreements approved. 26 L-28 ' CHAPTER III LEGALISSUES This chapter will briefly summarize takings law in light of Broward County's potential decision to add public schools as a public facilities and service element of the county's concurrency management system. There are basically three types of regulatory takings: physical, title and economic. Traditional takings analysis focuses on the character of the governmental action and what the regulation has taken from the property owner. A physical invasion of property occurs when government physically takes the land and has a possessory interest. A title taking occurs when the government acquires ownership of the property or an exaction (a fee, for example) instead of transferring title to the land. An economic taking occurs when a regulation interfered with the property owner's viable economic interests in the property. To distinguish when a prohibited taking occurs from permissible regulation is often a difficult and confusing task because no set formula has evolved to categorize each situation's unique facts and complex issues. ■ SUPREME COURT DECISIONS When the physical occupation of private property is permanent, the U.S. Supreme Court's decisions are clear and remain valid today. If governmental action results in a permanent physical occupation of private property, a taking occurs to the extent of ' that invasion, without regard to whether the action achieves an important public benefit or has only minimal economic impact on the property owner. In Penn Central Transportation Co. v. New York City. 438 U.S. 104, 124 (1978), a landmark decision concerning economic takings, the Court focused on the particular facts of each case being analyzed and evaluated factors such as the nature of the ' regulation, its economic impact, and the regulation's interference with distinct investment -backed expectations of the landowner. Another decision, Agins v. City of Tiburon, 447 U.S. 255, 260 (1980) established that a land use regulation is a taking if it does not substantially advance legitimate state interests or denies a landowner economically viable use. 27 L-29 The Supreme Court introduced the concept of a temporary regulatory taking in First English Evangelical Lutheran Church v. County of Los Angeles, 482 U.S. 304, 321 (1987). The Court held that if a land use regulation goes so far that it permanently deprives the owner of all use of the land, the government is required to compensate the owner for the period of time during which the taking was effective. Furthermore, invalidation of the ordinance is not a sufficient remedy. In its most recent decision, Lucas v. South Carolina Coastal Council, 112 S. Ct. 2886 (1992) the Supreme Court acknowledged its reluctance to establish a set formula in takings claims to determine the circumstances where a regulation would be construed as going too far. However, the Court described two types of regulatory actions that are considered takings which are compensable without a court's examination into the public interest advanced in support of the regulation. First, a regulation which effects a permanent physical occupation of property would result in a compensable taking regardless of the economic impact on the property. Second, a regulation that denies all economically beneficial or productive use of the land is appropriately a compensable taking. However, the task of deciding what amount of remaining use is economically beneficial or productive is left to the individual states to determine in conjunction with applicable state property and nuisance law. ECONOMIC TAKINGS When determining if an economic taking has occurred, courts have developed a two- fold approach: 1) The purpose of the regulation must advance a legitimate state interest with a means that substantially achieves the purpose; and 2) Whether the property retains permanent value when viewed as a whole. The scope of legitimate state interest is very broad, and the governmental action is presumed to legitimately advance the public interest. Thus, local government authority, including Broward County's land use regulatory approaches to growth management, should be given wide latitude in takings claims. The economic impact level of inquiry is the level most affected by the Lucas decision which appears to contain a two-part test based upon the amount of land value left to the landowner. If the regulation has taken all permanent value of the property, the landowner must be compensated unless a state's property and nuisance laws dictate otherwise. If, however, the landowner is left with some property value, the court utilizes a balancing test: the nature of the regulation (public interest) will be balanced against the remaining use of the land (private interest). Opinions after Lucas determined that no taking occurred where there was less than a permanent deprivation of all use, after having applied the balancing test previously described. Florida case law traditionally has found there was no taking if only a portion of the total land had been taken, thus requiring the totality of the property to be taken as a whole. However, two Florida federal courts recently decided that the relevant property interest in the takings context was not the entire parcel but the amount of land for which a permit was sought, thus awarding substantial damages to the developer. M L-30 The time element involved in a property's use is a key aspect in relation to growth management concerns. The standard required of a regulation to avoid a takings claim is "reasonable use over a reasonable period of time," as measured by a ' comprehensive plan. Therefore, when a community phases its growth based on the adequacy of public facilities, courts will enforce an obligation on the part of government to build the infrastructure in good faith and within a reasonable period of time. Lucas offers a new and expanded "total taking" inquiry which is designed to be more ' objective and reasonable in weighing property owners' interests against the government's competing interests. Courts must now analyze: 1) The degree of harm posed by the owner's proposed activity to public lands, resources, or adjacent private property; 2) The social value of the proposed use and the local suitability of the use; and 3) The relative ease the "harm" can be avoided or mitigated through measures taken by the landowner. The Court suggests that grater judicial scrutiny should ' occur in reviewing takings claims, and that mitigation should be exercised more frequently in order to achieve the public purpose goal but still leave the landowner somewhat whole. PUBLIC SCHOOLS ' The inclusion of public schools in the public facilities and services element of the concurrency management system, which in turn requires funding, might require Broward County to deny some requests for development in order to protect the public's health, safety and welfare. Therefore, the county would meet the first part of an economic takings claim because the regulation advances a legitimate state interest by a sufficiently tailored means and is not overbroad in its scope. Broward County would likely comply with the second part of the Lucas economic takings analysis ' provided it has a reasonably timed inter -governmental approach which avoids a permanent loss of value to the property owner. 29 L-31 APPENDIX Broward County Public School Concurrency Study EXAMPLES OF APPLICATION SCENARIOS THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA Department of Property Management November, 1993 L-32 11 =02 =U`; y�UmC ZOE 13 �o ISO 9L RR IN IN i L-33 e 7 9 x L-34 i r- L-35