HomeMy WebLinkAboutItem #03 Approval of School Concurrency
.
I
f
Meeting Date: June 3,2008
Item # 3
Contact Name:
Contact Number:
Bobby Howell, MPA
407-905-3100, Ext. 1044
Reviewed By:
Department Director:
City Manager:
Subject:
Ordinance 2008-009 adding proposed text to the Comprehensive Plan amending elements for
the purpose of implementing School Concurrency
ISSUE:
Should the Honorable Mayor and City Commissioners consider the adoption of Ordinance 2008-009 to approve a
Large-Scale Comprehensive Plan Amendment which includes: 1) addition of a Public Schools Facilities Element
(PSFE) to the Comprehensive Plan, and 2) additions to the Intergovernmental Coordination Element and Capital
Improvements Element (CIE), for the purpose of implementing school concurrency in the City of Ocoee?
DISCUSSION:
The State of Florida's 1985 Growth Management Act introduced the concurrency principle throughout the state by
requiring each local government to ensure adequate public services and facilities are in place prior to the approval
of new development. The 1985 Growth Management Act identified sanitary sewer, solid waste, drainage, potable
water, parks and recreation, and transportation facilities as concurrency-related facilities. In accordance with the
1985 Growth Management Act, a local government can only approve new development if the infrastructure is
available or will be available to sufficiently absorb the impacts of new development. A level of service (LOS) is
adopted for each of the facilities and is the mechanism by which this capacity is measured.
In 2005, the Florida Legislature approved the 2005 Growth Management Act, commonly referred to as Senate Bill
360 (SB 360). This legislation mandates that all non-exempt Florida jurisdictions make public schools a
concurrency related facility by April 1, 2008 for nearly all residential developments, in addition to the facilities noted
in the 1985 Growth Management Act. In accordance with the requirements of the 2005 Growth Management Act,
the approval of Final Subdivision Plans and Site Plans for residential development becomes contingent upon
available school capacity measured in part with an adopted Level of Service (LOS) for public schools.
Per the legislation, adequate school capacity is considered to be available if the needed school facilities are
currently available or scheduled for actual construction within three (3) years of a development's final approval. If
capacity is not available, Chapter 163 of the Florida Statutes requires each local government to make
proportionate share mitigation options available to the applicant or developer in lieu of denying approval of the
proposed development.
The 2005 Growth Management Act requires Orange County and all local governments within its boundaries to
implement school concurrency for nearly all residential development proposals. Residential developments that are
exempt from school concurrency requirements include: age restricted communities, one single-family house or one
duplex that is being developed on an existing platted residential lot of record, residential developments with
approvals prior to the effective date of April 1, 2008, and developments that are amendments to previously
approved residential developments which do not increase the number of dwelling units or change the type of
dwelling units (i.e., conversion of single-family units to multi-family units).
.~
As part of the implementation process, Chapter 163 of the Florida Statutes requires each local government to
amend their Comprehensive Plan to include a new Public School Facilities Element (PSFE) that is consistent with
those adopted by other local governments within the same county. Chapter 163 requires each jurisdiction to
amend their respective Intergovernmental Coordination Element (ICE) to address coordination with the School
Board in the implementation of school concurrency. Additionally, Chapter 163 requires each jurisdiction to amend
their respective Capital Improvements Element (CIE) to set forth a financially feasible public school capital facilities
program established in conjunction with the School Board. Per Chapter 163, local governments that do not
implement school concurrency will be prohibited from adopting Comprehensive Plan amendments that increase
residential density.
In addition to amending the Comprehensive Plan, each local government must enter into an Interlocal Agreement
(ILA) with Orange County Public Schools (OCPS) in accordance with Chapter 163 of the Florida Statutes. The ILA
will ensure that school concurrency is uniformly implemented throughout the County and will address the minimum
requirements for school concurrency. In addition, the City's Land Development Code (LDC) will need to be
amended for the City to successfully implement school concurrency and to be consistent with the Comprehensive
Plan. This agreement is attached in draft form, and is anticipated to be signed by all affected parties by the time
the amendments are presented to the City Commission for adoption.
The PSFE and the amendments to the Capital Improvement and Intergovernmental Coordination Elements were
presented to the Planning & Zoning Commission / Local Planning Agency for recommendation to the City
Commission. Following the first public hearing before the City Commission, the proposed amendments are
required to be transmitted to the Department of Community Affairs for further review. After addressing any
comments that may be received from the Department of Community Affairs, the amendments will be presented to
the City Commission for adoption.
DEVELOPMENT REVIEW COMMITTEE RECOMMENDATION:
The Development Review Committee (DRC) met on May 5, 2008 and considered the addition of a Public Schools
Facilities Element, and additions to the Capital Improvement and Intergovernmental Coordination Elements to the
Comprehensive Plan. No concerns were addressed, and the DRC voted unanimously to recommend approval of
the addition of a Public Schools Facilities Element, and additions to the Capital Improvement and
Intergovernmental Coordination Elements to the Comprehensive Plan for the purpose of implementing school
concurrency.
PLANNING & ZONING COMMISSION RECOMMENDATION:
The Planning & Zoning Commission held a public hearing on May 13, 2008 to consider the addition of a Public
Schools Facilities Element, and additions to the Capital Improvement and Intergovernmental Coordination
Elements to the Comprehensive Plan. Ms. Julie Salvo from OCPS was in attendance as a representative of the
School Board. Ms. Salvo answered a number of questions from the Planning & Zoning Commission members
related to school concurrency. Following the deliberations, the members of the Planning & Zoning Commission
voted unanimously to recommend approval of the addition of a Public Schools Facilities Element, and additions to
the Capital Improvement and Intergovernmental Coordination Elements to the Comprehensive Plan.
STAFF RECOMMENDATION:
Staff recommends that the Honorable Mayor and City Commissioners consider adoption of Ordinance 2008-009 to
approve a Large-Scale Comprehensive Plan Amendment which includes: 1) addition of a Public Schools Facilities
Element (PSFE) to the Comprehensive Plan, and 2) additions to the Intergovernmental Coordination Element and
Capital Improvements Element (CIE) for the purpose of implementing school concurrency; and further, direct staff
to transmit the proposed amendments to the Department of Community Affairs (DCA) for review and comment.
2
A I I A~MIVIt:.N I ::>:
Ordinance 2008-009
Public Schools Facilities Element: Data, Inventory & Analysis
Public Schools Facilities Element
Additions to the Intergovernmental Coordination Element
Additions to the Capital Improvements Element
Draft Interlocal Agreement for Public School Facility Planning and Implementation of School Concurrency
FINANCIAL IMPACT:
None.
TYPE OF ITEM: (please mark with an "x')
~ Public Hearing
~ Ordinance First Reading
_ Ordinance Second Reading
Resolution
_ Commission Approval
Discussion & Direction
For Clerk's Deot Use:
_____ Consent Agenda
_____ Public Hearing
_____ Regular Agenda
_ Original Document/Contract Attached for Execution by City Clerk
_ Original Document/Contract Held by Department for Execution
Reviewed by City Attorney
Reviewed by Finance Dept.
Reviewed by ( )
N/A
X N/A
N/A
'"'\
-'
Orange County Public Schools
Public School
Facilities Element
Data, Inventory and Analysis
Planning & Governmental Relations
Updated May 2, 2008
Data, Inventory and Analysis
Table of Contents
Table of Contents.... ......... ..... ..........................................".....".................................,.......... 2
List of Tables ............................. ......,......................,................., ........ ....... ,.........,...... ..........4
List of Figures.......,.,....,..................."....,."........,......,......"......,..,.....,.................,.......,........ 5
Public School Facilities Element,......,.................................,.......,.. .......................... ...........6
Data, Inventory and Analysis...........,................... .............................,.. ....... ........................6
School Planning and Coordination.. ................... ....................... .............. ....... ................ 6
Martinez Doctrine ....,.....",.,...,.,....,.." ".....'". ....', "",. ...".....'.'"".... .,.,....'"".....'" ",... .....,. .... ..... ....'"",. ..', 6
Public School Facilities Element ,.....................................................................................................,....... 7
School Siting Ordinance .... ....... '" ,......'.', ,....'",.... .', ",.......", ...'"".....' .,.... ..'" ...... ,..,... ..'"".. .....,.... ...,.... .'" 7
1. Existing Community Conditions..,.........,.................. .................................,....... ,...........9
Population........................................................................................................................ 9
Population by Jurisdiction ,.,.. ..'".....',.... ....' ".... .'" ,..... ..',. ....' ..,.....' "..... ..,... ...'",... .'.', ,......... .......'".....' ",. 9
Housing............................. ...... ........... ....... ........................,.............................. ,........ ..... 10
2. Growth and Development Trends............... ........... ........ ...... .....,............... ............ ....... 12
Growth Areas ...... .... ... ..... .......................... .... ..,.. ...,.... ........ ... ...... ... ....,... ...... .............' .... 12
Orange County.,................,.....,......,.......",......,..........,........,.....,',......,"',......,................,.......,",.......,..... .12
City of Apopka ... ..,........ ......................,.. ....... ..... ........... ...... ............,............ ...........,...... ......... ..,.. ..... ,.... ..12
City of Winter Garden.. ................ ......,.. ............. .............. ............, ,......... ,..... ,.... .................... .......... ..,.. ..12
City of Ocoee ..."....................""....."......,.......,........".,...."......."......".......,',....,",.......,........".....,"',....... .12
City of Orlando ... .......... .....' ........,.. .......... ................. .......... ........... ....., ........ ............. ............., ,.... .......... ..13
Capacity Enhancement Agreements ................................ .....,.........................."... ........ 15
3. School District Profile. ...... ............. ............................................... ........ ........... ........... ...17
Districtvvide Summary........................................................................."........................ .17
Grade Level Summaries....... ......,.. ................. ...... ..........,.............................,........... ..... ..17
Elementary SchooL,......,....."...."....."'....."'......".....,.,......".....""....."....,.."....""'.....""....."....."'.....". ... 17
Middle School.........,....",....."."..",.....,......."...."",.......,....."....""....,.""..."",.....,......,',......,.,',... .',......,. .18
High School ...................,...................,......,.,.....................".....""...,.,........,......".,......".......,......,.......... . .18
2-
FinaZ- May 2008
Special Schools..",....................",........""...,.,.,......"......"",........".,.,.....,.",........,."......,.."..."",.,... .'".... .18
Charter Schools ".....",............."........""...".,......",.......""......""........,.,........,",......,"',.....,",......,.,..... '" 2 6
Student Generation Rates......................................,.........,.... ..... ................................... 27
Educational Facilities Plant Survey.............. ........................ ................ ......................... 27
Ancillary Facilities ..'", ,..'".. ,.... ",.. ....'",.. "",....'.'". ....' "'" ....' .'", ,..'" ",. ..... .'".......'.',.. ,.. ..."...... .'". ....' ",., 28
4. Future Conditions...... ..........................,........................ ................. ........' ......................29
Proj ected Enrollment...."........"....."",...,."""..."".....",.,....."",..."..",....""",......"".....,..".......""...."". 29
5. School Concurrency Implementation ....... ................... ................... ......... ....................30
Components.................................................................................................................. .30
Capacity ,..,......",......,........,.....,."....."......."......".......""..,...".........".,...,.,",.......,",.,.....,.........,',. ....',..... 30
Concurrency Service Areas (CSAs )......., ",..... ",. ....""",...' .'"". ...'"",. ....' ". ......'" ,...... "..,.....'", .... ..', ,....,,30
Level of Service.......",.....,.........,...."",.............."."....."",...,..",......""......,.,.......,..,.....,...,.....,.........,....... 31
6. Needs............ ............ ............... ....... ..................................... ................................ ......... 35
Ten-Year Capital Outlay Plan.., ...... ..,.... .............. ...... ..,.... .............. ...... ..,.... ......,.. ......,.... ...........' ....,.....' 35
Additional Needs to Meet LOS.. ..... ...........,..............,.................... ............ .................... 36
Land Needs .', .............. '.,......... ....' ".,.....', .......". ..... ",.... .'.' ......'",..... .',.. ......' .........'".......', ... ... ",.. ....".....40
Infrastructure Needs ............... ..',... .',..,. .... '.......',..... ..'" ..... """....' "... ..... .,... ....',.......'" .,......', ........... ..." 40
7. Financial Resources.........................................................,...............................,............ 41
PECO............ ....' ....................... ... ....',..... .',....... ",........... ... .., ......'".. ....' "".... ........ ....,.........,..... ",.. ...... .....41
Half Cent Sales Tax....,........,...............,......,........................",.,....."".......,........,........".......",......".......,.. 41
Property Tax ...............................,......,...............,.................",..............."................"........,.... .."....."'"...41
Certificates of Participation (COPS) ......,...... ..,... ..... ,.".... .,.,......,... ..... ,........., ,.....".,...... ........ ",.. ...,.,......41
State Capital Outlay and Debt Service (CO&DS) ..,.............................................................,........,.....,...-41
School Impact Fees................."...."".......".......,..............",......,........,.,.......",....,.....,.."",....,.,....,",.....," 41
Class Size Reduction.,......"......"'.....,.,....."..........,.......,......,.,....."'......."........"......"'.....,..."...""....."... . 42
Appendix.... ..... ...... ....................... ............................,.... ............... ............... ............... ........52
Appendix 1 - Plant Survey Summary.... .............. ...... ...... ......... ..... ....... ............ ....... ......52
Appendix 2 - School and CSA Data with Enrollment Projections ............................... 52
Endnotes............................................................,..........................,............................... ..... 53
3-
Data, Inventory and Analysis
List of Tables
Table 1 - Orange County Population Growth (Countywide), 1970 to 2005,.................................................. 9
Table 2 - Population by Jurisdiction, 2005....................................,...........,....................,.............................. 9
Table 3 - Population by Age, 2005 ..........,........,................................,.....................,..........,..................,...... 10
Table 4 - Housing Characteristics of Orange County and its Jurisdictions, 2000-2005..........................., 10
Table 5 - Building Permits Issued in Orange County, 2005-2007....................................,............,............. 11
Table 6 -Home Sales in the Orlando MSA, 2005-2007 ........,..........,..........,....................,..................,......... 11
Table 7 - Student Enrollment by Level, October 15, 2007.....,.......,...............................,..........,...................17
Table 8 - Capacity of Existing Facilities, 2007-08 ........................................................................................17
Table 9 - Existing Utilization, 2007-08........,.................................................,..............................,...............17
Table 10 - Charter Schools in Orange County, 2006/07........,.....................,.......................................,....... 26
Table 11 - Enrollment in Charter Schools, 2000 - 2007 .........................................,.................................... 27
Table 12 -Student Generation Rate, November 2007 ..................................................,.,.......,...........,.........27
Table 13 - School Capacity Summary Profile ..................................................................................,............ 28
Table 14 - Ancillary Facilities, 2007 ...............,..........................................,....................,............................. 28
Table 15 - Five-Year Student Enrollment Projections, 2008/09 - 2012/13 ............................................... 29
Table 16 - 2020 Population Projections ......,.................................................,.....................,.................,...... 29
Table 17 -lo-Year Capital Outlay Plan for Additional Schools, 2007.........................,..........,.......,............. 35
Table 18 - Elementary Schools by CSA that don't meet LOS in 2011-12 ..................,..................,........,.......36
Table 19 - Middle Schools by CSA that don't meet LOS in 2011-12.............................................................. 36
Table 20 - High Schools by CSA that don't meet LOS in 2011-12* ............................................................... 36
Table 21 - 2008-2017 Fiscal Years Capital Appropriation Projections, September 11, 2007 .............,.......43
Table 22 - 2008-2017 Fiscal Years Capital Revenue Projections, September 11, 2007................,.......,..... 44
Table 23 - OCPS Capital Projects (New Schools), Fiscal Years 2008-2017,............................,...................45
Table 24 - OCPS Comprehensive Needs Projects (Renovations, Existing Schools), Fiscal Years 2008-2017
...........,.......".............."......, ,......,......,.....".......".......,..........,......",.....,.......,...,.......,........".......,......,.,.....,...... 47
4-
Final - May 2008
List of Figures
Figure 1 - Anticipated Development in Orange County, August 2007 .........................................................14
Figure 2 - Capacity Enhancement Agreements, July 2007,..............................,..........,................................15
Figure 3 - Capacity Enhancement Agreements in Orange County, through 2007........,..............................16
Figure 4 - Existing Elementary Schools and Attendance Zones ..........,........................................................19
Figure 5 - Existing Elementary School LOS, by Elementary School Zone .........,........................................ 20
Figure 6 - Existing Elementary CSA LOS by Elementary School CSA.............................................,............21
Figure 7 - Existing Middle Schools and Attendance Zones....................................,....,................................ 22
Figure 8 - Existing Middle School CSA LOS .....,...................,........................,............................................. 23
Figure 9 - Existing High Schools and Attendance Zones ........ ............,..,................,..................... .......,....... 24
Figure 10 - Existing High School CSA LOS ....,........................,.................................................................... 25
Figure 13 - Projected LOS for Elementary Schools, 2011-12............,........................................................... 32
Figure 14 - Projected LOS for Middle Schools, 2011-12 ,...........,..................................................................33
Figure 15 - Projected LOS for High Schools, 2011-12....................,.............................................................. 34
Figure 16 - Projected LOS with Planned Elementary Schools .................................................,.............,..... 37
Figure 17 - Projected LOS with Planned Middle Schools,..................................,....,.............................,...... 38
Figure 18 - Projected LOS with Planned High Schools..............,................................................................. 39
5-
Data, Inventory and Analysis
Public School Facilities Element
Data, Inventory and Analysis
In 200S, the Florida Legislature passed legislation requiring all Florida school districts and local
governments to implement school concurrency. Similar to roads, parks, sewer, water, stormwater and
solid waste, concurrency is an adequate public facilities law that, beginning in 2008, will be applied to
public schools.
The Public School Facilities Element and related comprehensive plan amendments to establish school
concurrency are based upon the following Data, Inventory and Analysis, pursuant to the requirements of
Rule gJ-S.OOS(2), FAC and Rule gJ-S.02S(2), FAC.
The Public School Facilities Element is intended to ensure coordination among the County, Municipalities
and the School District to ensure that school capacity at the adopted level of service standard is available
at the time of the impacts of development.
School Planning and Coordination
Residential development within Orange County is well coordinated with OCPS, and much that occurs is
mitigated prior to approval. Orange County and its jurisdictions have several methods to ensure
coordination with OCPS, including the Capacity Enhancement Process and the School Siting Ordinance.
These tools are described below.
Martinez Doctrine
In March 2000, Orange County's practice of linking certain land use changes to school capacity was
termed the Martinez Doctrine, after former Orange County Mayor Mel Martinez. Under this directive, if a
rezoning or comprehensive plan amendment had an adverse impact on schools, staff recommends denials
of the request as exceeding the capacity of public infrastructure, which is inconsistent with Orange
County's Comprehensive Policy Plan.
The adoption of this practice has led to more coordination and information sharing with Orange County
Public Schools staff, and created a mechanism where developments denied under the Doctrine can enter
into Capacity Enhancement Agreements with the School Board to mitigate adverse impacts, This practice
has withstood judicial challenge up to the Florida Supreme Court.
Capacity Enhancement Process
Orange County Public Schools (OCPS) currently reviews residential development proposals and
comments as to the availability of school capacity at the directly impacted elementary, middle and high
school for each project seeking a future land use map amendment or rezoning that increases residential
density.
The Capacity Enhancement Program attempts to mitigate over-capacity schools affected by new, unvested
units, The units that are allowed under the existing zoning and land use are considered "vested" units,
and are not subject to capacity enhancement. The additional units that would be obtained when a
property is successfully rezoned are considered "unvested" and are subject to the capacity enhancement
process.
To address this lack of capacity, the local government directs the project applicant to seek mitigation
through a Capacity Enhancement Agreement (CEA) with OCPS for the unvested units. The capacity
6-
Final- May 2008
enhancement process involves extensive evaluation by several OCPS departments (Facilities, Pupil
Assignment, Real Estate, Planning) and instructional (Area Superintendents, Principals) personnel for
classroom, site and core capacity issues and potential solutions such as relief, renovation to prototype
size, permanent expansion, assignment of students, or timing.
The process also includes a fiscal review by the Chief Financial Officer of OCPS to ensure the project pays
its full share of incremental student station cost. Any funds necessary for unvested units to meet the full
share of incremental student station cost as well as school impact fees are due at Final Plat or Final Site
Plan.
Central to the process is the OCPS commitment that educational quality not be compromised. If it is
determined that a physical and fiscal solution is possible that is acceptable to the Superintendent, a
resolution is prepared for the School Board requesting authorization to enter into a Capacity
Enhancement Agreement between OCPS and the project applicant setting forth terms under which
capacity enhancement can be achieved. A copy of the CEA is provided to the affected local government to
assist with monitoring and implementation.
Charter Amendment
On November 2,2004, Orange County voters approved Charter Amendment #6 to require joint county
and municipal approval of zoning or comprehensive plan amendments affecting overcrowded public
schools, which was later implemented through Orange County Ordinance 2006-04 (effective May 9,
2006). As a result, local governments in Orange County defined as "significantly affected" all must
approve the proposed change in zoning or residential density in a jurisdiction, if OCPS cannot certify that
school capacity would be available or provided through a Capacity Enhancement Agreement.
An associated interlocal agreement also became effective May 9, 2006, to outline the coordination process
between local governments in Orange County, OCPS, and applicants proposing residential rezonings and
comprehensive plan amendments.i
Public School Facilities Elementii
The Public School Facilities Element provides a fundamental part of Orange County's Comprehensive
Plan because it recognizes schools as the cornerstones of community planning and design.
Policies contained within the Element seek to promote and optimize intergovernmental cooperation for
effective operation of the public school system in a multi-jurisdictional environment. This effort involves
collaboration with the School Board and other local governments to ensure that adequate capital facilities
and technology resources, such as computer facilities and support infrastructure, are available to support
system goals.
The Element is comprised of five goals implemented by 12 objectives, The goals address providing a
supporting community for children; making schools the cornerstone of communities; providing safe
schools in well-designed neighborhoods; supporting the educational mission of the School District; and
promoting intergovernmental cooperation.
The objectives address families, joint use of facilities, design and siting of facilities, children's safety,
juvenile justice services, capital funding, alternative funding, timing of new development, information
sharing, land use, school siting, and a process for reserving future school sites.
School Siting Ordinance
7-
Data, Inventory and Analysis
Orange County's Land Development Code contains provisions for school siting, Section 38-1753 ofthe
ordinance specifies the zoning categories where school facilities are permitted.
Criteria for school locations, site standards, access to roads and sidewalks, and proximity to municipal
services are described to provide a coordinated and comprehensive standard relating to conditions on or
impacting a potential school site. Orange County staff and Orange County Public Schools are currently
working to update the school siting ordinance.
The School Siting Ordinance, as well as Orange County's existing Public School Facilities Element
addresses the need for schools to serve as focal points and co-location requirements, Through the
regulations, the County and OCPS agree to the following:
. The County and OCPS agree to promote and support community development and design by
encouraging joint development of property adjoining proposed school sites for parks, recreation and
appropriate related facilities including libraries and children's services,
. The county planning and parks and recreation staff shall be authorized to participate as ex-officio
members of such school board review committees charged with reviewing and recommending school
site acquisition to the school board,
. School board facilities planning staff, local school advisory committees and neighborhood associations
shall be joint participants in county programs for developing neighborhood and community based
plans.
. School board facilities planning staff shall be authorized to participate as ex-officio members of the
development review committee for the county.
. Schools should be located to minimize average home-to-school travel distances based on both current
and projected student enrollments.
. Elementary school sites should be located on local streets or on residential collector streets entirely
within residential neighborhoods and as close as practical to existing or planned residential
neighborhoods.
. Middle schools and free-standing ninth grade centers should be located on residential collectors or on
arterial r:oads within or as close as is practical to existing or planned residential neighborhoods.
. Middle schools and free-standing ninth grade centers should be located adjacent to residential
neighborhoods where secondary pedestrian access is available on local streets.
. Free-standing ninth grade centers shall be treated as middle schools. Ninth grade centers operated and
constructed in conjunction with high school campuses shall be treated as part of the high school
campuses.
. High schools should be located on roadways with adequate capacity to carry student and parent traffic
and suitable for high volume traffic during evening and special events.
. School sites shall be discouraged adjacent to overhead high voltage transmission lines unless
classrooms and programmed play areas for elementary schools can be located not closer than three
hundred (300) feet from the nearest transmission line.
. Parking spaces shall be provided in accordance with the educational specifications adopted by the
county school board consistent with applicable state standards for public schools and may include
spaces incorporated into joint use facilities with others.
Currently, the siting ordinance only applies to the County and is in the process of being updated, For
concurrency, minimum school siting standards will need to be extended to all local governments.
8-
1. Existing Community Conditions
Orange County is Florida's fifth most populous county and was ranked the ~est county population
nationwide in 200;'- An im~t issue facing Orange County, particularly while growth occurs, is the
'-overcrowdmg of schools and the need to "catch up" with the growth of past decades.
Geographic areas experiencing the most growth are the Avalon Park Boulevard corridor in east Orange
County, the Horizon West sector plan area in southwest Orange County, the Stoneybrook West/Foothills
of Mount Dora project and the Tangerine Rural Settlement in northwest Orange County.
Population
In 2005, the population of Orange County exceeded one million residents, with an estimated count of
1,043,029. This is an increase of 106,505 residents, or 12 percent, since 2000 (Table 1). More than half of
this growth occurred in unincorporated Orange County.
1970 344,311
1980 470,865 3.68%
1990 677,491 4.38% 432,305 64%
2000 896,344 3.23% 596,164 67%
2005 1,002,849 3.27% 667,185 65%
Source:
Population by Jurisdiction
Roughly 65 percent of Orange County's population resides in unincorporated areas, followed by 21
percent residing in the City of Orlando (Table 2). The City of Apopka, located in northwest Orange
County, has the most vacant land and therefore the most potential to increase its population. Mid-sized
cities such as Winter Park and Maitland are largely built out, and future population increases will mainly
result from infill and redevelopment at higher densities,
A 0 ka
Ba Lake
Belle Isle
Eatonville
Ed ewood
Lake Buena Vista
Maitland
Oakland
Ocoee
Orlando
Uninco orated
Windermere
Winter Garden
Winter Park
34,801
28
5,974
2,474
2,160
19
15,850
1,723
30,597
221,299
677,185
2, 43
24,610
27,868
Sources: US Census Bureau, 2005
3.34%
0.003%
0.57%
0.24%
0.21%
0.002%
1.52%
0.17%
2.93%
21.0%
65.0%
0.23%
2.36%
2,67%
Data, Inventory and Analysis
Age
In 2005, the median age in Orange County was 34,3 years, which is up from a median age of 33.3 in 2000.
Of the total population, 74 percent (or 737,852) was over 18 years of age. The remaining 264,997 people
include school age children (Table 3).
Shaded rows represent school-age children in 2005, Residents between the ages of five and 19 equaled
212,957. Orange County's 2005 enrollment, including non-public school enrollment and home schooling,
equaled 208,426. Between 2000 and 2005, Orange County population increased by 12 percent and
school age population increased by 11 percent.
Total Population by Age
Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 34 years
35 to 44 years
45 to 54 years
55 to 59 years
60 to 64 years
65 to 74 years
75 to 84 years
85 years and over
896,344
61,375
65,241
63,672
63,342
70,763
149,055
153,621
112,513
37,413
29,390
49,369
30,947
9,643
Source: U.S. Census Bureau
1,002,849
78,471
73,871
69,946
69,140
69,847
151,847
161,352
141,345
55,832
38,666
55,154
29,473
7,905
12%
28%
13%
10%
9%
-1%
2%
5%
26%
49%
32%
12%
-5%
-18%
Housing
There were approximately 423,688 housing units in Orange County in 2005, of which 92 percent were
occupied (Table 4). Since 2005, Orange County and its jurisdictions have issued 31,700 residential
building permits (Table 5), which, when built out will increase the existing housing inventory by seven
percent.
Table 4 - Housing Characteristics of Orange County and its Jurisdictions, 2000-2005
2000
361,349 423,688 17.3%
336,286 391,440 16,4%
204,195 232,093 13.7% 1
132,091 159,347 20.6%
25,063 32,248 28.7% 0
2.74 2.63 (4.0%)
2,41 2,47 2.5%
$107,500 $201,900 87.8%
$839 20.0%
2005
Characteristic
ied)
10 ·
Final - May 2008
The most notable difference between 2000 and 2005 in the housing market is the 88 percent increase in
the median housing value. This jump in values has had ramifications on the housing market in 2006 and
2007. Building and sales have slowed and may continue to do so until the market adjusts.
Year
Table 5 - Building Permits Issued in Orange County, 2005-2007
# SF Permits
# MF Permits
Total
200
2006
In addition to a decline in the number of building permits issued, single family home sales in the Orlando
Metropolitan Statistical Area have dropped significantly during 2007. The slowdown in building permits
and the waning real estate market will likely continue until the housing market adjusts to the changes
seen over the past few years. During this period of adjustment, OCPS enrollment will stabilize.
Year
Table 6 -Home Sales in the Orlando MSA, 2005-2007
# SF Sales
# MF Sales
Total
2005 38,732 4,981 43,713
2006 29,218 4,776 33,99
2007 (Janua -November) 15,953 1,902* 16,855
Source: Florida Association of Realtors; Sales occurred between Jan. 2007 throu h Nov, 2007
11-
2. Growth and Development Trends
Growth Areas
Orange County and its municipalities are still experiencing high growth, especially in the west, east and
downtown areas. Figure 1 illustrates the existing and anticipated development.
Orange County
West Orange County / Horizon West
Horizon West is a large scale development in southwest Orange County. Designed to achieve compact
form, Horizons West will include up to seven villages and a town center, and will house 60,000 residents,
To date, two Villages have been established, Lakeside Village will eventually have over 10,000 dwelling
units, including single family, townhomes, villas and apartments. The Village of Bridgewater will
eventually accommodate 7,270 dwelling units)ii Recent activity includes the approval of future Land Use
amendments for Village F and Village H, These Villages, along with the Horizon West Town Center, will
likely process Planned Development applications in 2007, OCPS has worked closely with the developers
of Village F and H. Developer consortiums have been formed to expedite construction of schools in these
areas.
East Orange County/ Innovation Way
A large factor in the future ofthis area is Innovation Way, a county initiative that will establish a high tech
corridor in southeast Orange County that will promote high tech and mixed uses along a new corridor that
will link the University of Central Florida to Orlando International Airport. The total area comprises
97,000 acres and will result in 25,000 single family and 20,000 multi-family dwelling units. Committed
projects associated with Innovation Way include International Corporate Park, Moss Park, Eagle Creek
and Lake Hart, The Innovation Place DRI is currently under review by Orange County.
City of Apopka
The City of Apopka is a high-growth area, with over 6,000 residential units in various stages of
development or pre-development. According to their 2002 Comprehensive Plan, 44 percent ofthe City's
land was vacant, and another 11 percent was agricultural.
City of Winter Garden
Projects in the City of Winter Garden are expected to result in 5,312 new residential dwelling units, A
major annexation in the southwest comer of the City, which will add 2,000 or more new residential units,
is also under review. The development to occur within the annexation will be neo-traditional and will
include a mixture of single-family detached homes, townhomes and condominiums. The City projects its
population to reach 45,512 by 2025 (49 percent increase),
City of Ocoee
The City of Ocoee currently has a number of projects, resulting in 2,201 new residential dwelling units,
under review, and growth is expected to continue because of the area's unique transportation system,
close proximity to job centers and the natural amenities. Ocoee expects to continue to develop vacant
properties within the City limits in addition to annexing JPA lands, The City anticipates a build-out year
of 2025 with a population of 73,771 (60 percent increase).
Final- May 2008
City of Orlandoiv
The City of Orlando contains several key growth areas:
Northwest
The northwest subarea of Orlando is mostly built-out and contains older established neighborhoods. The
City of Orlando projects a net increase of 17 single-family homes and 2,437 multifamily units are between
2006 and 2030.
Northeast
Similar to the northwest area, northeast Orlando is characterized by older, well-established
neighborhoods with a relatively small amount of vacant residentially zoned land. This area of the City
also contains the site of the former Orlando Naval Training Center, now known as the Baldwin Park
neighborhood. With the development of Baldwin Park factored in, along with other projects such as the
OUC/Lake Highland Project, and the redevelopment of the Mills/Nebraska site, the City anticipates that
the northeast area will grow by 776 single-family homes and 3,327 multifamily units between 2006 and
2030,
Downtown
Downtown Orlando has undergone a resurgence in terms of residential development over the past five
years, with over 2,000 new residential units. With the advent of high-rise and mid-rise developments, the
City anticipates that Downtown Orlando will grow by 317 single-family units and than 9,631 new
multifamily units by 2030.
Southwest
The southwest subarea has a number of older, well-established neighborhoods and some infill in these
neighborhoods is assumed, The southwest area also contains large greenfield areas where significant
residential growth, particularly multifamily growth, is anticipated. The City anticipates that there will be
approximately 337 new single-family units and 14,435 new multifamily units built in the southwest
between 2006 and 2030.
Southeast
Southeast Orlando contains two greenfields where significant residential development is anticipated. The
first area, Vista East, which is projected to grow from just over 2,045 single-family units and 827
multifamily units today (April 2006 base year) to over 3,507 single-family units and 4,384 multifamily
units by 2030. This translates into a population of over 18,600 people for this portion of the southeast
alone.
The Southeast Orlando Sector Plan area, is a 12,000-acre area south and east of the Orlando International
Airport. The Plan area is projected to have 7,390 single-family homes and 9,187 multifamily units, as well
as office, retail, hotel, industrial, hospital and civic/government space. At build-out, the Southeast Plan
area will have approximately 39,100 residents,v
Additional multifamily growth in the southeast will be concentrated along the Semoran Boulevard,
Goldenrod Road, and Conway Road corridors.
13 ·
l"-
e:>
e:>
N
..c
0')
::J
0
lo-
..c
---
>,
ro
en ~
0
0 Q)
..c -C
() C ?
U) =>
() lo-
= 0 .0
".C)-C
::J Q) e}1
0... en
>,0 W
--- Cl.
C 0 ;(
::J l0- W
00... u CIl
Co Q)
0 --- c:
0 0
C ~ N
Q) Q) Q)
C u
0') E Q) c:
C E '"
CIl -g
~ Cl. C 0. (l.!l
0 .9l l?
0 Q) Qj ~
0 E >
Q) 0. Q) 0
> ..Q 0 0 ~
~ al -5
T"""" Q) Q) - CfJ
0 0 u
Q) .c
~ US "0' .!2l
~ '0 U 0: I
::J l: ODD
0') Q) Q)
Cl
i.L z Q)
..J
.
Do,
leJ ~
~ ~.,O p:p.
~ .,Ji1,p, II a i:9
~ '1]dtJ
"~ '13 P
CJ
r!!l
LjCJ'
f"c ~
~
.
~'.
If
~=
Final- May 2008
Capacity Enhancement Agreements
Since the implementation of the Martinez Doctrine, OCPS has received over 200 applications for Capacity
Enhancement Agreements (CEAs) and has entered into over 150 CEAs with developers.
Figure 2 provides a breakdown of CEA solutions. At present, 39 percent of the CEAs are subject to timing
restrictions and must wait for a new school to be constructed before they can proceed, Another 17 percent
are part of a school acceleration consortium. Consortiums are groups of developers who work together to
finance the advancement of schools.
Figure 2 - Capacity Enhancement Agreements, July 2007
Capacity Enhancement Agreements
D Pre-pJY school im pact
fees. No wait.
. Subject to school
construction timing.
_ Closed. met condi tions.
. Participant in a school
accelera ti on consorti UIl1.
Application active.
CEAs are solution-oriented approaches to maximizing school capacity. Solutions CEAs have used include:
1. Wait for OCPS to construct new schools
2. Developer advances construction of new schools
3. Developer adds permanent capacity at existing school
4, Site donation that allows the advancement of school construction
5. Reserve school sites in conjunction with solutions # 1 and #4
School boundary changes (rezonings) and providing temporary capacity (portables) have not been
accepted as solutions by the Orange County School Board.
15 ·
r
g
tb
CJ
11
cP
P
~
""
q
b
DD~
:c () ~
<g: ~ a.
en 0
9- ~
o C1l
2. 0"
):> "C
it ~
~ ~
'"
::l
@
N
g
C1l
(fl
~
~
(. ~
r---
a
~
(")IJ
0) C!::l
-0 C
0) ~
("') CD
.:;tc..u
mo
::::J ~
:TO)
0) ::::J
::::JC!::l
("') CD
~~
CD C
::::J ::::J
,-+ ....-
)>'<
C!::l-o
~ c
CD 0-
CD _
3 o'
CD(/)
~("')
en :T
....-0
~o
o en
c
C!::l
:T
N
C>
C>
-.J
~
3.
School District Profile
f\
~~v6i!
~-
Districtwide Summary
During the 2007/08 school year, 176,293 students were enrolled in the Orange County Public School
system (Table 7), a decline of 693 students from October 15,2006 Despite the drop in enrollment, Orange
County's student population has grown by almost 25,000 students since 2000/01 (see Figure 11 and
Figure 12).
As of June 2007, the overall capacity of Orange County's public school system was 245,354 student
stations, of which 36 percent are relocatable stations and 64 percent are permanent stations. The district
maintains roughly 26 million square feet of space, of which 86 percent is permanent space.
aci refers to "Ad'usted FISH Ca aci
Utilization, or Level of Service, is defined as "..,an indicator of the extent or degree of service provided by,
or proposed to be provided by, a facility based on and related to the operational characteristics of the
facility. Level of Service shall indicate the capacity per unit of demand for each public facility" [Rule 9J-
5.003, Florida Administrative Code].
Grade Level Summaries
Elementary School
Orange County is home to 120 public elementary schools and three K-8s, including four new elementary
schools that opened in August 2007. A school-specific profile is provided in Appendix 2. School locations
and attendance zones are illustrated in Figure 4,
Data, Inventory and Analysis
During the 2007-08 school year, elementary school enrollment was reported as 82,637. On a districtwide
basis, the County's elementary schools operated at 106 percent of Adjusted FISH capacity.
Between 2008 and 2011, OCPS plans to build eight elementary and one K-8 schools. These new schools
will provide over 7,000 permanent student stations that will accommodate new development, existing
backlog and replace temporary student stations. ..,
I\~iddle School
Thirty-three public middle schools are provided in Orange County, including one new middle school that
opened in August 2007. A school-specific profile is provided in Appendix 2. School locations and
attendance zones are illustrated in Figure 7.
During the 2007-08 school year, middle school enrollment was reported as 36,881. On a districtwide
basis, the County's middle schools operated at 100 percent of Adjusted FISH capacity.
Between 2008 and 2011, OCPS plans to build three middle and one K-8 schools. These new schools will
provide over 4,000 permanent student stations that will accommodate new development, existing backlog
and replace temporary student stations.
High School
Eighteen public high schools and five ninth grade centers are provided in Orange County, including one
that opened in August 2007. A school-specific profile is provided in Appendix 2. School locations and
attendance zones are illustrated in Figure 9.
During the 2006-07 school year, high school enrollment was reported as 49,527, On a districtwide basis,
the County's high schools operated at 116 percent of Adjusted FISH capacity.
Between 2008 and 2011, OCPS plans to build three new high schools. These new schools will provide an
additional 8,300 permanent student stations that will accommodate new development, existing backlog,
replace temporary student stations, and eventually phase out ninth grade centers.
Special Schools
Special schools, which include charter schools, account for four percent of total enrollment. There are 48
special or charter schools in the District. The East Side Technical School opened in 2007. There are
currently no plans for additional special purpose schools. OCPS does not project an increase in special
school enrollment.
18 ·
en
c
o
:0:::;
ro
8
~
co -
00
I 0
r-. ..c
au
oc/)
N-o
- c
.!:!2.ro
o en
o 0)
-t3c
C/)~
.u 0)
-u
...,C)c
:::::l ro
a...-o
>- c
.......0)
c.......
:::::l .......
0<(
00
0) 0
0> ..c
c u
roC/)
~~
Oro
. . .......
~c
0) 0)
~ E
:::::l 0)
0>_
iLLU
~
~
B
Vl
OJ
Vl C
C 0
o N
~ OJ
u g
..9 {g
co C
I OJ
~ ~
8 '8
.c .c
~ ~
>- >-
Co m
c c
OJ OJ
E E
- OJ OJ
C iIi iIi
~yD
~
~
~
m
eJe]
~
.
~
~
'oY
i"
i--
~
'~
co
o
I
l"-
(/)O:c
aOC/)
ON
..c_LL
oO-a
C/)OCD
..c ~
o 0 (/)
C/) ~
-g ~:.c
0...1...<(
ro _
~c CD
c CD c
~ E 0
OCDN
0-0
CD W 0
0') ~..c
c ..0 0
~C/)C/)
o 0 C:'
.. -I ro
L.{) 0') C
CD C CD
~ :en E
0')'- CD
.- >< -
LLWW
(m1J
~
,., I~
!1
II- .~""
Q)
c
o
N
Q)
u
c
co
'0
C
Q)
~
'0
o
J:
U
(/)
~
co
'0 -
c ai
Q) E
Cl Q)
.3 ilJ
~
?f!. 0
o 0>
,
...... ~ 'if.
o ~
~D[]
l
n
l:l
.....~..
, ii -.,.. .:c~J
, }~: ~~~1 ,~ .: tf~', '"
~~r ""!" ., "T"" -
h::~j~tl; :~,~.~~~~:~:~
,1 "*...p. .:'~i'~ ,....~.-..~ l,."l.:
t'''' .~.r..,..
I ~.t:' ~~rt !'~'~'-
i. .~
h
'Ji
'"
"
~f
~~
h'
j~
en
o
o >-
J::13
c55~
00 CO
~O
-oI
cC/)
gsCOLL
I >- .
I'- ......--.
aCO-O
ace:::(
N (]) en-
uiEe:::(
-Q)C/)
0-0
oW
J::.....+-'
U 0 U
C/) 'oF- . C
u..--.en
._ C/) ,-
::COO
::::J......IOO
a..-'
>-Q)~
+-'u........
c: .- '-'
::::J > c:
o 0:5 co
o C/) i::'
(])O~
rn C
C J!l. (])
ctl (]) E
O>Q)
Q) -
........IW
<OrnE
~ .c: ::::J
::::J +-' ,-
rn.f!2 -0
u:L3:j~
(W
~
....~L
r-r ....
oo-t
c;g
<l:"
.,lj ;3
... """'"
"-.....c_
..
L.r ~pl""" ...,.~' ~
,.....~
.-:-r<'
,
",i
il.
~"' r~"';"'''''
.' ..............~.,......
....,..,
,P'-:
.....J
z<iiiiii(
\.
.~
,..-"
,
~
()
0",
",-0
..,0
.,,'"
l!1a"
",,,,
g.~
<I:~
~~
o
C(1i
~lJl
9
"C
C
Q)
C)
Q)
-J
<f-
N
Ll) '1
C tIl
g c
<f- 2 .2
T"" a> tii
en T"" rn U
<( T"" 0 .,
a> -l
~D tIl
a> co
0 ~
~
I ..E "C
~ C ofjt
:;R. tIl co <l:~
"0 " a> ~
c 0 c ., ~;3 ~
ctl T"" r::J 2 >0
T"" <l:W
i::' 0 c .,
"C a> "lj 9
El <f- c E .,
co
c ex; ]i a>
(i) [jJ
E It
(i) ,.'"
[[j ~,
., .,
ot!'l
--
., <l:'/I
. , lj tIl
., 9
i., c::~
0
<l: Ii.
., ljtll
9
., .,
"
)oPS ~.
N
~ 0; ...
~ ~.
...
... ~
"
~
;~
ljg
';/:.".
"'100:
~Ih
.8
...
~
....
~~
....
-,....
-.
J
"
.. .
lJl~ " ~l'
:: ~ ~ ~., )(~., ~ 90 .; ~
.. ~r', ~." ~!rI~ -::. C%~ 8
9, A\., -g" Ug ~~
~~ '--'w. -, -, ~~.~
01. .~"; iW -, ~i
~.t; ~ 9: '139
. 9' L ..
~""~ :: ~i ':'r~
I' ~.~, I. ,'--'
'''''-''\ . ~ ~ ~ /
'. ~ 9 '.".~.-->
... -r--
" .,
l
". !
n_.~
('
/
.\;
-'"
r';
.{
~
t.
..
CJ~
~o;
9
...
en
e
o
~
COrn
OU
I 0
r-~
0-
00
NO
..c
- U
en(/)
0""0
o e
-t5rn
(/)en
U 0)
.- e
- 0
-gN
a... 0)
>- U
....... e
e rn
~""O
o e
U2
0).......
0><(
e-
rn 0
~ 0
Q..c
..cJ3
r-
0).,9:2
~""O
~""O
0>.-
i.L~
m
w
>::
5
'"
w
z
'"
o
t.)
(/)
OJ
C
o
N
OJ
(/) U
C C
o ~
115 c
u OJ
~ ~
""6 ""6
o 0
..c ..c
u u
U) U)
~ :@
-g ~ ~
~4D
~
(/)
(/)
>-
o
o
4
'"
4 lJ.J
!;;:
s:
lJ.J
"
UJ 0
>:: a:
-5 4 lD
~
~
.J
I
-'~
U -'7 ~t'J
~ ~l l'~";;
,,- :l;g
y .. ~
- --,
J......,;{
J" --..~"
en
co 0
o 0
I ..c
t-- 0
aU)
o Q.)
N_
--0 >-
en-o:'!:
- .- 0
o :2:: ro
~~o.
o 0 ro
CJ) :::.. 0
OCJ)I
:'=OCJ)
..o~_
:::J-...-u..
0... Q.). ~
>-0-0
........ -- <(
5 C: _
o Q.) en
oCJ)<(
'+- CJ)
Q.)oo
0) en_
c - 0
ro Q.) 0
~>..c
o~o
. . CJ)
co 0) Q.)
Q.)c_
~:o:::;-o
:::Jen-o
0)'>< .-
iLw:2::
(!m
~
. . r-". . . '\~
y
~..
:Sill
g~
~ ,
'Ii. ,. ~ _
....-
~
~
':2
;!!.
~ g
., a
en Li .::
<( -
(J) 8
u ;!!. -5
(5 8 l/)
o ~ "
-5 ?f!. ~
"0 (J) f?I :;;
C Ql
CIl :c
C1" y
j~
go
(.)
0.,
"'8
.oN
lJ-
~~
at'&
U:<t
El
..~,:-,"~,..
(""'161;' ~~",'r'~' ~
~'t Z
M
~
r'''
~"i.J
f
~
I
OJ
'f"
-'~
0:-
OJ "
~g
,
:'~---l
; 1
~. ___.J
I
I
..::~ ~~..... I
y .~ 9~ ../
,.T ~ II
,- <i:g
r1i 111/
~
1:1
~.. yn b
ac<l! ~ y
1'l ,t, .J
~g I
~t J-~. r
~9 l ":. 1
~~ ~ . '-------.f...... ~~
~~/\,( -'- {'~ ~ ~. ~ ~
~rlL ~ ..n !. ~g ~~;~
., .g N'~~! t,~" I Ir,l
... i ~ 8 no,'""........ -' ~!
Nih ~~ "!g
'" . ~9 z
g . ffi~"=I.J I :-I "t~ :e j
-. !4 f 1 , ~'
~L~_ ;-, L,~"," "'. ,~~
y~ l~, v '. ,-3~ ~ !~ "".
' r:,. .7'~"t< l __'"
( Siig ~~ / ~ j ~ I'''"
~. _._-........~ ~"--3-). .
-- - :) -. '---,;r..-~ r ,~_
OJ~::'. r' .I
ii ... :'L~ ~>
_.J-:~~r-. {
'to I ~ r
,f ':--.J
it~
~;
~9
~o-e
o ill
!l' "
z'"
~9
y
YS!"
o(Sl
i~
y
ffi
~~
~9
IE
It'
en
c
a
co :;::;
o ro
I 0
I"-a
0-1
a_
Na
- a
en..r=.
-0
gO)
-6-0
O)ffi
o en
:.=(])
..cc
d:~
>-(])
c 0
::J C
a ro
u-g
(]) (])
o>~
c<(
ro_
ag
. . ..r=.
0)0
(])O)
L-..r=.
::Jo>
0>._
LL.I
m
~
;2
c-
o
~
?
~
UJ
UJ
cr:
'-'
cr:
UJ
'"
::;;
f=
rJl
.~
6
o
....J
....
Q) rJl
C Q)
Q) C
() ~
Q) Q)
-g g
~ ~
..c C
0) Q)
~ ~
"8 "8
..c ..c
~ ~
..c ..c
"'C 0). gJ
~:D
.....
UJ
"
Cl
~
~
..:
o
::;;
o
Cl
UJ
UJ
cr:
u-
i:J
UJ
"
z
..:
cr:
o
t;;
;\!
. -
co
o
I
r-
o
o
N
-
.!:E. Cf)
0-
o 0 >-
,.....o-+--'
.... ..c .-
c..:> c..:> c..:>
Cf)Cf)CU
c..:> 0.
._ ..c CU
::0 0) 0
d:I:I
>-OCf)
-+--' _ LL
c ___
~ Cf) .-=..
00"'C
O.....J<(
O)---en
0)0)<(
~ .c..:> Cf)
~2:0
00)-
. . Cf) g
O-..c
~ 0 c..:>
~.!:E.Cf)
~gz..c
.0) 0) .0)
LL.....JI
(!JS
eeJ
_...~.
...,
lJ)
Cll
'J::
<1l
-0
"tl J::
c: 5
CIl III
~ ~
~
o
~ B
a. 0
~ -'
~ ~
~ ~
Q)
U ~
,E;
c
Z
S oil
a 0
~ 0
, ii
~ (/J
<il -E,
:c
",.
\
L.l1
'=I
d
~~
~. ~
r
,
i
~
l>
0",
.5"8
"2"'-
t;j~
.. lit""
--. It ~
.tor--'"
":"i"tY ~ /~/
.,IiI .". :;t,,.!
~,... .... ,..-'. ~
.:"J "'~.""\7~"''''' ',r
~1
...'
r
..~t.
Mo........... ...$
t/. .
j
(
\
~
~~
uS!
a: .
Illg
~
4
~ <--f
>.... ,J r
"lI---"-)- ....__.~
17l'"
a:\!!
~ "
~9 _/~
/'~~ \
r: c_~i _i/
'" I ~
......---1"'.., ,...:2.,
"
~....
OCSl
0: "
~~
~
4
4
~;fl.
;;'$
~~
J
l'L
J
~
M- t
. l/
-t-J
-1
I
I;
z<iiiiiiii(
r--<--
--
8....
_l!l
0: "
~9
I
..,...",.
/--
.~
h-_#/ ltl
I o:"$.
:;:~
III "
ItS4
15
4
~~
~9
,
I
I
~J
I
-~
I
.1
'l 4 ;----..
''-i 3~ """',
~ ~~ '-'-,
\-0-1. "" I
.:;-, /~ i"... I
I ,/- U'--'j ..-J '"
~
<.....
!l::::
I 8~4
l!J~ I:
~ ~'--
9 r--J
4
. ,4
...
....~"
...
"
;
.~ (
..\ ~
./'J-
=-~" _/
;
."~ .....
.... ........
~~
if:::
0'1
>-9
~
---"---
Data, Inventory and Analysis
Charter Schools
Table 10, below, provides an inventory of charter schools in Orange County, In 2006, 20 charter schools
operated countywide and enrollment was just below 3,000 students.
________n_ _._.._<_ .__. ----.-.-- -. ----.. --"..--.-- - ..---.... .-- .----- -.. ..--..--..----- .---.--- ----
Table 10 - Charter Schools in Orange County, 2006/07
School Name I Location I Grades I Type I 2007/08
Enrollment
Hope 1550 E, Crown Point K-8 256
Road, Ocoee
Lake Eola 135 N. Magnolia Ave" K-8 218
Downtown Orlando
Legacy High 1550 E. Crown Point Rd" 9-12 72
Ocoee
Nap Ford Community 648 W, Livingston St., PreK-5 137
Orlando
North Star High 8287 Curl)' Ford, Orlando 9-12 140
Oakland Avenue 456 Oakland Ave" K-5 Prioritized enrollment 560
Oakland for city residents,
Origins Montessori 26 Willow Dr" Orlando K-8 Montessori n/a
Passport 5221 Curl)' Ford Rd. K-8 176
Princeton House 1166 Lee Rd" Orlando Age 3-18 Autistic 247
Rio Grande 2210 S, Rio Grande Ave" K-5 176
Orlando
Summit - Main 1250 N, Maitland Ave" K-8 SLD - Students who 243
Maitland learn differently
Summit - West 2332 N, Hiawassee Rd K-8 SLD 87
Summit - Central 720 W. Princeton St, K-8 SLD 87
UCP - Downtown 3305 S. Orange Ave., Birth-K-4 Children wi 158
Orlando developmental delays
UCP - West Orange 628 Dillard St" Winter Birth-K-4 Children wi n/a
Garden developmental delays
UCP - East Orange 12046 Collegiate Way, Birth-K-4 Children wi n/a
Orlando developmental delays
UCP - Pine Hills 5800 Golf Club Pkwy" Birth-K-4 Children wi 41
Orlando developmental delays
UCP Transitional Learning 3305 S, Orange Ave" 6-9 Children wi 9
Academy Orlando disabilities
Westminster Academy 830 W. 29th St., Age 3-21 Special medical needs 38
Workforce Advantage 2113 E, South St" Orlando 11-12 At-risk high schoolers 172
Academy
Source: OCPS School Choice Site, www,schoolchoice.ocps,net
26 ·
Final - May 2008
Charter school enrollment has increased steadily in recent years, particularly since the 2003/04 school
year (Table 11). The number of actual schools has increased as well, from six in 2000 to 20 in 2006.
Charter schools currently represent roughly 1.4 percent of total student enrollment in Orange County.
Total student enrollment includes public, private, special, home and charter schooled children.
Table 11 - Enrollment in Charter Schools, 2000 - 2007
_nIll'l!n.EWU'RB~'I1l'JmcIiE.mc'mIlE'.lli'iJ!D..4E.ItJ."f,m.E'IIli'J~J
T e/Level
# Charter Schools 6 10 13 16 17 17 20
Pre- K-5 645 960 1,193 2,116 2,168 2,oS6 2,02~
6-8 160 213 305 442 493 461 490
9 - 12 6 69 127 146 220 289 370
Subtotal 811 1,242 1,599 2,704 2,881 2,806 2,883
% of Total Student 0.5% 0.7% 0.8% 1-4% 1.4% 1.3% 1-4%
Population
Total Student 176,488 186,192 190,183 197,342 204,402 208,426
Population* 210,295
Source: OCPS Student Database
*Total student population includes public, private, charter, special and home school enrollment.
Charter schools are not built to SREF standards and are not included in the FISH database, therefore no
capacity information is available.
Student Generation Rates
The Student Generation Rate (SGR) refers to the number of students produced by an individual housing
unit. In Orange County, the rate varies by single family, multi-family and mobile home.
The most recent SGRs was derived as part ofthe Orange County Public School Impact Fee Update Study,
July 2007, and used Public Use Microdata Sample (PUMS) and Census 2000 data, as well as OCPS
student enrollment figures for the year 2000. The rate is developed by dividing the number of students
within a particular residential use type by the total number of units of that land use in Orange County.
The rate was then adjusted downward by 3.5 percent to reflect the slight decrease in the overall trend in
students per unit since 2000.
Table 12 -Student Generation Rate November 2007
Dwelling Unit Type ~~ Tolal
Smgle FamIly .225 ,109 .134
Multi-Family .140 .056 .067
Mobile Home .131 .066 .054
Source: Orange County Public Schools School Impact Fee Study
-468
.263
.251
Educational Facilities Plant Survey
The Educational Facilities Plant Survey, a school district's official list of approved projects, is required by
the State at least every five years. Orange County Public School's latest survey was completed in early
2007. A summary report, which contains the overall recommendations for new construction and
^
01 ~
27 ·
Data, Inventory and Analysis
capacity, is contained in Appendix 1. Orange County submitted the full Plant Survey to DCA in April
2008,
The Survey provides for the creation of 71,530 student stations through new school construction and
expansions. Of these, 31,997 should occur at the elementary level, 1,033 at the K-8 level, 19,621 at the
middle school level and 18,879 at the high school level.
Facility I Amount
Permanent Buildings 1,717
Relocatable Buildings 4005
Permanent Stations 168,058
Relocatable Stations 77 ,296
Total Stations 245,354
CAP ACITI 235,082
Permanent Classrooms 7,733
Relocatable Classrooms 3,847
Total Classrooms 11,580
TOTAL NET SQ Ff 25,773,964
Permanent Net Sq Ft 22,061,253
Relocatable Net Sq Ft 3,712,711
Instructional Net So Ft nla
Source: Reports from DOE as of August 16, 2007. Data includes technical centers and all OCPS
owned facilities
Table 13 - School Capacity Summary Profile
Ancillary Facilities
Ancillary facilities provide general support for the operation of the District not related to individual
schools. An inventory of OCPS's ancillary facilities is provided in Table 14,
The district recently purchased land to build a new bus storage/fueling facility to serve the west side of the
County. Beyond that, the District does not have any additional ancillary needs at this time.
