Ousd design guidelines-shared-use_130205

DESIGN GUIDELINESOAKLAND UNIFIED SCHOOL DISTRICT

Shared Use

DRAFT

February 5, 2013

Contributors

Vision

Shared SpacesClassrooms

After School Programs Support

Multi-Purpose Rooms

Auditoriums

Cafeterias & Kitchens

Gyms, Athletic Facilities, & Locker Rooms

Libraries

Health & Community Resources

Health Services

Resource Centers

Schoolyards (K-5)

Athletic Courts (6-12)

Parking & Transportation

Sports Fields

Gardens

Additional Resources

Design Guidelines

Oakland Unified School District Design Guidelines

Table of Contents

Shared Use

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Design Guidelines


Contributors

Shared Use

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Laura BinczakPhysical Education TSA – Leadership, Curriculum and InstructionOakland Unified School District

Roland BroachDirector, Custodial ServicesOUSD Facilities Planning & Management

Andrea BustamanteDirector, Community School PartnershipsOakland Unified School District

Tiffany ChenStrategistMKThink

Nora CodyProgram DirectorSafe Routes to School

Maxwell GaraVISTA - Indoor Air QualityOakland Unified School District

Josh JacksonSenior StrategistMKThink

Mara Larsen-FlemingProgram Manager, School-Based Health Centers – Family, Schools, and Community PartnershipsOakland Unified School District

Joanna LockeDirector, Health and WellnessOakland Unified School District

Julia MaCoordinator, After School ProgramsOakland Unified School District

Tadashi NakadegawaDirector, FacilitiesOUSD Facilities Planning & Management

Don NeuwirthOakland Schoolyard Initiative

Sue PonAdministrator, Family Literacy ProgramOakland Unified School District

Curtiss SarikeyAssociate Superintendent, Family, Schools, and Community PartnershipsOakland Unified School District

Charles SmithCoordinator, Buildings and GroundsOakland Unified School District

Ron SmithPrincipal, West Oakland Middle SchoolOakland Unified School District

Preston ThomasPrincipal, Life AcademyOakland Unified School District

Design Guidelines


The guidelines for Shared Use spaces in this document outline criteria for new construction and renovation projects as described by the Oakland Unified School District’s Educational Specifications. The specifications align with OUSD’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. The unique characteristics of each school site and the distinct needs of each school program mean that each facility project will have different architectural outcomes.

From a facilities perspective, this commitment to community schools means sharing OUSD facilities with partner organizations through:

Unstructured Community UseSchool facilities open to (informal use by) the public during non-school hours (e.g. farmers market)

Programmed UseCommunity event/programming takes place on school grounds using existing facilities (e.g. afterschool tutoring)

Co-located Public ProgramsA portion of school property is open for public use during school hours AND non-school hours (e.g. public library)

Long-term PartnershipsA segment of school site or a facility on school grounds that is jointly funded, owned, and/or programmed by an outside entity (e.g. school-based health clinic)

These Shared Use design guideline outline facility design considerations that will facilitate shared use of school sites in support of the community school model, as well as help provide resources for emergency preparedness. This design guideline will be used on projects during the site-based engagement process.

Making spaces flexible is a central guiding principle to this work. Projects to support shared use should enable school facilities to shift uses easily for various programs. Enabling parts of a campus to be open while other parts are secured gives site administrators the flexibility to share certain rooms on campus while other areas remain secured.

Shared Use SpacesThese guidelines address the shared use of several types of facilities:

Vision

Shared Use

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• Classrooms• Afterschool

Programs Support• Multi-Purpose

Rooms• Cafeterias &

Kitchens• Auditoriums• Gyms, Athletic

Facilities, & Locker Rooms

• Libraries

• School-Based Health Clinics

• Counseling Centers

• Wellness Centers• Family/Youth

Resource Centers• Schoolyards• Play Courts• Parking &

Transportation• Sports Fields• Gardens

Design Guidelines


Shared Spaces

Shared Use

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Campus Adjacencies

Sports Field

Garden/Outdoor

Classroom

Play Courts

Schoolyard

Health Clinic & Counseling Center

Family/Youth Resource Center

Gym, Athletic Facility, Locker Rooms

Auditorium/Multi-Purpose Room

Cafeteria & Kitchen

Classrooms, Library, Afterschool Programs Support

• Separate play courts/schoolyards from classroom windows to prevent disruptions

• Consider noise and exhaust from landscaping equipment when locating classrooms in relationship to lawns

