Action-SS June 9, 2020 Attachments

BOARD OF EDUCATION OF CHARLES COUNTY AGENDA ITEM

SUBJECT FY 2021 Educational Facilities Master Plan (EFMP)

OVERVIEW The EFMP is the first step in the state's school construction program process that leads to the development and approval of a state supported Capital Improvements Program (CIP). Revisions to the EFMP are submitted annually to the Maryland Department of Planning by July 1. This plan is an “identification of needs document.” The CIP is developed later in the fall of each year and addresses these needs with careful consideration to project costs and affordability discussions with county government.

BUDGET IMPLICATIONS The EFMP is used to develop and prioritize both the state and local CIP. Funding consideration by the Interagency Commission on School Construction will be given to a local board's CIP only if a current EFMP is on file.

STAKEHOLDERS INVOLVED To ensure our system's facilities needs are objectively identified for the Board of Education’s (BOE) programming consideration, central office and local government staffs assisted in the development and refinement of the EFMP documents.

DESCRIPTION A synopsis of the required elements of the EFMP is included with this plan (attachment). Careful consideration was given to the long standing dialogue between the County Commissioners and the BOE relating to the Adequate Public Facilities Ordinance, and the responsiveness of the CIP to the county’s growth within the state and local anticipated revenues. The focus of the EFMP is reflected in the proposed project schedule along with the systemic renovations plan.

This year’s update follows our normal review of maintenance records, systems normal life expectancy records, and growth in the county; but also includes consideration of the new System Wide Capital Improvements Program (educational survey and assessment by GWWO Architects).

RECOMMENDATION/FUTURE DIRECTION That the BOE accept and approve the EFMP for FY 2021, as a working document, which will be submitted to the state by July 1, 2020.

G:\Planning_&_Construction\EFMP\FY 2021\ ACTION ITEM.doc

FY 2020 EDUCATIONAL FACILITIES MASTER PLAN SYNOPSIS

The Educational Facilities Master Plan (EFMP) is the first of three phases in the state's public school construction program - the programming phase. With Interagency Commission on School Construction approval, the EFMP will serve as the basis for the state's capital improvements program. The preparation of this year's plan considers evolving planning data, identified through the ongoing collaboration by central office staff and county staff, ensuring careful consideration of the Board of Education (BOE) and the County Commissioners’ recommendations for future planning efforts. The plan excerpts listed below (elements of a more detailed document) outline the following changes as contrasted with last year's plan:

Goals, Standards and Guidelines Section - Updated to reflect changes that have occurred over the last year and updated with new information from the various departments.

New Enrollment Data - Includes new projected enrollment and redistricting data on

which all subsequent analysis has been based.

Facilities’ Needs Analysis - A major component focusing on future planning efforts in one composite document. This section includes: Project Schedule - Graphically displays the suggested planning and construction

programming for renovations and required new capacity. New capacity requirements are drawn from an analysis of area step charts by school level included with this report. The step charts on pages 16 – 18 depict projected enrollment as developed by our school system staff and approved by the Maryland Department of Planning in May 2020.

Systemic Renovations – The report includes a section that formalizes the tie with the

Comprehensive Maintenance Plan as it impacts systemic renovations, bringing planning and programming consideration before the BOE on a yearly basis.

Educational Facilities

Master Plan

FY 2021

Arthur Middleton Elementary School

Charles County Public Schools

La Plata, Maryland

June 2020

Prepared

For

THE BOARD OF EDUCATION

OF CHARLES COUNTY

Virginia R. McGraw, Chairman

Latina L. Wilson, Vice Chairman

Jennifer S. Abell

Tajala Battle-Lockhart

Elizabeth C. Brown

David Hancock

Michael Lukas

Ian Herd, Student Member

Kimberly A. Hill

Superintendent

Michael L. Heim

Assistant Superintendent

of Supporting Services

Steven M. Andritz

Director of

Planning & Construction

June 2020

The Charles County public school system does not discriminate on the basis of race, color, religion, national origin,

sex, sexual orientation, gender identity, age or disability in its programs, activities or employment practices. For

inquiries, please contact Kathy Kiessling, Title IX/ADA/Section 504 Coordinator (students) or Nikial M. Majors, Title

IX/ADA/Section 504 coordinator (employees/adults), at Charles County Public Schools, Jesse L. Starkey Administration

Building, P. O. Box 2770, La Plata, Maryland 20646. (301) 932-6610/870-3814. For special accommodations call (301)

934-7230 or TDD 1-800-735-2258 two weeks prior to the event.

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GOALS, STANDARDS AND GUIDELINES

Each school district in the State of Maryland prepares an annual Educational Facilities Master

Plan (EFMP) in order to receive funds from the state’s public school construction program.

Funds for specific schools are approved annually through the Capital Improvements Program

(CIP). The EFMP presents school resources and identifies needs; the subsequent CIP responds

to the identified needs by funding specific capital projects.

The state requires that each EFMP include a section on goals, standards and guidelines and

identifies eight policy areas to be addressed. Information for Charles County Public Schools

follows below.

A. GRADE ORGANIZATION PATTERN

Public schools in Charles County are organized into three levels: elementary schools

are from pre-K through grade 5; middle schools are grades 6 through 8; and high schools

are grades 9 through 12. The Robert D. Stethem Educational Center houses alternative

programs for students at the middle/high school levels and the Fresh Start Program.

The F.B. Gwynn Center houses programs serving students from infants and toddlers

through middle school. Seven Title I schools offer a three-year old full day program.

In addition, at the seven Title I schools there are 2 to 3 pre-K classrooms in order to

accommodate all income eligible students in a full day program. At the non-Title I

schools, there is only one pre-K classroom which accommodates half-day programs.

Title I schools include C. Paul Barnhart, Mt. Hope/Nanjemoy, Indian Head, J. P. Ryon,

Dr. Samuel Mudd, Eva Turner and Dr. Gustavus Brown. Arthur Middleton became a

targeted assistance school beginning in school year 2019-2020. Two Title I schools,

(Dr. Samuel Mudd, and Eva Turner) are served by the Judy Center Grant, and provide

early childhood and family support within and beyond the school building. This

program is based at Dr. Mudd Elementary but each school has a dedicated Family

Service Coordinator on staff full time.

B. STUDENT STAFFING RATIOS

A low student-teacher ratio provides a more individualized instructional program.

Presently, Charles County Public Schools average 25 pupils or less for every one

teacher. In addition to classroom teachers, other professionals staff the system’s early

childhood, library, school counselors, reading, math, special education, and gifted

education programs. Itinerant staff is deployed on an as-needed basis including pupil

personnel workers, school psychologists, speech therapists, nursing personnel, and

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special education specialists. Specific program needs may also impact student-teacher

ratios such as recent initiatives in reading and the three-year old program.