Facility Site Acquired Year Open
Educational Leadership Center and Parking Garage, 1978 1990 4
445 W. Amelia Avenue
Eric Olson Bus Compound, 2900 Bear Bryant Drive 1991 1994 14
Facilities Service Center, 6501 Magic Way 1962/1990 1984-92 78
Ft. Gatlin Administrative Center, 3909 S. Summerlin Ave 2001 2002 3.1
Hanging Moss Service Center, 6721 Hanging Moss Road 1964 1967 40
Lake Nona Bus Compound, 8105 McCoy Road 2001, 2002 2001, 2002 40.27
Northwest Service Center, 5146 N, Pine Hills Road 1978, 2000 1983 89
Tampa Avenue Annex, 434 N. Tampa Avenue 1955 1956 8.61
Table 14 - Ancillary Facilities, 2007
..
, . .. : .
28 ·
J!2
o
Oeo
..co
o I
(f)t-
00
::.=0
..oN
::::s -
0... en
CD
~:.;:::::;
........ .-
c:=-=
::::s 0
o CU
OU-
Q)~
O')CU
c:=
CU "0
L...
O~
.
, ~(
I J
#
ff
o
o <x:>
:::...0
.00
"OC\J
lllo)'
~C\J
li}'i:
a: ~ ---:r
1,
en
C1l
~
U
ell
LL
~
~
=0
c:
<{
"C
s:::
Q)
C)
~ .
4. Future Conditions
Projected Enrollment
OCPS annual enrollment projections are contained in Table 15. Detailed, school-specific projections by
year are located in Appendix 2. The five-year planning horizon is 2011-12 and the ten-year planning
horizon is 2016-17.
School Level ~
Table 15 - Five-Year Student Enrollment Projections 2008/09 - 2012/13
Element
K-8
Middle
Hi h
S ecial
Total
79,642 79,899
2,906 2,866
37,16 35,860
48,516 47,820 47,737
7,337 7,337 7.337
174,607 172,819 173,384 17 ,170
Source: Planning & Governmental Relations, April 2008
*Denotes five- ear lannin horizon
88,264
3,886
,386
48,790
7,337
176,960
Since 2000, the student population in Orange County has grown at a higher rate than the county's overall
population. Between 2000 and 2006, the number of students enrolled has increased by 16 percent, or
24,871 students. Enrollment has declined slightly for the last two school years, but beginning in 2011/12,
projections indicate that the student population will begin rising to levels seen before the decline, but at
much lower percentages than in the past.
Population Projections
Population projections for 2020 were collected from two sources, Orange County Planning Department
and the Bureau of Business and Economic Research (BEBR). Both sources use a moderate projection of
1.4 million residents (Table 16). This level of population would represent a 43 percent overall increase, or
a three percent annual increase, which is consistent with historical trends.
Orange County estimates that the 2020 population projection includes 307,767 children, age five to 19.
Oran e Coun Moderate
BEBR* Moderate 1,473,700
Source: Future Land Use Element, Orange County 2000-2020 Comprehensive Policy Plan; University of Florida
Bureau of Economic and Business Research; Orange County Population Projections, Planning Division, 2003,
*Bureau of Economic and Business Research
5. School Concurrency Implementation
Components
Capacity, Concurrency Service Areas and Level of Service make up the three components of concurrency.
The section below describes OCPS's approach to each component:
Capacity
Permanent Florida Inventory of School Houses (FISH) Capacity refers to the number of students that can
be housed in the permanent portion of a school as determined by a formula developed by the state. This
formula is based on the square footage of classroom space divided by the allocated square footage per
student station and takes into account the 18/22/25 students per classroom requirement of the class size
amendment.
"Adjusted FISH" uses Permanent FISH as a base, but includes the capacity from the District's 16 modular
campuses that "in-slot" classrooms connected by covered walkways. The modular campuses affected by
this adjustment are:
Arbor Ridge K-8 Meadow Woods ES
Clay Springs ES MetroWest ES
Cypress Springs ES Palm Lake ES
Frangus ES Rock Springs ES
Hidden Oaks ES Shingle Creek ES
Hunter's Creek ES Ventura ES
John Young ES Waterbridge ES
Little River ES Waterford ES
Adjusted FISH is further refined by capping the total at Core Capacity, which only applies when the
facility's FISH capacity is greater than the facility's core capacity.
Core capacity indicates the total enrollment that can be served by the lunch facilities in three shifts. Core
capacity is calculated by dividing the square footage of the school's dining room by a state-determined
factor. If the core space is too small for the number of classrooms, a school is required to add lunch
periods. This often results in students eating lunch too early or too late in the day.
In summary, the formula for Adjusted FISH is as follows:
(Not to Exceed Core) Permanent FISH + In-Slots = Adjusted FISH
Concurrency Service Areas (CSAs)
An essential requirement for school concurrency is a designation of the area within which the level of
service will be measured when an application for a residential development permit is reviewed for school
concurrency purposes. This delineation is also important for purposes of determining whether the local
Final - May 2008
government has a financially feasible public school capital facilities program that will provide schools
which will achieve and maintain the adopted level-of-service standards.
Section 163,3180 of the Florida Statues allows communities to adopt a districtwide or less than
districtwide CSA. In Orange County, less than districtwide CSAs will be employed, due to the size of the
County and the desire to recognize the link between an individual development and the affected school.
According to the Statutes, for local governments applying school concurrency on a less than districtwide
basis, local governments and school boards must demonstrate that the utilization of school capacity is
maximized to the greatest extent possible in the comprehensive plan and amendment, taking into account
transportation costs and court-approved desegregation plans, as well as other factors. In addition, in
order to achieve concurrency within the service area boundaries selected by local governments and school
boards, the service area boundaries, together with the standards for establishing those boundaries, shall
be identified and included as supporting data and analysis for the comprehensive plan,
For elementary schools, CSA boundaries were created by grouping elementary school attendance
boundaries together in a way to balance out the over-capacity and under-capacity schools. For middle
and high schools, CSAs will follow attendance boundaries.
Level of Service
Capacity is central to the concept of concurrency because it forms the basis for level of service (LOS).
Public facilities and services have limits beyond which they become overburdened. State law provides
specific measures for determining the capacity of a particular public facility or service,
LOS is defined as "..,an indicator of the extent or degree of service provided by, or proposed to be
provided by, a facility based on and related to the operational characteristics of the facility. Level of
Service shall indicate the capacity per unit of demand for each public facility" [Rule 9J-5.003, Florida
Administrative Code].
In light of the Code's definition, the LOS standard for public schools must be based upon the "capacity of
the facility," which is the number of pupils to be serviced by the facility, rather than on the basis of the
school performance as determined by the level of pupil achievement or some other qualitative
measurement. For public school facilities, the LOS may be expressed as the percentage or ratio of student
enrollment to the student capacity of the school.
The following LOS has been selected:
Elementary - 110% of Adjusted FISH Capacity
K through 8 - 110% of Adjusted FISH Capacity
Middle - 100% of Adjusted FISH Capacity
High - 100% of Adjusted FISH Capacity
Members of the community spent several months working to identify a LOS and deciding how it would be
achieved and maintained.
31 ·
~ ,,.....-- ',' .6",.yr
C .-.j.o
en '" pf ~ .> ,,' L,' ~
0 0:: ...1.' .~" .,'" h r..,. _~-....:
0 :;; .il
..c >. ~ " z~
...... ~
(.) '(3 r-
ef) ,..
CO Q) , . .~. . .J
CO 0.. ,5 " .,
I CO .!: ! "
~ c .~
() 0 .'
.~ c.
"0 en
:r: "0 ~ .~.-
c: .so
N coef) .e c:
Q g:
..-- >. u.. ~ ro
I ..... 8 u
..-- CO :.:0- .~ ...J oig ~
..-- ...... U- ti ~~ Clo
0 c: " Q) <l:~
<( Q) E 1> .
N (]) Ell @O> ~o
'" ",N
E en 0 0:: Q..:C:: ...J
:i' cl!~
.!:fl. (]) <( u 0
'" .E
<D
0 W ef) ill u
0 () en
..c ..... 1:> Q;
t) .g ...... Iii ii
t) Cl c::
ef) -- 'C . .
t) ef) ......
en
:c 0 0 en
:::::J --l ~ c: .,
---- CO 0 0
0... N ~
(]) I C') c: IJl ....
>. (.) ~ 0 c: <.> '.
I ~ 0 .... lll~
...... 'S: .Q ...J
c: ..... "0 eft. a:; iii CO ""I 0 '.
:::::J (]) C .,... C, <.> ~ ., <l:~
0 CO ~ .,... 0 ~g
ef) .,... Ql ...J
() >. I IJl CO "0 .. . ~
Cf) Ql c:
- ..... 0 ~ ell 00
0) 0 jg () .. <0: Ii ~
~ .. >~
en CO .E "0 ~lJ) <l:~
en C I c: ell 9
c: (]) 0) ~ IJl ell C .. ...~g
CO ~ Ql ~ Ql ~. '.
> E '0 0
..... a c: ~ E &; :i~
0 (]) c: a ~ .S! '.
--l 0) ro .,... c:
~ I "0 Ql W ..... <t"
(Y) "0 W eft. c: E ::: J~;r-'{J 9 '. ..
"0 ro ell .S! ~ a..,.......
..-- .$ E t: C j:: ~ w [ !1i'9 <0:'11 '.
'. ~g
0) (.) Q) Q) <0: ..
:::::J E I ~
..... (]) en .. '.
:::::J .--."0 Q) Q) L' .... ~~ '.
enOO) ..J [jJ ;;t. '.
u:O:~ -.., ~ '.
" <0:'11 ,~ '.
'. ~g \!!::
m " .. "'~ <0::9:-,
<l:~~~" ~g
.. .. .. ~9z~ . ..
~ "
~~ 0:'" ::Iii '. aJ;;t >-~
<l:~ '. <D"" :~ .. 0
~g '. <0:'9 .. -~'.
'. ~~
.. ~ ,l'J,~ ..
'. '. z';:! I
.. ~
<0: Ii .....~.
1'J~ <0: Ii ..
.. " ~lJ) "
~"I go u~
'.o~ <.>~ '.
.. <l:;!i;, '.
<(Ii '. ~
~lJ) '. Ii lS~ ~f, "
.,9 '.
"
~ '~ .. '{Jg
<0:.., '.
.~~ w~ w
<(jj' 8
~lJ)
9 '. 9 li:~ ~
>- W w!:i ~
.. NO.
.. '. il),<t~ <c'ii '.
g~g '~g
<0:
~
....
"I f/!.
:;1
.. ~g
'. ....
....
~. ..
.... <.>'"
'-I <l:~
~g
~'lI
o~
. QN
,.~~
....
"
o
en
o
N 0
~ ..c
I 0
::=(/)
o Q)
N_
_ -C
en -c >-
-0 ~ -+-'
.:::::::: . 0
o ~ ro
..cOo..
o '+- ro
Cf) --- 0
O(/)
===0:1:
..o---lCf)
::::::i____
CLQ)LL
>- 0 . -=..
.- -c
1::2:<(
::::::i Q) _
o (/) en
0,+-<(
Q)O(/)
O1enO
CQ)_
ro > 0
~ Q) 0
O---l..c
.. -c 0
"<:j"Q)(/)
~-+-'Q)
@a5=c
::::::i .--c
0) 0 ._
i.L0:~
(!S
~
;;.
~~
~~
4
. \lI;;.
:5 III
~~
c:
'"
c::
OJ
~
~
f0-
E ~
.S '0
.~ g.
3 15
"'0 z
.E c:
o g CI)
- '" a..
~ g 25."
] -'. '"'8
u.. --g .0 C'\I
ii E i-
~ ~ ~~
~"O ~~
a: .E
'" 0
"' en
; ]!
al ~
o
..
""
,:.,
"'
8
'$. ~
~ .~ ~
Ii "6 -
~ U ~ ~
(/) 0 8 ~
u ;;" .c: :g
-0 8 bl_
o ~ ~ ~
-5 ~ ~ ~
'C (/) "'
r::: Ql .__
~:g 44
~ ~
42;;'
<(II!
-' "
~9
~*
:t~
"''''
~9
4
ifJ
~H
~~
5~
::;;9
fil
!I:
z--<
uJ
~;;.
-'12
'" "
~9
8
I
I
4 z o~
o~
~~ 4
~~ ijj~
~ ill "
t:I 89
4>-*
~.. ~~
!:'J9 .
o.:f/! 4
'00 ~;;.
"'~
~.o> ~'"
"9
g,
~ "
z'"
!:'J9
<.'l
4
~i'i
~~
~g
;;.
~~
*!i,. r
i5~ -.-, I ~
~ 8~'V- 4
4"
o l.. ~g
ffi ~....
ii: "
~L_:~"~J~
~~ ~ I- ' l5" J
~~ ~ ~_:.'., fi ~
~ ~--) )
1--, ._~
4 =I l""l, ~
<0 .......
<0
!:1
u.
~
Il!
415tJ
5 "
~9
~
:i
~
!!:l
Q
Q .
~-
U.
llJ
'"
II!
4
is
~;;.
<l!;:!
,; "
8g
4~
h
J: "
~9
'"
tlJie
~~
1:59
4
ffi .
l~
S9
ill
"'-fi",~~
5 S11 *
:I: "... ~
~9' ~~~
.~
'ilr
5~
'" "
"'it'"
>-9
Z
:t
. :!*
@~
~9
N en
.... 0
I 0
.... ..c
.... 0
o(/)
N
- ..c
.J!2en
o I >-
O~===
..c 0 0
o _ ro
(/)"--"0..
o (/) ro
..cOO
~~I
(LQ)(/)
>- 0-
...... - - U-
c 2:
~Q)=O
0(/)<(
0-
Q) 0 en
enen<(
c-(/)
~~O
O~o
"'0 0
~Q)-5
Q)u(/)
~ - 92.. ..c
o en
en ~ ._
i.L(LI
(!m
~
.... ~
"~.
~~
~~
I
4
4 a::
i~ 4
"
'"
~9
"
"'ill
4~
4
o(;!!.
;>!;j 4
~~
ill~
~~
...-.....-,
/; -,4
,
"'.3
c:
'"
0::
iii
~
0
~
<l:
en ~
u
-0 U
., 0.,
g: '"'8
0 .0",
:;: '2-
" :uRl
'"
m ~~
'"
., o..<l:
1:)
Iii
Cl
*
~
0
cf< ""
fl
~ 0
~ ...J
, .l!l
cf< c:
Q)
~ u
Q)
J la
(5
,6
c: '"
Z 0
:R <<l .E
<f) 5 0 Ol
01> 0
'C:: ~ 0 .c
ell , -fi C>
" cf< en I
c::
"0 ~ 10 -s, ~
C
CIl (lJ I z
Cl <l:
CIl 8 4 ....
...J
*=I
.r:>
~ ..
ere;
uS!
a:: "
lllg
~
4
4
,~:I'L I "
-...-' .J
4~" I
.a::lll I
h ~~~
'-/ of;!!.
_0
~~
8g
4
"
~;!!.
cr~
~9......
~
4
"
~~
~
~
z"
'lg
<.'<f!.
l\:lll
~ "
d94
4
~
,
/' ..' - ~:",
.........-""--..---
. v'
/,... '
,',
~,-"..... ". .'~
z~
~*
Q!;j
a:: "
~g
4
4
"
ill
rt.';/!.
ulB
~~4
o
-........
'"
f
<<,'; 4
...n
... ~g
,]
..........
4
--~~'
'"
3~
~~
15
I
I
"",~; J
'-
....
....,.
'c.
4
uJ
l'J
~~
0"
>-g
~
6. Needs
Ten-Year Capital Outlay Plan
The 20071O-Year Capital Outlay Plan (Table 17) anticipates construction of 18 elementary, four middle,
one K-8 and three high schools. The Plan is subject to change from year to year, based on needs and
available funding.
The current plan includes an additional 26 new schools funded through Certificates of Participation
(COPs), Impact Fee revenue and state-allocated Class Size revenue. In addition, the plan includes
agreements with local developers to advance the construction of two high schools, two middle schools and
one elementary school.
This capital outlay budget appropriations and reserves for FY 2008 total $858,008,682. OCPS's budget
also proposes to spend $136.3 million for comprehensive needs (renovations and retrofits). Schools
contained in the Table 17 are illustrated in Figure 16 through Figure 18.
Years 2-5
Avalon ES Relief II Elementary 2008
Lake Whitney Thornebrooke ES Relief Elementary 2008
Cypress Creek/Oak Ridge HS Relief High 2009
Horizon West ES/Whispering Oak ES Relief II Elementary 2009
Ocoee MS Relief I Middle 2009
Timber Creek/University HS Relief High 2009
Azalea Park/Little River ES Relief Elementary 2010
Clarcona/Citrus Lakeville ES Relief Elementary 2010
Endeavor/Southwood/Meadow Woods ES Relief Elementary 2010
Lakeview MS Relief II Middle 2010
North Lake Park ES Relief III (Eagle Creek) Elementary 2010
Odyssey MS Relief I Middle 2010
Corner Lake MS Relief/Columbia ES Relief (K-8) K-8 2011
Horizon West ES (Village H) Elementary 2011
West Orange HS Relief! High 2011
Years 6-10
Tangelo Park/Waterbridge ES Relief Elementary 2012
North Lake Park ES Relief IV (Randal Johnson/Moss Park/Lake Nona) Elementary 2013
Wolf Lake MS Relief (Stoneybrook Hills) Middle 2014
Wyndham Lakes ES Relief (Boggy Creek) Elementary 2014
South ES Relief/Tangelo/Waterbridge ES Relief II Elementary 2015
Wolf Lake/Zellwood ES Relief Elementary 2015
Horizons West ES II/Whispering Oak ES Relief III Elementary 2016
North Lake Park ES Relief V (Randal Johnson/Moss Park) Elementary 2016
Horizon West ES Relief III/Whispering Oak ES Relief V Elementary 2017
Horizon West ES Relief/Whispering Oak ES VI Elementary 2017
Source: OCPS Adopted Summary Budget, 2008-08
Data, Inventory and Analysis
Additional Needs to Meet LOS
With the 10- Year Capital Outlay Play full executed, a few shortfalls have been identified. Therefore, the
Capital Improvement Element and the 2008 update of the Capital Outlay Plan shall include additional
relief schools in year 10. The schools will utilize COP dollars.
Table 18, Table 19, and Table 20, below, indicate the CSAs that will not meet the adopted LOS in 2011-12,
and must be backlogged and added to the ten-year concurrency management plan.
Table 18 - Elementary Schools by CSA that don't meet LOS in 2011-12
CSA ID#/Schools in CSA I 2011 I # Seats I Solution
LOS Needed
A/Dream Lake, Rock Springs 158% 500 Add new school to 10 Year Plan to relieve CSA
U/Citrus, Clarcona, Ocoee, Spring 136% 625 Add new school to 10 Year Plan to relieve CSA
Lake
DD/Apopka, Wolf Lake, Zellwood 136% 525 Current 10 Year Plan contains a relief school
for Wolf Lake/Zellwood
Table 19 - Middle Schools by CSA that don't meet LOS in 2011-12
I 2011 I # Seats I '
CSA/School LOS Needed SolutIOn
Apopka 118% 175
Chain of Lakes
Gotha
r Meadow Woods 'I'! 129% 298
":
Walker 11% 129
Current 10 Year Plan contams a relief school
for Wolf Lake that will also relieve A 0 ka
Enrollment ro'ected to decline b 2016
Enrollment ro'ected to decline b 2016
Comprehensive renovation scheduled for
201 core s ace to be added.
Enrollment ro'ected to decline b 2016
Table 20 - High Schools by CSA that don't meet LOS in 2011-12*
I 2011 I # Seats I '
CSA /School LOS Needed SolutIOn,
Freedom 106% Enrollment ro ected to declme b 2016
U' 'ty 6% Capacity Improvements to be made in 2010
mverSl 13 0 I I durin):. comlJrehensive renovation
*Three new high schools will open in 2011, It is expected that rezoning and programmatic changes, combined with
improvements to Evans High School, will impact the entire district and enrollment patterns will change, Due to
the size and locations of individual school deficiencies, no additional schools are warranted,
To maximize capacity and reduce reliance on future revenue, OCPS may employ a variety of options to
meet the LOS, including rezoning, adding or moving special programs, or adding additional capacity to
schools being renovated under the comprehensive renovation program funded by local sales tax. With the
recent reduction in construction costs, budgets for school renovations shall, on a case-by-case basis, be
reviewed and, where feasible, modified, to build additional capacity.
In summary, the following will be added to Year 10 ofthe Capital Improvement Plan:
. CSA A - Relief School (830 student stations)
. CSA U - Relief School (830 student stations)
36 ·
.J!l
o
o >-
..c __
to) 'to)
C/)co
CO 0.
I CO
~o
-C:c
CC/)
r-CO_
..- >- LL
cD ~
..-J!:l:.o-
O~<(
N_ E (/)-
CJ)Q.)<(
o-C/)
~~O
uSu
C/) _'C
to) C/) en
0'-
::0---,0
6: -- co
Q.) I
>-to)~
C -> "'C
~ ~ C
o Q.) CO
o C/) >-
'+- ~
Q) 0 CO
g>.J!l "E
ro Q.) Q.)
l- > E
OQ.)Q.)
---' -
<o-cw
"-2E
Q.) to) ~
::; .~ =0
O')OQ.)
u:0:~
~
~
.-....-.--.!...
,()
'"
c:
.Q
c: '" ro
0 c: u
~ 0 0
~ ...J
Qi CO
OJ u ~
~ 0
3l ...J "C
(f) Q) CO c:
() 0 ~ Cll
CO .E "C ~
0 c: Cll
~ '" Cll C
;:,g Q) ~ Q)
"0 "
0 c: 19 E
c 0 ~ ~
III ...... c:
2:- 0 "C Q) UJ
;:,g c: E ;:
"C ]I " Cll Q)
L!) ]! [jJ :l!!
c c L!)
Q) Q) I
en E
Q) Q) '-I .....
-I ill
. .,
".
"
,.
<t~
<(It
l3'"
9
"
,.
:;M
" <( 'i\' '
l3g
~
u
o:g
Eo
"ON
1!1 a;
",N
g.~
d:~
"
:::t'.
'.O~
ctii
~S "'
.-'"
,'"
'J
P' ('t....,....., ,,'.
to. ,. .
~ .... 'If16 ".... ,~-
~;.
C)~
<(~
l3g
.,
.,
,.
O~
<(~
l3g
"
..
,.
Cl.~',
<(It
tl'"
9"
"'
,,,l! '_.'l
j~ ..,.r-
.~..i..r
"
.,
"'
.f.
,_.~
"
LI
"
,.
&',1 a);"
..... 0
<(~
l3g
.,
'.'
~~
.,
.,
,.
m~
mo
<(~
.rJ.~
z~
,.
>~
<(~
.....l39
.,
"
,.
>-10
o
Lt:(~.,
l30
'r
"
..
.,
,.
0::'
00
<(It
"l3 9
/~.,....
./
,~.....~
I
I
~l
/
"
&
"'
.,
'r.",
u!i
uo
<t iL. .
!'3.g
"'
"'
.,
"
.,
.,
w
8
011;';
0::0
I !il ih' ,
~g
~
.,
~~
<tJ,
l39 .,
.,
"
w
8
12~ ~
>MW-.:f
o'r. <( ~
~gl31h
<( 9
l3
.,
,.
J:~
<('"
l3g
"
.,
,
"
~,
-'"
" , <( 'r.
"' l3 ~
...J
,.
..,::r
<~
"' l3 9
"' .-1
.....
'-I ~
'-I u-
'-I <(~
l3g
,.
NO
<( 'l'/ "
'~g
"'
,.
o::~
<(~
l3g
.,
.,
"
.,
"
Z'~
~~
:;II
",'"
<( ~,
l3g
"
o'1i1'1 " It.
., <(~,r
;;e" l3 g, w'~
)(~ <t~
<('~ ' , l3 '"
l3g " 9
"
., , . "
.. ...
,.
::::2~ "
<(0,
l3'"
9 .,
"
';1.
l~" ~6
'\'
~
~. - I,., _ ~._
.....
"
~t. 5 ffi~4
:E " ~'" ~ "
"'~ ~~ lS~
~
~ 8g 0
:f 4~ ~~
'" 13 ~ ~lij U/ '"
~S! ;f~ ~ <0
!j!'" ;;; J:52
~~ -'- ~
>-<0 ~ fil
5~ u. u.
:;9 !!j ltl~ '"
4 ill !
15: Il!
4 ~~ 4
9 ~
~
4 ~
U.
llJ
:::J
Il!
. \l!", 4 iEt-I
:S;!: ~ "
~~ :S~
en
t-- 8
~..r=.
I u
<.DC/)
~
o Q)
N-
_ -0
en :-a z;.
o ~ 'u
o ~ ro
..r=.Oo..
u '+- ro
C/) --- 0
uC/)
:.=OI
..Cl-1C/)
~~-
Q..Q)LL
-- u .....:...
"..-, . - -0
ct::<(
~ Q) -
o C/) en
o'+-<(
Q)OC/)
O')eno
CQ)_
ro > 0
~ Q) 0
0-1..r=.
.. -0 U
t--Q)C/)
~-Q)
Q)U_
~Q)-o
~ '--'-0
0') 0 ._
u...0:~
(!&J
~
al
-=
13
Q)
a.
en
15
z
c:
.2
~
-'
-c
Q)
E
'"
0::
"0
.g
en
Q;
'ai
0::
g:
(.)
0",
"'8
.oN
!J .
1;~
~ii
0::<(
.
~
'" 1'l
.~ .9
en ~ ~
~ "8 ~
() ~ .c: '8
o 8 ~ :;
o ~ ..2 ~
-5 ~ ~ ~
"'0 ~ ~
;:0 44
Cl-c
.3 ~
4 ~~
-' "
>-1Il
~9
~#
-'81
0:: "
UJlIl
Z9
8
4 5~
~~ 4
~~
~
0
4>'$.
'" . ~~
~~ ~9
~ ~'" 4
o::f-.
3'" llllll
::>9
5j'"
8~ ~~ 4~~
~ " ~g
ZlIl
~9 8~
"
4
"
UJia
.":!"
9g
0*
~~
~
[:5*
S;~
:Elij
cd '" :! ~
lS "
~
1Il
~'"
-'81
l5 "
~
o
4
z~
~~
III "
89
.
"
"'::'
\l!52
~~
4 .
"-Ii " 19
5~ ~'"
J: 11 ~Si
>-lij ~"
::>", 8~
5l ~
ill
5~
Ul "
~Ul
>-9
Z
~
~'"
c;!:
4"
~~
4
4
i~
J: "
>-Ul
~9
i'i~
ill "
~9
ffi"
~E;
~~
~
r-J!2
~ 0
I 0
<.D..c
~ 0
OCf)
N
- ..c
en en
o I >-
01.-___
...J:: 0'0
o '+- ro
Cf).--..c..
o Cf) ro
=00
..o--1-r-
::::J "'-..L...
a....Q)Cf)
>-ou...
--- .~
C L '---'
::::JQ)"'O
0Cf)<(
o '+- _
Q) 0 en
enen<(
c-Cf)
roQ)O
I.- >
O~O
OO"'O~
~Q)o
Q)oCf)
I.-Q)..c
::::J.O en
en I.- ._
iLa....I
(!JD
~
.._~ ." ", '--
.~..
l~
~9
en S
<1l 0
'C: ~
'" .
-g ?f.
" is ffi
c: co
CIl <(
~ ~
i=J
~
o
B
o
--'
2
c:
Q)
t)
Q)
~
t5
~ '"
Z "5
'" .E
"5 bl
o .<:
~ :f
-6, ~
I Z
46-1
4
<l~
:2:$
m"
~9
"
...-n'
,i
~
u
0",
"'8
"'",
"Il .
~~
0..:-:::
~~
'"
~""
a;g
0::"
~94
~
4
4 a:
U4
@9
4
4
~::
cr:cr.
~'"
39
,v.",!"..~..
f
4
4
'"
"'ill
4~
4
lll~
~~
..4 4
<-....
4
;t.""
-I€
i5 "
89
""
~~
~
~
z'"
1:l9
. ,..
<.;f!.
!!:l!!
9~ 4
~ ..
a:o
uS!
a: "
~9
~
4
4
4
w
~;f!.
1f~
~~
~
I
z~
8~
ii:ii
g9
4
'"
~""
Ulll
'" "
"''''
~94
U
4
:E;f!.
8ij1
g9
'"
"-'"
3~
;E~
!5
;
..... ,
....-........,\.
:\
~
J
Data, Inventory and Analysis
Land Needs
OCPS builds "prototype" schools, i.e., schools have been pre-designed and only slight modifications are
needed when siting the school. Prototype schools possess the following land area requirements:
. Elementary - 15 acres (x 18=270 acres)
. Middle - 30 acres (x 5=150 acres)
. High - 60 acres (x 3=180 acres)
School sites for the projects in the ten-year capital outlay plan have already been acquired and are
depicted on Figure 16, Figure 17 and Figure 18,
Two 15-acre sites will be needed for the two additional relief schools that will be added to the Capital
Improvement Element and Capital Outlay Plan.
. CSA A - Relief School (830 student stations)
. CSA U - Relief School (830 student stations)
Infrastructure Needs
All schools in the ten year work program will require the following infrastructure enhancements:
. Water and sewer line extension
. Drainage
. Traffic signal
. Deceleration lane
. Sidewalks
40 ·
7. Financial Resources
The following section briefly describes OCPS's main sources of revenue:
PECO
The Public Education Capital Outlay Funds (PECO) are derived from proceeds of the Gross Receipts Tax
on utilities, which is constitutionally allocated for education capital improvement. These funds are
provided to the district for construction, remodeling or renovations, Restrictions for use of these funds
include new athletic facilities and performing arts centers. Any project using these funds must have been
recommended in the educational plant survey,
Half Cent Sales Tax
On September 10, 2002, Orange County voters passed a half-cent sales tax increase for public schools.
The sales tax will be in effect for 13 years and includes a half mill property tax rollback for the term of the
tax (a mill is equal to one dollar of property tax for every $1000 of the assessed value of that property).
The sales tax is expected to fund the repair/replacement of at least 136 schools and the construction of at
least 25 new schools, including site acquisition and a capital renewal allowance, A reduction in the
number of portables in the district will be a byproduct of both new school construction and
renovation/replacement projects, Initial revenues from the sales tax will be received by the district in
early April 2003. The district is expected to receive revenues of approximately $109,300,000 for calendar
year 2003.
Property Tax
Funds derived from a 1.5 millage levy on local property. The legal limit for capital improvement tax is 2.0
mills. This millage represents a rollback of ,5 mills as a result of the voter-approved sales tax referendum.
Revenues may be used for payment of principal and interest on COPS; for purchase of new and
replacement equipment; for maintenance of existing facilities; rental and leasing of educational facilities
and sites; purchase of new and replacement school buses; project management; and construction and
remodeling of new or existing facilities.
Certificates of Participation (COPS)
COPS funds are not a source of revenue but the proceeds of a twenty five year loan against future property
tax revenues. Funds may be used to remodel, renovate or replace existing schools and acquire land and
construct additional schools.
The current budget does not include COPs for Year 10. In order to meet financial feasibility in ten years,
OCPS will need to utilize that resource.
State Capital Outlay and Debt Service (CO&DS)
Derived from the first proceeds of the State auto license fees and are constitutionally earmarked for
educational capital improvement needs. Allocations are made on the basis of the calculated number of
"teacher units," and at a rate prescribed by the Constitution. CO&DS funds may be used in the
acquisition, building, construction, renovation or replacement of capital outlay projects. The requirement
is that these projects be listed on a project priority list that is developed from the plant survey.
School Impact Fees
School impact fees have been levied countywide in Orange County since 1993. As required by law, impact
fees can only be levied on new development and cannot be used to correct existing infrastructure
deficiencies.
Data, Inventory and Analysis
The school impact fee was updated in 2007 and went into effect on January 28,2008. The new impact fee
amounts are:
Single Family: $11,829
Multi-Family: $6,647
Mobile Home: $6,344
Class Size Reduction
The voter approved constitutional amendment placed the responsibility for providing the necessary
operating and capital funds required on the Legislature, The estimated capital impact over the next 10
years to OCPS is $1.5 billion. To date, the District has received $127 million, including $66,1 million for
FY 2007.
42 ·
"
=
=
..
.
.
..
"
...
==
~
eo
CIl
.;;
c
-E
"
.~
..
'"
C
=
'1:1
..
'I:
'"
=
..
'"
'"
0(
~
a
'"
..
..
"
...
..
"
'"
Ii:
"
:;
..
oC
=
=
..
1
.
..
"
i
""
l::::v
U'l ....
.'"
o ....
o '"
00 U'l
Mr'
'" ....
0'"
~ -:0 ~
. 0 '"
o .... .fj
~ ; 'g
~gi
\ * M_
l:::: 0 U'l
l.f')0\~
g~it
00 0 ....
M-6aS
~> \0 ~ l.f')
_-EI}NN
l::::0'"
U?cO~
o .... 0
o '" 00
00 "00
;2'8.n
0",;:r
I,
l::::
U'l
o
o
00
;2
o
l:::: '" 0
U? rt 00
8~g,
00 U'l 0
M -6 M
'" 00 '"
o .... '"
l::::v
U'l'"
0'"
o :i
00 "
~~
N C'I 0\ ~
M V V C'Il
"oov 0
r-:: r-: "," ~
8 ;:r ~ ' '"
;i<i-N ~
0"'0 v
.... '" 0
- . ~I
a- .... ....
o '" '"
~ v "
aSaSM
~ 00 U'l
00....'"
r-::,.;c-i
"''''a-
o .... ....
~~~.~;
\C..f'-..0\t'-J5
i~~~~
i~&?~g
o .-l - .:
~
E
I
;~~
'" ~
~ ~
'" ::l
~ ~ l;j < ~
~~f-<~~
~~]~3
s8~'O"'a
- ~ ~ ~
..
en
M.... .:0
'" U'l a-
~5 ~
C\lt"'--ICO
0\....- M
.fj ~ 0'1
g' N ~
'"
l::::
o
o '
v
N
N
a-
o '"
8 0
0'8,
~M
~r ~
<h
~
'"
'"
":l
00
'"
<h
I",
'"
a-
.n
'"
U'l
N
o
'~
'"
'"
~
U'l
as
v
U'l
<h
'"
v
a-
N
00
a-
r'
'"
U'l
<h
o
'"
00
N
o
v
.n
u;
<h
'"
~
~
~
M
"
V
<h
'"
00
~
a-
M
U'l
V
o
'"
"
'"
~
U'l
V
",'
*
'"
-:0
as
v
'"
N
o
,'"
U'l
a-
<i-
'"
'"
N
o
'"
a-
N
B'
N
*
'"
'"
'"
c,r
N '
o
N
*
'" 0
" 0
a- 0
MId'I
~ ~
~ ~
00
~l
00.
<h
a-
N
N
.n,
~
o
0\...0 V M
$:rN~__
ui\t5MV
...o-vM
r--. \0 l.f') co
~~ti~
c: Q)
.g g
U '"
CIl 8 Iii
Cl"tnc
~ 8.;
OU~
u60
uu
~~
~~
o
o
o
o
o
a-
.,f-
o
o
o
o
o
a-
.,f-
o
o
o
o
o
a-
.,f-
o
o
o
o
o
a-
.,f-
o
o
o
0'
o
a-
.,f-
o
o
o
0'
o
a-
.,f-
o
o
o
0'
o
a-
.,f-
o
o
o
0'
o
a-
.,f-
... ~
'" U
Q) Q) ...
'" :>- is
r::: 5: UJ
].c ~
.... ~ s
..... ~ en
Q)~C;
c::: Vl '0
r3 ~ ~
'0
'"
'"
a-
.n
'"
v
r'
<h
'"
"
'"
r'
U'l
'"
r'
o
'"
-:0
as
v
'"
r'
o
'"
U'l
a-
<i-
~
r'
o
'"
a-
'"
....
'"
o
~
o
'"
'"
'"
N
'"
a-
-6
o
'"
"
a-
M
00
-6
o
....
00
-6
'"
"
-6
*
a-
'"
'"
.n
"
'"
-6
o
'"
o 0
o a-
"....
N'"
o v
~~
o
~
~
I
~
,
t-
.
;
e
a-
a-
'"
<i-
"
00
.n
o
'"
Q)
1;1 "-
.s- 0 5 ~
.~~~.~{i
~ '0 ~.9- 9
Q) z ~.~ c:
::l 1:: t:: '"
5 8c\::3
if;
~
;:J
'1
'"
.n
U'l
o
o
o
o
.n
'"
'"
.n
a-
o
o
o
o
.n
"
o
M
a-
*
o
o
o
.n
8
o
a-
o
o
o
o
o
a-
N.
a-
o
o
o
o
o
:8
o
a-
o
o
o
o
o
~
o
a-
o
o
o
o
.n
U'l
00
<i-
00
*
o
o
o
o
'"
"
<i-
00
<h
U'l
V
00
r'
v
'"
.,f-
~
o
o
o
.n
o
a-
o
'"
<h
o
o
U'l
-6
00
'"
-6
00
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
o
o
o
o
o
U'l
~
:;:; '"
8'"
c.:ll
..... U
$~
~ Q)
U '"
.~ j
Ci
00
'"
'"
it
a-
",'
N
v
00
v
U'l
.,f-
N
'"
r'
U'l
'"
U'l
U'l
'"
",'
'"
a-
~
'"
a-
U'l
~
r::.
v
::f
'"
'"
o
U'l
.,f-
~
.,f-
00
'"
o
'"
~.
v
U'l
as
00
'"
a-
r::.
~
'"
.,f-
'"
'"
00
v
a-
o
o
'"
o
;;
'"
~
-6
00
v
o
'"
'"
a-
00
U'l
N
2'
~
a-
'"
'"
~ ~
bOU
'" c:
..... '"
.~ ~
bO
Q)
I':l
o
;?;
.n
00
a-
.n
a-
v
*
"
'"
'"
M
00
"
.,f-
00
00
o
00
v
U'l
<i-
00
"
-6
'"
V
o
U'l
U'l
'"
r'
o
U'l
.,f-
00
v
*
a-
U'l
'"
-6
"
o
';i
v
*
'"
o
U'l
.,f-
'"
'"
<i-
00
'"
*
o
'"
c'l.
a-
'"
",'
a-
'"
*
a-
r::.
r'
v
'"
as
'"
'"
<h
00
v
a-
.n
U'l
U'l
~
V
o
"
U'l
N
.,f-
a-
'"
as
o
'"
<h
00
00
v
M
'"
00
;5
"'.
;;;.
~
'"
'" '"
~ ~
o ::l
~~
~ ...
8-5
..0
~
U'l
"
o
.,f-
'"
"
",'
'"
o.
<h
v
N
<i-
'"
"
<i-
'"
5-
o
U'l
V
V
<i-
-:0
o
v
a-
<h
a-
U'l
"
M
~
o
a-
00
<h
00
o
o
':'
8-
o
N
~
Q)
bO
'"
'"
::0
C
'"
8
c:
:;
en
'"
Q)
i5.
o
~
en
~
U
o
0;
~
::l
o
en
a-
00
a-
o
'"
o
M
"
00
<h
00
"
'"
M
"
o
<i-
'"
00
o
'"
00
"
.,f-
'"
a-
o
'"
00
*
~
<i-
'"
o
<i-
'"
o.
<h
8
":l
~
M
'"
"'.
;;;.
...
Q)
{i
o
~ '"
Q) Q)
'" u
'" 5
~~
~
..
~
~
].
~
";1
OJ
1:-
S
"
.,
~
.::
'"
'OJ
o
.
.
r..
"
~
B
~
tIl
:i
o
'.1:
"
"
'0'
r..
:0-
"
"
=
"
;.
"
::z::
'3
's.
a
'"
r..
~
....
-;
"
'"
ii:
"
:;
..
oC
"
"
..
I
..
..
"
:E
"
...
"
"
"
..
-
-
"
OJ
'"
o'
M
OJ
.;.
'"
~
o
'J:
'"
~ ~
::I ~
;a 1l
! i
If s
oS
.o
"
"'.
M
~
~
;;
OJ
.o
'"
,..::
M
M
0:-
a-
OJ
'"
M
"
'"
uS
a-
'"
"
OJ
OJ
'"
'"
ltl
M
.;.
M
""
.;.
""
OJ
'"
a-
""
"'.
M
""
,..::
OJ
OJ
'"
"
::!
o
'"
~
c;
'"
.o
M
.o.
;;.
'"
"
.o
;;
""
'"
'"
o
"
a-
.a
M
OJ
'"
M
:}
M
0:-
"
M
'"
~
""
.,
.,
z
.~
~
.,
..c:
.,
l;..
s
o
U
..
~
a-
<"-
.;.
<"-
ltl
o'i
ltl
OJ
'"
~
"0
o
..c:
"
OIl
"
.,
s
.,
u
'"
-a
~
..
~
'"
.o
a-
.a
.o
OJ
o'i
'"
'"
'" "
'" "
"" "
..o~ 6'
"" 0
" "
~ 0
'" ;;
;. g
a- "
o 0
r; g
In ~
'" <h
ltl
ir,
as
""
OJ
0:-
""
'"
'"
'"
a-
uS
M ,
.o
0:-
.o
<h
<"-
OJ
a-
.;.
M ,
M
o'i
OJ
'"
a- 0
ltl 0
'" 0
r:. 0
c"t g
t:j uS
'" '"
"" 0
:! g
u1 0
iZ "
~ ~~
'" ;;
ltl 0
a- 0
o 0
:i 0
.o 0
,..:: 0
"" as
~ '"
o a-
OJ OJ
o ltl
~ ~
OJ OJ
00 oo~
M a-
",'"
"'
"0
o
~ :~
.. "'
,_~ 'S
8'
'6 <
"" ~
~ en
~
.o
M
a-
uS
.o
ltl
o
OJ
'"
000
000
000
o 0" :)
000 I
~ ~ ~
.o ~ ~
",,,,,,,
.o
<"-
'"
,..::
ltl
""
o
'"
'"
000
000
000
o 0" 0
000 I
~ ~ ~
.o ~ ~
",,,,.,,
'"
.<:)
as
""
M
;i
'"
000
000
000
06-6
000 I
o 0 ll?
N C'lA M
~~~
'"
ltl
a-
0:.
M
'"
",'
;;
000
000
000
o 0 r::i
000 I
o ltl ltl
N 00" ~
~ih0
'"
a-
"'.
~
o'i
."
000
000
000
6 0" 0
g U') g I
~~M
iI7*(h
'"
M
'"
",'
'"
o
M
."
000
000
000
0" 0 0
o u; 0 I
o OJ ltl
0. -..().. M
~*0
'"
"
a-
;;
a-
",'
."
000
000
000
0" 6' 0
g U') &, I
o.~M
0*0
co
.a
OJ
<Xl
"
."
000
000
000
0" 6' 0"
000 I
o 0 u:2
a..-.ti;:
*"*-0
a-
'"
'"
uS
\::::
"
'"
o 0 0 0
o 0 0 0
o 0 0 0
0" 0 0 "
o 0 0 0
Ct2 M U";l 0
M u=; M u1
**th{/7
ltl
\::::
0:-
ltl
a-
.a
'"
'"
:roo ~lO
N ~ U') r---
0" a:.. ~ 0
!B U') ~ ~
00" ~.. ..0"' M
~-fh~*
.IIl_
~.<;
'I: "
::I "
u S
" "
U'J.. 8
.o'~
~ "
"'w
OIl
i:il
o
~ "2
~~
"5 ~
c.. ..
~ .~
~ 13
"
;;l
" ~
" ,~
S :E
.e- '0
::: '"
",,,-
w 1:-
~ '"
~ s
:g g
<Xl <
'"
"
M
",-
a-
'"
"
:r
'"
~
a-
0:-
""
'"
;;.
;;
OJ
ltl
'"
o
.o
"
,..::
~
'"
M
M
a-
.a
.o
o
.;.
M
;;;
ltl
.<:)
0:-
o
ltl
uS
M
;;
a-
a-
uS
ltl
""
~
'"
'"
o
:r
,..::
'"
<"-
0:-
~
'"
;};
"
~
'"
"
ltl
OJ
'"
o
a-
0:-
~
cg
'"
.o
;};
0:-
~
.a
""
;;
"'
"
.g
1:
"
'"
o
.Ill
1l
'E
"
OIl
-
il
o
a-
M
"
ltl
ltl
uS
""
ltl
'"
ltl
M
ltl
as
M
.o.
M
ltl
'"
ltl
""
a-
o
'"
o
.a
ltl
""
'"
~
as
':':
as
.o
""
'"
M
o
ltl
"
o
OJ
as
a-
M
'"
"
'"
ltl
uS
M
O.
.<:)
M
'"
!::::
.o
o
"
M
0:-
ltl
M
'"
'"
~
.;.
~
o
M
M
'"
a-
ltl
.o
0:-
ltl
""
o
<"-
M
'"
<"-
OJ
.o
,..::
OJ
OJ
0:-
a-
M
'"
~
1:
~
..
~
"
.o
.o
o'i
'"
<"-
.;.
'"
'"
'"
<"-
o
.;.
OJ
<"-
"
OJ
;;.
':':
OJ
0:-
M
<"-
0:-
'"
;;.
.o
""
""
0:-
.<:)
o
""
a-
o
.o
"
o'i
':':
o
a-
'"
o
a-
a-
o
M
o
o'i
"
'"
a-
"
'"
o'i
"
o
0:-
OJ
'"
M
'"
<"-
i
a-
o
'"
ce
\::::
<"-
0:.
'"
o
0:.
M
~
o
o
~
';:
o'i
.o
'"
...
.Ill
~
.g
'" "'
.~ ~
8 ~
g:~
<
..
~
"
.o
.o
o'i
'"
<"-
.;.
'"
00
""
v
v
ltl
"
o
.;.
OJ
<"-
"
OJ
:}
'"
""
c;
0:-
M
<"-
0:.
OJ
:}
'"
ltl
""
""
0:.
.<:)
o
""
a-
'"
a-
ltl
"
o'i
':':
o
a-
00
'"
'"
o
o
"I
<"-
o
o
OJ
a-
ce
a-
o
M
o
o'i
<"-
ce
'"
"
Ol)
""
~
;>.
'"
S
S
:::
tIl
""
.,
~
o
'"
<
tIl
c..
U
o
i,j
~
i5
OIl
00
"
OJ
o'i
"
o
0:-
OJ
'"
'"
M
'"
<"-
.;.
'"
a-
o
'"
'"
<h
\::::
<"-
0:-
OJ
o
0:-
M
O.
;;
c
'"
~
o'i
.o
.o
~.
'"
"
:c
~
S
o
~
",,;:;,
a '"
~
0.:
"OJ
~
a:J
o
o
"
'"
~
I
"0
&
8 8 8
N ,..: g g
- ... N
"'0 a> 0 0
ON ~ 0 g
u>- 8 r-
U- N ;;; ...
...
0 8
0
... oi 0
- ... '" 8
",0 ~
ON N 0
U>- '"
'" r-
U- 0 ...
N
...
0 0 8
0 0
0 g a:i 0
- ... (") 0
"'0 r-. ... 0
ON iO ri 0
U>- (") '"
~ eo r-
U- ~ 0 ...
N
...
8 8 8 0 8 0 8 0 8
0 0 0
en 0 0 0 .,.; g .,.; ~ ~ .,.;
_0 '" '" '" N N ...
"'0 r- r- r- ~ r- eo. co
ON ai ai ai in ai in ~ g .,.;
U>- :8 18 eo ;;; r-
eo a> ... r- '"
U- 0 m m cD 0 0 ;;; ... ,..:
N ;;; ;;; (") N a co
... ... ... ...
8 ~ 8 8 0 8 8 8 8 8 8 8 8
0
'" ,..: 8 <d ~ g oi 0 g g ~ 0 ~ .,.;
;;; 0 co N ~. 8 ~ ~
0 co a> '" 0 0
ON ri g N 0 N 0 0 0 0 ~ 0; 0 ...
u>- (") ;1; 0 co '" '" '" 8 ...
co 0 '" eo '" r- r- r- a> a>
u- ,..: ai oi m <d m ... ... ... ;;; ... ;;; N
;;; ;;; r- ;;; M r- ...
... ... ...
01", .. .. .. ..
:g ~ .. .. Cf) Cf) .. .. ll> ll> ll> ll>
" " " (l. (l. " " ~ ll> ll> ll> "
c:: " " N " " " u. u. u. u.
" 0 u. u; u. 0 0 u. u. u; n - - n
I.L.CIl u U () () u u u u
'" .. " '" '" r-- '" '" " " .. c: ~ ~ " ~ ~
.. .. '" '"
Q. '" '" Q. 0 0 Q. Q. '" '" '"
E U 0 E 0 0 E E 0 0 u 0 E E 0 .5 .5
...J N N ...J ...J ...J ...J
j j j j
" " " "
.2 0 0 .2
~ U "tl ti u
2 S " S
~ ..'" "
..", "ll> "ll>
CIl 8~ "52 "52 "52
8", 8", 8",
~o ~o ~o ~o
" " " " " " " "
.., " .., " .., " .., "
" Q. " Q. " Q. " Q.
:::0 0 :::00 :::00 :::0 0
>
= ~
0;
~ a; ,!!! 0:
= 0; :i: 0; - en :>
0: x 0: :i w en
,!!! en 1! en 1i ~ w
0; " w '"
0: w ll> 0; 0: 0 ~
.. U 0: ~ g '"
]! en en ~
'0 en w
0; ~ w 0 -a .!!! :g
~ ~ 0 w "'" '~
0: ll> ~ ~ ;:; '" 0; .c '" ,E
en 0: '" 0; 0; '" 0: Iii 0 ~
~ !!:! :0 i
w en 0: 0; 0: ~ } s: [/) iii ~ g
ll> :I: 0: [/) w ~ ;:; > ..
"'" ,E [/) [/) w .., - ll> '" ~
0 1l ~ ~ '" ~ \2 ~ .1j ~ 0 11 ];!
0 w .9! ll> - ];! ~ 0:
.Q :2 Iii '5 ::; 1i - '" ];! :2 1i 1i en .. 1i ,!!! ,!!!
0: :E 'iij :0 = 0: ,!!! ~ .Q 0: w <: 0:
" Iii > ll> 1i 0: " 0; 0;
" "'" ~ a: ~ 0 ~ [/) - Q) .- Iii [/) ];! '" '0 ;:; [/)
= 5 '" - > '" ~ w ];! 0: 0: iii w 1i en I- 0 w 0: 0:
<: 0 en :i 'i: ll> ...J 1i [/) [/) en w 0 en [/)
'" ,!!! ~ 32 w 2 E .. <: 0: -t: 1i ::; ~ :I: ~ -t: 0: .. ];! ~ = ~ w w
E 1i ll> 1i ~ ::J E "5 '" 0: '" [/) ll> ~ .. :;; ~
.. 0: 0 en <l. .. ~ .>< <l. ~ 1i ll> <l. .. ..
'" 0: ll> ll> ll> ~ [/) ll> :;; ::; '" 1i .!!!
Z .5 U ll> ll> i:3 [/) ::; ll> ~ ~ ~ ll> ...J 0: ;:; ll> ll> ll> 0: 1i
[/) ;:; en '" '" " <l. ll> ;:; ;:;
:E U iii ~ ~ '" '" ~ [/) ~ "'"
ti w .. ::; <l. 0 '" ...J 0 0 '" ~ E w .. '" 0 0:
;:; .. " Iii c: > ll> ...J ll> " ...J '" '" '" " ...J c: "
'" c: ll> 0 ll> '" 0 '" .~ .. Iii 0 ~ ...J .., <: ...J 0 0 0 0 ::::>
'0" 0 ll> .~ N ll> .c ~ e ll> <: ~ E N ;;; <: := "5 := N <: N N <( ..:
0; .>< 'C: 0 E '" '0 .>< t: '0; ll> " t: 0 ~ 0 '" t: .~ 'C:
.. ~ '" 0 u c: '" 0 .., 0 0 '" 0 0 0 0 0 [/) en
[l. ...J U :I: 0 i= U W ...J Z 0 U :I: ;:; I- Z ;:; ;:; [/) ;:; :I: Z :I: :I: U U
[l. ..
'" ~ ~ N N N N (") M M M '" '" ... ... ... '" eo r- r- co co a> a> ~ ~ ~ ~
- '"
u>-
.. c c'
co co a> a> a> a> 0 0 0 0 0 0 N '" ... ... '" '" eo eo r- r- r- r-
'" '" 8 8 8 0 8 0 0 0 0 0 0 0 0 0 05 0 0 0 0 0 0 0 0 0 0 0 0
'" Q. 0 0
>-0 N N N N N N N N N N N N N N N N N N N N N N N N N N N
"-
=
"
..
o
o
"
'"
..
..
~
;;
"
'"
ii:
,....
'"
-=
S
"0
cn
~
"
~
'"
tl
.~
..
::.
]
's,
~
cn
::.
u
o
I
M
"
"
~
..
...
.
'"
...
~
~
~
"
<:
"0
"
'"
e;-
o
;:
'"
.5
'"
-;0
I:>
fiJl-
~cnOI-
I-o!!lcn
oc..oo
1-00::0
g:c..
...
.... ....
eno
ON
0)-
LL
'"
.... ....
enO
ON
0)-
LL
II>
.... ....
eno
ON
0)-
LL
'f
.... ....
eno
ON
0)-
LL
....
.... ....
enO
ON
0)-
LL
OlCll
~ ~
c: "
" 0
u.CI)
:e
'"
;:
.~
is
:::,
"
o
..
..
o
o
..
'"
..
"
'"
...
'5
.:!l
:..
~
'"
''is
;:
"il
tIl
::
'"
e
.,
t
.~
t:.
S
'E.
..
u
tIl
C.
U
o
I
'"
..
'"
:E
..
,..
en
"
'iii
Vi
ClI
E
'"
z
'tl
ClI
.0'
l1.
c.. :u
U~
<:
ClI
Q.
o
..
'"
ClI
)-
8
,..:
co
co
..;
M
co
,..:
;;;
o
C!
;;
o
o
o
o
c5
;;;
8 8 8
re g g
0> 0 '"
N g N
;1; '" ~
a) en u5
.... ~ M
'" '" '"
~ ~ ~
c CO c
~ ~ ~
E E ~
~co ~~ ChlJ)
8~ 8;;; 8~
.... 0 .... 0 .... 0
Q) c ~ c ~ c:
~~5g.5g.
=
.!!!
<i
a:
Cfl
UJ
C1>
-"
o
o
.a
'"
c:
l5
.t:.
~
C1>
~
C1>
-"
'"
....J
~
<i
a:
Cfl
LU
c:
o
"ffi
J:
8
N
co
8
N
,!!!
<i
a:
tIl
:! w
<i -"
a: C3
~ g
Q) 'C
~ g
a:: :.c
~ ~ -
o en ]!
:i2 w 4i
~ :G a::
U 3: en
~ c: ::E
~ 0 Q)
~ N C1>
'C: 0
o 0
t.l J: 0
N N N
g 8 8
N N N
8 8 8 8 8 is 8 8 is is
~ g g g ~ g ~ ~ ~ ~
o ~ ~ ~ w 0 ~ ~ ~ ~
~ ~ ~ ~ ~ 0 g en
~ ~ ; ; ~ ~ ~ ~
~ ~ ~ ~ ~ N N g
~ ~ ~ ~ ~ ~ ~ ~
~
c-
o
.'0
E
"'0>
8~
~o
" c:
'0 "
58"
=
ii)
~
~ .!!!
" <i
en U a::
]1 ]!g ~ ~
a;]!4i~ ~~t ~
a:<ia::: - E
en ~ ~.g - :J
~ LU 2 ill ]! ;3
'(ij ~ ~ ~ = ~ ~
CD i:i: Q) g - Cii
.~~~~~f3]!a::
::> _ CI) :5 a:: ~ 1) (/)
1i ~ ~ 6 en ~ ~ ~
~<<;Q~::E~~~
~~~j,~~"....J
~ ~ ~ ~ ~ ~ ~
~
a;
a:
en
LU
Cii g
E ,~
o l5
t.l J:
8 8 8
ffi ~ ~
M 0> C'l
r: i. i.
N~ C"") ''It
N ~ ~
'" '" '"
8 8 8 8 8 8
t! r;; c; ~ ~ :
(0 N N ''If ''It N
~ ~ ~ :g g cO
''It <D co a:l Q) ':!
M ~ ..j lli an r--:
N N N N N N
tilt th .. 6Il't 4fl ~
8 8 8
:t g g
N .... ....
aictia:i
" ~ ~
" "
"':cici
N N N
'" '" '"
8 8
g g
.... ....
a:i cO
co co
co co
a) oi
~ :;
o 0
~ ~ g 8
~ ~ g s;i
cO cO 0 0
en 0) ci ci
("') C"") L() L()
cD c.ti ,.... ,....
N N .". ~
'" '"
~ '" '"
" C1> C1>
" " C1>
"- "- "-
ti u ti
~ ~ 9
E E E
~ ~ ~ ~ ~ ~ ~
LL. u.. LL I.L LL. 0 0
'0 U n '0 ti 0 U
99~99""""
EEEEE~~
>
N C"") M ("') C"") ("') ("') v V v L() W ,.... ,.... Q) a:l en en e ~ ~ ~
8
,..:
'"
N
...
....
co
..;
N
'"
~ ~ 8 8
o 0 . .
,.... ,.... ~ 0
:6 :6 0 8
~ o. ~ ~
~ ~ ... ~
'" '"
o
8 ~ 8 8
~ ~ ~ ~
g ~ g g
,.... M ,.... ,.....
tit N tfl t/t
'"
8 8
~ ~
~ ....
M co
i. E
" ....
Lri N
~ :;:
8
o
8
o
'"
....
