The URL can be used to link to this page

SUB1993-00001POOR QUALITY RECORD PLEASE NOTE: The original paper record has been archived and put on microfilm. The following document is a copy of the microfilm record converted back to digital. If you have questions please contact City of Tigard Records Department. °iii 1 pi i - a ° " . "_. Costa Pacific Homes Attention: David Hubbs 8625 SW Cascade Avenue, Suite 606 Bets rton, OR 97005 Re: Lot 29 of Dear David: This letter is in rer JOnse to o � ur request for information concerning whether a lot ling revision to create a five -sided parcel will accommodate the proposed floor plan in terms of the City's setback requirements. The proposed floor plan, if built within the revised lot configuration as prepared by Jack Carlson of Otak, complies with the City's setback require ments. Please feel free to contact me concerning this information» Sincerely, Ma Robert Associate Planner, All 13125 SW Wail Blvd., Tigard, OP 97223 (503) 639 -4171 TDD (503) 684 -277 02/13/96 15 :29 tp5os 684 7297 CTTY OF TIGARD Q001 ** * * * * ** * * ** ACTIVI' 0* * *** * * * * * *4 P°64-i4"' Fax Note ACTY# MODE *0737 AUTO RX *0740 AUTO RX *0741 AUTO RX *0742 AUTO RX *0744 AUTO RX *0745 AUTO RX *0758 AUTO RX *0760 AUTO RX *0762 AUTO RX "703 A.tTO RI *0769 AUTO RX *0770. AUTO RX *0771 AUTO RX *0776 AUTO RX *0777 AUTO RX *0779 AUTO RIB *0783 AUTO RX *0784 AUTO RX *0785 AUTO RX *0788 AUTO: R :0790 MEMORY Inc *0791 MEMORY RX *0702 8 MORY RX CONNECTION TEL Co D apt. Phone 0 503644519 50324320 503 284 50 503 639 5795 I CITY OF TIGARD 623 793 623 793 223557 503 243 294 Co. Phone, ## Fax 4 Post -itw Fax Note TO Co,lDept. 7671 'Date From Cd. 657268 5,4 68E 22$ 904526421 503 225 093:1 503 681 623x.1 359 4539 503 797 1791 METRO 503 823 3050 5035980893 Phone # Fa #_, 503 620 8776 92/10 Ulf : oi4 02/16 10 :07 02/16 10 :22 02/16 13 :29 02/16' 13 :34 02/16 13 :37 02/16 14.30 02/10 14:46 02/16 14 :58 02/16 15 :12 U1`4t a 01'19 3 02'1 2 00'51 1 01'05 2 01:16 2 01'59 3 05'11 7 01'10 2 01'32 2 * ** ACTIVITY MANAGnMENT REPORT TX *** * * *** * *** * * *g **V :► * * *Mg * * * * ** cue **** * ACTY# MODE' CONNECTION TEL CONNECTION ID START TIME USAGE T. PAGES RESULT *0736 TX G3 503 646 6004 02/15 15:01 00'48 1 OK *01'0 TX G3 13606877197 AMP ELECTRIC 02/15 16:25 01'23 2 OK *0746 TX G3 503 274 0123 SRI SHAPIRO 02/15 16:35 01'07 2 OK *0751 TX G3 '5030997983 02/15 16 :42 01'47 4 10K *0757 "'X G3 02/15 16 :47 02'41 4 OK *0759 TX G3 6934545 02/15 16:50 01'53 3 OK *0765 TX G3 02/16 07:47 02'41 5 OK *0767 TX G3 5032824442 02/16 07 :53 09'33 1 OK *0773 TX G3 5032824442 02/16 09 :34 01'18 3 OK *0774 TX C3 4171341 02/16 09:47 00'33 1 OK *0778 TX G3 02/16 10 :18. 01'25 2 OK *0780 TX G3 5036203433 TIGARD TIMES 02/16 10 :35 01'22 2 OK *0782 TX G3 503 526 3720 02/16 12 :42 01'47 3 .0K *0786 TX G3 02/16 13:59 03'37 4 OK *0789 TX G3 503 620 2086 NICOLI ENG.0Inc. 02/16 14:42 1'.l 798 TX V " dd1 n..11.G ._ w ' :C'1:40"36.40,1§.140: , Na q.''':`,.''''''''' 1 '' 4.,37 1 OYC M 4o7:04,! ' ,,� ,,, , 3 A� . ( 0355395 . v,°; - n .or16if;la Q.2i U ,,x ; 2 �.. 00 6 5, J 1 rr ** * * * * ** * * ** ACTIVI' 0* * *** * * * * * *4 P°64-i4"' Fax Note ACTY# MODE *0737 AUTO RX *0740 AUTO RX *0741 AUTO RX *0742 AUTO RX *0744 AUTO RX *0745 AUTO RX *0758 AUTO RX *0760 AUTO RX *0762 AUTO RX "703 A.tTO RI *0769 AUTO RX *0770. AUTO RX *0771 AUTO RX *0776 AUTO RX *0777 AUTO RX *0779 AUTO RIB *0783 AUTO RX *0784 AUTO RX *0785 AUTO RX *0788 AUTO: R :0790 MEMORY Inc *0791 MEMORY RX *0702 8 MORY RX CONNECTION TEL Co D apt. Phone 0 503644519 50324320 503 284 50 503 639 5795 I CITY OF TIGARD 623 793 623 793 223557 503 243 294 Co. Phone, ## Fax 4 Post -itw Fax Note TO Co,lDept. 7671 'Date From Cd. 657268 5,4 68E 22$ 904526421 503 225 093:1 503 681 623x.1 359 4539 503 797 1791 METRO 503 823 3050 5035980893 Phone # Fa #_, 503 620 8776 92/10 Ulf : oi4 02/16 10 :07 02/16 10 :22 02/16 13 :29 02/16' 13 :34 02/16 13 :37 02/16 14.30 02/10 14:46 02/16 14 :58 02/16 15 :12 U1`4t a 01'19 3 02'1 2 00'51 1 01'05 2 01:16 2 01'59 3 05'11 7 01'10 2 01'32 2 • TQ: Dick Bewersdorf f Senior Planner FROM: Cathy Wheat3ey , City Recorder WOE April 22e 1993 SUBJECT: Appeal of Iearings Officer Decision w•y- 53c-0001; VAR 93- °003; SLR 93 000 hick, attached is the appeal received front the Beaverton School District reference the above-captioned Hearings O ficer Decision. the I understand the Community Development Staff will be � c ss+.n q� �.e appeal with the Sc� noo1 Diltrict a Let tr know will as Yost if the School Dist.: ict wishes to pursue, and I 'w on a future Council agenda and deposit the appeal-fee check from the District. Please advise the applicant of the appeal. Thanks. e Ed Murphy, community