Ousd design guidelines-classrooms_02-01-13

DESIGN GUIDELINESOAKLAND UNIFIED SCHOOL DISTRICT

Date [01/31/12]

21st Century Classrooms

DRAFT

Design Guidelines

Oakland Unified School District Design Guidelines

Table of Contents

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I. Contributors (p. 3)

II. Vision (p.4)

III. Supporting School Programs (p. 5)

III. Components (p. 6)

IV. 21st Century Classrooms

a. Flexible Classroom (p. 7)

b. Furniture (p. 8)

c. Storage (p. 9)

d. Technology (p. 10)

e. Utilities (p. 11-12)

f. Adjacencies (p 13)

V. Specialized Programs

a. Kindergartens & Child Development Centers (p 14) b. STEM (p 15)

c. Programs for Exceptional Children (p 16)

VI. Additional Resources (p. 17)

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21ST CENTURY CLASSROOMS

Design Guidelines


Contributors


Soraya BrooksTeacherPrescott Elementary School

Joe Cavanagh Deputy Program ManagerSGI Construction Management, OUSD

Kelvin ChanManagerTechnology Services, OUSD

Caleb CheungScience ManagerOUSD

David Colbert Facilities Coordinator Facilities Planning and Management, OUSD

Roma GrovesPrincipalMLK Jr. Elementary School

Randy HornProgram DirectorFacilities Planning and Management, OUSD

Josh Jackson Senior StrategistMKThink

Leah JensenInstructional TechnologistInstructional Technology Unit, OUSD

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Tracey LoganProject ManagerTechnology Services, OUSD

Cesar MonterrosaFacilities CoordinatorFacilities Planning and Management

Kara OettingerCoordinatorPrograms for Exceptional Children

Matt OkazakiStrategistMKThink

Manisha PatelProject Manager, Process ImprovementTechnology Services, OUSD

Cheyenne ProngaSTEM Grant Coordinator & New Teacher SupportOUSD

Charles H. SmithBuildings & Grounds, OUSD

Mia Settles-TidwellInstructional and Operational AlignmentOUSD

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mailto:[email protected]

mailto:[email protected]

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Design Guidelines


The guidelines for classrooms in this document outline criteria for new construction and renovation projects as described by the Oakland Unified School District’s Educational Specifications. The Educational Specifications align with the district’s 2012 Facilities Master Plan and the Community Schools, Thriving Students strategic plan to support the creation of a Full-Service Community School District.

The specifications provide a consistent framework for equitable facility designs across the district, but the unique characteristics of each school site and the distinct character and needs of each school program mean that each school facility project will have different architectural outcomes.

Guiding Principles

OUSD’s classrooms will be modern, functional spaces that will support teaching and learning. In order to maximize sustainability, designs should align with the Collaborative for High Performance Schools (CHPS) best practices, and simplify maintenance and upkeep. Classrooms should also be flexible so as to support a variety of curricular pedagogies, and accommodate changing technologies.

Topic Areas

• Flexible Classroom Configurations

• Furniture & Equipment

• Technology Infrastructure

• Utilities

• STEM

• Programs for Exceptional Children

Vision

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Common Core Standards and Next Generation Science Standards

In order to provide a consistent, clear understanding of school curriculums, OUSD is implementing the Common Core State Standards and Next Generation Science Standards, which will be completed in March of 2013. Classrooms in the district should support teachers working with these standards.

Pedagogies

Every school is different and every teacher is different. New and renovated classrooms should have equal quality across the district while allowing many different teaching methods to take place within them.

Technology

It is essential that classrooms have the capability to support evolving uses of technology. Buildings have much longer lifecycles than technology, so preparing the facilities for changes in technology is crucial.

Design Guidelines


Supporting School Programs

5


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Buildings

Renovations

Computer Hardware

Computer Software

0 25 50 75 100

YEARS

Infrastructure Lifecycles

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Design Guidelines


21st Century Classroom Components

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Classrooms must be at least 960 SF, as per the Title 5 California Code of Regulations. Rooms larger than 1,000 SF require two exits. Refer to http://www.cde.ca.gov/ls/fa/sf/title5regs.asp and the Educational Specifications for further information about minimum specifications of performance.

Illustrative Example

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Re-configureable Furniture

Large-Capacity, Multi-Use Conduits

Permanent & Secure Storage(Cabinets or Closets)

Natural Lighting

Running WaterSpeakers and Distributed Sound

Teacher StationAdequatePower & Wiring

Acoustic Tiles

Portable Storage

Intercom/Phone

Transparent Entrance

Mounts for Teaching Wall Surfaces

Artificial Lighting Controls

Network Access

http://www.cde.ca.gov/ls/fa/sf/title5regs.asp


Design Guidelines


Flexible Classroom

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An essential element of classroom design is flexibility. Classroom spaces should support a variety of potential teaching and learning styles, as well as provide appropriate accommodations for additional users, including after school programs, adult education, and childcare services.

