Wakefield Forest Community Meeting Q & A
Boundary Changes
Boundary Changes
B-1: If there is a boundary change, which elementary schools are up for consideration for those students to attend? Which schools have the room to accept them?
The School Board held a work session on May 13, 2019 and discussed the scope of the boundary study to include the following schools: Canterbury Woods ES, Kings Glen ES, Kings Park ES, Little Run ES, Oak View ES, Olde Creek ES, and Wakefield Forest ES, and for the middle and high school feeder patterns to remain unchanged. May 13, 2019 work session summary: http://go.boarddocs.com/vsba/fairfax/Board.nsf/goto?open&id=BBUUF96F5A83
At this time no options for Wakefield Forest ES have been developed. Boundary scoping and study meetings with the community will occur to gather community input. A boundary scoping meeting will take a detailed look at areas of the community for potential changes. As a result of a scoping meeting, potential options for consideration will be developed and presented to the community for discussion at a boundary study meeting. The options presented and discussion with the community will inform a recommendation to the School Board for consideration.
At this time, community meetings for boundary scoping and study are anticipated to be scheduled in early 2020 and any changes would not go into effect until Fall 2021.
Of these schools, only Wakefield Forest ES has a capacity deficit. The other schools listed could potentially receive students as a result of a boundary change. Any option(s) chosen for implementation will be discussed and decided through a transparent process with the appropriate stakeholders, in accordance with School Board Policies and Regulations.
B-2: Can you tell us more about potential boundary adjustment? How soon? Would we definitely stay in the Woodson pyramid?
See response to Boundaries, question B-1.
B-3: Can you please speak more to the Boundary redistricting and schools being considered and how WFES would be divided?
See response to Boundaries, question B-1.
B-4: Is there any possibility that a Wakefield zoned home could be zoned outside Woodson?
See response to Boundaries, question B-1.
B-5: Prior to construction, when will boundary changes take place?
See response to Boundaries, question B-1.
B-6: What is the timeframe that the "scoping" occur? When is a decision for fall 2020 going to be determined?
See response to Boundaries, question B-1.
B-7: If boundary changes are determined to be necessary, when will those changes take place?
See response to Boundaries, question B-1.
B-8: Is a boundary change looked at for the entire Region? What comes first - renovating or boundary change?
See response to Boundaries, question B-1 regarding the scope and options for the boundary change.
At this time, it is anticipated that the boundary scoping and study will occur prior to the renovation of Wakefield Forest ES.
B-9: Will boundary adjustments be just within Region 5?
See response to Boundaries, question B-1 regarding which schools to be considered in the boundary study.
King Glen ES, Kings Park ES, and Oak View ES are schools located in Region 4 and Canterbury Woods ES, Little Run ES, Olde Creek ES, and Wakefield Forest ES are schools within Region 5.
B-10: How do you analyze the information to decide on boundary changes ie: what information do you use to decide?
School Board Policy 8130.7, Local School Boundaries, Program Assignments, and School Closings identifies implementing considerations for boundary changes and states:
“Numerous factors may be considered when consolidating schools, redistricting school boundaries, or adopting pupil assignment plans. The following examples of these factors are not presented in priority order. Any or all of these factors may be relevant in a particular consolidation, redistricting, or assignment plan: the proximity of schools to student residences; projected school enrollment and capacity; walking distances; busing times and costs; walking and busing safety; natural and man-made geographic features; the impact on neighborhoods; school feeder alignments; contiguous school attendance areas; long-range capital plans; the socioeconomic characteristics of school populations; the distribution of programs and resources; the overall impact on families and students; and comparative long-term costs. Adjustments shall be made without respect to magisterial districts or postal addresses and, whenever possible, shall not affect the same occupied dwellings any more often than once in three years. The consideration of these factors and such adjustments shall involve affected communities to the extent reasonable.”
Policy 8130.7 can be accessed here: http://go.boarddocs.com/vsba/fairfax/Board.nsf/goto?open&id=867SFQ2A7E4A
It is important to note that Policy 8130.7, Local School Boundaries, Program Assignments, and School Closings is being discussed by the School Board and any revision, if approved, could change the policy and process in the future.
B-11: How do you analyze the information to decide on boundary changes (ie; what information do you use to decide)?
See response for Boundaries, question B-10.
B-12: Boundary adjustment impacts on the projected growth of those elementary schools? Are you just creating a domino effect with overcrowding?
Projected school enrollment and capacity will be considered as part of any option developed for consideration consistent with implementing consideration listed in School Board Policy 8130.7, Local School Boundaries, Program Assignments, and School Closings. For more information see response for Boundaries, question B-10.
B-13: If there is a boundary change, how will this transition happen for children depending on their grade?