Development ' Director Jerry Offer, Senior Planner Liz Newton, Community Relations Coordinator Itleoverton School Disifict 19550 S.W. Mork, Road PD. ®oa 200 Beaverton, OR 97075.0200 (503) 591 -8000 JOY-GAY PAHL Demographics Sp oc iei t (503) 591-4319 LAND USE DECISION APPgAL FILING FORM The City of Tigard supports the citizen's right to participate in local :government. Tigard', Land Use Code therefore sets out specific requirements for filing appeals on certain land use decisions The following form has been developed to assist you in filing an appeal of a land use decision in Proper form. To determine what filing fees will be required or to answer any questions You have regar^dir'; the appaa1 process, please contact the Planning biv sion or the City Recorder at 639- --4171 1. APPLICATION BEING APPEALED Ods dda '4TH. 4 a T.J 93 000 , 02,.23=12 134SLB ,,93-001 4 SCHEDULED DATE DECISIONS IS TO CAE FINAL 5. DATE NOTICE OF rxN ,E^ISION nAS OIVEN t APi3l St 1993, y ilr _ ..:.....IS J S Officer **444(40144(4014,4401401443(4000( 40( FoR or'FICE f. ONLY: Received Nay t 0proved As To Form DY t Denied As To Form DY Receipt No _ or► Tinto 13125 S ' Haft Blvd PA Bost 23397, fl rd, Oregari 97223 (6O3) 689 -4171 Attachment to Land Use Decision Appeal Filing Form - City of Tigard Woodside Village April 20, 1993 3. Odes and counties are requirei to adopt comprehensive plans complying with the LCDC goals. Among the goals established by LCDC is Goal 11 which provides that development shaft be guided and supported by appropriate public facilities and services The Land Use Board of Appeals (LtJBA) has held that the defi itron of public facilities and services required by Goal 11 includes schools. On February 3, 1993, the Beaverton School District received from the City of Tigard a request for State ,,ient of Service Availability for schools for the Woodside V ilage (SIB 93- 0001) Develop waent. At that time, the School District informed the Qty* of Tigard that it would take approximately 30 days to respond to the request (3 Local School Committees review the developmental nental requests and supply District ;staff input into the decision -nratc ng process). The responwe was submitted to the City of Tigard on March 8, 1993, the day the staff report was • School District's statement of service dnstrrb�u��.ed. The staff report Th makes subsequent ublic heating held on March 151993,1ilcewise availability for schools. a eq p g made no mention of the School Dis4nhct's service provider ,letter. The significant gnif icant factor precipitating the inadequate service pxoviicx letter er fpm the e Schbo1 Distriet is based on the major overcrowding that will occur S c h oo l (see Attachment A im ct statement submitted to le City Nancy Ryles ep sab c School District has • ished all possible remedies except additional school construction which would require voter approval for a pet- to -be- determined bond measure (see Attachment 1- School sort Student Housing Capacity Position Statement and accompanying consideration of alternatives to provide adequate levels of service). Current capacity at Nancy Ryles is 432 students. The core fa ihties and, classroom space of will i Nancy Ryles wll be considerably over capacity when the existing enrollment and already approved residential projects wit un the attendance area are developed. Core facilities include • i lib rarg, cafeteria , gy m , school office s p ace, and s p ecial programs space, e.g., music, TAO. The School District has also reviewed the Nancy Ryles site for placement of portable cla ssro oms. Because the site is a relativel y small one as s with extreme elevations), the Drstflct believes that there is sufficient s p ace for placetnent of only one portable classroom, The actual enrollment (9/30/92) at Nancy Ryles is 3 y 98 students (with kindergarten calculated at one-half since those children attend school for only 1/2 day) witt, an additional 374 potential y approved p impossibility, the students from ahead a r ®ved. d�, Selo agents. x o house these additional students permanent capacity of the school would require 16 portables, an obvious impossibility. The Beaverton School Board has taken a firm position that additional students beyond those accounted for above will compromise educational quality at this elementary selr.