C. TRANSPORTATION POLICIES

The transportation department operates a safe, efficient and reliable bus service with a

policy to hold busing to a minimum in terms of time and distance. Every effort is made

to keep student travel times less than one hour, especially in the rural areas of the

county. As development occurs, bus routes may change in order to meet the growing

number of students in current subdivisions and from new developments.

D. ATTENDANCE ZONES AND REDISTRICTING POLICIES

Each school has a geographically-based attendance area or zone. Students living within

a zone attend the designated school with certain exceptions for children attending

special education programs or other designated exceptions. A transportation link on

the school system’s website (www.ccboe.com) identifies the appropriate attendance

zone upon entry of a street address.

Changing enrollment patterns and the opening of new schools cause redistricting.

School enrollment boundaries are adjusted in order to promote uniform and efficient

use of school facilities and resources. The redistricting policy and rules, adopted in

1997 and last amended in October of 2017, requires staff to annually review enrollment

data of individual schools. When a boundary line adjustment becomes necessary, the

Superintendent establishes an advisory committee on redistricting. The factors

reviewed during redistricting include:

school capacity

impact on educational program quality

student enrollment trends

age or condition of buildings

transportation

impact on the community

limiting movement in elementary/middle schools to once in three years

limiting movement after enrollment in ninth grade.

The redistricting committee develops two proposals and holds at least one public

hearing. From the committee’s report and initial public input, the Superintendent

presents a redistricting proposal to the Board of Education. The Board holds at least

one public hearing on the Superintendent's redistricting proposal. The final decision

is made by the Board with at least 90 days’ notice prior to implementation. A

comprehensive elementary school redistricting took effect for school year 2019-2020

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that impacted 15 existing schools and created the boundary for Billingsley Elementary

School.

The Superintendent implemented a moratorium on new construction within four

attendance blocks at Milton Somers Middle School. The change sent any new homes

occupied after July 15, 2016, to neighboring Benjamin Stoddert Middle School.

E. GIFTED EDUCATION SERVICES

Gifted education provides advanced academic experiences for students who perform or

show the potential to perform at high levels of accomplishment. A learning resource

teacher who works directly with the gifted education program is part of the

instructional leadership team at each elementary and middle school. At the elementary

and middle school levels, the learning resource teacher also serves as the testing

coordinator, and therefore, requires a secure area for testing materials.

Students identified for gifted services in reading/language arts and mathematics work

with the learning resource teacher in the classroom and in small group settings. In

addition, the learning resource teacher collaborates with classroom teachers and

provides staff development for small and large groups.

F. SPECIAL EDUCATION

Special education services are customized for each student through the Individualized

Education Program (IEP) or the Individual Family Service Plan process. The main

focus of both of these processes is to keep students with IEPs in regular classroom

settings and students with IFSPs in the natural environment. Every school has a

designated room or office for testing, meetings, and services, where confidential

student files are centralized.

Early intervention special education services are available for children from birth – 3

through the F. B. Gwynn Center and/or the Health Department. Service providers go

to the homes of students and implement a wide range of instructional, behavioral,

physical, and communication strategies to improve outcomes for very young children.

They also provide support to families in working with their children and ensure that

they are aware of community-based resources that are available to assist them.

Children can also access services in daycare settings and at the F.B. Gwynn Center.

Special Education services for preschool age students are delivered in a variety of ways

and are determined by the needs of the students and their families. Many of our

students attend Preschool Special Education Programs that are located in most

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elementary schools; these programs include a strong philosophy and a co-teaching

model. Special Education Preschool programs are available in 18 elementary schools.

The Emotional Adjustment Program (EAP) is a highly structured, self-contained

therapeutic program with mainstreaming opportunities for those students who have

difficulty accessing the academic curriculum in the general education setting due to

emotional/behavioral dysregulation. The program is regionalized with school sites at

the elementary, middle, and high school settings. The program provides students with

academic, behavior, and psychological services support for the acquisition of essential

self-regulatory, social, and academic skills. The program continues to support those

students who are able to maintain appropriate behavior as they return to the

mainstream setting. Ultimately, these therapeutic supports are intended to assist the

student in achieving emotional/behavioral stability and academic success without the

need for such extensive supports.

Students with Autism Spectrum Disorder are served through the Structured Teaching,

Opportunities for Social Inclusion, Active Learning and Rigor (SOAR) program. This

regionalized program is designed to address the academic, social, and behavioral needs

of students with severe communication and behavior disorders. The program serves

students from preschool through grade 12. The classrooms operate using the principles

of an applied behavior analysis model. Students learn skills necessary to function

independently across academic, social, and behavior domains. Students are provided

with inclusion opportunities as specified in their IEP. Student placement in the SOAR

program is determined by the IEP team. Instruction in this program focuses on

academics, personal management, community access; communication and

socialization. All classes are located in elementary, middle, and high schools within the

county, thus ensuring that students are educated within the least restricted

environment. Each student is regularly included with their same age peers in daily

activities and instruction, as appropriate. During the 2019-2020 school year, there were

22 SOAR classes at the elementary level, 6 at the middle school level and 4 at the high

school level.

The ACHIEVE (Academics, Communication and Heightened Independence for

Education Vocation and Engagement) Program provides an alternate curriculum at

each grade level for students with moderate, severe, or profound disabilities.

Functional academics, communications, decision-making skills, and behavior

modifications are addressed. Instruction is community-based in that students work

on their IEP goals in community settings. Within the school setting, students are

included with non-disabled peers in both instructional and social activities. During

the 2019 – 2020 school year, there were 9 ACHIEVE classes at the elementary level, 9

at the middle school level, and 17 at the high school level.

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Adult Independence Program (AIP) services are available for students with moderate

intellectual disabilities from ages 18 – 21. This program assists students in obtaining

supportive employment opportunities that will often translate into full-time

employment once the students leave the program. Additionally, students are provided

instruction in accessing community-based supports and resources. The purpose of this

program is to enable students to seamlessly transition into adulthood.

G. CAREER AND TECHNICAL EDUCATION

Career and Technical Education (CTE) prepares students for a wide range of careers

through programs that promote both academic and technical achievement. Students

enrolled in CTE program courses can enter careers that require varying levels of

education: high school diplomas, post-secondary certificates, apprenticeships, military

service, or college degrees. Additionally, CTE Programs of Study provide opportunities

to earn industry-recognized credentials and college credit while still in high school.

Students learn skills and develop attitudes that support career employment, college

readiness, and lifelong learning.

