Professional Documents
Culture Documents
Summary of Project
New Construction /
State of Maine Renovation Application
Department of Education Major Capital Improvement Program
School Facilities Services Rating Cycle 2003-2004
Part V: Facility Maintenance and Capital Improvement Plan (provide attachment) ................................ 24
An application for the Major Capital Improvement Program may only be submitted for a single school.
If the proposed construction or major renovation project affects other school(s), the affects need to be
addressed in Section II of this application. The School Facilities Services Team will take this into
consideration and will visit the other affected schools.
Brunswick Junior High School 1959 original, 1966, 1976 additions, 1983 fire
damage reconstruction
Additional classroom space to address overcrowding.
Renovations and additions to address educational program space requirements, code
and system upgrades, and site issues.
The Junior High School will continue to serve grades 6 -8.
2. If you know at this time, summarize the proposed project; and its relationship to the districts Long
Range Facilities Plan.
District Overview
The Brunswick School Board seeks to have a facilities project that will meet the long
range space needs of the school district for up to fifty years. The Brunswick School
Department and school board have spent many hours reviewing current and future
educational space needs and have concluded that the school district needs to construct a
new elementary school of at least 500 pupils accompanying three remaining 350 student
elementary schools. It is anticipated that the Hawthorne elementary school would be
closed due to ADA issues, the small number of students the school serves and its high
yearly operational costs.
Each renovation and addition plan outlined in this document will enhance the Coffin
School, Jordan Acres School, Longfellow School, and the Brunswick Junior High School.
A K-5 elementary school organizational structure is well established in Brunswick and
Major Capital Improvement Application 4 5/28/04
Brunswick Junior High School
reflects the unique situation of a military community. Military students are required to
change schools every two to three years; so Brunswick tries to eliminate as much
transition for them as possible.
Our proposed building project envisions at minimum a K-5 500 student elementary school
that provides the necessary space to allow for many programs not currently possible.
The new school would allow for:
A pre-school program to provide student readiness skills for children.
All day kindergarten that many Brunswick parents strongly endorse and continually
request of the administration and the school board, yet the space is not available at
the present time.
Additional programming such as gifted and talented, health education, foreign
language, and career preparation.
The possibility of adding additional locally or federally funded teachers to lower class
size.
Students from our military families would be able to be assigned to either the Coffin
School or the new elementary school if it is located on Spring Street, thereby reducing
the number of military families at just one school. The annual transition of over 50% of
their students adds stress to this naval community. Currently, due to our many space
needs problems, large numbers of students begin school at the Early Childhood Center
at Jordan Acres School and then are required to transfer to either the Hawthorne School
or the Coffin School after kindergarten. For example, Grade 1 students transfer to the
Hawthorne School after attending the kindergarten program at Jordan Acres School.
After attending both grades K and 1 at the Jordan Acres School, many students are
required to transfer to the Coffin School for grades 2 -5. This situation causes great
anxiety, anger, and concern by parents, particularly in our military families. The
reorganization of the elementary schools should be designed to bring about greater
equity and cause these concerns to dissipate throughout the school district and the
community.
The Brunswick School Board has been at work for nearly five years to assess our
elementary space needs and to develop a process and a plan to ensure that any facility
changes enhance our educational mission. The process began in 1999 with the creation of
an Elementary Space Needs Task Force, led by two Board members and including
administrators, teachers and parents. Aware that the State was moving to end its fina ncial
support for portable classrooms, our initial emphasis was on replacing these spaces (found
at two of our elementary schools and the junior high school) with permanent classroom
space. In addition, we conducted a school-by-school assessment of the adequacy of our
existing elementary schools to support current programming and to provide appropriate
space for future program initiatives.
After the Task Force issued its report in 2000, the full Board began a series of workshops
examining our educationa l goals as they relate to the development of additional elementary
space and outlining the objectives we intend to pursue as we make these proposed
changes. The Board discussed such issues as the most appropriate size and grade
configuration for Brunswick schools, and how to ensure that every Brunswick student has an
equal opportunity to receive a quality education. We examined the particular challenges
posed by and for our large Navy population, and we also talked at length about the difficulty
of maintaining the Hawthorne School in its current form. With the help of Harriman
Associates, we worked through several scenarios through which we might attempt to meet
current and future space needs simply through renovations at each of the existing
elementary schools. Preliminary cost estimates for any of these proposed plans suggested
that it might make far more sense, in terms of both cost and the quality of our education
program, to focus our efforts on building a new school, with more modest renovations at the
remaining schools. The Board has made no formal decision on any of these matters, other
than to submit this application for State assistance in helping us meet the current and future
educational needs of Brunswick.