�ol; District 48 P.O. Box 200 Beaverton, Oregon 97076.0200 603151,0-4303 Jerry Pflug Executive Director Facilities Planning and Construction Ron Pomeroy City ` of Tigard Planning Departt nt PO Box 23397 Tigard, OR 97223 Beaverton School District is in receipt of your Request for Staterment of Service Availability for schools. The School astrict has revised the process for responding to these requests. Your a ". applicatic,�n for a proposed development of 6°� dwellings will be fc�� rded to the three principals and Local School Committees which f erve the specific area of your proposal. The District's review process will take :approximately 30 days If you have any que stions, pease don't hesitate to call. Pahl C nrarlSid lamr"h' \Tare,is \RePhISOPA00 °Rl 11 tf';_�'? N� luy_;' , a� ,.. at �� • � � ?(. �� ,tr ;f, u v i..�t .�'� y'� : «'1 xr i�_ N�' tl "`p1�d l� `, ,_ ,N � ,_!, LEGIBILITY STRIA BEAVERTON SCHOOL DI a SRI CT CITY/CnUNTY RESIDENTIAL. IMPACT STATEMENT Name of Development or Developer tgocdside Villa e Number of Units: Single - family 65' Multi -farn i : Intermediate Highland.. Park` Date 'Feb. Sstatue of School: Iin act. Adequate '?vised.:- 05/19/9,2 10/12/9 For explanation of cams 1 though 5, see code on reverse side) School(s) available capacity is adequate. (For additional information, see Schedule A and. Status of Educational: ' Standards ` and Quality Indicators for Core Facility Capacity.) School (s) available capacity is inadequate. (For additional information, see Schedule A and Status of Educational Standards and Quality Indicators for Core Facility Capacity.) The core facilities (restraorns, c feteraa, library, etc.) are inadequate to support additional students.- Classroom capacity is inadequate to support additional students The Beaverton Scher yl District does not believe that it has sufficient annual r Perating income to the ' -a educate addit2ena, students, vY� bout downgrading t�...� education received by existing students. Signed Jerry Pflug, ector Facilities Planning Zr Construction This school impact' atIternent is for the above indicated develooiment, and ftt 12 rays. Y (1) (2) (3) (4) (5) Enrollment Enrollment Potential Available School September 30th Impact of .Prior Approved r oved Impact of this Schtol Enrollment Capacity Enrollment 'Developments Development (sum of columns 2 ,3 4 43.2 398 374 24 796 1000 - 1069 111 9 1189 2000 1740 81 5 1826 Sstatue of School: Iin act. Adequate '?vised.:- 05/19/9,2 10/12/9 For explanation of cams 1 though 5, see code on reverse side) School(s) available capacity is adequate. (For additional information, see Schedule A and. Status of Educational: ' Standards ` and Quality Indicators for Core Facility Capacity.) School (s) available capacity is inadequate. (For additional information, see Schedule A and Status of Educational Standards and Quality Indicators for Core Facility Capacity.) The core facilities (restraorns, c feteraa, library, etc.) are inadequate to support additional students.- Classroom capacity is inadequate to support additional students The Beaverton Scher yl District does not believe that it has sufficient annual r Perating income to the ' -a educate addit2ena, students, vY� bout downgrading t�...� education received by existing students. Signed Jerry Pflug, ector Facilities Planning Zr Construction This school impact' atIternent is for the above indicated develooiment, and ftt 12 rays. .:a.. .,..- a : ... Column. Column Column 4 Column. 5 Available school capacity reflects the available capacity after adjustments for Special. Education program accommodations. Available . capacity does not include current or potential portables. September 30th enrollment does not include students housed in special programs At the, elementary level, kindergarten has been computed at one -half, Enrollment Impact of previously approved developments -- determined by School District housing formula. (See School District housing formula below.) The number is multiplied by a factor of .8 because experience indicates only 80 of all approved developments are actually comst uc Enrollment Impact of requested development -- determined by School District housing formula. Potential. School Enrollment -- determines b the sum of columns 2, 3, and 4- -and is utilized in conjunction with Status of Educational Standards and Quality Indicators for Core Facility capacity in ors -: to place a request for development in "adequate" or "inadequate' category. SCHOOL DISTRICT HOUSING FORMULA Single -Farm ._u Dwe1lin. .46 pre -f rst . gr ade children per dwelling .37 elementary students per dwelling .13 intermediate students per dwelling .08 high school students per dwelling .57 total school age students per dwelling i ultapleF'rIIi:l 12lt linc s ,. as elementary students per dwelling .03 intermediate students per dwelling 02 high school students per dwelling .13 total school-age students per dwelling 1111.111.11,0.W. WIT1.1117r Schedule A BEAVERTON S 1' -i#50L DISZ FICT CONSIDERATION ALTERNATIVES TO PROVIDE ADEQUATE LEWIS OF SERVICE 1 • Amount: of bonded