Family and Consumer Sciences (FACS) courses offered at the high school level prepare

students to become capable individuals, family members, and citizens managing the

challenges of living and working in a diverse global society. FACS programs include

Architecture and Interior Design, Fashion Design, Fashion Merchandising and

Marketing, Food and Nutrition Science and Intercultural Foods, Retail Merchandising,

and Textiles and Apparels.

Financial Literacy courses prepare students with the knowledge and skills necessary to

meaningfully plan for their financial future, manage their money, and evaluate choices

to make informed decisions. The courses cover a wide variety of financial literacy

topics such as credit card usage, credit scores and reports, buying a car, preparing a

budget, checking and savings accounts, investing, and income considerations. All

students must earn one credit in financial literacy.

Junior Reserve Officers Training Corps (JROTC) is a service specific student leadership

program that instills the values of citizenship, community service, personal

responsibility, character, and self-discipline. Air Force, Army or Navy (Sea Service-

Navy, Marine, and Coast Guard) programs are offered at each high school. The

programs are staffed with a minimum of one retired officer and one retired

noncommissioned officer.

Technology Education is a comprehensive experienced-based curriculum based on the

Maryland State Technology Education Standards. The Foundations of Technology

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course, offered at all high schools is a graduation requirement. Advanced technology

education courses are also available for students interested in this subject matter.

Students are taught technological literacy by exploring the ways in which ingenuity,

processes, materials, devices, science, and mathematics are applied to solving practical

and perennial problems of a designed world. Laboratory activities include the safe use

of tools, machines, and materials.

Career and Technical Education Completer Programs by Career Clusters

Career and Technical Education Completer Programs provide high school students

with an opportunity to pursue sequential technical and academic programs of study

leading to a career. CTE Programs of Study prepare students for college and careers.

The Career Research and Development (CRD) Program of Study prepares students with

academic, technical, and workplace skills necessary to seek further education and

employment in a career field of their interest. The program consists of a classroom

instructional component and a paid or unpaid workplace component. This program

prepares students with the academic, technical, and workplace skills necessary to seek

further education and employment in a career field of their interest upon graduating

from high school.

Arts, Media and Communication Cluster

The Graphic Communication program gives students an overall understanding of the

graphing and printing industries and their major operations while teaching academic

and technical competencies that lead to nationally recognized certifications. Students

may gain certification in Introduction to Graphic Communication, Digital File

Preparation, Screen Printing, and Advertising/ Design from the Graphic Arts Education

Research Foundation (GAERF). Students may also earn college credits through an

articulation agreement with the College of Southern Maryland (CSM) and Bridgemont

Community & Technical College.

The Interactive Media Production Program of Study includes a strong foundation in

arts and communication with particular emphasis on graphic and media

communications, interactive technologies, and project development. Students in this

program have the opportunity to earn Dual Enrollment at the College of Southern

Maryland. Students complete courses in Arts, Media and Communication and

Interactive Media Production and Advanced Media Production.

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Business Management and Finance Cluster

Business Education courses focus on pathway programs based on the Maryland State

Department of Education framework document for Business Management and Finance.

The program includes rigorous academics, broad cluster knowledge and skills as well

as more advanced technical skills related to the specific pathway: Business Management

and Finance. The pathway consists of four courses developed by business educators,

postsecondary instructors, and business partners to help prepare students for success in

their chosen business pathway. Skills for success, workplace readiness, computer

applications, written and oral communication skills, and math skills are all integrated

throughout the coursework. Industry certifications are incorporated where

appropriate and opportunities are made available for students to earn college credit

through articulation agreements with local colleges. Career planning and expectations

are incorporated throughout. This program allows students to graduate with the skills

and knowledge necessary to pursue a variety of careers in industry and continue their

education at postsecondary institutions.

Construction Development Cluster

The Construction Design and Management program is a four course CTE Program of

Study. Students will develop an understanding of the built world through the design

and construction process. Each course uses a project based learning approach to

advance students’ understanding of the design-build-maintain process. Advanced

architectural drafting and design skills are developed through lab-based instruction

using Autodesk software tools (AutoCAD and Revit Architecture). Throughout the

program, students will develop a portfolio to demonstrate knowledge of each phase of

the design and construction management process. Students will also have the

opportunity to earn industry certification in AutoCAD.

Electrical Construction is based on modules from the NCCER national standards, and

provides students with instruction and hands-on experiences. Students master a variety

of electrical skills in both residential and commercial wiring.

Heating, Air Conditioning and Refrigeration Mechanic (HVAC) is based on modules

from the NCCER national standards and provides students with instruction and hands-

on experiences learning about the industry as it relates to residential and commercial

building applications.

Welding provides students a variety of welding skills, such as oxyfuel cutting and

welding including Shielded Metal Arc Welding (SMAW). This course of study

correlates to modules from the NCCER national standards. NCCER meets the

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American Welding Society (AWS) Entry Level Welder-Phase One and Phase Two

requirements of the AWS guidelines.

Consumer Services, Hospitality & Tourism Cluster

The ProStart-Food and Beverage Management program introduces high school

students to a wide variety of careers within the restaurant, food service, and hospitality

industry. Students study and practice professional food preparation, preparation of

international cuisines, food safety and sanitation, customer service relations,

accounting, cost control, marketing and an introduction to all aspects of lodging

management. Students will build strong culinary, business, management and

workplace skills as a result of their participation in this program. The National

Restaurant Association Education Foundation (NRAEF) designed the program’s

industry driven curriculum.

Careers in the Cosmetology program prepare individuals to care for and beautify hair,

skin and nails. Students are instructed in the art and science of cosmetology, as well as

all aspects of the industry. Emphasis is placed on hygiene, safety, and sanitation as well

as State Board of Cosmetologists’ rules and regulations. Related areas of instruction

include human anatomy and physiology, mathematics and measurement, analysis,

diagnosis and histology of hair, skin and nails, chemistry, fundamentals of electricity,

product knowledge; customer relations; and employability skills. Salon management is

an integral part of the classroom and clinical experience. The 1,600-hour program

includes classroom instruction, clinical experience, related mentored work-based

learning experience, and a senior capstone project. Upon successful completion and

the instructor’s recommendation, the student will be required to take the Maryland

State Board of Cosmetologists Examination.

The Culinary Arts (ACF) program prepares students for successful careers in the food

and beverage industry with a focus on Culinary Arts or Professional Baking. The

program includes education in food production, professional cooking, baking, cost

control, nutrition, sanitation, and food marketing. When combined with science

classes, this program will provide the necessary skills for further education and career

success. American Culinary Federation (ACF) is the culinary leader in offering

educational resources, training, apprenticeships, and programmatic accreditation.

