Livermore Overview Process

O••••••• The Livermore Valley Joint Unified School District (LVJUSD) serves approximately 12,500 students and has over 17 campuses in opera!on: 2 comprehensive high schools, 3 middle schools, 2 K-8 schools, 2 alterna!ve schools, and 8 elementary schools.

LVJUSD is developing the Bond Implementa!on Plan (BIP) to iden!fy the needs of each school and to make recommenda!ons to appropriately spend the $245 million bond. Each school was examined, reviewed and priori!zed on that basis.

Altamont Creek ES

Christensen MS

In 2016 the residents of Livermore approved a $245 million Measure J Facili!es Bond to repair and upgrade the district’s aging school facili!es. The bond will be used to modernize classrooms, repair aging infrastructure, renovate facili!es, improve school visibility, increase access for individuals with disabili!es, upgrade hardcourts, and improve overall safety and security.

Croce ES

Granada High School - 400 Wall Street Livermore High School - 600 Maple Street

Rancho ES

Christensen Middle School - 5757 Haggin Oaks Avenue East Avenue Middle School - 3951 East Avenue

Junc!on K8 Livermore HS Jackson ES

Satellite ES

Marylin ES

Mendenhall Middle School - 685 East Jack London Boulevard

East Ave MS

Granada HS

Junc!on Avenue K8 - 298 Junc!on Avenue Michell K8 - 1001 Elaine Avenue

Del Valle HS Arroyo Mocho ES

Smith ES

Altamont Creek Elementary School - 6500 Garaventa Ranch Road Arroyo Seco Elementary School - 5280 Irene Way

Mendenhall MS

Michell K8

Sunset ES

Croce Elementary School - 5650 Scenic Avenue Jackson Avenue Elementary School - 554 Jackson Avenue Marylin Avenue Elementary School - 800 Marylin Avenue Rancho Las Positas Elementary School - 401 East Jack London Boulevard Legend:

Emma C. Smith Elementary School - 391 Ontario Drive Sunset Elementary School - 1671 Frankfurt Way Del Valle High School - 2253 Fi#h Street

Legend:

The loca!ons of the nineteen schools located throughout the city of Livermore.

Legend: High Schools

Vineyard Alterna!ve School - 1401 Almond Avenue

High Schools

Middle Schools and K-8 Schools

Middle Schools and K-8 Schools

Elementary Schools

Elementary Middle Schools and K-8 Schools Schools

8 Arroyo Mocho Elementary School - 1040 Florence Road Satellite Campus - 2451 Portola Avenue

Elementary Schools

High Schools

Arroyo Seco ES

Vineyard Alterna!ve

P••••••

• •

The bond implementa!on was divided into three phases, focused on development of an implementa!on plan that met the needs of the District and its stakeholders. This process is an itera!ve one that first listens to stakeholders expecta!ons, assesses the exis!ng condi!ons and then priori!zes those areas of greatest importance. In summary:

? d e e n /

w e w ant o d

•

Needs Assessment

What d

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ͻ sŝƐŝŽŶ͗ ůƚĞƌŶĂƟǀĞƐ ͻ WƌŝŽƌŝƟĞƐ • Budget Modeling

• Stakeholder Input • Demographics • Deferred Maintenance

Wh a t A half day mee!ng between architects, engineers, and the District’s maintenance and opera!ons specialists was invaluable in evalua!ng the infrastructure needs in the District.

ͻ &ĂĐŝůŝƟĞƐ /ŶǀĞŶƚŽƌLJ ͻ ŽŶĚŝƟŽŶ ƐƐĞƐƐŵĞŶƚ

that l o o oes

•

Reaching a place of Equity across our school facili!es, regardless of where you live; Enhancing the Curb Appeal of our aging schools to promote student and community pride; Providing welcoming, Safe and Secure places for students, faculty and staff by addressing core infrastructure needs; Mee!ng the needs of 21st Century Learning and Teaching with flexible, technology rich spaces; In a Fiscally Responsible and transparent way.

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Engagement

ke? k li

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we h o d a at

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The process for the bond implementa!on plan for Livermore Valley Joint Unified School District was intended to iden!fy a conceptual and phased approach to mee!ng the facility needs of 21#$ century learners, while addressing the aging infrastructure throughout the District. The design team engaged stakeholders at many levels, including the District’s Board of Trustees, District Cabinet, Maintenance and Opera!ons personnel, the Facili!es Advisory Commi%ee, grade level sub-commi%ees, and the special educa!on team. With the guidance, insight, and recommenda!ons of these district stakeholders, a conceptual plan was developed for each campus with the inten!on of aligning community expecta!ons, high priority facility needs and available funds. The process was guided by five cri!cal success factors, developed in discussion with the Facili!es Advisory Commi%ee. Success, at comple!on of the bond implementa!on, will be:

Wh

P•••••• What do we have?

• Data Collec!on- The data collec!on phase includes gathering available data – building plans, roofing reports, classroom assignments/scheduling, demographic studies, etc. This data became the base informa!on upon which to evaluate proposals.

• Facili!es Inventory – The inventory includes analysis of facility use, facili!es size and capacity. Site visits were conducted by the architectural team for each of the school campuses; engineering disciplines also visited the middle and high school campuses.

• Condi!on Assessment - Documents were procured from the District to assess the age, services, and construc!on type of each building found on each school. Addi!onally, informa!on from the maintenance personnel in the district completed the condi!on analysis of the exis!ng schools.

What do we want and need?

• Stakeholder Input – In prepara!on for the GO bond, the district conducted a needs assessment to create a project list intended to guide bond planning. The bond “list” was significantly longer than the available funds, so stakeholder input was essen!al to bridging that funding gap. The bond was also meant to upgrade the exis!ng learning environment to 21st century levels: safe and secure, flexible and technology rich.

• Demographics and Growth – The demographic study conducted by the District with consul!ng firm, Coopera!ve Strategies, projected growth in the District and within each school a%endance area. From there, District Administra!ve established targeted capacity for each site. That data was used to iden!fy facili!es needs for each site.

• Deferred Maintenance Needs – The bond recognized that District aging facili!es had significant deferred maintenance needs; these needs are documented in the Deferred Maintenance Needs matrix in the appendix of this document.

What does that look like?

• Vision and Alterna!ves – It was important to develop graphic plans to evolve from a project list to a viable vision for implementa!on. These alterna!ves also include conceptual phasing plans for implementa!on.

• Budget Modeling – The budget modeling was an important component in the recommenda!ons; essen!al to managing the expecta!ons of stakeholders and encouraging that the vision aligns with available funds.

• Priori!za!on – Stakeholders discussed priori!za!on, agreeing that in addi!on to the most significant maintenance issues, the proposals should be high impact improvements that would meet the goals established by the Cri!cal Success Factors.

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