indebtedness - Beaverton School District has authorized but unissued bonded indebtedness. The authorized bond measure commits these funds to construction of facilities which w .i not provide additional capacity in all areas. In the judgement of the District's rict's ScI ool Boat an attempt to obtain voter 4 9 p r apps o aal to incur additional bonded indebtedness for the foreseeable _future would be unsuccessful. Le Use of double shiftin extended school periods g or rear -round ischool - The report of the District's Student Housing and Facilities Utilization Task Force to the Superintendent dated. January 17, 1991 and th Superintendent's recd endation approved b. s the ward the subsequent ru2 x.991, Pp by on February 25, proposed further investigation of double or triple shifting, extended sic iool periods, and. year -round school. Such options would involve major pc h , program, and fiscal changes for the District. The District does not believe that at present the non-bond alternatives are viable rek "ponses to the need for additional school capacity generated by individua Y ?residezintial development applications. The initiatives of Douse rill 3565 (the Katz Bill) move in the direction of a longer school day and /or year for students, which double shifting or year round school would =Ike very difficult, if not impossible. 3. Busing to underu. izccl facilities - The District presently, has no underutthzed facilities, either nearby or throughout the District ,4 to serve the additional enrollment projected by the proposed development: Extensive busing of students is also contrary to the District's polies of providing neighborhood schools. 4. Construction of new facilities - Beaverton School. District will open a new elementary school and 24 additional permanent: classrooms in September of 1992. It will also open a new middle school and a new high school in September of 1994. These schools 'All provide permanent new capacity at those levels. This capacity is necessary to ser ve students projected to be i n Beaverton schools by the time those facilities open. In September of 1994, the District will move sixth graders to middle schools and ninth graders to high school. This will reduce available capacity at high schools have capacity at elementary schools. By that time, the District %All e reviewed and. increase o 'O f '1.s ` + possible facilities � ju•71�. iiients The District does not have fu to®cons_truct new from a i Further, to serve students 5 mean that the 13eav � District � . • .. � imposed by dd.ht.tonal develo $vents . re ' sod, lb Measure erton School will not have l�.irtJher the limitations anan � ,� 4 sufficient funds to operate (heat, light, custodial services principal, secretary, etc.) ad ditional fas cil�ttaes polic which states that portable classrooms Po , of Dire has adopted a new r.al; policy. classrooms � , The Distric Directors P may in some circumstances be used for an extended period of time. i are to be utilized that as a Permanent solution . school housing needs. There is no_ a pest th portables would be replaced pa prospect t ,� ,� the permanent oit `�' in the J any new Ortables by p �, � foreseeable future. �. e. Accor in gv ard has a co- ,� . � rnclulded that the purchase and siting of additional portable classrooms is neither educationally oj; fiscally appropriate 'impact e opinion of the District's legal counsk not have sta statutory aF:uthorit: to impose e �' p � impact fees. Combination of alternatives u, The District does not nsidet? cotrtbination of the above alternatives a' providing adequate additional school calcacaib y ^� ♦ °J m�jd��x _4 a r, , _.. ...,..., .�.ii�':� �.' x __ wfi. r_ ',4, t(' �_�h ,1+ �' i .'"+t .i s �F ", ( a . �'*�•,� : ;� ,7" �i..�: bona] Standards dards and Quality midi for Core Facility Copacity SafetyiSewrity The principal organize= direct and maintain the safety an staff and parents. security of the school environment for students, 1.1 Core facilities„ i.e., hallway's, mec,a centers, cafeteria, gyms, school office areas adequately accommodate modate std, student and pant passage with b. m nimu,.�r of congestion, special _scheaall ,g. 1.2 taifrixc and parking at peak periods, i.e., arrival, departure, and programs are manageable. 1.3 Student use of playgrounds and covered play areas for instruction or recess allows equal act,,, .o a variety of athletic fields activities. 1.4 Playgrounds can be,upervised economically without an excessive drain of staff resources away from instructional activities. 