Facility assessments take into consideration the educational adequacy of a facility as well as the physical structure. The condition assessment will include a thorough evaluation of each facility’s mechanical and electrical systems, lighting, plumbing, physical structure, flooring and roofing, HVAC, ADA compliance, site, and other physical attributes of the facility.
An educational adequacy assessment evaluates how well the school is equipped to deliver the curriculum. The assessment evaluates items that typical assessors are not trained to appraise. Is the classroom the correct size? Do teachers have adequate storage? Does technology support the classroom activities? This type of educational adequacy assessment is valuable when faced with decisions between renovation and replacement because it indicates how well the renovated school will support educational delivery methods before and after improvements. No one wants to spend millions of dollars renovating a school with a low educational adequacy score only to have a newly renovated, but educationally obsolete, school.
Commonwealth of Massachusetts: Program Manager for 2,138 facilities
During 2005-06, the Massachusetts School Building Authority [the Authority] procured the services of DeJONG-RICHTER, to assist in the planning and execution of a statewide Needs Survey. The Needs Survey was a data collection survey to gather baseline information and data regarding the general condition of school facilities. This survey was based on the observations of trained data collectors and was not a comprehensive architectural and engineering assessment. It provided the Authority with baseline data about school building conditions in a standard format, which will allow the Authority to begin a preliminary comparative analysis of school building conditions throughout Massachusetts.
State of Arkansas: Program Manager for 5,700 facilities
The Arkansas Statewide Assessment included a detailed survey that addressed architectural components, mechanical and plumbing, electrical systems and educational suitability while the other was a baseline data collection and general review of the facility. During the assessment DeJONG-RICHTER prepared enrollment projections for each school district and facilitated the development of building standards and guidelines. Items such as site guidelines, space plates for required programs, and building systems performance standards were developed specifically for Arkansas.
Republic of Honduras: Program Manager for 17,000 facilities
In 2003, a literal army of assessors was trained to assess the educational buildings in the Nation of Honduras. Soldiers from the Honduran army were assigned the challenge of assessing 17,000 facilities throughout the country. DeJONG-RICHTER developed a simple assessment form, written in both English and Spanish, which was used by the soldiers during their time in the field. The data collected was then inputted into a web-based database for analysis and used to develop a Nationwide Facility Plan.
District-wide Facility Assessments:
- Beaufort County School District, SC
- Cleveland City Schools, OH
- Houston Independent School District, TX
- Montgomery County Schools, VA
- Montgomery Public Schools, AL
- School District of Palm Beach County, FL
- Richwood Schools, MO
- Savannah-Chatham County Public Schools, GA