Group Work

Various Group Work

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Illustrative Examples

Traditional Lecture

Design Guidelines


Furniture

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Chairs- Durable- Easily moved and rearranged- Stackable - Separate unit from the desks- Modular components for ease of maintenance- Footing material will not scratch floors- Stackable- Secondary grades: no storage attached to chairs- Elementary grades: individual storage can be attached to chairs- Should be an appropriate size for each grade level- Consider ergonomics of furniture

Desks and Tables- Durable- Easily moved and rearranged- Able to be configured in various arrangements- Modular components for ease of maintenance- Secondary grades: no storage attached to desks- Elementary grades: individual storage attached to desks- Should be an appropriate size for each grade level

Teacher Station- For grades 6-12, when possible classrooms should be equipped with a teacher podium with capability of supporting: - Computer - Audio/visual/network controls - Document camera- Easily portable- Able to be secured or locked

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Design Guidelines


Storage

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Mobile Storage- Facilities should consider having some amount of mobile storage- Storage should have the ability to be secured or locked

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Permanent Storage - Cabinets

- All rooms should have some amount of permanent storage; consult with program leaders to determine appropriate amount of storage- All rooms will host a variety of different types of storage- Able to be secured or locked- Consider bookshelves when possible, in addition to lockable cabinets or closets

Permanent Storage - Closet - All rooms should have some amount of permanent storage; consult with program leaders to determine appropriate amount of storage- All rooms will host a variety of different types of storage- Able to be secured or locked

Design Guidelines


Technology

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Facilities should be able to accommodate a variety of technology infrastructure, so that as technology changes, buildings do not require renovation. - Coordinate with Technical Services regarding materials and configurations to support

connectivity and comply with the district’s E- Rate programs.

DRAFTPower & Wiring• Appropriate cabling and outlets will be installed in each

classroom to provide for a variety of network technologies and stand alone equipment.

• The recommended minimum number of drops will be 15• At least one wall will have power and outlets running

along the entire length of the room• When possible, outlets should be located at counter-

height• Ground outlets will also be provided when possible• Consider use of drop-down outlets• Consider sustainable design elements to reduce energy

consumption.

Lighting• Lighting should provide a comfortable classroom

environment with appropriate visual conditions.• Where possible, there will be a combination of natural

lighting and artificial lighting• Artificial lighting should have brightness controls and

zoned variable lighting controls• Adjustable sun shades should be installed to reduce

overheating in rooms with direct solar exposure

Network Access & WIFI• All classrooms should have network access. It is OUSD’s

goal that all students should have access to WIFI.• Consider mounting WIFI with projector when scaling

ceiling conduit.

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Design Guidelines


Utilities

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Educational Technologies- Classrooms should be able to equip a variety of technologies, which might include: - Document Cameras - LCD Projector System - Interactive Whiteboard - Interactive ‘clicking’ remotes- Be mindful of mounting technology to avoid lighting glare

Intercom and Phone (2-way communication)- All classrooms should be equipped with a communications and paging system that allows school-wide communication from the classroom- The system should allow 2-way talk back communication from the within the classroom- The system should be able to call outside of the school as well

Acoustics - Classrooms must have a maximum (unoccupied) noise level of 45 dBA LAeq., with maximum (unoccupied) reverberation times of 0.6 seconds.- Consider installation of acoustic panels to insure the appropriate noise levels

Distributed Sound- Distributed sound is a method that improves acoustic quality throughout a classroom- Classrooms should be equipped with amplifiers and speakers to provide balanced sound coverage.- Consider room conditions such as acoustics and facility materials when determining sound systems and during installation.

Design Guidelines


Utilities

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Materials & Flooring- Flooring material should be durable and scratch resistant- Avoid carpeting and rugs- Flooring should promote furniture mobility- Wall materials should foster acoustic quality- Walls should be light-colored for high light reflectance- One wall should be dedicated to flexible display space and presentations- Refer to Materials Standards for further detail.

DRAFTSinks & Plumbing- All classrooms should be equipped with a sink and running water- Classrooms should be near other sources of running water (bathroom, fountains, teacher preparation areas)- Refer to the Materials Standards as well as the California Code of Regulations for details.