BJHS has a hybrid model of program delivery part Junior High, part Middle School. The
grade level teams focus on affective and curriculum integration issues along with grade level
coordination of programs and consistency; while departments focus on curriculum scope and
sequence, along with assessment and budgeting issues. With this model in mind, we try to
group grade levels by wing while clustering the grade level teams near each other within
those wings. Along the same lines, we have tried to group services such as nursing, physical
education, health, administration and guidance together. Finally we try to provide similar
integrity to our Music, Art, and other diversified studies program offerings.
3. Describe the extent to which the Learning Results have been integrated into the educational program in
the facilities and any limitations the current facilities presents in their further implementation.
At BJHS, the Learning Results have been integrated into the educational program through
the curricula in all subject areas with the following exceptions: Health, Gifted and Talented,
and Career Education. We are in the process of making a proposal for the hiring of both a
Gifted and Talented and Health teacher. At present, we have no space available for these
teachers but do address this issue within this plan. We have begun work on the Career
Education component under the leadership of our Tech Ed teacher. While the Learning
Results work has been done in the area of Foreign Language, the facility housing these
teachers(portable classroom) hinders their effort to deliver a first rate program. No classroom
space exists for our Music teacher who is responsible for many of the content standards
from the content area of the Visual and Performance Arts. In addition, no space exists to
house a Gifted and Talented program for those students who require specialized instruction
to reach their full educational potential. Having a floating teacher for music delivering
instruction from a cart is extremely difficult. Lessons must be planned to utilize minimal
materials. Lessons suffer, inevitably, when something necessary is misplaced or forgotten.
Literally, every class including C horus, is held in a different space. With these spaces not
being specifically designed for Music, we have issues with complaints from neighboring
classrooms about noise.
4. Have building limitations resulted in unusual or difficult scheduling, or in facilities use problems, such
as double sessions, extended day, or classes in unsuitable areas?
General Notes
At its current student population there is a significant shortage of adequate educational
program space at the Junior High School. The most visible evidence of crowding at
Brunswick Junior High School is the two portable units located out back. They house four
classrooms: two Foreign Language, one Social Studies and one Language Arts. However,
the impact of overcrowding on our school is much more pervasive than that. For example:
Extra lockers have been added to many corridors that were not originally sized to handle
lockers, creating a very constricted environment.
The gym and cafeteria stages have been converted to storage areas.
The guidance department conference room has been converted to a special education
classroom.
Due to the size of the cafeteria, we need to schedule six lunch periods which has a big
impact on the daily schedule and length of time available for students to eat. Expand the
cafeteria into the Chorus Room to reduce the number of lunches. Create a dedicated
Major Capital Improvement Application 7 5/28/04
Brunswick Junior High School
chorus room separate from the cafeteria. Expand the kitchen so that kitchen equipment
can be removed from the cafeteria.
The number of teachers in our Technology Education program has been reduced and the
space divided up to house two Art classrooms and a Foreign Language classroom.
Student traffic flow in this area is a problem because students must pass through shop
spaces to get to other classroom spaces.
Our general Music classroom has been converted to a Math classroom and general
Music and C horus are now itinerant programs.
Former main office has been converted to a teachers room and disciplinary waiting area
for the assistant principal. Secretaries moved to a security bubble in the lobby.
Former teachers room converted to an office for school resource officer.
Former Social Studies department office converted into a Speech Language/Special
Education secretary and instructional area.
Former Title I instructional space converted to Social Studies office and Special
Education classroom.
Classroom converted into a Computer Lab.
Former Gifted and Talented office converted into Special Education classroom
Former Functional Life Skills space converted into two classrooms.
Storage of Special Education and other equipment in the hallways.
The net effect of all of these changes has been to hinder the accomplishment of our goals to
develop productive grade level teaching teams, high quality program offerings in the visual
and performing arts, and the development of smallness and connectedness within the
confines of a larger school environment. With priority being given to core curriculum areas
and needs, the Diversified Studies and Special Education programs have suffered. We
currently have no room to house a Health or Gifted and Talented program. A school climate
survey (900+ responses) conducted in March 2004 by the Center for Education Policy,
Applied Research, and Evaluation at the University of Southern Maine (Professors Walter
McIntire and David Silvernail) validated the following concerns:
BJHS has inadequacies as a physical facility. Concerns noted included the size of the
cafeteria, lockers, inadequate restrooms, grounds and buildings that need sprucing up
Perceived inadequacies in curriculum areas such as visual and performing arts, health
education, peer relations and civic responsibility.
There is no sense that the community has a clear and unequivocal sense (vision) of what
the Junior High School is, should be, could be, or aspires to be in the lives of Brunswicks
6th, 7th, and 8 th grade students.
As a school we are clearly having difficulty meeting the requirements of state mandates in
the areas of Health education and Gifted and Talented education. With our greatly reduced
Technology education program, we are barely scratching the surface of the Learning Results
requirements in the area of career education. Our counseling department has lost their
space for small group work and our music teacher has to work in a different classroom each
period and has no access to the stage areas making it difficult to meet the learning results in
the visual and performing arts. In the past, we have been creative and inventive in solving
some of our space issues. With an expected 30 additional students and a teacher next year,
we no longer have the capacity to be flexible or expand. As a result, our programs suffer.
