Tuesday, February 24, :15 p.m. - 3:15 p.m. Sacramento Convention Center Room 314. Workshop # 11

Transcription

1 C.A.S.H. 30 TH ANNUAL CONFERENCE ON SCHOOL FACILITIES 30 YEARS OF SCHOOL FACILITIES LEADERSHIP ADVOCACY EDUCATION COLLABORATION Tuesday, February 24, :15 p.m. - 3:15 p.m. Sacramento Convention Center Room 314 Workshop # 11 Educational Specifications and Master Planning: Making Something Out of Nothing Moderator: Mary Morris HMC Architects (408) mary.morris@hmcarchitects.com Panelists: Ellis Kaufman Los Angeles Unified School District (213) ellis.kaufman@lausd.net Kathleen Moore CDE/School Facilities Planning Division (916) kmoore@cde.ca.gov CALIFORNIA S COALITION for ADEQUATE SCHOOL HOUSING 1130 K St., Suite 210 Sacramento CA Phone (916) Fax: (916)

2 Educational Specifications and Master Planning: Making Something Out of Nothing C.A.S.H. 30 TH ANNUAL CONFERENCE ON SCHOOL FACILITIES February 24, 2009 Agenda Housekeeping Why this Topic? Architecture Strand Goals Introduction of Panelists Presentations Q & A

3 Housekeeping Why this Topic?

4 Architecture Strand Goals Who are the Panelists?

5 Panelists: Kathleen J. Moore California Department of Education Director, School Facilities Planning Division Ellis Kaufman Los Angeles Unified School District (LAUSD) Director of Small Learning Communities & School Redesign Moderator: Mary E. Morris, AIA, REFP, LEED AP HMC Architects Principal-in-Charge Education Specifications & Master Planning Kathleen J. Moore California Department of Education Director, School Facilities Planning Division CALIFORNIA DEPARTMENT OF EDUCATION Jack O Connell, State Superintendent of Public Instruction

6 Presentation Outline Facility Master Plan and Fundamentals of Educational Specifications Definitions Importance Requirements Opportunities Available Resources What is a Facility Master Plan? Facility Master Plan Defined A compilation of information, policies and statistical data about a school district s facilities

7 Why Have a Facilities Master Plan? Create a process for the continuous planning of educational facilities that will meet the changing needs of a community Identifies alternatives and priorities in the allocation of facility resources to achieve district goals and objectives Involves district and community stakeholders in the decision making process ownership Bond proposal School closure Attendance area changes How does CDE use a District s Facility Master Plan? California Code of Regulations, Title 5 Section 14011(c) states in part: justify how the site is appropriate in size as justified by the school district s Facility Master Plan.. A school district may choose, in place of a master plan, a developer fee justification document or five-year plan if it addresses enrollment projections, needed schools and site sizes.

8 How to Develop a Facility Master Plan Projection of future needs Identify district goals such as Reduce school size Reconfigure grades Implement full day Kindergarten Establish preschools on elementary campuses Reduce number of portables How to Develop a Facility Master Plan Part 1 Educational Program Part 2 Evaluate Existing Facilities Part 3 Demographic Study Part 4 Implementation Plan Part 5 Evaluation Plan Part 6 Financing Plan

9 What is an Educational Specification? Quick Description Form follows function Or Form allows function Educational Specifications Defined: Educational Specifications are interrelated statements that communicate what educators believe is required to support a specific educational program. Educational Specifications serve as the link between the educational program and the school facility. An Educational Program is the process used to deliver the adopted curricula. Educational Specifications are a written means of communication between the educators and design professionals.

