Provides the Jefferson County, Colorado, educational specifications for elementary, middle, and high schools. Also provided are 16 space programs for the three types of schools, according to how many students they accommodate.

Provides fourteen worksheets to help organize real estate projects for nonprofit charter schools and early childhood programs. The worksheets guide the user from assessing readiness before the project through occupancy, with advice on determining affordability, choosing capital campaign consultants, borrowing, budgeting, selecting the project's design and construction professionals, occupancy budgeting, and applying for tax exemption. 41p.

This textbook on educational facility planning and design covers conceptual, descriptive, and applied aspects of the development of educational facilities. The 17 chapters are organized in eight parts entitled: Educational Architecture: History and Principles of Design; Educational Facility Planning, Planning, Programming, and Design of Educational Learning Environments; School Construction and Capital Outlay Activities; Management, Maintenance, and Operations of School Buildings; Legal and Financial Issues in Developing Educational Facilities; Research on the Physical Environment; and Models, Examples and Applications. How-to examples, step-by-step procedures, case studies, and learning activities are included which encourage unconventional thinking, and an applications toolkit includes a procedure for forecasting student populations, supported by accompanying online content containing student population forecasting programs. 437p.

Proposes a design-build process for schools, in order to have a more efficient and cost effective plan when designing construction projects for new buildings and renovations. The first stage of the development phase included identification of ideas, techniques, and recommendations as well as resources, personnel and strategies determined to be effective in this study. Once these factors were determined, a committee structure was designed. The second stage of the development phase was to select a joint planning committee which represented eight areas of construction projects. The structure identified in this project included setting up a schedule of four meetings. The first meeting introduced the concept. The second meeting introduced the design- build document and evaluation questions. The third meeting discussed the document and the fourth meeting included acceptance of the document. The final stage was field testing of the model by the local community college on three different construction projects. The results of field-testing the design-build construction specification model for three projects were successful and construction was completed on schedule. The college saved a significant amount of money on all projects by using the design-build specification. 106p.

Describes the Meade, South Dakota, School District's model middle school facility. The educational specification outlines the District's strategic plan, and then details guidelines for the general facility, educational environment, instructional areas, food service, and functional relationships. 91p.

These educational specifications include the district's policy on community schools; their strategic plan; facility guidelines for site selection and development, size, grade configuration, safety and security; educational environment guidelines that include lighting, daylighting, and acoustics; area guidelines for classrooms, specialized spaces, support areas, and food service; ideas gathered from student input; and functional relationship guidelines. 102p.

Provides guidance for writing educational specifications in Alaska. The state's requirements for what the specifications must cover are followed by advice for the stages in creating the specifications, including project rationale, student population projections, educational philosophy and program, site selection, design considerations, spatial relationships, furnishings, and budgeting. 41p.

Provides the educational specification for this proposed middle school for 620 students, also be used to relieve overcrowding at the elementary school level. The specification requires two wings that will serve grades 4-5 and 6-8 respectively. Instructional and non-instructional areas are listed along with their requirements. 57p.

Guides new and experienced school planners from the conception of educational needs through occupancy and use of the completed facilities. Chapters follow the planning, design, and occupancy processes in sequence as follows: forming the educational plan, creating community partnerships, establishing a master plan, writing educational specifications, addressing design guidelines, evaluating and selecting the site, infusing technology, integrating sustainable design, working with a design team, evaluating project delivery options, identifying cost and funding options, monitoring construction, integrating maintenance and operations, and assessing the completed project. Numerous references, photographs, drawings, figures, and a glossary are included. 386p.

Offers guidance to ensure that high schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. Methods for involving stakeholders in the specifications, design, and project management are detailed. General and curriculum-specific design issues are covered along with conceptual drawings. Indoor air quality, technology, and accessibility considerations are covered in individual chapters. (Includes 11 references.) 151p.

Offers guidance to ensure that elementary schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. A detailed educational specification and case studies of recent exemplary school construction projects are included. Issues of site design, acoustics, security, indoor air quality, sustainability, and accessibility are each accorded their own chapter. (Includes 14 references) 163p.

Presents the educational specification for this new high school, with a build-out potential to 1500 students. Design features anticipate community use of the library, gymnasiums, theatre, and large lecture room. 200p.

