Bond Home

Bonds | Demographics | Portables | Transportation
Safety & Security | Construction | Curriculum & Instruction | Technology

Bonds

What are bonds? How long does it take to pay them off?
Bonds for school projects are very similar to a mortgage on a home. To finance construction projects, the district sells bonds to investors who will be paid principal and interest. Payout is limited by law to 40 years. Current projections show these bonds to be paid off in 30 years.

If these bonds are approved, is the district obligated to spend the money?
No. Voter approval is an authorization for the district to issue bonds. They will be sold in the future when funds are needed.

Demographics

Are there any schools currently under-enrolled? Which ones?
Although the district does have campuses that are below capacity, that does not mean there is room available for additional students. One of the major factors that influences capacity is the configuration of rooms for special programs at that campus. For example, a regular classroom might be used for a special education, compensatory class, or other program that has a very low student/teacher ratio. In that case, a room would accommodate 22 students might only have four to eight instead.

Katy ISD has several elementary schools whose enrollments are below the stated capacity. All of the junior high schools are below capacity except McDonald, Mayde Creek and Katy Junior High, and all of the high schools are below capacity except Cinco Ranch and Morton Ranch.

Do the demographers predict any schools becoming under-enrolled, which ones, and when? How would such a condition play into redoing attendance areas and impact transportation?
We do see some campuses drop below capacity when new campuses are added using students from their attendance zone. Rezoning committees look closely at enrollment projections for future years (not just the year a new school opens), and are very attentive to balancing enrollments and stabilizing attendance areas for all affected Land Use Zones as soon as possible after a new school opens. As a result, enrollment numbers tend to stabilize close to the capacity number.

Portables

How many students in Katy ISD attend classes in portables?
Approximately 11,800 students out of 50,570 attend a class in a portable building for some part of a school day. At elementary schools, portables often serve an entire grade level or levels, so students may spend a majority of the day in a portable.  The district has 101 portables at elementary schools, serving approximately 3,030 students. 

At secondary schools where students change classes each period, principals make every effort to build their master schedules so that students have one or two classes in a portable, but spend the remainder of the day in the main building. That means that, although each individual student spends fewer hours each day in temporary classrooms, more students have at least one class located in a portable.  A few junior highs “cluster” grade levels in portables, but more often, students rotate into the building with class changes. This year, with 41 portables at junior high campuses and 18 at high school campuses, approximately 8,850 students spend some time each day in a portable. 

At any one point in time during the school day, however, approximately 4,800 students are attending a class in a portable: 3,030 elementary students and about 1,770 secondary students.

While it is true that nearly one in four students attends class in a portable at some time during the school day, less than one in ten (9.5%) are in portables at any one time.

Isn’t the use of portables a sign of poor planning?
Judicious use of temporary buildings is part of Katy ISD’s overall facility plan and will continue to be as long as the district is growing rapidly.  Placing temporary buildings on an interim basis allows the district to assess growth carefully before constructing new campuses and to open new buildings with enrollments that are large enough to make them cost-effective to operate.

How was the district able to reduce portable cost by $10,000 per unit in less than a year while construction costs have gone up? What was left off the new building bids?
The original cost for portable building was $80,000. The new number is $75,000. The $5,000 reduction in the estimate is a combination of a new vendor and reviewing the cost of recently installed portables.

What is the square footage of a portable classroom?
A portable classroom is 768 square feet. There are two classrooms per building.

Why do we have portables in built-out areas?
Even when an area of the district is built-out, special programs can force the need for portables buildings. When the area has stabilized long term, we would like to replace the portables with a permanent building. An example of this would be Nottingham Country Elementary and Hutsell Elementary.

In the secondary levels, the attendance zones are so big that there is always the possibility of growth. An example is Beck Junior High. They are currently below capacity but have five portable buildings because of special programs. The area looks built-out, however there are two apartment complexes being built in the attendance zone.

Transportation

What is meant by resale on retired busses and what is the economic life of a bus? When does it make economic sense to replace a bus?
When the District retires a bus from service it is sold at a public auction and generally brings a minimal amount, around $500-$2000.