10 Why Use an Educational Specification? Effective means of communication between the district and the architect Better Product School design that supports and enhances the educational program Builds Relationships Among district staff Between district and community Puts students as the focal point of decisionmaking Major Components of Educational Specifications Philosophy, Vision and/or Educational Goal Statements Project Description Project Design Factors Activity Area Requirements Summary of Area Relationships Summary of Space Requirements

11 Questions to consider. What are current teaching styles that will be utilized by the teachers? What are the current learning styles employed by the students? What role will technology play in the educational process? How will the community utilize the facility? CDE Requirements for Educational Specifications Educational Specifications are required by regulations California Code of Regulations, Title (a) and (a)

12 CDE Review Educational Specifications are required as part of the Plan Review Requirements for New Construction (Form SFPD 4.07, Plan Submission Requirements for New Construction Projects) The SFPD will review plans for consistency with Educational Specifications and with Title 5 standards Upcoming Changes Plan Summary Form In effect July 1, 2009 As of July 1, 2010: Requires the date of the governing boards approval of the Educational Specifications to be provided Submitted to the CDE as part of the Plan Summary

13 Upcoming Changes SFPD met several times with the CDE Advisory Committee regarding Educational Specifications Supports use of Educational Specifications Plan Summary form a useful format for presenting scope of project and Title 5 compliance How CDE uses Educational Specifications Global understanding of project Magnet school Impacts on bussing and parking Small Learning Community Campus layout and flow Organization Is the K-8 school to operate as separate K-5 & 6-8 programs on one campus or as a single K-8 program? Justification for Waiver from Title 5 standards

14 Interaction of Facility Master Plan & Educational Specifications Common features include: Educational goals Grade configuration Program needs Differences between Facility Master Plan and Educational Specifications Facility Master Plan is district-wide and Educational Specifications are project specific. Facility Master Plan is an overall evaluation of all facilities in the district, and Educational Specifications are how the curriculum will be transformed into each specific school in the district.

15 Resources Facilities Master Planning: Creating Connections: CEFPI Guide for Educational Facilities Planning, CEFPI 2004 (order at Guide for the Development of a Long-Range Facilities Plan, CDE ng.pdf NCEF's resource list of links, books, and journal articles on developing and implementing long range plans for school facilities. Resources Educational Specifications: Educational Specifications: Linking Design of School Facilities to Educational Programs, CDE Press 1997

16 Additional Resources Educational Specifications: National School Board Association Education Leadership Toolkit, NSBA, Alexandria, VA, 2002) Describes the purpose of educational specifications, lists minimum standards, and explains their use in a Master Plan. NCEF s resource list of links, books, and journal articles on educational specification for new & renovation school facilities. Making Something Out of Nothing Ellis Kaufman Los Angeles Unified School District (LAUSD) Director of Small Learning Communities & School Redesign

17 LAUSD Mission Statement The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal work and dignity of all students and are committed to educate all students to their maximum potential. Facilities Services Division Mission Our mission is to build new schools, additions, and other projects that provide an excellent environment for educational achievement in areas of greatest need throughout the Los Angeles Unified School District

18 Facilities Services Division Vision Our vision is to build and maintain schools which: Promote the full development of healthy children Are educationally and environmentally sound Reflect the wise and efficient use of limited land and public resources Facilities Services Division Vision, cont d. Are flexible and well built to remain useful over a long lifetime Enhance their neighborhoods through programming as centers of their communities

19 Facilities Services Division Guiding Principles: Provide two-semester neighborhood schools for all students Insist on individual accountability at all levels of the organization Build schools where the overcrowding need is greatest Make sustainability design decisions based on educational objectives Guiding Principles, cont d. Design schools to function as centers of their communities Engage the community at each step of the process Communicate using comprehensive, timely, and accurate information through easy-to-read and focused reporting Build / maintain good client relationships with our business partners and the public

20 Guiding Principles, cont d. Set goals with measurable results Pay attention to quality assurance and quality control at all project stages Manage our program using measurement of actual versus planned targets Integrate small learning communities into the development, design, and delivery of new schools Guiding Principles, cont d. Fulfill District obligations resulting from the Williams case settlement Implement Full-Day Kindergarten (FDK) throughout the District