1,5 The deployment of portables allows the surveillance i aand l staff' the ability to employ adequate supervision. ,c57167._fri i,241-1;41v1,:e /fief/1/47a' ia 007 t 1. Tna ns l��u: The principal and staff are unable to solve extraordinary problems created by overenrolhneirt .. y 4 resources or without invoking assistance for housing, capxl outlay, or boundary relief outsx+�.e of school res school -level authority. The principal and staff . .. routine parameters of are able solve programs and use issues within � regular staffing allocations aad planned capital improvements. Special attention on to scheduling, a ir Staffing, materials or capital axrvestment are avian" d 'n the comment section. May 19, 1992 AfacValuNimpad SeatenienitAEdStataniuggaitylndk-Chri Ni• Mtional Standards and Quality 1 ndica for Core Facility Capacity Efealtli San ax The principal provides for a healthy and personalized environment. Status of Acceptance CoIrtnients 21 Restrooni facilities for students and moults are accessible dia ..ring passing time, recess, and lunch. L- J �� 2,2 Access to drinking fountains and sinks for drinking ') and washing is adequate. — 2.3 Cohesiveness and personalization of the school ( I1 corn;;rnunity is maintained, i.e. students ,I'mow the adults aid adults know all of the cniidren,„ 2.4 Health rooms have sufficient space to serve student needs during peak periods. 2.5 Students have adequate space in which to store personal belongings: i Ilingteatial2k: The pn incipal and staff are unable to solve extraordinary problems created by Oveienrolltet brit without invoking. assistance for housing, capital outlay, or boundary relief outside of school res ►u ces or school -level Authority. 2. ptable: The principal and stag are able to solve program and use issues witK routine parameters of regular staffing allocations and planned capital improvements. Special attention to scheduling, additional staffing, materials capital tal investment are explained in the comment section: May 1c,), 1992 MwsP hnimPact siet0rriusmEtfSI',a1de qualtPhzeit-ctir '1„4:( „1 ' . 'i :�.,4 1� �tl a.rJ Al Wx f.' x+ �v�. •�.�< 'fit {fib w ?'. cs tio aal Standardo and Quality indica for Care Facility Capacity St8n and The principal provides an appropriate environment which respects confidentiality and privacy for Special student services, i.e. speecb/lan uage, psychologist, volunteers. Status of Aoce tance Co me its 3.1 Volunteers have appropriate apace to work with students and staff. 3.2 Service providers, both withiti the School District and outside the District, have appropriate space to meet with students and/or parents and staff. 3.3 Confidentiality and privacy are provide« d where needed for consultation and eonferences Standard. for Educational Capacity flativasflaeptance Code Defile �raccenta� k The principal t ff are to .: i ty problems a by . . * lr a ent without invoking a ss stancefrr housing, g, ca po tal outlay, �nudaa� relief outside of sk bool resources a school -level authority. 2. Acceptable: The principal n and use issues within routine parameters of aI and staid are able to sole pro regular staffing allocations and plannod capital improvements. Special attention to sc,aaduling, additional staffing, g flFing materials or capatt" inveetnc►enit are explained in the comment sectors. May 1292 Mac\Paiti\im ptk r Statde ehtt EdSktdidrdtoid1tYhtdic.chrt r i ; tional Standards and Quality "I dica for Core Facility Capacity ndard 4 htstructiowl 'rho principal develops and implements sc aeal- level and District programs which maintain both instructional integrity and accessibility in accordance with District regulations and policies. 1. Unacceptable 2, Acceptable a i Indic, ors: Status of Acceptance (: comments 4.1 All students receive a comparable access to instruction regardless of the facility in which the instruction is delivered. 4.2 T'eachertls, instructional assistants and specialist; spend as much of their time airy possible instructing children. 4.3 The staff is utilized effectively in the implementation of all curricular programs. 4.4 Facilities are adequate to support expected outcomes within speciality areas and regular classrooms. 4.5 Equipment and materials are adequate to support expected outcomes within speciality areas and regular classrooms. 4.6 All students in a given class, regardless of number, have the optimum opportunities for learning. 4.7 Speciality areas are utilized for the purpose for which they were intended. 