How could changes to a building utilization rate impact a building's capacity?

In the Puyallup School District, we regularly check how we use classroom spaces to make sure they work well for the growing number of students. In our district's Capital Facilities Plan, there is a standard for how we use classroom space called the Level of Service (LOS). It sets a benchmark for the number of students in each class to ensure a good learning environment. For secondary schools, the standard is an 83% classroom utilization rate, allowing for teacher planning and better student learning.

In the next ten years, there might not be enough seats for students because our community and the student population are growing. To tackle this issue, we need to examine how changing the way we use the building could affect classroom space. This involves looking at target utilization, class size limits, and adjustments to handle the expected seat shortage.

In the complex world of education, the school must find a balance between student enrollment numbers and available classrooms. This involves considering creative solutions and working together to shape the future of education. It is not just about buildings; we also need to think carefully and invest in the education system's capacity. Despite challenges, the community's dedication to providing fair access to quality education is crucial. A forward-looking approach is needed to ensure a sustainable and inclusive future for every child.

The district's plan for school buildings sets different standards for classroom space use in elementary and secondary schools. In elementary schools, classrooms are expected to be used 100% of the time during the day. However, in secondary schools, where teachers have a planning period, the standard is an 83% utilization rate—classrooms are full five out of six periods of the day. This allows for better working conditions, flexibility, and smoother student transitions between subjects. Numerous factors, such as courses offered and staffing, also affect the utilization rate in secondary schools.

Capacity and Utilization Exploration

As an exercise to better understand the school building capacity components, let us explore the dynamics of a school environment where 1,600 students are currently enrolled in a building that supports 1,250 students. The school’s enrollment is expected to increase by 200 students over the next decade. Our task is to investigate how to accommodate 1,800 students without adding new classrooms.

• The school’s permanent building 'teaching stations' or 'classrooms' support 1,250 students.
• With the additional 13 portable classrooms on site, the school can support 1,572 students and meet its Level of Service target of 83 percent.
• With the current enrollment at 1,600 students, the school is experiencing a capacity deficit of 28 students.

To meet the exercise's target of 1800 enrollment without adding new classrooms, the district can look at adjusting the parameters that impact the school's capacity.

• Target Utilization: The amount of time each classroom is used to teach each day.
• Target Class Size: The average number of students per classroom each period.

Focusing on the facilities, without factoring in working conditions or collective bargaining agreements, if the school assigned 30 students to every classroom, every period of every day, the building (permanent structure and portable classrooms) could support 1,890 students.

However, 100 percent usage is unrealistic for many reasons, including allowing for breaks, grading, planning time, and teacher and student engagement. For this reason, the district's target utilization rate for all secondary schools is 83 percent.

Visualizing Utilization Rates

An 83 percent utilization at the school would fill 53 classrooms with 30 students per classroom, leaving ten classrooms available for staff breaks, grading, collaboration, and planning.

This 83 percent utilization model supports a 1,572-student capacity, leaving a 28-seat deficit for the current enrollment.

Suppose the school were to adjust the building's target utilization rate to 86 percent, activating 54 classrooms each period throughout the day. In that case, student capacity increases to 1,625 and still allows for nine available classrooms for staff purposes. This leaves 25 seats available for growth beyond the current enrollment.

 

Alternatively, if the school maintained 53 activated classrooms, they could adjust the target class size upward to accommodate the entire student population. If the school adjusts the target class size to 31 students per class, the school can accommodate 1,643 students. This scenario leaves 50 seats available for growth beyond the current enrollment.

In our education system, not all classes have 30 students; class sizes vary based on factors like student interest and teacher availability. Recognizing the benefits of smaller class sizes, we aim to enhance the learning experience by providing flexibility in buildings to meet the unique educational needs of every student without anticipating additional levies or bond funding for more classrooms.

To achieve the capacity to serve a target enrollment of 1800, using the current 83% target utilization and 30 student class size targets, we would need an additional ten portable classrooms to serve students.  Funding for an additional ten portable classrooms would likely require an additional bond or capital levy.

As the school faces the challenge of accommodating a growing student population over capacity, the projections indicate a looming deficit in seating capacity in the next ten years. The exercise brings attention to the importance of how target class size and utilization rates impact the capacity to serve a student population. To remain an educationally competitive district focused on developing every child’s potential, additional funding will be required to increase overall building capacity.

With substantial construction, the school's permanent teaching stations, supplemented by portable classrooms, may stay within the escalating enrollment demands. Without funding, the school in our example will need to make tough decisions regarding the utilization rate of classrooms over the next four to ten years.

Why is it important to understand building capacity and utilization?

In confronting the stark reality of classroom capacity and utilization challenges within the Puyallup School District's secondary schools, it is evident that our community stands at a pivotal juncture. The growth in both our community and the long-term projections of the student body demands our attention and a concerted effort to reimagine the utilization of classroom spaces and the diverse needs of our students.

As we begin to investigate and navigate capacity challenges, the focus must shift towards innovation and collaboration. Through our collective efforts, students, parents, community members, and school representatives will carve out a future for education that aims to support equitable access to quality learning for every child. The School Capacity and Utilization Task Force is at the forefront of this journey, and their recommendations will be presented to the school board this spring. The task force’s recommendations will be crucial in addressing our current needs.

Stay connected with the progress and insights of the Task Force by following their work on our website at http://www.puyallupsd.org/SCUT.

 

* Level of Service (LOS): The Washington State Growth Management Act (GMA) requires local government, including cities, counties, and school districts, to adopt level of service (LOS) standards.