'"
en 0 0 0 0 0 0 N ~ ~ ~ ~ ~ w ~ ~ ~ ~ ~
8 0 000 0 0 0 0 0 0 0 0 0 0 a 0 a 0 0 0 0
N N N N N N N N N N N N N N N N N N N N N N
=
]l
<i
a:
en
LU
"
Ol
'C
'C:
-e
"
15
3:
o
~
c:
'"
I-
'"
"
00
o
o
'"
'"
"
~
I
'0
"
\i:;
N
-.....
cno
ON
" u>
8 ...
"
.c
0
0 .....
" -.....
'" cno
.. ON
.. U>
"
;.. ...
"5 -
'"
~
~ 0
'" -.....
-= cno
ON
0 U>
-{i ...
rrJ
.~ -
'"
~ en
_0
cno
'i ON
;; U>
'.;:l ...
..
> I---
0
c
"
::. '"
_0
tJ cno
ON
" U>
"
'Q' ...
..
I'. -
'"
-= OlQl
"
" .S ~
Z "0:)
" c: 0
> arC/)
'<11
c -
~
1i
..
g- .,
;; E
u ..
rrJ Z
I'. U
u ,!!!.
0 0
I ~
.,.
"
" o.la
~ -.,
" U>
...
0 0 0 8
0 0 0
.n cO <'i .;
'" '" '" r-
'" <D 0 '"
;: M ;7; ..j
N <D
<D <D "', ...
ai 0 ;;; ai
;;; N '"
'" '"
888888888888888888
~~~~~~~~~~~~~~~~~~
mi~~~~g~gs~m~~~~~g
~o~_mm~~mmmm~MO~N~
~N~~M~~~~~M~NN~~~~
NM.....,.............................. ....Ul"'"
........ .... tf)VJ.
8888888888
~~~~~~~~~~
~~~t;jg~ggg
CONW,....O)U')f'ooo"llfMO
ol"_:N"':~N""'''''''''~
NOtltM........ ....
"'- '"
'"
8
o
8
o
'"
M
'"
8888
~~~~
c;j ci c:i 0-
NO)"....
mO....N
'" . '"
;;;
888
000
888
cicici
"'...'"
"'''''''
8888
2~go
<5"'08
ciC"ic:ici
~~~~
c-iari....C'i
"'''' ...
8
N
r-
<D
ai
o
r-
i,
...
888888888
~~~~~~E~~
~~~~~~~~~
o.,.:C"ioai...."c;;.,.:....
N........N........NN
U).... .... V)!It....
88
~~
00
(1;~
. ...
;;;
88888
~~~~~
00000
~i1~~~
... ......
<"-
.,.
o
o
:'!
...
r::
<D
~
...
8888888888
~~~~E~a~~~
~~~a~~~~~sf
NMfD"IlffDO'IU'l-<>>M
NMr---aimNNfDMM
---................-........
.....,..., ..............
8
<'i
(ij
<<i
U;
ui
M
on
~
;;;
r-
..;
<D
M.
;;;
88888888
~~~~~~~~
c:ic:icim-ciciciO
1O"lt"lt CO....a),....
~~N. ~m~C'1
;; ;.;;
8
~
o
(1;
...
8
g
'"
cO
...
...
en
;;;
88
g~
0-
oLli
~~
_ai
"''''
...
88
oai
8~
gg
N'"
",OM
...-
...
....r--. ....N N m N
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 0 ~ ~ ~ 0 g ~ 0 0 ~ ~ ~ ~ ~ 0 ~ ~ g ~ ~ ~ ~ ~ ~ ~ ~ 0 ~
~~~~~~~~rrr~rrrrrNrrrNN~NNrrrrrNrrNrrrrrrrrNr
~ ~ ~ ~ m ~ ~ ~ ~ ID ~ ~ ID ID ~ ID ID ~ ID ID ID ~ ~ ~ ~ ~ ~ ~ m ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ : ~ : ~ ~ ~
rornrororororororororomrommmroOmroroOOmOOrororororoOroroOrorororororororoOro
WWWWWWWWWWWWWWWWoo0ooooooUUW0UooWooWoo0WWUooWWoowwooWUoo
t.n U')t.n en m 005 (/)
~ ~~ t.n~~{/) ~ 00 ~ ~ woo ~ U? 00 ~~;
rn~~Z~ ~~~~~~~~,~ ~Wrn~rn~I~~a ~~~~~I!W~~w~ ~~~~
~IE~~~I~~~~~~ecl~~~ll~~~~~~!rn~~~,~I.~~~~I~~~!iffilo~~~
~~>~~~w Ero~~ ro~uro' ~'s~ o~ ~ rol~ ~~~-~E ~w~~~ t~
lJ811~11~IEE.~~~~151.JE~~~IEla.I~!sE~OI~~~..~
<~B~5~~~~~~~~Bo~~~g~~~~~&~~~I~~Sw~~~8~~~58~~~~
NNNNM~~~~~~~~~~~~~~~~~_~~m~~~~~~MN~m~~~~~m~~m
888
g~~
(5":0
.....~~
MN
"'N'"
..
88888888
~~~~~~~~
gg~g~e~~
O'l.....CON.....NVa)
"""" .1n_N~
.,..... ""II}
88
~~
00
<DO)
NO>
""~
8
c:i
o
o
o
0)
'"
~ MMMM 'V'V~~ ~~~~~ WWWIDW
~~~~~~!~!~~~~~~~~!!!!~OOOO~~~~~~~xx~ooooo~~~~ooooo
~~~~ ~~~~ ~~~~~~~~~NNNN~~~~~~~~~~NNNNN~~~~NNNNN
~~m~~~~~~~~~~~~m~mmm~~~~~~m~mmmm~'Q'Qm~~~~~~:m~~~~~~
romromOromromOoOorororomrorororomOOOOmrorororororo2erooooOOroromroOOOOO
~~~OO0~woowuuuuwwwwwwwwoouuuuwwwwwww~~wuuuuuwwwwuuuuu
f3(/)(/)
cn~w~ (/)
w~5~"'",~~
{ioE'o.gIw","
.QS)-WUl=tiij
Q) Q) C ~ C Q.I Q)
c .::.:: ..c (11 111 > ~
a::~~uJj~<{s
'"
w '"
en (f) W (/) U'J
cn~ I U'J W ::!:
",,,,~ ~~~~~ ~~ ~"'''' '" ~"'~~~'" "'''' ~i "'~~
~~~~~~~i~~~~~~i~~~~~~~~il~~~~~~~~~~~~~",i~~
~'!E~~~~Q)B~~UQ.l~U~~~CI~..cUE~Q).U'J~~~~g~~~~81~~~~~
.::.:: CI) (Q ~ ~ ~ ~ ~ -6 oX II) Q) bEE 15 e dl 0 Q) c' 'S Q) 'fi Q) -= ~I ~ Q) Q) en = co E C ~ ..... ~ ctI C "C co
3~~0~83~~8~~~8~~6~~~~~~~~~~!~~~~~~~~D~~~~~
~
~
~
~
""
[;
C
~
>
.=
~ ~~~w~wwwwwwww.............................................~~~~~~~oo~~~oo~~ooooro~oommmmmmmmm
<;j
o
00
...
88880888888888888888888888888888888888888888888888
~~~~q~~2~~~~~$m~g~~~~~~~~~~~~~-; .~~; .~-re~~~_~~m~~ .
~~5~~~~~~~~~~~~~~~~~~E~~~~~~~~~~~~~~~~l~~~~~~~~~~re
~~~~g~~~~*~~~~~~~~~~~~~~~~~~~~~~~~8~~~~!~~~a~~~~~~
~~~~~~~~~~~a~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~8
~.~-~-~.~~~-~~
~m~a~rno~~
~m._cn_CDMN_lf).O
~~~;;~~~a~
~~~~~888~8~~~~888888888
~~~~~~~~~~~l~~88ci2222gg
....N"'...."'O.... '''''''''''''''''''' ,,8::;::;::;::; '0
......,."'''''''w_~'''~''''''~'''g~oggooRo
~~;~~~~::~~~o~~_~~~~~~~
~~;~~ ~~~ ~w~~~~ M
8888888888888888888888888888
~~~~~~~~~~~~~~~~g~~g~~~2~~~~
~N~~~8~S-~~~M~cio~ ciq. - -~ . -dd
~O~~OCD~~mNO~Mo~~~~~og~~o~~~~
~;~~~~~~~~~~~N~a~~~~~~M~~M~~
M 4l't~'-'iIlillM lA4I4"'~M
8
N
10
<Xl
~
<Xl
N
N
'"
~~~~~~~~88888888888888
!~~~~~~~~~~~~8~~~~~~~~
O~__~CDN~~oci~o~cioo~~~ci~
~~~~~;~~~~~~~~!~~~~:~~
~~~~~~~~lA ill ~ lA"'~'"
ro MMMM ~~~~ ~~~~~ CDW~WW
~~~~g~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~w~~~~wWWOO~~~0~~~~~Wwwoo~~~'W~WWi~I~~OOOOWoow~~~~oowwoom
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Iele~~~~~~~~~~~~~~~
moooowummwmuuuuwmwwmmmmoouuuummmmoowm~~muuuuuwmmmuuuuu
~
.~
'"
~
'"
;;
i:-
S
@
~
.::
Ul
W Ul
~ m W w en
00 w mcnoo ~ ~ en ~ Etn ~ w~
I~~w ~ w~wcn~ ~w ~mCJ) en ~cnwiww cnen ~~ ww~
en~ISg cnWw~ ~~~Wm cW ~Wwcn wcn~~w~?W wwwcn~O w~CJ) w~o
~~~!~~~~~i~~~~~i~~i!~~~5~~~~ij5~~~~~~~'~I~~~~~~,~~i~~
~ i ~ ~ ~ ~ ~ ~ ~ .~ ~ ~I ~ ~I.~I~ ~ ~o~ ~ ~ ~ ~ ~ g ~'i .~ .~l ~ ~ .~ ~ ~ i'~ ~> ~ i ~ ~ ~ ~ ~ ! i ~~I ~ ~ ~
~~.uw~~S~~OU~OUW~ >~xu~~o~~~xw~~~~en_~O~~~>~>U~~II~
j
o
~~~w~w~~~~~ww~~~~~~~~~~~~~~ro~rororo~ro~rorororororommmmmmmmm
.
o
'"
co
o
o
"
",
"
~
I
"0
::
i<:
;-
'"
::
.€
o
2-
...
=
N
..
o
o
N
'"
..
"
'"
>-
"5
'"
~
C
WI-
:g:gt:
D.U'"
~t;~l
Q.UJ~
..J-'O
;:~~
OD.
I-
-
CD
......
lIlO
ON
U>
LL
-
-
'"
c
:=
'!l
rIJ
.r
]
.;;
::
o
'.:l
"
..
=
::
'"
e:.
.:!l
"
.~
..
=-
'"
-e
'"
"
z
'"
..
';;
::
'"
..::
'"
..
~
o
U
rIJ
=-
U
o
I
.,.
N
'"
:E
"
...
~
-
'"
.,.
~~8~~~~88~~8~$~88~888~~~~~g~88~$~~8~~8~~8~~8~
om 'v~gN . .~~ '~m~ "M' ~M~NNM_~M~~2~m~N~~-NM~'~
~~i~~~~~~~~~~~~~~~~g~~~~~~~~~N~~~~~~~~~~~~~8~
~~~~~~~~~~M~~~~q~~~~~~~~~m~~~~~~~~~~~~Mm~~~ci~
~~m~~~~~~m~~~~q~~~_~~~~~~~~q-~q~~~=~~~~~m~~g~
~~~~~~~~~~N~~~~~~~~~~~~~~~~e~~~~N~~~~~ee~~~~~
~~ ~~~~ ~~ ~~~ M ~~~~~~~~~~~~w~~~~~~~~~ ~
'"
......
lIlO
ON
U>
LL
..,
......
lIlO
ON
U>
LL
..,
......
lIlO
ON
U>
LL
8
..;
N
<D
M
a;
."
'"
a,..
.S ~
~=>
'" 0
Ltc/)
_ _~ _N N m N
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~ ~ ~ ~ ~ w w w w w 0 W W 0 W W 0 ~ w w w ~ ~ 0 W W w 0 W W W W w w W w w w w w w w w W w
~~~~~~~~~~~~~~~~~~~~~&~~~~~~~~~~~~~~~~~~~~~~~
w~wwwwwwwwwwwwwwwuwwwuuwuuwwwwwuwwuwwwoowwwwuw
CU I.
E
..
z
...
...
,2
o
Et
~ 00 ~~ W ~ W 00= W
~ ~~ oo~~oo ~ w Q ~ woo ~ w w ~~ ~
~~~~ .~t~~~~~ffi~ww ~ww~w~'~ww~~ ~~ffiffi~~~w~ffiwffi ~~ffi~
w~~~~w~~ ~~~~~~ ~w w~~ ~C ~Q~ ~-~u ~-~ ~~ U
~~El~~~~~~uu~roU~~J8~~~~~~~~ffi~~~~~u~~~~I!ffi~~~~
~~~_~-~oEro~~e~~~ ~~~~o'~~-~~ro~~~U~~~~~~~~~~O~~
lllllllii~lttll~liltlllli!~1Ijllt~l~o~~~I~~~!llj
:~wc>~>~~OC~XI>UOOC~>W~~N-U~OOC~w~~www o~m~o6~>>o
D.:a
-..
U>
NNNNMMMM~~~~~VVVV~VVV~~VV~VVVVV~MN~~~~~~~~~~W
Appendix
Appendix 1 - Plant Survey Summary
Appendix 2 - School and (SA Data with Enrollment Projections
Final - May 2008
Endnotes
i Orange County. www.orangecountyfl.net/cms/dept/growth/planning/researcheco/school.htm
ii Orange County Evaluation and Appraisal Report. July 11, 2006. Orange County Government.
iii Horizon West, Orange County, Florida. Orange County Government.
iv Growth Management Plan, 2006-2030 Growth Projections Report. April 2, 2007. City of Orlando
Economic Development Department.
v Growth Management Plan, 2006-2030 Growth Projections Report. April 2, 2007. City of Orlando
Economic Development Department.
53 ·
Appendix 1 - Plant Survey Summary
~
co
~
o
o
o
co CO 0 CO It) <D CO <0 0 0 '<t <D It) 0 0 <D <D <D a> <D a> 0 <D <D (') <0 <0 0 '" <0 0 It) (')
'" It) a> '" 0 a> <D '" (') ~ a> a> 0 <0 a; a> '<t '<t '<t a> (') 0 a> a> '<t ;::: '" a; 0 (') a; 0 ~
It) a> o. It) a> a> q ~ It) a> a> a> a> a> a> '" '" '<t a> <0 a> a> a> a> <D a> <D <D
~ ~ ~
N <0 <0 N '<t 0 0 N N CO <0 0 '<t '" <0 0 N N '<t 0 C> 0 0 0 CO <0 It) <0 CO N <0 '<t ~
CO C> 0 CO It) (') C> <0 '<t It) N (') It) <<i It) (') N N '" (') a> l{) (') (') CO C> CO l{) It) (') It) 0 ~
'<t '" C> '<t '" <0 <0 C> '<t '" <0 <0 '" '" CO <D CO (') <0 <D '" <0 <0 '" It) It) '" '" It) '" l{) l{)
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
N <0 <0 N ;1; 0 0 N N CO <0 0 '<t '" <0 0 N N '<t 0 a> 0 0 0 CO <0 It) CO CO N CO '<t ~
<0 a> 0 CO (') a> <0 '<t l{) N (') It) <<i It) (') N N '" (') C> l{) (') (') 00 C> CO l{) It) (') l{) 0 ;;:;
'<t '" C> '<t '" <0 00 C> '<t '" 00 <0 '" '" 00 <D <D (') 00 <D '" <0 <0 '" l{) It) '" '" It) '" l{)
;1; 0 0 CO 0 CO 0 0 0 0 0 0 0 0 0 N N '<t 0 0 N 0 <D N N 0 CO 0 0 0 0 0 0
0 ~ (') '" N (') (') C> '" N ~ C>
~ ~ <0 N CO N <0 ~ (') N ~
N CO CO '<t N <0 0 0 (') 0 0 CO N 0 <D <D (') CO N <D 0 N ~ 0 <0 0 a> 0 0
'<t 0 '" 0 1f <D CO 'f '" (') '" CO N '" It) <0 (') 00 '<t 0 l{) '" 00 C> '" '" l{)
"? "? "? "? "f ~ o. 'f ~ "? ~ "? "? ~ "f ~ "? "? "f "? "f ~ ~ ~ "? "? ~
, ~ ~ , , 0
, 0
0 0 0 0
0 00 '<t N 00 <D 0 N 0 00 <0 (') '<t '" <0 '<t N <0 0 <D 0 00 <D '<t '<t 0 0 00 ;1; N '" '<t N
'" a> ~ l{) It) N a> <0 a; (') <0 '" It) '<t N '<t N It) (') <0 '<t (') a> a; N '" <<i C"'l 0 (') It) ~
'" '" N.. '" N. "'l <0 a> a> <0 q '" ":. o. ~ C> '" '" ~ C> q '" 00 ~ a> C> <0 ~ q
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 <D <D 0 N <0 <0 0 0 <D <D <0 N <0 <D 00 0 0 N <0 '" CO <0 <0 '<t <D C"'l <D '<t 0 <D N C>
<D '" <0 <D C"'l 0 <D <D N C') 0 0 C"'l 0 (') 0 0 0 l{) 0 '" N 0 0 <D '" ;1; C"'l C') ~ C"'l <0 <0
'<t '" <0 '<t '" <0 <0 a> '<t '" <0 <0 '" <0 '" co <D <D C"'l co <D '" co co '" l{) '" '" It) '" '<t '<t
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 <D <D 0 N CO CO 0 0 <D <D <0 N CO <D CO 0 0 N CO '" CO CO CO '<t <D C"'l <D ;:l; 0 <D N a>
<D '" CO CO C') 0 <D <D N C') 0 0 C') 0 C') 0 0 0 It) 0 '" N 0 0 <D '" '<t C"'l ;;:; C") CO <0
'<t '" <0 '<t '" CO CO C> '<t '" <0 CO '" CO '" <0 <D <D C') <0 CO '" CO CO '" It) l{) '" '" '" '<t '<t
0 0:: >- 0
0 >- >- >- <I: 0:: >- :I:
:I: 0:: >- >- 0:: ~ 0:: .... <I: 0:: >- U
U ~ 0:: 0:: >- ~ ~ ~ Z .... >- <I: ~ >- 0:: (/) >- >-
(/) <I: <I: 0:: ~ >- ~ W >- Z 0:: .... 0:: >- <I: ~ >- ~ 0:: 0::
Z .... <I: ::E 0:: Z <I: 0:: ~
>- .... ~ >- Z ~ <I: 0:: Z w ~ <I: 0:: .... <I: <I:
0:: ~ w ~ z z .... 0:: w ~ z ~ w w ~ ::E w .... <I: z ~ <I: ....
::E w z >- .... W ...J ::E .... z .... z
>- ~ W Z <I: ::E ~ 0:: >- ::E w z .... w .... z
w ::E w z ::E w z z w z w
0:: <I: ~ ::E w .... w 0:: Z <I: w ...J W W z ::E z z W
...J ::E <I: w w w w ::E w ::E
<I: Z .... W w ::E z ...J Z .... ::E <I: w .... ...J (/) w ::E ...J ::E w w w ::E w ::E
.... w z W ...J ...J W W W W W .... ::E ...J Z W Cl ::E .... w w ::E ...J ::E ::E w w
:.:: z w ...J Z W W W W W W ...J W W ...J
Z ::E w w W ...J ::E ::E z w :.:: z w (/) w w W ...J
W :.:: W ...J ::E ...J ...J ...J W ...J W
W w ::E 0:: ::E :.:: ~ w w w w ::E w W ...J (/) 0:: ir w w w w W ...J .... ...J W ...J W
::E ...J W <I: w 0:: w W ...J W ...J W ~ ::E w Cl w <I: a.. 0:: :I: 0:: (/) w w (/) w w c :.::
w a.. 0:: w w w Z ...J C .... 0 :.:: w z 0
W ...J ...J <I: 0 ...J 0:: ...J <I: w a.. (/) U a.. w w 0 0:: w
...J 0:: w Z w a.. c ...J i: .... U <I: w <I: ...J Z ir 0 (/) ir :I: ::::i <I: U Z :.:: 0 0 W
W W ~ 0 <I: :> (/) 0 Z (/) W 0 a.. >- (/) (/) 0 C (/) ...J Z (/) S .... > ~ 0::
Z <I: w >- ~ ~ (/) (/) W ...J (/)
<I: > III 0 w w w :.:: ...J ...J ::::i w (/) u (/) w w ~ 0:: ::E 0:: i: ::E ii! ill w <I: ...J U
::E 0 a.. ~ ...J ...J ::E z 0 w .... <I: z ~ 0:: >- 0:: 0:: S w <I: ...J .... ...J W W Z
0 C 0 C ~ ~ >- Z 0 ::E (/) ~ W U 0:: <I: S z a.. a.. w ::E > a.. w 0:: Cl (/) U C Cl 0::
...J Z a.. ~ <I: 0 0:: <I: <I: :I: i: .... ...J 0 >- >- W ...J 0 0 0:: 0:: ~ <I: <I: U z Z w
<I: <I: <I: <I: III III III U U U U U (3 U U U U U C 0 C C C C C W W W W W u..
t-
O
-
..-
<0
c
~
e:::
....
u
ir
....
(/)
o
...J
o
o
:I:
U
(/)
~
Z
~
o
u
w
Cl
z
ii!
o
-
u
'C
-
III
C
co 0 <0 0> It) <0 It) <0 ;; <0 0> <0 It) V <0 CO') <0 C\l <0 <0 0 <0 CO') CO') ..- C\l <0 ..- CO <0 <0 <0 CD CD <0
0 0; 0> 0 0 0> 0> 0> V <0 CO ..- 0; ~ ;1; 0> co 0> 0> ..- 0> CD CO 0 CO') 0> V CO') 0> 0> 0> 0> 0> 0>
<0 0> It) <0 0> It) 0> V ,... It) Ol CO ,... 0> CO 0> 0> Ol 0> ,... It) <0 O. 0> V. CO 0> 0> 0> 0> 0> 0>
..- ..-
,... CO 0 V ~ 0 <0 0 ~ C\l V C\l 0> C\l C\l CD 0 It) 0 0 CO 0 <0 CD ;; 0 0 ..- CO 0 0 0 0 0 0
0 It) CO') N 0 CO') 0> CO') CO C\l ,... C\l ,... <0 C\l CO') CO') CO') CO') CO') It) CO') CO') CO CD CO') 0 0> CO') CO') CO') CO') CO') CO')
It) ,... CO V It) CO V CO CO') <0 V CO <0 ,... CD It) CO ,... CO CO ,... CO CD ~ It) CO CO N.. <0 CO CO CO CO CO CO
..-
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..- ..-
,... CO 0 V ~ 0 <0 0 ~ C\l V C\l 0> N C\l <0 0 It) 0 0 CO 0 CD CD ..- 0 0 ;; CO 0 0 0 0 0 0
0 It) CO') N 0 CO') 0> CO') CO N ,... N ,... <0 N CO') CO') CO') CO') CO') It) CO') CO') CO 0 CD CO') 0> CO') CO') CO') CO') CO') CO')
It) ,... CO V It) CO V CO CO') CD V CO <0 ,... <0 It) CO ,... CO CO ,... CO CD ~ It) CO CO N.. <0 CO CO CO CO CO CO
..-
,... 0 0 0 0 0 0 0 CO N 0 0 0 0 0 CD <0 It) N CD 0 V 0 CO N 0 0 N 0 0 0 0 0 0 0
N CO') CO') CO') 0> N CO 0 0 <0 0> CO') C\l CD ;; CO 0> CO') It) CO') CO') CO') CO') CO') CO')
CO CO CO <0 N ..- ..- ..- ,... N CO') CO') CO <0 CO CO CO CO CO CO
CO N <0 0 N V CO N CO V N N CO CO CD CD <0 <0 <0 0> N 0 ~ V <0 ;;; V
0> <0 ,... q> ,... CO') CD 0> It) CO') It) ~ 0> ,... ,... 0> <0 <0 ~ <0 V ,... V ..- It)
..- ..- q> q> ~ N.. ~ q> ..- ~ ..- '? '9 "'f '? '? ~ ..- "? "'f ..- ..-. O. "'f
, , , , ,
..- ..- ..- ..-
, , , ,
0 0 0 0 0 0 0 0
CO 0 <0 V V N 0 CO CO CO CO V ~ 0 0 <0 0 <0 V 0 ,... CO CD CO 0 V <0 0 N 0 0 0 0 0 0
CO N ,... N 0> ,... CO') <0 ,... It) N ,... <0 0 V CO') <0 ,... M. N It) CO') <0 CD 0 ..- CO') It)
V 0> 0> V It) 0> ,... N. It) 0> It) CO ,... 0> 0> O. ..- CO 0> O. <'l <0 0> It) O. ..-- <0. ..-.
..- ..- ..- ..- ..- ..- ..- ..- ..- ..-
It) CD CO N 0 CO V CO N 0 N 0 ,... 0 0 V CO CO') CO CO <0 CO V ~ 0> CO CO 0> <0 CO CO CO CO CO CO
CO CO') 0 0 CO') 0 ,... 0 <0 0 It) 0 It) V 0 ~ 0 r:: 0 0 CO') 0 ;; CD ,... CO') 0 ,... ,... 0 0 0 0 0 0
V ,... CO V N CO ~ CO CO') <0 V CO <0 ,... <0 CO CO CO ,... CO ~ V CO CO ..- <0 CO CO CO CO CO CO
..-
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
It) <0 CO N 0 CO V CO N 0 N 0 ,... 0 0 V CO CO') CO CO CD CO V V 0> CO CO 0> <0 CO CO CO CO CO CO
CO CO') 0 0 CO') 0 ,... 0 <0 0 It) 0 It) V 0 ~ 0 r:: 0 0 CO') 0 ;; <0 ,... CO') 0 ,... ,... 0 0 0 0 0 0
V ,... CO V N CO V CO CO') CD V CO CD ,... <0 CO CO CO ,... CO V ~ CO CO ..- <0 CO CO CO CO CO CO
..-
lir >- ~ >- >- >- >- >- >'
>- 0: 0: 0: 0: 0: 0:
<C 0: >- 0: <C <C <C ~ <C <C <C
w >- <C >- >- >-
..J ~ 0: I- >- 0: >- 0: 0: 0: <C >- I- ~ l- I- l- I- I-
>- >- <C Z 0: >- >- <C 0: <C <C <C >- I- 0: Z >- Z Z Z Z Z Z
0: 0: <C >- w >- <C 0: >- I- <C l- I- I- >- ~ 0: Z <C >- w ~ 0: W W W W W W
I- 0: I- 0: z 0: <C w 0: <C ~ ~ ~ ~ ~ ~
<C <C Z ~ 0: I- <C ~ 0: z I- Z Z I- ~
~ I- Z ~ w <C z <C w Z W W W ~ ~ I- ~ Z <C >- >- W Z I- W W W W W W
Z W W W >- I- Z ~ Z W W I- 0: >- w Z ..J ..J ..J ..J ..J ..J
~ ..J I- Z I- ~ W ~ ~ 0: ..J
ii: w ~ z w z ~ 0: w Z W ~ W W W Z Z W ..J ~ Z <C 0: <C w ~ w !!:!. !!:!. !!:!. !!:!. !!:!. !!:!.
w w w <C w ~ ..J W W ~ W W ~ ~
Q. ~ ..J ~ ..J ~ W W ~ W ..J W ..J ..J W ~ ~ W ~ l- I- (/) W ... In ..- ... ...
W W W ~ ..J I- W ~ W ..J W W W (/) ..J Z Z C ..J W <C 0 C W
..J W W W W Z W ..J >- W W ..J W W W W Z W ..J LL
::J W ..J W W w <C z w w 0
w (/) ..J C W W W ..J W ..J ..J W ..J ..J ~ W >- >- ~ ~ ~ ~
Z ~ W 0: 0: ..J Cl ~ w Cl 0: ::i 0 w w i: 0: W ~ ~ 0 l- I- I-
W W Z 0: W (/) >-
W w <C I- 0 0 Z W >- 0 0: W W l- I- I- W W I- ..J W w 3: w i2 ::i ::i ::i ::i ::i ::i
~ w W ::J ~ ~ 0 > (/) W 0 > ..J
0 (/) LL (/) ..J W In i: z ..J I- 0: W ..J 3: U U U U U U
(/) W 0: Z 0 W Z 0 W W ..J >- W 0 ..J Z ii: <C w w 3:
(/) 0: (ij 3: 3: (/) ..J <C <C <C <C <C <C
C Z 0: w <C >- 0: 0 Cl Cl (/) ~ :> <C 0 J: >- >- 0 0 W
~ W ..J >- W ..J LL LL LL LL LL LL
Z W 0 Cl I- Z w :5 w w w w w w w w w 0 ~ ..J ~ W W 0 C 0: ::i
i2 c ..J Z Z >- J: ..J ~ ~ ~ ~ ~ ~ ~ ~ ~ z 1= 0 > >< 0 <C I- ..J 3: 3: 3: 3: 3: 3:
<C C ..J ::J ::J W 0 ~ ..J <C <C <C <C <C <C <C <C <C <C 0 0 <C 0 w w 0 w w w w w w
Cl i: i: i: J: J: ~ .., i: ..J ..J ..J ..J ..J ..J ..J ..J ..J ..J ..J ::i ..J ..J ~ ~ ~ ~ ~ Z Z Z Z Z Z
<0 <0 <0 <0 <0 <0 <0 .., V N N co N <0 Ll) Ll) co co 0> <0 .., Ll) co V <0 V co <0 0> <0 ~ V V <0 <0
0> 0> 0> 0> 0> 0> 0> 0 .., 0 v r- CO 0> ~ .., 0 V <0 V r- r- 0 Ll) 0> .., V 0> r- 0> 0> 0> 0> 0> 0>
0> 0> 0> 0> 0> 0) 0) ~ 0) 0> CO Ll) CO 0) V_ <0 CO Ll) ~ r- r- Ll) CO ~ 0> r- V 0> 0> 0> 0> 0> 0> 0> 0>
~ ~ ~ ~
0 0 0 0 0 0 0 0> CO N N N Ll) 0 0) 0> .., r- v N V 0> .., CO 0 N .., 0 <0 0 <0 CO CO 0 0
.., .., .., .., .., .., .., 0; r- Ll) 0 CO .., .., r- N r- Ll) r- N ;2; r- r- r- .., co r- .., ;;; .., N N N .., ..,
co co co co co co co r- r- r- v r- co ~ Ll) <0 V 0) <0 V <0 co co .., co co co co co co co
~
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 0 0 0 0 0 0 0> CO N N N Ll) 0 0) 0) .., r- V N V 0> .., CO 0 N .., 0 <0 0 <0 CO CO 0 0
.., .., .., .., .., .., .., 0; r- '" 0 CO .., .., r- N r- '" r- N V r- r- r- .., CO r- .., ;;; .., N N N .., ..,
CO CO CO CO CO CO CO r- r- r- v r- CO ~ '" <0 V 0> <0 <0 V <0 CO CO .., CO CO CO CO CO CO CO
~
0 0 0 0 0 0 0 0 CO 0 r- 0 0 0 0 0 0 <0 0 N 0 <0 0 0 .., 0 N 0 0 CO V 0 0 V 0
.., .., .., .., .., .., .., 0 0 .., .., ~ N 0 N r- .., ~ r- .., ..,
CO CO CO CO CO CO CO V .., CO <0 .., N CO N .., N CO
'" N CO N <0 0 CO V <0 <0 0 CO .., CO 0 CO CO 0 V <0 0 V N
<0 <0 '" .., "? 00 CO .., ~ 0 0> 0) N V .., N 0> CO N r- 'f 00 ..,
"? "? "? "i ~ ~ ~ "? ~ ~ 'f ~ 'f ~ ~ ~ "i ~ ~ ~
, , , ~
,
0 0 0 0 0 0 0 0 0 V 0 0
0 0 0 0 0 0 0 0) '" V .., V ~ 0 r- .., .., r- 0 0 N <0 0> CO '" N 0) CO <0 <0 N V CO 0 N
~ .., ~ '" ~ r- OO <0 <0 r- .., r- 0) v 0) <0 r- '" v N 0> 0) M '" 0 CO CO ..,
0) r- ~ 0> 0> r- 0> v. r- <0 <0 "t 0) 00 r- <0 00 r- N. '" 0> 0> q V ~ CO CO ~
~ ~ ~ ~ ~ ~ ~
00 CO CO 00 00 00 CO r- <0 0 V 0 .., CO r- r- U; Ll) N 0 N 0) 0; <0 co 0 It) CO V CO CO <0 <0 CO CO
0 0 0 0 0 0 0 0> It) .., CO <0 ~ 0 '" 0 .., '" 0 N '" '" 0 0 It) 0 0> 0 0 0 0 0 0
CO CO CO CO CO 00 CO CO r- r- <0 V r- CO ~ '" <0 V 0> <0 <0 V V CO CO <0 .., CO r- CO CO CO CO CO CO
~
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
CO 00 00 CO CO CO CO r- <0 0 V 0 .., 00 r- r- U; '" N 0 N 0> 0; <0 co 0 '" CO V CO 00 <0 <0 CO CO
0 0 0 0 0 0 0 0) '" .., CO <0 t: 0 It) 0 .., It) 0 N '" '" 0 0 '" 0 0) 0 0 0 0 0 0
CO 00 00 CO CO CO 00 00 r- r- <0 V 00 ~ '" <0 V 0> <0 <0 V V CO CO <0 .., CO r- CO CO CO CO CO CO
~
>- >- - :;- :;- >- ~ Iii:: >- < a:: tfj
a:: a:: ~ a:: a:: < a:: I- < >- >- ::::i >-
~ ~ ~ a:: < < ~ I- < Z I- a:: a:: w >- a::
< l- I- Z I- >- W Z < ~ a:: a:: <
z z Z I- Z Z Z W Z >- >- a:: >- ::E w ~ >- I- >- >- < I-
W W W Z W W w ::E >- w a:: a:: ~ >- ~ ~ >- >- a:: w ::E >- a:: z a:: ~ a:: I- Z
:& ::E w ::E ::E ::E w >- a:: ::E < ~ a:: a:: a:: < -J W ~ a:: < z < w < z w
w :& :& a:: ~ ~ < ~ W W >- w ::E
w w w W -J ~ W I- < Z ~ I- W -J l- I- I- W
-J -J W W -J -J -J W ~ ~ -J Z Z I- >- W I- Z tIl W Z z ::E ::E z a:: a:: z :& w
!!!. !!!. -J -J !!!. !!!. w z z z z w w ~ CJ -J
!!!. z w w z a:: ::E z W I- ~ W W W w
!!!. !!!. ~ z < :& w w w W -J -J W W
... ~ ... ... ... a:: w w I- a:: ::E :& w < w ::E w :& ::E ::J: a:: ::E ::E ::E w w ::E z w :& -J
Cl ::J: ::: .., .., ~ -J < ::E z w w w :& I- -J ::E w Cl < w w w W -J W W ~
::E w W I- -J -J W W Z W W W W -J iii Q. -J W -J tIl tIl -J Cl -J W
~ ~ ~ ~ ~ ~ >- Q. W -J Z W W -J -J W -J -J -J W W -J W Cl -J W :& z W ::J: W
I- W -J W ::E ~ w w ::E w w w W ::J: C W Z -J W i: < a::
::::i ::::i ::::i ::::i ::::i ::::i ::::i w w W -J Z W w i: I- W 0
~ W CJ 0 W I- tIl C C 0 W ~ it: -J CJ
(3 (3 (3 (3 (3 (3 (3 :3 -J W -J tIl ~ I: Cl tIl -J ::J: 0 0 Z 0 -J C Z W tIl ~ C
a:: w :3 z -J CJ I- < < Q. Cl 0 ~ < W
-J W :> W < -J 0 0 ~ Cij a:: z
< < < < < < < i: w C -J tIl Z -J -J
::J: i: w Cl w i: CJ i: 0 ~ ::E ::E w w <
u. u. u. u. u. u. U. I- tIl W Z 0 ::E :& tIl a:: -J CJ W a:: a:: ~ ~ ::::i w -J -J C Z Cl
~ ~ ~ ~ ~ ~ ~ a:: ~ ~ 0 ~ -J -J -J a:: < w w w w Z ::J: Cl W W CJ CJ -J tIl C C Z W Z
W W W W W W W 0 < < CJ a:: < < W Z Z Z Z z it: CJ c > > 0 0 0 0 < < < ::J: i:
z z z z z z z z 0 0 0 0 0 Q. Q. Q. ii: ii: ii: ii: ii: Q. it: it: it: it: a:: a:: a:: a:: tIl tIl tIl tIl tIl
<0 Ol V V N <') 0 Ol <0 <0 V ll'l <0 ll'l 0 ll'l <0 Ol <0 r-- ~ v v ~ ll'l M <') 00 00 <') r-- 0 r-- <0
Ol 0 Ol 00 00 Ol ~ V Ol Ol Ol (") Ol 0 a; 0 Ol Ol Ol 0 N Ol Ol (") <') 00 V M 00 00 ~ (") <0
Ol lO Ol r-- lO 00 Ol Ol Ol Ol Ol <0 Ol Ol Ol Ol CO Ol ~ r-- Ol Ol r-- '<to '<to "!. ("). "'!. '<to "'!. "'!. '<l;.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~
~
0 '<t CO (") lO V 00 0; 0 0 00 Ol 0 '$, CO '$, 0 Ol 0 Ol 0 00 00 <0 Ol '<t Ol M ll'l <0 <0 N '<t ~
M N N ll'l 00 V lO <') (") N N (") ll'l (") V C') C') N N N lO Ol <0 N ~ (") lO Ol ~ N
00 '<t CO <0 '<t r-- r-- r-- CO 00 00 ll'l 00 r-- r-- r-- 00 r-- 00 00 <0 00 00 <0 ~ ~ O. ~ ~ N. ~ ~ ~ "!.
N ~ ~ ~ ~ ~ ~ ~ ~ ~
Ol
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
C! C! C! C! C! C! C! C! C! C! C! C! C! C! C! C! C! ~ C! C! C! C! C! C! ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 '<t 00 '" lO '<t 00 0; 0 0 00 Ol 0 '$, CO '$, 0 Ol 0 Ol ~ 00 CO <0 Ol r-- 00 00 Ol '" V (") 00 r--
'" N N lO 00 '<t ll'l '" '" N N '" lO (") '<t '" '" 0 N N N lO N 00 '<t M r-- 00 ~ '" lO
00 '<t 00 <0 V r-- r-- r-- 00 00 00 lO 00 r-- r-- r-- CO r-- 00 00 <0 00 CO <0 00 ("). ~ "!. "!. "'- N_ "!. "!. "'!.
N ~ ~ ~ ~ ~ ~ ~ ~ ~
Ol
00 0 0 0 N 0 0 0 0 <0 0 N 0 0 0 0 <0 0 0 0 C') 0 0 0 r-- <0 0 Ol 0 '" 0 0 0 0
~ <0 '" 00 r-- '" <0 (") N <0 Ol 0 ~ lO
N ~ <0 00 00 N N ~ N "!.
M ~
'<t 0 '<t 00 0 0 0 0 N 00 '<t '<t 00 0 N Ol V CO 00 0 N '<t 0 lO ~ N r-- 0 Ol ll'l 0 0
N lO Ol 0 ~ r-- 00 q> V lO N '<t r-- 00 <0 '9 <0 q; '" <0 '" 0 '<t Ol N <0 r-- lO '" Ol N ~
"i '? ~ ~ '? '? ~ 0_ '? '? "'!. '? ~ ~ "? "7 "7 ~ ~ "i r-- ~ q> '? 00. '9 "7 ~ ~
0 , ~ ~ , , 0 r-: ~ ,
, , "i ,
0 0
<0 '<t N (0 (") V 00 0; 0 <0 <0 ;;;; '<t N 00 <0 '" '" 00 r-- 00 0 N <0 r-- N 00 ~ <0 0 '" CO 00 r--
'" r-- N '" ~ '" Ol 00 00 '<t '" '" a; (") (0. 0; r-- '" <0 (") 0 ll'l '<t 00 Ol (0. r-- N 0 ll'l <0
O. r-- ~ r-- <0 ~ Ol r-- 00 ~ ~ r-- "'!. ~ Ol 00 lO_ ~ Ol O. 00 <0 "'!. ~ <0_ Ol. ~ 0 V. '<to
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ as ~ ~ ~ ~ ~ ~ N ~ ~
0
~
00 N <0 M (") N <0 Ol 00 00 <0 0 00 N <0 N CO r-- 00 '<t Ol <0 <0 V 0 N r-- '" '" '<t <0 N N 0
0 0 0 <0 N (") <0 0 0 0 0 0 '" (") (") 0 N 0 N r-- 0 0 0 Ol r-- '<t 0 Ol N. '" r-- Ol
00 '<t 00 <0 '<t r-- r-- r-- 00 00 00 lO 00 r-- r-- r-- 00 r-- 00 00 lO 00 00 <0 <0 ~ O. ~ ~ ~ ~ ~ "!.
en ~ ~ ~ ~ ~ ~ ~ ~ ~
CO
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 N r-- '" (") '<t <0 N N 0
r-- '<t 0 Ol ~ (") r-- Ol
~ ~ ~ ~ "!. ~ O. ~ "!.
~ ~ ~ ~ ~ ~ ~ ~ ~
00 N <0 M (") N <0 Ol 00 00 <0 0 00 N <0 N 00 r-- 00 v Ol <0 <0 '<t 0 0 0 0 0 0 0 0 0 0
0 0 0 <0 N '" <0 0 0 0 0 0 (") '" '" 0 N 0 N r-- 0 0 0 Ol
00 '<t 00 <0 '<t r-- r-- r-- 00 00 00 lO 00 r-- r-- r-- 00 r-- 00 CO lO 00 CO <0 <0
en
00
~ Z >- a: >-
>- w a:: <( a:
>- a: <( >- ::E >- <( I- <(
>- a:: I- >- I-
>- a:: <( I- a: >- >- >- W >- >- z a:: z ..J
a:: a: ~ I- Z <( a:: a: ..J <( a:: a: >- z w >- >- ..J 0
<( <( Z W I- ~ a:: <( w I- <( <( a: >- w ::E <( >- a:: w a: 0 w 0
l- I- Z >- w ::E z ~ >- I- Z l- I- <( a:: ::E w I- a:: ~ ::E <( 0 ..J J:
Z Z W a: Z III W Z I- <( W ..J Z <( W Q W
W W w a: ::E w ::E z z <( w ::E z w Z I- ..J W W I- Z ..J I- J: Q ..J 0
::E ~ W ..J W W a: w z Z Q W III W
::E ::E w I- W ::E w w ::E z w w 0 i
w ..J W w ::E ::E z ::E 0 ..J ::E ::E w III W W W III Q ..J W ..J
W W ..J Z W W ..J W W W W J: W W w ::E :.:: ::l ..J ::E ::E III ::E III W i Q ..J Q
..J ..J W W :.:: w ..J ..J ..J ..J W <( Cl w w w w w W ..J Q Q
W w ::E :.:: ..J ::E w III W W W ..J W 0 W W ..J :.:: ..J ..J ..J W Q W Q i
III a: 0 III W W W Z W ..J Z W ..J W :5 ..J Q Q Q :.:: i Q
Q W W W <( 0 I- W :.:: ..J III Cl Q :.:: W Cl ~ a:: w w Q Q Q <( Q :.:: i
0 :.:: :.:: ..J Q. a:: z ..J a:: w w 0 Q a: w III >- Z W Q W Q i i i ..J i :5 >- w
~ <( :5 w (5 ..J :.:: l- ii: 0 w :.:: u.. :.:: ::E 0 ..J a: ::E Cl
..J 0 aI :> <( ~ <( Cl a:: <( w ii: ::E a:: <( <( ~ u.. >- a: w Q
W ..J W Q. Q. aI u.. ..J ::E a: <( 0 i2 z a:: 0 0
Cl III ..J Z a: a: 0 0 I- W ..J J: ~ W > ii:
J: W W Z W Z ::l :I: Q. <( W Cl :!: 0 0 W 0 Q
I- Z z ii: Cl a:: w w Z I- ~ W W l- I- <( III :i Q W u.. Q l- ll. ..J > Z Z W z
ii: 0 III l- I- III III W ..J Z ..J a:: <( z a: 0
::l 0 Z Z 0 a:: Q Z :I: z Z ..J aI 0 ~ W W
..J Z III ~ ~ ~ W W J: ..J ~ ~ <( J: 0 0 III ..J
0 Q. I- ::l <( J: J: W :> :!: :!: :!: :!: ~ ~ ~ W ::l Q. C a:
III III III III l- I- I- i= ::l > N III <( <( 0 0 0 0 u.. Cl
M ..... 00 N M ..... 10 10 ~ 0> M M ~ 0> '" 0> 0> '" '" 0> '" N 0 ~ '" 0 N N ..... ~ N N 00 ~
<0 0 '" <0. M ..... <0 0> <0 10 0 00 10 10 10 10 10 10 10 10 10 M ~. 10 10 10 10 ..... 10 10 M ~ 0 00
N.. "<t. ~ "<t. N.. M. 10. M. "<t. "<t. <0. q "<t. "<t. "<t. "<t. ~. "<t. "<t. "<t. ~ N.. '<I:. '" "<t. "<t. N.. "<t. '" M 10 <0
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ cD c<i c<i
10
N M 00 "<t "<t "<t 00 0> ..... <0 0> N 00 <0 <0 <0 <0 <0 <0 <0 <0 "<t 10 10 <0 10 0 ..... 00 ~ 0 ~ c;;- O
10 ..... '" ~ 0> <0 M N M N. <0 0 ..... N. ~ ~ ~ ~ ~ ~ N. "<t ..... ~ ~ N ~ N ;g. ~ ~ N .....
O. ~ O'l ~ O. ~ '" ~ ~ "<t. 00 N. N.. N.. N.. N.. N. "<t. ~ q N.. ~ N. N. N. ~. O'l 0> 0
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ cD N c<i
"<t
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 iO iO
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0> M 0> M ..... N ~ ..... M ~ 0> 00 <0 ~ ~ ~ ~ ~ ~ ~ ~ "<t <0 ~ 0 ~ M "<t <0 M 00 r::- N
<0 0 0 0> N 00 ..... <0 0> 10 ..... 10 10 10 0 0 <0 10 ~ <0 <0 ~ M <0 ..... M
~ '" ~ "<t. '" ~ N. "<t. N. '" N. 10. 0> '" '" '" '" '" '" M. M. <0. M. ~ '" N. '" M. ~ M. N.. ~ 0 N
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ N c<i c<i
10
0 0 0 0 0 N 0 0 N ~ 0 0 N ~ ~ ~ ~ ~ ~ ~ ~ 0 0 0 ..... 0 0 00 N N 0 ~ r::- '0
10 M 10 10 0 10 N O'l N 10
0> ~ N.. 00 M. M. '" '" M. M. '" '" M. q N <0 0
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ m c<i
~
10 N 10 N 00 0 M 0 0> N C;; "<t N ;;; 10 10 0> N <0 ;::I; 0> ~ '0
10 10 10 00 N ~ ~ ..... ~ 00 ..... ..... <0 <0 N 0 "<t ~ N 10
N. '? ~ ~ M. ~ ~ q ~ '? ":l elf' ~ ~ ...... "';- ~ ~ ~ "i
~ , ~ , ~ ~ ~ ~ ~ ~ , ~ <i
, , , , , , , , ~
0 0 0 0 0 0 0 0 0 0 0 - -
"<t M <0 00 0> 00 "<t 0 N 0> ;;; 00 10 0 0 0 0 0 0 0 0 00 00 N 0> 0 0> "<t "<t 0 ..... <0 <t N
N 0 "<t 0 10 ..... 0> C? M 10 C? ..... ..... "<t 0 10 0 M ~ 0 00 <0 "<t 00
"<t '" "<t. <0. 0 10. M. M. ~ '" "l "'- 00. 0 ...... N.. <0. q <0. "l '" 0 ~ <0
N ~ ~ ~ N ~ ~ N ~ ~ N ~ ~ ~ ~ N ~ ~ ~ N ~ ~ ~ ..f c<i c<i
10
N M 00 "<t ;:!; "<t 00 ..... ..... <0 0> N 00 "<t "<t "<t "<t "<t "<t "<t "<t "<t 10 10 "<t 10 0 <0 <0 "<t 00 ;;; Ci) 'iO
"<t 10 00 N 10 N 0 N 0 10 0> <0 0> 0> 0> 0> 0> 0> 0> 0> M <0 M 0> ~ 0 ~ N O'l 00 0> "<t
O. ~ O'l '" "': O. ~ M. ~ N.. ~. M. 00 ~ ~ ~ ~ ~ ~ ~ ~ "<t. ~ q ~ ~. N.. N.. O. ~ q N ~ 0
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ cD N c<i
"<t
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Ci) 'iO
0> "<t
00 0
N c<i
N M 00 "<t ;:!; ;::I; 00 ..... ..... <0 0> N 00 "<t "<t "<t "<t "<t "<t "<t "<t "<t 10 10 "<t 10 0 <0 <0 "<t 00 ~ a a
"<t 10 00 N N 0 N 0 10 0> <0 0> 0> 0> 0> 0> 0> 0> 0> M <0 M 0> ~ 0 ~ N 0> 00 00
o. ~ 0> M. ~. q ~ M. ~ N.. ~ '" 00 ~ ~ ~ ~ ~ ~ ~ ~ "<t. ~ O. ~ ~ N.. N.. o. ~ O. N
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ cD
"<t
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 fa a
g I--
:I:
(.) W W W - W
II) - w w w
w W ...l W W ...l ...l ...l ...l
...l ...l W C ...l C ...l C C C ...l
C ...l ...l C C C
C C C C C C C C C C C C w W :I:
C C ~ C ~ ~ ~ ~ ...l ...l W W C) :I:
:i ~ ~ :i c w w
:i w :i w ~ C ...l ...l ...l i: C)
w w C C C ...l
W ~ W ...l ...l ...l II) ...l C) ~ ...l :E z 0 w II) :i c c c i:
...l ...l C W W C C C ~ C C) -. ~ :E z 0 ...l W :i c c w c C 0::
w w C ...l ...l C 0 = -. ...l W C ~ :i :i ...l 0 0::
C C C 0 C ~ c :i :i
...l W C C c :i 0 ~ ~ ~ ~ ~ ~ ~ ~ ...l C < C Z 0
c C 0:: :i :i 0 :i c w c
:i w c C 0:: :i ...l 0 I- ~ W Z
c :i (.) :i :i Ii: 3: ...l :J :J :J :J :J :J :J :J c 0 w II) 0:: :i w ...l W
3: ...l C 1XI I- 0:: C) ~ II) w
:i II) z c < U U U U U U U U :i >- 3: w < <
C 0:: 0 w >- >- < z 3: 3: 0:: w z (.) 3: ll.. 0:: C < I- ~ II)
0:: C < 0 0 < < < < < < < < 0 II) 0:: ...l
< W II) :> (.) I- :I: w II) :I: :I: W 0 W
~ :i 0:: ...l 0 u.. u.. u.. u.. u.. u.. u.. u.. :E z z ~ Z
:I: I- ~ W < ~ c c w II) l- I- l- ll. l- ll..
I- Z (.) ~ w C) w (.) I- < < :E 3: 3: 3: 3: 3: 3: 3: 3: 0 >- c iii ::l ::l 0 ...l II) ...l 0 0
0 0 ::l < < w w 1XI 0 Ci w w w w w w w w w w w (.) C w 0 0 0 z ~ w 0 1XI ll.. 0
:J a: 3: 3: ::l
C) :I: :I: -. ...l ...l ...l ...l :E :E :E :E z z z z z z z z 0 0 0:: II) II) ::l II) < 1XI
-
to to en M N l() I'- co M ~ l() ;;; M en I'- 0 '<t l() CO CO I'- en ~ en ~ CO en to 0 '<t 0 N
to to l() ~ M 0 M I'- M M N 0 ~ l() to I'- M CO M N to M N l() N M ~ M I'- N '<t
~ N l() ~ en M M M 0 M I'- M M. M 0 to M M to ~ M '<t '<t N l() ~ M. ~ ~ '<to I'- I'-
~ c<i c<i N N c<i c<i c<i N c<i c<i N c<i ..t c<i N c<i ~ c<i ..t ~ ~ ~ ~ c<i
to
en N to I'- M '<t ~ l() '<t to '<t to en l() ~ 0 N to M l() N M en 0; en I'- to 0 ~ en 0 "c0-
M N to I'- ~ l() CO ;;; en I'- 0 I'- 0;, to CO l() ;;; '<t I'- to I'- N l() l() 0 ~ M '<t N 0 ~
~ I'- en ~ I'- I'- to, I'- to 1'-, I'- M l() en, 0 CO 1'-, I'- M ~ '<t ~ ~ en en "!. ~ to
~ N N N N N N N ~ N N ~ N c<i N ~ c<i N c<i ~ ~ c<i
l()
0 l() l() U') U') U') U') U') U') U') 0 l() U') U') l() 0 U') l() U') U') l() 0 0 0 0 0 0 0 fa'
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ C! C! C! ~ ~ ~ C!
~ ~ ~ ~ ~
U') U') N N N en I'- M M N l() N 0 ~ en I'- 0 CO U') CO 00 N 0> 0; en I'- to M to U') '<t CO
to to N 0> I'- en N to CO N U') N N 0; l() CO to "<t M 0, ~ U') l() U') 0 ~ M '<t to '<t ~
N, CO ~ N U') CO en en 1'-, en I'- 0> 0 l() to en 0 N en M ~ '<t ~ ~ ~ ~ ~ '<to to
~ N c<i N N N N N ~ N N N N c<i N N c<i ~ N cD ~ ~ ~ ~ M
U')
0 0 N 0 0 U') en 0 0 N U') N 0 0 0 0 0 0 N U') 0 en 0 0 0 0 0 M 0 0 M 0"
N CO I'- N U') N U') N to I'- M M
en M I'- en I'- en en ~ CO ~ 0,
N N N N N cti ~ ~
~
to 0 U') 0 0 0 en U') M 0 0 0 to CO 0 I'- N 0 0 N ~ CO 0 0> -
0; N 0 I'- U') 0 U') to I'- 17 U') 0 0 CO to l() M M ~ N to CO 0 N 0
"'i 17 '<to ~ ~ M, ~ "!. "? ~ 1'-, l() 0 <? '9 ~ ~ ~ ~ "'i "!. ~ ~ to,
~ cf ~ ~ ~ ~ cf <i N , , ~ ~
, , , , , ~ , ,
0 0 0 0 0 0 0"
U') to to N I'- '<t CO M M 0 0 0 en to N I'- 0 CO en ~ CO 0 0> M en I'- CO ;;; '<t U') 0 00
to U') N '" '<t to '<t 0; CO M CO M M to '<t en N to ~ l() N to N I'- U') 00 N <0
"!. M en to, I'- U') '<to 1'-, N '<t to '" to l() ~ N, l() N M '<t U') N "l "!. ~. "l 0
~ c<i M ..t c<i ~ c<i ~ c<i c<i c<i ..t ..t M ~ c<i ci ~ ~ ~ ~ ..t
to
'<t I'- ~ N CO '" to 0 0; ~ '" ~ 0 0 to U') I'- N CO 0 I'- to 0 0 U') 0 U') 0> en I'- l() 0"
~ en '<t U') ~ N U') en U') I'- U') 0 '<t U') N CO '<t '<t '<t I'- 0> U') 0 '<t 0 0; 0 M
~, to en ~ I'- I'- I'- to 1'-, U') I'- "', I'- M U') I'- en, 0 CO 1'-, ~ ~ N '<t 0> N, 0
~ N N N N N N N N N ~ N c<i N ~ c<i N N ~ c<i
U')
'<t I'- ~ N CO en to 0 ~ ~ en ~ 0 0 to U') I'- ~ CO 0 I'- to 0 l() U') 0 0 0 0 0 0 0"
~ '" '<t U') ~ N U') en 0> U') I'- 0 '<t U') N CO N '<t '<t '<t I'- I'- 0 CO
~, to en ~ '<t I'- I'- I'- to I'- U') I'- O!- I'- M U') I'- en, 0 CO I'- ~ ~ ~
~ N N N N N' N N N N ~ N c<i N ~ c<i N N
U')
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 U') 0 0 l() N to M ~ c;-
I'- 0 I'- 0 0 0 0,
~ ~ M M '<t
~
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 I'- M '<t '<t c;-
en en 0 ~ 0 N
to to CO ~
N
It: e( I- .~ Z
J: D.. Z ::::I I-
W Cl W J: J: W I- It:
l- i: It: It: U J: e(
Z Cl Cl f/l
J: J: W ~ - D.. W Cl D..