• Locate spaces for large gatherings (auditorium, gym, multi-purpose room) near main entrance

Design Guidelines


Shared Use

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Security & Access

• There should be one primary drop-off/pick-up point near the main entrance to the school

• All outdoor spaces should be well-lit, have high visibility, and be easy to supervise from one vantage point

• Clearly mark a place on-site to store emergency preparedness materials

• Minimize number of campus entryways to improve supervision

• Install surveillance cameras at critical points on campus (e.g. entryways, rooms where high-value items are stored such as computer labs)

• Campus-wide alarm systems should feature multiple control zones, allowing certain zones to be secured while other are open. Consider technologies that permit remote monitoring by school administration

• Consider electronic keying system that can be reconfigured by one-site staff

Sustainability

• Apply designs to reduce water usage• Consider methods to reduce energy usage• Use campus as a teaching tool for resource

management and sustainable practices• Align with the Collaborative for High

Performance Schools (CHPS) Best Practices Manual

• Efforts should be made to reduce building footprints to maximize open space (CHPS)

• Consider using solar energy as a sustainable resource

Neighborhood

• Identify opportunities to connect to community resources that provide services not available on campus e.g. public library, park, youth center

• Consider parking needs for neighboring organizations for increased parking spots during community events

• Consider access and pedestrian routes to public transportation

Shared Spaces

Design Guidelines


Shared Use

The 21st Century Classrooms Guidelines will provide a framework for:

• Flexible Classroom Configurations• Furniture & Equipment• Technology Infrastructure• Utilities• STEM• Programs for Exceptional Children

Schools often share classrooms with partner organizations. Outside of regular school functions, classrooms may be used for afterschool programs, adult education, and enrichment programs.

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Classrooms

21st Century Classroom

Space Specifications

• Provide secured, partitioned storage (for books, technology, instructional supplies, toys, art materials, etc.) located within room so that teachers are able to have their classroom materials and projects uninterrupted by other programs sharing the space

• Access to restrooms; access to technology; access to spaces for community events and childcare services

• If moveable walls are used to partition the space, make sure that they are acoustically sealed

• Make individual rooms or set of rooms independently securable to allow site administrators to share certain parts of campus

• Maximize wall space for whiteboards and bulletin boards

• See 21st Century Classrooms Design Guidelines for full specifications

Design Guidelines


Shared Use

Afterschool Programs include activities like cooking and dance, academic tutoring, and family literacy. Activities typically occur at multiple spots on campus that require easy access to a central gathering space for up to 100 people. All spaces used by after school programs should be fully accessible and securable after regular school hours.

Though Afterschool Programs primarily take place in classrooms, they also require access to specialized rooms such as art studios, cafeterias, gyms, and computer labs. For that reason, it is important that all spaces on campus are securable independently. Afterschool should have access to outdoor spaces (fields and grounds), and to kitchens, meal service areas, and cafeterias for the Afterschool Meals and Snacks Program.

Afterschool programs also require a dedicated space for an on-site coordinator and a prep area for program assistants that are ideally located near the main office of the school to facilitate communication between administrators. There should be one centralized storage area for all afterschool activities that can accommodate a variety of supplies as well as in-process projects.

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Afterschool Programs Support

Urban Promise Academy classroom with running water and schoolyard access

Space Specifications for Staff Area

• Office space for Program Director adjacent to school staff/main office• Accessible after regular school hours• Fully securable access points• Open staff prep space• Provide storage for books, instructional supplies, art materials, etc.

Design Guidelines


Shared Use

Multi-purpose rooms can accommodate large gatherings. Since they are often used in afterschool activities and community meetings, they should be flexible spaces with sturdy, reconfigurable furniture that support group work.

Depending on each site’s resources, the multi-purpose room may also serve as a cafeteria and/or auditorium, so consider acoustics.