Health & Biosciences Cluster

The Academy of Health Professions prepares college-bound students for medical

careers. Students will learn to use technology to provide all aspects of health services.

The program includes classroom instruction as well as hands-on laboratory and clinical

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experiences at local health care facilities. Students will also take courses such as

anatomy/physiology, nutrition, and speech. Students are expected to take multiple

science classes, including Advanced Placement Biology and Chemistry. Students at

North Point High School earn a Certified Nursing Assistant certification. Students

attending the program at Robert D. Stethem Educational Center are prepared to take

the Pharmacy Technician Certification Board (PTCB) exam in the pharmacy technician

specialty course. They can also specialize in the Physical Rehabilitation specialty

course.

Biomedical Sciences, Project Lead the Way (PLTW) is based on the national standards

for science, mathematics, and English language arts, and the Accountability Criteria for

National Health Care Cluster Foundation Standards. The program consists of a

sequence of four courses: Principals of Biomedical Sciences; Human Body Systems;

Medical Interventions; and Medical Innovations (science research). Students who

complete the program are prepared for employment and further education at two and

four-year college levels.

Human Resource Services Cluster:

Education Careers in Early Childhood programs provide students with instruction that

supports careers such as daycare providers, school teachers, instructional assistants, and

school counselors as well as opportunities to earn college credits. Supplemental courses

include art, music, nutrition, and world language.

Criminal Justice prepares students for law enforcement careers. Students complete a

foundation level course with a focus on addressing threats to public safety through

effective communication, preparedness, detection, prevention, response, and recovery.

Students practice critical thinking in “mock crime scene” activities. Courses in Spanish,

computers, art, speech, and photography are recommended to supplement the

curriculum.

Fire Science/Fire Fighting is offered through collaboration with the Maryland Fire and

Rescue Institute (MFRI) of the University of Maryland, local fire and rescue companies,

and Charles County Public Schools. The program includes classroom instruction as

well as at selected local fire companies. Students must be members in good standing at

their local fire company, complete a minimum of 138 hours of work-based learning,

and take the seven certification exams. Successful completion of this program can lead

to MFRI certifications as well as college credits.

The Teacher Academy of Maryland (TAM) aligns with the Interstate New Teacher

Assessment and Support Consortium (INTASC) and the Maryland Essential Dimensions

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of Teaching (EDoTs). The program focuses on teaching as a profession, human growth

and development, learning theory, and curriculum and instruction. Upon completion

of the program and passing the ParaPro assessment, high school graduates are ready for

entry level employment as an instructional aide in the teaching profession or can

continue their education at a four-year college.

Information Technology Cluster

The CISCO Networking Academy prepares students for industry certification (CCNA)

and advanced study in information technology. Emphasis is placed on solving

networking problems through decision making and problem-solving techniques,

involving applications of science, mathematics, and communication skills. Students

can enroll in the Cybersecurity specialty course resulting in additional industry

certifications.

Computer Science courses prepare students for success in computer science and related

informational technology degrees, as well as related fields such as engineering. Courses

cover topics such as computer programming and computational thinking, web

development, network technologies, and PC troubleshooting and repair. Students use

a variety of programming languages, including Java, virtual robots, animation software,

and professional web development applications. Middle School Computer Science

courses are available to students in grades 6-8 and in elementary school through PLTW

Launch in grades K-2.

Manufacturing, Engineering & Technology Cluster:

Architectural Drafting and Design students learn the basics of mechanical drawing and

then progress to orthographic projections, sectional views, and pictorial plans for use

in engineering. Supplemental courses are drawing, drafting and design, physics,

architecture, and interior design.

The Manufacturing Technologies Program of Study provides students with the

knowledge and skills needed to program and operate Computerized Numerical Control

(CNC) machines in order to create designed products from raw materials.

Manufacturing includes a study of computer assisted drafting and design, engineering

concepts, and computer programming.

Project Lead the Way (PLTW) Pathway to Engineer Pre-Engineering program prepares

students for further education and careers in engineering and engineering technology.

Students complete foundation level courses in Engineering, including Principles of

Engineering, Introduction to Engineering Design, and Digital Electronics. Students

then select an area of specialization, including Computer Integrated Manufacturing,

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Civil Engineering and Architecture, Aerospace Engineering, or Biotechnical

Engineering. In the final course, students also complete an industry-mentored

capstone project in Engineering Design and Development.

Gateway to Technology (GTT) is the middle school pre-engineering program for

students exploring an engineering pathway as a possible career choice. The project-

based format is designed to appeal to learners who may not have considered careers in

science, mathematics, or engineering. This course is not a CTE Completer Program;

however, it is designed by PLTW as a precursor to their pre-engineering program.

Transportation Technologies Cluster

Collision Repair Technician combines technical, academic and workplace skills

through curriculum that is aligned with the Inter-Industry Conference on Auto

Collision Repair (I-CAR), National Automotive Technicians Education Foundation

(NATEF), including Automotive Service Excellence (ASE). Instruction prepares

students for careers and/or further education in collision repair and refinishing within

the Transportation Technology Cluster through the following courses: Non-Structural

Analysis and Damage Repair/ Plastics and Adhesives, Paint and Refinishing, and an

optional course Structural Analysis & Damage Repair.

The Automotive Technician program incorporates the Automotive Service Excellence

(ASE) program certification standards and the National Automotive Technicians

Education Foundation (NATEF) task lists. The program prepares students for further

education and careers in the Transportation Equipment Pathway and automotive

technology. The program consists of eight courses: Suspension and Steering, Brakes,

Electrical/Electronic Systems, Engine Performance, Engine Repair, Heating and Air

Conditioning, Automatic Transmission and Transaxle, and Manual Drive Train.

Environmental, Agriculture and Natural Resources Cluster

The Curriculum for Agriculture and Science Education (CASE) Natural Resources

Pathway begins with the Introduction to Agriculture, Food, and Natural

Resources course. Students then progress to the foundation level course, Natural

Resources and Ecology followed by the specialization course, Environmental Science

Issues. The CASE: Natural Resources Pathway culminates with the capstone

course, Agricultural Research and Development. Students will experience hands-on

activities, projects, and problems. Student experiences will involve the study of

communication, the science of agriculture, plants, animals, natural resources, and

agricultural mechanics. While surveying the opportunities available in agriculture

and natural resources, students will learn to solve problems, conduct research,

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analyze data, work in teams, and take responsibility for their work, actions, and

learning.

H. EDUCATIONAL SUPPORT POLICIES

School counseling services are available at each school. Certified counselors can help

parents and students in areas of academic planning, personal decision making and

career development. Each high school also has a college and career advisor who assists

with these efforts. Counselors work with parents, administrators, teachers and

community resources to provide the best educational experiences for students.