Further examples of problems caused by limitations in the facility include the following:
As we move increasingly in the direction of middle school restructuring, group work and
project work become more common in our classrooms. The sophistication of some of this
work has been heightened by the introduction of laptop technology. This school is lacking
any space to appropriately house this type of work which means that it either cannot be
assigned or else must be done at home. We would like to have at least one (but would
prefer one per grade level) Project Room where teachers can bring their class to work on
their projects. This Project Room, in some ways similar to an Art room, would also have
adequate storage for works in progress, adequate wiring , a sink, durable finishes and
furniture, and space for use of laptops and projection equipment.
The kitchen and its storage space are inadequate. The kitchen is very narrow and does
not allow for people to move around in a safe manner. In o rder to move food from the
oven to a holding oven, one must close the oven doors first because there is not enough
room to go between the oven doors and a wall. Because of a lack of space, all food must
be prepped and sent over from a nother school in the district. The project would allow us
to prep & cook all food on site. It would also allow us to replace two reach-in
refrigerators, a reach-in freezer, and a milk cooler with a walk -in refrigerator and freezer.
We would also be able to replace two wood storage cabinets that are of a limited size
with adequate storage space. With a food court we would be able to replace two ala
carte wagons. All these items at this time are in the cafeteria. With the removal of this
equipment, more space would be available for a larger and more comfortable eating
area. The addition of a full service kitchen will allow us to improve our nutritional
offerings, improve the quality of the food at time of serving, redesign the layout of the
seating area, and expand upon our breakfast program offerings. It will also improve
security and food storage capability.
There is little space for privacy at the junior high school. Communication with families,
health providers, social workers and other professionals are essential for the progress in
student achievement. There is a serious concern about FERPA violations due to this lack of
private space.
Technology Issues
The long range goals for the Junior High include the addition of wireless laptops placed on
mobile charging / security carts to expand the use of computers beyond the traditional fixed
lab environment. We would like to offer as much access to computer technology as possible
for the students even if the MLTI program is not renewed in 2 years. Having had a great deal
of experience with the numbers of laptops associated with the MLTI program, we anticipate
the need for an air conditioned room where the carts can be stored for charging and
overnight security. The space should also be sufficient enough to provide a working and
storage space for the technician to make repairs to both the laptops and desktop computers.
Currently, all repairs are handled in the office room adjacent to the computer lab. This room
currently is shared by two people who support the technology program. It has inadequate
space for storage of laptops being repaired and no space for the storage of laptop carts. It
should also serve as a space for the Technology Integrator to store materials used in the
classroom. Currently, he must carry all materials with him since no space exists that he can
call his own.
5. What specific program changes, or new programs, will this project allow you to implement? How do
these specific program changes related to the Learning Results?
The project will allow us to provide appropriate classroom space for a Health teacher and a
Health program located nearby the nurse, guidance, and PE program areas. This project will
allow us to provide office space for a Gifted and Talented teacher who will work in the
various classroom spaces. This project will allow us to provide appropriate facilities for our
Music, Foreign Language and Guidance programs. It will allow us to locate our 7 th grade
level resource Room program in the mainstream 7 th grade classroom wing. It will also allow
us to group all of our teaching teams i nto our preferred configuration.
Our cafeteria was designed for 500 students cycling through three ticketed type A lunch
periods. The food is cooked at neighboring Coffin School and shipped over to our warming
kitchen. As the school has expanded to 750 students with six lunch periods, we have added
an a la carte program and scanable I.D. cards. Because of these changes, much more floor
space has been taken up by food storage lockers, a la carte serving carts, check out kiosks,
etc. The increase in enrollment and the decrease in available floor space for seating have
contributed to the necessity of providing six lunch periods. This situation has had an impact
on our ability to fully address the Learning Results because it impedes our ability to be
flexible when scheduling classes. Students access to and option for Diversified Studies
classes are limited because of scheduling issues. The addition of a full service kitchen will
allow us to improve our nutritional offerings, redesign the layout of the seating area so that
we may reduce the number of lunch periods to three, and expand upon our breakfast
program offerings. These changes will provide us with much more flexibility when setting our
academic schedule. It will also improve security and food storage capability.
Major Capital Improvement Application 10 5/28/04
Brunswick Junior High School
Having enough space so that the Non-Categorical Resource teacher could be in the same
area with the team with whom they are working would be extremely beneficial to he students.
It would provide for a seamless system of delivery to students and would assure that the
Resource teacher is part of the team. It would also help address the NCLB Highly Qualified
Teacher requirements because the teachers of special needs students would be team-taught
by both regular and special education teachers.
As a result of the Maine Learning Results, all students must meet the Content Standards.
Special education students must have the same opportunities as all other students by
demonstrating that they show competence in the performance indicators at their grade level.