Ventilation- Classroom ventilation should provide comfortable temperatures.- Use passive ventilation and sustainable design options when possible- Avoid placing fans under lights to eliminate flicker- Avoid A/C when possible- All classrooms should have independent control of heating systems- Install interlock system that would turn off heating and cooling when doors and windows are opened.- Consider methods to improve indoor air quality

Design Guidelines


Adjacencies

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Restrooms- Restrooms should be close to classrooms- There should be separate restrooms for children and adults.- All kindergarten classrooms must have an adjoining restroom- Classrooms used by some Programs for Exceptional Children may have additional restroom requirements


DRAFTEntrances & Exits- All classrooms doors should provide a view panel, either within the door itself or adjacent to it- Zones should be established that would enable classrooms or parts of classroom buildings to be made available for use by partner organizations while the rest of campus is secure- All doors must be lockable- Consider extra safety measures or indicators for elementary school classrooms

Design Guidelines


Kindergarten & CDC Classrooms


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Minimum Classroom Size of 1,350 SFIncludes restrooms, storage, teacher preparation, wet and dry areas. These rooms should feature a second door that a teacher may easily monitor and control.

StorageClassrooms should have a large amount of storage. There should be a variety of lockable storage, as well as easily accessible units for students, such as open shelving.

Furniture and FurnishingsShould be the appropriate scale and height for kindergarten-aged children.

RestroomsClassrooms should accommodate restrooms, which will be appropriately fitted for kindergarten student.

Play YardTitle 5 of the California Code of Regulations requires a play yard adjacent to a kindergarten room that is designed to develop student motor skills. This yard must be completely visible from inside the classroom to allow supervision of children.

Drop-off and Transportation ZonesClassrooms must be adjacent to parent drop-off areas, as well as transportation loading zones such as bus stops.

Kindergarten classrooms and Child Development Centers (CDC’s) have different needs and minimum performance specifications than other facilities. Additional requirements include:

Refer to the California Code of Regulations, along with the Educational Specifications, for further detail.

Arroyo Viejo Child Development Center

Design Guidelines


STEM

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Classrooms that align with these guidelines should be capable of supporting STEM programs at the elementary school level and most at the middle school level. This means accommodating:

Specialized ClassroomsFor some technical education programs, specific programmatic needs will require specialized rooms with more space, more robust utilities, and the capability to accommodate special equipment. These specialized classrooms should be designed with flexibility to handle a variety of furniture and set-ups, so that the specialization comes from the fittings the room is configured with, rather than the architectural design itself.• 1300 square feet minimum• Diversity of secured storage options• Avoid carpeting• Modular furniture and workstations• At least 15 network drops per classroom• Controlled utility hook-ups for water and gas• Capacity to install fume hoods• Maximize natural light• Use passive ventilation• Durable and fire-safe furniture• Adjacent teacher preparation areas

- Hands-on classwork- Project-based learning- A variety of technologies- Simultaneous lecture and group work

Critical Components for STEM include:- Network access- Flexible configuration for project-based learning- Running water

At the high school level, some STEM programs may require additional infrastructure for equipment.

Examples:- Digital Fabrication Lab- Bio-medical Science Lab- Engineering Studio

For more information see the Middle School & High School Planning Design Guidelines.

Illustrative Example

Design Guidelines


Programs for Exceptional Children

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Inclusion

Many attributes of a classroom aligned with these guidelines will support OUSD Programs for Exceptional Children’s goal to include every student in the least restrictive environment to the highest extent possible.

Examples of design features that support inclusion are:

- Lockable Storage- A variety of storage capabilities- Distributed Sound- Adequate utilities for equipment- One entry/exit

Furniture, materials, and storage space comparable to all other students in the classroom.

Dedicated Facilities

For students with more comprehensive needs, facilities must be planned in conjunction with the Programs for Exceptional Children. These facilities should be designed and modified according to specific and unique needs.

Classrooms in dedicated facilities should not be separated from the other classrooms, and it is preferable that they be located under the same roof. For these dedicated facilities, there should be particular attention towards:

StorageClassrooms must be provided with sufficient storage that can be secured and accessed only by teachers or staff for special equipment.

Acoustic ControlsStudents with hearing impairments need resources through which acoustics are appropriate.

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Design Guidelines


Additional Resources

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For more information regarding CHPS, refer to:http://www.chps.net/dev/Drupal/node

For more information regarding Title 5, refer to:http://www.cde.ca.gov/ls/fa/sf/title5regs.asp

eSN Special ReportReinventing Education

Title 5, California Code of Regulationshttp://www.cde.ca.gov/ls/fa/sf/title5regs.asp

Collaborative for High Performance Schools (CHPS) Scorecard2009 Edition for Major Modernizations or a New Building on an Existing Campushttp://www.chps.net/dev/Drupal/node/32

Info on ERate

Link to Materials Standards DRAFT

http://www.chps.net/dev/Drupal/node

http://www.chps.net/dev/Drupal/node





http://www.chps.net/dev/Drupal/node/32




Documents

Ousd design guidelines-classrooms_02-01-13