W > It: Cl Cl I- ~ J: J: C i: J: i: c i: ..J Z
U J: It: 0 i: z J: Cl Cl Cl It: Cl e( ..J
Cl i: Cl ~ J: It: i: It: ~ Z ..J 0 ..J 0
W e( Z w Cl ~i: ..J 0 0 0 It: It: 0
c i: I- W It: It: U i: J: ~ 0 Cl u. Z It: Z Cl 0 ..J 0 W 0 0 0 ~
~ Z f/l 0 0 W Cl Cl J: It: 0 i: It: 0 Z 0 ..J ~ I- J: J: 0 e(
It: W Z It: u. 0 W W W J: 0 D.. Z U J: U
Cl 0 == :.:: Z c 0 i: u. Cl J: Z J: It: Cl f/l Z f/l I- W 0 0 W W U f/l U ::::I
Z W W W ~ U. Cl J: U 0 en f/l J: U f/l f/l C
J: W W f/l Z It: W f/l Z z :.:: w w U J: U CIO
I- W ..J f/l Cl 0 ~ ~ ~ ::::I W f/l Cl :.:: :.:: u )( It: W :.l: w W
f/l W It: f/l It: w f/l J: W w It: It: f/l W Cl >
en U f/l Z :i :i :i J: ~ Z f/l e( Cl
e( D.. W J: W Cl f/l It: ~ e( e( ..J W e( ..J C It: C ..J I-
..J ..J :i l- I- == W 0 0 0 Cl i: u. U D.. D.. ~ W > l- e( ii2 w e( Z
e( e( in f/l ~ e( in :.:: e( :i f/l ii2
f/l en 0 f/l C l- I- Z I-
Z Z ..J e( e( e( ii: It: It: 0 It: It: ~ 0 ::::I
== w i: f/l C f/l u. u. u. ii2 w It: W W W 0 0 It: 0 It: :.:: > 0 ==
0 0 ::::I It: w Z W W W == W W l- I- It: W Z W I- 0 Z C I-
D.. ~ ~ ~ en > l- I- Cl ==
..J ..J ..J D.. Cl ~ w z :.:: 0 > en f/l Z Z W I- > en :5 z
0 0 0 > It: C It: 0 w w w e( U ..J 0 == Z w en J: e( e( ..J en It: en 0
~ ;: ;: ::::I in ::::I ;: ::::I
U U U U C W W U. .., Z Z Z 0 0 0 It: i= ::::I f/l U Cl == f/l e( en f/l U
N V 00 I"- L() a a a a a a a a a a a a a a a v N N 00 a N
v 00 ~ a N C') V CD C') It)
l"- v- V V CD CD I"- a N
~ N ..j M
v
N
oofco L() 0> V a a a a 0' 0' a a a a a a a a a L() L() L() L() 10' 7
<0 C') ~ C') L() 0> C') C') CD 0
N.. C') C') ~ L() CD C') I"-
~ N M N
0
N
0 I-- ~ ~ 0 a 0 0' - a a a a a 0 a 0 a to -
C! ~ ~ C! C! C! C! C! C! C! C! C! C! "! "! "! C!
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
00 fco a CD CD 0 a 0 a 0' 0' a a a 0 a a a a 0 0> CD 0> V 10' 'In
~ C') ~ N C') N V N a ....
CD N.. N N 00. V L() 00 co
~ ~ N 0
....
N
a '0 a 0 a a a a a 0' 0' a a a a a a a a a a a a a '0 ~
M
~
....
"
- L() L() 00 00 - - CD 0> L() a N N ~ trr
v v a 0 0; C') L() V I"- ~ v
f7 f7 v. v. ~ v ":l "? en
~ ~ <i ~ ,.' 0
, , , 0
":'
a '0 a a a 0' 0' a a a 0 a a a '0 10-
00 <0 a ~ <<; 00 a 0 00 0' 0' a a a a a a CD 0> L() 0> CD ~ CD '0 "t:"
<0 C') ~ I"- a a ~ C') L() CD V a <0 N
N.. 0> 0> v. v. "!. L(). v. a v ~ N
~ ~ ~ N ~ v N ~ M 0
V
N
0 "0 a 0> 0> 0 0 0 0 0' 0' a 0 a a a a a 0 0 C') 0 C') CD '0 trr
N N I"- ~ 00 V
N N en.
....
en
~
a "0 a 0> 0> a a a 0 0' 0' a a a a a a a a a C') a C') CD '0 10-
~
N N I"- ~ 00 "
N N Ul
N
It)
a '0 a a a a a 0 0 0' 0' a a a a a a a a 0 0 a a a 10' 'r::'
Ul
v
,.:
v
0 '0 a a a a a a 0 0' 0' a a a 0 a a a a 0 a a a a 10' 7
0
~
....
en
Z :::: r:: 10-
Z Z Z l-
I- 0 I- i= z z w
w z < W J: J:
It: (.) i= It: 0 I- 0 (.) en (.) (.) >
< Z < w i= It: Z W ~ W w i=
0. 0 (.) I- 0 j 0 l- I- ~
Z 0 Z It: ~ 0. 0 ~ ..J ..J ..J
0 i= > w w w en 0. < < I-
< (.) It: I- en z :E (.) < en
i= (.) I- W Z j 0 ~ J: Cl Z z z Z
< ..J W 0 W 0. 0 0 0
j j 0 I- W Cl J: J: :E
(.) 0 (.) J: (.) en (.) I- i= !;i
0 ~ Z ~ I- :E (.)
j W < W W W z en en w < 0
0 It: ~ en j (.) <
I- Cl (.) j en It: W I- (.)
W ..J ~ Z ~ W 0 III 0 Cl < 0 0 Z ..J
It: J: 0. en I- ~
~ j < I- :E w :E < Z z 0 > > :i
..J 0 ..J en ~ ..J Z ..J en en ..J Z ..J W ~ ..J 0:: 0 W ..J I- 0
Z ~ < 0. ~ en < ~ W ..J ~ Cl 0 < < 0 ~ <
~ It: I- 0 i= ..J I- en I- 0 0 I-
j It: Z 0 in Cl
:E 0 > w 0 w < 0 0 0 :i :E 0 (!j Z 0 en 0 ..J Z 0 0
I- 0 l- I- 0. 0 0. I- Z l- I- W I- Z l- I- u. :5 l- I- I- Z
:E III (.) Z III 0 < :E III It: III U W III Z ~ III ~ en III 0 en III It: ~
0 (.) 0. W < W < Z < < W It: W 0
j ;: j ::::l ::::l ::::l ::::l 3: ::::l :iE 3: ::::l
(.) en :E en < ..J I- en J: en u. c:: en J: ..J en w en 0 en u. ..s!.
Appendix 2 - School and (SA Data with Enrollment Projections
A. Level of Service Report
B. Projected Enrollment by CSA
C. Ten Year Enrollment Projections by School
~oo
u8
a.....
:>.. 01'
.Q .....
~~
.... Q.
R<(
ct
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
\0 t--. l.r) t--. '<l- t'>') t--. t--. c::> ~ 0\ t--. C"\I t'>') t--. ~ C"\I 0\ c::> l.r) \0 t'>') \0 t'>') ..... 0\ '<l- l.r) t--. c::>
f"- 0\ t--. C"\I c::> ..... t'>') t--. t--. c::> \0 0\ t'>') 0\ C"\I 0\ 0\ c::> t'>') 0\ t'>') \0 c::> co ..... C"\I t'>') 0\ t'>')
.-l VI ..... ..... ..... ..... ..... ..... ..... ...., ...., ...., C"\I ...., ...., ...., ....,
- 0
\D -'
.-l
.... ~ 0\ ~ c::> ...., t'>') t--. t--. t'>') ~ ~ co ~ t--. t'>') l.r) \0 0\ c::> l.r) ...., '<l- \0 0\ ...., c::> co ...., C"\I ....,
C 0\ 0\ '<l- c::> ~ t'>') ...., C"\I \0 C"\I '<l- t--. ~ ~ ~ t'>') 0\ ...., ~ ~ \0 ~ ...., 0\ ~
C '<l- l.r) 0\ co c::> c::> \0 t--. l.r) '<l- c::> t--. 0\ l.r) t--. \0 ...., l.r) l.r) \0 l.r)
Q) f"- Q) ....,' ....,' ....,' ...;
t- .-l E
.... -
t1l \D 0
Q) .-l ....
>- c
UJ
~ ~ c::> c::> \0 '<l- c::> c::> '<l- c::> c::> ~ co co '<l- '<l- c::> co c::> co \0 c::> '<l- ~ c::> c::> c::> ;;!; co c::>
f"- >- ~ ~ ...., ~ t'>') ~ ...., ...., l.r) l.r) ~ ~ ~ '<l- ~ ~ ~ l.r) c::> ~ ~ t--. ~ c::> ....,
.-l .... '<l- t--. 0\ co t--. co co '<l- t--. co \0 0\ t'>') '<l- '<l- \0 '<l-
- 'u
\D t1l
.-l C.
a t1l
N U
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
\0 t--. l.r) 0\ t--. ~ ~ 0\ ~ c::> ~ c::> ...., t--. t--. \0 c::> c::> ~ ...., 0\ c::> \0 c::> ...., c::> ...., t--. co
N 0\ \0 co 0\ C"\I co t--. ...., 0\ C"\I t--. 0\ ...., c::> t'>') ...., \0 \0 ..... C"\I ...., '<l- 0\ '<l-
.-l VI ...., ...., ...., ...., ...., ...., ...., ...., ...., ..... ...., ...., ...., ....,
- 0
.-l -'
.-l
C"\I ...., \0 l.r) \0 C"\I C"\I co ..... g{ t--. \0 ~ c::> 0\ l.r) t--. c::> C"\I 0\ co ~ ~ C"\I ..... \0 co co l.r)
.... \0 ~ \0 c::> l.r) ..... ..... ~ ..... l.r) ~ C"\I t--. c::> ~ ~ c::> lr) \0 0\ t--. ~ ~ fg c::>
Q) C '<l- \0 0\ 0\ \0 \0 lr) l.r) '<l- 0\ l.r) co '<l- co c::> '<l- t--. l.r) \0
> N Q) .....'
u: .-l ~
.... -
t1l .-l a
Q) .-l ....
>- c
UJ
~ ~ c::> \0 ~ c::> c::> '<l- c::> c::> C"\I ~ co '<l- ~ c::> ~ c::> ~ \0 c::> '<l- ~ c::> c::> c::> ;;!; co c::>
N >- ~ ..... ~ ~ ..... ..... lr) '<l- ~ ~ '<l- ~ lr) c::> ~ ~ t--. ~ c::> .....
.-l .... '<l- t--. 0\ t--. co co '<l- co l.r) \0 0\ t'>') '<l- '<l- \0 '<l-
- 'u
.-l t1l
.-l C.
a ro
N U
C ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 ~ ~ t--. t--. '<l- t'>') ~ \0 t--. c::> l.r) ..... \0 t'>') c::> ~ ~ ...., \0 co ~ '<l- \0 iR \0 \0
co :;:; \0 t--. ..... '<l- \0 ..... c::> co c::> co 0\ C"\I co co ..... t'>') 0\ c::> l.r)
a ..... ..... ..... ...., ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ....,
- ro
f"- ,!:::!
a :;:;
~
co '<l- '<l- l.r) ~ 0\ co fg \0 ..... l.r) '<l- \0 ~ t'>') t--. ~ t--. co c::> \0 c::> c::> g{ '<l- .....
.... 0\ ~ ~ c::> ..... c::> ..... \0 c::> ~ '<l- ..... ..... ~ \0 '<l- t--. ~ ~ '<l- '<l-
Q) C '<l- t--. co c::> l.r) l.r) l.r) t--. t--. \0 0\ c::> co lr) '<l- t--. \0 \0 \0
C co Q) ...; .....' .....'
0 a E
.... -
ro f"- a
Q) a ....
>- c
UJ
~ ~ c::> \0 ~ '<l- c::> c::> ~ ~ co '<l- '<l- c::> ~ ~ \0 co t--. ~ c::> c::> c::> ;;!; co c::>
co >- ~ ..... ..... ..... l.r) ~ ~ ~ ~ lr) \0 l.r) ~ t--. ~ c::> .....
a .... '<l- t--. 0\ t--. co co '<l- \0 l.r) \0 t'>') '<l- '<l- \0 '<l-
- 'u
f"- ro
a c.
a ro
N U
a
0 ~
.!: Vl ....,
u Cl
VI <l: ~ ~ OJ OJ
>- VI 0-
.... u ~ <lJ Cl c::>
ro .... ~ Cl c::> ..... '"
.... ~ ~ ~ Cl
C 0 i:: ~ ~ ~
Q) z Cl:: 't- ~ '" i:: V)
E - ~ 0 i:: ""'" ~ ~ 'i:: .J::: ~
0... - 0 ~ <lJ ;: 0 ~ "0 <.J
~ U <lJ <lJ 0 "0 ::%! <lJ 09 Cl... .... ';: 0 V)
c:: Cl:: Cl:: 0 :c: 0 0 <lJ 0 Oi:: 0 .J::: ~
.... 0... 0:;: .... 0 ::.- tl ~ V) <lJ V)
LU <lJ 0 0 0 <lJ ..S! :>.. V) Cl:: c:: ~ -Cl V)
0 :. ""'" ""'" -Cl c:: c:: c:: 0 ~ <lJ J.:1 ~ <lJ 0 0 E 0 V) -e E .... ~
E 0 Q. Q. ::s ..S! ..S! ..S! ~ c:: <lJ ~ c:: ""'" '" V) ~ ;: ~ ~ <lJ
0 E .... 0 S ::s 6- ::s ,g E
"0 0 0 "0 0 0 0 0 :>.. c:: V) .... <lJ O~ .... c:: Q. ~ <lJ :.
0 c:: Q. Q. ::s :. :. :. '" 0 0 e a a a 6 6 .... 0 t3 8 a G <lJ C 0 0 ....
<t <( '<( '<( '<( '<( '<( '<( '<( co co co D D U w a a a a
f"-
.-l
-
\D
.-l
a
N
00
a
-
f"-
a
a
N
vi
o
-'
-c
c
t1l
....
C
Q)
E
o
....
c
UJ
"'C
Q)
....
u
Q)
"0
....
a.
~
ro
"'C
c
::l
o
co
Q)
u
c
ro
"'C
c
Q)
....
....
<l:
>-
.0
a
o
.!:
u
VI
>-
....
ro
....
c
Q)
E
~
UJ
C"\I
o~
"0
c::
<lJ
Q.
Q.
'<(
VI OJ
lJ8
0'"
::..~
-Cl",
1l'E
'- Q.
8.<(
'"
'-
Q.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ t'-. lr) "'" lr) 0\ <:::> "'" \0 CO ~ CO 0\ ""l "'" \0 Cj \0 ~ ~ \0 CO 0\ ...... ...... ~ CO ~ "'" Cj
I"- 0\ <:::> ...... CO t'-. <:::> "l CO 0\ ...... "l ...... C'r) t'-. \0 lr) "'" 0\ t'-. <:::> <:::> \0
~ V) ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ......
- 0
\D ....J
~
+-' ...... ""l \0 ...... ...... 0\ <:::> \0 ""l <:::> "l ""l <:::> ~ <:::> ~ t'-. ...... lr) C'r) "'" ...... ~ <:::> \0 ...... <:::> <:::> lr) "'"
\0 (ci 0\ \0 lr) 0\ ~ ~ ""l ~ ...... 0\ lr) t'-. lr) <:::> t'-. Cj \0 "l "'" Cj "'" t'-. <:::> "'" <:::>
c: c: "'" t'-. CO "'" lr) "'" "l CO CO "'" ...... lr) "l "'" "l "l 0\ \0 lr) "'" \0 \0 C'r) 0\
(1J I"- (1J
I- ~ E
.... -
ro \D 0
(1J ~ ...
>- c:
UJ
"l <:::> CO \0 "l ~ <:::> "'" "'" "l <:::> CO <:::> "'" "'" \0 \0 "'" <:::> "'" ~ "l 0\ "l "l <:::> "l <:::> <:::> \0
I"- >- ...... lr) ~ ~ ~ ~ <:::> <:::> C'r) 0\ lr) \0 "l <:::> lr) 0\ <:::> CO <:::> "l t'-. \0 Cj "'" "l C'r) "'" 0\
~ +-' \0 \0 t'-. lr) lr) \0 "l t'-. \0 "'" lr) t'-. "'" \0 C'r) ""l "'" \0 \0 t'-. lr) \0 CO lr) lr)
- 'w
\D ro
~ a.
0 ro
N U
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
"'" ~ ...... \0 "'" \0 <:::> t'-. t'-. lr) ...... ""l CO 0\ ~ "'" 0\ ...... lr) t'-. ~ ~ ...... CO CO "'" ~ ~ ...... <:::>
N ""l <:::> <:::> CO CO <:::> <:::> CO 0\ CO ...... ...... <:::> CO "'" "'" \0 t'-. 0\ \0 0\ CO t'-. lr)
~ V) ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ......
- 0
~ ....J
~
...... ~ \0 0\ lr) ~ <:::> 0\ \0 0\ lr) ~ 0\ "'" C'r) "l lr) ...... t'-. t'-. ~ ""l CO 0\ 0\ ...... lr) ~ "'" lr)
+-' ~ \0 0\ "'" ~ ~ ""l 0\ ""l t'-. \0 \0 (ci "'" lr) "'" ~ ~ ...... ...... <:::> lr) C'r) CO 0\
(1J c: t'-. t'-. "'" \0 "'" lr) "l CO t'-. "'" ...... "l CO "l "l \0 lr) lr) "'" \0 \0 ""l CO
> N (1J
~ ~ .E
.... -
ro ~ '0
(1J ~ ...
>- c:
UJ
"l <:::> CO \0 "l CO <:::> "'" "'" ~ <:::> CO <:::> "'" "'" \0 \0 "'" <:::> "'" ~ "l 0\ ~ "l <:::> "l <:::> <:::> \0
N >- ...... lr) ~ ~ ~ ~ ~ <:::> <:::> 0\ ~ \0 ~ <:::> ~ 0\ <:::> CO <:::> ~ t'-. Cj "'" ~ ~ "'" 0\
~ +-' \0 \0 lr) lr) \0 "l \0 lr) "'" \0 ""l C'r) "'" \0 t'-. lr) lr) lr)
- 'W
~ ro
~ a.
0 ro
N U
c: ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 lr) <:::> \0 0\ lr) ...... <:::> ~ CO ~ CO 0\ <:::> ~ lr) ""l "'" ~ <:::> ...... ~ "'" "l ~ "'" ""l lr) ~
CO '+;j ""l 0\ 0\ 0\ 0\ ...... ...... 0\ 0\ 0\ 0\ CO \0 \0 lr) \0 CO \0 <:::> \0 ......
0 ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ......
- III
I"- ....
0 :;::;
=>
0\ lr) lr) lr) t'-. "'" \0 \0 t'-. <:::> "'" ~ <:::> "l <:::> ""l CO <:::> t'-. t'-. "'" ~ ~ t'-. (ci ...... 0\ 0\
+-' ~ CO ~ ~ <:::> "'" lr) ...... ...... "'" ~ CO ...... "'" ...... CO CO lr) CO ~ ~ ...... ...... <:::>
(1J c: "'" lr) CO lr) "'" \0 "l \0 ""l "l \0 ""l 0\ "l "'" "l lr) "'" lr) <:::> \0 0\
c: CO (1J ......'
0 0 .E
... -
ro l"- e
(1J 0 ...
>- c:
UJ
"l <:::> ~ \0 "l CO "'" "'" ~ <:::> CO <:::> "'" "'" \0 \0 "'" <:::> "'" ~ "l 0\ ~ "l <:::> "l <:::> \0
CO >- ...... "'" ~ ~ ~ <:::> <:::> 0\ ~ \0 "l <:::> ~ 0\ <:::> CO <:::> ~ t'-. Cj "'" ~ "'" 0\
0 +-' \0 lr) lr) lr) \0 "l \0 "'" lr) "'" \0 ""l ""l "'" \0 t'-. lr) lr) lr)
- 'w
1"-. ro co
0 a.
0 ro <:::>
N U I::)
~
c- ~ ~ ~
...... Qj
I::)
~ 0:
~ ClJ
0 -"<
0
0 Qj e
.I:: 0:
u VI 1:3 .Q
ClJ
V) <l: 0 E
~ V) 0
u ~ 0
ro ~
+-' +-' ..t:: ..::.::
c: 0 .... S:
(1J Z ::3 ClJ ::..
E - ClJ 0 ~ ~ ClJ 0 c:: ClJ ClJ
.... ~ 1:3 ~ ~ e> .E c:: .s
-"< VI ..::.:: ClJ ClJ 0 I...J 0 '- - :!::: ...
~ 0 ClJ ClJ ClJ c:: '- "'" 0 ClJ :> ClJ C .g. ClJ ::s E E 0 ClJ ClJ VI ~ c::
UJ -.J I.J ~ -"< 0 0 0 0 ~ ." <:t VI ... .'" c:: ::.. a ClJ ClJ ..?: .Q ~ ~ 0 ClJ
E c:: 0 ... :> :> ~ ::s VI I:: VI .... 0 ~ ClJ l.:l l.:l Vi ~ E :::
g VI -.J VI 0 0 Qj ~ 1:3 0 :g ~ ClJ ~ -.J E :>
~ ~ 01 ::..
0 ... ClJ ClJ ClJ E c:: I.J I:: ::.. I:: ~ ,g ClJ ClJ ClJ ClJ ClJ ClJ ClJ ClJ ClJ ClJ
~ 01 VI L; 1:3 1:3 0\ e e 0 ~ c:: ..t:: '"'" -"< -"< '"'" '"'" -"< -"< -"< '"'" '"'"
::3 ~ 0 ~ ~ ~ ~ ~ :t ::i: ::3 ::s ClJ ~ 0 0 0 0 0 0 0 0 0 0
c C LLJ ~ l.:l :t :t ::r: ..?: .Q. ~ -.J -.J -.J -.J -.J -.J -.J -.J -.J -.J
I"-
~
-
\D
~
o
N
CO
o
-
I"-
o
o
N
vi
o
....J
"0
c:
ro
+-'
c:
(1J
E
'0
....
c:
UJ
"0
(1J
+-'
U
(1J
B
....
c..
"'>
....
ro
"0
c:
::l
o
en
(1J
u
c:
ro
"0
c:
(1J
+-'
+-'
<l:
>-
~
o
o
.I::
u
V)
>-
....
ro
+-'
c:
(1J
E
(1J
u::i
""
.~
1:3
I::
ClJ
Q..
Q..
<:t
~oo
<..J 8
0'"
"-""
-0",
~~
.... C1.
o <l:
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
"I- "I- "I- \0 0\ \0 t'... r.-, 0\ <:::l 0\ ee "I- "I- <:::l Cl 0\ t'... ee ee 0\ r.-, t'... ee <:::l 0\ \0 e ~
I'- e e 0\ e 0\ 0\ ...... ...... ...... <:::l ee "l- V) \0 \0 r.-, t'l ...... ee ee 0\ t'... ee V) ee t'... e
M VI ...... ...... ...... ..... ...... ..... ...... ...... ...... ...... ...... .....
- 0
lO ...J
M
..... r.-, e e t'... t'... V) "l- V) "I- ee "I- ...... "l- e e e "I- Bl 0\ e 0\ ~ 0\ t'l \0 ee \0 t'... r.-,
e \0 0\ ~ t'... t'... 0\ e ~ ...... ~ ~ V) ee Ci e r.-, ...... r.-, ~ ~ e ~ \0 0\ "I- r.-, "l-
e ee t'... \0 "I- t'l e t'l "I- "l- V) "l- V) 0\ "I- \0 V) <"l V) r.-, ee ee
Q) I'- Q) ...;- ......' ...;-
?- M E
~ -
ro lO 0
Q) M ~
>- e
LLJ
e ~ ~ \0 ~ ee e "l- t'... ee ee V) ...... e e e e ~ ...... e ~ V) Bl 0\ 0\ ~ t'... e ~
I'- >- g:; r.-, e \0 ~ ...... ~ 0\ r.-, e g:; g:; g:; t'... t'... r.-, ~ t'... Cl V) "?-
M ..... t'... \0 "I- r.-, ee e \0 0\ 0\ r.-, r.-, ee "I- \0 ...... \0 "I- ee "I-
- 'u ......' ...;-
lO ro
M a.
e ro
N U
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
\0 V) ~ r.-, \0 "l- t'... ~ ~ I.t) e e ~ "I- \0 "I- \0 V) ~ \0 t'... Cl ~ <:::> \0 \0
N 0\ 0\ 0\ "I- <:::> <:::> 0\ ee \0 \0 r.-, 0\ <:::> ee ee ee ee 0\ \0
M VI ...... ...... ...... ..... ...... t'l ......
- 0
M ...J
M
\0 t'l ~ ..... ~ ...... \0 \0 <:::> t'... ee <:::> ~ <:::> ~ V) V) 0\ <:::> ee r.-, ~ ~ \0 0\ 0\
..... 0\ ~ 0\ ~ ...... ~ V) ~ ~ \0 Ci ~ \0 <:::> e \0 ~ \0 <:::> 0\
Q) e t'... V) V) t'... 0\ r.-, V) t'... V) t'... "I- \0 V) <"l V) r.-, ee t'...
> N Q.I ...;- ...;-
u:: M E
~ -
ro M "0
Q) M ~
>- e
LLJ
e ~ ~ \0 ~ ee e "l- t'... ee ee V) ...... <:::> e Cl ..... ~ V) ee 0\ 0\ ~ t'... e ~
N >- g:; ~ <:::> \0 ~ ..... ~ 0\ ~ <:::> g:; t'... t'... ~ V) t'... Cl V) ;'i;
M ..... t'... "I- r.-, ee e \0 0\ r.-, t'... r.-, "I- \0 ...... \0 "I- "I-
- 'u ......' ...;-
M co
M a.
e co
N U
e ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 ee 0\ "l- e 0\ e t'... Bl 0\ I.t) "I- <:::> ~ 0\ t'l \0 V) V) ...... V) t'... <:::> ...... t'l t'...
00 :;:; \0 0\ r.-, ee I.t) <:::> 0\ ...... t'... ee 0\ t'l 0\ 0\ ee ee 0\ 0\ \0 ee 0\ ...... "l-
e ...... ..... ...... ...... ..... ...... ...... ...... ...... ......
- co
I'- ,!::!
e 'Z;
=>
<:::> ~ "l- t'... ee ee r.-, ..... ~ ...... t'... V) I.t) ~ e ee 0\ \0 <:::> ee t'... ee ee ~ 0\
..... ~ r.-, <:::> \0 <:::> g:; t'... ~ Bl ;'i; ~ 0\ ~ <:::> ~ <:::> ...... V) Ci ..... <:::>
Q.I e e V) t'... r.-, ee t'l "I- \0 "I- \0 ...... r.-, "I- 0\ t'...
e 00 Q) ......' ......' ...;-
0 e E
~ -
ro I'- 0
Q.I e ~
>- e
LLJ
"I- ~ ~ \0 ~ ee <:::> e t'... ee ee V) ...... ~ Cl ...... ~ V) Bl 0\ 0\ ~ t'... <:::> ~
00 >- \0 ~ <:::> \0 ~ ~..... ~ 0\ ~ <:::> t'... ~ t'... Cl V) "l-
e ..... "l- t'... "I- r.-, ee e \0 0\ r.-, t'... r.-, "I- \0 ...... \0 "I- ee "I-
- 'u ......' ...;-
I'- ro
e a.
e co
N U
"0 <:::> N') \0
0 .... .... ....
0 0 0 iO
.s::: VI '" '" '"
u ~ ~ g ....
V'l <( 0
~ V'l 1i 1i ~
U llJ
ro ..... ~ Q:: Q:: Q:: 't'
..... 0 i:: i:: i:: i:: .- ....
e -
~ 0 0 llJ llJ
Q.I Z ~ Q.. 0 0 0 Q:: .....
E - '- r... ..... Q.. Q.. Q.. c: Cl.> ~
6 ~ '" ::.. i:: llJ Cl.> <l: ~
Q.I .... ~ 0 "'" Cl.> llJ tl .s ...:.:: 0 ..... ~
Cl.> t:: ~ 0 "'" "'" "'" ~ 0 Ol '" ..c::
W ..... Ci: ,S! Q:: 0 0 0 0 ::::: llJ :S ..... a
III c: 0 ::.. ::.. .g Q.. ..... J: ~ ~ ..... c: J: v
0 0 Cl.> ..c:: llJ a 0 c:: ,~ '" ..c:: :c: :c: :c: llJ llJ Ol Cl.> ~ .... 0
v ..... 'E "'" 1i >< 0 b ~ ::::: III t:: t:: t:: t:: J:1 llJ llJ c: .g E ~ ~ 0 llJ llJ 1i
c: :: v :. 0 v ~ ~ 0 0 "'" 0 0 e - .S .S c: c:
~ 0 0 0 0 0 0 v v ~ 0 ~
0 0 :.:s 0 0 ~ ~ ~ ~ ~ ~ ~ ~ 0 0 0 0 0 0 Q.. Q.. Q.. 0: 0:
..... ..... ..... .....
I'-
M
-
lO
M
e
N
00
e
-
I'-
o
o
N
V'l'
o
...J
"'C
C
ro
.....
c
Q.I
E
o
~
C
LLJ
"'C
Q)
.....
u
Q.I
'0
~
c..
>:
~
ro
"'C
c
:J
o
ClJ
Q.I
u
c
ro
"'C
c
Q)
.....
.....
<(
>-
.0
o
o
.s:::
u
V'l
>-
~
ro
.....
e
Q.I
E
Q.I
LLJ
'"
:g
c:
ClJ
Q.
Q.
<t
VI 00
l:J8
0'"
'" 01'
..0",
~~
.... Q.
2.~
~
Q.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
"-l C ~ ~ C Cl O::l ...., ~ ':jo ~ c ~ O::l (ci ~ "-l ~ "-l 0'\ ~ O::l t'-.. ':jo C O::l t'-.. ~ ~ O::l
f"o. "-l ~ t'-.. t'-.. C O::l "-l O::l "-l 0'\ O::l ...., 0'\ O::l O::l 0'\ ~ ...., 0'\ 0'\ 0'\ t'-.. C
.-l Vl ..... ..... ..... ..... ..... ..... ..... ..... .....
- 0
1.0 ~
.-l
..... ~ C C C C ..... 0'\ O::l ~ t'-.. ~ ..... ~ C lr) lr) ':jo C ~ 0'\ 0'\ "-l C "-l C "-l ~ lr) ...., 0'\
C O::l (ci ...., ~ ..... ~ tt ..... ~ ~ Cl Cl ..... lr) t'-.. ':jo ~ ~ ..... lr) ~ ~ ~ "-l "-l
C Q) ...., ~ ...., t'-.. ~ ...., ~ C t'-.. C ~ lr) ...., O::l t'-.. ...., "-l ~ ~
Q) f"o. .....' .....'
I- .-l E
..... -
C1l 1.0 "0
Q) .-l .....
>- C
UJ
':jo O::l c c c c ~ t'-.. O::l t'-.. C C "-l O::l O::l C C C "-l ':jo O::l C C lr) C ':jo ~ lr) C C
f"o. >- ':jo ...., ~ ~ ~ C C ~ t'-.. lr) ..... ~ ~ ~ t'-.. t'-.. ~ ~ "-l ~ ~ ~ O::l ~ tt ~ ~ O::l
.-l ..... ~ "-l ~ O::l ~ ...., lr) O::l O::l ~ t'-.. ':jo ':jo t'-.. lr)
- 'u
1.0 C1l
.-l Cl.
0 C1l
N U
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
t'-.. tt ~ ~ ~ ~ ~ ..... ..... C ~ 0'\ ~ ..... ti!; C ':jo 0'\ ...., lr) ..... 0'\ ~ ':jo ~ t'-.. t'-..
N C t'-.. t'-.. ..... O::l O::l ...., lr) ~ ..... O::l "-l 0'\ 0'\ lr) ~ O::l t'-.. C
.-l Vl ..... ..... ..... ..... ..... ..... ..... .....
- 0
.-l ~
.-l
~ ...., C C 0'\ lr) ~ t'-.. ':jo ...., ~ 0'\ ~ ..... lr) 0'\ ...., t'-.. 0'\ 0'\ C ...., ~ O::l ...., 0'\ ....,
..... ..... (ci (ci ..... ~ ~ C ..... ..... O::l c ~ ':jo Cl ':jo ~ ..... c ...., ...., c ~ ~
Q) c ~ ':jo ...., t'-.. ~ ...., t'-.. t'-.. 0'\ ~ lr) lr) O::l lr) t'-.. ~ ':jo ...., ~ ~ t'-..
> N Q)
u: .-l .s
... -
III .-l "0
Q) .-l ...
>- C
UJ
':jo O::l c c c ~ t'-.. O::l t'-.. C C "-l O::l O::l C C "-l ':jo O::l ~ c ~ ':jo Bl lr) c C
N >- ':jo ...., ~ ~ C C ~ t'-.. ~ ..... ~ ~ ~ t'-.. t'-.. ~ ~ ~ ~ tt ~ ~ Bl
.-l ..... ~ "-l ~ O::l ~ ...., O::l O::l ~ t'-.. ~ ':jo t'-.. t'-..
- 'u
.-l III
.-l Cl.
0 III
N U
C ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 ..... C t'-.. O::l ..... ~ C 0'\ ~ ..... t'-.. ~ ..... ~ O::l ..... O::l ~ ':jo ~ O::l lr) C ~ ....,
CO :;:; ..... 0'\ lr) O::l ..... t'-.. t'-.. ...., lr) O::l ...., ...., ...., ':jo 0'\ C"t') ..... 0'\ O::l "-l
0 III ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
-
f"o. ~
0 '';:;
::>
"-l Cl ..... c ~ 0'\ ...., ':jo lr) "-l ~ ..... c ~ t'-.. ':jo "-l 0'\ lr) t'-.. ..... ...., 0'\ ..... .....
..... ..... ':jo t'-.. ~ ~ ~ ..... ':jo ..... ':jo lr) Lr) "-l ~ ':jo 0'\ ~ ~ c ~ .....
Q) C t'-.. ':jo ...., t'-.. ~ "-l t'-.. t'-.. 0'\ Lr) ~ t'-.. O::l Lr) "-l C C"t') ~ t'-..
C CO Q) .....' .....'
0 0 .s
... -
III f"o. "0
Q) 0 .....
>- c
UJ
':jo O::l c ~ t'-.. O::l t'-.. C C "-l O::l O::l c C "-l ':jo O::l ~ C lr) ':jo ~ Lr) c c
CO >- ':jo ...., c c ~ t'-.. ~ ..... Ql ~ ~ 0'\ t'-.. ~ ~ ~ ~ O::l tt ~ ~ O::l
0 ..... ~ "-l ~ O::l ~ ...., O::l O::l ':jo t'-.. ~ ':jo t'-.. Lr)
- 'u
f"o. C1l
0 Cl.
0 C1l
N U
N
,...,
0
~
"0 ~
0 CU
..r::. In ll::
u It) CU
Vl <( ~ ........ iO' .g>
,..., ,...,
~ Vl ,..., ,..., C
U 0 0 0 ~ ~ '-=:
III ..... ~ ~ ~ ..c: i: -e
..... 0 ,!? ~
c 0 ~ CU CU
QJ Z ~ ~ ~ CU Q. '" i: ~ ....
E - 0 0 0 J:: ~ ..c: Q) Qj VI i: 0 ~
"0 ~ 0 ~ "0 cu 0 i:
0 0 0 ..... ll:: .... cu e c:
~ "0 "0 0 cu 'i: '- cu 0 0 .... 0 Q. ~
0 c: ..c: -S ..c: c: 0 cu cu .... J:: c: .... "0 \...J ~ 0 0 0 Q. ci- '0 0
0 \.J \.J "0 "0 ~ 0 0 ..... ~ .Q 'S Q. E
UJ ~ ..... VI VI VI 0 3: 0 c: ~ 3: ..... cu ..... Qj cu Q.
cu ~ ~ ~ E 'E .~ ..... 01 E .... ..... 0 ~ ..c: ..c: 01 cu VI <U cu E cu c: c: E
\.J cu .... ~ ,5 cu cu "0 c: ..... ..... c: '-=: VI 01 01 ~ cu 0
cu c: ..c: 01 cu cu \.J \.J :::: VI 'is c: cu ::. ::. '-=: c: c: c: c: c: 0 "0 ';:: c:
,5 Qj Qj \.J 3? :> :> ~ .9
'-=: cu 0: 0: 0: 0 0 0 0 0 0 ..c: 0 0 ~ ::I ::. ~ ~ ~ ~ i-= ::::> ~
Q. Q. ll:: ll:: ll:: ll:: ll:: l:l:: ll:: ll:: VI VI VI VI VI VI VI VI
f"o.
.-l
-
1.0
.-l
o
N
CO
o
-
f"o.
o
o
N
Vl'
o
~
-c
c
III
.....
C
QJ
E
o
...
c
UJ
-c
Q)
.....
u
Q)
'0
.....
c..
>:
...
III
-c
c
:J
o
a:l
QJ
U
C
III
-c
c
Q)
.....
.....
<(
>-
.0
"0
o
..r::.
u
Vl
>-
...
C1l
.....
C
Q)
E
~
UJ
"-l
:g
c:
cu
0..
0..
~
~ 00
u8
a'"
'" 01'
..Q",
~~
'- 0..
2.'"
~
Q..
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ \0 lr) 0\ ':to t'-.. ':to co t'-.. ':to gs c;::, ~ c;::, c;::, \0
I"- co \0 c;::, co 0\ ':to c;::, "l ':to c;::, c;::, c;::, 0\
.-t V) ..... ..... ..... ..... ..... ..... ..... .....
- 0
\D ...J
.-t
+-' 0\ 0\ t'-.. \0 \0 co lr) co \0 ~ c;::, c;::, co c;::, 0'\ .....
C C c;::, \0 0\ c;::, t\") ~ lr) c;::, \0 ~ ~ co ~ co t'-..
OJ t\") ..".. ..".. 0\ \0 t\") co c;::, co \0 t\") c;::,
OJ I"- .....' .....' 00
I- .-t E co
.... -
ro \D 0
OJ .-t ....
>- c
U.J
co t'-.. ~ c;::, ~ ~ lr) 0\ ~ "l co c;::, co c;::, gs t'-..
I"- >- ~ ..".. ~ ..... ~ ..... ~ ~ ~ ~ ~
.-t +-' lr) t'-.. co co \0 t\")
- 'u ~
\D ro 0\
.-t a.
0 ro
N U
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
..".. c;::, ..... \0 r-... c;::, c;::, ~ ~ t\") t\") ..... t\") t'-..
N t\") 0\ ..... t\") co c;::, ':to t\") t\") lr) \0 0\
.-t V) ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
- 0
.-t ...J
.-t
co ~ \0 ~ ~ {;l t'-.. \0 t\") t\") co ~ ..".. ~
+-' c;::, ~ ~ t'-.. \0 ..... 0\ ~
OJ C ..... ..".. t'-.. \0 t'-.. t\") co co c;::, "l co
> N OJ .... .... .....' .....' .....'
u: .-t E co
.... -
ro .-t 0
OJ .-t ....
>- c
U.J
co t'-.. ~ ~ ~ ..".. lr) 0\ ~ "l co co gs c;::,
N >- ~ ..".. ~ ..... ~ ..... ~ ~ "l
.-t +-' lr) t'-.. lr) co co \0 t\") .....
- 'u ~
.-t ro co
.-t a.
0 ro
N U
C ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 ~ ..... "l ~ ..... c;::, 0\ t'-.. \0 \0 "l \0 ..... lr)
00 :p 0\ "l c;::, c;::, ..".. lr) co ..... ..... "l \0 c;::,
0 ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
- ro
I"- ,!::!
0 :p
::::>
0\ 0\ t\") t'-.. co 8 co ~ t\") t'-.. c;::, c;::, t\") lr)
..... ..".. 0\ ..".. ..... \0 0\ ~ c;::, t\") ..".. "l ~
OJ C co ..".. 0\ co t'-.. t\") ..... t'-.. 0\ c;::, \0
C 00 OJ .... .....' 0\
0 0 E t'-..
.... -
ro I"- "0
OJ 0 ....
>- c
U.J
co t'-.. c;::, c;::, co ..".. lr) 0\ ~ "l co co gs .....
00 >- ~ ..".. r-... t'-.. ~ ~ ..... It ..... ~ ~ t\")
0 ..... lr) r-... lr) co co \0 t\") .....
- 'u '4:l
I"- ro t'-..
0 a.
0 ro
N U
U1
.....
0
~ -...
"0 "'t
~ .....
0 . 0
.!: Vi' q; ~
u Cl:: ~
V) <( 1::1
>- V) VI 0 q; ~
.... u ~
ro 0 Cl:: 0
..... +-' 0 -'< ~ VI VI ....
C 0 ..c:: 0 :::: ~
VI ClJ ClJ
OJ Z ClJ 0 ~ -"< -'<
E - r::: ~ -'< c:n ~ 0 0 ClJ
VI 0 1: VI IlJ ~ -' -' ~
OJ IlJ .... IlJ -"< ::.. r::: "E IlJ
W -"< c:n 'i:: .g, ~ 0 ~ ';:: E -"< -'< E E 1::1 ~
0 r::: 1: 0 ClJ 0 0 0 0 0 0 ....
-' ~ ... u .... Q. IlJ c:n -' -' 0 <.J
.::l .::l .... .... 0 1::1 IlJ ~ ~ 1::1 1::1 ~ ';::
0 IlJ ,~ r::: r:::
.... VI VI VI r::: r::: ....
:S ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ :::: .~
~ 0
I"-
.-t
-
\D
.-t
o
N
00
o
-
I"-
o
o
N
V)'
o
...J
"0
C
ro
.....
c
OJ
E
o
....
c
U.J
"0
OJ
.....
U
OJ
"0
....
c...
>:
....
ro
"0
c
::l
o
co
OJ
u
c
ro
"0
c
OJ
.....
+-'
<(
>-
.c
"0
o
.!:
U
V)
>-
....
ro
+-'
c
OJ
E
OJ
U.J
'"
.~
1::1
r:::
IlJ
Q.
Q.
<l:
t
0
t a.
OJ
0 0::
a. V)
OJ 0
0:: Vl
...J ::l
V) E .....
0 ro
...J 0 .....
.... V)
E ..... "0
....
0 OJ 0
.... ~ .!:
.....
Vl CS u
.... V)
OJ >- +-'
~ ro 0
CS ~ v;i
>- >- C
+-' ..... ~
'u 'u
ro ro .!!!
a. a. ::l
ro ro "0
U U 0
Vl Vl ~
OJ OJ
..... ..... 0
ro ro
.~ ,~ .....
OJ
"0 "0 ::J
C C "0
I fl
U
I
~
~
a
6:
co'
o
r..:..
""i
I
'<:t
t'
o
~
cc:
6
.....
...
~oo
u8
01'\1
;:.. 01' ~ ~ ~
-<:ll'\l '#. lJ') \0 r-...
~~ " r-... ~ c
.-i Vl ..... .....
.... Cl. - 0 M
8.'" U) ....J 0
~ .-i .......
Q::
.... ..... ~ C
c: \0 0\
"" \0 O::l
" CJ M
.-i E "'"
- (5 q
U)
.-i '- N
c:
UJ
~ C C
" >- ..... lJ') ~
.-i .... N \0 lJ')
- 'u 0'1
U) ro 0'1
.-i 0- .......~
" 0 ro
.-i N U
-
\.0
.-i ~ ~
0
N :::R "" C
N M M
.-i Vl 0 ..... .....
00 - 0 N
0 .-i ....J M
- .-i .......
"
0
0
N
vi' ..... M
.... ~ .....
0 c: r-...
....J N CJ "'"
'"0 .-i .s M
- Ln..
c: .-i 0
III .-i '- .......
.... c:
c UJ
CJ
E c
(5 ~
N >- ..... ~
'- .-i .... N \0
c: - 'u \0
UJ .-i ro .......
'"0 .-i 0- ......~
CJ 0 ro
.... N U
U
CJ
"0 ~ ~
'- c:
c.. 0 lJ') 0\
~ 00 ~ M M
Vl 0 ro ..... .....
U - ~
"
(5 0 ~
0 =>
..c:
u
Vl 0\ ""
>- .... ~ \0
'- c: r-...
ro 00 CJ M
.... 0 .s 0'1
c: - lfl
CJ " (5
E 0 '- ......~
CJ c:
iJj UJ
~ C
00 >- ..... lJ')
0 .... N \0 lJ')
- 'u \0
" III ......
0 0- ......~
0 III
N U
"'C ~ \0
CJ .....
"'C 0 C
=' 0 ~
U ..c: ~
u
c: Vl
"- ~ ~ Qj
.! CC
III <U VI ~
~ .... ~ 01
c: c:
.~ Cl CJ 0 ';: U
...
-0 E E .5} 0
c: ~ ~
<U Vl ~ 0 ~ Cl..
Cl.. U UJ ~ I.J 0
Cl.. 0 Cl..
<l: 0 CC '"
~ ~ ~ ~ ~ ~ ~
:::R r'<') ~ ~ ~ gs 0\ r-...
r'<') M C r-...
0 ..... ..... ..... .....
"'"
0
......
~ ~ r-... 0\ ~ \0 r-...
\0 "" ~ C M
\0 c c r-... O::l 0\ \0
0'1 .... .....'
cq,
lfl
"" ~ O::l O::l C C C
00 ~ ~ ~ ~ ~ ~
lfl
\0
lI"i'
~ ~ ~ ~ ~ ~ ~
'#. r-... c ..... M lJ') \0 It
~ ..... 0\ 0\ 0\ M
N ..... ..... .....
0
......
\0 \0 Cl 0'1 0\ ~ ~
lJ') ~ \0 ..... .....
0\ r-... r-... \0 r-... \0
0
N
M
lI"i'
~ ~ O::l O::l Cl ~ c
...... ~ ~ \0 lJ') ~
N
N
lI"i'
~ ~ ~ ~ ~ ~
"" C lJ') O::l \0 M
..... C O::l "" 0\ "" ~
..... ..... ..... ..... .....
C VI
~ .....
VI C
c: ~
,52 VI
O::l lJ') ~ 0\ r-... ..... c:
..... :g
lJ') \0 C ~ Ql ..... .g
O::l r-... r-... O::l
N .... '" :g
0'1 C
(J'\ 'u q;:
""'~ 0 C
Cl.. 'u
a 0
Cl..
.c a
.....
"" O::l O::l O::l Cl c '~
~ ~ ~ ~ r-... .c
\0 lJ') c: .....
~ '~
(J'\ ,52
M ..... c:
0 ,52
""'~ ::.
0 .....
c: 0
<U ::.
cc 0
c:
<U <U
::. cc
'i;; <U
c: ::.
<U 'i;;
00- .c
~ c:
C <U
C ~ .c
a:l ~ ~
~ a Cl..
~ VI E
<U <U 'E 'E
~ ~ <U 8
..... u 0 .g, cc .g,
c: -S! ... <U c: <U
-S! <U .!!:! <U .~ <U 0 ClJ ,~
E ..... c: ..... "5 ..... ....
0 a 0 c: ~ ~ c:
::. a ..... ::3 ::. ::3
'" VI VI '" VI
~ ~ ~ ~ ~
r-... O::l \0 \0 C
'#- 0\ C r-... r-... c
..... .....
rl
en
c O::l c c C
\0 C ~ M ~
00 r-... O::l \0
LI'I
\.O~
M
C 0\ C C C
~ "" ~ ~ ~
en r-...
rl
0
o::t~
~ ~ ~ ~
..... "" ~ ~
'#- lJ') O::l
.....
LI'I
en
c ~ c c
C M M
"" M \0 \0
\.0 ....
M
0
M~
C 0\ C C
en ~ It ~ ~
00
rl
M~
~ ~
"" r-...
M lJ')
..... .....
lJ') ~
""
c .....
00 .....' .....'
rl
N
N~
C 0\
en ~ It
N
LI'I
rl~
Ci) -... \0
.....
c ..... .....
c c c
~ ~ ~ ~
0
u 0 ~ ~ ~
-t: 01 0 0 0
0 0 0
0 c: "5 "5 .c
Cl. ';: I.J
..... <U VI VI VI
<U Cl.. ~ ~ ~
VI ,~
c: ~ Qj Qj Qj
::3
VI cc cc cc
~ ~ ~ ~
lJ') C:l 0\ M
'#- O::l O::l 0\
N
00
..... r-... "" ~
lJ') lJ') Ql
o::t "" ~ \0
rl
0
N'
~ \0 O::l lJ')
0\ 0\ ~
rl "" \0
\.0
o::t
N~
~ ~ ~ ~
~ 0\ C ~
'#- "" O::l
LI'I
,.....
lJ') lJ') fg c
"" "" c
"" ~ lJ') \0
00
o::t
00
rl'
~ \0 O::l lJ')
0\ 0\ ~
rl "" \0
\.0
o::t
N'
~ ~ ~ ~
lrl ~ "" lJ')
'#- 0'1 O::l O::l
M
00
r-... M r-... \0
c ..... O::l Ql
lrl M lJ')
M
M
0
N'
~ \0 O::l lJ')
Cl 0\ 0\ ~
rl "" \0
\.0
o::t,
N
Cl
;:.. 0
c: <U 0 .....
0 c: cc S
..... 0 ,!!;!
VI ...
<U ::..- :::: .g
<:; <U 0
~ ~ ~ 0
'#-
o::t
o
rl
en
rl
LI'I
N
M
M
o::t
N~
'#-
o
rl
rl
o::t
00
\.0
N'
C'I'l
C'I'l
o::t
N'
'#-
o::t
o
rl
C'I'l
m
LI'I
N'
C'I'l
C'I'l
o::t,
N
LU
~
VlClQ
~8
0'"
:..~
.Q '"
~~
... Q.
8.'<1:
<II
...
Q..
~ ~ ~
lr) 0'1 t'-..
" e ...... r-....
rl Vl ...... ......
- 0
ll) ....J
rl
.... I,() "I- 0'1
0'1 ...... e
c r-.... C'\j lr)
" QJ ......'
rl E
-
ll) "0
rl ...
C
UJ
~ r-.... co
" >- ...... lr)
rl .... e I,()
- 'i:j ......'
ll) rc
rl a.
0 rc
N U
~ ~ ~
...... r\1 I,()
N e r\1 CO
rl Vl ...... ......
- 0
rl ....J
rl
I,() e CO
.... I,() lr) I,()
C t'-.. r\1 lr)
N QJ .....
rl .s
-
rl "0
rl ...
C
UJ
CO r-.... CO
N >- ~ ...... lr)
rl .... e I,()
- 'i:j ......'
rl ro
rl a.
0 rc
N U
C ~ ~ ~
0 I,() 0'1 ......
CO :;:; 0'1 ...... 0'1
0 ......
- rc
" ~
0 :;:;
:::::l
lr) CO e
.... ~ e e
c C'\j I,()
CO QJ ......'
0 E
-
" 0
0 ...
c
UJ
CO t'-.. CO
CO >- ~ ...... lr)
0 +-' e I,()
- 'i:j ......'
" ro
0 a.
0 rc
N U
"C v;-
Q) "0
"C
:J 0
U .L:
U
C Vl
.:.::::. ~
.! rc ....
+-' '" ~
Cl C <II <II
QJ :::: ....
E 0
<l: '" e -.J
Vl ~ ~ .... .s
u UJ 01 CU
0 ~ 0
lU Q.
"
rl
-
ll)
rl
o
N
CO
o
-
"
o
o
N
Vl'
o
....J
"C
C
rc
+-'
C
QJ
E
o
...
c
UJ
"C
QJ
+-'
U
QJ
'0
...
Cl..
<l:
Vl
u
"0
o
.L:
U
Vl
~
rc
.....
c
QJ
E
~
UJ
t\j
~
c
cu
Q.
Q.
<t
~ ~ ~ ~ ~
I,() 0'1 r-.... e ~
'#. I,() 0'1 ...... lr)
......
Lon
00
I,() ~ "l- I,() lr)
...... e I,() ~
o:;t lr) I,() e t\j
00 ......'
O"l
N~
"I- 0'1 e 0'1 e
~ r-.... I,() ~ r-....
N I,() CO I,()
N
Lon
M~
~ ~ ~ ~ ~
e ...... t'-.. ~ ~
'#. I,() 0'1 e
......
.-i
00
~ CO I,() ~ lr)
...... ...... I,()
"'l- I,() 0'1 C'\j lr)
o:;t
o:;t
00
N
"I- 0'1 e 0'1 e
~ r-.... I,() ~ r-....
N I,() CO I,()
N
Lon
M~
~ ~ ~ ~ ~ 00-
I,() ~ r-.... t'-.. ......
'*' CO 0'1 I,() r\1 0
...... 0
N 00- ~
O"l 0 '"
0 C
~ .e
'" ....
CO r-.... c :g
~ ~ e ,e
I,() lr) "I- .... '<I:
lr) lr) r\1 I,() :g C-
O
I"- <t 'u
O"l C- O
N~ Q.
'u a
0
Q. ..c::
a ....
.~
t'-.. 0'1 e 0'1 e ..c:: c
lr) t'-.. I,() ~ 0'1 ....
Lon I,() I,() CO "I- .~ .e
....
.-i C 0
N ::.
M~ .e 0
.... c
0 cu
::. cc
0
c ~
cu
cc 'Vi
<II C
::. cu
'Vi ..c::
c ~
<II Q.
..c:: E
~ (3
L.I.. Q.
<II ..c:: E ..c::
e> 0 (3 0
.g 0
0 01 'C
:.. <II :..
0 l!:l :.. .S: c 0 c
~ a ..c:: 0 ~ 0
cu c c
c .... <.J ~ <II C cu
(3 0 ~ cu ..c:: (3 ..c::
-.J Q. Vl Vl
~ ~ ~ ~
'*' 0'1 r\1 "I- r\1
I,() r\1 ...... C'\j
O"l ...... ...... ......
0
.-i
~ "I- ...... CO
0'1 I,() ;:::
1.0 ...... CO
00 ......'
M
M~
e e I,() r-....
lr) e ~ e
M co 0'1 I,()
.-i
.-i
M~
~ ~ ~ ~
'*' <::;) 0'1 I,() I,()
r-.... ...... e ......
N ...... ...... ......
0
.-i
r\1 CO 0'1 ~
0'1 I,() 0'1
lr) e t'-.. t'-..
N ......'
1.0
.-i
M~
e e I,() r-....
lr) e ~ e
M CO 0'1 I,()
.-i 00-
.-i 0
M~ 0
~
'"
c
.e -
~ ~ ~ ~ ....
'*' I,() ...... 0'1 ...... :g
I,() CO 0'1 ......
00 ...... ...... <t
0 C-
.-i 'u
0
Q.
a i-
Bl t'-.. lr) ~ ..c::
~ ;::: ....
lr) I,() .~
N .....
0 -;:;-
0 C
M~ cu
E
~
..S! I--
Q.
e CO I,() t'-.. cu
~ I,() ~ e !:!:.
.-i lr) I,()
00 c
.e
I"- ....
N~ 0 -...
::. ....
0 ......
c 0
cu ~
cc 00
cu
::. ~
'Vi cu
c ....
<II 0
..c:: -.J
~ ...
Q. cu
~ E E
(3 0
~ ~
0 cu ~ .~ 0
:Q .... :Q
::. 0 0 .Q
cu E -.J "E E E
c :::J .... <II :::J :::J
C 8 '" ::. 8 8
0 0 i:i:
co lU
~ ~ ~ ~ ~ ~ ~
I,() I,() "I- lr) "l- e ~
'*' r-.... I,() I,() I,() co r\1
1.0
1.0
~ ...... C'\j r-.... I,() e e
e ...... 0'1 r\1 lr) lr)
.-i lr) "I- r\1 "l- I,() C'\j I,()
N
M
M~
I,() "I- lr) e ~ e e
~ e co r-.... C'<') ~
M I,() "I- r-.... co
M
0
Lf'l~
~ ~ ~ ~ ~
"I- ...... 0'1 ...... r-....
'*' co "l- I,() ...... CO
...... ......
O"l
O"l
~ ...... r\1 I,() ~
lr) r\1 lr)
co C'<') CO I,()
o:;t
M
M
M~
I,() "I- lr) e co
~ e co r-.... ~
M I,() "I- r-....
?"-
M
M~
~ ~ ~ ~ ~
~ "I- ~ C'\j ......
I,() C'\j e
...... ...... ......
e CO r-.... r\1 CO
"I- CO 0'1 "l- I,()
I,() 0'1 r\1 0'1 r-....
1.0
M
I"-
M~
I,() "I- lr) e Bl
~ e co r-....
M I,() "I- r-.... r-....
?"-
M ~
M~ ......
0
~
~ -
Qj
cc
<II ii)
.g> ......
';: 0
-e ~
:I: .... cu ~
cu ~ ....
~ cu ~ Qj
01 0 .g> ....
1...1 C Q. <II cc
-'" :::J ..S! ';: <II 6- ~
... ~ -e b Qj
~ cu ..c::
c 01 ~ .... 01 ....
C '"
..c:: c ~ ~ C :::J
:::J 0 ~ ~ 0
::x: ...., VI
~ 00
u8
0'"
::.. 0)'
-Q",
~~
.... 0..
8.""
'"
....
0..
~ ~ ~ ~
\0 "l- t'-. ~
I' *' 0\ ..... 0\
rl V'l .....
- a LI'l
1.0 -' 0"1
rl
.... C'\,J ..... ce lr')
e: \0 "I- ~ "'I-
QJ ~ "l- e lr')
I' .....'
rl E "
- o;:t
1.0 "0 N'
rl ....
e:
UJ
~ \0 ~ "'l-
I' >- ..... ~
rl .... o;:t "I- 0\ "I-
- 'u 0"1
1.0 I'll LI'l
rl a. N'
0 I'll
N U
~ ~ ~ ~
\0 0\ ~ t'-.
N *' 0\ 0\ t'-.
rl V'l .....
- a 1'0
rl -' 0"1
rl
Ql l.t) t'-. 0\
.... e l.t) t'-.
e: "I- 0\ "I- lr')
N QJ 1'0
rl .E 0
- o;:t
rl "0 N'
rl ....
e:
w
~ \0 ~ "l-
N >- ..... ~
rl .... o;:t "I- 0\ "I-
- 'u 0"1
rl I'll LI'l
rl a. N'
0 a
N
e: ~ ~ ~ ~
0 ~ t'-. t'-. \0
00 +:; *' t'-. ..... ce
0 ..... .....