As with an individual’s personal vehicle, there is no standard economic life of a bus; it depends on many factors including miles driven, body deterioration and service needs. However, we have many buses on daily runs that are more than 15 years old and our reserve fleet is generally comprised of buses older than this.

Our present practice is to operate a bus until it costs more to repair it than it is worth at a public auction. The industry and government both recommend sale after 10 to 15 years. The oldest buses we own are 25 years old. We use them in-district and minimize driving them. Reliability is always a significant concern with our older buses as parts become more difficult to find as repair is required. In addition, fuel economy on our older buses is poorer and they contribute more to air pollution. We believe we should move toward a 16-year life cycle which surpasses industry recommendations, yet minimizes the risks of operating much older buses.

Why new buses?
New buses would accommodate the portion of the student growth that will ride buses to or from school and to replace many of the aged buses in our fleet as part of a comprehensive, multi-year replacement cycle. New buses would be for both our regular ed program as well as our special ed program.  As those vehicles age, there are questions of reliability, parts availability, fuel economy, pollution and so forth.

Why is the transit bus cost of $78,974 proportionately more than a conventional bus of $60,063?
The actual cost per seat is $846 for the conventional and $940 for the transit. The larger bus requires heavier axles, brake systems and more material to build. The transit is built as a bus. The conventional bus is built on a truck chassis. Due to the large quantity of truck chassis constructed, economy of scale brings the price down.

Although the up front price is more for the transit bus, what is the benefit?
The long-term cost of operation of a transit bus versus a conventional bus is the key. Those areas in KISD that are denser in population favor the use of transit buses as indicated below.

Six transit buses have the capacity to carry as many passengers as seven conventional buses can carry:

• 6 transit buses x 84 passengers = 504 passengers

• 7 conventional buses x 71 passengers = 497 passengers

The cost of wages and insurance for one driver (the difference in the use of six vs. seven buses to transport the same number of students) is approximately $13,000 per year or for the life of the bus, which, over 16 years, is $208,000. This savings is for each driver not hired.

Safety & Security

Provide a typical footprint of cameras for each type of campus.

• Elementary
  2 DVR’s
  32 Cameras (19 indoor, 13 outdoor)

• Junior High
  3 DVR’s
  48 Cameras (33 indoor, 15 outdoor)

• High School
  4-5 DVR’s
  64-80 Cameras (68 indoor, 12 outdoor)

• 9th Grade Center
  1 DVR
  16 Cameras (13 indoor, 3 outdoor)

Who will monitor the cameras? Will additional staff be needed?
No additional staff will be needed. The cameras can be monitored at various desktops in the reception area or campus administrators’ offices.

Does the criminologist review camera layout with campus staff on placement?
Yes, the principal and a police representative will also review the layout and may have cameras relocated or repositioned before installation.

Can we get the camera cost broken down by group?
The elementary standard is $148,400.00; junior high standard is $174,900.00; and the senior high standard is $424,000.00.

Where will the cameras be located at the campuses?
Cameras are placed in common areas such as hallways, lunchrooms, library, gymnasiums, and exterior doors, but not in regular classrooms.

In regards to the visitor registration & tracking system, what provisions would be made for those without IDs and driver license numbers? Would they be denied entry?
There will be policy and regulations developed for the effective use of the system. Choices include entry refusal to limited facility access. Identified parents or guardians could be excepted.

How quickly will security cameras be installed and what is the priority?
The project is scheduled to take approximately two years to complete. The first priority is those schools that have no systems; then those that have faulty systems; and finally those systems that are operating at an unreliable level.

Construction 

Why did Katy ISD build a ninth grade center at Seven Lakes High School as part of the original construction, but not at Morton Ranch High School?

The timing for completion of the 9th grade centers at Morton Ranch and Seven Lakes High Schools was based on demographic projections when the 2002 bond package was put together.  Morton Ranch High School was scheduled to reach capacity after Seven Lakes High School (because of the greater number of new home starts forecast for the southwest quadrant of the district. In the meantime, builders in the north changed some of their plans, stepping up construction and building more homes per acre than originally projected.  As a result, Morton Ranch High School grew more quickly than projected. 