4.8 Teachers move minimally from room to room during the day so that the instruction program is comparable, i.e., :materials, equipment and technology are near at hand. Standards for Educational Capacity Btatua.D.LAcoutangtStiglaDsfinitisga 1. bit. The principal and staff are unable to solve extraordinary problems created lay overenrollment, without invoking assistance for hoiasince, capital outlay, or boundary relief outside of school resources or school - level authority: 2. The print, pal and staff are able to solve program and use issues within routine parameters of regular stuffing allocations ...p . attention to scheduling, additional capital �'m rr� �exnents Special ati�,ntio staffing. materialsYor carat,/ investment ere explained in the comment section. May 19 1992 Macv°alhAIt» pact 5'latehsentsVM5`tag' alitatiWiecd c-Chke 'ya r h '1''' 3 0. • oz al $tandards and Quality in Ica for ore Facility Capacity The principal provides for the effective use and maintenance of buildings, grounds or equipment. 5.1 School facilities are scheduled in a manner that maximizes their utilization while providing for regular cleaning and maintenanceL gr ounds are 5.2 School grounds and maintained in manner that maximizes their seasonal use while maintaining their usability during 'rainy weather. 5,3 Open space (not dedicated classrooms or core facilities) is used to i awilitate movement, engage students in active learning, and provide for an extension of learning which emerges from the classroom. Standards for Eddnca'tional Capacity Status QL tJ nitior s 1. L3rrs ee ;ogle The principal and staff are unable to solve extraordinary problems created by overenroliment _ txaordini� pro without invoking assistance for housing, capital outlay, P P or boundary relief outside o� school xesbuirc� s or Y� o school -level authority. A p/�p :.. 6.geen.K : The ae pr. rn... iw p. al .. . and st af. ... are able t o s. o' l v e p rog ran a nd use issues � • thr n 11 4 .one p arameters regular staffing allocations and d planned capita l improveinen Special attention to scheduling, addit ioo i staffing, 1 is or capital investment are explained in th onrnent s ctie May 19 1992 Ma c *Aid . Sta6naentAg+ d'. ssac, ,+cditta4iuiztlj+,Intiic4^!ua • Schedule A BEAVIEMTON SCHOOL DISTRICT CONSIDERATION OF ALTERNATIVES TO PROVIDE ADEQUATE LEVELS OF SERVICE Amount of bonded indebtedness - Beaverton School District has authorized but unissued bonded indebtedness. The authorized bond measure commits these funds to construction of facilities which not t provide additional capacity in all areas. In the judgement of the Districts School Board an attempt to obtain voter approval to incur additional bonded indebtedness, for the foreseeable future would be unsuccessful. 2. Use of double sly. 'tan 9 extmded school dss or yearround schdol - The reps f the District's Student Housing and Facilities Utilization Task Force to the Superintendent dated January 17, 1991, and the subsequent Superintendent's recoPan endation approved by the Board on February 25, 1991, proposed further investigation of double or triple shifting, extended school periods, and year- round school. Such options would involve major policy, l,.rogram, and fiscal changes for the District The District does not believe tit, i at at present the non - bond alternatives are viable responses to the need for additional school capacity ty generated by individual x- esidential, development applications. initiatives 5"` Bill) Pp � The. ina�t:ataves of House ,B�iil �.��05 (the Ral:x move in the direction of a longer school day and /or year for students, which double shifting or year round school would make very difficult, if not impossible. 3. Bai.Sin. to underutilized facilities - The District presently, has no underutilized facilities, either nearby or throughout the District, to serve the additional enrollment projected by the development. Extensive busing of students is also contrary to the District's policy of providing neighborhood schools. 4. Construction of new facilities - Beaverton School District will �p�eDa. a new e�.emeritar school and .. �, y chool and 24 additional permanent classrooms in September of D92. It will also opera a new middle school and a new high school in September tembe3r of 1994. , { schools will provide permanent new capacity at n These sci�uo those levels. This capacity lEi necessary to serve students projected to be in Beaverton schools by the time those facilities open. In September der of l high school. will move sixth graders. to middle schools and ninth graders ,the to District will This will reduce available capacity a at high schools have n��riev�red all a�ttelada�n�e bow schools., By that lime, the District will r boundaries for, possible adjustments. The iii District does not have funds to construct view► facilities to serve student..,, from additional developments. �urther l e Limitations s im pos ed by Measure 5 mean that the Beaverton School Distri t will no t have sufficient funds to operate (heat, light, custodial services ' rax dpai, secretary, etc.) additional facilities. 