- I'll .-I
I' ~ 0"1
0 +:;
:::l
ce l.t) \0 \0
.... 0\ e ..... "'l-
e: "l- t'-. l.t) \0
00 QJ LI'l
0 .E ~
- 1'0
I' "0 N'
0 ....
e:
w
~ \0 ~ ~
00 >- .....
0 .... o;:t "I- 0\ "I-
- 'u 0"1
I' I'll LI'l
0 a. N'
0 I'll
N U
"C ~
Q)
"C 0
::l 0
U ~
u
e: Vl
.:.::::. ~ i::
.! -
I'll 0
.... Cl.. ~
0 e:
Q) c: ~
E 0 ::..
<( 0 -Q ~ '"
Vl ~ E ::, 0 c:
U UJ .9 ~ e '"
::, is
q: q: co
I'
rl
-
1.0
.-f
o
N
00
o
-
I'
o
o
N
Vl'
a
-'
"C
e:
I'll
....
e:
Q)
E
o
....
e:
UJ
"C
Q)
....
u
Q)
'0'
....
Q,.
<(
Vl
U
o
o
~
u
Vl
>-
....
I'll
....
e:
Q)
E
~
UJ
<'\I
~
c:
ClJ
Q.
Q.
q:
t'-. ..... i:2 ..... C't')
..... ..... ~ ~
\0 e "I-
0 .....
.-I
"
C'rl
~ C'\,J e "I- ~ 00'
Ql t'-. it c
0 \0 C't') ce C
.-I ~
N ~
m ClJ
cc
~
0
e
-Q
ClJ
E
0
-.. ClJ ~
::.. ::.;
ClJ ~ ~ ClJ
c: 0 c:
... e ClJ ...
'" ~ :;: -Q ~ ~
::, ClJ
Ol :x:: E ClJ
~
c: ClJ ~ 0 c: ClJ
0 ~ 0 ~ ~
.t 0 ~ 0
..... c .....
~ ~ ~ ~
t'-. C't') ~ \0
*' 0\ ..... lr')
.....
LI'l
00
C'\,J ~ ~ "I-
0\ \0
0"1 l.t) "I- C'\,J C'\,J
0
~
.-I'
ce "l- e it
e C'\,J ce
~ \0 "I- C't') "I-
00
00
.-I'
~ ~ ~ ~
t'-. 0\ l.t) [;:l
*' 0\ e \0
.....
N
00
~ "l- t'-. [;:l
\0 "I-
"I- C'\,J C'\,J
N
LI'l
LI'l
.-I'
ce "l- e it
e ~ ce
~ \0 C't') "I-
00
00
.-I'
~ ~ ~ ~
\0 e it .....
*' e 0\ \0
.....
o;:t
00
"l- e e t'-.
"l- ce ce ce
\0 C't') C'\,J C'\,J
.-I
0"1
LI'l
.-I'
ce "l- e it
e ~ ce
~ \0 C't') "I-
00
00
....;
~ ~
0
0 E
..c: ...
VI '" (3
.... ~ ::..
ClJ ~
:> <.J ClJ
0 ::: ~ 0
Cl :x:: .....
~ ~ ~ ~ ~ ~
e C'\,J "I- "l- ce t'-.
*' e 0\ C'\,J 0\ e t'-.
..... ..... .....
"
0"1
C't') \0 \0 e 0\ t'-.
..... t'-. C'\,J ~ C'\,J C't')
.-f t'-. t'-. \0 \0 \0
0
...-i
o;:t'
"l- e "l- e e e
..... "l- e t'-. ce ~
00 t'-. ce lr') t'-. lr')
1'0
N
o;:t'
~ ~ ~ ~ ~ ~
0\ \0 t'-. ~ t'-. it
*' ce 0\ e e
..... .....
0
0"1
ce l.t) 0\ 0'\ C't') C'\,J
C't') e [;:l t'-. Ql .....
\0 ce lr') \0
~
0"1
"
1'0'
"l- e "I- ~ e e
..... ~ e B; ~
00 t'-. l.t) t'-.
m
N
o;:t'
~ ~ ~ ~ ~
~ C't') e "'I- C't')
0\ ..... C't') C'\,J
..... ..... ..... .....
0\ ~ \0 "'I- .....
..... l.t) C't') .....
e K l.t) e t'-.
m .....' .....'
0
.-I
o;:t'
"l- e "I- ~ e
..... "l- e B;
00 t'-. ce lr') t'-.
0
o;:t
m'
00'
c
c
-' ~
i:: ~ '- ~
0 ~ 0 ClJ ~
Cl.. 0 0 :> 0 cc
'" ~ ii:
0 0 .... c:
::,
ClJ ~ ~ ~ ... 0
-0 ,~ Ol .... c: -0
'" is c: .... ~ :>
"" lJJ :::; q:
~
*' "I-
C'\,J
" .....
0
...-i
ce
C'\,J
00 0\
LI'l
0"1
.-I'
e
l.t)
m t'-.
N
00
...-i'
~
*' e
.....
.-I .....
0
.-I
\0
~
0
LI'l
00
.-I'
e
m ~
N
00
.-I'
~
\0
*' 0\
0
0"1
e
~
"
m
~
.-I'
e
m ~
N
00
...-i'
~
...
VI
"E
,g
C
~ 00
u8
0'"
'" 0)'
-0",
1:l~
.... Q.
8.q:
ClJ
....
0..
~ ~
\0 \0
,.... 0\ 0\
.-i In
- 0
1.0 -'
.-i
..... IJ) IJ)
c: 0\ ~
,.... C1) "-I
.-i E
-
1.0 "0
.-i ....
c:
L.U
co IJ)
,.... >- <:::l \0
.-i ..... CY1 l'-.
- 'u
1.0 rc
.-i a.
0 rc
N U
~ ~
~ ~
N <:::l
.-i In .....
- 0
.-i -'
.-i
..... ~
..... "-I
c: CY1 l'-.
N C1)
.-i .E
-
.-i "0
.-i ....
c:
L.U
~ IJ)
N >- ~
.-i ..... CY1
- 'u
.-i rc
.-i a.
0 rc
N U
c: ~ ~
0 <:::l <:::l
00 :p <:::l CO
0 rc .....
- ~
,....
0 :p
::l
CO 0\
..... <:::l <:::l
c: CY1 \0
00 OJ
0 E
-
,.... "0
0 ....
c:
w
CO IJ)
00 >- <:::l \0
0 ..... CY1 l'-.
- 'u
,.... rc
0 a.
0 rc
N U
"0 ~
OJ
"0 0
::J 0
u ..c:
u
c: In
"- >-
~ ....
rc
.....
0 c: ~
OJ
<( E '" 'S
~ QJ c::
Vl ~ ~
U w
~ j::
,....
.-i
-
1.0
.-i
o
N
00
o
-
,....
o
o
N
Vl'
o
-'
"0
c:
rc
.....
c:
C1)
E
o
....
c:
L.U
"0
C1)
.....
u
OJ
'Q
....
ll.
<(
Vl
U
o
o
..c:
u
Vl
>-
....
rc
.....
c:
C1)
E
C1)
iJ:j
'"
:g
c::
QJ
Q.
Q.
q:
~ ~ ~ ~ ~
*' \0 ~ ..... <:::l ~
CO l'-. \0 CO
0 ..... .....
0
.-t
CY1 CY1 <:::l <:::l l'-.
CY1 C:l ~ CO .....
('I") ~ IJ) CY1 CY1
0'1
.-t
N'
~ ~ "-I CO l'-.
<:::l <:::l \0 CY1 l'-.
LI\ IJ) CY1 l'-. "-I CY1
00
.-t
N'
~ ~ ~ ~ ~
l'-. l'-. CO ~ .....
*' CO l'-. \0 CO
.-t ..... .....
0
.-t
\0 l'-. 0\ CY1 ~
~ ~ ..... ..... <:::l
IJ) ~ CY1
0'1
0
N
N'
~ ~ "-I CO l'-.
<:::l <:::l \0 CY1 l'-.
LI\ IJ) CY1 l'-. "-I CY1
00
.-t
N'
~ ~ ~ ~ ~
~ <:::l "-I <:::l <:::l
*' IJ) \0 0\ l'-.
..... .....
~
0'1
\0 l'-. IJ) ~ CY1
..... IJ) l'-. \0
~ ~ ~ ~ "-I
('I")
1.0
0
N'
~ ~ ~ CO l'-.
<:::l <:::l CY1 l'-.
LI\ IJ) CY1 l'-. C'\l CY1
00
.-t
N'
Z
~ .... QJ
QJ QJ c::
QJ ::>.. <: .E ~
b QJ Vi t:I
E QJ -.I
QJ <.J ~
E ,g ~ c:: <.J
~ ~ t:I ';: 0
-.I 0.. ex:
~ ~ ~ ~
l'-. ..... ~ ~
*' l'-. CO <:::l
1.0 ..... .....
0
.-t
0\ ..... <:::l 0\
0\ ~ 0\ <:::l
0'1 IJ) l'-. CY1
,..... .....'
N
('1")'
~ <:::l ~ CO
0 l'-. ~ ~
00
0
('1")'
~ ~ ~ ~
l'-. <:::l IJ) ~
*' \0 ..... 0\ CV)
N ..... .....
0
.-t
..... ~ "-I CO
~ ~ <:::l
l'-. .....
('I") .....'
~
.-t
('1")'
~ <:::l ~ CO
0 l'-. ~ ~
00
0
('1")'
~ ~ ~ ~
~ CO 0\ ~
*' <:::l 0\
..... .....
1.0
0'1
~ \0 ~ 0\
l'-. ~
IJ) l'-. l'-.
.-t
1.0
0'1
N'
~ <:::l ~ CO
0 l'-. ~ ~
00
0
('1")'
VI
0 t:Il VI
c:: ~
';: VI
~ 6 QJ
... ~
QJ VI c:: t:I
:.. VI 0 -.I
0 ~ .... t:I
1:3 ~ ~ ....
c:: t:I S
q: \,J -.I
~ ~ ~ ~
0\ 0\ 0\ l'-.
*' ..... "-I CO 0\
,..... ..... .....
0
.-t
<:::l <:::l CO \0
\0 IJ) 0\ ~
~ IJ) CO IJ)
~
,.....
N'
<:::l <:::l ~ ~
l'-. \0
.-t ~ \0 \0
1.0
LI\
N'
~ ~ ~ ~
..... CO ~ ~
*' "-I ..... CO
..... .....
,.....
0'1
..... 0\ ~ CO
l'-. l'-. CY1
IJ) l'-. IJ) \0
.-t
0'1
~
N'
~ <:::l ~ ~
\0
.-t ~ \0 \0
1.0
LI\
N'
~ ~ ~ ~
~ 0\ <:::> IJ)
*' CY1 0\ CO 0\
.....
0'1
0'1
<:::l ~ CO CY1
CY1 ~ ~
\0 \0
~
~
LI\
N'
~ <:::l ~ ~
\0
.-t ~ \0 \0
1.0
LI\
N'
a...
~ ~
1:3 t:I c::
0 0 '0
0 c:: 0..
~ ~ ... QJ
QJ t:I ~
1:3 c::
QJ :t: ~
Cl Q:
~ ~ ~ ~ ~
*' ..... ~ \0 ~ ~
<:::l <:::l
00 ..... ..... .....
0
.-t
\0 ..... l'-. ~ ~
~ ~ l'-.
,..... ~ \0 \0 <:::l
0'1 ,..;
('I")
('1")'
"-I <:::l \0 CO "-I
~ ~ CY1 ~ "-I
00 IJ) \0 \0
~
.-t
('1")'
~ ~ ~ ~ ~
*' CO ~ ~ ..... 0\
0\ CO IJ)
N .....
0
.-t
0\ ..... ..... l'-. 0\
<:::l IJ) 0\ \0 CO
IJ) ~ IJ) \0 0\
,.....
0
N
('1")'
"-I <:::l \0 CO "-I
00 ~ ~ (:2 ~ ~
~
.-t
m
~ ~ ~ ~ ~
*' ~ ~ <:::l \0 .....
<:::l CO l'-. IJ)
.-t ..... ..... .....
0
.-t
l'-. CY1 l'-. 0\ ~
~ \0 <:::l ~
IJ) IJ) 0\
00
,.....
.-t
('1")'
"-I <:::l \0 CO "-I
00 ~ ~ (:2 ~ ~
~
.-t
('1")'
0 c::
.S! .E
~ ....
VI ~ c::
..Q ~ t:
~ 0
t:I E
~ ~
QJ QJ ~ QJ QJ
~ ~ ..... :.. VI
t:I t:I 0 ~ 0
-.I -.I -.I ex:
*'
LI\
,.....
1.0
N
.-t
.-t'
00
0'1
~
.-t'
*-
0'\
,.....
LI\
00
.-t
.-t'
00
0'\
~
.-t'
*'
N
o
.-t
~
N
LI\
.-t'
00
0'\
~
.-t'
c:::
~ 00
uO
o~
'" 01'
-Cl",
~::::
ClJ ....
.... Cl.
<:> '<(
2-
It
~ ~ ~
lr1 ~ ~
I"'- C'<) C'<) \0
.-l VI .....
- a
U) -'
.-l
.... ..... C lr1
..... r-- ~
c \0 ..... C'<)
I"'- OJ
.-l E
-
U) (5
.-l ....
C
LU
~ ~ C
I"'- >- lr1 C ~
.-l .... ~ lr1 lr1
- 'iJ
U) III
.-l C.
0 III
N U
~ ~ ~
..... ~ .....
N ~ r--
.-l VI .....
- a
.-l -'
.-l
co C3 ~
.... C'<)
C \0 ..... C'<)
N OJ
.-l .E
-
.-l 0
.-l ....
C
LU
;:;!; ~ C
N >- C ;:;!;
.-l .... ~ lr1
- 'iJ
.-l III
.-l C.
0 III
N U
C ~ ~ ~
00 0 ~ C'\l lr1
:0::; ~ .....
0 ..... .....
- III
I"'- ~
0 :0::;
::>
C'<) C'\l 0'\
.... 0'\ ..... .....
C \0 C'\l \0
00 OJ
0 .E
-
I"'- 0
0 ....
C
LU
~ ~ c
00 >- lr1 C ~
0 .... ~ lr1 lr1
- 'iJ
I"'- III
0 C.
0 III
N U
'0 Vi"
Q)
'0 0
~ 0
U ..c
u
c VI
.:..::::. >-
.! ....
III ~ "E
....
C <..J .....
a OJ '\:: ~ c::
E <u 0
<( E <u E
VI ~ E en <u
U LU c:: ~
0 ~ 1:3
C :t: .....
I"'-
.-l
-
U)
.-l
o
N
00
o
-
I"'-
o
o
N
VI'
a
-'
'0
C
III
....
C
Q)
E
o
....
C
LU
'0
Q)
....
u
Q)
'0'
....
~
<(
VI
U
o
o
..c
u
VI
~
III
....
C
Q)
E
Q)
w
<"'I
.~
~
c::
<u
&
<:(
~ ~ ~
*' co co c
~ co 0'\
Lf'l .....
0
rl
..... 0'\ .....
~ \0 ~
r--
rl
('.I
q
('.I'
C'\l ~ C
~ .....
0 co co
rl
m
('.I'
~ ~ ~
~ ~ co
*' co
.....
00
0"1
C'<) lr1 \0
~ ~ .....
r--
q
U)
('.I
('.I'
C'\l ~ C
~ .....
0 co co
rl
m
N
~ ~ ~
*' C'\l ~ ~
C'<)
0 .....
0
rl
~ ~ lr1
~ .....
r-- r--
0"1
0
m
('.I'
C'\l ~ C
~ .....
0 co co
rl
m
('.I'
i:
Lf'l 1:3
Cl..
~ ~
E 0
0 :t:
<u ~
~ en
<u ~
<u en
~ ~ "0
1:3 ii:
..... 0::
~ ~ ~ ~ ~ ~
'* C'<) ~ 0'\ co ~ \0
0'\ co \0 co
0 ..... .....
rl
rl
C'<) C'\l 0'\ C'\l ..... 0'\
C'\l ..... C'\l ..... ..... \0
U) 0'\ C'\l ~ co C'<) ~
Lf'l
rl
rri
0'\ C ~ ~ c r--
r-- 0'\ c ~
0 ~ C'\l ~ ~ \0 lr1
00
00
('.I'
~ ~ ~ ~ ~ ~
'* ~ ..... ~ \0 ~ C
co \0 0'\
0 ..... .....
rl
rl
C lr1 0'\ 0'\ 0'\ C'<)
~ C'<) C 0'\ ..... 0'\
C'\l ~ r-- C'<) ~
Lf'l
......
rl
m'
0'\ c ~ ~ c r--
r-- 0'\ c ;:;!;
0 ~ C'\l ~ ~ \0
00
00
('.I'
~ ~ ~ ~ ~ ~
~ ~ lr1 r-- r-- .....
'* co ~ lr1 0'\
('.I ..... .....
0
rl
~ C 0'\ 0'\ ..... 0'\
~ ~ c c ~ 0'\
C'\l ~ r-- C'<) ~
('.I
m
0"1
('.I'
0'\ C ~ ~ c r--
r-- 0'\ c ;:;!;
0 ~ C'\l ~ ~ \0
00
00
('.I'
V>
~ ~
~ 0
I- .... 01 ~
<u 'Qj VI
..... :t: c::
c::
<u ~ ~ 0
;:. .....
1:3 <:( ~ c:: 01
.5 <u <..J 0 c::
~ en ..E E :c:
"5 c:: c:: <u ~ V>
..... e e ~
a c:: <..J
~ 0 ct ii:
~ ~ ~ ~ ~ ~
'* 0'\ lr1 co 0'\ C co
0'\ C'<) ..... co c co
m ..... ..... .....
0
.-l
0'\ lr1 0'\ 0'\ C c
tt ~ C'<) r-- C'<) ~
N ~ C'<) co
00
00
m'
co co ..... "<to C C
~ lr1 r-- ~ ~ ~
.-t lr1 C'<)
......
......
m'
~ ~ ~ ~ ~
'* c ~ \0 0'\ C
..... C "'l C
LO ..... C'\l ..... .....
.-t
.-t
r-- ~ lr1 r-- c
~ \0 ;:;!; ~
~ r--
.-t
00
m
m'
~ ~ ..... "<to C
r-- ~ ~
.-t lr1 C'<)
q
0"1
('.I'
~ ~ ~ ~
c ~ \0 .....
C'\l 0'\ cY)
..... ..... ..... .....
C'<) r-- co ;:;!;
..... ..... ~
0'\ C lr1
('.I .....'
.-t
('.I
m'
co co ..... "<to
~ ~ r-- ~
.-t C'<)
.-t
.-t
('.I'
i:O'
....
0
0- ~
.... ~
0
::> ~ ~
<u ~ 0::
~ ~
1:3 1:3 ~
c:: ..... 0:: U
V> 0 <u en V> <u
~ ~ <u c:: ~ <u
.... 0 '\:: .... 0
..... 1:3 <..J ~ ..... <..J
a tJ 0 a 0
~ ~ ~ ~
co ~ ~ c
'* ~ lr1 \0 \0
LO
LO
..... ~ c c
1.r) co ~ C
LO ~ ~ lr1
0"1
m
('.I'
lr1 ..... C C
C'<) C C'<) C'<)
\.D 0'\ 0'\ co co
N
m
o:j"
~ ~ ~
c ~ ~
'* \0 \0
.-t
......
C C'<) C
\0 0'\ ~
1.r) r--
m
00
00
rl'
1.r) ..... c
C'<) c ~
U) 0'\ 0'\
U)
U)
N'
~ ~
c ~
'* 0'\
\.D
00
1.r) lr1
~ ~
0
00
LO
.-t'
1.r) .....
C'<) C
\.D 0'\ 0'\
m
00
.-t'
0 1'1'1
.... ....
0 0
<"'I <"'I
~ ~
~ ~
0:: 0::
> i: i: i:
6: 6: 1:3
Cl..
i: <u <u <u
~ ~ ~
1:3 1:3 .s 1:3
Cl.. ..... :t:
V> ~ ~
V> t t t
0 0 0 0
~ <: <: <:
L
~oo
\J 8
o '"
"'oi'
.Q '"
~~
'- t:l.
2.<:(
~
'-
0..
~
r-. Cl
.-t Vl
- 0
U) -l
.-t
..... c:::,
C "'l
r-. Q) ':jo
.-t E
-
U) "0
.-t ....
C
W
c:::,
r-. >- fX5
.-t .....
- 'u
U) ro
.-t a.
0 ro
N U
N
.-t Vl
- 0
.-t -l
.-t
.....
C
N Q)
.-t E
-
.-t 0
.-t ....
C
W
N >-
.-t .....
- 'u
.-t ro
.-t 0-
0 ro
N U
C
00 0
0 :;:;
- ro
r-. ~
0 :;:;
::::l
.....
c
00 Q)
0 ,g
-
r-. "0
0 ....
c
w
00 >-
0 .....
- 'u
r-. ro
0 0-
0 ro
N U
10
-0 Vi ...,
c:::,
Q) "0 l'\j
-0 ~
:J 0
u ..r::. Qj
u
C V'l Cl::
'- >- i:
.! .... 0
ro
..... 0..
Cl C ClJ
Q) ..,.
<l: E ..!:!
Q) ..c::
Vl 1:::
u i:U 0
;:::
r-.
.-t
-
U)
.-t
o
N
00
o
-
r-.
o
o
N
Vl-
o
-l
-0
C
ro
.....
c
Q)
E
o
....
c
w
-0
Q)
.....
u
Q)
B
....
0-
<l:
Vl
u
o
o
..r::.
u
Vl
>-
....
ro
.....
c
Q)
E
Q)
i:U
l'\j
:g
c:::
ClJ
Cl.
Cl.
<:(
~ ~ ~ ~
\0 Cl 0\ ':jo
'* 0\ 0\ ':jo
.....
("/'l
en
..... ':jo t-.. Lr)
"'l c:::, t-.. Lr)
" \0 0\ ':jo "'l
1..0
("/'l
N-
\0 \0 ~ Lr)
l.t) 0\ .....
en \0 l.t) ':jo Cl:l
q-
Lf"l
N-
~ ~ ~ ~
~ ..... c:::, \0 c:::,
"'l Lr) ':jo ':jo
en ..... ..... .....
0
..-l
0\ l.t) ~ t-..
l.t) 0\ ~
Cl:l Cl:l t-..
("/'l
00
"
N-
\0 \0 ~ l.t)
l.t) 0\ .....
en \0 Lr) ':jo Cl:l
q-
Lf"l
N-
~ ~ ~ ~
l'\j [;:l 0\ 0\
"'l l.t) ':jo
..... ..... .....
"'l 0\ Cl:l Cl:l
\0 c:::, \0 0\
Cl:l 0\ t-.. "'l
00
("/'l
en
N-
\0 \0 ~ l.t)
Lr) 0\ .....
en \0 l.t) ':jo Cl:l
q-
Lf"l
N-
~
VI
Ol
c::: :...
-;:: ClJ ..!!:!
~ ::: ....
::. ::::: 0
:... ClJ ClJ ~
0 ..,. ::. ~
D 0 0
..... .....
~ ~ ~ ~
Cl:l c:::, ~ t-..
'* ..... c:::, 0\
00 ..... ..... .....
0
.-t
"'l t-.. Cl:l Cl:l
0\ fX5 ~ ~
1..0 Cl:l
q-
N
("/'l-
Cl:l c:::, ':jo ':jo
~ ':jo ':jo ~
1..0 Cl:l \0
O'l
O'l
N-
~ ~ ~ ~
'* "'l \0 t-.. c:::,
..... 0\ c:::, c:::,
q- ..... ..... .....
0
..-l
~ 0\ Cl:l [;:l
c:::, Cl:l
Cl:l Cl:l \0 t-..
q-
0
..-l
M
~ c:::, ':jo ':jo
':jo ':jo ~
1..0 Cl:l \0
en
en
N-
~ ~ ~ ~
'* Cl:l l'\j ..... c:::,
0\ ..... ..... c:::,
Lf"l ..... ..... .....
0
..-l
':jo "'l l'\j [;:l
t:t ':jo .....
0\ t-.. t-..
N
Lf"l
..-l
("/'l-
~ c:::, ':jo ':jo
':jo ':jo ~
1..0 Cl:l \0
O'l
O'l
N-
X
ClJ ~ VI
ClJ ~ ..,.
VI 0 0
VI -- 0 0
0 ::t: ~
~ ....
ClJ ClJ ~
0 c::: c:::
J: is: is:
~ ~ ~ ~ ~ ~ ~ ~
'* ~ 0\ "'l t-.. l'\j fX5 c:::, c:::,
t-.. ..... l'\j 0\ c:::, c:::,
1..0 l'\j ..... ..... ..... .....
0
..-l
0\ 0\ Lr) Bl Lr) Cl:l c:::, c:::,
~ 0\ gs t-.. Cl:l fX5 fX5
q- l.t) 0\ l.t) \0
N
..-l
1..0-
t:t ~ ':jo Cl l'\j Cl:l c:::, c:::,
00 "'l ~ t-.. C:l ~ fX5 fX5
"
"
Lf"l-
~ ~ ~ ~ ~ ~ ~
~ \0 \0 ~ ':jo Ci; ..... c:::,
\0 Cl:l 0\ l.t) c:::,
" ..... ..... .....
0
..-l
l'\j [;:l \0 l.t) "'l Dl c:::,
C:l ~ c:::, Dl fX5
\0 t-.. l'\j
..-l .....'
..-l
("/'l
Lf"l-
t:t Cl:l ':jo Cl l'\j Cl:l c:::,
00 "'l ~ ~ t-.. C:l ~ fX5
q-
en
q-'
~ ~ ~ ~ ~ ~
Cl:l ..... Bl l'\j Cl:l \0 Li\
..... ..... 0\ "'l l'\j
..... ..... ..... ..... ..... ...,
0
~
VI
c:::
,9
....
c:::, ':jo ..... c:::, t-.. c:::, :g
':jo Ci; t-.. 0\ l.t) ':jo
':jo Cl:l \0 Cl:l c:::, <:(
N .....- '"
q- ....
" -<:;
q-' 0
Cl.
a
c:::
-9
t:t Cl:l c:::, ~ l'\j Cl:l ....
~ ~ C:l ~ ~
q- "'l 0
00 c:::
00 0- ClJ
Cl::
("/'l- ..., ClJ
0 -=:
~ VI
~ ~ c:::
ClJ
..., ..c::
ClJ 0 ~
Cl:: ~ Cl.
~ ~ E
0
0 Qj a
~ Cl:: ~
~ ..c::
VI :; VI
>- 0 ClJ ~ 0
i: ~ ..,. 0 ..,. ~
~ 0 ~ 0
0 ..... .....
0.. .... 0 E 0...: E
0 ~ -~ 0 0 ~
VI ::. 0 ~ 0 ::. 0 0
VI
~ 0 ~ ..c:: ..c:: ~ 0 ~ ~
~ 0 ~ .... c::: ClJ c::: 0
Cl. ClJ 0 ::J ~ ~ ~ ClJ
G oE ~ 0 oE ~
0 Vl
~ ~ ~
~ c:::, "'l
:::R "'l \0
0 .....
0
00
~ ..... l.t)
00 [;:l Dl
("/'l
\D
...;
c:::, c:::, Cl:l
..... ..... ~
00 Cl:l ':jo
'<t'
0
N-
~ ~ ~
"'l Cl:l .....
:::R \0 ':jo \0
0 .....
C]\
"
..... l.t) .....
..... c:::, c:::,
Lr) \0 l.t)
"
..-l
\D
...;
c:::, c:::, Cl:l
..... ..... ~
co Cl:l ':jo
'<t'
0
N-
~ ~ ~
t'V) \0 l'\j
:::R \0 l.t) \0
0 .....
..-l
co
Cl:l ..... .....
c:::, ':jo .....
l.t") \0 l.t)
0
\C
\C
...;
c:::, c:::, Cl:l
..... ..... ~
co Cl:l ':jo
'<t'
0
N
N ~
.g VI ClJ
0 ~ ..,.
ClJ 0
~ .....
a: ~
:... c:::
0 .... 0
co C Vl
l:( 00
u g
o '"
"'0\'
..0",
~~
... Q.
R<(
~
...
Cl..
~
\0
r-. :::R r....
.... VI 0
- a \0
\0 ....J r-..
....
+-' C\')
C C'\,j
\0
r-. QJ
.... E M
- N
\0 0 \0
.... ...
C
w
<:::>
r-. >- ~
.... +-'
- 'u 0
\0 ra N
.... a. co
0 ra
('oJ U
~
r....
('oJ :::R r....
.... VI 0
- a r-..
.... ....J r-..
....
0\
+-' Ql
c
('oJ QJ
.... E 0"1
- N
.... 0 \0
.... ...
c
w
<:::>
('oJ >- ~
.... +-'
- 'u 0
.... ra N
.... a. co
0 ra
('oJ U
c ~
00 0 lrl
'Z:; "ef- co
0 ra
- l/'l
r-. ~ co
0 :;;
::::>
.....
+J <:::>
c r....
00 QJ
0 ~ ,....,
- 0
r-. (5 r-..
0 ...
c
w
<:::>
00 >- ~
0 +-'
- 'u 0
r-. ra N
0 a. co
0 ra
('oJ U
"C v;-
QJ
"C 0
:J 0
U ~
u
C VI
"- >- <(
.! ... <(
ra
+-' 't:
0 C
QJ 0
E Cl..
<( c:
VI 2 ,52
u w c:
:;)
r-.
....
-
\0
....
o
('oJ
00
o
-
r-.
o
o
('oJ
VI-
a
....J
"C
C
ra
+J
c
QJ
E
o
...
c
W
"C
QJ
+J
U
QJ
'0
...
Cl..
<(
VI
U
o
o
~
u
VI
>-
...
ra
+J
c
QJ
E
~
w
C'\,j
:g
c:
ClJ
Q.
Q.
'<(
~ ~ ~ ~
:::R r.... ':to \0 ':to
0\ <:::> r.... ':to
0 ..... .....
r-..
0
,....,
C\') ~ \0 ~
C\') ':to
l.f'l \0 co C\') co
N
r-..
N-
<:::> <:::> r.... C'\,j
lrl ~ lrl .....
0"1 \0 ':to \0
'<t
l/'l
N
~ ~ ~ ~
~ \0 <:::> C\')
:::R 0\ co C\')
0 .....
co
0"1
C'\,j \0 \0 C\')
~ 0\ \0 .....
r.... C\') co
r-..
0
l/'l
N-
<:::> <:::> r.... C'\,j
lrl ~ lrl .....
0"1 \0 ':to \0
'<t
l/'l
N
~ ~ ~ ~
<:::> co ..... \0
0\ \0 0\ .....
..... .....
--.. N
'<:t
.... ....
<:::> <:::>
lrl <:::> co r.... ~ ~
co ~ ..... <:::> III III
':to ':to r.... c: c:
0 ,52 .!;2
.....
0- ..... ~
M ~
N '<( '<(
c c
'w 'w
0 0
<:::> ':to r.... C'\,j Q. Q.
':to \0 lrl ..... a a
M lrl ':to ':to \0
c: c:
r-.. ,52 ,!;2
0 .....
..... 0
N 0
:> :>
0 0
c: c:
ClJ ClJ
Cl: Cl:
ClJ ClJ
:> :>
'Vi 'Vi
c: c:
ClJ ClJ
-c: -c:
~ ~
co Q. Q.
co E E
~ a a
... 1? ...
~ ClJ ..... ClJ ~
III
... a 0 <.J
c: III 01 c: III
g 0 ClJ g 0
<.J ClJ <.J
c: c: c:
::, 0 .S ~ ::, 0
c ..... Cl.. C ......
~ ~ ~ ~
"ef- <:::> co &5 C'\,j
<:::> co C\')
0 .... .....
0
,....,
co ~ <:::> ':to
~ \0 .....
'<t <:::> r.... <:::>
M .....' .....'
\0
M
co 0\ co <:::>
~ r.... \0 r....
l/'l ..... co r....
'<t .....'
\0
M
~ ~ ~ ~
lrl r.... ~ <:::>
:::R 0\ co .....
0 .....
,....,
0"1
r.... C\') \0 0\
~ ~ r.... ~
\0
l/'l .....'
M
M
M
co 0\ co <:::>
~ r.... \0 r....
l/'l .... co r....
'<t .....'
\0
M
~ ~ ~ ~
~ lrl r.... ~
"ef- 0\ co
.....
0
0"1
..... co ~ ~
Ql .....
.....
0- .....-
r-..
N
M
co 0\ co <:::>
~ r.... \0 r....
l/'l ..... co r....
'<t ....'
\0
M
u
U -IC
ClJ
ClJ
0 0
0 ...
'c; ... ... ClJ
ClJ t;,
~ E ~
"0 c:
~ ""6 0 :c
Cl.. Vl Vl
~ ~ ~ ~
"ef- lrl co <:::> <:::>
C'\,j co <:::> <:::>
M ..... .... ....
0
,....,
t::!: <:::> 0\ <:::>
~ co ~
M 0\ C\')
N
0"1
N-
<:::> co co <:::>
~ ~ co ~
\0 C\')
N
co
N-
~ ~ ~
"ef- lrl C\') ~
co C\')
0 ..... .....
N
,--I
\0 co ':to
\0 0\ ~
\0 <:::>
co .....'
0"1
M
N
<:::> co co
~ ~ co
\0 C\')
0"1
0"1
,....,-
~ ~ ~
"ef- r.... C'\,j .....
\0 ..... \0
'<t ..... .....
0
,....,
':to <:::> C\')
~ C\') Ql
0\
r-..
r-..
0
N-
<:::> co &5
\0 ~ ~ C\')
0-
0"1
,....,- Li)
....
<:::>
~
't'
-
ClJ
Cl:
"0
0
0
0 3:
:::::
0 ~
ClJ "0 ~
-IC -IC
0 0 0 0
-IC ...... 0 .....
Q. ~ 3: ~
0 ~ ::::: ~
Q. ~
<(
c
111
Cl..
....
ra
QJ
>;- VI
C a
QJ ....J
f- *'
QJ
~ 0
+-' ....
C ....
QJ
C ~
0 +-'
'iij .......
:J 0
U VI
VI
E QJ
... u
X
0 W
.......
<( c
Vl >-
U ':;::;
"C C
QJ QJ
t:lO ....
t:lO ....
.Q :J
~ U
u <(
ra Vl
co u
VI VI
QJ QJ
+J +-'
0 0
c C
QJ QJ
0 0
lLJ _I
0
c
LJ...
00'
<:::>
r..:..
....
.,;.
't'
0
Q.
ClJ
Cl:
Vl
0
......
..
~
~8
0'"
"'-0\'
-0",
~~
'- Q.
o ""
~
~ ~ ~ ~ ~
0\ \0 C'V'J C:> 00
" Vl C:> 0\ 0\ C:> 0\
M ..., ...,
- 0
1.0 ...J
M
+" 0\ g;; \0 00 \0
c: ..., C'V'J ~ 00
" Q) \0 0\ ..., ~ 00
M E ..... ...,' M'
-
1.0 <5
M ...
c:
w
C:> ..., 00 00 [-...
" >- [-... "'" ~ ~ \0
M +" \J') 0\ ~ ~ 0\
- 'u ...,' ..... C'V'J'
1.0 '"
M a.
0 '"
N U
~ ~ ~ ~ ~
00 ..., [-... C:> ~
N ..., C:> 0\ C:>
M Vl ..., ..., ..., ...,
- 0
M ...J
M
+" it ..., \0 00 0\
c: \J') 0\ ~ "'"
N Q) \0 0\ ..., ~ Q
M E ...,' ..... ~
-
M 0
M ...
c:
w
C:> ..., 00 00 [-...
N >- [-... "'" ~ ~ \0
M +" \J') 0\ ~ ~ 0\
- 'u ...,' ..... C'V'J'
M '"
M a.
0 '"
N U
c: ~ ~ ~ ~ ~
CO 0 C'V'J ..., "'" C:> \0
:;:; "'" C:> 0\ Q
0 '" ..., ..., ...,
- .!::!
"
0 :;:;
~
+" "'" 0\ 0\ C"l
c: ..., "'" "'" ...,
CO Q) 00 0\ ..., 0\
0 E ..... ~'
-
" <5
0 ...
c:
w
C:> ..., 00 0\
CO >- [-... "'" ~ ~
0 +" \J') 0\ ~
- 'u ..... ~'
" '"
0 a. ......
0 '" ....
N U a
~ I-- "'"
0
00 c
~ ....
1! gg
0
... "
'- "0 ....
CO cu .... -!t
I E ~
::0<:: cu 0 ....'
cu 01 ~ cu '-
~ 3:l 0
'- 3:l .S! Cl.
cu Cl:: ~ cu
Cl:: c: -Q ..... Cl::
'- -s E I.J
0 ""'" .;:: VI
-e c: .c: :J ..... 0
..S! ~ 8 .~ ...
"" co Cl "
"
M
-
1.0
M
o
N
CO
o
-
"
o
o
N
Vl'
o
...J
"'0
c:
'"
+"
c:
Q)
E
<5
...
c:
L.U
"'0
Q)
-
u
Q)
'0'
...
Cl..
co
I
::0<::
~
:g
c:
cu
Cl.
Cl.
""
c:
.!!1
Cl..
...
ro
Q)
>-
I
c:
Q)
f-
Q)
~
+"
c:
c:
o
'Vi
:l
U
c:
...
o
....
<(
Vl
U
"'0
Q)
tlIl
tlIl
o
3;2
u
ro
aJ
VI
Q)
+"
o
c:
Q)
o
'" 00
~ 8
o ""
:"'0\
-<:l""
~~
.... l:l.
l:l <l:
~
0..
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
<:::> l'-.. ..... ~ 0\ ~ 0\ \0 l'-.. 0\ <:::> ..... <:::> l./') "" <:::> ~ 00 l./') <:::> l'-.. l'-.. \0 "" ~ <:::> 00 <:::> ..... \0
r-- Vl <:::> 0\ 0\ 0\ 0\ \0 00 0\ <:::> "" 0\ \0 0\ <:::> 00 00 0\ \0 0\ \0 0\ <:::> 00 <:::> \0 l'-..
.-l ..... ..... ..... ..... .....
- 0
U) ...J
.-l
..... \0 <:::> \0 00 00 0\ C'..l <:::> 00 C:l <:::> ~ "" tv) 00 l./') ..... l./') ~ "" ~ ~ tv) \0 "" l./') l'-.. l./') "" 00
c: ..... 00 "" \0 tv) "" tv) ~ \0 ~ 0\ 0\ C'..l ..... ~ 0\ ~ "" ~ 00 ..... tv) ..... \0 .....
r-- Q) <:::> <:::> <:::> l./') ..... <:::> <:::> 0\ C'..l "" 00 00 ..... C'..l 0\ C'..l \0 ..... 0\ ..... C'..l <:::> C'..l \0 0\
.-l E .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' .....'
-
U) (5
.-l ....
c:
w
<:::> 0\ "" \0 l./') \0 <:::> "" "" ..... <:::> ~ 00 "" "" l./') l./') l'-.. l'-.. "" l'-.. 0\ C'..l \0 tv) l./') ~ l./') l./') l./')
r-- >- ~ <:::> l./') ~ l./') "" "" ..... ..... \0 ~ 0\ 00 0\ ..... 00 tv) 0\ ~ <:::> <:::> C'..l ~ "" ..... ..... 00 .....
.-l ..... ..... ..... ..... tv) <:::> ..... ..... C'..l ..... 0\ tv) ..... C'..l 0\ ..... "" <:::> C'..l "" "" C'..l ..... C'..l <:::> C'..l
- .w ..... .....' .....' ..... .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' ..... .....' .....' .....' .....' .....' .....' .....' .....'
U) ttl
.-l C.
0 ttl
N U
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
<:::> ~ ~ 0\ l./') l'-.. ~ ~ <:::> 0\ l'-.. ..... <:::> ~ 0\ <:::> ..... ~ l'-.. ~ 0\ 0\ ~ 0\ \0 <:::> "" <:::> ~ 0\
N <:::> \0 <:::> 00 0\ 00 ..... "" 0\ l'-.. <:::> 00 l'-.. l'-.. C'..l \0 l'-.. <:::> \0 <:::> \0
.-I Vl ..... ..... ..... ..... ..... ..... .....
- 0
.-l ...J
.-l
..... "I- ~ 0\ 0\ "" \0 <:::> <:::> "" \0 ..... l./') l./') l'-.. tv) l./') 0\ 00 ~ l'-.. 00 00 00 l'-.. ~ l./') C:l l./') ~ <:::>
c: ~ 0\ ~ ..... \0 \0 ~ <:::> C'..l \0 00 0\ l'-.. "" ..... 0\ C'..l l./') ~ tv) "" <:::> ..... ..... ~
N Q) 00 00 C'..l ..... 00 <:::> ..... 0\ "" 00 <:::> 0\ C'..l l'-.. 0\ ..... l'-.. tv) <:::> \0 ..... C'..l l'-.. C'..l l'-..
.-l .s .....' .....' .....' .....' .....' .....' ..... .....' ..... .....' .....' ..... .....
-
.-l (5
.-l ....
c:
w
<:::> 0\ "" \0 l./') \0 <:::> "" "" ..... <:::> ~ 00 "" "" l./') l./') l'-.. l'-.. "" l'-.. <:::> C'..l \0 tv) l./') ~ l./') lr) lr)
N >- ~ <:::> l./') ~ l./') "I- "" ..... ..... \0 ~ 0\ 00 0\ ..... 00 tv) 0\ ~ <:::> "" C'..l ~ "" ..... ..... 00 .....
.-l ..... ..... ..... ..... tv) <:::> ..... ..... C'..l ..... 0\ tv) ..... C'..l 0\ ..... "" <:::> <:::> "" "" C'..l ..... C'..l <:::> C'..l
- 'w ..... .....' ..... .....' .....' .....' .....' .....' .....' .....' .....' .....' .....' ..... .....' ..... ..... .....' .....' .....' ..... ..... ..... .....' .....'
.-l ttl
.-l C.
0 ttl
N U
c: ~r mm ~ ~ ~n: m
0 \0 "" ~ ~ ~ C:l ~ 0\ 0\ N tv) .....
00 '.oJ 0\ 00 00 00 l'..: 0\ 00
0 ttl
-
r-- ~
0 :;;
::::>
..... \0 C:l ..... \0 "" ..... l./') ~ C'..l ~ \0 \0 00 C'..l l'-.. 0\ l'-.. ..... "" ~ "" 00 \0 ~ 0\ \0 <:::>
c: t-.. l'-.. <:::> ..... <:::> <:::> C'..l l./') <:::> \0 "" 00 l'-.. <:::> ~ "" \0 l./') ~ l./') \0 0\
00 Q) 0\ tv) 0\ 00 tv) tv) "" 0\ ..... C'..l N \0 <:::> ..... C'..l 00 <:::> 0\ tv) ..... \0 l./') N <:::>
0 E ..... .....' .....' .....' .....' ..... .....' .....' .....' .....' ..... .....' ..... .....' .....' .....' ..... .....'
-
r-- (5
0 ....
c:
w
<:::> 0\ "" <:::> ~ ~ <:::> "" "" ..... <:::> ~ 00 ~ "" lr) l'-.. l'-.. "" t-.. <:::> C'..l \0 tv) ~ lr) <:::>
00 >- ~ <:::> l./') l./') "" ..... ..... \0 ~ 0\ 0\ 00 tv) 0\ ~ <:::> ~ ~ 00 "" 00 ~
0 ..... ..... ..... 0\ ..... 0\ <:::> ..... ..... C'..l ..... 0\ tv) ..... 0\ ..... "" <:::> 00 "" ..... <:::>
- .w .....' .....' .....' .....' .....' .....' .....' ..... ..... .....' .....' ..... ..... ..... .....' ..... .....' ..... .....'
r-- ttl
0 C.
0 ttl
N U
0' 0' - -
.....
<l: <:::> ~ .....
~ 0
Vl 0 ~
u ~ ~ ~
(5 ~ -ti ~
0 '" "'" Cl:: C "'" ~ :c
..c: <lJ <lJ ~ ~ C <lJ Cl:: "'"
u .... "'" <lJ <lJ e Cl:: ~ C "C
Vl <lJ C "'" b ...... c
.... ...... c C <lJ ..Q 0 ~ .... ~
Q) c '0' E 01 ~ ~ t "C ~ ~ t::
C ~ :::.. ...... <lJ "E -'" t:: .~ <lJ t:: .;: :::.. :... c
"'C t:: .... C .... C "C .... :... :... c .g C <lJ <lJ '"
~ "'" .E <lJ <lJ .S ~ <lJ ::. "C ';: c c ~ c ::. .:;; <J t ..c: -S! "C C <lJ <lJ '" '" .g t::
~ 01 C ..c: J:1 c .'.: E <lJ <lJ ~ ~
~ 0 C "C ~ C t:: E <J <lJ t:: ..... ~ t:: <lJ <lJ <lJ "'" C C C 0 :Q
.!!l ~ <lJ <J "'" "'" <lJ 01 <J C <lJ <lJ <lJ <lJ
~ ::. ';: a 6 a a G 0 0 ::3 C C C <lJ <lJ :9 0 ~ ~ ~ ~ <J <J Q: 0
q: q: co a ..... ~ :t: :t: ...., ...... ...... ...... ...... ...... ...... 0 0 0 0 Cl::
r--
.-l
-
\D
.-l
o
N
00
o
-
r--
o
o
N
vi"
o
...J
"'C
c:
ttl
.....
c:
Q)
E
o
....
c:
w
"'C
Q)
.....
u
Q)
"0
....
0...
o
o
..c:
u
Vl
~
"'C
"'C
~
""
~
t::
<lJ
~
~
q:
~ 8
0 '"
;:... 01'
o<:!'"
~~
.... ~
2.<:( ~ ~ ~ ~ ~ ~ ~ ~
'"
.... <:::::> lrl ~ <:::::> ~ ~ ..... ~
~ ,..... <:::::> 0\ <:::::> ~
.-t Vl ..... .....
- 0
\0 ...J
.-t
..... ~ l'... 0\ l'... M O::l <:::::> M
c: ~ O::l lrl ~ ~ ..... <:::::> ~
,..... OJ ..... ..... <:::::> O::l lrl ~
.-t E .....' .....' .....' I..r)
- M
\0 (5
.-t ...
c:
w
c:
lrl <:::::> <:::::> <:::::> ~ 0\ lrl O::l .!!1
,..... > ~ lrl ~ M ..... <:::::> ..... ..... 0..
.-t ..... ..... ~ ~ 0\ ..... ..... ~ ~ ...
- 'u .....' .....' .....' .....' .....' .....' C'o.l' ro Vl
\0 ro ~ OJ 0
,..... .-t C. >;- ...J
.-t 0 ro '*
- N U c:
\0 OJ 0
.-t t- o
0 c: .-t
N ~ ~ ~ ~ ~ ~ ~ OJ
~ lrl 0\ ~ <:::::> '0 lrl c: ~
<Xl N 0\ l'.. ..... O::l 0\ O::l 0 .....
.-t Vl ..... 'Vi .....
0 - 0 0
- ::J
,..... .-t ...J U Vl
0 .-t Vl
0 E OJ
N ... U
x
Vl' 0 W
..... ~ ~ ~ 0\ lrl ...... M .....
0 c: lrl 0\ '0 ..... <( c:
...J N OJ ..... ..... <:::::> O::l <:::::> 0\ Vl ~
-0 .-t ~ ......' .....' .....' .....' ......' ~' u
c: - M -0 .....
.-t (5 c:
ro OJ OJ
..... .-t ... l:l.O ...
c: c: l:l.O ...
OJ W 0 ::J
E 32 u
lrl <:::::> <:::::> <:::::> C'o.l 0\ ~ U <(
(5 N > ~ lrl ~ g{ ..... <:::::> M ro Vl
... .-t ..... ...... C'o.l ~ ..... ..... ~ co u
c: - 'u ..... .....' ..... .....' .....' .....' Vl Vl
W .-t ro ~ OJ OJ
-0 .-t C. ..... .....
0 0
OJ 0 ro c: c:
..... N U
U OJ OJ
OJ 0 0
'Q ~ ~ ~ ~ l.1
... c:
0.. 0 <:::::> <:::::> 0\ <:::::>
(5 <Xl '';:; O::l 0\ O::l <:::::>
0 ro .....
0 - ~
~ ,.....
u 0 '';:;
Vl =>
J!:!
-0
:2 ..... l'.. ~ 0\ ~ ~ ~ .....
c: 0\ <:::::> <:::::> O::l ~
~ <Xl OJ O::l C'o.l ~ <:::::> <:::::> 0"1
0 ~ .....' .....' .....' .....' ~'
- M
,..... (5
0 ...
c: Cl
W
-.I
....
lrl <:::::> <:::::> <:::::> C'o.l 0\ ~ ClJ \0 '<:l' <:::::>
<Xl > ~ lrl ~ M ..... <:::::> :>- .....
0 ..... ...... C'o.l ~ 0\ ..... ..... O::l 0
- 'u ......' ..... .....' .....' .....' ~' ~
,..... ro M 0
0 c. 0
0 ro -s
N u I.J.J
ii) 0 V)
..... 0 'll::
<:::::> l..L..
<( !:::!. 00'
Vl ~ <:::::>
u '0 "
(5 ~ .....
..... ..t
0 Cl:: ~
~ ~ .....'
u .... ClJ ....
'" Vl ClJ ..... 1:: ClJ :s! 0
J!:! ClJ VI ClJ ClJ 2-
,~ b ~ 0 0\ .... .... 3:: gg '" r-...
~ -0 0.. .... ~ 0 0 ..... Cl::
c:: ClJ ';:: -.I -.I '-' 0 '";' .....
:2 -s:: -s:: c:: ~ ..... ~~ ';:: V) :;c " \Q
ClJ .... ..... ,!;2 ~ 0 ~I .....
Q. ~ :::l :::l ~ ~ ~ ..... I..J <:::::> ..... .....
Q. 0 0 c:: ,~ -.I 0 <:::::> <:::::> <:::::>
<:( Vl Vl :;) 0 " co '" '" '"
68
0'"
>.'"
'" '"
"2~
- "
~~
<t
....
.-;
.....
'"
.-;
o
N
00
o
.....
....
o
o
N
vi
9
"0
c:
'"
c:
ClJ
1;
e
.z
"0
~
ClJ
'e-
o.
o
o
-5
'"
~
""
I
....
.....'"
.....0
'" --'
.....
;;
~
.S
~
~
"-
o
==
.~
~ ,~
o 0
'';:; Q.
0. 8
E "0
~ ~
.d: ,g
~~
E ]
z .~
8
'"
.S
~
~
"-
o
.'l
"0
o
"S
VI
~
<;
0<
~
'"
"
0:
-><
~
~
~
b
'"
~
~
u
~
.2
g
o
~
~
~
.~
~
"'"
~
e-
8
'" ~
~ 0
.~
-6 a
~ :5
<>
'" ~
.S c::
~ ~
" ~
o 0
E '"
~ ~
.Q g
.'l '"
~ ~
c:: g
~ 0
E ~
~ ~
e ..;,
"- ~
~ E
~ ~
o ~
a~
~
'"
'"
~~~S;;::;~~S3~~
~ E~'~~~~~~~'~
..... -
~e
c:
w
<f
o
"'"
"
VI
t;
~
E
~
.Sl
g-
O<
!t
o
-><
"
o
"-
<(
~~~~~~
~~r-...C\~~
f'.~~~;~~~~~~
~'iJt'<i'N~N~'l"\l'Nl"\l'N
'" ..
..... 0.
o ..
N U
~nn; ~ ~ ~ ~nn~
2!ClO\~~~O\O\CO\()~
..... --'
.....
e~~~~:g~~~:;
~E~~~~~~~~~~
..... -
~e
c:
w
~,~~~~~~~~~~
__ u ~ r-.i roo) l"\l~ l"\l~ r-.i r-i r-i r-.;
..... ..
..... 0.
o ..
NU
~ ~
~ ~
'"
8
'"
.S
~
~
"-
o
.'l
"0
o
~
~
<;
0<
~
'"
"
0:
-><
o
~
~
5
'"
~
~
~~
'" <:>
'" ;:;
~~
'" '"
'" '"
~
.2
g
o
~
~
~
'~
~
~
"'"
~
?i
E
8 8
'" g>
,5. ....
~ ~
~ "
"- ;;
o <>
.'l '"
0. ,S
.g ~
" 0
VI E
;g~
: 2
c ~
.~ c::
~ ~
>. E
'c: ~
~ ~
5 ~
~ 'u
'" 0
E "-
~ a
~~
;:; '"
~~
'" '"
'" '"
'"
8
'"
.S
~
~
"-
o
==
.~
.~
o
"
8
"0
o
,g
"
"
o
-s
.~
,;
o
"S
VI
t;
~
E
~
.Sl
g-
O<
!t
~
'"
o
e
o
~
g;~~~
co C\ ~ 0'1
~~~~~~~~~~~~
....; ~~ N r-J' ~' N r\,j' l"\,l' r-.i ~' t'<i' 0:)
..,.
~~~~~~~~~~~~
~' r'\j' N l"\l' r-.; l"\l' l"\l' r-i t'<i' r'\j' t'<"j' Cf
~~~~~~~~~~~~
.....__C\~~O\o::i\()O\O\ 0\
rtr-...~~O\cc~~:g~C\")
~,~~~~~~~~~~~;; ~
...
~~~~~s~~~~~~
....; r-.; r..; f'.i l"\l' N ~ rr) l"\l' rr) Of
~~J ~ ~1.~ ~
05
I-
......-.;"'l;'I"ll::) C\()O;)l"\lCO\C~Qt'\j..-.;
C:"lI-C'l"j0::)r., r-...c;:)<:)r.,l::)r-...r-...~\OlI'j1'"'l
~u~~~~ ~~~~r.,~~~~OH
-S?1;
bE
c:
w
'"
00' '"
~.s ~
o ..
o 0.
N ..
U
'"
."
"
~
~
2:
<(
o
<>
.<=
u
'" 0
~-
.. <(
- '"
c: U
cu
E
cu
w
2 ~ ~
g. ~ 0
~ ~ a
.....
Q\~
:5 ",'
~
'to
~
0<
~
.g-
o:
-><
-><~
~ ~
~ ~ '"
b b ,9-
.... .... :::::
~ ~ ct
~~~
~ ~ 0::
'" ..,. <:>
l"\l' ~ N
~~~~~~~~~~~
.---. N 1'\1' ....; N N l"\l" N '-'
-
~
~ ....
~ 0
~ g
'" '"
-><
~ (lj ,~
E.g. ~ .~ '"
.g Qj ii: Qj 0.. Qj
~~~~8[E
~ :E ~ t5 C 0 ~
1--1-
~ ~
'" '"
'" :::
1--1-
1.0 \() 1'"'l '"
~,~ ~ ~
" l"\l' ~ ~
'" '"
Ct\tt~
8"''''
~
~
~-I-
Co
'~
~
'e
~
~
c5
'~ ~ ,~
~ ..Q ~
~ ~ ~
~-~
~
~
<;
0<
~ ~
~ ~
~ ~ ~ ~
eeCL~
~ ~ ~ -
ii ii .S ~
~~~Cl
'" '"
~ ~
t'<i' t'\i'
..,.
.'d
o
~
"
~
-
~
t;
~
-15
e
'"
"'"
t;
'e
~
"
-5
.S
'"
~
~
.~
"-
'" t;
~ &
O()~ e
<:> 0
K ~
~ "0
~ .,g
t' ~
o "'"
g- '"
ct:: :E
9 ~
. <:
c:
'"
a:
'" '"
~9
c '?/.
ClJ 0
>- 0
,S ~
5 -5
'Vi -
::t 0
] ~
u
.E~
<{ ,S
'" >
U-;:;
"0 c:
ClJ ClJ
""
.98
15 <(
.. '"
a>u
~ ~
ClJ ClJ
o '0
c: c:
ClJ ClJ
00
II
9
~
o
""
o
o
"S
~ ~ ~ 0
~u ~~~
tJ ~I g (3 ~
en ).. t'\j t'\,j t'\j
g .2 ~
"" - '"
~~~
.~ Q;: ~
:So
, -
Q. ~
~E
, ::
Q "
U ~
~~
~ '"
~ .S:
o ~
~ Q
"0:
~
Q
0-
~
Q.
ja!laH
pasodoJd
'" ~ ~ ~ co '" ~ ~ ... ~ ~ '" '" ~ ... '" "- co '" "- "- '" ... "- ~ "- co '" ~ co co ~ ~ co "- '" ~ ... ~
'" co '" ~ "- '" m .. ;!: ~ '" co ~ ~ "- '" ~ c '" '" al ~ ... '" ~ ~ ~
.. '" ~- '" '" .. '" "- '" '" '" '" '" '" '" .. ... '" '" ... '" '" ..
