This phase includes extensive research of District archives and records to gather background information to assist in overall knowledge of the District and schools, including demographics, site and building plans, and recent projects. This research provides the foundation to develop the assessment process, as well as the overall organization of the process tasks and schedule. Of importance in this initial phase is the selection and establishment of the District’s Core Planning Group and Guiding Principles for the development of this master plan.
Hello, my name is Dr. Brad Mason, Superintendent of the Brea Olinda Unified School District. I'd like to thank you for visiting our new Facility Master Plan website, created in part by DLR Group. You will find our current facility assessments, including areas like health and safety, maintenance costs, and ADA compliance. There is also an eye to the future, a vision of what may be, created by our students, parents, teachers, administrators, and general community members.
Thank you for engaging in a process to positively guide our community into the future.
Preparing Students for College and Career Readiness
Our schools reflect the importance of providing programs and facilities that support all students in the variety of academic, artistic, and athletic endeavors in which they engage to prepare for their post-high school education and career goals. Ongoing instructional and technology changes compel our schools to remain current, providing our students with the best possible educational opportunities that allow them to compete and take their place in a global economy.
Valuing the Relationships between the Community of BOUSD
Our schools are a primary reason families move to Brea. We strive to be good stewards of community trust by providing our students the excellent education that our community expects and appreciates. We value the partnerships between our schools and the community by providing several community service and entertainment opportunities at our schools, including art programs, athletic competitions, and extra-curricular programs for the community to enjoy. Our school facilities (sports fields, gymnasiums, performing arts center, and multi-purpose rooms) are used by many community members and organizations to enrich the lives of families and children throughout Brea.
Providing Safe and Secure Environments
Our schools encompass the social, emotional, and academic needs of our students. Each of our schools' facilities are maintained and developed to support the variety of instructional programs, while taking into consideration the unique needs and interests of our diverse population of approximately 6,000 students. We seek to evaluate the condition and improve our facilities to ensure the ongoing health, safety, and well-being of our students and staff.
Building on a foundation of high student achievement
Our facilities are responsible for supporting the requirements of our state and nationally recognized educational, co-curricular, and extra-curricular programs. The Brea Olinda Unified School District is committed to extending our legacy and inspiring the highest levels of student academic achievement by modernizing our facilities with fiscally responsible design focused on efficiency and sustainability.
Continuing to Provide Innovative Learning Environments
We will ensure our schools continue to meet the evolving needs of our students by being committed to creating innovative educational environments that align with changing modes of learning and instruction. Our facilities will retain their historic significance within the community while we transform the classrooms into dynamic and engaging learning spaces that excite and inspire our students.
The Brea Olinda Unified School District is in the northeast corner of Orange County, bounded on the north by the Orange County/Los Angeles County line, on the east by San Bernardino and Riverside Counties, on the west by Puente Avenue (near La Habra) and on the south by the City of Fullerton. The City of Brea encompasses roughly eleven square miles, with the school district takes in 21 square miles. The population of the community is approximately 39,870 and is composed of middle and upper-middle income families. The ethnic population is 33.5 percent minority. The community has an excellent balance of homes, business, and industry.
The District, with six elementary schools, one junior high, one high school and one continuation high school, serves approximately 6,000 students. Six schools have been designated as California Distinguished Schools, two have been named Blue Ribbon Schools. BOUSD students have won honors in county, state, and national competition, including CIF championships, Academic Decathlon and Pentathlon Tournaments. Graduating classes have earned over $4,223,910 in scholarships and awards for their academic and athletic accomplishments. More than 90% of BOHS seniors are college bound.
Population = 42,459
Ethnicity breakdown of students
1.6% African American
0.2% American Indian
23% Asian
3.4% Filipino
36.7% Hispanic
0.4% Pacific Islander
31.6% White
3.0% two or more races; 0.1% not reported
Total enrollment = 5,951
Median household income = $83,717
Median house price = $550,100
Discovery
This phase includes extensive research of District archives and records to gather background information to assist in overall knowledge of the District and schools, including demographics, site and building plans, and recent projects. This research provides the foundation to develop the assessment process, as well as the overall organization of the process tasks and schedule. Of importance in this initial phase is the selection and establishment of the District’s Core Planning Group and Guiding Principles for the development of this master plan.
Planning
The Master Plan for each campus is a diagram of needs, priorities and quantities. Each Master Plan is developed from the information gathered from the outreach efforts, facilities assessments, and the BOUSD educational vision. The goal of each Master Plan is to quantify these priorities and their associated cost. Master Plan diagrams should not be interpreted as a “design solution” for each campus. Rather, all locations, adjacencies, and program suggestions within the buildings are presented to show they are recognizable and accounted for. As each Master Plan is implemented, each project will begin with a programming phase, and the design team will work with each school to assess the details and implications of each priority identified in the campus master plan.
Assessments
A team of trained field assessors visits every site within the District to review, photograph, and note physical condition deficiencies related to predetermined major review categories.
A “Report Card” outlining the grades for each category of the assessment is prepared resulting in an overall grade for each campus. The assessments are categorized in terms of immediate, short-term, mid-term, and long-term needs. These repair items help to establish timelines for projects while project costs are developed. The sums of the expected costs are then weighed against the replacement value of each school to determine the Replacement Cost Index (RCI). This value is important when considering whether a facility should be improved or replaced.
Summary
The Summary Phase is intended to present the results of the Master Planning efforts. These results are intended to assist with the prioritization process. The data presented can be sorted and viewed in a variety of ways to illustrate the costs and types of proposed projects at each site, group of sites or District wide. The results of the outreach survey efforts will be added to the summary page upon completion. The final step in the Summary Phase will result with the establishment of the District’s Facilities Master Plan priorities. Once agreed to, these priorities will be published as well.