School Board Policy 8130.7, Local School Boundaries, Program Assignments, and School Closings identifies Phasing of Adjustments:
“When possible, adjustments under this policy shall be implemented through attrition and phasing. The School Board may approve a grade-by-grade phase-in of adjustments for students beginning with the incoming class at the middle or high school levels, when feasible. The School Board may adopt other phasing plans as appropriate to the individual boundary study.
Parents of rising sixth (or fifth) graders, eighth graders, and twelfth graders affected by a boundary change may, at the discretion of the School Board, be provided the option of having their students remain in the school they attended prior to the change.”
Policy 8130.7 can be accessed here: http://go.boarddocs.com/vsba/fairfax/Board.nsf/goto?open&id=867SFQ2A7E4A
Any alternative phasing option will be discussed at the boundary scoping and study meetings with the community.
It is important to note that Policy 8130.7, Local School Boundaries, Program Assignments, and School Closings is being discussed by the School Board and any revision, if approved, could change the policy and process in the future.
Design / Construction
DC-1: When will we know how many students the renovated Wakefield Forest will be designed to accommodate?
The boundary scoping and study are anticipated to be scheduled in early 2020 will inform the capacity of the school.
DC-2: When will we know how many students the renovated Wakefield Forest will be designed to accommodate?
See response for Construction, question DC-1.
DC-3: Will the Wakefield Forest renovation occur or is it yet to be determined? If it happens, what will the projected capacity be?
The schedule for the renovation is yet to be determined. The 2019 Bond Referendum includes the funding for the planning phase of the Wakefield Forest ES renovation and will be on the general election ballot Tuesday, November 5, 2019.
For the projected capacity, see response for Construction, question DC-1.
DC-4: How far out are you projecting enrollment for purposes of renovation and capacity footprint?
FCPS produces a five-year projection set each school year. In relationship to residential development considered for the five-year projection, the student membership projections in the CIP (FY 2020-24) considers only approved residential development which is under construction and that is expected to yield students within the five-year projection horizon. The impacts of approved or pending-approval developments may occur beyond the five-year projection horizon. The CIP is a working document and is updated annually to reflect changing conditions within our schools and communities. For purposes of renovation, major unconstructed and planned residential development and major comprehensive plan amendments that may affect the residential density of the area are also considered in conjunction with the five-year projection set.
DC-5: How will upcoming (facility) scoping be different from what was discovered prior to 1994 renovation scoping (of property capacity/potential)?
The planning phase of the upcoming renovation will not be different from the 1994 renovation.
DC-6: How does the school operate during the construction process?
The school remains fully functional during the construction process. With careful preconstruction and design planning, the construction activities are isolated from the instructional and occupied areas of the building. Work which is deemed too disruptive to instruction and operational activities is performed after school hours and on weekends. As new classrooms are constructed and turned over to the school for use, students and teachers are moved out of the old classrooms and into the newly renovated or built classrooms. The renovation work then begins in the vacated classrooms. Common areas such as the library, administration offices, kitchen, cafeteria, and gym are either renovated during the summertime break or temporarily relocated during the renovation within the building. The parking lot and bus loop work is also done during summertime breaks.
DC-7: How do you keep kids safe and have enough space for students during renovation?
In the vast majority of FCPS elementary school renovations, the first phase of construction is purposely designed to include an instructional (classroom) addition. The addition lessens the dependence on additional temporary classrooms (trailers). It also makes isolating construction activities from staff, students, and visitors much more manageable. With the use of fire-rated construction barriers, renovation activities are fully isolated from the occupied areas of the school, and barriers create protected egress paths. The barriers and egress paths are maintained in accordance with Federal, State, and local codes and regulations and are inspected by local building and fire marshal officials before construction begins and between each phase of construction (when barriers and egress change).
The Office of Design and Construction (D&C) develops safety plans and contractor requirements of the occupied renovation needs of students and staff. Throughout the course of renovations, a full-time Construction Safety Specialist (CSS) and a Construction Safety Inspector (CSI) implement D&C's safety plan, enforce the contractor requirements, enforce OSHA and FCPS specific safety plan compliance to ensure the building remains compliant with local, state, and federal building and fire codes and regulations. During the renovation, D&C monitors air and water quality and the general physical safety aspects of the building and construction process. This is accomplished through regular visits by our trained safety staff and by D&C’s commitment to assigning permanent well-trained, onsite personnel to each renovation project.
DC-8: Where do students go during construction?
See response for Construction, question DC-6.
DC-9: Is there a plan to increase guest parking?
In the vast majority of FCPS elementary school renovations, the parking lot, which includes guest parking, is expanded to accommodate the schools’ parking needs. The parking, however; is assessed on a case by case basis and may be limited by state and local requirements and the limits of the site.
DC-10: Is building an entirely new school a possibility?
Due to limited capital funding and availability of large plots of land in Fairfax County, new schools are not always feasible. Renovations of existing buildings are also more cost-effective and are a commitment to the FCPS goal and policy for environmental stewardship by reducing the energy and carbon footprint of new construction.