5. P.. or. ta b _ ,. �- p e ` . c" adopted p .. new policy which states that portable classrooms in so r cu�tances a e used for an extended period of time However, they are s �t to be utilized as a permanent solution to school housing There is no prospect the any p bwould be re p laced b y p ermanent capacity in the forese eable luure Accordin g ly : the Board has concluded t hat the purchase arid. siting' �� additional portable classroom s is hither educationally or fiscally appropriate, , Impact e the opinion of the District's lcounsel. the D% crlct d ec not have t y a uthoxity to impose impact fees. not consider mhin lion of Combination oi. alternatives - The District does `' the above alga %natives as provid1ng cdeq ate addit oneil *oho ?l cipacM eh p ` : b Educational St.ndards and Quality Indicator: for Core Facility Capacity Safety/Security The principal will organize, direct and maintain the safety and security of the school environment for students,, staff and parents Status of Acceptance 1.1 Core facilitiEs, i.e., hallways, media centers, cafeteria, gyms school office areas adequately accommodate staff, student and parent passage with a minimum of congestion, special scheduling. Comments Very congested; pissing time had to be increased which takes away from instructional time. 1.2 Traffic and parking at peak periods, i.e., arrival, departure, and programs are manageable. 1.3 Student use of playgrounds and covered play are a3 for instruction or recess allows equal access to a variety of athletic fields activities. 1.4 Playgrounds can be supervised econonucab y without an excessive drain of staff resources away from instructional activities. All staff, counselors, J , instructional aides, etc. used daily. 1:5 The deployment of portables allows the principal and staff the ability to employ adequate sub veiliarice and supervision. Standards for Educational Capacity w._ 1. un,iccentabk. The principal and staff are unable to olve extraordinary probl ms created by over�enrollnaent ..: i . i it . y of school resources or without invoking assistance for housing; capital outlay, or boundary relief outside e school - level authority, re able solve program and use issues Within routine paran�teters of The e s d planned capital 2„ regular principal and s�ff° a a � imp'�mvements. Special attention to schedulingn iadditonai . allocations an p staffing staffing, materials or capital investment are explained in the comment section may '19,199 )4nc \Paht\Itnpacf sidiemailtii\totriiktilliquaylak.art • .•M Educational r'taatdArds and Quality Indicators for Core racility Capacizv Health alt The principal provides for a healthy and personalized eavironment. Qlity Ire i .a. . 2.1 Restroom facilities for students and adults are accessible during passing time, recess, and Ranch. 2.2 Access to drinking fountains and sinks for drinking and washing is adequate. l 3 Cohesiveness and personalizatiore of the school community is maintained, i.e. students know the adults and adults know, all of the children. 24_ Health rooms have sufficient space to serve student needs during peak periods.' 2.5 :students have adequate space in which to store personal belongings. *2.3 Continued Slatum.aalltUan4a 1► Unacceptable 2. Acceptable Status of Acceptance Comments `4 >o many students too fe:, n� mt�1teS, no water in por±,mles. f. 0o .any students, too few inutes, no water in or tables d It is impossible for the adults at Highland Park to know all student .c. When there are 1189 enrolled. (c nt.) urrenr.ly inadeq :,ate at all times during the day. Some students will need to be assigned• three to a locker. Personalization is lost past 1000. Standards for Educational Capacity finitions 1: linacceotable. The principal and staff are unable to solve extraordinary problems created by overenrollment e swithout invoking a sistance for housing, capatEal outlay, Or boundary relief o .atside of school resources er hoollevcl authority ap p b and and use assties Wi ontan�e parameters of .�. ��'�he r r11hCil.. _ p�vhin �' . . regular staffing allocations and lannedbcapital improvements Special attention to scheduling, additional staffing, arnaterials or capital investment are explained in the comment section. 5riiay 19, t992 dae■NAaiasem Mitt • }1. t+rlucational Standards and Quality Indicators for Core Facility Capacity S I E4.trifices Statuthirdal The principal provides an appropriate environment which respects c onf dentiality arid privacy for special student services, i.e. speech/language, psychologist, volunteers 3.1 Volunteers have appropriate space to work with students and staff. 