The 2024 Facilities Master Plan will be released in March
CDC IN PREPARATION FOR THE DECEMBER 12TH MEETING WITH THE DC DEPUTY MAYOR FOR EDUCATION ON THE MFP MASTER FACILITIES PLAN
In the Master Planning process the city takes account of existing conditions, but it must also envision desired conditions. With these pillars in place, stakeholders and the technical team can map out plans to reach the desired conditions that support the vision. As the Deputy Mayor for Education in DC begins this process of Educational Master Facility Planning, there is a substantial amount of visioning work that has been done across DC that should inform the future for schools and the education sector. Included here are elements of a vision for our city which should guide the education planning of our schools.
The overarching goal for educational facilities is to provide facilities that accommodate population growth and its geographic distribution and inspire excellence in learning; create a safe and healthy environment for students; and help each individual achieve their fullest potential while helping to build and strengthen local communities. 1201.1
There are specific elements and recommendations that pertain to DCPS including:
Ensure that the submitted MFP accounts for equitable access to matter-of-right DCPS public school locations in every ward;
· adequate acreage and quality of green space associated with DCPS matter-of-right school facilities locations in every ward
· the full modernization of all DCPS school buildings by 2030;
· And investment in programming in those schools to build DCPS enrollment and ensure successful matter-of-right feeder systems in every community in the city.
· Complete the updated MFP process in close collaboration with relevant agencies and the District’s education stakeholders.
· Use the updated MFP outcomes to guide school facilities planning on a District-wide and neighborhood-specific basis, guiding growth across both DCPS and public charter school sectors for a span of 10 years. 1203.10 12-12
Department of General Services Energy Management Plan - Build Maintain Sustain
Clean Energy Act promotes a wide range of new policies and initiatives that primarily target energy supply, building energy use, and vehicle emissions.
F. KEY GOALS The following key goals are identified for the Energy Management Plan
1. Annual greenhouse gas emissions reduction: 45,000 metric tons CO2e reduction from 2019 baseline by 2032.
2. Strategy for early energy retrofit work on 9% of the DGS portfolio by 2024.
3. Strategy for net zero energy transformation of 12.5% of the DGS portfolio by 2032.
4. Create, reinforce, or evolve programs and policies across the organization that support an energy management culture with DGS and for District residents and allied partners.
5. Building Energy Performance Standard (BEPS): align outcomes of the EMP with the requirements of the DC BEPS program as a custom compliance pathway.
6. Flexible and adaptable: the EMP is intended to be a living document, updated regularly based on portfolio outcomes and funding commitments. This reflects the dynamic nature of the BEPS program, regional sustainability initiatives, and innovations in technology.
Education: SDC 2.0 notes that “sustainability education is fundamental to the success of Sustainable DC.” Given the significance of DC Public Schools within the overall DGS portfolio, opportunities to link sustainability education with energy reduction outcomes are significant. Target 1 is to teach 100% of children in the District about environmental and sustainability concepts. Since DCPS has 112 buildings and is 46 % of the Districts public building inventory. This is a vision for a more environmentally sustainable city.
Physical Education and Physical Activity Requirements
· Physical education instruction time requirement is a minimum of 90 minutes per week for kindergarten through grade 5;
· Physical education instruction time requirement is a minimum of 135 minutes per week for grades 6-8;
· Requires at least 50 percent of physical education instruction time be devoted to moderate-to-vigorous physical activity;
· Encourages schools to schedule at least 20 minutes of recess on a daily basis for students in kindergarten through grade 8;
· Requires students in pre-K3 and pre-K4 receive an average of 60 minutes of moderate-to-vigorous physical activity per day, with at least two 20 minute sessions of outdoor physical activity; and
· Requires schools to submit an annual action plan to OSSE if they were unable to meet the weekly physical education instruction time requirements for the previous school year
Wellness Policy - a requirement of the Healthy Schools Act – each school creates a wellness policy
The 10 Whole School Child and Community (WSCC) components are:
1. Health Education
2. Physical Education and Physical Activity
3. Nutrition Environment and Services
4. Physical Environment
5. Social and Emotional Climate
6. Counseling, Psychological & Social Services
7. Health Services
8. Employee Wellness
9. Family Engagement
10. Community Involvement
The DC Safe Routes to School Program works to:
· Improve safety for students who walk and bicycle to school
· Encourage students and their parents to walk and bicycle to school
· Boost student physical activity, reduce parents’ fuel consumption, and reduce pollution and traffic congestion near schools.
The Deputy Mayor for Education will have an Education Master Facilities Plan and a Student Assignment Review (Boundary) to the Council by December of 2023. This is a crucial document.
The Code of the District of Columbia detailing the requirements can be found here: § 38–2803. Multiyear Facilities Master Plan. The Council rejected the last submission of the DME on the MFP - with the comment that it was a report and not yet a plan.
C4DC Members will be engaged in this process. This is an evaluation tool that was developed by the 21st Century School Fund as a resource for school districts, governing bodies and the public nationally. Below is an except from the introduction. There are 9 standards. The document is in word so it can be edited for our use here in DC.
Educational Facility Planning Improves Schools and Saves Money Proper planning of school facilities is critical for all school districts no matter how large or small, whether major construction is in the works or the district is managing enrollment declines. When school districts properly plan for their school facilities they have better schools, more public use and higher value for public spending. This evaluation guide was designed for superintendents and school boards that are called on to develop or sign off on plans, but who generally may not have extensive experience with educational facility planning. It can also be used to help community members participate in high quality educational facility planning.
An Educational Facilities Master Plan is a written document that describes the school district’s real estate and capital improvement requirements and its strategy and school specific plans for meeting these requirements over a 6-10 year period. On the real estate side, educational facility master plan elements will address the space needs for schools, administration and logistics, including proposed site selection, school closings and consolidations, attendance boundary changes, leasing, joint use and co-locations. On the capital improvement side, educational facility master plan elements will include: the justification, scope, schedule and estimated cost for major repairs, modernization and new construction.