DC-11: Why does it take 12 months for permitting?
Twelve months is planned for permitting based on the time other FCPS projects have required to acquire permits.
More information on the Fairfax County Government permit process can be accessed here: https://www.fairfaxcounty.gov/landdevelopment/permit-process
More information on Fairfax County Government’s development review metrics can be accessed here: https://www.fairfaxcounty.gov/plan2build/development-review-metrics
DC-12: What is the fire marshal capacity limit? When will we hit that capacity limit?
Wakefield Forest ES is a two-story building currently designed firewalls which break the structure into two separate buildings. Depending on the distribution of occupants throughout the school building (which is divided by firewalls), the life safety capacity limit would be 2,303 occupants.
DC-13: What happens if the bond is not approved?
Page 125 of the FCPS Capital Improvement Program (CIP) for Fiscal Year (FY) 2020-24 displays the 10-year CIP forecast and portrays the planning phase of the Wakefield Forest ES to be funded by the 2019 Bond. If the 2019 FCPS School Bond Referendum is not approved, the projects listed within the bond will not move forward until a future FCPS School Bond Referendum is voted on and approved.
CIP: https://www.fcps.edu/about-fcps/facilities-planning-future/capital-improvement-program
2019 Bond Referendum: https://www.fcps.edu/about-fcps/facilities-planning-future/2019-school-bond-referendum
The CIP is a working document and is updated annually to reflect changing conditions within our schools and communities.
Programs / Potential Alternative Solutions
PS-1: Would you consider encouraging voluntary relocation to close elementary schools with space?
A student is expected to attend the school that serves his or her attendance area as determined by the FCPS Boundary Information System, and every effort is made towards that end.
FCPS considers student transfer requests for the reasons outlined in Regulation 2230.
Detailed information regarding the student transfer application process is available on the Student Transfer website: https://www.fcps.edu/registration/student-transfer-information
Due to the severity of the capacity deficit (a projected membership of approximately 300 students above the current program capacity for SY 2023-24), encouraging student transfers may not be sufficient to solve the capacity deficit at Wakefield Forest ES.
PS-2: Will the Advanced Academics Program be considered as something to move out in the next year or two?
Wakefield Forest ES is a local level IV school which means that the only students that are served through the local level IV program are the base school students. AAP-eligible students at Wakefield Forest ES currently have a choice to remain at Wakefield Forest ES to attend the local level IV program or to attend Canterbury Woods ES for the AAP Level IV center. Part of the FCPS Strategic Plan is to open additional local level IV sites but there are not any plans to remove local level IV sites.
PS-3: Prior to construction, will level IV services move completely to Canterbury Woods? That could move about 120 students out of the building.
See response for Potential Solutions, question PS-2.
PS-4: What are the plans for space constraints at Frost MS and Woodson HS?
Page 125 of the FCPS Capital Improvement Program (CIP) for Fiscal Year (FY) 2020-24 lists potential solutions to consider to alleviate current and projected school capacity deficits. For consideration purposes, as many options as possible have been identified for each school, in no significant order and may be contingent on other potential solutions listed. Any option(s) chosen for implementation will be discussed and decided through a transparent process with the appropriate stakeholders, in accordance with School Board Policies and Regulations.
For Woodson HS, the following potential solutions to consider were listed:
- Increase efficiency by reassigning instructional spaces within a school to accommodate increase in membership
- Possible program changes
- Minor interior facility modifications to create additional instructional space and help to accommodate capacity deficit
- Add temporary classrooms to accommodate short-term capacity deficit
- Repurpose existing inventory of school facilities not currently being used as schools
- Potential boundary adjustment with schools having a capacity surplus
For Frost MS, the following potential solutions to consider were listed:
- Increase efficiency by reassigning instructional spaces within a school to accommodate increase in membership
- Possible program changes
- Add temporary classrooms to accommodate short-term capacity deficit
- Capacity enhancement through either a modular or building addition
- Potential boundary adjustment with schools having a capacity surplus
CIP: https://www.fcps.edu/about-fcps/facilities-planning-future/capital-improvement-program
The CIP is a working document and is updated annually to reflect changing conditions within our schools and communities.
PS-5: Can the Sprague Technology Center that used to be Chapel Square be reopened as a school and the technology center moved to an office building?
Page 125 of the FCPS Capital Improvement Program (CIP) for Fiscal Year (FY) 2020-24 displays the 10-year CIP forecast and lists the repurposing of Dunn Loring Administrative Center, Pimmit Hills Center, and Virginia Hills Center into a school to address capacity challenges. Sprague Technology Center is not listed as one of the school facilities planned to be repurposed into a school to address capacity challenges.