This research examines the translation of innovative and complex school reform models, based upon nontraditional pedagogy, into school facilities design. Factors facilitating and impeding the process are identified, as are the relationships between the numerous constituencies. The study analyzes the three major forces determined to be at work in the process, which were: 1) political, 2) social, and 3) economic. The school examined is the Metropolitan Regional Career and Technical Center (MET) in Providence, Rhode Island. 93p.

This publication is intended to assist local boards of education, superintendents, and staff in the organization and development of educational specifications. It was written because most educators have little knowledge about the purpose, process, organization, or contents of the finished product (educational specifications). It provides a conceptual background and suggested organizational framework for the content of the completed document. Part 1 offers a conceptual and operating primer on what educational specifications are, why they are developed, how they are organized, and who should be involved and in what way (professional staff, parents, students, auxiliary services personnel, design professionals, and educational consultants). Part 2 offers more specific information on the organization and content of the educational specifications document, including an introduction and background, general design considerations, and educational activities and user requirements. It includes a skeleton for the specifications that will permit a high degree of flexibility for adaptation to the variations of local situations, while at the same time providing sufficient guidance for the educator who does not know where to start. Two appendixes present possible elementary and secondary school subcommittee organizations and planning data. 35p.

The goals of these design guidelines are: 1) create a framework for overall district standards for facility design, 2) create a tool for achieving more progressive designs, and 3) create a more specific framework for developing educational specifications. The manual provides a self-evaluation matrix for school administrators and teachers to use to help develop a transformation plan. Once a plan is in place, a 4-step activity design process is prescribed for a school design team that includes teachers, program representatives, support staff, PTA representatives, students, community members and design professionals. Seven guiding design principles are provided: learner-centered, personalizing environment, program adaptibility, community connection, aesthetics, safety, and collaboration. 43p.

Describes the purpose of educational specifications, lists minimum standards for educational specifications, and explains the use of educational specifications as a Master Plan.

The specifications outlined in this document provide a basis for planning how Champlain Valley Union High School in Hinesburg, Vermont, can be an educational facility that meets its mission and addresses the needs of the community. This document describes the following: the educational program to be housed, school philosophy, goals for the educational programs, the community to be served, number and types of students and their needs, timetable for the project, instructional areas, student services area, special services, health services, cafeteria, administrative area, environmental factors, site characteristics, custodial facilities and storage, and the playground area. 22p.

This paper discusses five key issues in the design phase of a construction project that can improve the quality, cost, or time of construction. These five ways are: education specifications, design standards, prototype designs, value engineering, and selecting a qualified architect. To facilitate discussion, the background section of this paper first explains the overall project delivery process. In the background section educational specifications, design standards, prototypes, value engineering, and selecting an architect are defined and each is discussed based on current best practices. Then there is a discussion of the level of input a state may have when implementing each of these practices. Next, in the "Current Conditions" section, the paper explains what is currently being done regarding each of the five topics in Georgia and nationally. The third section of the paper highlights key findings about these topics. The final section of the paper presents various alternatives for each topic discussed. 40p.

Defines educational specifications as a written means of communication between educators and design professionals that defines the specific ways that local educators see an educational facility supporting and enhancing the instructional program. Details the spaces needed to accomplish this objective. Outlines the relationships between educators, students, educational activities and spaces, and explores how these relationships influence the building design. Explains the purpose of developing educational programming specifications, describes goals of the written specification, and poses eight questions to be answered or considered in the formulation of an educational specification.

This document presents prototypical educational specifications to guide the building and renovation of Idaho vocational schools so they can help communities meet the advanced, professional-technical programs of the future. The specifications start with points to consider when determining school site suitability. The document then sets forth specification guidelines in two main sections. The first covers general building considerations, including circulation, vehicle access and parking, building security, and community use. The second section addresses specifications for specific educational spaces, such as agricultural science and technology, automotive mechanics, electronics, guidance and counseling, and the health professions. 11p.

This document describes one Connecticut school district's project to build a facility that is designed for small children and supports an educational program focusing on early learning success for all children. Describes the school district's goals, the project's rationale, the long-range plan to prepare students for the 21st century, the learning activities and program needs for each grade level, and the various facility design requirements that will support the student's educational and social needs. 16p.