6,-gIOl ~
'" co '" "- '" co '" ~ '" co ~ '" .. ~ '" "- ~ ~ '" c ~ "- '" C'!l ~ co '" '" ~ co "- '" '" c "- '" "- '" ~
'" al ~ S ~ ~ ~ co '" '" ~ ~ ~ ~ ~ ~ '" ~ '" '" '" al ~ ~ '" '" '" '<1 ~ ~ ~
... '" .. '" "- '" ~ '" '" '" '" '" '" .. '" '" .. '" ..
g,-nOl ~
'" g: ~ ~ ~ '" '" ~ co ~ "- ~ '" ~ '" '" ~ ~ '" '" ~ c co ~ ~ ~ ~ '" '" ~ ~ g: '" '" <:> '" m c ~
'" ~ co '" ~ ~ ~ ~ al ~ ~ co '" ~ ~ '" '" al ~ '" '" ~ '" ~ ~ ~
(JeaA ual) ... '" '" "- '" '" .. "- ~ '" '" '" '" '" '" .. co .. '" .. '" co ..
~
n-9IOl
~ "- c '" ~ co ~ ~ '" ~ co ~ '" '" '" '" ~ '" '" '" co '" '" ~ ~ c "- "- '" ~ '" '" c co '" ... co '" ~
'" m ~ ~ '" '" ~ '" ~ ~ ~ '" c ~ ~ '" c '" '" '" ~ '" ~ ~ '" ~ ~ co ~
... '" "- '" '" .. '" '" co ~ '" '" '" '" '" co '" co .. '" '" .. '" co ..
9,-5IOl ~
'" co '" c ~ '" '" co '" co '" ~ i:1 ~ '" ~ "- '" "- "- c '" ~ ~ ~ "- '" ~ ~ al "- co ~ ~ co ~ c c ~
'" '" ~ ~ ~ ~ ~ co '" ~ ~ '" "- '" c ~ co '" ~ ~ '" ~ .. ~ '" .. '" '" '" '"
... '" '" .. '" co '" co ~ '" '" '" '" '" co .. '" .. '" '" co co ...
5,-vIOl ~
c C'!l ~ ~ ~ "- '" "- .. '" ~ '" ~ ~ ~ ~ ~ ~ ~ c ~ ;:: ~ '" ~ ~ ~ i::l '" c ~ ~ "- '" '" ~ ~ '" ~
'" ~ ~ co ~ co .. ~ '" c c ~ ~ ~ ~ .. '" .. '" '" c
... '" '" '" '" .. "- '" '" co '" ~ '" '" co '" '" '" ... '" '" .. '" '" co co ..
v,-nOl ~
'" '" '" '" ~ '" C'!l "- ~ '" '" co '" ~ co ~ ill ~ m ~ '" ~ ~ '" ~ '" '" ~ ~ '" co ~ '" ~ '" '" ~ "- ill
'" ~ ~ ~ '" "- i::l ~ '" i:1 ~ co ~ ~ co '" '" '" .. ... ~ ~ "-
... '" '" '" '" '" .. '" '" co ~ .. '" '" co '" '" '" co '" co .. '" .. '" "- ...
n-lIOl
'" ~ '" ~ '" co ~ m "- '" '" c ~ ~ "- ~ '" co ~ '" ~ ~ '" co i::l ~ ~ '" '" ~ '" '" '" '" '" '" .. ~ ~
'" '" '" ~ al ~ '" '" ~ ~ ~ ~ ~ '" "- '" '" &l '" ~ .. '" '" '" '" ~ '"
(JeaA a^!,) ... '" '" '" '" '" ... co '" ... .. '" '" co '" '" '" '" ... '" '" .. '" co "- ..
Z"[-HOl
<:> '" "- '" .. ~ ~ '" '" '" '" '" '" ~ "- m '" '" iil co '" "- g) '" ~ .. co '" ~ ~ '" '" "- c .... c '" '" '"
'" '" ~ '" ~ ~ '" '" ~ ;:: i::l '" ~ ~ ... '" ~ co '" ~ ~ '" ~ '" '" '" '" co ~ &l ~ '"
... '" '" co '" '" .. '" ... '" '" ~ .. '" co '" co '" '" '" co .. "- ... '" '" .. '" '" ..
n-OIOl ~
'" '" ~ "- ~ ~ ~ ~ '" ~ '" ... co '" m ~ ~ "- ~ ~ ~ ~ ~ co '" '" "- ~ '" ~ ~ ~ ~ "- ~ '" ~ '" '"
'" '" co ~ '" '" ~ ~ co ~ '" co c ... '" ~ ~ &l ~ ~ '" ~ '" ~ ;:: '"
... '" '" ... '" .. .... '" co ~- co ~ '" '" "- '" '" '" '" ... ... co '" ... '" '" ...
Q"[-600l
~ ~ co '" '" ... 8 '" "- co "- c '" ~ '" '" '" ~ ~ ~ ~ g) '" ~ '" ~ c ~ "- co i::l '" .. ~ c '" ~ "- (g
i:1 ;:: ~ S '" '" ~ ~ ~ ~ ~ ~ ~ ~ '" ~ al ~ ~ ;:: ~ ... ~ ~ ~
... '" '" .. '" '" ~- co '" ... '" '" ... "- ... '" .. '" ..
60-g00l
"0 ~
0 ~ ~ '" ~
-5 t? ~ Q "" ~ ~ ,~ "S ~ .Ii "
" " '" " ~ ""
Vl t? " ." ~ ~ t~ 0. ~ " ~ .9 " " " "
" " " " :;; ~ "" .9- 1:: '" g " ~
" " " " ~ '-' '" ~ " '" ~ ~ " '" '" " ~ ~ ~ " ~
" "" .Q " :E " 2 8 ~ ~ "E E ~ E ~ " '-'
" ~ ~ '" E ~ if ~ " '" ~
E 0. " ~ .9! " ~ " oS ~~ ~ E !I " .9! B {j :: "
" " " :0 ~ e " ~ ~ ~ ~ ~ '" '" "
::t 0. " " 8 6 6 0 8 " " c " " " .:i ~ .t
<( <( '" <( <xl <xl '-' '-' '" '" '" '" '" '" '" '" :r:
'"
...
.....
co
...
o
N
'"
o
.....
co
o
o
N
'^
l:
o
'f
OJ
'0'
~
..
l:
OJ
.E
'0
C
w
'0
o
.J:.
...
Vl
~
~
l:
OJ
E
OJ
W
....
.~
"
"
"
0.
0.
<(
g .~
"" ~
u ~
'" ..
.!:! CIt:
~2
" ~
CE
~ ~
, ~
c ..
u ~
~.g
~ '"
e .5
o E
~ 0
~~
<;
"
.t
ja!laH
pasodoJd
~ ;!: '" ~ ~ .... ::g .... ~ '" ~ '" ~ '" '" '" ~ "" ~ ;!: ~ '" ~ ~ '" ~ '" ;!: ~ '" ~ .... ~ ~ '" '" '" "" .,
'" ~ ~ .... "" ., ., '" ~ ~ '" '" '" ~ ~ ~ '" '" '" '" ., ~
~ '" '" "" '" '" '" '" '" '" '" "t '" "" '" .... '" ., '" '" ~ '" '" ., '" " ., '" '" ~ '" '" ""
Gt-BtOl
~ ;!: '" '" ~ '" ::g '" ~ '" ~ '" '" "" '" '" ~ ., ;!: ~ ~ ~ '" '" '" ~ ~ .... '" '" '" ~ ~ '" '" '" ~ ., ""
'" '" ~ 0: "" ., '" ., '" ~ ~ '" '" '" '" .... ~ '" '" '" ~ '" ., ~
~ '" '" "" '" '" '" '" '" '" ., '" "" '" .... '" ., '" '" ~ '" '" '" ., '" '" " ., '" '" '" '" ""
Bt-LWl
~ ~ "- ~ ~ "" ::g ~ ~ '" '" ... ~ '" ~ Gl ~ '" "- "- '" ~. ~ ., '" ~ ... ~ ., '" '" '" ~ ~ '" '" ~ '" "-
i(l '" '" ~ ., '" "t ., ~ "- .... '" ... '" '" ~ '" "" '" ~, '" ., ~
(JeaA Ual) ... '" ., '" '" '" '" '" '" "t '" "" '" '" ., '" '" ~ '" '" ., ., '" '" " ., '" '" '" ""
Lt-9Wl
'" '" "- '" ... "- '" ~ ~ '" '" '" '" "" '" '" ~ ~ '" '" ~ ~ '" '" ~ '" '" "- '" '" ~ ~ ~ .... '" '" ~ '" '"
'" '" '" ~ .... '" '" ., '" "t '" "t ~ '" '" ~ " '" '" "" ~ '" ~ '" ... "" ~ ~ '" '" ~
... '" '" ., '" '" '" '" '" '" '" "t '" "" '" '" '" '" "" '" '" '" '" '" '" '" '" .... "t '" '" '" ""
9t-5Wl ..;
~ 8l '" ~ "- '" tB ~ ~ ~ '" '" '" '" ~ '" "- '" '" '" "" ~ ~ "" ~ ;g tB '" "t ~ ~ '" '" "" ~ "- '" "- '"
i(l '" '" "" ., '" "t '" "t ~ ~ ~ '" tB ~ "" '" '" '" ~ "" '" "" '" '" '" ~
... '" '" '" '" '" '" '" '" '" ., '" "" '" "" '" ::i '" '" '" '" ., '" '" '" '" ""
5t-t7tOl
'" '" '" '" '" '" '" "- '" ~ "- .... "" "- '" '" '" ., '" '" '" '" '" '" '" '" ~ '" "- '" ~ '" i ... " '" ., ::g '"
'" '" ~ '" '" '" '" ~ '" ., ~ " '" "t ~ ~ ;!: ::l "" ;:: '" <1. ~ '" :il '" '" '" ~ "" '" ~ '" ., ""
... '" '" '" '" '" '" '" '" ., '" "" '" "" '" ::i '" '" '" '" '" ., '" '" '" "" '"
t7t-nOl
'" ., '" '" .... '" ~ '" '" '" ::J '" '" '" '" ~ ~ .... "- '" "" '" '" '" '" '" '" ~ '" ~ .... '" '" '" ~ ... '" '" '"
'" "" ::J '" '" ~ '" ~ ::g "" "t "" '" '" '" ... ~ '" ~ ~ '" ... '" "" ~ ;!: .... '" ~ '" .... "" '" ;;;;
... '" '" '" '" '" '" ., '" "" '" '" '" .... "" '" ::i '" '" '" '" '" .... ., '" '" ~ '" '" ""
n-lWl
Gl '" '" ... .... .... "" "" '" '" '" ... '" ~ ~ ~ '" ~ ... R ... '" '" '" "- '" :is ~ 0:: '" '" ~ ~ '" "" ~ 0:: '" '"
Gl ~ :il ., '" i(l ~ ... ~ '" '" ::l ~ '" '" ~ ~ '" ~ '" ~ ~ '" ~, '" ~
(JeaA a^!,jl ... '" '" '" '" '" ., "" '" '" '" "" '" ::i '" '" '" ., '" '" '" '"
Zt-HOl
::g i '" 8l ... '" ., '" ... ~ :5 '" '" "- ~ '" '" ~ '" ~ ~ ~ '" ~ '" '" ~ '" '" '" '" 8l '" "- '" ~ ~ .... '"
., ~ '" ., ~ '" '" '" :> ~ ~ .... '" ~ '" "- ;!: ., ;!: '" '" ~ '" "- ~, '" ~
... '" '" '" '" '" '" ., '" " '" '" .... '" '" '" "" '" ::i '" '" ., '" ., '" '" '" ., "" '"
tt -OWl
~ '" ~ '" ;;; "" '" ., '" '" '" .... ., '" ~ '" ~ '" '" '" '" ::g .... '" ~ :> .... ., gg '" '" '" ~ '" '" :5 ;g ~ '"
::g '" "" ~ '" ~ '" '" '" .... ::g '" ~ ~ "" ~ '" ~ '" ~ ~ '" ~ '" '" '" '" ~
... '" '" '" '" '" '" ., '" " "t "- ~ '" .... '" '" ::i '" '" ., '" "" '" '" ~ "" '" '"
at -GOal
~ '" '" ~ ~ ~ ::l '" ~ ~ '" '" '" .... ~ '" ~ .... '" ~ '" '" ~ ~ '" ~ '" '" ~ '" '" '" '" '" ~ ~ '" '" ~
'" '" ~ ~ ~ '" '" ~ ~ ~ '" ;!: '" ~ g: '" ::g '" ~ '" ~ '" '" '" '" '"
~ '" '" '" ., '" '" ., '" '" '" '" ::. '" "" ~ '" '" ., '" "" '" '" '" '" "" '"
GO-Baal
0 '" -<; ~
0 '" ~ 0 ..
-5 .. .. .. ~ ~ ~ c
-e ~ '" 0 e> .2 ~ "'''' ~
VI .g. -~ .. ~ EO c "i; '- is ~ o ~ ~ ~ " ~ -'0
~ " '" .. .Q ~ l '" ~ ~ ~~ ~ '"
~ .. a '" ~ '" '" " .S a i
~ ~ ~ '" E ~ '" " '= .. " .., g ~ ~ .c .. .c ~
.. ;; .. ~ .s
~ ~ '" ~ .!!/ g ~ ~ ~ ~ ~ I..J 0 t 8 0 .g ~ " .. ..
" " .. .c ~ '" ~ " " .. :i ~ 0 " 0 ~ ~ ~ .S ~
:x: :x: ~ .Q " ~ ~ ~ ~ ~ ~ ~ ~ ~ '" 0 0 ;;: 0.. ;;:
en
...
......
co
...
o
N
en
o
......
co
o
o
N
,;;
I:
o
-B
OJ
oe-
"-
...
I:
OJ
.E
'0
C
...
'0
o
~
...
ell
~
!!!
I:
..
E
..
ill
'"
.~
..,
~
..
"-
"-
'"
g .2 8
"" ~ "
~~~
~~~
a. c
~~
, E
a ~
~~
o '"
~ .S
o 2
>. 0
""0::
~
o
~
a.
en
...
....
00
...
o
.....
en
o
....
00
o
o
.....
'^
l:
o
ti
..
"e-
o..
~
..
~
~
l:
W
'0
o
.s::;
u
VI
~
:l
l:
..
E
..
Lij
"
.10
1:l
~
Cl.
<(
ja!laH
pasodoJd
Gl-81:Ol
81-L 1:Ol
(JeaA ual)
Ll-91:Ol
91-S1:Ol
Sl-t71:Ol
t71-HOl
H-ZlOl
(JeaA a^!j)
Zl-nOl
n-01:Ol
Ol-GOOl
GO-800l
o ~ ~ ~ ~ ~ 0 ~ ~ ~ ~ ~ ~ ~ Q ~ ~ ~ ~ ~ ~ ~ ~ Q ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ r;; :;; f8 ~ ~, ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 3 ~ ~ ~ ::a ~ ~ ~ ~ ~ ~ ~ ~
~ ~ tS ~ r:o ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ;:::: ~ ~ ~ ~ ~ ~ ~ :;; ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ :s
~ K ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ 0 ~ ~ ~ ~ ~ ~ ~ ~ 0 ~ ~ ~ ~ ~ ~ ~ 0 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 0 ~ ~
~ ~ ~ :;; ~ ~ ~ :;; ~ ~ ~ ~ ~ ~ 0 ~ ~ ~ ~ ~ :;; ~ ~ ~ ~ ~ ~ ~ ~ ~ ::a ~ ~ ~ ~ ~ ~ ~ ~
......; ~~...;
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ; ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ S ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ a ~ :;; ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ r:o ~ ~ ~
~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ 0 ~ ; ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ :;; ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ tS ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 8 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
.... ...; ~....
~ ~ ~ ~ ~ ~ r;; ~ ~ ~ ~ ~ 0 tS ~ ~ ~ ~ ~ 8 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~
~ i ~ ~ ~ ~ ~ m ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ :;; ~ ~ f8 ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ c ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ K ~ ~ ~
~ ~ ~ ~ ; ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ a ~ ~ ~ rn @ ~ rn ~ ~ ~ ~ ~ ~
~ ~ ~ ~ K ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ K ~ ~ ~ ~ ~ K ~ ~ ~
o
o
.J:
U
VI
~-g
" <>.
:x: 1:l
-Sg~~~~~
~~~~~~E
_~,~'~.~~.~.2:
Q.. a.. a.. ct: ct: ct: 0:::
~
~
o
""
'"
~.g'E~
0\ -;: 0 ~
.~ --e 't:- u
..c:: <lJ CI.o .....
~ ~ ~ ~
"t5 ~
~ ~ ~
~'e E 'E ~ E
~~~~.s.g
~~].~~~
,H::;::;:s::;:
~
"''''
'e i
.5} '"
-ti ~
o 0
0: 0:
~
1:l
o
'"
-><
~ '"0 '"
~ 0 -><
u 0 0
" ~ ~
o....c::: 01
.~ :; .~
"" 0 Cl.
'" '" '"
t: ~ VI
~ 0; 0.... ~
0; a.. e .~ ~ ti
<lJc::~~tf=SQ,.e
.~~~~~~.~~
~ ~ ~ ~ := ~ 5 ~
" ~ ll1
g .9 ~
.c-'"
~~!
-g 2
Q. ~
CE
~ ~
, ~
o ~
u ~
~~
~ o.
e .S
o ~
~
~..9
~Q..
o
1;
<t
en
...
......
DO
...
o
....
en
o
......
DO
o
o
....
v1
l:
o
ii
OJ
"[
"-
..
l:
OJ
.E
'0
C
...
'0
o
.r.
u
'"
~
~
l:
OJ
E
OJ
;;:;
ja!la~
pasodoJd
Gl-SIOl
Sl-L IOl
(JeaA uall
Ll-9IOl
91-SIOl
51-vIOl
vl-HOl
H-ZlOl
(JeaA a^!~l
Zl-nOl
n-OIOl
Ol-GOOl
GO-SOOl
<:>
'"
""
8 ~
"''';':
.S ~
~;;:
.!:!:! ~
~ ~
8'&
'" ..,
t: t:
o 0
0. 0.
~ ~
~ 0
~ '"
" ~ 0 0
~ ~ r2 ~
o
:;:
{;
o
~
~
o
-g ~
~ 0 ~
~~~
r..,. ~ .~
g ~ ~
Q :t ~ _
~ ~ ~ ~
- ~ ~....' ""
g.c ~
l'I'\ ~ ~ ~
~ a ~ ~
a ~ ~ ~
~ ~ .3 c:
a ~ :2: ~
<:>
~
<:>
'"
'"
o.
~
,
:e
~
Q ~
&~
.., 0
" 0.
o. ~
:g 0
-e ~
q, ~
~ '"
~
"" 0
o 0.
~~
~ ~
~ <:
00000 0 Q
~ ~ ~ t2 ~ ~ ~
<:>
~
o.
"
"
:e
"
.c
.g
""
'"
"
o.
~
<:> -e
~ "
~ ~
""
.9 ti
E ~
.g ...
" g>
~~
<:>
~
~
.8
""
<:>
..,
~ ~
'" .8
.1:! E
.8 0
~ ~~~~
tio~~dg
~iiiiij
~l~~~~......5}
~~~~~ 8'
~c$c:i'c:)c:)scj'
8~~~~i.J~
"'""o....~~t:c)t)\
"'='a..Q..~cf~'~
~~~o~~~ll.I~
:=. c: -I c:: t: 8 "ti
~~~~~o~
~~~~~~~~
.,
00
~~~~~~~~~~~~~~~~g~~ ~
.,
00
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ffi ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~
<:;) ao (:) <:> <:I 0 0
~ ~ ~ ~ ~ ~ ~
~ ~ ~
VI '" '"
~ ~
~ ~ ~
00'
00
'"
~
......
00
~
'"
~
.....
'"
'"
::i
'"
00
'"
'"
00
~
",'
00
'"
'"
'"
""
00
~
00
~
'"
~
'"
.....
"0
0
..c ~
'" <.> .ll
VI '" '" .., '" '" .., '" "
.~ ~ '" ~ '" ..... ..:.. ..:.. :;: ..:.. '" ..:.. VI ..... :;: ..:.. ~ ~ " 0.
" ..:.. ..:.. :!: :z V> V> ..:.. V> ..:.. :!: V> 0 0
" is 0.
~ ..:.. ..:.. ..:.. ..:.. ..:.. ~ ..:.. ..:.. :z ..:.. ~ ..:.. ~ ..:.. ..:.. ..:.. "< ;;
0. ~ .;, ~ .;, ~ ,;, r.:.. '" ,;, '" ~ '" ci, ,;, :b :b ~
"< '" 00 '" .., .., '" '" '" '" '" '"
~~
o 0
]l',j
~=t:
,~ Q.
:0'"
:J
Cl..
C
c:
:J
<3
~
OJ
c:
o
'-
o
.s
"l:l
~
'-
o
2-
'-
Cl..
en
.-t
.......
00
.-t
o
N
en
o
.......
00
o
o
N
vi
C
o
.;i
u
QI
.0'
...
Q.
...
C
QI
E
o
...
c
UJ
00
I
~
l',j
:g
c:
~
8:
'"
c
C
10
'"
~
t:
.S!
g
VI <(
c: ""
0 m
:ij
c.. ~
E OJ
:J "'"
VI '"
VI ...
<( ....
OJ
E
a
c'
00
t2
'"
:.c;
E
"
:3
"- ::3 l"rl 00 '""
'"" l"rl l',j 00
61:-SWl \0 ~ '"" l',j 00
'""' '""' l"rl'
"- ::3 "t 00 l',j
'"" l"rl l',j 00
Sl:-LWl \0 ~ '"" l',j 00
'""' '""' l"rl'
(JeaA ual) ~ ::3 \0 00 \0
'"" l"rl l'\j 00
\0 ~ '"" l',j 00
Lr-9Wl '""' '""' rv1
"- '"" f2 00 ~
l',j '"" l'\j ~
9"[-SWl \0 ~ '"" l'\j
'""' '""' l"rl'
0 "- ~ 00 '""
"t 0 l'\j ~
S"[-vWl \0 ~ '"" l'\j
'""' ...;- l"rl'
'"" t'\I ~ 00 "t
~ ~ l',j ~
v"[-HOl '"" l',j ~
'""' '""' l"rl'
\0 l"rl l"rl 00 0
\0 d\ ~ l',j ::3
H-nOl \0 '"" l',j
'""' ...;- -i'
(JeaA a^!~) ~ '"" \0 00 ~
'" ~ l',j "t
\0 ~ '"" l',j 0
n-nOl '""' '""' "t'
\0 ~ ~ l"rl
~ 0 l'\j
n-OWl ~ l'\j 00
'""' r-I
-..
~ :::~
"- 0 0 \0
~ ~ 0 ~ \0
m-600l l',j 00
'""' ~ l',j'
~
0:: ~
0 '"" ~ ~ \0
\0 "t 0
60-S00l "- ~ l',j ~ ~
'""' ->c r-I
0
....
'-
~ -
c:
'-
<3
0 ~ ~~
0 OJ .g>lJ..j
..r::. :S;1 '- ii: ]
U 0:: ~
Vl '- c:: -S E ~
->c
0 c:: c:: :J 0
..Q ~ ~ a ....
'- ~
'" co
~ 8
2'"
u ._
"' ~
~~
..,
~
0..
C
~
~
<3
~
'"
~
"
o
'"'
..,
"
~
"
@-
0..
::l
'"
"
0
~
~ .S
c: ..,
0 " 0
., '" ~
0. 0' ~
E "'
" .,. ~
~ ~
~ ~
.5J :g
"ti <Xl
.!!! ~ ~ 8
0..
8' ." ~ ."
~ ~
." .~ '"' .5J
~ e:
~ ~ '!:. b
8 " ~
Q .5J Q
~ 0 ~ ~ "" :'il ~ '" " .,. 0 '" .,. '" ~ ~ ~ '" " " '" '" .,. "" " ~ ~ .,. '" ~ ~ ." ~ ~ ~ ~ 8 ""
~ 5 ~ ~ g: ." '" ~ '" gj '" <Xl ~ " 3 :5l ~ '" ~ 5 '" '" ~
;:, ." ~ ::; "" "" "" ::; '" ::; '" ::; ~ "" "" ::; '" ::; ."
61-S10Z ..; .,,'
'"
~ 0 '" ~ "" ." ~ ~ Iii '" ~ ::l .,. ~ 3 ~ g: ~ '" '" ~ " '" ~ " ill '" .,. 8 '" ~ .,. 0 ~ ~ ~ 0 0
~ .,. 5 ." ~ ~ gj OJ ~ " ~ .,. ::l '" ~ 5 '" OJ ~ 0 ."
;:, ~ ." ~ '" .,. "" '" ::; '" '" ::; ;:, '" ::; ~ ::; ::; ::; ." "'
In-HOZ .,,'
'"
~ Iii '" ~ "" '" ~ 0 ~ '" 0 ~ .,. ~ <Xl ~ ~ ~ ~ ~ ~ '" '" .,. Iii ~ ~ .,. " '" " '" ~ ~ ~ ~ g '"
(JeaA ual) ~ 5 ~, ~ ." '" gj 5 '" .,. '" 5 5 5 ~, ~ '" <Xl
;:, ;:, ." ~ '" ::; "" "" "" ::; '" ~ '" "" 01 '" '" "" "" ::; ::; ::; ." '"
~ .,,'
Ll-91OZ '"
0 :g 0 ~ " '" '" '" '" "" ~ ~ "" '" ~ " ." m '" '" 01 ." '" " ~, 0 " 3 ~ "" '" ~ ~ ~ ~ ~ g ::;:
~ ~, 5 ~ ~, ~ :5l '" ~ ill 3 ~ "" ~ '" '" ~ ::;: 5 ::l ~ .,. ~,
;:, ." ::; "" .,. "" '" ;:, '" ::; ;:, " ::; ::; ::; ." ""
91-51OZ .,.'
'"
" ~ ~ " ." 0 ~ '" '" :'; " ~ "" ~ S ;g "" ~ ." ~ ~ ." ~ "" ~ "" ~ ~ ~ ~ " Zl '" ~ ~ ~ 8 '"
~ "" 5 ~ '" ::;: ~ '" ~ ~ .,. ::;: '" ~ ~ ~ ." ~ '"
;:, ~ "' '" ::; "" .,. "" '" ;:, '" ::; '" '" "" ~ ~ "" ::; ::; ::; ." "'
51-17lOZ ..; ~ .,.'
'"
~ " ~ ~ ~ '" " '" ." ~ '" ~ ~ '" ~ ~ ~ ~, ~ '" "" '" ~ ." " ~ '" ." 0 ::;: ~ " :::; ~ ~ ~ '"
~ ~, ~ ~ .,. i2 :5l Iii ::;: ." " 5 " ~ ." 5 ::l '"
'" '" .,. ::; '" '" " ;:. ;:, ;:, ::; ::; ::; ::; '"
171-HOZ .,.'
'"
'" ~ ~ '" 5 '" g) ~ ~ .,. .,. " '" '" m 0 ~ 0 '" ~ ~ " ~ ~ " '" ~ ." ~ " ~ '" '" ~ :Q ~ ~
~, ~ ill 5 5 ~ ~ Cil '" ~ Zl ::;: ~ ~ ~ '" '" ~, ~ gj ~
'" " '" ;:, '" ::; ~ "" " "" ~ ::; ::; ::; ""
H-ZlOZ ..; ~ ~ .,.'
'"
~, ~ '" '" :'; <.0 :'il 0 .,. '" ~ ." ." " '" '" "" "" " ~ "" ~ " ~ '" '" ~ '" 5 '" '" ." ~ :Q ~ ~ "
(JeaA a^!~) gj ~ ~ OJ ~ 5 '" ~ gj " .,. ~ ~ S ~ '" :'il ~ ~ ~ 5 ." gj '" ~
::; "" '" ~ '" ::; ~ ;:, ~ ::; ::; ::; '"
.,.-
Zl-noz '"
'" Zl :Q " Zl 5 ill ~ 8 5 '" :'; ~ '" ~ " ~ '" ~ ~ ~ ~ '" .,. <.0 "" '" ~ ~ ~ g: '" 0 :Q :Q ~ "
~, ~ ~, 5 0 5 .,. .,. ~, ~ ~ ::l ~ '" g: ""
~ "" ::; ::; "" ." '" "" "" "" "" ::; ;:, '" ::; ;:, '" ::; ::; ::; '"
n-olOZ ~. ",'
'"
.,. '" R m "" '" '" ~ '" '" '" ." '" c:: " '" i2 .,. " .,. "" '" '" " 0 ~ '" ~ ~ .,. ~ 0 ~ :Q :'il
~ 01 ." '" !- ~ ~ 3 ~ '" :5l '" OJ ~ ill gj .,. ." '" "" ~ ~ '" '" ri\
::; " ::; ::; '" ." ::; ::; '" ::; ~ '" ;:, ::; ::; ~ '" ::; ""
01-600Z ~ "'
'"
"" '" 5 '" 0 ." ~ ~ '" " ~ ~ '" ~ "" ~ ~ :tJ ~ ::l '" ~ ~ ~ ~, " '" ~ '" '" ~ i2 .,. ~
'" .,. '" '" ." "" ~, :Q '" g: S '" "" ::;: '" 5 5 .,. 0
;:, ~ "" ::; ::; ~ '" ::; ." ::; ~ '" '" ::; ~ ~- ::; '" ::; '" ~
6o-S00Z ~- ~ ,,-
'"
c c ~
0 ~ 0 8 0
~ ~
0 ~ ~
-5 '" ~ ~
Vl ~ "
-b 5 ~ '"
'" "" "" '" "
i5 ~ 5 " " " 0; ~ '" ~
" ~ " ~ e .5J " "" '" ~
.!i .5J (j " " ~ "
~ " .5J c " ~ " ~ ~ " ~ b ~ ~ ~ ~ ~
~ 'Ci' '"' E :g "E -~ 1:: ~ '"' " ] '"'
" " ~ .~ " ~ " 0 " " ~ 0.. ~ .5J .~ .5J
"" ~ " ~ ~ ~ .g " " " ~ ~ .S! " " ~ e:
.S! ~ .S ~ " ~ " " ~ E .S "E "E ~ "'"
CI. '" C E 8 ~ ~ .c ~ " -E ~ " .- " " E ~ '!:. 1l .2 ~ ~ b ~ ~ ~ b "
" g ~ " ~ .!O .!: ~ ~ " ~ "" ~ '" :3 " " ~ ~ 8 " .., ~ ~ ~ ~ ~ 8 ~ ~
CI. <3 <5 <3 <3 G ~ .5J ~ ~ ~ ::;; ::;; ::;; ::;; Q: " " S1 .5J
'" '" <Xl Cl J: J: Q Q '" ." => Q Q
en
...
.....
00
...
o
N
en
o
.....
00
o
o
N
..
c:
.g
...
'"
'e-
0.
E
'"
.E
e
c:
w
'0
o
.::
...
III
'"
:;;
'C
~
'"
.~
"
~
~
Q.
Q.
'"
.!!:!gg
o 0
,g<"l
\,)-
V) ';::
,~ Cl.
:Q<t
:J
Cl..
C
t::
:J
8
(\J
01
t::
o
'-
o
:...
.0
1::1
(\J
'-
o
Cl.
~
Cl..
Q'I
....
......
00
....
o
N
Q'I
o
......
00
o
o
N
VI"
C
o
~
1.1
cu
.-
o
...
Q..
...
C
cu
E
"0
...
c
UJ
"0
o
..c
1.1
\I)
..c
.~
:I:
<"l
:g
t::
(\J
8:
<t
0
0
....
",' 0 0
->< 0 0
VI '" 0'\ 00
c: '" Co '"
,9 b "E:! ,9-
'" ::::
..... ~ '" ~
C. :>
E '" Q. '", ....
'" G :;:) Q
~ "" 0 0
VI '" 0'
VI :> 0 ~
<! ~ 0 00
~ \0 .... ....
~ ->< '"
'" 0\
2 '" ~ t:
0\ e
'" 1:! ... 0
"'" Cl: '"
Q. ..Q t;
'" "'" E ~
Q. '"
<( 0 f::
0 1.0 f'-. ..... ~ ..... "'t ..... ~ 0'\ 1.0 '"" ..... ~ lJ) 00 t2 ~ 0 0 '"
Ql <"l ~ ..... f'-. ~ "'t 1.0 lJ) ~ ~ ~ ..... R 0 '"
61:-SWZ I.t) <"l <"l <"l ..... , '" ..... 1.0 I.t) <:> <"l I.t) '""
<"l <"l ...., <"l <"l <"l ..... '"" <"l' <"l' <"l' <"l' <"l' <"l' ....,' <"l' <"l' <"l' <"l' oi'
""
1.0 f'-. <:> ~ 1.0 f'-. ~ 1.0 <:> ...., <"l <:> 1.0 ..... 0'\ "'t ~ <:> <:> <:> f'-.
f'-. I.t) t2 "'t "'t 00 ~ ...., ;:g ~ 1.0 ...., ..... I.t) R R <:> ""
S1-LtOZ f'-. I.t) <:> <"l <"l 1.0 ..... , ..... f'-. I.t) f'-. 00 '"" I.t) '"
<"l' <"l' CY\ <"l' ~ <"l' .....' <"l' <"l' <"l' ~ <"l' '"'" ~ <"l' <"l' <"l' <"l' <"l' oci'
""
(JeaA Ual) ..... 1.0 ~ "'t f'-. ...., <"l f'-. 1.0 00 <:> ..... <"l <:> 00 ~ f'-. <:> <:> 8 <:>
~ ~ ..... ...., 00 0'\ f'-. ..... ~ t2 ~ ~ '"" 0'\ <:> R R ~
<:> <"l ..... 1.0 <"l , 0'\ I.t) 1.0 ...., I.t)
Lt-9WZ <"l' ~ CY\ <"l' <"l' <"l' .....' '"'" <"l' <"l' <"l' <"l' <"l' ~ <"l' <"l' <"l' <"l' <"l' oci'
""
<:> 00 ..... 1.0 f'-. ...., <:> ~ <:> 1.0 I.t) gg "'t 0'\ 00 00 ..... <:> <:> <:> 1.0
..... 0'\ ~ ~ f'-. <"l ~ 1.0 ~ ~ ~ <"l <:> "'t 00 R R <:> ~
91-SWZ <:> 1.0 <"l ..... "'t , 00 00 I.t) ...., "'t ...., I.t)
CY\ '"'" CY\ .....' <"l' <"l' .....' <"l' ~ <"l' <"l' <"l' <"l' <"l' <"l' <"l' <"l' <"l' <"l' oci'
""
f'-. 00 ..... t2 f'-. ..... ..... f'-. ...., 0'\ I.t) ~ ~ f'-. ~ <"l ;g <:> <:> <:> 1.0
I.t) ~ ~ 0'\ f'-. ~ ...., ...., ~ 00 "'t "'t R R <:> 1.0
S1-vWZ 0'\ 0'\ <"l <:> I.t) , 00 I.t) f'-. 1.0 I.t) '"" ...., I.t) I.t) ""
<"l' <"l' CY\ .....' ~ <"l' .....' <"l' .....' <"l' <"l' ~ <"l' <"l' '"'" <"l' <"l' <"l' <"l' oci'
""
<:> ~ ...., 0'\ f'-. 0'\ f'-. "'t 1.0 0'\ 1.0 0'\ ..... "'t ~ ...., "'t <:> ~ <:> &l
"'t ~ 1.0 1.0 ~ 00 ;:g <:> "'t ..... ~ R ...., "'t 0'\ R <:>
v1-noz 0'\ 0'\ ...., 1.0 , 00 00 I.t) 1.0 <"l <"l I.t) I.t) ""
<"l' <"l' ....,' .....' <"l' <"l' .....' <"l' ... <"l' <"l' '"'" <"l' '"'" <"l' '"'" <"l' <"l' <"l' oci'
""
f'-. 00 f'-. f'-. 1.0 0'\ 00 00 1.0 <:> ..... <:> 0'\ 1.0 1.0 I.t) f'-. <:> <:> <:> <:>
00 ~ f'-. <"l 0'\ ~ ~ ~ ~ t2 00 ~ ..... 0'\ "'t ~ 00 R R <:> ""
n-noz 00 f'-. 0'\ ...., , ...., f'-. I.t) <"l 1.0 I.t) '"
<"l' <"l' CY\ .....' <"l' <"l' .....' <"l' ... <"l' '"'" <"l' <"l' <"l' ",,' <"l' <"l' <"l' <"l' '"
""
(JeaA a^!:l) 0'\ ..... f'-. f'-. <"l f'-. <:> ..... ..... f'-. I.t) ..... ...., <:> I.t) 00 ...., 0 <:> <:> f'-.
1.0 ~ 00 ~ "'t ;g 1.0 "'t , 1.0 1.0 ..... ~ ~ ...., I.t) 1.0 "'t ~ R <:> ~
00 1.0 ...., 1.0 00 00 I.t) ...., I.t) <"l 00 00 I.t)
n-noz <"l' <"l' ....,' .....' <"l' ~ .....' '"'" .....' <"l' <"l' <"l' '"'" <"l' .....' <"l' <"l' <"l' <"l' f'-.'
""
..... ..... ~ ~ ..... 0'\ ~ <:> ~ '"" f'-. ..... <"l f'-. 1.0 1.0 <"l 0 <:> f8
0'\ ...., 0'\ ~ 0'\ 00 f'-. ..... ~ <:> <"l 1.0 00 R R
n-owz 00 00 f'-. 1.0 ..... 1.0 00 , 00 "'t <"l 0'\ I.t) ...., ...., 00 ""
<"l' '"'" ....,' .....' CY\ ... .....' <"l' .....' <"l' <"l' '"'" ~ ",,' ....,' <"l' <"l' <"l' '"
""
0 6\ 00 ..... 1.0 <:> ...., 0'\ ~ 00 <:> 0'\ <"l g; <:> ...., ~ ...., 0 <:> <:>
<:> ~ 1.0 ..... ~ ~ '"" ~ <"l <"l ;g 1.0 ..... ~ ~ R ""
01-600Z 00 00 I.t) ...., 0'\ ..... "'t ...., 1.0 "'t ...., <:> 00
<"l' <"l' CY\ .....' CY\ ~ .....' <"l' .....' <"l' CY\ '"'" <"l' <"l' CY\ CY\ <"l' <"l' f'-.'
""
..... ..... ..... f'-. I.t) 00 <:> ~ f'-. f'-. ~ 1.0 gg 1.0 00 f'-. <:> f'-. 1.0
~ f'-. ~ I.t) <"l ~ <:> 0'\ 1.0 0'\ 00 0'\ ...., :G f'-. ~ ....
60-S00Z 0'\ I.t) "'t 00 0'\ ..... 0'\ <:> "'t ..... "'t "'t ...., ..... 0\ V)
~ <"l' CY\ ....,' ....,' ~ .....' <"l' <"l' <"l' ....,' "'t' CY\ <"l' <"l' ....,' oci'
<:> <:> ""
!:::!. <:>
!:::!.
g ~
(\J ~
0:: -...
~ 0:: .....
V) .....
:x: <:>
(\J :... !:::!.
~ ..... ~
.~
(5 0:: (\J ~
0 "'" ::> 0::
0 '2:
.r:. ~ V)
u ~ :x:
\I) "'" "'"
(\J "'" (\J (\J ->c: (\J
(\J "E (\J 01 ~ b (\J 01
Vi '- b t:: (\J t::
b ~ (\J .g, (\J c 0 0 '- 0
..... E ~ Cl.. \,.J
] 0 0 .~ '- '-
0 Vi 0 '- '- '- 0 0 '- Vi '- 0
"'" (\J Vi ~ (\J (\J Cl. (\J ::> Vi (\J
t:: ~ .t: Vi 1::1 01 Vi 0:: (\J ... (\J ~ ... .!!:!
g. t:: Cl.. (\J t:: (\J E .0 :.;;; ..... .0
S (\J t:: (\J "'" 8 ::> Vi t:: lC 0
0 Cl. 01 0 ~ t:: ~ E '2: ~ ~ Cl. E ...
Cl. 0 8 G ...: 1::1 ::> :J 0 ~ G 3;: ~
<t Cl:l Cl L.u L.u l.l.. :x: 0 0 0 0 i:: :::> i::
-.
~
<::
(\J
1::1
:J
...
Vi
'-
(\J
...
t::
(\J
\,)
(\J
1::1
e
01
.t:
...
t::
'2:
{:
:J
'tl
,S
Vi
t::
o
''::;
\,)
(\J
'is'
'-
Cl.
...
t::
(\J
.s
"0
'-
t::
(\J
"0
o
.t:
\,)
V)
.t:
01
:i:
Clj
...
o
<:
PUBLIC SCHOOLS FACILITIES ELEMENT GOALS, OBJECTIVES, AND
POLICIES
GOAL 1: IMPLEMENT A COUNTY WIDE SCHOOL CONCURRENCY PROGRAM
The City of Ocoee shall establish plans, regulations and programs, in conjunction with Orange
County Public Schools (OCPS) to facilitate the future availability of public school facilities to
serve residents, consistent with the adopted level of service for public schools and with state
of Florida concurrency statutes and regulations.
Objective 1.1: Level of Service Standards
The City shall coordinate with OCPS to implement a Concurrency Management System that
ensures adequate classroom capacity to accommodate the impacts of new residential'
development throughout the planning period.
Policy 1.1.1 The Concurrency Management System shall include standards and
procedures to ensure that new residential development complies with the Level of
Service (LOS) Standards provided in the interlocal agreement between OCPS and the
City and the adopted Capital Improvements Element. The adopted LOS shall be used
to determine the available capacity of Elementary, Middle and High Schools within
the designated Concurrency Service Area (CSA) where the development is proposed,
The adopted LOS by school type for all cities and the unincorporated areas of Orange
County shall be as follows:
Elementary School LOS - II 0% O~~ISH Capacity
K through 8 LOS - 110% of Adjuste apacity
Middle School LOS - 100% of Adjusted FISH Capacity
High School LOS - 100% of Adjusted FISH Capacity
Policy 1.1.2 The adopted LOS must be achieved in all CSAs by April 1, 2012,
except for deficient CSAs, except where improvements needed to achieve adequate
classroom capacity are specifically identified in the OCPS ten (lO)year District Capital
Outlay Plan (DCOP) for funding by April 1, 2017.
Policy 1.1.3 The City shall support OCPS efforts to initiate any of the following
strategies to ensure compliance with adopted LOS standard,
a) Building new schools to relieve over-capacity schools in CSAs that
exceed the adopted LOS,
b) Renovating over-capacity schools to add permanent capacity and
replace on-campus portables,
c) Rezoning students from over-capacity schools to under-capacity
schools,
Public Schools Facilities Element
Page I of 6
-I
d) Moving special programs from over-capacity schools to under-
capacity schools to utilize excess permanent capacity where it exists,
Policy 1.1.4 The City shall utilize the OCPS calculation of school capacity, which is
determined annually by OCPS using the Adjusted FISH Capacity for each school and
CSA within the school district. Adjusted FISH Capacity shall be defined as the
Permanent FISH (Florida Inventory of School Houses) Capacity, adjusted to include
the design capacity of modular ("in-slot") elementary schools, not to exceed the
adopted Core Capacity for that school.
Policy 1.1.5 The student generation rate shall be defined as the estimated number of
elementary, middle and high school students generated by a single unit of residential
development, as calculated by OCPS using a GIS analysis to determine the ratio of
current students to existing residential unit by residential development type.
Policy 1.1.6 The City shall support OCPS efforts to meet adopted LOS standards
through the adoption of a five (5) year, financially feasible District Capital Outlay
Plan (DCOP). Where the LOS cannot be achieved through the construction of new
school capacity as provided in the five (5) year DCOP, the City shall cooperate with
OCPS efforts to adopt a long range ten (10) year DCOP as part of the School District's
annual capital planning process.
Policy 1.1.7 Where adequate school facilities will be in place or under actual
construction within three (3) years after the issuance of final subdivision or site plan
approval, or the functional equivalent, the City shall not deny an application for site
plan approval, final subdivision approval, or the functional equivalent thereof, for any
development, or phase of a development, that includes residential uses, based solely
on failure to achieve and maintain the adopted LOS in a CSA,
Policy 1.1.8 The City in conjunction with OCPS, shall review LOS standards for
public school facilities annually. Changes to those standards shall be processed as
amendments to the City's Capital Improvements Element.
Objective 1.2: OCPS, in conjunction with the City shall adopt and annually update school
Concurrency Service Areas (CSAs), which will be used to evaluate capacity of schools
available to accommodate students generated by proposed development.
Policy 1.2.1 CSAs are depicted in Exhibit 1 of the Capital Improvements Element.
Policy 1.2.2 CSAs shall be reviewed annually in conjunction with the OCPS adoption
of an updated five (5) year and ten (10) year District Capital Outlay Plan (DCOP).
CSA boundaries may be adjusted to ensure that the utilization of school capacity is
maximized to the greatest extent possible, taking into account transportation costs,
court approved desegregation plans, and other factors.
Public Schools Facilities Element
Page 2 of6
Objective 1.3: The City and OCPS shall develop and maintain throughout the planning
period a joint process for the implementation of School Concurrency as provided for in the
adopted interlocal agreement.
Policy 1.3.1 The City shall not approve a developer-initiated Comprehensive Plan
amendment or rezoning that would increase residential density on property that is not
otherwise vested until such time as OCPS has determined whether sufficient capacity
will exist concurrent with the development or a capacity enhancement agreement is
executed that provides for the needed capacity to accommodate the proposed
development.
Policy 1.3.2 The City will determine if a development is vested or exempt from school
concurrency. Unless the development is determined to be vested or exempt from
concurrency, the City shall not approve a residential site plan, plat, or its functional
equivalent, until a concurrency determination has been conducted by OCPS arid a
Concurrency Certificate has been issued for the development consistent with the
provisions of the adopted interlocal agreement.
Policy 1.3.3 School concurrency shall not apply to property within a development of
regional impact (DR!) for which a Development Order was issued prior to July 1,
2005, or for which a DR! application was submitted prior to May 1,2005, unless the
developer elects otherwise or unless the developer files a Notice of Proposed Change
(NOPC) and/or Substantial Deviation to increase the total number of residential
dwelling units.
Policy 1.3.4 For DRls that include residential development and are submitted after
July 1,2005, the City shall include OCPS planning staff on the review team for the
DR!, and shall ensure that DR! Development Orders, and DR! Development Order
amendments that increase the total number of residential dwelling units, address the
issue of school capacity. Where existing school capacity is exceeded, mitigation for
school impacts shall be included in any mitigation agreements, Development Orders
and agreements.
Policy 1.3.5 Proposed developments of less than ten (10) single-family dwelling units
or less than fifteen (15) multi-family dwelling units shall be considered de minimis
and therefore exempt from capacity review. For the purposes of school concurrency, a
single-family dwelling unit shall be defined as one dwelling unit designed for
occupancy by one family and not attached to any surrounding dwelling unit. A multi-
family dwelling unit shall be defined as more than one dwelling unit located in the
same building, a dwelling unit attached to one or more other dwelling units, or a
mobile home.
Objective 1.4: Upon completion of an OCPS Concurrency Review, a development that fails
to meet LOS requirements as set forth in Policies 1.4.1, 1.4.2, 1.4.3, and 1.4.4 may be
postponed until adequate public school capacity is created.
Public Schools Facilities Element
Page 3 of6
Policy 1.4.1 A development shall be deemed to meet concurrency ifthere is
sufficient capacity in the CSA where the development is located or where sufficient
capacity exists in one or more contiguous CSAs, so long as the LOS in the adjacent
zone does not exceed 95% of the Adjusted FISH Capacity, or when the LOS for the
specific school type when considered district-wide does not exceed 100% of the
Adjusted Fish capacity, and approval of the development does not result in a violation
of a court ordered desegregation order.
Policy 1.4.2 Proportionate share, when used for mitigation, shall be calculated based
on the number of elementary, middle and high school students generated by the
development at build out. As provided for in the adopted interlocal agreement,
proportionate share shall be calculated based on reasonable methods of estimating cost
of school construction, including the cost of land, equipment, school buses, and where
appropriate, temporary classroom space needed to house students generated by the
development while permanent space is being constructed. A Proportionate Share
contribution toward the construction of schools must be identified in the adopted five
(5) year DCOP or the ten (10) year DCOP.
Policy 1.4.3 Proportionate Share Mitigation may include payments of money,
construction of schools, donations of land, expansion of permanent capacity of
existing school campuses, payment of funds necessary to advance schools contained in
the five (5) year DCOP or ten (l0) year DCOP , establishment of charter schools that
meet State Requirements for Educational Facilities (SREF) standards, payments into
mitigation banks, establishment of an Educational Facilities Benefit District,
Community Development District, or other methods as may be negotiated between the
developer and OCPS and, as appropriate, the City.
Policy 1.4.4 Any of the Proportionate Share options set forth in Policy 1.4.3 that are
utilized by developers as mitigation are eligible for school impact fee credits as
provided for in Florida law.
GOAL 2: MAINTAIN A HIGH QUALITY EDUCATIONAL SYSTEM FOR THE
CURRENT AND FUTURE RESIDENTS OF ORANGE COUNTY THROUGH
COORDINATED EFFORTS WITH ORANGE COUNTY PUBLIC SCHOOLS (OCPS),
AS PROVIDED IN THE ADOPTED INTERLOCAL AGREEMENT.
Objective 2.1: The City shall coordinate and cooperate with OCPS throughout the planning
period to review and maintain procedures established in the adopted interlocal agreement.
Policy 2.1.1 Pursuant to the adopted interlocal agreement, a Technical Planning
Committee comprised of representatives from the City, other Orange County
Municipalities, OCPS and the Regional Planning Council shall be established to
discuss issues of mutual concern.
Public Schools Facilities Element
Page 4 of6
OCPS shall be responsible for making meeting arrangements, providing notification
and maintaining a written summary of meeting actions.
Policy 2.1.2 The OCPS Technical Planning Committee shall meet quarterly, or as
needed, to discuss issues and formulate recommendations regarding coordination of
land use and school facilities. Specific areas addressed by the committee shall include:
a) Short and long-range planning, population and student projections, and future
development trends;
b) Co-location and joint-use opportunities, and ancillary infrastructure
improvements needed to support the school facilities and ensure safe student
access to schools;
c) Planning for needed supporting infrastructure for schools such as utilities,
roads, sidewalks, etc.;
d) The need for new schools to meet the adopted LOS within the adopted CSAs
and the coordination of annual revisions to the five (5) year and ten (10) year
District Capital Outlay Plan and .
e) Update of the City Capital Improvements Element for inclusion in the City's
Comprehensive Plan.
Policy 2.1.3 The City shall provide an update of approved developments, phases of
development and estimated build out by phase to the OCPS Planning Department
twice per year.
Policy 2.1.4 The City shall review OCPS generated future enrollment and growth
projections on an annual basis and provide input to the OCPS Planning Department.
Objective 2.2 The City and OCPS shall, throughout the planning period, coordinate the siting
of new public schools to ensure public school facilities are located to address the needs of
future residential development, are coordinated with necessary services and infrastructure
development, provide for safe learning environments, and are consistent with the City's
adopted Future Land Use Map and with the other provisions of the Comprehensive Plan.
Policy 2.2.1 Applications for Future Land Use Map amendments, rezonings,
conditional use/special exceptions and site plans for schools shall be given priority
status. OCPS shall not be required to pay application fees or impact fees for the
development of public school facilities, provided, however, OCPS shall not be exempt
from payment of capital connection fees for water and wastewater.
Policy 2.2.2 The City shall protect existing schools from the intrusion of incompatible
land uses through the development review process. Conversely, the City shall provide
protection to existing residential neighborhoods through the development review
process as new schools or school renovations and/or expansions are proposed.
Public Schools Facilities Element
Page 5 of6
Policy 2.2.3 In an effort to enhance local communities and neighborhoods, the City
will participate with OCPS in the school siting, design and development process so
that the school serves as a focal point for the community and is compatible with the
Future Land Use Map and with land uses surrounding proposed school sites.
Policy 2.2.4 Where feasible, OCPS and the City shall work jointly to co-locate public
facilities such as parks, libraries, and community centers with public schools. Where
such co-location occurs, both entities shall establish an ongoing management
relationship via written agreement that permits the school's use of the public facilities
and the public's use of school facilities for community meetings and sports activities.
Policy 2.2.5 In accordance with Section 1006.23, Florida Statutes, and as funding
permits, the City shall provide construction of sidewalks along roadways and trails
connecting neighborhoods that are within two miles of schools to the school facility.
OCPS shall be responsible for the construction of sidewalks and trails on school
property and shall provide connections to existing and future sidewalks and trails
identified by the City.
Policy 2.2.6 Turn lanes and signalization shall be provided at school entrances and at
other locations near schools, where warranted, to provide safe access to students and
the public. Responsibility for construction of school-related signalization and road
construction at school entrances shall be the responsibility of OCPS.
Policy 2.2.7 OCPS shall coordinate with the City in the construction of new public
school facilities and in rehabilitation of existing public school facilities to serve as
emergency shelters as required by Section 1013.372, Florida Statutes.
EXHIBITS
EXISTING SCHOOLS MAP
FUTURE SCHOOLS MAP
Public Schools Facilities Element
Page 6 of6
EXHIBIT 1:
EXISTING SCHOOL LOCATION MAPS
~
en
c
0
:.z=;
CO
8
---l
c:x:::> 0
0
I 0
r- ..c
8c53
"1"'0 ,
- c
.!!1co ~
o en 8
o 0)
-t5c
C/)O
UN
:.:=0) III \, .
..cU III Ql
:::::3 C 5
a... CO c
0 N
>."'0 ~ 8
.......c
c 0) .9 c
ell
:::::3~ co "0
0<( I c
~ Ql
<..)- ==
~ <( !
0) 8 "8 "8 il
C) ..c ..c ..c i
C U ~ ~ ~ ~
coC/) 5
~ ~ ~ ~
"- ~
0 ~ ell ell
C C
CO Ql Ql
..;:t ....... E E
c "'C Ql Ql
0) 0) C m m
"- E G) D
:::::3 C)
C)O) ~ ....
LLUJ
.
[!]B
~
~
!
~
"oLl
.. g.'
.. ~
N
i
.~
~
en
c
o
:.z=;
roCO
au
I 0
r-.....J
815
N~
- U
enC/)
0"'0
o c
-5 co
C/)en
U Q)
.- c
-0
.gN
a...Q)
>. U
.......c
c co
:::::3"'0
o C
<..)~
Q).......
0)<(
c-
co 0
"- 0
o~
r-
Q)~
"-"'0
&:0
i.L~
w
~
:5
a:
w
z
a:
o
<.l
"'C
C
G)
C)
G)
...J
III
Ql
C
o
N
8
c
ell
"0
C
~
<(
o
o
..c
u
U)
.9.1
:g
:?;
~D
III
C
o
+=>
l'3
.9
o
o
..c
u
U)
.9.1
:g
:?;
?u
I/l
I/l
>-
Cl
o
.;.:,.
~
(!JD
Be
i~l;':
./-.
:?"
a:
w
~
~
"
Cl
ex:
'"
~
en
c
o
c:x:::> :.z=;
oco
I U
gS
NO
- 0
en..c
-U
8U)
-5"'0
U)ffi
.S2 en
- Q)
..cc
~~
>'Q)
C U
:::::3 C
o CO
U-g
Q) Q)
O)~
c<(
CO_
"- 0
00
. . ..c
0'>0
Q)U)
"-
:::::3..c
0).0)
LLI
~
w
w
a:
<.l
a:
w
'"
~
I-
III
,~
B
.9
...
$
c
Ql
(,)
Ql
"0
ell
"
..c
cri
~
"8
..c
~
"
l!l
c
~
Ql
~
ell
"E
Ql
==
<(
"8
~
.0::.'
"'C
C
G)
C)
G)
...J
..c ..c
,Ql ,Ql
:c :c
~D
~ . 3
Cl '..",'
ii:'~"',-
~'.".:
;'\.~~~;''''~
~
Be
~
w
w,
':5 -
':~'\<"
, '::i~{t;.>'::,
~; ~;~~~~~~<~.~,:
, 0
.. 0'
.J'::::: ~.,
..",.;.,...1,;
~ it _._. ~
~
z
<(
a:
o
~
~
...'
.'.:.
EXHIBIT 2:
FUTURE SCHOOL LOCATION MAPS
en
o
o ~
13:1:
CfJ~
00 c..
~8
-O:r:
r--ffisa
~ ~LL
cD ....
~~:.c
~~<C
E en
eno (1) <C
-(f)
,g~(.)
u$213
CfJ ___ ';::
,~ CfJ 11)
:ego
ct -00
(1) ,
~(,)~
"E -5 '"'0
:::::l .... C
o 0) ct:l
(.) CfJ ~
- ....
0) 0 ct:l
g' l!2 1::
ct:l 0) 0)
.... > E
aO)O)
--.J _
c.o-oW
~~E
(1) ~ :::::l
.... 0) .-
:::::l '--0
0')0(1)
u::ct~
m
~
'.' . ~ . .... . t
........
...
<t'"
~~
9
c~
co
.,~~
'!.~,
~
.' I"P~-..' '\1
p.... "
'.
,~" ."."" '., -('"
~~.... ;'
,., \, '(
,--!'
,~
f/,,;--
z~
,-
'J
J
\
. ,-
~
u
<2.~
~'"
liD>
..'"
!l-t
ct.'t
S;
Clo
<tji
~9
'"
'" "
e
,Q
e '" iii ..
0 e u '.
0 ...
iii ,Q -l --I co ""
~ iii co "'~~ 'I
U ~ 'I
~ Ol 0
5! -l '0 .. g
,.
U) Ql co e o~
() 0 ~ ro " >~
co .e '0 ~ II ~/,i
I e ro 9 '~9
~ '" ro 'E 'I
~ Ql ~ Ql 8 'I
"0 0 "
0 e E
C 0 ~ .!!! ,g! ii!s; :l~ 'I
ell ... e
~ I '0 Ql W 0:0 '<I), 'f.