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Multi-Purpose Rooms

La Escuelita Educational Complex “Great Room”


• Ceilings, lighting fixtures, and other electrical or HVAC components should be at least 20 feet off the ground in case the multi-purpose room is used for recreational activities

• Consider that rooms may be used for physical education when designing fans or other ceiling equipment

• All surfaces should be durable and easily cleanable

• Consider acoustics• Consider sustainable design elements for

lighting and ventilation• For sites with adjacent food prep areas, ensure

ventilation directs kitchen odors away from student areas

• Lighting and HVAC controls should be in a centralized location to allow for convenient access to environmental controls

• Provide storage for equipment, including tables and floor mats – varies by grade level

• Access to restrooms; access to running water• Accessible from exterior after regular school

hours for community events• Fully securable access points• Access to outdoor seating/eating area• Reconfigurable, compressible furniture that

supports group activities and can also be easily yet safely collapsed by one adult to be stored away (e.g. Huddle Tables); stage if one does not already exist elsewhere on campus; retractable projector screen (if used as auditorium)

Design Guidelines


Shared Use

For full kitchen specifications, see Kitchens & Gardens Design Guidelines.

Cafeterias and kitchens are often used for afterschool activities and community meetings. The cafeteria should be a flexible space with sturdy, reconfigurable furniture that supports group interaction and can also be easily yet safely collapsed and stored away.

Since many schools offer afterschool Meals and Snacks Programs, kitchens, meal service areas, and cafeterias should be independently securable in order to allow administrators to share that specific part of campus.

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Castlemont High School Cafeteria

Cafeterias & Kitchens



• Consider acoustics• For sites with adjacent food prep areas, ensure

ventilation directs kitchen odors away from student areas

• Lighting and HVAC controls should be in a centralized location to allow for convenient access to environmental controls

• Provide sufficient space in waste collection areas to accommodate 3-4 large bins for compost/recycling programs

• Provide minimum 144 S.F. of storage for equipment, including tables – varies by grade level

• Access to restrooms; access to running water and water fountains

• Accessible from exterior after regular school hours for community events

• Fully securable access points• Access to outdoor seating/eating area• Reconfigurable, compressible furniture that

supports group activities and can also be easily yet safely collapsed by one adult to be stored away (e.g. Huddle Tables)

Design Guidelines


Shared Use

For full auditorium specifications, see High Schools & Middle Schools Design Guidelines.

Auditoriums are often used by outside organizations for community events. They should be fully accessible and securable after regular school hours, and should be located near parking and/or the main entrance to the school.

Adjacent restrooms serving the auditorium should be independently securable, with exterior access points, so that they are available separately from other parts of campus.

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Elmhurst Middle School Auditorium

Auditoriums

Life Academy/United for Success

Castlemont HIgh School


• Consider acoustic quality of space• Locate lighting and HVAC controls in a centralized location to

allow for convenient access to environmental controls• Provide minimum 144 S.F. of storage for equipment (e.g.

equipment for orchestra, performance art, extra tables and chairs) – varies by grade level

• Provide suitable ventilation• Access to auditoriums and adjoining restrooms should be

independent from the rest of the campus.• Accessible after regular school hours for community events• Fully securable access points• Performance stage, retractable projector screen• When possible, provide an entry lobby.• When possible, provide an access route for vehicles to load and

unload equipment.

Examples of Equipment to be Stored

Design Guidelines


Shared Use

For full recreational use specifications, see High Schools & Middle Schools Design Guidelines.

Gyms are often used by outside organizations for community events or afterschool programs. They should be fully accessible and securable after regular school hours, and should be close to restrooms that are securable separately from the main school.

Adjacent restrooms serving the gym should be independently securable, with exterior access points, so that they are available separately from other parts of campus.

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Oakland High School Gym

Gyms, Athletic Facilities,& Locker Rooms

Wrestling mats

Basketball storage


• Ceilings, lighting fixtures, and other electrical or HVAC components should be at least 20 feet off the ground

• Consider that rooms will be used for physical education when designing fans or other ceiling equipment


• Consider acoustics• Different use areas should

separately accessible (e.g. weight rooms, lockers, gymnasium)

• Access to public restrooms; access to running water

• Accessible after regular school hours for community events

• Fully securable access points • Collapsible event seating for the

gym • Scale amount of storage with

number of students at school and grade level – consider teams at middle/high school level

Design Guidelines


Shared Use

Libraries have many of the amenities that are required for events such as community meetings or afterschool enrichment programs.