School health service nurses update, maintain and implement medical plans for

medically fragile students, administer medications, review immunization records and

provide medical response for illness and injuries as needs arise for students and staff.

Vision and hearing technicians regularly screen students and re-screen upon requests

from parents or teachers.

Certified school psychologists provide crisis intervention, counseling for students and

groups of students, individual risk assessments, psychological assessments and

consultations with teachers, parents and administrators. This includes referrals to, and

consultations with, appropriate community agencies and professionals.

Pupil personnel workers act as liaisons between home, school and the community.

They investigate residence concerns and assist with attendance, behavior, enrollment,

and homeless issues.

Court liaisons work with the courts, Juvenile Services Department and the school

system to appropriately and effectively meet students' needs.

School Probation Officers (SPO’s) are employed by Department of Juvenile Services to

serve as mentors. They primarily work with students placed on probation by the court.

They devote time and attention to these and other students serving as positive role

models in prevention and early intervention programs.

School Resource Officers (SRO) are sworn police officers from the Sheriff’s Office. An

officer is assigned to each high school and middle schools. Service is provided to

elementary schools as needed. When requested by the school, the SRO’s serve as

mentors to the students and as consultants to the school administration and staff. They

provide school and personnel safety programs, teach DARE classes, counsel individual

students, work with parents, and carry out normal police duties when called upon to

do so.

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I. SCHOOL CLOSING PROCEDURES

Charles County Public Schools provides high quality education at an efficient and cost

effective level through an optimum use of facilities. The local growth rate is an added

challenge to this policy; whereas the closing of schools is a lesser demand. School

closings comply with state regulations (COMAR 13A.02.09). The Superintendent

appoints a standing committee to review population patterns and other factors bearing

on school operations. The analysis includes:

educational program quality

student enrollment trends

student body racial composition

age or condition of schools

means of transportation

student relocations

financial projections and economic costs

community impact of school closings

impacts to schools at other levels

Based on each school’s assessment, the committee submits recommendations to the

Superintendent, which could include school closures. From the committee’s

recommendations, the Superintendent develops alternatives for review by the Board of

Education. If a school closure is included, the Board holds a public hearing on both the

proposed closure and alternatives. The decision to close a school rests with the Board.

As with redistricting actions, a minimum of 90-days public notice is provided prior to

implementation to ensure orderly transitions.

J. CONCLUSION

The goals, standards and guidelines established for the Charles County Public Schools

system fulfill the stated mission of the Board of Education, which is to provide an

opportunity for all school-aged children to receive an academically challenging, quality

education that builds character, equips for leadership and prepares for life, in an

environment that is safe and conducive to learning.

g:\planning_&_construction\efmp\fy 2019\efmp2019 goals, standards, guidelines.docm

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NEW CAPACITY AND RENOVATION/ADDITION

PROJECT DESCRIPTIONS FULL-DAY KINDERGARTEN ADDITIONS/RENOVATIONS – VARIOUS SCHOOLS: There is a need for

permanent space to support full-day kindergarten in the elementary schools. A study to

evaluate the existing conditions and recommend the most effective means of providing the

additional classrooms required to house a full-day kindergarten program is complete.

Planning approvals for 14 projects and construction funding for 12 projects were approved in

fiscal years 2007 through 2021. Planning approval and construction funds for additional

projects will be requested in FY 2022 and future years.

Planning and/or construction approvals:

C. Paul Barnhart Elementary School Gale-Bailey Elementary School

T. C. Martin Elementary School Mt. Hope/Nanjemoy Elementary School

Dr. Gustavus Brown Elementary School Eva Turner Elementary School

Indian Head Elementary School Arthur Middleton Elementary School

Mary H. Matula Elementary School Daniel of St. Thomas Jenifer Elementary

Berry Elementary School Dr. James Craik Elementary

Malcolm Elementary - Planning J.P. Ryon Elementary - Planning

Planning and/or construction requests:

J. P. Ryon Elementary School – FY 2022 Construction

Malcolm Elementary School - FY 2022 Construction

J. C. Parks Elementary School - FY 2022 Planning/ FY 2023 Construction

Walter J. Mitchell Elementary School - FY 2022 Planning/ FY 2023 Construction

Dr. Thomas Higdon Elementary School - FY 2022 Planning/ FY 2023 Construction

William Wade Elementary School - FY 2022 Planning/ FY 2023 Construction

EVA TURNER ELEMENTARY SCHOOL MODERNIZATION/ADDITION: The need is for modernization

and addition to Eva Turner Elementary School. The school was opened in 1979 and major

building systems have reached the end of their useful life. The school received a pre-

kindergarten addition in 1995 and an all-day kindergarten addition in 2011. The

modernization will upgrade the mechanical and electrical systems to meet current standards

and codes. The building will be modernized and expanded for increased enrollment and to

meet current educational program requirements. New individual classroom spaces will be

provided to replace existing open-space classrooms. The school is located in the Bannister

neighborhood of Smallwood Village in St. Charles and serves the development district. The

school serves a population that includes students with special needs, students with low

English proficiency, and children eligible to participate in the free and reduced meal

program. The State approved Planning for the school in FY 2018 and local design funds were

23

approved in FY 2018. State and local construction funds are requested in FY 2020, FY 2021

and FY 2022.

BENJAMIN STODDERT MIDDLE SCHOOL MODERNIZATION/ADDITION: The need is for

modernization and addition to Benjamin Stoddert Middle School. The school opened in

1976 and the major building systems have reached the end of their useful life. The school

has not had any previous renovations or additions. The modernization will upgrade the

mechanical and electrical systems to meet current standards and codes. The entire building

will be modernized and expanded for increased enrollment and to meet current educational

program requirements. New individual classroom spaces will be provided to replace existing

open-space classrooms. The school is located in the Bannister neighborhood of Smallwood

Village in St. Charles and serves the development district. The school serves a population

that includes students with special needs, students with low English proficiency, and

children eligible to participate in the free and reduced meal program. The State approved

Planning for the school in FY 2018 and local design funds were approved in FY 2018. State

and Local construction funds are requested in FY 2020, FY 2021 and FY 2022.

MAURICE J. MCDONOUGH HIGH SCHOOL, PHASE I RENOVATION: The need is for modernization

at McDonough High School, which was built in 1977 and serves a portion of the

development district. The proposed Phase I may include; an elevator, stair modifications,

improved accessibility, new secure building entrance and administrative office, renovations

to convert the existing administrative spaces to program spaces, and enhancements to the

performing arts area. The school serves a population that includes students with special

needs, students with low English proficiency, and children eligible to participate in the free

and reduced meal program. Local funding to initiate planning was approved in FY 2018.