The opportunity to work within the inclusive setting and then get reinforcement in the special
education setting will help those youngsters with those goals
6. Describe any consideration given to consolidation within your school administrative unit.
Brunswick School Department has for the past five years been in an ongoing process of
reviewing and evaluating space needs. (See question 1). A wide range of options were
considered and it was determined that consolidation within the school district is not
practicable and that maintaining elementary schools in the 350 to 500 student range best
meets the needs of Brunswick.
7. Describe any studies or consideration of consolidation with other school administrative units.
The superintendents and directors of special education in Cumberland County have already
initiated a number of conversations concerning regionalized services. Those conversations
have led to nascent regionalized activities in transportation and professional development.
Given the expanding expenses associated with special education and the new demands
placed on school districts by No Child Left Behind, the nature and intensity of these
conversations has resulted in a proposal to regionalize specific functions of both regular and
special education. Some functions of special education and general education that could be
supported and enhanced through regionalized activities inc lude programs and services,
professional development and assessment. We have also actively sought and currently
participate in collaboration with other school districts and municipalities. For example, we
are a member of Maine Vocational Region TEN and contribute approximately 43.5% of their
budget. We are a member of Merrymeeting Adult Education operated by MSAD 75. We
participate in Merrymeeting Child Development Services. We accept tuition students from
surrounding towns. We share transportation services with other towns where possible for
out of district placement special education students. We join with the Town of Brunswick
and MSAD 75 to collectively purchase heating fuel. We share some procurement functions
with the Town of Brunswick. We are a member of the Cumberland County Superintendents
and Special Education Directors collaborative team to address Essential Programs and
Services. We are a member of the I-95 Consortium for Administrator Certification (with
MSAD 51, MSAD 75, Falmouth, and Freeport). We are a member (with Bath and MSAD 75)
of the Midcoast Regional Gifted and Talented Program.
Table 1
Facility Appropriateness for Program Needs
Facility Information
Part III: Facility Information
Is this a historic building or site? No.
A: Site Characteristics
T Urban o Rural
~19.8 acres of 29.8 acre site 15 + 108 shared
1. Site Size: shared w/ Coffin Elem. & Bus Garage Est. Number of Parking Spaces: w/ Coffin Elem.
3. List all available on-site athletic fields, practice areas, and playgrounds.
Two athletic fields are located on the site: field hockey/baseball on the north side of the building, and
soccer/ lacrosse/softball on the west side. A ROPES Challenge Course is located in a wooded area on
the site south of the school building.
4. List all available off-site athletic fields, practice areas, and playgrounds.
Edwards Field (operated by Town of Brunswick Parks and Recreation Dept.) used for baseball and
softball practices and games as the on-site fields for these sports are inappropriately sized/arranged.
Brunswick High School athletic facilities used for track and field.
Crimmins Field (operated by Brunswick School Department) used for boys and girls soccer games
Also nearby and available, not used by Brunswick Junior High School:
Athletic fields adjacent to Municipal Meeting Facility (operated by Town Parks and Recreation)
All of these facilities are extensively used by various organizations and can often be difficult to schedule.
5. Describe any difficulties that these off-site facilities create for the program.
6. Describe any significant site issues (accessibility, size, drainage, safety/traffic, sewer & water, EPA
considerations, etc) that present a current or long range Health & Safety issue to the building
occupants.
Traffic Flow: Significant traffic bottlenecks at pickup/dropoff area in front of building due to high bus and
private vehicle volume exacerbated by narrow access road. Backlog to main site entrance can average 15-
20 vehicles and 3-4 buses at any given time, and blocks Columbia Avenue in both directions frequently.
Gridlock is compounded by a simultaneous backlog of 5-7 vehicles approaching from the opposite
direction, effectively choking off the access road.
Parking: Barely adequate availability of parking for staff. Problem severely exacerbated when there are
simultaneous events at both Coffin Elementary and Junior High School.
Drainage: Inadequate drainage at either end of parking lot shared with Coffin Elementary; significant
rainfall/snowmelt results in large areas of standing water and mud in warm weather, large areas of ice in
freezing weather.
Foundation: Site was predominantly marshland prior to construction resulting in considerable foundation
settling over the years with associated structural damage/repairs.
Vehicle Access to Rear of Building: No paved access around the west and south sides of building for
emergency vehicles.
Approximately 3 acres are theoretically developable without encroaching on athletic fields, wetlands, or
grounds used by Coffin Elementary and Bus Garage. Approximately 2/3 of this area is located opposite the
athletic fields from the school on the west side of the site.
3.6 acres across the southwest quadrant of the site is designated as a Natural Resource Protection Zone
by the Town of Brunswick.
B: Building Characteristics
1. Type of Construction: Various Number of Stories: 1 with 2-story wing
Original Building (less Gym) and 1966 addition: Predominantly light steel framing with
lightweight glass curtain walls, bar joists, and metal roof deck.