?F. e E ;: I lilji" ~9 ..
"C .l9 ro ,g! ~ ~9 Q. O. I "
ltl ~ ~/,i
c: C ltl W "
Q) ~ ~ "
C'l I ... 9"
Q) Ql ., L, ..J,..
...J [jJ ...' <t ~ " "
" ~~ ~ .,
.;3 \1!~'
'1 9 ~~...,,~~I
'I 'I
" .... " ~2~~ ' " ~
0:'" :s . 1 1Il'f.
~~ " .. "0
Ill, 1Il0 '~ji "
" 'I <t/,i
, " ~
'. " z'~ '~$ ,:;3
~~ *''I-~' .,
" " ~~ .I,t
,.' 1 u!i
..a~ uo "
" ~~' "
~ji " ,.
., " c'!' " . :l:W
,8 " <t",
~ " ~9
I/l'" ii" ~ 9. ,.,.
0 w.,
" <t~' )(0 0 w
3:~ ~9 ~'/,i " ~ji 8
'I ~r 9 '1 9 l2:~ .,.
" ~ww~ ....
.. " NW
" ., J~~1h "
" .. ~ '~9
" 'I ~ 9
::>0
'. ~~
,.
9 " ...'"
" <t'f
'I ~'"
9 '1 ' .
L.
.. ...
L. L. ~~
..
., t'J9
"
"'
"
.,
'I
"
en
f'- 8
"C""'"..c
I (,)
~(/)
o (])
"1-
_ "'0
en :g z:
o ~ 'u
o ~ co
~oO-
-...; - co
(/) -'0
u(/)
=o:c
..c-lU)
:::::3____
a..(])lJ...
-- (,) ......:.,
....., ,- ""C
C2:<(
~ (]) -
o (/) en
<..)'0<(
Q) (/)
O)CI)<..)
CQ)_
ro > 0
"- (]) 0
O-l..c::
'0"'0 U
f'-Q)(/)
"C""'"+-'Q)
Q)U_
"-Q)"'O
:::::3 '~o "'0
C) .-
i.LD:~
~
~
~
il
<l>
a.
(J)
15
z
c:
o lr
~ (J
..J 0.,
ti "'s
E i~
~ is.
i5 d: q:
~
(J)
l>
~
a:
.
~..
",Sl
UJ"
z~
~
~ 5~
~~ 4
"i'
~IB
~
c
~"
Yoi' ~~
i~ !!J~
~ Sl. 4
3 ~g
~"
8~ Yo~ >"
If " ~g ~~~
~g
4
~
~ 11
6 .3
a -
'" 0 ~
<C ..J"
CIl "8 ~
u ~ ~ ~
C5 _ <l> :i>
o . _ ~
-5 ~ ~ ~
'C CIl '"
C Ql
~:g 44
j ~
"'1 ~~
~~
0"
~:r
~
D5 o~
~~
~~ .."
-'8'
5"
~
'it
UJGl
4~
~t;t ~ ffi~4
't~ ~'it ~ "
~~ n <5~
~ c
::! "'I~ ~;{
'it ifi " ".
~s ~ .t-I ~ ;;~ ~ ~c
~ " ~ ;:; ~
"g g~ :r f3
:;~ ... ...
~ i' III
.... Iil !
~ ::Iii!
~ ~~ ~
~
4 !!l
...
~
II!
. \:I.. "-I ~~
:5~ :> "
g~ ~g
f3
3'
l;" ~
f'
4
.,
~a
~~
l!I..
co!
4"
~9
.
~~
~~
ffi,.
H
flg
!li
z <iiiiii(
~,
Ill"
M
~
Lfi ~<D'
UJ" C
~~ ~~
~g ~~
~
ili
5~
i~
z
~
~~
~~
r-.!:!2
~ 0
I 0
c.o..c
~ u
~(/)
- ..c
en C)
"O:c ~
o :t::
..c ~ u
u.E rn
U)_o..
u (/) CO
:'=0<")
..c~"'T""
::3_..__...L-
a..Q)U)
~t)LL
....... ,-
c: 2: ,-=-.
::3Q.)"'O
0(/)<(
o '+- _
Q) 0 en
C)cn<(
C-U)
rnQ)o
"- >
O~O
., 0
CX:>"O..c:
~Q)t)
Q)OU)
~Q)..c
::3 '0' C)
C) ~ ._
LLa..I
(!JD
~
:!l 8
'C: ~
'" ,
't:l ~
"C 8m
fii co
~ <l:
...J ~
l:J
~*
~~
~
'~
o
..J
S
C
'"
<.l
'"
l!
"
~ ..
Z '0
06 .E
'0 ell
o z;
~ ~
~ ~
~"-I
,I
:r
u
0.,
B~
~.
~lll
"--::
n
4
-co;.
:llll
~~
~. ~,.
~~
~~
;
4
"
~,. 4
a;g
Ik:"
~~
~
4
~ 0:
W,. ~
illl
~~
"
"'$
4~
.....
Ill~
~~
-,,4
z~
~;;t
0:0
oS!
0: "
lH~
O!
>-
~
~
~~
0: "
~~
~
;t..
~k
s~
,. '"
a~ ~,.
oil!
'" "
~ 1{j~4
s:
4 ~
~ ~
~~ a~
~g
.. . '"
D.- O'!
~~ ;Jf
a~4 itg
IS
4
~ ~..
;t~
g~
~
"
I
Exhibit 1 :
Concurrency Service Areas (CSA's)
CJ)
0>>
O:g
.c. co
c55a..
COCO
,0
~::r:
"OCf)
c -
cocou..
o >>.....:..
~ro~
0.............
o c _
NQ)CJ)
- E <(
enQ)Cf)
0-0
ow......
.c 6,g
U '+- ......
Cf)_en
Cf) .-
.S:2 0 0
.o....Jco
='-.-.
a..Q)~
~,~ -g
c 2: CO
='Q)>>
o Cf) ....
O_lSl
Q) 0 c
C)enQ)
C - E
CO Q) Q)
.... >
OQ)-
....Jw
<D C) E
Q),!:: ==
....1i5~
~'x~
U::w...:::
m
m
..
,.."t'
........... ~ ,1-"~"
,.1"...... ~W"".,........,., Z ~
/I: ...............
t}
,.... '.' J'-
_o.A
fr
<.l
Ol!l
"",
"'",
" .
~'"
..'"
il-'"
<t~
ii
l'o
~~
~
N
LO C '"
.... 0 C
I ''::; 0
?ft ~ ~
:= en 0
~.... 3! ~
U) I ~ ~
(,) ~ u
a:l 0 C
I '; to
~ ~ Q) ~
"0 ~ c ,!g
C .... ,!;l c
ell ':' u ~
c:- ~ ~ ~
.lll ~ Iii UJ
'tJ c lX)
ai ~ I"
en Ql
~ ill
'I
...
~I
>i
.,~g
"
'I
"
\" ~
0:0
" ~~
"
'I
r~
~9
;CO I
-.0:;
~1b
,8
'I
o~
co
~1i
. Irs 9
J
en
roO
o 0
I ..c
r- u
O(/)
o Q)
"1_
- "'0 ~
en"'C.......
o~'~
~~o..
u 0 CO
(/)'+-O
-
uU)I
=OU)
..c.....J_
:::::3-...-LL
0- Q) '....:..
~C,)"'C
....... ,- <(
5 2:: _
o Q) en
<..)~C53
Q)O<..)
0) ,n _
C ~ 0
~ ~ 0
0Q)..c
, . ---l c75
a::> 0) Q)
Q)C_
"-:.t=''''O
~ ,~ "'0
0) >< ,-
i.LUJ~
(mJ
sa
...
~lll
~~
.....
i:i..
:Sill
s~
1i?
8",
"8
"",
'8-
1sR:
Q..";;
~~
<
"."\- . /.~'
-<" >; r"'" .~.
~-" ,
jJ '..:.u"'~\l''''''': Z ~
~J
~
j
j
uJ
~~
0:12
i~
r-
,..r
I
" ~ - ,#-"; -~ 1
iI> gEl
~ ~~ ~
;f- I" ,c-'-
I
~ ~ I .~ i'
i I a t '"
~..J .3 , ~~ ~~
rn '8 lll~
r " ~~
c..> .. U .
'15 8 I/l 4>-"
0 " ~~
'5 ~ ~ -","
'Om ::; !t>" ~~ ""'-
",::Ii
C Q) P' ... ?li ~l. I ~
GI -
Cl'O ~
.s~ ~~
...
~2"
..61
,: "
~~
~
@~ ~~ .r
"'". . ---.... I ;-
~ ~ I! ), ~ I" ,I
,1 ~ I; ,~ r~~'Y "'-ti ~a"
"I ~/' ..; i' uJ~ $l'#
..... l'~ "" ~ ' ;!p
c~ .~i~~ . ~~ ~~ ......~~
t!l". -"- . ~~ I
... I'lI!~ :i.'" .. T16-'
- ::j ~ J~ -- uJ ,,,- : ::l""
"-'I~ ~ S~ ,,",,4 .......l. ~~
~. 1 ~ ~ ~ 1~
o ",.' 1"'..;: -' ~
o . "' lll........ "'-
a:~ ~:;''' I , ~..
~I; i5~ '---; ~ , Iil~
..... ~~. - ~"t'-__./, 8l '# \ ~-....., , ~ ~
. ~l'! "-...~:t, ~~ ""
l.:~: ~ / ~ H{ ~~ "-"/~ .
-- --., l~ ~"___l~-
~ ~, - ";-"
; I I!"~' ,. _
.. j J.
w~ 1'1....-, 't....:o"
~~ ~; : \,
I ~\111'
,.~~~ \
. J
~4 ~ ~ '"
.' ~.~
:S~
8~
IE"
~~
4
.-
~~ I"
:i:ASI
:.t: II ~
~~
I
l
--- _.~ ,--,"1
l3 - ,
~~ \
:It: "
,.;..lr ,r"", g:; ~)
~' :l!~
~ fil
1ll:_
.....
I
L
.I", ,of
~'
......
ffi
i~
!;l~
!Ii
.....
1 Tl
c:x:::>
o
I
F-
a
o
N
-
en.!:!2
00:>-
OO~
..c..c~
u u co
(/) (/) c..
u ..c: co
= 0) <..)
.c ,- I
~IU)
a.. '-
:>-0U:
+-' '+-
C..--.. .
~ (/) :.c
00<(
<..) ---l -
-- en
Q)Q)<(
O)UU)
~ .~ <..)
'-Q)-
O(/)O
. 0
O'+-..c
T"'" 0 u
Q).!:!2U)
'-Q)..c
~>O)
0) Q) ,_
LL---lI
I!!
o
~ g
CJ, ..J
$
~ c3
~ .,
n ~
c:
Z
<>II
"8 ~
ii g",
en "'8
~ ~:;;
:r ~'"
~ l~
III ~
'lij ':"
-0 ~
'0 ~ ~
c: al
QI <(
! ~
(!D
(SeJ
I
;:J
~
~..
::>-
-'i!!
B
"'. ./"
'"
;-c-
~^;
z -<iiii{
8~
0:: II
~~
1
I
...-
r:
~ Ill..
5;
I~~
1:i
.' ~ "":-
.{,t;,l~.... r
'til~ ,~
;.........
, ",,:~ }"
.....\.
h
0"
i~
~
s~
d
"
-,,_ .. _ _,r-
I
Tables 1-3:
10 Year Capital Improvements Schedule
School I Type I Year Open
Years 2-5
Avalon ES Relief II Elemental)' 200El
Lake Whitney Thol'l1ebl'Ooke ES Relief Elemental)' 2008
Cypress Creek/Oak Ridge HS Relief High 2009
Horizon West ES/Whispedng Oak ES Relief II Elemental)' 2009
Ocoee MS Relief I Middle 2009
Timber Creek/University HS Relief High 2009
Azalea Park/Little rliver ES Relief Elementary 2010
Clarcona/Citrus Lakeville ES Relief Elemental)' 2010
Endeavor/Southwood/Meadow Woods ES Relief Elementary 2010
Lakeview MS Relief II Middle 2010
North Lake Park ES Relief III (Eagle Creek) Elementary 2010
Odyssey MS Relief I Middle 2010
Corner Lake MS Relief/Columbia ES Relief (K-8) K-8 2011
Horizon West ES (Village H) Elementary 2011
West Orange HS Relief I High 2011
Years 6-10
Tangelo Park/Waterbridge ES Relief Elementary 2012
North L1ke Park ES Relief IV (Randal.Johnson/Moss Park/Lake Nona) Elemental)' 2013
Wolf Lake MS Relief (Stoneybrook Hills) Middle 2014
Wyndham Lakes ES Relief (Boggy Creek) Elemental)' 2014
South ES Relief/Tangelo/Waterbridge ES Relief II Elemental)' 2015
Wolf Lake/Zellwood ES Relief Elemental)' 2015
Horizons West ES II/Whispering Oak ES Relief III Elemental)' 2016
North Lake Park ES Relief V (Randal Johnson/Moss Park) Elemental)' 2016
Horizon West ES Relief III/Whispering Oak ES Relief V Elementm)' 2017
Horizon West ES Relief/Whispering Oak ES VI Elemental)' 2017
CSA A Relief School Elementary 2017
CSA U Relief School Elementary 2017
SOUl'ce: GCPS, 2007
Table 17 -10-Year Capital Outlay Plan for Additional Schools, 2007
!:;'
o
"
1::
.c
::e
6
..
-S
0:>
o
o
'I
1::
"
:l
c:
"
~
l>:
'B
'OJ
"
'6'
..
c..
.;;
"
...
..
:l
o
..
"
l>:
-.;
'ij
c:
...
c:
i!:
<Il
c..
~
I
;j
~
~
" :'1 N 0'
M "1" "t'
"a:> ..
" r' -t5
~ ~ ~
c;.. ~ ~i
~ ~ ~
~ ..
o ~
" '"'
a:> OIl
~ r'
~ M
l~ :0 g
~ ~ Lf.
~"1"~
M C'& ('.;
~ ~ ~
~g~
o t'::
c2 g ~
M..ocO
~ ::i W
~ 0 ~
ci ~ d
as R ~
M 1/; ui
'" " ..
<I) ("I 1:"
~ ~ Lr. i
.. In ~ r.:
g ~ ~ I 00_":
~ ~ v ~
~ ~ r.: ~
[::'"
OIl ;:!:
o ui
" O'
a:> OIl
M>l5
~ ~
[:: .,.
OIl '"
o N
" <5
a:> r:.
~ t
I/l
S':1.o0?;
a5~~go
ci5~!Bci~
r.: .... :oi g M
.0 ~ ~ ri ~
<h <h
~fl~~;
.,f oj ~ ~ .r.
\O~,....oooo
~~~&i..t
~ ~ ~ i:'i:
"
a;
<5
01 .
"
!7
01
~
<5
5;.1
ci
01
.. ~
" a
~ ~ ~ ~
~E:-~"'a3
~ u i? ~ .!:! j
~~~..:.~C;
o=8cllo2
tl'J-o.. ~~
] ~
~
:of
'"'
:7
a:>
'"
<h
ii:
01
~
OIl
a5
'!1,
'"
:.t
O'
,;
a:>
O'
r..::
M
Of'
V>
;a
a:i
,;
"
..
.r.
;;;
'"
t5
r..::
!
i"::
..
<h
M
oo
~
e-
M
11l
..
<h
..
01
"
,;
..
'"
<5
+
I/l
'"
M
O'
u;
'"
Of'
,j
<h
'"
I'
01
r..::
OIl
..
,j
'"
'"
:0
a5
.,.
'"
,j
<h
'"
'"
O'
r:f.
M
N
,;
'"
'" "
O' "
<t 0
a I g I
N O'
w .f
'" "
M "
'" 0
c-i I C I
S 0
~ ;f
'"
"
O'
MI
~
<h
a;
-g.
5
<h
0-
"
N
.r.
r;
<ii
~\O~r"':og
.o:!NNga:
~~~:iN~
"_" '" OIl <Xi " .,.
~ ~ 0 ~ ;j:
<h <h
o
o
o
<5
o
0-
.,f
o
o
o
o
o
O'
.i
"
o
"
o
o
O'
.,f
o
o
o
<5
o
a-
.,f
o
o
o
<5 '
o
O'
.;
o
o
o
o .
o
O'
.;
o
o
o
o .
o
a-
.;
~
.g ~ ~ ~ ~
-~g~J3
VJ 2 5 ~ .8 ~
C~'Eo::~~
~;8~~~ra
:3Uooutn~
b3 UU~~
8 ~E: tJ
I.l
'"
'"
M
O'
.;;
'"
..
r..::
<FJ
'R.
N
r..::
OIl
M
r..::
'"
'"
:0
ai
..
"
r..::
I/l
'"
or.
a-
r:f.
r..::
V>
'"
0-
~!
M
o
,~
<h
'"
M
'"
,j
01
a-
.c
I/l
'"
"
a-
M
;;;
.c
<h
.;;
.c
"
"
-6
<FJ
a-
"
"
K!
'"
.a
<FJ
'"
~
~
"
oo
ui
I/l
~
~ if.
~ 1 ~,~ b ~
ll1d'~l!~~5
. 0 t;:'0 c
g Z 't't ,.,
C tJ n C<
Fo... U 0.. - "
:: G 'c
8:>: ~
~
:1
'"
.r.
Of'
o
o
o
ui
'"
'"
ui
a-
<FJ
o
g
u,
"
o
M
O'
<FJ
o
o
o
ui
Sl
<5
O'
<h
"
o
o
<5
O'
:'!
ii
o
o
o
<5
OIl
'"
<5
O'
<h
o
"
o
<5
!:-
<5
O'
v,
"
o
o
u,
11l
oo
~
""
<FJ
o OIl
o ..
o a:>
o c-.:
'" .,.
" '"
-:i. ..;.
~ ~
=: 0
" 0
LO I"
o .c
". en
o 2
;:: eo
V>
o
o
o
<5
o
11l
6
o
"
"
<5
"
Of'
!:?
o
o
o
<5
o
OIl
6
o
o
o
<5
o
"l
:::
o
o
"
<5
o
OIl
:5
"
o
o
<5
"
OIl
~
o
o
o
<5
o
OIl
6
o
o
o
<5
o
11l
6
o
"
o
<5
o
OIl
6
0;
o
.:
o
.n
6
c
~ v.
--t:l
c: ...
c....
'3 I!
$c:
a:>
"
"
rt
a-
.a
01
..
""
'!1,
.,f
"
'"
r..::
.n
'"
.n
.n
'"
,;
M
a-
~
M
&;
~
"
..
.,f
M
"
o
OIl
.,f
.,.
..
.;
0:>
,.
o
"
~
J,
ai
'"
01
O'
t-.
~
'"
i
"
'"
..
a-
<5
o
"
~
M
"
;;.
.a
oo
.,.
<5
"
M
O'
'"
OIl
,;
~
~
O'
a lid
~ ~ fr,
:g ~ E
-g e c
& ~ cr.
cL 0 ~
c u-5
"g r; C
.~ ~
'"
*
11l
ui
a:>
O'
u,
O'
..
<h
'"
.,.
11l
~
a:>
"
.a
'"
..
<Po
.n
OIl
'"
r..::
o
.n
.;
oo
..
'"
O'
m
'"
.,;
"
o
a5
;;.
<FJ
"
o
'"
.;
M
"
r:f.
OJ
M
<Po
o
"
~
O'
00
:-i
O'
M
iF>
a-
t-.
r..::
..
a5
'"
M
'"
'"
.,.
O'
ui
OIl
11l
~
..
<h
"
11l
"
.,f
O'
M
a5
o
00
<Po
ex:
ex:
.,.
M
00
en
,.:;
N.
<ii
l
.s
~
",,'
'-'
..
g;:
V>
'"
1-,
o
.;
K
,j
"
"<
;;;
:!
..
r:f.
M
"
=-
o.
5
V>
Of'
.,.
.,.
r:f.
.;;
<5
..
a-
'"
".
on
"
..;
~
<5
O'
'"
'"
a:>
"
o
N
~
"
o
"
O'
'"
a-
<5
M
o
,.:;
"
'"
'"
OJ
or.
-t:l
"
'"
""
"
N
r2
o
=-
N
'"
V>
i:'
..,
E
5
en
"
.::
'<.i
c
~
'"
0..
U
o
~
"
o
'"
'"
'"
"
.;
"
O'
cO
00
'"
<h
~
r:f.
"
"
r:f.
M
5
.r.
"
J
-==
,.:;
'"
'"
."
~
"
.c
o
<<l ..
:.J t.l
5 ~
GJ]
:>:
]
~
l
lj
I::
"
~
0:
r;
'0
c
"
c
:::
'"
"-
u
o
I
OJ
OJ
OJ
:c
"
f-
'" '" :> :> 0 ~j '" l-
. '" ,., " g 0 I' ~ '" '"
0'< '" 0 0 ,., '" '"
. "" u'i 0 0 0 00 ~; .;. .;
'" '" 0 0 0 0'< '" &i '"
~I '" 0 0 '" '" '" '" "
.; 0 "I :t ::7 ..i u'i 't .f
00 OJ '" :r ~ 00 '"
V> if, I/l V> '"
V> V> V> <Xl '"
'" <Xl 0 '" 0 0 ~ '" '" .n
. . 0 <Xl 0 " 0 0 25 '" '" "
"'- .,. 0 OJ 0 0 '" '" 0 0
0 ;.f
0 :; "" 0 ,..: 0 0 0 a- 00 ~
'" , .,. 0 '" 0 0 0 . ~ M '"
" 0 .,. 0 0 u:; '" '" :oi
f; :;j 0 0 In .f M ;;, ,j "
U; " '" U; ;;; :r '" OJ 3-
I/l I/l '" V> V> V> 3-
V>
OJ 0 0 0 0 " '" '" :!
'" :;. '!:
. 00 0 0 0 0 '" .,. OJ ,j
,..: '" 0 '" 0 0 0 <Xl '" d-
o ~ 0 0 00 0 0 0 0 ci d- ,.,
. , G 0 .,. 0 0 0 . '" co ,., '"
a- 0 M 0 0 '" ,- 0 '" d-
O'< ;r. .r. j ,j ,j ~ t~ ,6 0. "
" I/l ;, M !:' ,I') " "-
'h V> V> U; V> V> .,. 3-
V> U;
M '" '" 0 0 M O' '"
'" 0 '"
. <Xl ;r. '" 0 0 M '!: :J:
0 '" .,.
u'i 00 O' 0 0 0 .c 00 .,.
0 O' 0. 0 0 0 :;: a-
co .,. ,., 0 0 , '" '!: .0
:oi " " 0 0 '" 0 00 '"
a; ci .n .f 0
OJ <i 00 .; 0
OJ .,. M !:' '" .,. .,.
V> if, if> Vi .,. O'
I/l I/l 'J> <h O' ",
<Xl <Xl 0 0 ~ '" O'
'1') '" 0 0
. '" <Xl 0 0 0 l!:
O' 0 '" '1') '"
.f O' 0 0 0 '"
. u'i :'! 0 t N ..; <Xl
. ,., , M . 0 c 0 ..; -= 0
.,. '" !:' 0 ~ 0 , '" " -= 0
.f a. ..; 0 '" u'i 00 0 0 "
.,. a; .,; ..;
" '" V> !:' O' O' O' t-.
'" if> U; V> U; V> '" ce :xl 0
'" '" 0
"
u
O' " er.
.,. ~ 0 0 0 a- '" 0 O' "0
. ~ " 0 0 0 ce O' <Xl 0
O' ~. 0 O' '" O' oo
. .f 0 0 0 .,:; u'i O' 0
, M M N C C '" M 0 i:.
.,. M " 0 '1') 0 , .,. ~ ,., ,., "
,..: ..; 0 0 " '" :;: 0 0 e
" .; a. .,; ..; .0 i:? R
" " e
v; v; U; V> U; " M
v; IJ) I/l <Xl co 0
v; V)
.~
'" "
~ ao 0 oO 0 0 0 0 ~ O' ce C
. '" 0 '" 0 0 0 :! '" " " ~
0 "l 0 O' 0 0 0 " "
. <Xl ;;:. 0 ::7 0 0 0 ,~ R i:? M V)
, , co "
~ ='t 0 0 '" 0 , '" M 0 "-
0 O' 0 " '" a; a- 0 a. u
OJ OJ u'i ,j a. .,; ::7 ~ '" a; " 0
v; I/l V> v; U; I/l v; M " <Xl H
'" v; <Xl '"
:;
0
!::' V)
'" 0
0 M :f 0 0 :> ~ co ,., M
" . . '5 0 0 0 :> ::- <Xl ce
0 00 0 0 0 0 " '"
... 0 <l u'i 0 .,; 0 0 0 ~ .f .f ;f
. .,. 0 " 0 0 !:' N
" 0 '"
.. ,j N ~ co 0 0 '" :oj 0 O'
0 -:: :-i 1: .; 0 0
'" "" '" M '"
E v; V> I/l if, I/l I/l ;;; " M '" <Xl
<h I/l <Xl 'h
0
0 .,.
N ,I') 0 O' ~ ~
co O' 0 O' 0 0 0 0
. . 00 0 0 0 a- '"
0 " 0 0 '"
0 0 .f 0 " 0 0 " 0 a; a.
lj . 0 '" 0 ,ii 0 0 0 0 a. a- N
!:' '" OJ "
ao '" 0 ~ 0 0 0 0 .,. 0
.,; ,: 0 ~ M '" 0 <:i 0 a. a;
M .,. 00 eo; .,:; ..; or. M
OJ OJ v; M U; !;: '. 3-
v; I/l v; '" <h v; U; ;.; 3-
'h
'" :; a- 0 O' '" .,. '" ,- '" " "
.. " 3- " " " ~ OJ <Xl ii: co ... " 0 ~
0 <Xl ;t ~ '" '" '" '" '" :i
So ~ 0. 0 '" .,; a; ,..:
- :; a- R -=
- '" ;.r '" '" '" ~ N '!:
;r a; ..; " O' '" '" co r; '[ .;
" .f <:i 00 .c 00 " .c -6 O' M
0 '" 00 !:1 '"
'" M N M .,. " '" N :! O' oO '5
V> '" I/l v; '" '" v; v; M '5
'" 'f> '" '"
~ ~ v-
El "8 '" ;!l OJ
'[; !:l "0 Q .9 ;d :c
" :z .c ;l ~- 0 - ~ ~ ~
~ :> " ~ <l c l:'E lj "0 ;; e '"
. '" I/l :~ .E e " ~ .g e
~ 'Vi C '[; c :c c. c. c: 0
c ~ OJ " '"
" OJ o ~ ~ " ':; " 0 " 'C " ~
'6 !:l .c E .~ ':; ~ g f- $ ~ o(l ~ c. i:
1l C' 0 ,,0::;-
c :z ~ " V) 0 "- ~ ~' ,Q 0: 0 OJ g :'1
'" ~ '.
0- .:! c. " '5 < " ~ r; .9 Od r; 0. "
~ ~ "E. ~ ~ .a'S: i: 0.0: OJ
" " .:: c ~ ~ ~ ':j ~ 0( !;
'5 "'- in "W '" .:i! " 0:
" -;; '" 0 I/l ;:;
a ;:; ;:; ~ jj '" :Q ~ ;:;
,g ~ ~ " ~
Cl
C
.c
-=
00
t
~
B
'6
c
S
"0
OJ
1::
'(3'
c:.
EXHIBIT 1:
EXISTING SCHOOL LOCATION MAPS
CJ)
c
o
:.;:::::;
ro
8
-I
co -
00
I 0
l'- ..c
8b3
N-o
- c
.!!2co
o en
o 0>
-5c
C/)~
,S2 0>
-0
..cc
::::3 ro
0..-0
>-c
....... 0>
c~
5<(
(.)-
0> 8
0> ..c
c 0
roC/)
~:>...
offi
~c
0> 0>
~ E
0>0>
i.J...W
I/l
C
o
~
.9
co
I
~
06
"8
..c
eX
~
ell
i:
Ql
~
m
I/l
Ql
~
Ql
g
l\l
"0
C
Ql
~
"8
.r:.
eX
~
ell
i:
Ql
~
m
.. D
"C
C
Ql
tn
~
m
~
c"
i
U)
c
o
:.;:::;
COCO
o U
I 0
"- ~
00
00
N..c
- u
J!2C/)
0"'0
o c::
Uco
C/)U)
u (])
,- c::
-0
-gN
Q..(])
>- u
"""c
c CO
:::::l"'O
o c
U:m
~<(
c:: -
CO 0
L.. 0
0-'=
,. b3
"-
(]) (])
L.."'C
:::::l"'C
0),_
i.L~
w
~
:5
a:
w
Z
a:
o
u
I/l
~
o
N
Q)
I/l U
c ffi
,Q '2
~ Q)
.9 ~
'0 '0
o 0
'5 '5
en en
~ ~
"C :g ~
~~D
>-
w
..,
en
>-
o
o
y
m
~
y
w
'"'
:5
a:
w
~
Cl
o
rr
CD
~
~
y
Cf)
c:
o
cc ~
ocu
I U
I'- 0
8=
NO
- 0
Cf)..c
-0
g(/)
13-0
(/)ffi
o Cf)
=0)
-c c:
~ 0
Q..N
>-0)
'E 0
~ c:
o cu
U-g
0) 0)
O>~
c:<(
cu_
'- 0
00
. , ..c
en u
O)(/)
'-..c
~O>
0>._
iL.:C
Ul
c
,Q
19
.3
Qj en
'E Ql
Ql c:
(,) ~
Ql Ql
-g g
t5 III
.r::. "2
cri Ql
~ ~
- 8
8 .r::.
~ ~
.r::. .r::.
"C g> ,g>
~:D
~
UJ
UJ
0:
<.l
0:
UJ
<Xl
:;
;::
.
;2
ll.
o
~
*=I
4
~
z
<
0:
o
...
If)
~
May 21, 2008
AMENDED INTERLOCAL AGREEMENT FOR PUBLIC SCHOOL FACILITY
PLANNING AND IMPLEMENTATION OF CONCURRENCY
This Interlocal Agreement for Public School Facility Planning (the "Agreement") is
entered into among the School Board of Orange County (hereinafter referred to as
"School Board"), Orange County (hereinafter referred to as "County"), and the following
cities and towns: City of Apopka, City of Belle Isle, Town of Eatonville, City of
Edgewood, City of Maitland, Town of Oakland, City of Ocoee, City of Orlando, Town of
Windermere, City of Winter Garden and City of Winter Park (collectively,
"Municipalities") (together with the County, hereinafter sometimes referred to jointly as
"Local Governments"),
RECITALS
WHEREAS, the School Board, County, and Municipalities recognize their respective
obligations and responsibilities for the education, nurture and general well-being of the
children within their communities; and
WHEREAS, the School Board, County, and Municipalities recognize the benefits that
will flow to the citizens and students of their communities by more closely coordinating
their land development programs with the School Board's facilities planning process:
namely (1) better coordination of the establishment of new schools in time and place
with Residential Development, (2) greater efficiency for the School Board and Local
Governments by locating schools to take advantage of existing and planned roads,
water, sewer, and parks, (3) improved student access and safety by coordinating the
construction of new and expanded schools with the road and sidewalk construction
programs of the Local Governments, (4) better defined urban form by locating and
designing schools to serve as community focal points, (5) greater efficiency and
convenience by co-locating schools with parks, ballfields, libraries, and other community
facilities to take advantage of joint use opportunities, and (6) reduction of pressures on
schools that result from urban sprawl and support of existing neighborhoods by
appropriately locating new schools and expanding and renovating existing schools; and
WHEREAS, sections 1013,33 and 163,31777, Florida Statutes, require the coordination
of planning between School Board and the Local Governments to ensure that plans for
construction and opening of schools are facilitated and coordinated in time and place
with plans for Residential Development, concurrently with other necessary services,
Such planning requires, in part and without limitation, that the location of schools must
be consistent with the Comprehensive Plan and implementing Land Development
Regulations of the Applicable Local Government; and
WHEREAS, sections 163,31777(1 )(a) and 1013,33(2)(a), Florida Statutes, further
require each county and the non-exempt municipalities within that county to enter into
an interlocal agreement with the School Board to jointly establish the specific ways in
1
May 21,2008
which the plans and processes of the School Board and the local governments are to be
coordinated; and
WHEREAS, local governments must review proposed amendments to an adopted
future land use element for availability of necessary facilities and services so that
proposed Comprehensive Plan amendments will maintain consistency with the
requirements of section 163,3177(6)(a) when applied to the future land use element
proposed to be amended; and
WHEREAS, section 163,3180(13)(g), Florida Statutes, requires that the School Board
and the Applicable Local Governments enter into an interlocal agreement to implement
statutory school concurrency requirements; and
WHEREAS, sections 163,31777(2)(e) and 163,3180(13)(g)6,b" Florida Statutes,
require that the Interlocal Agreement implementing school concurrency provide an
opportunity for the School Board to review and comment on the effect of
Comprehensive Plan amendments and Rezonings on the public school facilities plan;
and
WHEREAS, Section 8 of this Agreement is intended to satisfy the requirement of
section 163,3180(13)(g)6,b, by providing an opportunity for the School Board to review
and comment on the effect of proposed Comprehensive Plan amendments and
Rezonings on public schools and to provide an opportunity for local governments to
consider the availability of School Capacity when reviewing proposed Comprehensive
Plan amendments and proposed Rezonings; and
WHEREAS, to avoid confusion, Section 8 of this Agreement will have its own definitions
applicable only to Section 8; and
WHEREAS, the School Board, County, and Municipalities enter into this Agreement in
fulfillment of the foregoing statutory requirements and in recognition of the benefits
accruing to their citizens and students described above; and
WHEREAS, the County, Municipalities and School Board have mutually agreed that
coordination of school facility planning and comprehensive land use planning is in the
best interests of the citizens of said County and Municipalities; and
WHEREAS, the County has jurisdiction for land use and growth management decisions
within its unincorporated boundaries and the Municipalities have similar jurisdiction
within their respective municipal boundaries; and
WHEREAS, the School Board has the responsibility to provide school facilities to
ensure a free and adequate public education to the residents of the County and
Municipalities; and
2
May 21,2008
WHEREAS, the County, Municipalities and School Board agree that they can better
fulfill their respective responsibilities by working in close cooperation to ensure that
adequate public school facilities are available for the residents of the County and
Municipalities; and
WHEREAS, Interlocal Agreements previously entered into by and among the
Municipalities, County, and School Board must be updated or in some instances
superseded,
NOW THEREFORE, be it mutually agreed by and among the School Board, Orange
County, and the City of Apopka, City of Belle Isle, Town of Eatonville, City of Edgewood,
City of Maitland, Town of Oakland, City of Ocoee, City of Orlando, Town of Windermere,
City of Winter Garden and City of Winter Park that the procedures set forth below will be
followed in coordinating land use and public school facilities planning:
Section 1. Definitions
Except as otherwise specified in Section 8 of this Agreement, the following words and
terms shall have the following meanings in the interpretation of this Agreement:
Adiusted FISH Capacity: the number of students who can be served in a permanent
public school facility as provided in the Florida Inventory of School Houses adjusted to
account for the design capacity of Modular or In-Slot Classrooms on the campuses
designed as Modular or In-Slot schools, but not to exceed Core Capacity,
Adiacency Review: the review as provided in Section 16,6 of this Agreement of School
Concurrency Service Areas adjacent to the School Concurrency Service Area in which
the proposed Residential Development is located,
Applicant: the person or entity submitting a Development Application (as defined in
Section 8,1 hereof) or School Concurrency Determination Application, including its
principals, agents, successors, and assigns,
Applicable Local Government: either the Local Government with land use jurisdiction
over a proposed Residential Development, or the Local Government with land use
jurisdiction over a proposed school site,
Available School Capacity: the ability of a School Concurrency Service Area to
accommodate the students generated by a proposed development at the adopted Level
of Service standards, Available School Capacity shall be derived using the following
formula for each School Type:
Available School Capacity = (School Capacity x Adopted Level of Service1) -
(Enrollment 2+ Reserved Capacity)
Where:
3
May 21,2008
1Adopted Level of Service = the ratio, expressed as a percentage, of Enrollment
to School Capacity as jointly adopted by the School Board and Local
Governments,
2Enrollment = Student enrollment as counted in the most recent official October
count
Capacity Commitment Aqreement: an executed Capacity Enhancement Agreement,
whether individually or as part of a consortium of Capacity Enhancement Agreements,
containing commitments to fund wholly or partially the construction of public school
facilities to provide School Capacity at identified public schools required to serve the
affected Residential Developments, as more fully set out in a Resolution of the School
Board to be adopted within thirty (30) days from the date the School Board executes
this Agreement.
Capacity Encumbrance Letter: a written determination from an Applicable Local
Government temporarily reserving Available School Capacity during the pendency of a
Site Plan application approval process and temporarily reserving the Available School
Capacity needed to accommodate the impacts of the Applicant's proposed Residential
Development upon completion of the requirements in Section 16,7(a) of this Agreement.
Capacity Reservation Fee: a fee to reserve capacity, in an amount equivalent to the
value of the impact fees calculated to be due from a proposed Residential Development
as of the date of the reservation of capacity.
Certificate of School Concurrency: a written determination by an Applicable Local
Government that all school concurrency review requirements have been satisfied for the
proposed development and that the School Board has issued a School Concurrency
Recommendation indicating that Available School Capacity is sufficient to
accommodate students generated by the proposed Residential Development. A
Certificate of School Concurrency vests a Residential Development for school
concurrency, and reserves School Capacity for the proposed Residential Development,
subject to (1) any conditions set forth in the Certificate of School Concurrency, (2) the
requirements of this Agreement, (3) any ordinances or policies implementing this
Agreement, and (4) any conditions imposed as part of, or as an inducement to, the
School Concurrency Recommendation, A Certificate of School Concurrency may be
included as part of a consolidated concurrency approval including other concurrency
requirements by an Applicable Local Government and is not required to be a separate
document.
Comprehensive Plan: a County or Municipality's plan that meets the requirements of
section 163,3177, Florida Statutes,
Core Capacity: the maximum number of students that can be effectively served in a
school dining facility,
4
May 21,2008
Development Analysis: the document required to be prepared and submitted under
Section 16.4 of this Agreement as a requirement for the review of a School Concurrency
Determination Application,
Development Impact: projected students from a Residential Development as a result of
approval of a Development Application or School Concurrency Determination
Application, calculated by multiplying the proposed number of dwelling units by the
student generation rates by School Type as set forth in Table 12 of the Data, Inventory,
and Analysis to the County's adopted Public Schools Facilities Element.
Development of Reqional Impact: a development within the definition of section 380,06,
Florida Statutes,
District Facilities Work Proqram: the financially feasible District Facilities Work Program
adopted by the School Board pursuant to section 1013,35(2)(a)2, and 1013,35(2)(b),
Florida Statutes,
Educational Facilities Plan: the planning document adopted by the School Board
pursuant to and consistent with sections 1013,35(2) and 1013,35(4), Florida Statutes
that includes the District Facilities Work Program,
Educational Plant Survey: the survey of public school facilities, along with ancillary and
supporting facilities, conducted by the School Board pursuant to and consistent with
section 1013,31, Florida Statutes.
Encumbered Capacity: the School Capacity temporarily allocated to a Residential
Development for one hundred eighty (180) days after the issuance of a Capacity
Encumbrance Letter,
Final School Concurrency Recommendation: a written communication from the School
Board informing the Applicable Local Government and Applicant that the School Board
has: (i) calculated that there is sufficient Available School Capacity to accommodate the
impacts of the Applicant's proposed Residential Development, or (ii) has calculated that
there is insufficient Available School Capacity to accommodate the impacts of the
Applicant's proposed Residential Development, but the School Board and the Applicant
have negotiated and agreed upon a Proportionate Share Mitigation Agreement to
address the impacts of the Applicant's proposed Residential Development, or (iii) has
calculated that there is insufficient Available School Capacity to accommodate the
impacts of the Applicant's proposed Residential Development and that the School
Board and the Applicant were unable to agree upon a Proportionate Share Mitigation
Agreement.
In-Slot Classrooms: relocatable classrooms that conceptually 'slide' into the spaces
along a common walkway, as part of a modular campus which is characterized by a
campus with brick and mortar core facilities and covered concrete walkways leading to
the relocatable classrooms, and which are located at the following elementary schools:
5
May 21,2008
Clay Springs, Cypress Springs, Frangus, Hidden Oaks, Hunter's Creek, John Young,
Little River, Meadow Woods, MetroWest, Palm Lake, Rock Springs, Shingle Creek,
Ventura, Waterbridge, and Waterford, and also including the Arbor Ridge K-8 center,
Land Development Requlations: ordinances enacted by an Applicable Local
Government pursuant to section 163,3213(2)(b), Florida Statutes,
Level of Service: percentage of Enrollment to School Capacity jointly adopted by the
School Board and Applicable Local Governments and documented in Section 13 of this
Agreement.
Permanent Student Station: space and capital resources considered to be satisfactory
to accommodate an individual student within a non-relocatable educational facility as
determined by the State of Florida Department of Education, as more specifically set
forth in the State Requirements for Educational Facilities and including In-Slot
Classrooms,
Preliminary School Concurrency Recommendation: a written communication from the
School Board to the Applicable Local Government and the Applicant informing the
Applicable Local Government of the School Board's preliminary calculation of the effect
of the Applicant's proposed Residential Development on Available School Capacity for
the applicable School Concurrency Service Areas. If the School Board calculates that
an Applicant's proposed Residential Development will not cause the affected School
Concurrency Service Areas to exceed capacity at the adopted Level of Service
standards, then the Preliminary School Concurrency Recommendation shall become a
Final School Concurrency Recommendation, upon which an Applicable Local
Government may rely in encumbering and/or reserving the requisite Available School
Capacity needed to accommodate the impacts of the Applicant's proposed Residential
Development consistent with the requirements in Section 16,7(a) of this Agreement.
Proportionate Share Mitiqation: an improvement or contribution made by an Applicant
pursuant to a binding and enforceable agreement between the Applicant, School Board
and Applicable Local Government to provide monetary compensation or other mitigation
for the additional demand on deficient public school facilities created by a proposed
Residential Development, as mandated in section 163,3180(13)(e), Florida Statutes,
and as set forth in Section 17 of this Agreement.
Public School Facilities Element: the section of the County or a Municipality's
Comprehensive Plan addressing the provision of educational facilities as required by
sections 163,3177(12) and 163,3180(13)(a), Florida Statutes,
Reserved Capacity: School Capacity allocated to a particular Residential Development
for a period of time specified in a Certificate of School Concurrency or a Capacity
Commitment Agreement. For purposes of calculating Available School Capacity,
Reserved Capacity also means the total amount of School Capacity reserved for all
Residential Developments within a School Concurrency Service Area,
6
May 21,2008
Residential Development: any development that is comprised of Residential Units, in
whole or in part, for non-transient human habitation, and includes single-family housing
and multi-family housing, regardless of whether the Applicable Local Government's
approval procedure for such development is considered commercial or residential.
Residential Unit: any occupied structure or part thereof, which is designed exclusively
for human habitation and meets all applicable government requirements for residential
use on a continuous basis; Le" having hot and cold running water and adequate
facilities for heating, cooking, sleeping, and the sanitary elimination of wastes, Hotels,
motels, and temporary lodging facilities are specifically excluded,
Rezoninq: a change in zoning classification that will result in a net increase of
Residential Units on the property that is the subject of the Rezoning, For purposes of
Section 8 of this Agreement, the term "Rezoning" shall also mean any land use change
not necessarily denoted or characterized as a Rezoning (such as a change to a land
use plan, master plan or development plan in a mixed use development, Development
of Regional Impact, planned unit development, etc,) that will result in a net increase of
ten (10) or more Residential Units on the property,
School Attendance Zone: a geographic area where students who reside within such
area must attend a single designated school.
School Capacity: Adjusted FISH Capacity for the applicable School Concurrency
Service Area as programmed in the first three (3) years of the District Facilities Work
Program,
School Concurrency Determination Application: the written 'submittals for the
determination of Available School Capacity for a Residential Development or a phase of
a Residential Development, which is included as part of an application for Site Plan
approval.
School Concurrency Recommendation: a written communication from the School Board
informing the Applicable Local Government and Applicant that the School Board has (i)
calculated that there is sufficient Available School Capacity to accommodate the
impacts of the Applicant's proposed development, (H) has calculated that there is no
Available School Capacity, or an insufficient amount of Available School Capacity to
accommodate the impacts of the Applicant's proposed development and recommends a
Proportionate Share Mitigation agreement to address the impacts of an Applicant's
proposed Residential Development, or (Hi) has calculated that an Applicant's proposed
residential development does not meet the requirements necessary to satisfy school
concurrency and that the School Board and the Applicant were unable to agree on a
proportionate share mitigation,
7
May 21,2008
School Concurrency Service Area: a geographic area in which the Level of Service
standards are measured by the School Board as designated in Section 13 of this
Agreement.
School Impact Fee: the amounts due under the School Impact Fee Ordinance in
connection with the construction of new School Capacity needed to accommodate
Residential Development.
School Impact Fee Ordinance: Article V, Chapter 23, Orange County Code of
Ordinances,
School Impact Fee Study: the study used by the County to update its School Impact
Fee Ordinance, which shall mean, as of the date of this Interlocal Agreement, that study
prepared by Tindale-Oliver & Associates, Inc" as of July 16, 2007,
School Type: a category of school based on instruction level, whether elementary
school grades, middle school grades, or high school grades; ninth-grade centers shall
be included with high schools and K-8 centers shall be included with elementary
schools,
Site Plan Approval: a subdivision approval or its functional equivalent under the Land
Development Regulations of the Applicable Local Government, for any Residential
Development or any phase of a Residential Development, whether single-family or
multi-family, The Parties acknowledge that the County and the Municipalities may each
have different terms within their individual Land Development Regulations describing
this process,
State Requirements for Educational Facilities: the construction standards and
requirements for the construction of schools, established pursuant to Rule 6A-2,Q010,
Florida Administrative Code.
Section 2. Interlocal School Plannina Meetinas
Representatives appointed by the chief executive of the School Board, County, and
each Municipality shall meet on a quarterly basis or as called by any of the parties
hereto to review proposed ordinances of the Municipalities and the County that might
effect school concurrency, and formulate recommendations regarding coordination of
land use and school facilities planning, and needed supporting infrastructure including
such issues as population and student projections, development trends, school needs,
co-location and joint use opportunities, and ancillary infrastructure improvements
needed to support the school facilities and ensure safe student access as well as the
implementation of this Agreement. Representatives from the East Central Florida
Regional Planning Council will also be invited to attend, The School Board shall be
responsible for making meeting arrangements, providing notification and maintaining a
written summary of meeting actions, The group so convened shall be referred to as the
"Technical Advisory Committee,"
8
May 21,2008
Section 3. Student Enrollment and Population Proiections
In fulfillment of their respective planning duties, the School Board, County, and
Municipalities agree to coordinate and base their plans upon consistent projections of
the amount, type, and geographic distribution of population growth and student
enrollment. Countywide five (5) and ten (10) year population and student enrollment
projections shall be revised annually by the School Board and provided at the first
opportunity to the Technical Advisory Committee, In addition, the School Board shall
work with the County or the County's designated consultant to calculate a Student
Generation Rate by School Type, In preparing said population and student enrollment
projections, the School Board shall coordinate with the Municipalities and the County to
ensure, inter alia, that new Residential Development and redevelopment information as
provided by the Municipalities and County is reflected in updated projections to be
provided pursuant to Section 4 below,
Section 4. Coordinatina and Sharina of Information
4,1 Tentative District Educational Facilities Plan, Annually, the School Board shall
submit to the County and each Municipality the tentative district Educational Facilities
Plan at least ninety (90) days prior to its adoption by the School Board, The tentative
plan must be consistent with the requirements of section 1013,35, Florida Statutes, prior
to its submittal to the County and Municipalities, The Municipalities and County shall
review the tentative plan and comment to the School Board within sixty (60) days of
receiving the tentative plan regarding the consistency of the plan with the
Comprehensive Plan of the Local Government.
4.2 Mutual Reports,
(a) By March 1 of each year, the County and the Municipalities will provide
the School Board with a report on growth and development trends within their
jurisdiction for the prior year, Each report to the School Board must include the
following information:
1, Type, number (estimated for land use and zoning approvals) and
location of Residential Units that have received land use, zoning,
subdivision plats or Site Plan Approvals,
2, Building permits and certificates of occupancy data for Residential
Units issued for the preceding year and their location,
3, Summary of vested rights determinations or other actions that
affect demands for public school facilities,
4, Information regarding conversion or redevelopment of housing or
other structures into Residential Units that are likely to generate new
students,
9
May 21,2008
5. The identification of any development orders issued which contain
a requirement for the provision of school sites as a condition of
development approvals,
6, School Capacity encumbered during the previous calendar year,
7. School Capacity reserved during the previous calendar years,
(b) By March 1 of each year, the School Board will report to the County and
the Municipalities,
1, School Capacity for each school and Level of Service for each
School Concurrency Service Area and whether it is appropriate to reduce
or increase the adopted Level of Service standards for particular School
Types,
2, Available School Capacity and enrollment for each School
Concurrency Service Area and each School, including a reconciliation of
the encumbered and Reserved Capacity with Available School Capacity,
3, Proposed new capital needs, including identification of proposed
new school sites, significant renovations, and closures as provided in
Section 5 of this Agreement.
4, Whether ways to measure School Capacity other than Adjusted
FISH Capacity are available and are better suited to measuring the ability
of a school to address the curriculum needs of each school's student
population, and whether such a method of measuring capacity should be
adopted in lieu of Adjusted FISH Capacity and included in the County's
and Municipalities' Public School Facilities Element.
4,3 Coordinated Calendar.
Information shall be shared through the following, which shall be delivered or performed
no later than:
March 1 or prior to the first meeting of the Technical Advisory Committee in a
new calendar year, whichever comes first: Growth reports to the School
Board from local governments, and from School Board to local governments, as
set out in section 4,2(a) and 4,2(b) of this Agreement.
Quarterly (by mutual agreement): School Planning Meetings,
July 1: Approval and submittal to the County and Municipalities of tentative
Educational Facilities Plan, including District Facilities Work Program,
10
May 21,2008
September 1 :
Facilities Plan,
Local Government comment on tentative Educational
October 1: Adoption of by the School Board of the Educational Facilities Plan,
including the District Facilities Work Program,
Section 5. School Site Selection. Sianificant Renovations. and Potential School
Closures
5,1 Joint Participation, As provided in this Section, the Local Governments shall
jointly participate with the School Board in the process of evaluating potential school
closures, significant renovations to existing schools, and new school site selection,
5,2 Pre-Acquisition Procedures, Pursuant to section 1013,33(11), Florida Statutes, at
least sixty (50) days prior to acquiring or leasing property that may be used for a new
school, the School Board shall provide written notice to the Applicable Local
Government requesting a determination of consistency with the Applicable Local
Government's Comprehensive Plan, The Applicable Local Government shall notify the
School Board within forty-five (45) days after receiving the necessary information and
the School Board's request for determination, if the proposed new school site is
consistent with the land use categories and policies of the Applicable Local
Government's Comprehensive Plan, This preliminary notice does not constitute the
local government's determination of consistency pursuant to section 1013,33(12),
Florida Statutes.
5,3 Pre-Construction Procedures, As provided in section 1013,33(12), Florida
Statutes, at least ninety (90) days prior to initiating construction, the School Board shall
submit a site design/development plan to the County Administrator or the designated
representative of an individual Municipality, and within forty-five (45) days afterreceiving
the submittal, the County or Municipality shall certify, in writing, whether the proposed
Educational Facility is consistent with the Comprehensive Plan and land development
regulations of the Applicable Local Government. Failure of the local governing body to
make a determination in writing within ninety (90) days after the School Board's request
for a determination of consistency shall be considered an approval of the School
Board's application,
5.4 SiQnificant Renovations and Closures, Pursuant to Sections 153,31777(2)(b)
and 1 013,33(15)(b), Florida Statutes, when considering a significant renovation or a
closure of a school facility, the School Board shall notify the appropriate municipality in
which the school is located or the County's Growth Management Department if the
subject school is in the unincorporated part of the County, prior to any significant
renovation or closure activities, Significant renovations encompass projects that
increase or decrease a school's student population by five percent (5%) or more, or
increase a school's total building square footage by five percent (5%) or more,
11
May 21,2008
5,5 Municipal Charter Schools, Any municipality that wishes to operate a Charter
School in the manner provided by law may do so to the extent authorized by law,
provided that if such Charter School is to be used to satisfy requirements of school
concurrency, the Municipality must also enter into an interlocal agreement with the
School Board,
5,6 Extension of Deadlines, By mutual agreement between the School Board and an
Applicable Local Government, the times set forth in this section 5 may be extended,
Section 6. SupportinQ Infrastructure
The School Board and Applicable Local Governments will jointly determine the need for
and timing of on-site and off-site improvements necessary to support each new school
or the proposed significant renovation of an existing school, and where appropriate will
enter into a written agreement as to the timing, location, and the party or parties
responsible for constructing, operating and maintaining the required improvements,
Section 7. Coordination of PlanninQ
7,1 School Board Participation, The County and Municipalities shall include a
nonvoting representative appointed by the School Board to serve on their local planning
agencies, or functionally equivalent agencies, to attend those meetings at which such
agencies consider proposed Comprehensive Plan amendments, development
proposals and Rezonings that would, if approved, increase residential density on the
property that is the subject of the application.
7,2 Notice, The County and Municipalities agree to give the School Board notification
of future land use map amendments, development proposals and Rezoning proposals
pending before them that may affect student enrollment, enrollment projections, or
school facilities, Such notice will be provided in a timely manner to facilitate comment
and the planning activities of the School Board,
Section 8. School Board Review of Plan Amendments and Proposed RezoninQs
and Capacity Enhancement Process
8,1 Definitions for Section 8. In addition to the terms defined in Section 1 of this
Agreement, and for purposes of this Section 8, capitalized terms set forth below shall
have the meanings assigned:
(a) Applicant: the person or entity submitting a Development Application,
including its principals, agents, successors, and assigns,
(b) Capacity Enhancement Aqreement: a legally enforceable and binding
agreement meeting the requirements of this Section 8, between an Applicant and
the School Board (and, when necessary, the Applicable Local Government),
committing to Capacity Enhancement Mitigation determined to be necessary by
12
May 21,2008
the School Board to avoid or mitigate overcrowding individual schools impacted
by the proposed Residential Development.
(c) Capacity Enhancement Mitioation: a Capital Contribution or School
Facilities Commitment documented in a Capacity Enhancement Agreement to
avoid or mitigate overcrowded conditions at an individual school or schools as
calculated or determined in the manner provided in Section 8,7 of this
Agreement.
(d) Capital Contribution: a payment to the School Board in an amount
determined by the School Board to mitigate the impacts of a proposed
Development Application where the impacts of such Development Application
will exceed Net School Capacity beyond that planned for by the School Board in
its District Facilities Work Program in effect at the time the Capacity
Enhancement Agreement was executed,
(e) Comprehensive Plan Amendment: an amendment to the County's or a
Municipality's Comprehensive Plan pursuant to Chapter 163, Florida Statutes,
including an amendment to the future land use map, which will allow a net
increase of Residential Units in the proposed Residential Development.
(f) Development Application: a formal request by an Applicant to obtain a
Rezoning or Comprehensive Plan Amendment.
(g) Net School Capacity: the ability of an individual school to accommodate
the increase in students generated by a proposed development at the adopted
Level of Service standards, Net School Capacity shall be derived using the
following formula by School Type:
Net School Capacity = (School Capacity1 x Adopted Level of Service2) -
(EnrollmenP)
Where:
1School Capacity = Adjusted FISH Capacity at the individual school as
programmed in the first three (3) years of the District Facilities Work
Program,
2Adopted Level of Service Standard = ratio expressed as the percentage
of Enrollment to School Capacity as jointly adopted by the School Board
and Applicable Local Governments,
3Enrollment = Student enrollment at an individual school as counted in the
official October count and projected during the first three (3) years of the
District Facilities Work Program, including Reserved Capacity allocable to
such school,
(h) Rezonina: A change in zoning classification that will result in a net
increase of ten (10) single family or fifteen (15) multi family Residential Units in
13
May 21,2008
the proposed Residential Development that is the subject of the Rezoning. The
term "Rezoning" shall also mean any land use change not necessarily denoted or
characterized as a Rezoning (such as a change to a land use plan, master plan
or development plan in a mixed use development, development of regional
impact, planned unit development, etc,) that will result in a net increase of
Residential Units in the proposed Residential Development.
(i) School Capacity Determination: a written determination by the School
Board stating whether the Net School Capacity at the individual school or
schools serving the School Attendance Zones affected by a proposed
Development Application will be exceeded by the increase in residential densities
proposed in the Development Application
U) School Facilities Commitment: the necessary funding, capital dedication or
financial commitment required to advance the construction of school facilities
included in the applicable Capital Improvements Element and the District
Facilities Work Program or to finance the construction of school facilities not in
such element or program as necessary where Net School Capacity at the
individual school(s) serving the proposed development will be exceeded by the
residential density projected in a Development Application.