Planning was approved in FY 2019. Local construction funds are requested in FY 2021 and

FY 2022. State construction funding will be requested in FY 2021 and FY 2022.

T.C. MARTIN ELEMENTARY SCHOOL MODERNIZATION/ADDITION: The need is for modernization

and addition to T. C. Martin Elementary School. The school was opened in 1967 and major

building systems have reached the end of their useful life. The boilers were replaced in 2006

and the school received an all-day kindergarten addition in 2009. The modernization will

upgrade the mechanical and electrical systems to meet current standards and codes. The

building will be modernized and expanded for increased enrollment and to meet current

educational program requirements. The school serves a population that includes students

with special needs, students with low English proficiency, and children eligible to participate

in the free and reduced meal program. Local planning funds were requested in FY 2021.

State and local construction funds are requested in FY 2022 and FY 2023.

24

LA PLATA HIGH SCHOOL, PHASE I RENOVATION: The need is for modernization at La Plata

High School, which was built in 1979 and serves a portion of the development district. The

proposed Phase I may include; envelope stabilization, open space enclosure, new secure

building entrance and administrative office, and enhancements to special programs. The

school serves a population that includes students with special needs, students with low

English proficiency, and children eligible to participate in the free and reduced meal

program. Local funding to initiate planning will be requested in FY 2022. State and local

construction funding will be requested in FY 202 and FY 2024.

NEW ELEMENTARY SCHOOL #23: The need is for additional school capacity in the La Plata

area. Continued development in the incorporated town, both east and west of route 301,

will cause enrollment at the elementary level to exceed the capacity of the existing schools

serving that area. The school will serve a population that includes students with special

needs, students with low English proficiency, and children eligible to participate in the free

and reduced meal program. Planning approval was requested in FY 2021. State and local

construction funding will be requested in FY 2023 and FY 2024.

NEW MIDDLE SCHOOL #9: The need is for additional capacity at the middle school level in the

rapidly growing county development district. The county’s Comprehensive Plan calls for the

majority of growth in the county to be concentrated in the development district, including

those areas west of Route 301. Enrollment projections indicate the schools serving this area

will continue to experience increasing enrollment and overcrowded conditions. The

proposed school site location is not determined. A school with a rated capacity of 940 is

planned. The school will serve a population that includes students with special needs,

students with low English proficiency, and children eligible to participate in the free and

reduced meal program. Planning approval will be requested in FY 2022. State and local

construction funding will be requested in FY 2023 and FY 2024.

25

SYSTEMIC RENOVATIONS

PROJECT DESCRIPTIONS

OPEN SPACE ENCLOSURE AT DR. GUSTAVUS BROWN ELEMENTARY SCHOOL: The need is for an

open space enclosure at Dr. Gustavus Brown Elementary School, located in the Smallwood

Village in St. Charles, within the development district. The original building opened in 1974

and designed with an open space floor plan and the need is for permanent enclosed

classrooms. This project will consist of constructing permanent classroom walls,

reconfiguring ductwork and lighting, electrical work, providing new drop ceiling, and new

floor finishes. Local design funds will be requested in FY 2021. State and Local construction

funding will be requested in FY 2022.

ROOF REPLACEMENT AT JOHN HANSON MIDDLE SCHOOL: The need is for a systemic renovation

at Hanson Middle School. Located in the Waldorf development district, this school opened

in 1972 and is the oldest operating middle school in Charles County. The building was re-

roofed in 1995 and will reach its expected 20-year life by FY 2017. The installation of a

four-ply, built-up roof with positive drainage is proposed. A full roof investigation will be

performed by our consultant prior to design to address any unforeseen problems. Local

planning approval and design funds were approved in FY 2018. Construction funding was

not approved in FY 2019, FY 2020 or FY 2021. Construction funding will be requested in FY

2022.

ROOF REPLACEMENT AT WESTLAKE HIGH SCHOOL: The need is for a systemic renovation at

Westlake High School, which opened in 1992 and located in Westlake Village in St. Charles.

The original roof will reach its life expectancy in FY 2017. The installation of a four-ply,

built-up roof with positive drainage is proposed. A full roof investigation will be performed

by our consultant prior to design to address any unforeseen problems. Local planning and

design funding has been approved for FY 2019. Local construction funding has been

approved for FY 2021 and FY 2022. State construction funding will be requested in FY 2022.

BOILER REPLACEMENT AT INDIAN HEAD ELEMENTARY SCHOOL: The need is for a systemic

renovation at Indian Head Elementary School, which opened in 1976 and is located in the

Town of Indian Head. The boiler and pump systems are over 30 years old and outlived their

expected usefulness. The installation of new efficient units is proposed to increase overall

efficiency of the heating system and reduce operating costs. Local planning and design

funding has been approved for FY 2019. Construction funding will be requested in FY 2022.

ROOF/CHILLER/H&V/UV REPLACEMENTS AT GENERAL SMALLWOOD MIDDLE SCHOOL: The need

is for a systemic renovation at Smallwood Middle School, which was renovated in 1979 and

serves a portion of the development district. The roof, heating and ventilation units, chiller

26

and all classroom unit ventilators were installed when the building was renovated in the

1970s and are approaching the end of their useful life. Approximately 40 H&V’s and UV’s

were replaced using the Aging Schools Program (ASP). The installation of a four-ply, built-

up roof with positive drainage is proposed. A full roof investigation will be performed by our

consultant prior to design to address any unseen problems. The installation of new efficient

units is proposed, which are environmentally friendly, and will increase the overall

efficiency of the heating cooling systems and reduce the operating costs. Planning approval

will be requested in FY 2021. Construction funding will be requested in FY 2022.

BOILER REPLACEMENT AT PICCOWAXEN MIDDLE SCHOOL: The need is for a systemic renovation

at Piccowaxen Middle School, which opened in 1977. The boiler and pump systems are over

30 years old and outlived their expected usefulness. The installation of new efficient units is

proposed to increase the overall efficiency of the heating system and reduce operating cost.

Planning approval will be requested in FY 2022. Construction funding will be requested in

FY 2023.

ROOF REPLACEMENT AT MARY H. MATULA ELEMENTARY SCHOOL: The need is for a systemic

renovation at Matula Elementary School, located in the Town of La Plata and opened in

1992. The original roof will reach the end of its expected life in FY 2021. The installation of

a four-ply, built-up roof with positive drainage is proposed. A full roof investigation will be

performed by our consultant prior to design to address any unseen problems. Planning

approval will be requested in FY 2021. Construction funding will be requested in FY 2022.