Gym: Heavy steel framing with masonry walls, long-span roof joists.
1976 Classroom addition: Masonry bearing cavity walls with laminated wood beams and
Tectum roof deck.
1976 Cafeteria/Physical Education addition: Masonry bearing cavity walls with either bar
joists a nd metal roof decks, or laminated wood beams and Tectum roof decks.
1983 Reconstruction of the two-story classroom wing destroyed by fire. Steel framing
with gypsum board walls and masonry veneer, steel joists, and metal roof deck.
2. Below Grade Classrooms (yes/no)____Yes _________ If yes, describe:____Band Room (314)__________
__This room steps down in elevation and there is a very high water table in this area of the building._
3. Sprinkler System:
COMMENTS:
Corridors in original building and two-story classroom wing, gym, and cafeteria/kitchen area only. Wet system.
Fire Doors: Door between main lobby and 1976 addition to 300-wing is too narrow and not conducive to use of
a door closer. No fire walls/doors between classrooms and hallway in this portion of the building. Doors
between gym lobby and corridor are not adequately fire-rated.
Emergency Egress: Hallway in 1976 addition to 300-wing and its egress door to main lobby too narrow.
Emergency egress from the Band Room is not ADA accessible.
Storage Locations: Bookshelves for Room 308 act as a wall to hallway in 1976 addition to 300-wing and
restrict hallway access to outside egress door. Limited storage/access to charging outlets for large custodial
equipment; such equipment must be stored in chairlift vestibule and under the main lobby stairwell. Only
heated storage for outside equipment (snow blower, etc.) is in Boiler House.
Open Stairwells: No fire separation at bottom of main lobby stairwell; area under stairs used as storage of
excess desks and large custodial equipment.
Separate building between Junior High School and Coffin Elementary. Booster pumps for hot water feed from
shared Boiler House are located in first floor mechanical room adjacent to Functional Skills Room (101) and
directly underneath Multimedia/Computer Lab (201F).
Two cast-iron 40 psi HB Smith hot water boilers installed in 1966 and 1983. A third, older boiler in the Boiler
House is no longer used. Shared with Coffin Elementary.
Yes. Most serious issues listed in Part III.B.4 above. Most custodial rooms, while well dispersed throughout
the building, are undersized for large custodial equipment. Stage used for storage as only other large storage
areas (stage wings) are relatively inaccessible. Inadequate flammable storage throughout building.
1. In the table below please list all temporary classroom spaces that support this facilitys educational
program. Do not include administrative or transportation leases.
Table 2
Temporary Classroom Space Analysis
# of Total Permanent
Leasing # of Use as it Relates to
Class- Square or
Status Units Program
Rooms Footage Temporary
Lease/Purchase 0 0 0 N/A
District Owned
0 0 0 N/A
Other (specify)
0 0 0 N/A
Totals
2 4 2,880 Temporary
2. Create and attach a chart listing the educational function(s) that take place in each of the temporary
classrooms.
3. Will this facility need additional program space through the Leased Space Program in the near
future? If so, please explain the rationale and describe any plans and timelines that have been
developed to meet the need. How many additional spaces will be needed in each of the next five
years?
If this project does not go forward, and if the student population remains steady, use of leased space will
remain a necessity and the numbers of trailers will increase.
No .
2. Describe in detail all health & safety, code compliance, or other significant facility deficiencies that
impacts the educational program including any hazardous material issues.
ADA: Interior/classroom doors do not have ADA-compliant hardware (first phase of installation scheduled
for Summer 2004 pending budget approval).
AHERA: Significant amount of asbestos floor tile throughout the school as well as asbestos pipe and fitting
insulation. All are monitored/maintained under the schools AHERA Operation & Maintenance Plan.
Fire Safety: Significant portions of building, including virtually all classrooms have no sprinklers. Stage
curtains are not adequately fire-rated.
OSHA: Handrails for stairs to stage and stage-wing storage areas not in compliance.
3. Please describe any deficiencies related to mechanical or other building systems such as heating,
ventilation, plumbing, and electrical.
Communications: Telephone system is antiquated; limited number of telephones and phone lines
(installation of new telephone system scheduled for Summer 2004 pending budget approval). Master clock
system is antiquated and not used.
Ventilation: Unit ventilators in older parts of the building, as well as pneumatic controls throughout the
building, are past useful life and unreliable.
Heating: Internals for 1966 boiler in shared Boiler House are difficult to maintain/replace and are reaching
the end of useful life. Both boilers are older and relatively inefficient.
Electrical: Distribution system, though fully operational, requires thorough inspection, reorganization, and
documentation by licensed electricians, especially in pre-1980 parts of the building.
Structural: Aluminum-frame windows in original portions of the building are inefficient and past useful life;
some plexiglass windows still in use (window replacements in cafeteria and adjacent classroom are
scheduled for Summer 2004 pending budget approval). Wooden frames for most of the windows in the
1966 and 1976 additions are deteriorating.