3.2 Service, providers, both within the School District and outside the District, have appropriate ETace to meet with students and/or parents and staff. 3.3 Confidentiality and privacy are provided where needed for consultation and conferences 1. ti acceptable 2. A ceptab10 Acceptance r Comments No extra apace available Conferences ?;re held in available office a pace. They move to open location 4nd often are held in Standsr& forEducatioha! Capacity St4t1,1 .A, eututa c ode.D . raa .a n 1. i Q The principal and staff` are tumble to Ee ve extraordinary problems created by overenrollr nen,t wit out invoking assistance for housin g, Capital outla y, or boundary relief outside of .ch: of resources et school -level authority: Acceptable y The prinelpal and stair are able to sere pr ogra- m and us 0 Is sue$ Within routine patainetetg of reg;tlsp staffing allocations and ;planned capita ifflprOVernentsi Special attention to cheduling, additional al stafn �► materials or capita' investment art eXplained in the comment section, ,fay 1992 ackp.41 \Iinpori stateiri,ri4YEdsta drdiOl aiiyi1ad'ic.clin = T itional Sta idards and Quality Indical for Core Facility Capacity The principal develops and implements school - level. and District stricts programs policies. 4.1 maintain both instructional ante t and accessibility in accordance with District regulations p es. 4•l All students receive comparable instruction of the facility in which the instruction s delivered. 4 °2 as Teachers, much of their instructional tine as possible instructing children. E'enn . 4.3 The staff is utilized effectively in the implementation of all curricular programs. • Facilities are adequate to support expected outcomes within speciality areas and rep; -.lax classrooms. 4.5 E ,�i p ment any!! materials are adequate to support q expected outcomes within speciality areas and regular classrooms. 4.6 All students in a given class, regardless of number, have the optimum opportunities for learning. 4.7 Speciality area' Pal. are utilized for the purpos for which the y were 4.8 Teachers move minimally from room to room during the day so tha,, the instruction program is comparable, i.e., mater , equipment and technology are near at hand. 1. Unacceptable 2. Acceptable Status of Acceptance • Comments y � P...3'' .. 2 r' `arty (9 2 'See 2 Portables don't have :plumbing, , fire alarms, • easy access to audio visual equipment, etc. p Expected outcomes have been modified. Need a second facility for no water in portables. 4.1 See 4.5 Seven teachers move classrooms twice each day'. Stands,rds for Educational Capacity :sL. � anc „D.ef'itlittian . a le.t. The principal and staff are unable to solve ei traordin ary problems ceaed by overenroliment without invoking assistaraee for housing, capital outlay, or boundary relief outside of school resources or school= level authority: principal program P a rs of regular str�ifir� - �x`�inci al and staff are able to sore ro�rarn and use .issues within rouane araanete reguo ,p: The aliccations and planned capital improvements• Special attention to scheduling, additional gaffing, materials; or capital investment are e' plained in the comment section: May 19, 1992 f'ah AImpacl , Edie»den,ls\t #aiutrdsQbaltyttidic -Cht•t ore loacilitY Capac,ty Mainterutuoi se ofJ?a iife i Grounds tat The principal provides for the effective use and maintenance of buildings, grounds or equip men StalatUbietraatOZI Unacceptable\ 2. Acceptable .1 School facilities are scheduled in a manner that maximizes their utilization while providing for regular cleaning and maintenance. 5.2 School grounds are scheduled and maintained! in a manner that maximizes their seasonal use while maintaining g their usability durin rainy weather. 5.3 Open space (not dedicated classrooms or 'core facilities) is used to facilitate movement, engage students in active learning, and provide for an extension of learning which emerges from the classroom. Standards for Educational Capacity E t MPtEMe SIDde i7PSMataoaas 1. aeenta e The princip al and staff are u_ n able to solve extraordinairy problems cr ®afsd by ovsrenrolloao ra with a t invoking assistance for housing, capital outlay, or boupdary relief Outside t of school resources or school -level authority. i stark` are solve ,... Program attention within . urine `paraanne rs of ,• regale*, staffing allocations am .�: The rnn�,i ail and and planned �� iro�r�en�aan�.s.d Sperm ail a�► � scheduling, additional i;u � p p F staffing materials or capital investment are explained in t mmeat 'section. l?'rin i pas :,' Da May 1.3 1992 maeapahmioaci s me etA Edswrd quaUtyhuitc -ari [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing] [Page Too Large for OCR Processing]