# Presentation: 707640

## A Blue Print for Collecting School Facilities Data

## Presenters

**Patty Johansen**
**	***Utah State Office of Education*
**Oona Cheung**
**	***Council of Chief State School Officers*

## Condition of America’s Schools

**GAO:****	****Schools need $112 billion to complete all repairs, renovations, and modernizations needed.**
**NEA:****	****$322 billion estimated for same purposes.**
**NCES:****	****Three-quarters of schools need to spend some money on repairs, renovations, and modernizations**

## Needs for the Future

- Adequate maintenance
- Technology integration
- Electric power
- Classroom wiring
- HVAC and lighting
- Indoor air quality
- Efficiency, operation, and maintenance
- Investing money wisely
- Food service
- Control systems

## Data-Driven Decision Making

- Data Currently in Local, Multiple Systems
- State and Local Roles
- Lots of Policy Questions
- Needs “Building Blocks” of Data

## Available Resources

- Student Data Handbook for Elementary, Secondary, and Early Childhood Education: 2000 Edition
- Staff Data Handbook for Elementary, Secondary, and Early Childhood Education (2001 Edition upcoming)
- Financial Accounting for Local and State School System
- Institution Data Handbook (to be developed)
- Guidelines and Data Definitions for Collecting Data About Technology in Schools
- Property Accounting:  A Handbook of Standard Terminology and A Guide for Classifying Information About Education Property

## Selecting Basic Data Elements: Assumptions

- Maintained for administrative reasons at the school or district level
- Standardized definitions, formats, and collection procedures enhance comparable statistics at all levels
- Information about movable equipment excluded

## Selecting Basic Data Elements: Criteria

- Valid measures of desired indicators
- Useful in research, analysis, reporting, long-range planning and projection, and budgeting
- Necessary to satisfy the policy, planning and finance *information needs* for:
- 	a.	Assessing current teaching and learning conditions
- 	b.	Assessing the adequacy of building to support best educational practice

## Continued Selecting Basic Data Elements: Criteria

- 	c.	Assessing the sufficiency of school facilities for enrollment changes and community use
- 	d.	Determining equity in the allocation and distribution of capital assets
- Quantifiable and measurable
- Consistently defined and recognized

## Policy Questions

**What is the condition of teaching, learning, and support services environment?**
- 	A1.	What is the quality of the sites and building 				structures?
- 	A2.	Are the facilities safe for occupancy?
- 	A3.	Is there storage space for hazardous materials?
- 	A4.	Is there a life-cycle replacement schedule in place for 		major components and systems?
- 	A5.	Are there safety, communication, and security systems 	in 	place to deal with natural disasters, accidents, 		terrorism, and acts of violence?
- 	A6.	Are the facilities being properly maintained?
- 	A7.	Are the facilities well operated?
- 	A8.	Are the buildings designed or retrofitted to meet the 		standards of the zones (e.g., seismic, flood, rain, snow, 	and wind) on which they are located?

## Continued Policy Questions

**B.****	****What is the ability of school buildings to support best educational practice?**
- 	B1.	Are there specialized instructional spaces and 		amenities in the school to support learning?
- 	B2.	Are the school’s structure adequate in integrating 		computer technology?
- 	B3.	If not, how much do we need to spend to change the
- 		infrastructure?
- 	B4.	Are facilities in compliance with federal or state codes 	and regulations?

## Continued Policy Questions

**C.****	****Do schools provide sufficient space for changing enrollments and community use?**
- 	C1.	How is school space utilized?
- 	C2.	What is the projected utilization of the school space?
- 	C3.	How is school facility impacted by growing or shrinking 		enrollment?
- 	C4.	Are schools able to support smaller class size?
- 	C5.	Are the communities using our school buildings?

## Continued Policy Questions

**D.****	****Is the allocation and distribution of capital and operating funds adequate and equitable?**
**	**D1.	Is there planning for expected and unexpected 		expenditures?
- 	D2.	Do you have enough information for building aid 		application?
- 	D3.	How energy efficient are the facilities?
- 	D4.	How much additional space do you  need to meet 		increased enrollments?
- 	D5.	How much would it cost to implement prevention 		measures?
- 	D6.	Is the operating budget for school facilities adequate to 	maintain building in good repair on a life-cycle basis?

## Other Considerationsin Defining ImportantData Elements

- Student Capacity
- Building Utilization Rate
- Adeqaucy

## Selecting And Implementing Basic Data Elements That Will Address Local Needs

- Step 1:		Identify and Involve Stakeholders
- Step 2:		Identify Information Needs
- Step 3:		Identify Data Elements That Generate 				the Information Needed
- Step 4:		Review Data Element Definitions
- Step 5:		Examine the Quality of Data Elements 				Using the Selection Criteria
- Step 6:		Check the Efficiency of the Collective Body 			of Data Elements
- Step 7:		Update Periodically the Set of Data 				Elements to Reflect Changes in Information

## Procedures for Implementing Basic Data Elements

- Adopt the Process for Selecting Basic Data Elements
- Incorporate the Process into All Data Planning and Development Activities
- Use the Basic Data Elements Report to Encourage Schools and Districts to Provide Better Quality Data
- Provide Training and Support for Schools and Districts To Use the Basic Data
- Advertise Compelling Reasons for Districts and Schools To Use the Basic Data
- Work with Software Vendors to Incorporate the Basic Data Elements and Their Definitions