Libraries should be independently securable, with exterior access points, so that they are available separately from other parts of campus.

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Oakland Tech High School Library

Libraries

Manzanita Elementary School Library

Peralta Elementary School Library


• All surfaces should be durable and easily cleanable• Consider acoustics• Consider rugs as flooring to act as sound absorbers• Surveillance systems should be put in please to ensure that

library materials are secure• Consider making rooms where high-value items are stored• Lighting and HVAC controls should be in a centralized location

to allow for convenient access to environmental controls• Accessible from outdoors after regular school hours for

community events• Fully securable access points• Reconfigurable furniture that supports group activities;

retractable projector screen (optional)

Design Guidelines


Shared Use

Health & Community Centers include on-campus student, family, and community resources. They may range from providing health services referrals to fully integrated youth programs, counseling services, and clinics. The specific design of Health & Community Centers will vary depending on the program and lead agency/health provider. For more details, refer to guidelines provided by the Health Resources and Services Administration (HRSA).

As programs change and evolve along with their providers, so Health & Community Centers designs should be flexible and accessible. For both counseling spaces and health clinics, protecting the privacy of patients is imperative. These spaces should be located at a more private place on campus (i.e. not next to the main office). Spaces should be designed to maximize confidentiality by considering both sight lines and sound.

At the elementary schools, school-based health centers, counseling, and family/youth centers should be in an integrated space that allows for ease of communication between families and their students. At the middle/high schools, school-based health centers should have a division between services for families for those for students to ensure the privacy of patients.

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Health &Community Centers

Physical Health

Mental Health Community

School-BasedHealth Center

Family/Youth Resource Center

CounselingCenter

Basic Program Components

Reception Area

Office

FileStorage

Lab

Exam Room

LabRestroom

PublicRestroom

Kitchenette/StorageGathering Room

CONFIDENTIAL ZONE

Public More PrivateAccess

Conference Room

At all levels, health and community resources should have both a school and a community entrance that are independently securable to allow the centers to be available to members of the public after regular school hours.

Design Guidelines


Shared Use

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School-Based Health Center

School-Based Health Centers provide primary health services to children and their families. They are typically located in or near a school facility and are organized through school, community, and health provider relationships. Work with lead agency and medical provider on specific design needs.

• Program Components• Private exam rooms• Office spaces (open and/or

private)• Lab• Restroom adjoining lab• Reception• Conference room• Optional: triage space• Optional: dental exam room

• Furniture, fixtures, and equipment vary depending on scope of health center services; adequate soundproofing; no rugs; access to running water and water fountains

• Provide secured storage for files and supplies

Health Services

Wildcat Wellness Center at Oakland High School

Madison Middle School School-Based Health Center

Design Guidelines


Shared Use

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Health Services

Counseling Center

Counseling Centers allow students and families to have access to individual or group behavioral health counseling sessions.

• Program Components• Reception• Private offices• Group counseling space• Public restroom

• Reconfigurable furniture in the Group Counseling room

• Adequate soundproofing for acoustic confidentiality

• Provide secured file storage

Wellness Center

Wellness Centers offer a range of free, confidential services, including support and empowerment groups, reproductive health services, and information and referrals to health resources in the community.

• Program Components• Reception• Private offices• Health education resources• Group meeting space• Public restroom

• Standard office furnishings and lounge furniture

• Provide secured file storage

Frick Middle School School-Based Health Center

Allendale Elementary School Counseling Center

Design Guidelines


Shared Use

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Resource CentersBasic Program Components

Closed Conference RoomPublicRestroom

Kitchenette/Laundry

West Oakland Middle School Family Resource Center

Skyline High School Youth Empowerment Lounge

Access

Open Gathering Space

Storage

Family Resource Center

• Program Components• Kitchenette• Large gathering space for workshops• Computers/technology access• Group meeting room• Public restroom• Optional: workout equipment• Optional: laundry (include flexible plumbing)

• Reconfigurable furniture that can accommodate group activities; lounge furniture

• Provide large storage space for donations

Youth Resource Center

• Program Components• Office space (open and/or private)• Public restroom• Classroom-sized gathering space• Computers/technology access• Optional: small meeting room

• Reconfigurable furniture that can accommodate group activities; lounge furniture

• Provide secured file storage; storage for educational and enrichment programs

Family/Youth Resource Centers are spaces to engage in parent learning, leadership, and advocacy. Services often include family workshops, food bank, English language learner classes, and information and referrals.