The plan in 2002 was to return to the voters for a bond election in the fall of 2005 with a package that included the MRHS ninth grade center. With advance design work and careful construction planning, a successful election last fall would have allowed the center to open in time to accommodate the increased enrollment indicated by the district's demographic projections at the time. Seven Lakes was one of the last major projects to be completed in the 2002 bond package and the 9th grade center was included because the same projections indicated that it would be needed before the next bond package.

Here's another example of how the change in home building patterns affected schools:  Elementary #26 was originally planned for the northwest part of the district, but when the north central area began to grow more quickly than expected, the district responded to the need by constructing Elementary 26  -- now Franz -- in the area.) Because it takes less time to build an elementary school and there are generally several in a bond authorization, it is easier to make adjustments in elementary construction based on changing patterns.

Why can't the district cut 10% of the cost of a new school? What would be the consequences if brickwork, grand hallways, skylights, tile work, etc. were cut to bring the budget down?
The only way to reduce the cost of a building by 10% would be to reduce the square footage of the building by 10%. In order to do that we would have to decrease the square footage of classrooms, reduce the number of teacher planning areas, reduce the number of restrooms, reduce the size of the gym, reduce the size of the hallways, and reduce the number of rooms for labs and special programs. It is always possible to build smaller or less efficient and flexible buildings, but the standards presented for the buildings in Katy ISD meet the educational requirements of the programs in place, as well as accommodate the expectations of the curriculum office.

How does the Maintenance Department determine when an item needs to be repaired versus replaced?
Ongoing maintenance happens as required. Currently we monitor the age of the equipment, the amount of repairs to the equipment with in-house labor, contract costs and finally what is happening with the equipment during preventive maintenance inspections with all items but specifically items such as A/C equipment, boilers, hot water heaters, carpet, gym floors, intercom systems, roofs, painting, kitchen equipment, emergency generators and water softeners.

Would it be feasible for the maintenance department to repair items as soon as they need repair so that we are not spending so much in maintaining or replacing these items?
We perform preventive maintenance functions and make repairs as needed. We do not defer or ignore failing equipment.

How confident is the district with applying the AGC’s and CCI index in light of today’s current construction and material supply climate?
The Associated General Contractors (AGC) Data, in conjunction with information from the field provided by consultants, provides our best prognosis related to construction inflation. We live in a very volatile market with product costs being greatly impacted currently by various factors such as oil price increases, natural and property disasters.

On July 31, 2006, the AGC indicated a 12% projection for the construction cost index. They also provided the comment that construction materials will continue to rise at a rate of 8-10%.

As a result, we have updated our construction cost indexes percentages to 12, 10, and 8.

What are we doing that is over and above the legislative requirements for schools and how does this impact cost?
TEA provides guidelines for core spaces such as classrooms, library, physical education (gyms only), and special education. It is then up to the district to provide for an educational program in line with the District’s education philosophy.

Why does the pool continue to leak at Mayde Creek HS?
We corrected a leak in the drain and another outside the building. The Mayde Creek High School pool is unique compared to Cinco Ranch, Katy, Morton Ranch, Seven Lakes, and Taylor High Schools as the other pools have automatic fills located mostly in the mechanical areas. The MCHS pool is replenished by a garden hose directly into the pool. The MCHS pool has considerable evaporation the other pools do not have. Also unique to MCHS is the obscure windows on the entire roof and the west wall; outside doors that are open all day; the pool boiler is not separated by a wall with outside ventilation and introduces dry heat and finally continuous ventilation adding to evaporation. There are some that say the pool continues to leak. When the drain was repaired the leak was stopped. The outside is not leaking, we periodically observe for damp ground outside the pool room. As of today none has been reported. Pools with the conditions promoting evaporation will lose water.