CIP: https://www.fcps.edu/about-fcps/facilities-planning-future/capital-improvement-program
The CIP is a working document and is updated annually to reflect changing conditions within our schools and communities.
PS-6: Can SACC be used for instruction?
School Age Child Care (SACC) rooms may be used for instruction during school hours. This is coordinated with the FCPS Department of Facilities and Transportation and the Fairfax County Government, Office for Children who oversee the SACC program.
Facility
F-1: Why can't Wakefield Forest have trailers with bathrooms and water fountains? Other schools do.
Other schools have bathroom trailers installed due to the construction activity such as a renovation. Some schools may have modular classrooms, which are a type of capital project that sit on a permanent foundation and have plumbing, interior corridors, and bathroom facilities.
F-2: Are all elementary schools nearby in a similar situation?
The adjacent schools to Wakefield Forest ES include Annandale Terrace ES, Braddock ES, North Springfield ES, Ravensworth ES, Kings Park ES, Kings Glen ES, Canterbury Woods ES, Little Run ES, Mantua ES, Camelot ES, and Woodburn ES. For SY 2018-19:
- Annandale Terrace ES, North Springfield ES, Little Run ES, and Camelot ES are considered to have a capacity surplus.
- Braddock ES, Ravensworth ES, Kings Park ERS, Kings Glen ES, and Canterbury Woods ES are considered to have sufficient capacity for current programs and future growth.
- Mantua ES and Woodburn ES are approaching a capacity deficit.
- Wakefield Forest ES is considered to have a substantial capacity deficit.
F-3: Can there be covered walkthroughs from quad to the main building?
Covered walkways are not required for temporary classrooms under building requirements. As with Wakefield Forest ES, many schools have more than one temporary classroom building making it cost prohibitive to cover the walkway to each temporary classroom. Covers are provided at the entry of each temporary structure to provide cover during inclement weather.
F-4: What's the bigger strategic picture for added capacity in the pyramid?
Frost MS is currently in the planning phase of its renovation which is planned to be completed by SY 2023-24. No other schools in the Woodson pyramid are listed in the CIP (FY 2020-24) for a renovation.
CIP: https://www.fcps.edu/about-fcps/facilities-planning-future/capital-improvement-program
The CIP is a working document and is updated annually to reflect changing conditions within our schools and communities.
F-5: What is the largest size elementary school in FCPS?
Currently the largest school in FCPS is Fort Belvoir Primary ES with a Design Capacity of 1,540 students.
F-6: Are there smaller class sizes in a quad/modular particularly for older/bigger grade levels?
Temporary classrooms have comparable square footages to classrooms in the building. Upper grade levels are in the temporary classrooms due to restroom access required by lower grade levels.
F-7: We need a new bike rack. The current can't handle all of the bikes.
This request has been forwarded to Richard Michelback, Coordinator of the FCPS Office of Safety and Security about the need for a new bike rack at Wakefield Forest ES.
Safety and Security
SS-1: Who works with the Virginia Department of Transportation to improve Iva Lane and safety of walkers? How do we get a crossing guard?
FCPS Office of Safety and Security (OSS) is responsible for evaluating the students’ walking routes for any hazards. If the hazard is irremediable, OSS will work with FCPS Office of Transportation Services to establish a bus service. Depending on the nature of the hazard, the Virginia Department of Transportation (VDOT) or the Fairfax County Department of Transportation (FCDOT) may become involved. Currently, OSS has determined that there are not any safety hazards along Iva Lane that would involve VDOT or FCDOT.
A crossing guard at the intersection of Iva Lane and Elizabeth Lane was last evaluated in late 2017 to early 2018 by Fairfax County Police Department (FCPD). Based on the type of intersection and that it is an all-way stop, the intersection of Iva Lane and Elizabeth Lane did not meet FCPD’s criteria for a crossing guard. FCPD determines the need and employs all crossing guards, which is outside of FCPS’s authority.
History
H-1: When WFES was rezoned in the 2013-2014 school year to go to Woodson HS, was the capacity forecasted then? Seems the overcrowding should not come as any surprise and should have been planned for sooner than now, 6 years later.
The eastern half of the Wakefield Forest ES attendance area, west of I-495 and east of Wakefield Chapel Road, was reassigned to Woodson HS from Annandale HS as part of the Annandale Regional Study which was approved on July 28, 2011 and effective for SY 2012-13. The boundaries for Wakefield Forest ES was not affected by the Annandale Regional Study.
Page 125 of the FCPS Capital Improvement Program (CIP) for Fiscal Year (FY) 2014-18 displays the capacity, membership, and projections for Woodson HS. Woodson HS was projected to be approaching a capacity deficit in the five-year projection after the boundary adjustment became effective.
CIP: https://www.fcps.edu/about-fcps/facilities-planning-future/capital-improvement-program
The CIP is a working document and is updated annually to reflect changing conditions within our schools and communities.