4. Are there air quality issues in the school? If yes, please describe in detail.
While air quality parameters in the school building remain within acceptable parameters, ventilation as a
whole is inadequate. The ventilation system is a patchwork of classroom unit ventilators, large central
ventilation systems, and smaller multi-room ventilation systems. Many of the unit ventilators are noisy
and/or do not perform to original rated capacity.
While air quality parameters in the portable classrooms also remain within acceptable parameters, air
movement and volumetric change is provided by small, older unit air exchangers in the individual
classrooms.
Table 3
Existing Building Space Analysis
NOTE: Complete one Table for each school in the administrative unit.
Total
Grade Date of Total
Building Square Uses as they Relate to Program
Level Construction Enrollment
Footage
Original Administration, Core Curriculum, Special Ed,
6-8 1959 29,837 737
Building Guidance, Phys Ed, Food Service
Other N/A 1966 1,190 0 Boiler House (shared with Coffin Elementary)
98,380 (Main)
Totals 2,880 (Port) 737
1,190 (Oth)
approach
308 shelves
Junior High School
Brunswick School Department
hallway
main stairs
Part IV
Please attach a copy of the district s current enrollment data and projections. This Comprehensive
Enrollment Analysis should include:
School enrollment projections that estimate future enrollments in each grade on a year-by-year basis for
the next ten years. The enrollment projections should be done on a district-wide basis and a school-by-
school basis if there is more than one school serving a grade grouping that is affected by the building
project. For example, a district with three K-5 elementary schools that is proposing a project at an
elementary school should do district -wide K-5 projections and projections for each of the three elementary
schools. The same district would not need to do school by school elementary projections if it is proposing
a project at the high school.
1. The anticipated size of the future K and first grade classes based upon birth levels and the pattern
of migration of preschool aged children should be articulated. In communities with significant
levels of residential development, this should include a review of residential and business
development trends and the relationship of development to changes in the entering class size.
2. The grade-to-grade progression of a class as it moves through the system, including changes in
the size of the class resulting from in or out migration should be stated. In communities with
significant residential development, this should include a review of the relationship of the new
residential development to changes in class size.
3. Any changes in administrative policy or external factors that may have influenced historical
enrollments or that may influence future enrollments should be documented. For example, the
addition of a pre-school program or the opening, expansion, or closing of a major local employer
should be considered in the projection.
Although we are not aware of any specific changes being contemplated by any major
employer, it is a matter of public record that the U.S. Naval Air Station at Brunswick,
Maine will be evaluated by the Department of Defense Base Realignment and Closure
Commission as part of the next round of nationwide evaluation of military facilities. The
commissions initial report is expected to be released sometime in 2005; and they could
recommend that the mission of the Naval Air Station be expanded, contracted, or remain
the same. Beginning next year, the government-owned housing now occupied by military
families will be leased to a private contractor for a fifty year term. In the worst-case
speculative scenario that the Naval Air Station is closed, it is highly probable that the
housing now occupied by military families with school age children will be rented to
civilian families looking for rental and any type of affordable housing in our area, thereby
minimizing the effect on the school systems student load.
Brunswick schools currently have half-day kindergarten. The Brunswick School Board is
pursuing the objective of all day kindergarten and has included the capacity for it in this
application. Due to space constraints, it is not possible to offer all day kindergarten
without leasing additional portable units.
Brunswick schools currently offer very limited preschool programs to the extent that
federal funds permit. There are no current plans to expand this program into the local
budget due to the cost of staff and additional portable units.
6. What number of tuition students are under a tuition contract with your school administrative unit?
Brunswick School Department does not have a ny written contracts for tuition students at
this time. However, we have historically accepted secondary tuition students from
Durham, as well as an occasional student from Arrowsic, Georgetown, Phippsburg, West
Bath, Westport and Woolwich. During 03-04 and 02-03 we have had only one
elementary tuition student and for each of the two years preceding, we had five students.
The Brunswick School Department is currently accepting most of Durhams high school
students. Although no formal signed tuition contract exists, Brunswick has always
accepted any Durham student wishing to attend Brunswick High School.
Presently the Superintendent and School Board leadership are reviewing the possibility
of signi ng some sort of agreement concerning 9-12 students
Due to the current crowded K-8 situation, rarely are any students accepted as tuition
students in those grades.
Table 4
Current Enrollment (Resident Students)
Complete the following two charts for each school in your district.
The Department of Education has made available Capital Management Asset software and MeSFMP (Maine
School Facilities Maintenance Plan) to assist districts with the development of Maintenance Plans, Capital Renewal
Plans (MRSA Title 20-A, Section 15918 and Section 4001).
Appendices No. 1 and 2 below summarize the Brunswick School Departments capital improvement procedures:
This program delineates regular actions and responsibilities for preventive and periodic maintenance/inspections of
key systems and equipment in Brunswick School Department facilities.