21 Design Principles LAUSD uses a comprehensive set of design principles and educational code requirements when designing every school. While schools may have a unique appearance, the following core design principles are the foundation of each project design: Design Guide Principle #1: Learning Environment Facilitate student-teacher interaction in the educational process Enhance collaborative learning & working Accommodate different teaching styles Provide a health-enhancing environmental ambience

22 Design Guide Principle #2: Architectural Quality The appearance and overall character of each school should be: Pleasing and stimulating to students, teachers, parents, and the surrounding community Welcoming and attractive places to visit or to spend the day Design Guide Principle #3: Pride in Ownership Each school s design should foster a sense of belonging and pride among the students, staff and community

23 Design Guide Principle #4: Flexibility School planning should anticipate: Future enrollment growth on the site Advances in technology Equipment replacement Design Guide Principle #5: Small Learning Communities In planning large high schools, smaller schools must be created within the larger context in order to: Reduce the perceived scale of the school for students Provide integrated small learning communities with common affinities such as: Common curricula Themed educational programs Or age and grade

24 Design Guide Principle #6: Accessibility Schools must accommodate all students, staff, and community members, including: Physically disabled Deaf Emotionally impaired Wheelchair-bound Visually impaired Design Guide Principle #6: Accessibility, cont d. Design shall allow for construction and material tolerances to accommodate dimensional requirements set by ADA and other codes Do not design to minimum or maximum requirements. Design in some slack, thereby minimizing risk of non-compliant designs

25 Design Guide Principle #7: Safety and Security Plan schools to be safe and secure without appearing prison-like Design structures, fences, and site amenities to: Maintain safety Prevent unauthorized access Deter vandalism Eliminate opportunities to gain access to other floors, roofs, etc. Design Guide Principle #8: Community Focus Plan schools to serve as neighborhood centers Make them accessible on evenings and weekends for joint use of facilities by the community Make them available for to serve a wide audience for extended learning concepts

26 Design Guide Principle #9: Land Use and Site Planning Crowded urban sites demand innovative solutions in order to achieve educational goals Collaborate with CDE and look with fresh eyes at: Buildings Playgrounds Parking Design Guide Principle #10: Sustainability Schools must assertively address long-term concerns for environmental impacts and energy conservation. Saving energy is an altruistic goal for the world It s also a financial goal

27 Design Principle #1: Be Educationally Supportive - Plan for small schools or small learning communities which: Provide spaces for students and teachers to interact Encourage collaboration between teachers Incorporate recreational facilities consistent with California Department of Education guidelines Design Principle #2: Be Student and Teacher Friendly - Design classrooms and other learning spaces with: Well insulated walls and quiet mechanical systems Individual environmental controls Tackable wall surfaces Modern, comfortable furniture Whiteboard/projection areas Low emitting materials

28 Design Principle #3: Be Technologically Up-to-date Equip schools with: Internet connectivity (access to high-speed electronic communications) Advances in security and fire alarm systems Design Principle #4: Be Community Friendly - Plan schools as centers of the community, allowing for: Public use of playfields and gymnasiums Public access to libraries, multi-purpose rooms, and auditoriums Accommodation for persons with special needs

29 Design Principle #5: Be Energy Efficient - Design 100% of all new facilities using sustainable design concepts, which include: Ease of maintenance Use of day lighting and natural ventilation Cool roof and reflective pavement to reduce heat absorption High efficiency water fixtures Smart bathrooms Trees to provide shade and reduce heat Recycling space Traditional High School 2,550 Students 98 Classrooms 60 Acres

30 High School Pre-transformed for Small Learning Communities Monroe High School, Los Angeles Unified School District High School Transformed for Small Learning Communities Monroe High School, Los Angeles Unified School District

31 High School with Small Learning Communities Los Angeles Unified School District, Central Region High School #13 High Schools with Smaller Learning Environment, cont d

32 High Schools with Smaller Learning Environment, cont d High Schools with Smaller Learning Environment, cont d

33 Q & A