Cambridge Public Schools' long-term facilities condition assessment

What is DLR?

DLR has provided invaluable information and data points that the Cambridge Public Schools and City of Cambridge can and should incorporate into deliberations and school district's singular mission in serving and creating opportunities for students. An extremely valuable partner with a high decision-making in the months and years ahead. But CPS must establish its own objectives to ensure the appropriate questions guide discussions with an unyielding focus on the planning and analysis. level of expertise in the areas of K-12

Of Significant Consequence

Eventual new construction and/or major

DLR Report Impact: The DLR report

implications for the entire CPS organization before a strategy is pursued.

Future of 158 Spring Street (former KLo)

feedback along with consideration of the facility's future potential, but must be renovations viewed in the context of community provide a capacity analysis reflective of

Relatively Routine

All decisions must be grounded in district-wide shared mission of improving opportunities for all students, with an emphasis on vulnerable populations. public dollars that is subject to the city's capacity to responsibly spend. Windows Roofs

Alarms & Security

HVAC (boilers, chillers, etc.) Plumbing Electrical (1) Capital improvements of this magnitude represent substantial investment of

Common Theme Across this Continuum:

DLR Report Impact: The DLR report

appropriate prioritization. external experts helping to inform provides critical analysis through the lens of (2)

From Relatively Routine to Significant Consequence

Capital Improvements: Continuum of Projects:

2025 rollout issued;

Draft report

multi-phase 2024 community findings with

Began sharing

except recent construction facilities* of all CPS conducted

DLR Group

2022-2024 in-depth analysis 2022 facilities long-term assessment (DLR Group) Commissioned

Project Timeline

Sustainability + Building Performance. Sustainability and building performance Enrollment. Demographic and Enrollment drivers are directly connected to the future of Educational Practices. The buildings were assessed for educational adequacy - how District Operations. Building utilization, number of sections per grade and ability to Community. Consistent with CPS goals to provide equitable education opportunities, provide for special education and/or MLLs were assessed and considered.

These are key community socio-economic data and school diversity data was included in the analysis of factors to serving students, families, faculty, and community most effectively. where investments are needed. which could negatively impact overall district performance and financial viability. well they enable education and support student and teacher engagement. are major priorities, with a goal for educational buildings to reach Net Zero Emissions by 2035.

Grounding Principles

4 CPS. Future plans need to consider these forecasts to prevent over- and under-building Achieving at least 3 strands per existing student population grade facilities Identifying locations that best serve in need of expansion • Identifying ways to provide better • Identifying locations for programs Utilize Equity + Diversity Metrics. Optimize operations by: Improve Capacity + Programs. underserved student populations.

Investments for historically Ensure spaces that enable quality education consistent with recently built schools. electrification, reduce GHG emissions. accessibility, ensuring functionality of all to play and parking. Improved energy efficiency and systems. • Improve Educational Adequacy.

Analysis Priorities

• Improve Facility Condition. ADA • Meet Climate/Carbon Goals. • Improve Site Amenities. More access 90 CS 10 SHarI •A Fro puring then

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Conditions, Educational

on research, standards, + expert Developed sustainability index for Adequacy, + Building Capacity. each building. input. Assessments used scoring rubrics based 10 buildings evaluated for Facilities

Analysis Methodology

• issues, and rapid deterioration, returning a building higher cost to remediation if deferred further Requiring immediate action including a cited safety hazard Requiring appropriate attention to preclude predictable component to normal operation. component to normal operation.

Representing a sensible improvement to the existing experiencing intermittent operations, potential life safety Requiring action in the next year including components conditions (not required for the most basic function of the facility; however, will improve overall usability and/or reduce long-term maintenance costs). 1 and areas of accelerated deteriorating, returning a building 3 deterioration, potential downtime, additional damage, and 5 be anden aken ceo atin would but seoul substantial work.

Potentially Critical

Recommended

Does Not Meet

Necessary- (Immediate)

Not Yet Critical

PRIORITY "Grandfathered"

Current Code but

defective or deteriorated, but is overall functional part useful life exceeded useful life exceeded useful life Defective or deteriorated in need of replacement; Critically damaged or in need of immediate repair; well B Good condition, but no longer new, may be slightly c Moderately deteriorated or defective, but has not A No vide are a pier new condin, may sil Cumenty tical

Facilities Condition Rubric

Excellent CONDITION Marginal Good Adequate Poor

FCA ASSESSMENT CRITERIA

Comfortable and Resilient • Adaptability • Healthy Learning Environments • Flexibility • Easy to Maintain and Operate • Energy Efficient, Sustainable, • Thermally, Visually and Acoustically exists; does not function/needs to be replaced does not exist, but is needed educational needs educational needs exists; baseline functionality; doesn't support Functions well/good enough condition to support

Functions excellently

Not Applicable; not required

N/A

EAQ ASSESSMENT CRITERIA

Performance Schools Invoke a

Stimulating Architecture: High

Environments that Connect

Safe and Secure Supervision and

Sense of Pride in the Community

Innovative Learning

A Community Resource

Educational Adequacy Rubric

900 1200 1250 1200

Room Size (SF)