Is there a district wide policy or philosophy regarding keeping equal facilities throughout?
The District strives to ensure equitable facilities for all students across the District. Due to the physical difference between facilities and site constraints, it is not always possible to have identical physical facilities. Facilities personnel continually work with department leaders to ensure that basic standards are met and that changes in the program are implemented when appropriate.

How much would it cost to redesign the high schools without the rotundas? Do the rotundas really cost that much?
The main entry foyer at our most recently constructed high schools, otherwise referred to as "the rotunda", is an extremely functional and flexible space. Located directly off of the main entrance, it serves as a foyer for a school of 3,000 students. It is not a stand alone space in that it is an integral part of the circulation corridor system of the school. It has been expanded beyond a standard corridor at this central node location to provide added functional flexibility for the school. This space is directly adjacent to the main cafeteria and the school communities have utilized this space in a wide spectrum of ways. This space is often used as a support space for activities occurring in the cafeteria. At the start of the school year, for example, registration occurs within this space which is ideal in that it is in such close proximity to the main office. The large group instruction space, which is a flexible space utilized by a wide range of groups, is also located directly adjacent to this space. The principals of these schools can attest to the value added functional flexibility that this space provides. To reiterate, this is not a stand alone space but an integral part of the circulation system in the busiest area of the school. This entry foyer has been designed to create a welcoming environment into the school which is often extremely busy with multiple events occurring simultaneously in the immediate vicinity.

Why do we need concrete poles for the stadium lighting upgrade?
The existing lighting support towers show many signs of structural damage. The cost of new galvanized steel poles or pre-stressed concrete poles is relatively the same. Steel poles require x-rays every five years to ensure structural integrity and concrete poles are less likely to receive a lightning strike.

 

Do any of the subject renovations (i.e., brick, roofs, etc.) have any prior warranties associated with them?

None of the campuses recommended for an upgrade/renovation have any warranties currently in effect.

Curriculum & Instruction

What do the distant education “opportunities” cost? Who pays this cost? Where does this money come from?
The majority of connections that teachers can arrange for student participation are actually free of charge. The power of video conferencing comes when students and teachers collaborate in meaningful partnerships and learning events. For connections requiring a fee, individual campuses may choose to set aside in the campus/grade level budget for these costs. In many cases the PTA/PTO also provide funds to support these connections.

Why does a Kindergarten class need three computers?
The philosophy of Early Childhood Education is built on students being actively engaged in small group learning settings. While the teacher is working with 3 or 4 students on a particular concept, the other students are divided into additional small learning groups. The three computers are used to learn and reinforce concepts. Students use the classroom computers during centers, free time, literacy and creative writing lessons and as math stations. They are also used for enrichment allowing students the opportunity to apply already acquired skills.

In a classroom with 22 students and one teacher, where the students are divided into four groups, a minimum of three computers is needed to meet the needs of the learners. In fact, some districts provide Pre-K, Kindergarten, 1^st and 2^nd grade classrooms with up to six computers.

Technology

What kind of storage limitations are in place for students, teachers and administrators with respect to servers in order to maximize space utilization?

We have what we believe are very aggressive storage limitations for both students and employees, including restrictions on e-mail and file storage. Even with these limitations, additional servers are still needed to keep up with the growth.

What are the itemized costs and standard configuration for various servers and desktops.

Servers:
Class 1: Quad Processor 2U $25,000
Class 2: Dual Processor 2U $7,000
Class 3: Dual Processor 1U $5,000
Class 4: Single Processor 1U $2,500

The prices listed are approximate values for the category. The price can fluctuate depending on the unique configurations of each server.

Desktop
Lenovo M52 $922
Flat Panel 17” Monitor
Dual Core Processor 3 GHZ
80 GB Hard Drive
1 GB Ram

Laptops (Labs)
Lenovo R60 $1,200
Dual Core Processor
40 GB Hard Drive
1 GB RAM
Integrated wireless

Laptops (Admin)
Lenovo R60 $1,456
Dual Core Processor
40 GB Hard Drive
1 GB RAM
Integrated wireless
Docking Station
Keyboard

How many laptops are in a lab?
Elementary: 25
Junior High: 30
High School: 30