8,2 School Board Review and Comment. The School Board will advise the
Applicable Local Government within fifteen (15) business days of the school enrollment
impacts anticipated to result from the proposed Comprehensive Plan Amendment or
Rezoning proposed in a Development Application, and whether Net School Capacity
exists or is planned to accommodate the Development Impact. This Section 8 does not
authorize a School Concurrency Determination under Section 16 of this Agreement,
except as expressly provided in Section 8,9(c) herein,
8,3 Overview of Section 8 Process, The School Concurrency Service Areas
established in Section 14 of this Agreement aggregate schools into defined geographic
areas for the purpose of implementing school concurrency. In contrast, this Section 8
deals with the impact of additional Residential Units contemplated in a Development
Application on individual schools within individual School Attendance Zones for each
School Type that would serve the proposed Residential Development. This review and
comment process requires that the School Board determine whether Net School
Capacity as defined in this Section 8 is available at the individual schools where
Residential Development contemplated in the proposed Development Application is
located, The School Board shall issue a School Capacity Determination to the County
and/or the affected Municipality and determine the Capacity Enhancement Mitigation, if
any, necessary to ensure that the additional projected students that would result from
the proposed Development Application will not cause individual schools impacted by a
proposed Development Application to be overcrowded or aggravate existing
overcrowding at the individual school or schools so impacted,
14
May 21,2008
8.4 Findinqs, On the scope and necessity of the review and comment by the School
Board of Net School Capacity at individual schools serving proposed Residential
Development anticipated to occur within impacted School Attendance Zones and to
ensure documented comment on the impact of a Development Application on Net
School Capacity, the County and the Municipalities hereby acknowledge and declare
the following:
(a) Article VII, section 704B,2" Orange County Charter, allows a
County Ordinance to be effective within a Municipality if such Ordinance requires
that any Rezoning or Comprehensive Plan amendment that increases residential
density be approved by each significantly affected local government when such
increase in residential density affects a school, the attendance zone for which
straddles Local Government jurisdictional boundaries, if the School Board cannot
certify that the school within the attendance zone or zones affected by such
Rezoning or Comprehensive Plan amendment can accommodate the additional
students that result from the increase in residential density,
(b) The Orange County Commission enacted Ordinance Number 2006-04 to
implement the charter provision described in paragraph (a) above,
(c) It is the intent of the County and each Municipality to ensure that the staff
and the governing body of each local government receive informed comment
from the School Board as to whether Net School Capacity will be exceeded at
individual schools as a result of a proposed Rezoning or Comprehensive Plan
Amendment within or including their attendance boundaries and, if so, the extent
to which the proposed Development Impact will create overcrowding at individual
schools where none exists or aggravate existing overcrowded conditions,
(d) A formal process for the prompt review and comment by the School Board
on the effect of proposed Development Applications on Net School Capacity is
an integral factor of intergovernmental coordination and of effective
comprehensive planning, notwithstanding any subsequently imposed school
concurrency requirements mandated as a condition of the Applicable Local
Government's approval of a Site Plan.
(e) A decision to increase the density or inventory of available residential land
use by the approval of a Development Application by the County or a Municipality
without an informed consideration of the impact on Net School Capacity at the
individual schools affected by the Development Application may result in
increased school overcrowding.
(f) Agreement on a process and procedure to determine whether Net School
Capacity will be exceeded at individual schools serving proposed Residential
Development resulting from Development Application approval is an integral part
of the review process and comment opportunity mandated in Sections
163,3177(6)(a), 163,31777(2)(e) and 163,3180(13)(g)6,b" Florida Statutes,
15
May 21,2008
(g) Mandatory application of Section 8 shall be limited to those circumstances
detailed in Article VII, section 704B,2" Orange County Charter, and any County
Ordinances authorized by and implementing such Charter provision, provided
that nothing herein shall relieve any municipality from its statutory obligations to
review proposed comprehensive plan amendments as provided Chapter 163,
florida Statutes,
8,5 Process for School Board Review and Comment on Development Application,
Whenever the County or any Municipality receives a Development Application for a
residential Rezoning that proposes more than ten (10) single-family or fifteen (15) multi-
family Residential Units, or proposes an amendment to a Comprehensive Plan that
would authorize a residential density that would generate one or more students, the
Applicable Local Government shall forward, within five (5) business days of receipt,
such Application to the School Board for a School Capacity Determination, Such
Development Application shall include a Development Analysis as described in Section
16,5 of this Agreement. Within fifteen (15) business days of receipt, the School Board
shall render in writing a School Capacity Determination,
(a) If the School Board calculates that Net School Capacity at the individual
school(s) for each School Type that will serve the attendance boundaries where
the proposed development is located will be exceeded, either because there is
negative Net School Capacity as calculated pursuant to Section 8,1 (g) of this
Agreement, or because the number of students proposed to be generated by a
development will create a condition of negative Net School Capacity, the School
Board shall make a determination of insufficient capacity, Such determination
shall be based on an analysis of the educational facilities that would be needed
should the proposed Development Application be approved, the existing and
planned School Capacity within the School Attendance Zones impacted by the
proposed Development Application, the educational facilities planned in the
applicable Capital Improvements Element, and the District Facilities Work
Program,
(b) If the results of the School Capacity Determination indicate that the
educational facilities planned in the first three (3) years of the applicable Capital
Improvements Element and the District Facilities Work Program have the
capacity to serve the additional students to be generated by the proposed
Development Application, the School Capacity Determination shall state that
capacity is available, A School Capacity Determination that capacity is available
shall not exempt a Residential Development from complying with the requirement
of obtaining a School Concurrency Recommendation pursuant to the
requirements of Section 16,
8,6 Result if Net School Capacity Exceeded, Where the School Board makes a
determination of insufficient capacity in a School Capacity Determination rendered
pursuant to the process provided in Section 8,5, the Applicant may elect to enter into a
16
May 21,2008
Capacity Enhancement Agreement with the School Board, Such Capacity
Enhancement Agreement will document the Capital Contribution or School Facilities
Commitment necessary to mitigate the conditions outlined in the School Capacity
Determination,
(a) The Capital Contribution required shall include a present value calculation
of the School Impact Fees anticipated to be due upon permitting of the proposed
Residential Units plus any additional Capacity Enhancement Mitigation required,
(b) The School Facilities Commitment shall specify the commitment
necessary to advance the construction of school facilities included in the
applicable Capital Improvements Element and the District Facilities Work
Program, or to finance the construction of school facilities not in such element or
program but still deemed necessary to timely serve the proposed Residential
Units,
(
8,7 Determination of Overcrowdino Conditions,
(a) If there is no Net School Capacity as calculated in the definition in Section
8,1 (g) above, the impacted individual school or schools are presumed to be
overcrowded,
(b) If Net School Capacity at the impacted individual school or schools is
insufficient to meet the entire Development Impact of the Residential
Development then the individual school or schools are presumed to be
overcrowded, In such event, the impacts to be mitigated shall be documented in
a Capacity Enhancement Agreement and shall be calculated by subtracting the
Net School Capacity at the individual school or schools from the Development
Impact of the proposed Residential Development. In such an event, the
methodology used to calculate the Capacity Enhancement Mitigation shall be as
follows:
Capacity Enhancement Mitigation = (Development Impact-Vested
Students 1) - Net School Capacity x Total Cose
When:
1 Vested Students= the number of students generated by the Residential
Units allowed under the existing zoning or land use category for the
specific parcel which is the subject of the Development Application,
2Total Cost = the cost per student station plus a share of the land
acquisition costs, additional core and ancillary facility costs and other
anticipated infrastructure expenditures or the anticipated cost of school
17
May 21,2008
infrastructure needed to provide sufficient permanent capacity to the
impacted individual school or schools, and includes any cost needed to
pay the interest to advance a school scheduled in the District Facilities
Workplan to an earlier year,
(c) If the individual school impacted by the proposed Residential Development
fails to meet the adopted Level of Service as of the date of the School Capacity
Determination, the mitigation required pursuant to the Capacity Enhancement
Agreement shall be used to ensure that the overcrowding existing at the time of
the submittal of a complete Development Application shall not be aggravated,
8,8 Capacity Enhancement Aareement.
(a) The provISions of this Agreement implementing the Capacity
Enhancement process supplement the provisions of the Interlocal Agreement
Regarding School Capacity entered into by the School Board, the County, and
certain Municipalities effective as of June 21, 2006, To the extent that there is
any conflict between the two Interlocal Agreements, the provisions of this
Agreement shall prevail.
(b) The School Board shall monitor and enforce the terms of a Capacity
Enhancement Agreement. Any mitigation required pursuant to a Capacity
Enhancement Agreement remains subject to applicable Land Development
Regulations,
(c) A Capacity Enhancement Agreement shall run with the land and shall be
recorded in the Official Records Book of the County by the School Board or the
Applicant. Upon an Applicant's completion of all requirements and payment of
any mitigation due under a CEA, the School Board shall record notice in the
Official Records Book of the County that the Applicant has completed such
requirements and paid such mitigation,
(d) Each Capacity Enhancement Agreement shall specify the term of said
agreement and whether, upon expiration of said agreement, a new Capacity
Enhancement Agreement shall be negotiated if the terms of the initial agreement
were not satisfied.
(e) If the Capacity Enhancement Agreement constitutes Proportionate Share
Mitigation, then the Applicable Local Government shall be a party to such
agreement.
8,9 Coordination of the Capacity Enhancement Aareement with Concurrency
Manaaement.
18
May 21,2008
(a) The Capacity Enhancement Agreement shall specify the capacity, if any,
not subject to review for purposes of obtaining the issuance of a Certificate of
School Concurrency pursuant to Section 16 of this Agreement as a consequence
of the Capacity Enhancement Mitigation contained in such Capacity
Enhancement Agreement. Upon payment of the required Capacity Enhancement
Mitigation as calculated in Section 8,7 above, such mitigated capacity shall be
considered encumbered for a period not to exceed three (3) years or until Site
Plan Approval, whichever comes first.
(b) Any Capacity Enhancement Mitigation paid pursuant to a Capacity
Enhancement Agreement, except for the cost of temporary classrooms needed
to accommodate the Development Impact until permanent facilities are
constructed, shall be credited toward any Proportionate Share Mitigation as
provided in Section 17 of this Agreement.
(c) An Applicant may, at the time of submitting a Development Application,
request a School Concurrency Recommendation under Section 16 of this
Agreement.
(d) Any mitigation required and satisfied under any Capacity Enhancement
Agreement shall be credited toward any required Proportionate Share Mitigation
as calculated pursuant to Section 17 of this Agreement. In the event the
calculated amount of Proportionate Share Mitigation is greater than the value of
the mitigation required by such Capacity Enhancement Agreement, the required
Proportionate Share Mitigation shall be equal to the amount by which the
calculated Proportionate Share Mitigation exceeds the mitigation required under
the Capacity Enhancement Agreement.
8,10 Applicability,
(a) The review and comment process contemplated in the terms of this
section 8 shall apply to all Development Applications that have not received final
approval by an Applicable Local Government prior to the effective date of this
Agreement and to all designated phases within a development that have not
received final approval prior to the effective date of this Agreement.
(b) The review and comment process contemplated by the terms of this
section 8 shall not apply to any Capacity Enhancement Agreement executed
prior to the effective date of this Agreement.
Section 9. Educational Plant Survey
Prior to completion of the Educational Plant Survey update, the Technical Advisory
Committee shall assist the School Board in an advisory capacity in the preparation of
the Educational Plant Survey and five (5) year District Facilities Work Program update
by, inter alia, reviewing preliminary drafts, evaluating and making recommendations
19
May 21,2008
regarding the location and need for new (or improvements to existing) educational
facilities in terms of consistency with the local government Comprehensive Plan and
other relevant issues provided for in this Agreement, pursuant to sections 1013,31 and
1013,35, Florida Statutes,
Section 10. Co-location and Shared Use
Co-location and shared use of facilities are important to the School Board, the County
and the Municipalities, The School Board, County and each Municipality will meet
regularly to identify opportunities to co-locate and share use of school facilities and civic
facilities when preparing the School Board's Educational Facilities Plan, Likewise, co-
location and shared use opportunities will be considered by the local governments when
preparing the annual update to the Comprehensive Plan's schedule of capital
improvements and when planning and designing new, or renovating existing,
community facilities, A separate agreement will be developed for each instance of co-
location and shared use which, inter alia, addresses legal liability, operating and
maintenance costs, scheduling of use, and facility supervision or any other issues which
may arise from co-location or shared use,
Section 11. Establishment of School Concurrency System
11,1 Intent. This Agreement is intended to establish a public school concurrency
system consistent with the requirements of sections 163.3177 and 163,3180, Florida
Statutes, and other applicable provisions of the Local Government Comprehensive
Planning Act of 2005,
11,2 Coordination Aqreement. The School Board, the County and the Municipalities
agree that the timely delivery of adequate public school facilities at the Level of Service
standards adopted in this Agreement requires close coordination among the local
governments and the School Board beginning at the level of land use planning,
development approval, and school facility planning, Further, the School Board and local
governments agree that new school facilities should be planned for and provided in
proximity to those areas planned for Residential Development or redevelopment.
Further, the School Board shall review and provide a determination on all School
Concurrency Determination Applications for the impact of the projected Residential
Development on Available School Capacity,
11,3 School Capacity as a Condition for a Development Approval. The School Board,
the County, and the Municipalities agree that an application for a Residential
Development may be approved only if the School Capacity projected to be needed by
the proposed Residential Development is or will be available to accommodate such
projected need within the School Concurrency Service Areas at the Level of Service
standards specified in this Agreement. A determination of whether School Capacity is
available to serve a Residential Development shall be made by the Applicable Local
Government upon recommendation by the School Board, consistent with the Level of
Service standards adopted in this Agreement and in the County's and the Municipalities'
20
May 21,2008
Comprehensive Plans, This determination of availability shall be based upon the criteria
established in this Agreement, the District Facilities Work Program and the Public
School Facilities Element of the Comprehensive Plan of the Applicable Local
Government.
11.4 Local Government Covenants, After the effective date of the Comprehensive
Plan amendments and ordinances adopted in accordance with this Agreement, the
County and Municipalities agree to undertake the following activities:
(a) Incorporate the required school concurrency provisions into their Land
Development Regulations and their Comprehensive Plans, consistent the
requirements of this Agreement. As an alternative to adopting school
concurrency provisions in its Land Development Regulations, any Municipality
may elect to be bound by the procedures set forth in this Agreement or may elect
to be bound by the County's School Concurrency Ordinance,
(b) Withhold any Site Plan Approval under the Land Development
Regulations of the Applicable Local Government for new Residential Units not
exempted under this Agreement until the School Board has reported whether
there is Available School Capacity sufficient to serve the Residential
Development under review as provided in section 16 herein.
(c) Share information regarding population projections, school siting
proposals, projections of development and redevelopment, infrastructure
required to support public school facilities, and amendments to future land use
plan elements as provided in this Agreement.
11,5 School Board Covenants, By entering into this Agreement, the School Board
agrees to perform the following activities:
(a) Annually prepare and update a financially feasible District Facilities Work
Program containing a five (5) year (or ten (10) year for backlogged facilities)
capital improvement schedule consistent with this Agreement to demonstrate that
the adopted Level of Service standards can be achieved and maintained at the
end of the planning period adopted for each School Concurrency Service Area,
(b) Institute program and/or School Attendance Zone adjustments, as
necessary, to maximize the utilization of capacity in order to ensure that each
School Concurrency Service Area achieves and maintains the adopted Level of
Service standards,
(c) Plan for, construct, and/or renovate school-related improvements
necessary to maintain the adopted Level of Service standards,
21
May 21,2008
(d) Provide the County and Municipalities with any School Board data,
inventory and analysis relating to school concurrency necessary to amend or
annually update each Local Government's Comprehensive Plan,
(e) Adopt a ten (10) and twenty (20) year work program to the extent required
by section 1 013,35(2)(a), Florida Statutes.
(f) Review School Concurrency Determination Applications for compliance
with concurrency requirements of this Agreement.
(g) Adopt Proportionate Share Mitigation options for new Residential
Development contained in a School Concurrency Determination Application as
provided in section 16 herein,
(h) Prepare annual reports on enrollment and capacity,
(i) Provide necessary staff and material support for meetings of the Technical
Advisory Committee as required by this Agreement.
U) Provide information to the County and Municipalities regarding enrollment
projections, school siting, and infrastructure required to support public school
facilities consistent with the requirements of this Agreement.
(k) Develop, in conjunction with the County and Municipalities, uniform, Level
of Service standards for public schools of the same type,
(I) Develop and implement such internal procedures necessary for review of
applications for Residential Development consistent with this Agreement,
including a process to temporarily set aside capacity during the pendency of a
School Concurrency Determination Application or Proportionate Share Mitigation
negotiation, Any procedures developed to implement this provision must be
available and reachable on the School Board's website,
Section 12. Development. Adoption and Amendment of Reauired Comprehensive
Plan Elements
The County and the Municipalities have used their best efforts to have adopted the
following Comprehensive Plan amendments by April 1, 2008, and continue to use their
best efforts to adopt the following Comprehensive Plan amendments, and agree to
follow the procedures set forth in this section 12 for any future amendments to the listed
Comprehensive Plan elements after adoption:
(a) A Public School Facilities Element which is consistent with those adopted
by the other Local Governments within the County, The Public School Facilities
Element must also be consistent with this Agreement and section 163,3177(12),
Florida Statutes, and Rule 9J-5,025, Florida Administrative Code,
22
May 21,2008
1, In the event that it becomes necessary to substantively amend its
Public School Facilities Element, the County or Municipality wishing to
initiate an amendment shall request review through the Technical Advisory
Committee prior to transmitting the amendment to the Department of
Community Affairs pursuant to section 163,3184, Florida Statutes,
2, To achieve required consistency, the County and each Municipality
shall adopt amendments to their Public School Facilities Element in
accordance with the statutory procedures for amending Comprehensive
Plans,
a, If the County or any Municipality objects to the amendment
and the dispute cannot be resolved, the dispute shall be resolved in
accordance with the provisions set forth in Section 18 of this
Agreement. In such a case, the Local Government proposing to
adopt the amendment objected to by one (1) or more of the Local
Governments agrees not to adopt the amendment until the dispute
has been resolved,
b, Any local public school facilities issues not specifically
required by Chapter 163, Florida Statutes, may be included or
modified in the Public School Facilities Element by following the
normal Comprehensive Plan amendment process,
(b) Capital Improvements Element.
1, Once adopted by the School Board, as provided in section 1013,35,
Florida Statutes, the annual update of the School District's Facilities Work
Program shall be transmitted to the County and the Municipalities, The
County and the Municipalities, upon approval by their governing bodies,
shall adopt the School District's five (5) year (or ten (10) year for
backlogged facilities) capital improvement schedule from the District
Facilities Work Program into the Capital Improvements Element of their
Comprehensive Plans no later than required by statute,
2, Once adopted by the School Board, any amendment, correction or
modification to the School District's five (5) or ten (10) year capital
improvements schedule or the District Facilities Work Program concerning
costs, revenue sources, or acceptance of facilities pursuant to dedications
shall be transmitted to the County and Municipalities, The County and
Municipalities, upon approval by their governing bodies, shall amend their
Capital Improvements Elements to reflect the changes at the next annual
update to the Capital Improvements Element.
23
May 21,2008
3, The County and the Municipalities, by adopting the School District's
five (5) year (or ten (10) year for backlogged facilities) capital improvement
schedule into their Capital Improvements Element shall have no obligation
or responsibility for funding the District Facilities Work Program,
(c) Intergovernmental Coordination Element. The process for the
development, adoption, and amendment of the Intergovernmental Coordination
Element shall be as set forth in section 163,3184, Florida Statutes,
Section 13. level of Service Standards
13,1 Establishment of Level of Service, To ensure that the capacity of schools is
sufficient to support student growth and prevent the overcrowding of schools, the
School Board, the County, and the Municipalities establish the following uniform Level
of Service standards for elementary, middle and high schools within each School
Concurrency Service Area as described in Section 14 of this Agreement. The Level of
Service standards for each School Concurrency Service Area shall be incorporated in
the Comprehensive Plan of the County and each Municipality, However, pursuant to
section 163,3180(9), Florida Statutes, the School Board, the County and the
Municipalities may adopt interim Level of Service standards for backlogged facilities
within long term school concurrency management areas as more fully set forth in
Section 13,2 of this Agreement.
(a) Elementary schools, including K-8 Centers: 110% of Adjusted FISH
Capacity for each Elementary School Concurrency Service Area,
(b) K-8 Centers: 110% of Adjusted FISH capacity for each K-8 attendance
zone,
(c) Middle schools: 100% of Adjusted FISH Capacity for each Middle School
Concurrency Service Area,
(d) High schools, including ninth grade centers: 100% of Adjusted FISH
Capacity for each High School Concurrency Service Area,
13.2 Lonq Term Concurrency Manaqement System,
(a) The School Board, the County, and the Municipalities agree to maintain
long term concurrency management systems as provided in section
163,3180(9)(a), Florida Statutes, The parties acknowledge that, initially, within
the School Concurrency Service Areas identified in Appendix E, below, there is a
backlog of need for school facilities such that the School Board cannot within five
(5) years achieve the adopted Level of Service standards, Within such areas
(the "Long-Term Concurrency Areas"), interim Level of Service standards shall
be implemented, as identified in Appendix E,
24
May 21,2008
(b) The School Board will develop and include within its District Facilities
Work Program, a financially feasible plan to achieve the adopted Level of Service
standards within ten (10) years through the construction of additional educational
facilities sufficient to accommodate the demand for such capacity, The County
and the Municipalities agree to amend the Capital Improvements Element of their
respective Comprehensive Plans to reflect the ten (10) year concurrency
management system,
13,3 Capital Improvements Element. By its incorporation of the capital improvement
schedule consistent with the latest District Facilities Work Program prepared by the
School Board pursuant to Section 15 of this Agreement, the Capital Improvements
Element of the Comprehensive Plans of the County and the Municipalities shall
demonstrate that the Level of Service standards will be achieved and maintained within
each School Concurrency Service Area by the end of the planning period utilized in the
latest District Facilities Work Program, and, where applicable, shall include any Long
Term Concurrency Areas, Pursuant to Section 12(b) of this Agreement, each local
government shall adopt in the Capital Improvements Element of its Comprehensive
Plan the capital improvement schedules included in the District Facilities Work Program
adopted by the School Board pursuant to Section-15 of this Agreement.
13.4 Amendinq Level of Service Standards, The School Board, the County, and the
Municipalities shall observe the following process for modifying the adopted or interim
Level of Service standards for schools:
(a) At such time as the School Board determines that a change to the Level of
Service standards is appropriate, it shall submit the proposed Level of Service
standards and the data, inventory. and analysis to support the changes to the
County and the Municipalities, allowing the County and Municipalities at least
ninety (90) days to comment on such proposal.
(b) Upon final approval by the School Board, and the governing bodies of the
County and Municipalities the modifications to the Level of Service standards
shall be incorporated into the County's and each Municipality's Comprehensive
Plan no later than the next available Comprehensive Plan amendment cycle for
the County and each Municipality, and this Interlocal Agreement.
Section 14. School Concurrency Service Areas
14,1 School Concurrency Service Areas Established, The School Board, County, and
Municipalities agree that school concurrency shall be applied on a less than county-
wide basis. The initial School Concurrency Service Areas shall be as follows:
25
May 21,2008
(a) Elementary schools, The School Concurrency Service Areas for
elementary schools shall correspond to the areas as determined and depicted in
Appendix A, as attached to this Agreement.
(b) Middle schools, The School Concurrency Service Areas for middle
schools shall correspond to the areas as determined and depicted in Appendix B,
as attached to this Agreement.
(c) High schools, The School Concurrency Service Areas for high schools
shall correspond to the areas as determined and depicted in Appendix C, as
attached to this Agreement.
(d) K-8 Centers, The School Concurrency Service Areas for K-8 Centers
shall correspond to the areas as determined and depicted in Appendix D, as
attached to this Agreement.
14,2 Incorporation of School Concurrency Service Areas into Comprehensive Plans,
The School Concurrency Service Areas described above and the process for the
modification of School Concurrency Service Areas provided in Section 14,3 below shall
be included as supporting data and analysis in the County's and the Municipalities'
Public School Facilities Element of their respective Comprehensive Plans,
14,3 Modification of School Concurrency Service Areas,
(a) The School Board, the County or any Municipality may propose a
modification to the School Concurrency Service Areas, Prior to adopting any
change, the School Board must verify that as a result of the modification:
1, The adopted Level of Service standards will be achieved and
maintained by the end of the five (5) year (or ten (10) year for backlogged
facilities) planning period; and
2, The utilization of School Capacity will be maximized to the greatest
extent possible, taking into account transportation costs and state adopted
student travel standards, court approved desegregation plans, the impact
on School Capacity from committed and approved development, and other
factors,
(b) The School Board, the County and the Municipalities shall observe the
following process for modifying School Concurrency Service Areas:
1 , At such time as the School Board determines that a School
Concurrency Service Area change is appropriate considering the above
standards, the School Board shall submit the proposed School
26
May 21,2008
Concurrency Service Area boundaries with data and analysis to support
the changes to the County and the Municipalities,
2. The Local Governments shall review the proposed boundary
changes and send their comments to the School District within ninety (90)
days of receipt.
3, A change to a School Concurrency Service Area shall become
effective upon final approval by the School Board, the County, and the
Municipalities,
Section 15. School District Facilities Work Proqram
15,1 Filinq Dates,
(a) On or before the adoption of the School Board's annual budget, the
School Board shall update and adopt its District Facilities Work Program for
public schools in Orange County, in accordance with section 1013,35, Florida
Statutes, and as set forth below, As part of this update, the School Board shall
provide a written summary of the infrastructure and improvements necessary to
support the District Facilities Work Program, showing changes to the program on
a yearly basis,
(b) The School Board shall transmit copies of the tentative District Facilities
Work Program to the County and Municipalities for review and comment on or
before July 1 of each year commencing after the effective date of this
Agreement.
(c) The School Board shall adopt the District Facilities Work Program no later
than September 30, and the plan shall become effective October 1 of each year,
15,2 Contents; Level of Service, The District Facilities Work Program shall contain a
five (5) and a ten (10) year capital improvement schedule demonstrating that the Level
of Service standards adopted in Section 13 of this Agreement can be achieved and
maintained at the end of the planning period adopted for each School Concurrency
Service Area, Such five (5) or ten (10) year capital improvement schedule in the District
Facilities Work Program shall identify all construction, remodeling or renovation projects
and committed and planned revenue sources needed to meet the financial feasibility
requirement for each School Concurrency Service Area.
15,3 Contents: Future Planninq, As a part of the District Facilities Work Program, and
as specified in section 1013,35(2)(a), Florida Statutes, the School Board shall annually
adopt a ten (10) and twenty (20) year tentative work plan based upon revenue
projections, enrollment projections and facility needs for the ten (10) and twenty (20)
year periods, The parties recognize that the projections in the ten (10) and twenty (20)
year time frames are tentative and shall be used only for general planning purposes
27
May 21,2008
with the exception of the ten (10) year planning period for the Long Term Concurrency
Areas described in Section 13 of this Agreement. Upon completion, the District
Facilities Work Program and the tentative work plan will be transmitted to the County
and Municipalities,
15.4 Amendment of Plan,
(a) The School Board shall not amend the District Facilities Work Program so
as to modify, delay or delete any project in the first three (3) years of the program
unless the School Board, by a majority vote of its members, provides written
confirmation that:
1, The modification, delay or deletion of the project is required in order
to meet the School Board's constitutional obligation to provide a County-
wide uniform system of free public schools or other legal obligations
imposed by state or federal law or constitutional directive; or
2. The modification, delay or deletion of the project is occasioned by
unanticipated changes in population projections or growth patterns; or
3, The project schedule or scope has been modified to address
concerns of the County or Municipalities, and the modification does not
cause the adopted Level of Service standards to be exceeded in the
School Concurrency Service Area from which the originally planned
project is modified, delayed or deleted; or
4, The School Board determines that there exists a severe financial
crisis' brought about through a natural disaster or Act of God, war, or
changes to anticipated revenues made by the state of Florida and over
which the School Board has not control.
(b) Prior to taking any action authorized under this Section 15.4, the School
Board shall publish an advertisement in a newspaper of general circulation not
less than fourteen (14) days before the matter is presented to the School Board
for a vote, and at such meeting, members of the public shall have the opportunity
to address the School Board regarding the proposed action, In addition, notice of
such meeting must be provided to all parties to this Agreement via U,S, Mail or
acknowledged hand delivery not less than fourteen (14) business days prior to
such meeting
(c) If the School Board modifies, delays, or deletes a project in the first three
(3) years of the District Facilities Work Program, pursuant to this Section 15.4, the
School Board shall provide written notification of such modification, delay, or
deletion to the County and the Municipalities via U,S, Mail or acknowledged hand
delivery not less at least fourteen (14) days prior to School Board action,
28
May 21,2008
(d) The School Board may amend the District Facilities Work Program to add
necessary capacity projects to satisfy the provisions of this Agreement. For
additions to the District Facilities Work Program, the School Board must
demonstrate its ability to maintain the program's financial feasibility,
Section 16. School Concurrency Implementation Procedures
16,1 Aqreement to Implement and Maintain Levels of Service,
(a) The County, Municipalities and the School Board shall ensure that the
Level of Service standards established in Section 13 of this Agreement for each
School Type are maintained consistent with the requirements of this Agreement.
No Site Plan Approval shall be issued by an Applicable Local Government unless
the Residential Development is exempt from these requirements as provided in
this Section of this Agreement, or until a School Concurrency Recommendation
has been issued by the School District indicating whether adequate school
facilities exist or will exist to accommodate demand for Available School
Capacity, Nothing shall prevent the local governments from placing conditions
on the Certificate of School Concurrency to validate or render effective the
certificate for the purpose of ensuring that necessary facilities will be in place, in
order to validate or render effective the certificate,
(b) The School Board and any Applicable Local Government may by separate
agreement modify the procedures set forth in this Section 16 for concurrency
review as between the School Board and such Applicable Local Government.
16,2 Exemptions, The following residential uses shall be exempt from the
requirements of school concurrency:
(a) Any Residential Development that creates an impact of less than one
student, whichever is greater,
(b) One single-family house, one (1) duplex, and/or one accessory multi-
family unit being developed on an existing platted residential lot of record,
(c) Any building or structure that has received a Building Permit as of the
effective date of this Agreement, or is described in section 163,3167(8), Florida
Statutes,
(d) Any new Residential Development that has Site Plan Approval for a site
pursuant to a specific development order approved prior to the effective date of
school concurrency, including the portion of any project that has received final
subdivision plat approval as a residential subdivision into one (1) dwelling unit
per lot.
29
May 21,2008
(e) Any amendment to any previously approved Residential Development,
which does not increase the number of dwelling units or change the type of
dwelling units (e,g., converts single-family to multi-family, etc,),
(f) Any age-restricted community that qualifies as one of the three types of
communities designed for older persons as "housing for older persons" in the
Housing for Older Persons Act, 42 U,S,C, ~ 3607(b). This exemption shall be
applied in conformity with the principles set forth in Volusia County v, Aberdeen
at Ormond Beach. L.P" 760 So, 2d, 126 (Fla, 2000),
Provided, however, that any senior housing community or dwelling unit that
loses its qualification as housing for older persons shall be required to meet
applicable school concurrency requirements in effect at the time the qualification
as housing for older persons is lost.
(g) Alterations or expansion of an existing dwelling unit where no additional
dwelling units are created,
(h) The construction of accessory buildings or structures which will not create
additional dwelling units,
(i) The replacement of a dwelling unit where no additional dwelling units are
created and where the replacement dwelling unit is located on the same lot,
provided the original dwelling unit was located on the site as of the effective date
of school concurrency, If the type of dwelling unit is different from the original
dwelling unit type, the exemption shall be limited to an exemption based on the
current student generation rate for the original dwelling unit type, Documentation
of the existence of the original dwelling unit must be submitted to the
concurrency management official.
(
U) Developments of Regional Impact that have filed a complete application
for a development order prior to May 1, 2005, or for which a development order
was issued prior to July 1, 2005, This exemption shall expire upon withdrawal,
denial, or expiration of the application for a development order, This exemption
shall not apply where the developer files a Notice of Proposed Change and/or
Substantial Deviation (as provided in statute) to increase the number of
Residential Units, If such Development of Regional Impact has been approved,
or is approved, through a development order, such exemption shall expire for
any phase of the development order upon expiration of the development order
build-out date for such phase, or for the entire development order upon
expiration of the development order, or upon any material default of the school
mitigation conditions of the development order or a related development
agreement, unless such project, or portions of such project, remains exempt
pursuant to another exemption provision,
30
May 21,2008
(k) The portion of any Residential Development that, prior to the effective date
of school concurrency, is the subject of a binding and enforceable development
agreement or Capacity Enhancement Agreement designated as a Capacity
Commitment Agreement by resolution of the School Board; however, such
exemption shall expire upon expiration of the development agreement, Capacity
Enhancement Agreement, extension thereof, or upon any material default of the
school impact mitigation conditions of such development agreement or Capacity
Enhancement Agreement, unless such project, or portions of such project,
remains exempt pursuant to another exemption provision,
(I) Any Residential Development with a letter from the Applicable Local
Government vesting it for purposes of complying with school concurrency, or
which would be vested at common law for purposes of such concurrency
requirement implemented by this Agreement.
(m) Group living facilities that do not generate students and including
residential facilities such as local jails, prisons, hospitals, bed and breakfast,
motels and hotels, temporary emergency shelters for the homeless, adult
halfway houses, firehouse sleeping quarters, dormitory-type facilities for post-
secondary students, and religious non-youth facilities, regardless of whether
such facilities may be classified as residential uses,
16,3 Determination of Applicabilitv of Exemption, An Applicant filing an application for
a determination that a Residential Development is exempt from the school concurrency
requirements pursuant to Section 16.2 of this Agreement shall submit to the Applicable
Local Government and the School Board, along with any other application
requirements, sufficient documentation supporting the exemption that the Applicant
claims exempts the Residential Development from the school concurrency requirements
implemented by this Agreement. The Applicable Local Government shall determine,
within thirty (30) business days from receipt of a completed application for an
exemption, whether the Applicant has satisfied the criteria for the claimed exemption
and shall notify the Applicant and the School Board in writing of its determination,
16.4 Application Reauirements, Any Applicant submitting a School Concurrency
Determination Application with a Residential Development component that is not
exempt under Section 16,2 of this Agreement shall prepare and submit a Development
Analysis to the Applicable Local Government. The Applicable Local Government shall
review the School Concurrency Determination Application for completeness, and
forward complete applications to the School Board for its review,
16,5 Development Analvsis Content. The Development Analysis shall include:
(a) The location of the Residential Development, including applicable tax
parcel identification numbers;
31
May 21,2008
(b) The number of Residential Units and unit types (e.g" single-family,
multifamily, apartments);
(c) A phasing schedule (if applicable);
(d) A vicinity map showing, as applicable, existing and proposed zoning
classifications and existing and proposed future land use categories for areas
subject to and adjacent to the parcel for which the concurrency approval is
sought;
(e) Any existing request by the School Board or Applicable Local Government
for a school site within the parcel;
(f) Whether the Applicant proposes a school site and the estimated date of
availability and the provider for on- and off-site infrastructure;
(g) Whether and how the Applicant's proposed school site satisfies the school
site selection criteria set forth in this Agreement, or for a site in unincorporated
Orange County as required in Art, XVIII, Chapter 38, Orange County Code; and
(h) If an Applicant has previously executed a Capacity Enhancement
Agreement, the Applicant must attach a copy of the agreement to the
Development Analysis and indicate whether the Residential Development in the
application will exceed the capacity provided for in the Capacity Enhancement
Agreement.
16,6 Review and Evaluation of Development Analvsis, The Applicable Local
Government shall transmit the Development Analysis to the School Board, or may
require an Applicant to transmit directly to the School Board, for its review under the
following review process: '
(a) The Applicable Local Government or the School Board may charge the
Applicant a non-refundable application fee, which may, in whole or in part, be
payable to the School Board to meet the cost of review,
(b) The School Board staff may require additional information from the
Applicant.
(c) The School Board staff shall review each Development Analysis in the
order in which it is received and analyze whether there is Available School
Capacity for each School Type in the affected School Concurrency Service Area
to accommodate Development Impact of the Residential Development. Such a
review by the School Board shall apply the following criteria:
1, To determine a proposed Residential Development's projected
students for the development's projected number and type of Residential
32
May 21,2008
Units, the School Board shall determine the number of students projected
within the specific School Concurrency Service Area using the school
district student generation rate as determined pursuant to Section
4,2(b )(5) of this Agreement.
2, New School Capacity within a School Concurrency Service Area
that is in place or under actual construction in the first three (3) years of
the District Facilities Work Program will be added to the existing capacity
shown in the School Concurrency Service Area, and will be counted to
determine Available School Capacity for the Residential Development
under review,
(d) Within fifteen (15) business days of receipt of the Development Analysis,
the School Board shall have completed its review of the Development Analysis
and shall issue a written Preliminary School Concurrency Recommendation,
(e) If the projected student growth from a Residential Development will cause
the adopted Level of Service standards to be exceeded in the School
Concurrency Service Area, and if Available School Capacity otherwise exists on
a district-wide basis, adjacent School Concurrency Service Areas will be
reviewed for Available School Capacity,
1, In conducting the Adjacency Review, the School Board shall
consider the Available School Capacity in adjacent School Concurrency
Service Areas to evaluate projected enrollments, If projected enrollment
in one (1) or more adjacent School Concurrency Service Areas does not
exceed 95 percent of the adopted level of service and the School District
does not exceed 100% of Capacity on a district-wide basis for the School
Type measured, the School Board shall issue a School Concurrency
Recommendation that School Capacity is available and such capacity
shall be available for use by the Residential Development
2, In the event that the School Concurrency Recommendation is
issued based upon Available School Capacity in an adjacent School
Concurrency Service Area, the shift of the Development Impact into the
adjacent School Concurrency Service Area shall be documented by
describing the method used to shift the Development Impact in the School
Board's Preliminary School Concurrency Recommendation Letter,
(f) In the event that there is insufficient Available School Capacity within the
first three (3) years of a District Facilities Work Program for the School
Concurrency Service Area in which the proposed Residential Development is
located or in an adjacent School Concurrency Service Area to accommodate the
Residential Development, the School Board shall so state in its Preliminary
School Concurrency Recommendation detailing why the Residential
Development is not in compliance, and offer the Applicant the opportunity to
33
May 21,2008
enter into a sixty (60) day negotiation period to allow time for the mitigation
process described in Section 17 of this Agreement. If a proposed mitigation is
agreed upon, the School Board shall enter into an enforceable and binding
agreement with the Applicable Local Government and the Applicant pursuant to
this Agreement.
(g) The School Board may render a Preliminary School Concurrency
Recommendation to the Applicable Local Government advising the Applicable
Local Government that the School Board and the Applicant have tentatively
agreed on a Proportionate Share Mitigation Agreement for the proposed
development. The Applicable Local Government may treat such a Preliminary
School Concurrency Recommendation as a Final School Concurrency
Recommendation finding Available School Capacity exists and may rely on such
Final School Concurrency Recommendation to issue a Capacity Encumbrance
Letter in accordance with the provisions of this Agreement.
(h) If the School Board finds that there is sufficient Available School Capacity
within the subject School Concurrency Service Area, the School Board shall
issue a Preliminary School Concurrency Recommendation to the Applicable
Local Government and the Applicant so stating, In such event, the Preliminary
School Concurrency Recommendation shall also be the Final School
Concurrency Recommendation. The Applicable Local Government may then
issue a Capacity Encumbrance Letter. The County or the Applicable Local
Government shall be responsible for notifying the School Board when a
development order for a Residential Development that has received a Certificate
of School Concurrency expires or is revoked,
(i) The rendering of a School Concurrency Recommendation by the School
Board confirming that Available School Capacity exists shall mean only that
school facilities are currently available, and Available School Capacity will not be
reserved until the Applicable Local Government issues a Certificate of School
Concurrency or its functional equivalent.
U) The School Board shall develop and implement a process to temporarily
set aside capacity during the pendency of a School Concurrency Determination
Application or Proportionate Share Mitigation negotiation,
16,7 Capacity Encumbrance and Reservation,
(a) The Applicable Local Government shall issue a Capacity Encumbrance
Letter for a Residential Development within twenty-one (21) days from the receipt
of a Final School Concurrency Recommendation from the School Board
identifying the existence of Available School Capacity, A Capacity Encumbrance
Letter issued pursuant to this Section shall be valid for one hundred eighty (180)
34
May 21,2008
days from the date of issuance, A Capacity Encumbrance Letter may be
extended upon written approval by the Applicable Local Government and notice
to the School Board for a period not to exceed an additional one hundred eighty
(180) days, provided that the Applicant is able to demonstrate to the Applicable
Local Government that the Applicant is proceeding in good faith to obtain
necessary development approvals,
(b) Upon Site Plan Approval, the payment of a minimum one third of the
Capacity Reservation Fee or all Proportionate Share Mitigation payments (if
any), the Applicable Local Government shall issue a Certificate of School
Concurrency, Once the Applicable Local Government has issued a Certificate of
School Concurrency, Available School Capacity shall be reserved for the
Residential Development for three (3) years. On each annual anniversary date
of the Certificate of School Concurrency, the Applicant must pay one third of the
Capacity Reservation Fee until such fees have been paid in full, Nothing herein
shall preclude the Applicant from prepaying in advance any Capacity
Reservation Fees required to be paid by this Section, An extension of a
Certificate of School Concurrency for a Residential Development beyond the
time authorized in Section 16,7(e) below shall require a de novo review for
Available School Capacity to be performed by the Applicable Local Government
and School Board, To ensure appropriate enforcement of this section, an
Applicable Local Government may impose penalties for late or insufficient
payments via duly adopted land development regulations,
(c) Any Capacity Reservation Fees paid shall be credited against payment of
School Impact Fees,
(d) The Applicable Local Government shall notify the ScHool Board within
forty-five (45) days of any failure of any conditions of a Certificate of School
Concurrency for a Residential Development.
(e) Upon a showing that an Applicant is proceeding in good faith and has paid
all Capacity Reservation Fees the Applicable Local Government and the School
Board may agree to extend the term of a Certificate of School Concurrency for up
to three (3) additional years,
(f) An Applicant may only obtain building permits in direct proportion to the
amount of Capacity Reservation Fees paid,
(g) If, upon the conclusion of the term of the Certificate of School
Concurrency and any extensions approved under Section 16,7(d), an Applicant
has not (i) incurred extensive obligations or expenses (other than land purchase
costs and payment of taxes) including, but not limited to, legal and professional
expenses related directly to the Residential Development or (ii) otherwise
substantially changed position in reliance upon the Certificate of School
Concurrency, then all reserved or encumbered School Capacity not allocable to
35
May 21,2008
units for which building permits have been issued shall become unencumbered
and unreserved and a minimum of ninety percent (90 %) of any Capacity
Reservation Fees paid shall be refunded to the extent that capacity is no longer
reserved, Nothing in this Section shall be interpreted to preclude a Local
Government from adopting an ordinance imposing non-transferable and/or non-
refundable reservation fees designed to discourage speculation or marketeering
in school capacity,
(h) The School Board and any Applicable Local Government may, by
separate agreement, modify the procedures for capacity encumbrance and
reservation,
16,8 Evaluation of Mitiqation,
(a) Upon conclusion of the negotiation period specified in Section 17 of this
Agreement, the School Board shall determine whether or not mitigation sufficient
to provide capacity to serve the Residential Development has been proposed, If
such mitigation has been proposed and agreed to, the School Board shall render
a School Concurrency Recommendation documenting that Available School
Capacity is or will be available for the Residential Development, once the
mitigation measures have been memorialized in an enforceable and binding
agreement with the Applicable Local Government, the School Board and the
Applicant in a manner consistent with the applicable Land Development
Regulations governing developer agreements, Such agreement shall specifically
detail mitigation provisions, identify the proposed Residential Development,
indicate the financial contribution to be paid by the Applicant, and include any
other relevant terms and conditions, including providing for a method of surety in
form of a bond or letter of credit in the amount of the contribution, if required,
(b) If mitigation is not agreed to, the School Board shall issue a Final School
Concurrency Recommendation to the Applicant and the Applicable Local
Government stating how the proposed Residential Development negatively
impacts the Level of Service standards in the applicable School Concurrency
Service Area and that the School Board and the Applicant were unable to reach
agreement on a Proportionate Share Mitigation Agreement.
16,9 School Board Development Monitorinq. The School Board shall create and
maintain on its website a development review table for each School Concurrency
Service Area and for each individual school, and will use the table to compare the
projected students from proposed Residential Developments to the School Concurrency
Service Area's and each individual school's available capacity programmed within the
first three (3) years of the current five (5) or ten (10) year capital planning period,
Student enrollment projections shall be based on the first three (3) years of the five (5)
or ten (10) year capital planning period and shall be updated annually based on the
36
May 21,2008
enrollment counts issued on October 1 of each year, The development review table
shall be updated to reflect these counts,
Section 17. Proportionate Share MitiQation
17,1 Intent. In accordance with sections 163.3180(13)(e)1 and 163,3180(13)(f)8,
Florida Statutes, in the event that there is insufficient Available School Capacity within a
School Concurrency Service Area to meet the demand for School Capacity created by a
proposed development, as documented in a School Concurrency Recommendation or
in an adjacent School Concurrency Service Area documented in an Adjacency Review,
the School Board shall consider Proportionate Share Mitigation options and, if accepted,
shall enter into an enforceable and binding agreement with the Developer and the
Applicable Local Government to mitigate the Development Impact from the proposed
Residential Development by the creation of additional Available School Capacity,
17,2 Calculation of Proportionate Share Mitiqation,
(a) When the student impacts from a proposed development would cause the
adopted Level of Service standards to be exceeded for a particular School
Concurrency Service Area, the Applicant's Proportionate Share Mitigation for the
development will be based on the number of additional Permanent Student
Stations and additional core and ancillary facilities necessary to meet the Level of
Service standards established for the affected School Concurrency Service Area
in this Agreement. The amount of Proportionate Share Mitigation will be
calculated utilizing the cost per student station allocations for elementary, middle
and high school plus the cost of land acquisition, core and ancillary facility
requirements and other infrastructure expenditures, including required off-site
improvements for school sites, as determined and published annually in the
District Facilities Work Program,
(b) The methodology used to. calculate Proportionate Share Mitigation shall
be as follows:
Proportionate Share Mitigation = (Development Impact - Available
Capacity) x Total Cost.1
Where:
1Total Cost = the cost per student station plus a share of the land
acquisition costs, additional core and ancillary facility costs and other
anticipated infrastructure expenditures or the estimated cost of school
infrastructure needed to provide sufficient Permanent Capacity to the
impacted School Concurrency Service Areas, and includes any cost
needed to pay the interest to advance a school scheduled in the District
Facilities Workplan to an earlier year,
37
May 21,2008
17,3 School Impact Fee Credit. Proportionate Share Mitigation shall be credited
against the School Impact Fee otherwise due for the Residential Units within a
Residential Development as provided for by statute,
17.4 Relationship of Capacity Enhancement Aoreements to Proportionate Share
Mitiqation, To the extent the Residential Development is subject to a Capacity
Enhancement Agreement entered into pursuant to Section 8 of this Agreement, the
Capital Contribution paid pursuant to such agreement shall be a credit applied to the
Proportionate Share Mitigation, as calculated in this Section, Proportionate Share
Mitigation calculated pursuant to this Section 17 shall satisfy all mitigation requirements
imposed under a Capacity Enhancement Agreement where the Proportionate Share
Mitigation equals or exceeds the amount of mitigation required under a Capacity
Enhancement Agreement.
17,5 Neootiation Period, Upon issuance of a Preliminary School Concurrency
Recommendation reporting that the Applicant's proposed Residential Development will
exceed adopted Level of Service standards, the Applicant may request a meeting with
the School Board to discuss how to mitigate the impact from the Residential
Development through the creation of additional Available School Capacity, If the parties
agree on a mitigation option deemed to satisfy financial feasibility by the School Board,
the Applicant shall enter into a binding and enforceable agreement with the School
Board and the Applicable Local Government with jurisdiction over the approval of the
Site Plan,
17,6 Proportionate Share Mitiqation Proiects.
(a) Any Proportionate Share Mitigation must be directed by the School Board to
a School Capacity improvement identified in, , the capital improvement schedule
in the financially feasible five (5) year district work plan of the District Facilities
Work Program, and in the Capital Improvements Element in the Comprehensive
Plan of the County and the Municipalities to maintain financial feasibility based
upon the adopted Level of Service standards, If a School Capacity improvement
does not exist in the District Facilities Work Program, the School Board may, in
its sole discretion, add a School Capacity improvement to mitigate the impacts
from a proposed Residential Development, so long as the financial feasibility of
the District Facilities Work Program can be maintained and so long as the
Applicable Local Government agrees to amend its Capital improvements
Element to include the new School Capacity improvement.
(b) Mitigation options that provide permanent capacity are subject to School
Board approval and may include, but are not limited to:
1. Contribution of land in conjunction with the provIsion of an
additional school site meeting the school siting criteria, or adjacent land for
expansion of an existing facility; or
38
May 21,2008
2, Provision of additional Permanent Student Stations through the
donation of buildings for use as a primary or alternative learning facility,
provided that such building meets the State Requirements for Educational
Facilities; or
3, Provision of additional Permanent Student Stations through the
renovation of existing buildings for use as learning facilities; or
4, Construction of Permanent Student Stations or core facilities; or
5, Construction of a school in advance of the time set forth in the
District Facilities Work Program; or
6, Creation of mitigation banking based on the construction of a public
school facility in exchange for the right to sell capacity credits; or
7, Construction of a charter school designed in accordance with the
State Requirements for Educational Facilities and providing Permanent
Student Stations, Use of a charter school for mitigation must include
provisions for its continued existence, including but not limited to the
transfer of ownership of the charter school property and/or operation of the
school to the School Board in the event of the closure of the Charter
School; or
8, The contribution of funds or other financial commitments or
initiatives acceptable to the School Board to ensure that the financial
feasibility of the District Facilities Work Program can be maintained by the
implementation of the mitigation options;
(c) The value of donated land shall be based upon a written appraisal
prepared by an M,A.1. appraiser who was selected from a list of approved
appraisers provided by the School Board, The valuation standard utilized by the
M,A.1. appraiser shall be the fair market value of the donated land using the land
uses and approvals in place prior to the submission of the Residential
Development approval that triggered the proportionate share process, The
subject land's highest and best use shall be determined without any
consideration of any enhanced value of the donated land resulting from approval
by the County or the Applicable Local Government of the School Concurrency
Determination Application with respect to which the land donation constituted a
Proportionate Share Mitigation option,
Section 18. Resolution of Disputes
If the parties to this Agreement are unable to resolve any issue in which they may be in
disagreement covered in this Agreement, such dispute will be resolved in accordance
with governmental conflict resolution procedures specified in Chapters 164 or 186,
39
May 21,2008
Florida Statutes, or the Regional Dispute Resolution Process of the East Central Florida
Regional Planning Council.
Section 19. OversiQht
Oversight and evaluation of the school concurrency process is required pursuant to
section 163,3180(13)(g)6,c" Florida Statutes, One or more representatives each of the
County Commission, the governing body of each Municipality and the School Board will
meet at least once annually in a joint workshop session at which the public has the
opportunity to be heard, A representative of the Regional Planning Council will also be
invited to attend, The joint workshop sessions will be opportunities for the School
Board, the County Commission, and the Municipalities' Commissions or Councils to
hear reports regarding the implementation of this Agreement, discuss policy, set
direction and reach understandings concerning issues of mutual concern regarding
coordination of land use and school facilities planning, including population and student
growth, development trends, school needs, off-site improvements, and joint use
opportunities, The Superintendent of Orange County Public Schools shall be
responsible for making meeting arrangements and providing notification, Public notice
of these meetings shall be given in order that citizen oversight of the implementation of
this Agreement shall be afforded,
Section 20. General Provisions
20,1 Headinqs, The headings or captions used in this Agreement are for convenience
of reference only and are not intended to define or limit their contents, nor are they to
affect the construction of or be taken into consideration in interpreting this Agreement.
20,2 Severability, If any part of this Agreement is determined by a Court of competent
jurisdiction to be invalid, the part determined to be invalid shall be severed from this
Agreement, and the remainder of this Agreement shall continue in force and effect.
20,3 Governinq Law, This Agreement shall be governed by and construed In
accordance with the laws of the State of Florida,
20.4 Entire Aqreement. This Agreement contains the entire agreement of the parties
with respect to the subject matter hereof,
20,5 Status of Previously Executed Interlocal Aqreements,
(a) The Interlocal Agreement Regarding School Capacity (IARSC) dated June
21, 2006, is attached hereto by reference and incorporated herein, To the extent
of any conflict between this Agreement and the IARSC, this Agreement prevails,
Nothing contained herein shall be construed as repealing or amending any
previous agreements entered into between the School Board, the County and/or
any Municipality unless expressly set forth herein that such agreement is
intended to be repealed or amended,
40
May 21,2008
(b) The Interlocal Agreement for Public School Facility Planning, approved by
the School Board on October 21,2003, is hereby superseded in its entirety,
Section 21. Amendment
Any amendments or modifications to this Agreement must be in writing and must be
executed by all parties hereto,
Section 22. Effective Date
This Agreement will be effective within the County and each Municipality upon the
adoption of each jurisdiction's Public School Facilities Element and amendments to the
other elements of the respective Comprehensive Plans necessary to implement school
concurrency, The failure of any or each of the proposed parties hereto to execute this
Agreement shall not in any way affect the validity of this Agreement as between the
other signatory parties hereto,
Section 23. Execution in Counterparts
This Agreement may be signed in counterparts, each of which may be deemed
an original, and all of which together constitute one and the same agreement.
41
May 21,2008
IN WITNESS WHEREOF, the parties hereto have caused this Agreement to be
duly executed by their respective duly authorized representatives set forth above,
STATE OF FLORIDA
COUNTY OF ORANGE
SCHOOL BOARD OF ORANGE COUNTY
FLORIDA
By:
Karen Ardaman, School Board Chairman
SWORN to and subscribed freely and voluntarily for the purposes therein
expressed before me by , Chairman of the School
Board of Orange County, Florida, known to me to be the person described in and who
executed the foregoing, this _ day of ,20_, She/he is personally
known to me or has produced has identification and did/did
not take an oath,
WITNESS my hand and official seal in the County and State last aforesaid this
_dayof ,20_
Notary Public:
Print Name:
My Commission Expires:
42
. a loved one
: sponsored
Jrce Center.
V1ay 28; Cas-
00 N, Triplet
/, Widowed
,rief support
~n and worn-
)grarn, Free,
m with Par-
Its Coping
ondays, June
:amonte, 601
Altamonte
workshop is
ren, parents,
)ping with a
~rvations re-
ee, 407-303-
de: The 50+
rida nonprof-
e 5enior Re-
blished an in-
I the 50+ 5ur-
lie for free at
ior centers in
)sceola and
)rmation in-
)ecial interest
nior activities,
,an-service or-
7-265-0534 or
Dplus5urvival-
7-10 p,m, Fri-
lor Recreation ,
St., Orlando,
~Icome, $4 for
)embers, 407-
II Clinic: 9
versity of Cen-
i! Florida Blvd"
It on by UCF
eorge O'Leary
n rules, equip-
ng with a be-
w of the life of
III recruit. $35,
Ig Tribute: 7
! Park Baptist
Iter Drive, Or-
wo of Central
,f entertaining
nd Don Arthu r.
armer's Mar-
31; Lake Mary
try Club Road,
r children and
~ary police and
liors VS, Crime
w SUNDAY, MAY 25, 2008 L
, CITY OF OCOEE
NOTICE OF PUBLIC HEARING
SCHOOL CONCURRENCY COMPREHENSIVE
PLAN AMENDMENTS
NOTICE IS HEREBY that the OCOEE CITY COMMISSION will consider a proposed
large scale amendment to the City of Ocoee Comprehensive Plan establishing and amending
elements for the purpose of imPlementing school concurrency, as set forth in the following
proposed Ordinance:
AN ORDINANCE OF THE CITY OF OCOEE, FLORIDA AMENDING
THE OCOEE COMPREHENSIVE PLAN AS ADOPTED IN 1991, AS
AMENDED, FOR THE PURPOSE OF IMPLEMENTING SCHOOL
CONCURRENCY IN ACCORDANCE WITH SECTION 163.3177(12),
FLORIDA STATUTES; PROVIDING FOR A NEW ,PUBLIC SCHOOLS
FACILITIES ELEMENT; AMENDING THE INTERGOVERNMENTAL
COORDINATION ELEMENT; AMENDING THE CAPITAL IMPROVE-
MENTS ELEMENT; PROVIDING FOR SEVERABILITY; PROVIDING
AN EFFECTIVE DATE.
The OCOEE CITY COMMISSION will hold a public hearing on the proposed large scale
amendments on TUESDAY, JUNE 3, 2008 AT 7:15 ,PM or as soon thereafter as practical.
The public hearing will be held in the City Hall Commission Chambers located at 150 North
Lakeshore Drive, Ocoee.
Interested parties may appear at the public hearing and be heard with respect to the proposed
actions above,
The complete case file may be inspected at the Ocoee Development Services
Department/Planning Division located at 150 North Lakeshore Drive, Ocoee, Florida
between the hours of 8:00 a,m, and 5:00 p.m" Monday through Friday, except legal holidays,
The City Commission may continue these public hearings to other dates and times, as it
deems necessary, Any interested party shall be advised of the dates, times, and places of any
continuation of these or continued public hearings shall be announced during the hearing and
no further notices regarding these matters will be published.
You are advised that any person who desires to appeal any decision made at the public
hearings will need a record of the proceedings and for this purpose may need to ensure that
a verbatim record of the proceedings is made which includes the testimony and evidence
upon which the appeal is based, '
Persons with disabilities needing assistance to participate in any of these proceedings should
contact the City Clerk's Office 48 hours in advance of the meeting at 407-905-3105,