ROOF REPLACEMENT AT MATTAWOMAN MIDDLE SCHOOL: The need is for a systemic

renovation at Mattawoman Middle School, which opened in 1992 and located in the rapidly

growing route 228 corridor in Waldorf. The original roof will reach its life expectancy in FY

2017. The installation of a four-ply, built-up roof with positive drainage is proposed. A full

roof investigation will be performed by our consultant prior to design to address any

unforeseen problems. Planning approval will be requested in FY 2021. Construction

funding will be requested in FY 2022.

ROOF/BOILER/AHU/RTU REPLACEMENT AT ROBERT D. STETHEM EDUCATIONAL CENTER: The

need is for a systemic renovation at the Stethem Center. This school originally opened in

1977 as the Charles County Career & Technology Center. The air handler unit and rooftop

units are over 30 years old. These units have outlived their expected usefulness and no

longer maintain a suitable environment within the school. These roof top units are original

equipment when the building was constructed in the early 1970s and have approached the

end of their useful life expectancy. The installations of new units are proposed, which are

more efficient and would increase overall efficiency of the heating and cooling systems and

reduce operating costs. The multi-roof complex was re-roofed in 1995 and will reach its 20-

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year life expectancy by FY 2017. Planning approval will be requested in FY 2022.

Construction funding will be requested in FY 2023.

ROOF REPLACEMENT AT C. PAUL BARNHART ELEMENTARY SCHOOL: The need is for a systemic

renovation at Barnhart Elementary School, which opened in 1993 and is located in Westlake

Village in St. Charles. The original roof will reach its life expectancy in FY 2017. The

installation of a four-ply, built-up roof with positive drainage is proposed. A full roof

investigation will be performed by our consultant prior to design to address any unforeseen

problems. Planning approval will be requested in FY 2021. Construction funding will be

requested in FY 2022.

MULTI-ZONE UNIT/HEATPUMP REPLACEMENT AT MATTHEW HENSON MIDDLE SCHOOL: The need

is for a systemic renovation at Henson Middle School. The school was renovated in 1982 and

the multi-zone unit with Dx cooling and the water-cooled, heat pumps in the classrooms will

be over 30 years old and will have outlived their expected usefulness. The installation of

new units will increase overall efficiency of the heating system and reduce operating costs.

Planning approval will be requested in FY 2022. Construction funding will be requested in

FY 2023.

BOILER/CHILLER REPLACEMENT AT WILLIAM B. WADE ELEMENTARY SCHOOL: The need is for a

systemic renovation at Wade Elementary School, which opened in 1989 and is located in

Westlake Village in St. Charles. The boiler and pump systems and chiller are over 25 years

old and outlived their expected usefulness. The installation of new efficient units is proposed

to increase the overall efficiency of the heating and cooling systems and reduce operating

cost. Planning approval will be requested in FY 2022. Construction funding will be

requested in FY 2023.

ROOF REPLACEMENT AT DR. THOMAS L. HIGDON ELEMENTARY SCHOOL: The need is for a

systemic renovation at Higdon Elementary school, which was renovated in 1988. The school

was re-roofed as part of the renovation and the roof is past the 20-year life expectancy. The

installation of a four-ply, built-up roof with positive drainage is proposed. A full roof

investigation will be performed by our roof consultant prior to design to address any unseen

problems. Planning approval will be requested in FY 2022. Construction funding will be

requested in FY 2023.

ROOF REPLACEMENT AT BERRY ELEMENTARY SCHOOL: The need is for a systemic renovation at

Berry Elementary School, which opened in 1996 and located in the rapidly growing route

228 corridor in Waldorf. The original roof will reach its 20-year life expectancy in FY 2017.

The installation of a four-ply, built-up roof with positive drainage is proposed. A full roof

investigation will be performed by our consultant prior to design to address any unforeseen

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problems. Planning approval will be requested in FY 2022. Construction funding will be

requested in FY 2023.

RTU/BOILER REPLACEMENT DR. THOMAS L. HIGDON ELEMENTARY SCHOOL: The need is for a

systemic renovation at Higdon Elementary School. This school, located in Newburg and

services the southern part of the county, opened in 1988. The rooftop units and boilers are

original equipment when the building was renovated in the 1980s and no longer maintains a

suitable environment within the school. Installation of new units are proposed, which are

more efficient and would increase overall efficiency of the heating and cooling systems, to

reduce operating costs. Planning approval will be requested in FY 2023. Construction

funding will be requested in FY 2024.

ROOF/RTU REPLACEMENT AT WILLIAM B. WADE ELEMENTARY SCHOOL: The need is for a

systemic renovation at Wade Elementary School, which was renovated in 1989 and is located

in Westlake Village in St. Charles. The original roof will have reached its 20-year life

expectancy. The installation of a four-ply, built-up roof with positive drainage is proposed.

A full roof investigation will be performed by our consultant prior to design to address any

unforeseen problems. The rooftop units are original equipment when the building was built

and have reached the end of their useful life. The installation of new efficient units is

proposed, which are environmentally friendly, and will increase the overall efficiency of the

heating cooling systems and reduce the operating costs. Planning approval will be requested

in FY 2023. Construction funding will be requested in FY 2024.

BOILER REPLACEMENT AT MARY H. MATULA ELEMENTARY SCHOOL: The need is for a systemic

renovation at Matula Elementary School, which opened in 1992 and is located in the Town

of La Plata. The boiler and pump systems are over 30 years old and outlived their expected

usefulness. Installations of new efficient units are proposed to increase overall efficiency of

the heating system and reduce operating costs. Planning approval will be requested in FY

2023. Construction funding will be requested in FY 2024.

ROOF REPLACEMENT AT J. C. PARKS ELEMENTARY SCHOOL: The need is for a systemic

renovation at Parks Elementary School, which opened in 1967 and located in the Bryans

Road Town Center Revitalization Area. The building was re-roofed in 1997 will have

exceeded its 20-year life expectancy in FY 2025. The installation of a four-ply, built-up roof

with positive drainage is proposed. A full roof investigation will be performed by our

consultant prior to design to address any unforeseen problems. Planning approval will be

requested in FY 2024. Construction funding will be requested in FY 2025.

BOILER REPLACEMENT AT WESTLAKE HIGH SCHOOL: The need is for a systemic renovation at

Westlake High School, which opened in 1992 and is located in Westlake Village in St.

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Charles. The boiler and pump systems are over 25 years old and will have outlived their

expected usefulness. Installations of new efficient units are proposed to increase overall

efficiency of the heating system and reduce operating costs. Planning approval will be

requested in FY 2024. Construction funding will be requested in FY 2025.