I. Roof Systems: All roofs are formally inspected by our roofing service provider every October. This inspection
evaluates both small-scale remedial repair requirements and condition trend-based requirements for Roof Life
Extension (RLE). This program entails full planned restoration of the roof system, including resealing of all
splices, restoration of all flashing details, and renovation of all roof drains. All RLE projects and non-immediate
remediate repairs are incorporated into subsequent facilities with phasing as recommended by our roofing
inspectors. All suspected roof leaks are immediately addressed with our roofing service provider, investigated,
and repaired with no more than a 1-2 day turnaround.
III. Utilities:
a. General Services: Water and sewer service is provided by the Brunswick-Topsham Water District and
Brunswick Sewer District respectively. Electrical power is provided by Central Maine Power. Local
telephone service is contracted with Verizon. Heating oil and trash pickup are contracted by the Town of
Brunswick. Propane and propane system service is provided by a local vendor on an on-call basis.
b. Water: Annual backflow preventer inspection and seasonal activation/shut-off of irrigation systems are
provided by the Brunswick-Topsham Water District. Emergent internal plumbing issues are immediately
addressed with local licensed plumbing service providers.
c. Sewer: The on-site pump station at Brunswick High School is cleaned and serviced annually, and more
frequently if required, by a local contractor.
Major Capital Improvement Application 24 5/28/04
Brunswick Junior High School
d. Electrical: Planned and emergent electrical repairs and service are addressed with local licensed
electricians.
V. Site:
a. Snow Clearance: Plowing/snowblowing of roadways, parking lots, and sidewalks is generally performed by
custodial/groundskeeping personnel and bus drivers. Plowing of parking lots and roads at Brunswick High
School is contracted annually with a local vendor. Gross snow removal is arranged with a local vendor on
an as-required basis.
b. Pest Management: Monthly inspection and monitoring in accordance with the Brunswick School
Department Integrated Pest Management Policy is performed under an annual contract with a certified
vendor.
c. Grounds Maintenance: Grounds maintenance on all school sites, with the exception of Brunswick High
School, is performed by groundskeeping personnel. Annual weeding, garden maintenance/upkeep, and
turf management at Brunswick High School is accomplished under a service agreement with a local
landscape contractor.
d. Playgrounds: All school playgrounds and playground equipment are visually inspected semi-annually by
groundskeeping personnel for safety and operability.
VII. Miscellaneous:
a. Bleachers/Backboards: All motorized retractable bleacher and backboard installations are inspected
annually for safety and proper operation by the installer.
b. Crooker Theater: All stage rigging and support equipment at the Crooker Theater (Brunswick High School)
is inspected annually for safety and operability by the original installer. This program is being considered
for expansion to all schools with proscenium-style stages. All seats, carpeting, and stage curtains are
deep-cleaned semi-annually by a local cleaning contractor.
c. ROPES Challenge Course: The ROPES Course at Brunswick Junior High School is inspected annually
for safety and operability by the designer/installer. Repairs and maintenance are conducted by the
groundskeeping staff.
Major Capital Improvement Application 25 5/28/04
Brunswick Junior High School
APPENDIX NO 2 - BRUNSWICK SCHOOL DEPARTMENT CAPITAL IMPROVEMENT/
RENEWAL PROGRAM
This program outlines the history, performance, status, and current guidance for capital improvement/renewal
efforts for Brunswick School Department facilities.
I. Background.
Since 1969, the Brunswick School Department has maintained and annually updated a Five-Year Capital
Improvement Plan for its buildings, grounds, and vehicles in accordance with the Town Charter. Until 2003,
this plan was presented to the Brunswick School Board for approval and, once approved, was included in the
Town Capital Improvement Plan along with those from all other Town departments for consideration and
approval by the Town Council. In November, 2002, the Town of Brunswick established a Capital Improvement
Plan Committee to gather, evaluate, and consolidate the various capital needs requests for the Town
departments, and to present a unified, integrated Capital Improvement Plan for the Town Council. School
Department capital improvement proposals now undergo parallel approval processes with the School Board
and Capital Improvement Plan Committee prior to inclusion in the proposed Town budget.
The criteria for inclusion of an item into the School Department Plan is: (1) a non-recurring upgrade, renewal, or
replacement of a structure, building component, or vehicle that would increase the life of, or add required
functionality to, that structure, component, or vehicle, with (2) an estimated total cost of $25,000 or greater.
Individual phases of a multi-year project less than $25,000 are included if the total cost of the project is over
that amount; single-year projects estimated at less than $25,000 are not included in the Plan. Individual items
with estimates of $150,000 or greater are considered as separate line items by both the School Board and the
Town Capital Improvement Committee. Items with estimates between $25,000 and $150,000 are considered
individually by the School Board, but are combined into a single summary line item by the Town Capital
Improvement Committee.