Design Guidelines


Shared Use

Schoolyards at the elementary school level provide outdoor recreation space for students. The ground coverings are typically a mixture of paved areas and softer materials such as grass, decomposed granite, or rubber flooring, especially near play structures. There should be shaded play and resting areas, as well as age-appropriate and weather-resistant outdoor furniture.

Schoolyards should be accessible and securable after school hours. The characteristics of schoolyards at each site should be largely determined through a community-driven process.

There should be weather-resistant secured storage for play equipment such as:

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Ascend Elementary School

Schoolyard (K-5)

TetherballpolesScooters RacketsEquipment storage


• There should be separated zones to accommodate multiple activities simultaneously

• Consider areas for outdoor teaching spaces (see Kitchens & Gardens Design Guidelines for full specifications)

• All outdoor spaces should be easy to supervise from one vantage point

• There must be adequate drainage for entire outdoor space

• All spaces should be ADA accessible• Play structures should be located on the periphery of

the schoolyard – do not create “islands” that could interfere with play courts

• Separate play courts/schoolyards from classroom windows to prevent disruptions

• To reduce heat islands, impervious areas should be kept to a minimum and be shaded/lightened (CHPS)

• Enclosing fence with fully securable access points• Allow access to OUSD Buildings & Grounds for

maintenance

Security & Access

• A gate that is wide enough to allow cars, buses, and maintenance/fire trucks to access the schoolyard; should be located away from student access

• Minimize number of schoolyard entryways to improve supervision

• Access to independently securable restrooms; access to water fountains

• Modern (no chain-link), chest-height fencing when possible

• Grades Pre-K – Kindergarten: Dedicated space for play structures with softer ground covering (grass, decomposed granite)

• Grades 1 – 5: Dedicated space for play courts• Various seating options• Shaded areas

Design Guidelines


Shared Use

Athletic courts at the middle and high school level provide an outdoor recreation space for students. There should be designated zones for P.E. classes, each with enough space to accommodate up to 60 students simultaneously. There should be shaded active and resting areas, as well as weather-resistant outdoor furniture.

Athletic courts should be fully accessible and securable after school hours. The characteristics of athletic courts at each site should be largely determined through a community-driven process; see High Schools & Middle Schools Design Guidelines for more specifications.

There should be weather-resistant secured storage for play equipment such as:

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Madison Middle School

Athletic Courts (6-12)

Goals


• A gate that is wide enough to allow cars, buses, and maintenance/fire trucks to access the schoolyard; should be located away from student access

• Minimize number of athletic court entryways to improve supervision

• All outdoor spaces should be easy to supervise from one vantage point

• There must be adequate drainage for entire outdoor space

• Consider efficient lighting for sites with evening sports

• All spaces should be ADA accessible

• Consider noise and exhaust from landscaping equipment when locating classrooms in relationship to lawns

• To reduce heat islands, impervious areas should be kept to a minimum and be shaded/lightened (CHPS)

• Access to independently securable restrooms; access to water fountains

• Provide weather-resistant secured storage for athletics equipment

• Modern (no chain-link) enclosing fence with fully securable access points

• Various seating options• Shaded areas

RacketsEquipment storage Tetherballpoles

Design Guidelines


Shared Use

On-site parking should be provided in an area that is fully securable and well-lit. Parking spaces are available for programs using the site after regular school hours; they may also be used for farmers markets and other outdoor community events.

At sites with limited parking, consider designating parts of a schoolyard or athletic courts for outdoor parking after regular school hours.

There should be a certain amount of space near the main entrance to the school, or anywhere else with frequent foot traffic, dedicated to secured bicycle racks.