ROOF REPLACEMENT AT MATTHEW HENSON MIDDLE SCHOOL: The need is for a systemic

renovation at Henson Middle School. This school was renovated in 1982 and serves a

portion of the development district. The school was re-roofed as part of the 1982 renovation

and again in 1998 after a catastrophic failure of its single-ply membrane roof. The roof will

have exceeded its 20-year life expectancy by FY 2025. The installation of a four-ply, built-up

roof with positive drainage is proposed. A full roof investigation will be performed by our

consultant prior to design to address any unforeseen problems. Planning approval will be

requested in FY 2024. Construction funding will be requested in FY 2025.

RTU REPLACEMENT AT MARY H. MATULA ELEMENTARY SCHOOL: The need is for a systemic

renovation at Matula Elementary School, which opened in 1992 and located in the Town of

La Plata. The rooftop units are original equipment when the school was constructed and

have approached the end of their useful life. The installation of new efficient units is

proposed, which are environmentally friendly, and will increase the overall efficiency of the

heating cooling systems and reduce the operating costs. Planning approval will be requested

in FY 2025. Construction funding will be requested in FY 2026.

ROOF REPLACEMENT AT WALTER J. MITCHELL ELEMENTARY SCHOOL: The need is for a systemic

renovation at Mitchell Elementary School, which opened in 1965 and located in the Town of

La Plata. The roof is a combination of shingles and is a built-up roofing area. The

installation of a four-ply, built-up roof with positive drainage is proposed. A full roof

investigation will be performed by our consultant prior to design to address any unforeseen

problems. Planning approval will be requested in FY 2025. Construction funding will be

requested in FY 2026. ROOF REPLACEMENT AT THOMAS STONE HIGH SCHOOL: The need is for a systemic renovation

at Stone High School. This school was renovated in 1997 and serves several designated

revitalization areas. The school was re-roofed as part of the renovation and will exceed its

20-year life expectancy by FY 2025. The installation of a four-ply, built-up roof with

positive drainage is proposed. A full roof investigation will be performed by our consultant

prior to design to address any unforeseen problems. Planning approval will be requested in

FY 2025. Construction funding will be requested in FY 2026.

BOILER REPLACEMENT AT C. PAUL BARNHART ELEMENTARY SCHOOL: The need is for a systemic

renovation at Barnhart Elementary School. This school opened in 1993, and is located in

Westlake Village in St. Charles. The boilers and pumps are original equipment when the

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building was constructed and outlived their usefulness. The installation of a new efficient

heating system that will reduce operating costs is proposed. Planning approval will be

requested in FY 2025. Construction funding will be requested in FY 2026.

BOILER REPLACEMENT AT MATTHEW HENSON MIDDLE SCHOOL: The need is for a systemic

renovation at Henson Middle. This school was renovated in 1982, and the boiler and pump

systems are over 30 years old and will have outlived their expected usefulness. The

installation of new efficient units to reduce the operating costs is proposed. Local planning

approval will be requested in FY 2026. Construction funding will be requested in FY 2027.

ROOF REPLACEMENT AT INDIAN HEAD ELEMENTARY SCHOOL: The need is for a systemic

renovation at Indian Head Elementary School, which is located in the Town of Indian Head.

The building was re-roofed in 1997 and will have reached the end of its expected 20-year life

by FY2026. The installation of a four-ply, built-up roof with positive drainage is proposed.

A full roof investigation will be performed by our consultant prior to design to address any

unforeseen problems. Local planning approval will be requested in FY 2026. Construction

funding will be requested in FY 2027.

RTU/CHILLER REPLACEMENTS AT WESTLAKE HIGH SCHOOL: The need is for a systemic

renovation at Westlake High School, which opened in 1992 and is located in Westlake

Village in St. Charles. The rooftop units and chiller systems are over 25 years old and will

have outlived their expected usefulness. Installations of new efficient units are proposed to

increase overall efficiency and reduce operating costs. Local planning approval will be

requested in FY 2026. Construction funding will be requested in FY 2027.

ROOF REPLACEMENT AT HENRY E. LACKEY HIGH SCHOOL: The need is for a systemic renovation

at Lackey High School, which opened in 1969 and was renovated in 2001. The installation of

a four-ply, built-up roof with positive drainage is proposed. A full roof investigation will be

performed by our consultant prior to design to address any unforeseen problems. Local

planning approval will be requested in FY 2027. Construction funding will be requested in

FY 2028.

ROOF REPLACEMENT AT J.P. RYON ELEMENTARY SCHOOL: The need is for a systemic renovation

at JP Ryon Elementary School, which opened in 1969 and was renovated in 2001 and is

located in Waldorf. The installation of a four-ply, built-up roof with positive drainage is

proposed. A full roof investigation will be performed by our consultant prior to design to

address any unforeseen problems. Local planning approval will be requested in FY 2027.

Construction funding will be requested in FY 2028.

RTU/CHILLER REPLACEMENTS AT C. PAUL BARNHART ELEMENTARY SCHOOL: The need is for a

systemic renovation at Barnhart Elementary School, which opened in 1994 and is located in

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Westlake Village in St. Charles. The rooftop units and chiller systems are over 25 years old

and will have outlived their expected usefulness. Installations of new efficient units are

proposed to increase overall efficiency and reduce operating costs. Local planning approval

will be requested in FY 2027. Construction funding will be requested in FY 2028.

ROOF REPLACEMENT AT LA PLATA HIGH SCHOOL: The need is for a systemic renovation at La

Plata High School, which opened in 1979 and was re-roofed in 2002. The installation of a

four-ply, built-up roof with positive drainage is proposed. A full roof investigation will be

performed by our consultant prior to design to address any unforeseen problems. Local

planning approval will be requested in FY 2028. Construction funding will be requested in

FY 2029.

ROOF REPLACEMENT AT PICCOWAXEN MIDDLE SCHOOL: The need is for a systemic renovation

at Piccowaxen Middle School, which opened in 1977 and was re-roofed in 2000. The

installation of a four-ply, built-up roof with positive drainage is proposed. A full roof

investigation will be performed by our consultant prior to design to address any unforeseen

problems. Local planning approval will be requested in FY 2028. Construction funding will

be requested in FY 2029.

ROOF REPLACEMENT AT MAURICE J. MCDONOUGH HIGH SCHOOL: The need is for a systemic

renovation at McDonough High School, which opened in 1977 and was re-roofed in 2002.

The installation of a four-ply, built-up roof with positive drainage is proposed. A full roof

investigation will be performed by our consultant prior to design to address any unforeseen

problems. Local planning approval will be requested in FY 2028. Construction funding will

be requested in FY 2029.

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