PAGE FIVE Although most of our district citizens would rather not think about the need for additional elementary classroom space, the simple, plain, obvious truth is that crowded elementary classes are fast becoming overcrowded. Board members and administrators—those persons who determine school district vitality and tone by the policies they for- mulate and the decisions they make—are confronted with the responsibility of providing adequate instructional space for the operation of the educational program. Providing a solution to this dilemma is no easy matter. Before any commitment is given to one plan or another, it is necessary to gather all the available data on the conditions of existing buildings, especially the elementary schools which have been in use much longer than the secondary buildings. It is important to know the general condition of each building and to have specific information regarding the structural safety, adap- tability and functionality for instruction, the number of students that can be housed comfortably, and financial data regarding operation and maintenance. Information of this type will be gathered by making a thorough survey of district buildings and facilities. A complete study of existing elementary facilities can provide useful information to help answer the questions of whether or not it is feasible to expand existing structure or to bring obsolete buildings up to adequate minimum standards. An analysis such as this can include a structural report, an electrical report, a mechanical report and a building code report. The electrical systems, heating plants and distribution systems, and even the structures themselves have been in operation for many years. It is time to determine as accurately as possible the true con- dition of our buildings and their systems. Information needed includes a projection of the pupil enrollment rate of increase. The projected growth rate along with information about the present conditions of buildings will be helpful in determining the adequacy of the existing buildings in accommodating increases in enrollment and their adaptibility to-instructional objectives. This in- formation can then be translated into specific plans for housing and educating increased numbers of youngsters. Dallas Intermediate School—1927 Vind Dallas Elementary School—1927
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