NOTE: Amounts only include those projects with estimated cost between $25,000 and
$150,000.
The School Department Capital Improvement Plan for 2004-05 has been approved by the Brunswick School
Board and Town Capital Improvement Plan Committee, and is awaiting approval by the Brunswick Town
Council.
On January 28, 2004, the Brunswick School Department contracted with Northeast Building Consultants for
facility assessment and database startup services to support future long-range facilities planning using the
DOE-provided VFA Capital Asset Management software system. While this change in the facilities planning
process cannot influence the 2004-05 Five-Year Capital Improvement Plan currently in the approval pipeline, it
will drive the proposed Plan input from 2005-06 onward.
Based on the initial field survey information provi ded by Northeast Building Consultants in May 2004, the
composite Facility Condition Index (FCI) for the Brunswick School Department K-8 facilities is 0.12. This value
will most likely increase as the initial survey data is currently being refined and lower-value requirements are
being added; however, the FCI is not expected to exceed 0.14 once these efforts are completed.
The current School Department Five-Year Capital Improvement Plan delineates the projected expenditures for
capital renewal items with a value of $25,000 or greater for the K-8 facilities through 2008-09. Renewal items
of value less than $25,000 beyond 2004-05, and all renewal items beyond 2008-09, have not yet been formally
planned and estimated, nor have funding levels for these items been determined. These out-year funding
requirements have been modeled based on the following parameters:
b. Historically, approximately 55% of expenditures for Contracted Repairs have been for capital renewal
work items with value less than $25,000. Out-year capital renewal spending projections include 55% of the
proposed 2004-05 budget for contracted repairs adjusted for inflation each year.
c. Historically, approximately 15% of expenditures for Supplies and Materials have been used for capital
renewal work items with value less than $25,000 performed in-house as self-help projects. Out-year
capital renewal spending projections include 15% of the proposed 2004-05 budget for supplies and
materials adjusted for inflation each year.The cumulative capital renewal projections for the next ten years
are shown in the following chart along with their impact on the School Departments composite K-8 FCI
based on the initial field survey data:
$900,000 0.14
Brunswick K-8 Composite
$800,000
0.12
$700,000
0.10
$600,000
0.08
Funding
$500,000
FCI
$400,000 0.06
$300,000
0.04
$200,000
0.02
$100,000
$0 0.00
2004-052005-06 2006-07 2007-082008-092009-10 2010-11 2011-122012-132013-14
Funding to Maintain FCI Funding Projection FCI Maintained FCI from Projection
It is expected that the high-value renewal projects planned for the first five years of this projection ventilation
upgrades at three schools, four boiler replacements, and roof life extensions at five schools will reduce the
out-year funding requirements to maintain current composite FCI, and will actually lower the projected FCI in
the out-years by renewing these large systems earlier than would otherwise be indicated by their respective
service lives.
Based on the initial field survey information provided by Northeast Building Consultants in May 2004, the
combined FCI for Brunswick Junior High School and the Boiler House shared with Coffin Elementary School is
0.08. This value will most likely increase as the initial survey data is currently being refined and lower-value
requirements are being added, however, the FCI is not expected to exceed 0.10 once these efforts are
completed.
Using the methodology described above, the cumulative capital renewal projections for the next ten
years for the Junior High School and Boiler House are shown in the following chart along with the
impact on their combined FCI based on the initial field survey data:
$450,000 0.12
Brunswick Junior High School and Boiler House
$400,000
0.10
$350,000
$300,000 0.08
Funding
$250,000
FCI
0.06
$200,000
$150,000 0.04
$100,000
0.02
$50,000
$0 0.00
2004-05 2005-062006-07 2007-08 2008-092009-10 2010-11 2011-122012-13 2013-14
Funding to Maintain FCI Funding Projection FCI Maintained FCI from Projection
Specific capital renewal projects listed in the current Five -Year Capital Improvement Plan (over $25,000 in
value) include the following:
As stated previously, it is expected that the high-value projects, and as-yet-unplanned projects for 2009-10 and
beyond, will reduce both the out-year funding requirements to maintain current composite FCI and the actual
out-year FCI, and should bring the two funding models into closer alignment.
Major Capital Improvement Application 29 5/28/04
Brunswick Junior High School
Part VI
The Brunswick School Department will make copies of all studies available to the Department of Education upon
request. Please contact Jim Oikle, Business Manager, Brunswick School Department, 729-4148.
If you have further questions regarding the application or the application process please contact:
C. Site Location
Please see the attached map to the schools in these applications.
From I-295 exit 28, follow Pleasant St., (Route U.S. 1 North) to first traffic light at Church Road. Turn right onto
Church Road to McKeen St. Turn Left onto McKeen St and proceed to Baribeau Drive. Turn right onto
Baribeau Drive and proceed to Columbia Ave. Turn left onto Columbia Ave and proceed to Brunswick Junior
High School on the right.