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Acorn Woodland Elementary School

Parking & Transportation

Students biking to school (Image courtesy of Oakland Local)


• Create preferred parking for carpools (CHPS)• Provide bike, scooter, or skateboard racks & bike lanes (CHPS)• To reduce heat islands, impervious areas should be kept to a

minimum and be shaded/lightened (CHPS)• Parking space allocations should be clearly labelled• There should be signage designating what is or is not available

as a parking space• Provide a few short-term (10-15 minutes max.) parking spaces

near the primary drop-off/pick-up point• Provide secured bicycle racks near an area with frequent foot

traffic• Car access points should be easily identifiable• If schoolyards/athletic courts are being used for parking, use

higher density asphalt on areas that will be accessed by cars, buses, and maintenance/fire

Safe Routes to School Walking School Bus (Image courtesy of SFGate

Examples of Equipment to be Stored

Design Guidelines


Shared Use

See High Schools & Middle Schools Design Guidelines for more information on athletic facilities.

Sports fields at the middle and high school level should be able to accommodate a variety of sports. Depending on several variables such as maintenance and frequency of use, fields may be covered with either turf or grass. An adequate amount of seating proportionate to the size of the school population to be served should be provided.

Since sports fields are often used for afterschool athletic programs, they should be fully accessible and securable after school hours, consider lighting for evening use. Adjacent restrooms serving the sports field should be independently securable, with exterior access points, so that they are available separately from other parts of campus.

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McClymonds High School Sports Field

Sports Fields

Weather-resistant Storage Options

Storage container Tuff Shed ©

Helmet storageFootball blocking sled

Football shoulder pad storage Field striper


• There should be at least one gate that is wide enough to allow cars, buses, and maintenance/fire trucks to access the sports fields

• Identify opportunities for sustainable design elements to reduce water use (CHPS)

• Provide weather-resistant secured storage for equipment• Access to independently securable restrooms; access to water

fountains• Enclosing fence with fully securable access points• Allow access to OUSD Buildings & Grounds for maintenance• Fixed outdoor event seating

Design Guidelines


Shared Use

For full garden specifications, see Kitchens & Gardens Design Guidelines.

Educational gardens can play a valuable role in OUSD schools of all levels. Through its adoption of the District’s new Vegetation Policy, the Board has established gardens and garden programs as a priority for all schools. New site designs should include these areas as well as the facilities needed to maintain them.

Community partners or parent groups are sometimes involved in the maintenance of garden space. Therefore, it is important that school gardens are easily accessible from outside of campus, and are able to be independently secured.

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Grass Valley Elementary School

Gardens

City Slicker Farms garden at Ralph Bunche Academy

Weather-resistant Storage Options

Storage container Tuff Shed ©


• Consider installation of water management system to monitor usage

• Modern (no chain-link), chest-height fencing when possible to facilitate student engagement

• Weather-resistant secured storage for gardening equipment• Access to running water• 2 entryways – one facing public, one facing school interior – to

allow community access• Enclosing fence with fully securable access points and different

set of locks for each gate• Outdoor seating; raised beds; shade structures

Design Guidelines


Additional Resources

Shared Use

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Joint Use School Partnerships in California: Strategies to Enhance Schools and CommunitiesCenter for Cities & Schools, University of California, Berkeleyhttp://citiesandschools.berkeley.edu/joint-use.html

SF Public Schools Field Sharing ProgramCity Fields Foundationhttp://cityfieldsfoundation.org/intro.php?id=209

Boys & Girls Club of Santa Clarita Valley Case StudyAfterschool Alliancehttp://www.afterschoolalliance.org/fundingPartnerCaseBG.cfm

Case Studies: Joint Use – Edison School/Pacific Park ProjectNew Schools Better Neighborhoodshttp://www.nsbn.org/case/jointuse/edison.php

Shared Use of School and Community FacilitiesSafe Routes to Schoolhttp://www.saferoutespartnership.org/state/bestpractices/shareduse

Coalition for Community Schoolshttp://www.communityschools.org

San Francisco Wellness Initiativehttp://www.sfwellness.org

Alameda County Safe Routes to Schoolhttp://www.alamedacountysr2s.org

Collaborative for High Performance Schools (CHPS)http://www.chps.net

TransFormhttp://www.transformca.org

San Francisco Wellness Initiativehttp://www.sfwellness.org

Documents

Ousd design guidelines-shared-use_130205