This manual seeks to ensure uniform, energy efficient, cost effective, easily maintainable, and technologically advanced educational facilities for Ohio’s public schools. The manual provides a critical analysis of individual spaces and components necessary for elementary and secondary schools and combination facilities. The manual presents choices contained within specific guidelines of the State’s Classroom Assistance Programs. It stipulates the cost per square foot for three grade configurations in nine regions in the State as well as the square footage allowed per child according to grade level. Each of the following programs are detailed: Building Assistance/Classroom Facilities Assistance Program; Emergency School Building Repair Program; Big Eight Renovations and Repairs; Energy Conservation; and Disability Access Program. Also includes information on summarized program appropriations. 21p.

Presents recommended facility specifications for the Milton J. Brecht Elementary School in Lancaster, Pennsylvania, which are intended advance children's learning through theories relating to multiple intelligence and brain based learning. The report examines grade levels to be accommodated, expected enrollment capacities, curricular programs and activities, specific utilization plan, instructional procedures, learning space requirements, specialized instructional facilities, auxiliary areas/facilities, and site issues. Miscellaneous concerns such as intercommunications, waste management, heating and air conditioning, acoustics, and signage are also addressed. Appendices explain key points of multiple intelligence theory; a teacher's typical day at Brecht; a memo on wireless possibilities; thoughts concerning room specifications for art, music, and physical education; and a post occupancy classroom and building survey. 62p.

Presents the design specifications for an elementary school in the Roseville, California, Dry Creek District. Includes revisions to an earlier document that examined school room specifications for each grade level and administrative area. Specification considerations are detailed (where applicable) for each school area, and include assessment points on the curriculum to be taught, outcomes expected, discernible educational trends, teaching and learning activities under various curriculum areas, orientation and relationships, internal traffic, furniture and equipment needs, utilities, storage, and enrollment levels for each grade level. Also details staff rooms, restrooms, security and custodial areas, outdoor education, and conference rooms. Identifies aspects of existing facilities for review and consideration in the planning phase of the new school. 149p.

This educational specification for a new high school was prepared by faculty and administration and includes recommendations on the site, building exterior, building interior, classrooms, department centers, special areas including the administrative offices, gymnasium, auditorium, theater, cafeteria, technology lab, library/media center, medical center, and special curriculum areas. 15p.

Provides comprehensive guidance to planners, designers, and various consultants on the planning and design of new schools, additions, and renovations for Jefferson County School District in Colorado. Describes the facility requirements to accommodate the instructional program, activities, and support functions. Details specifications for core areas such as administration, cafeteria, computer labs, kitchens, and libraries; and support areas and facilities, including building and wiring standards, corridors, custodial, and plumbing facilities. An appendix provides specifications, plans, and standards for various building features and equipment. 55p.

Provides benchmarks for those who would advise planners, designers, and associated consultants on the planning and designing of high school facilities for Jefferson County in Colorado. Describes the learning spaces and the spaces required to support and manage learning activities. Defines the function and necessary spatial relationships of each space. Areas covered include the core spaces for administration and counseling, cafeterias, auditoriums, physical education, general classrooms, science labs, special labs, music and art classrooms, and classrooms for special education. Also details site development standards; building space allocations and wiring standards; mechanical, electrical, and communication rooms; special systems; acoustic criteria; and furniture and equipment. 91p.

These planning standards help school districts, architects, and engineers resolve their school building problems while considering educational and planning efficiency, conservation of natural resources, and initial and long-range economy within the context of the most recent state and federal laws. Also addresses structural and safety planning; materials; environmental considerations; site conditions and utilities; mechanical and electrical planning; heating, ventilating, and air conditioning; plumbing and gas facilities; electrical work; existing buildings; procedures for design and construction; and operations and maintenance considerations. 205p

Provides model standards for the planning and designing of new and existing schools for Jefferson County, Colorado. Describes the facility requirements necessary to accommodate the schools' instructional program, activities, and support functions. Details specifications for core and instructional areas such as administration/counseling, auditeria and performance platforms, library information centers, physical education complexes, and supporting building systems and areas, which include building and wiring standards, corridors, custodial facilities, and plumbing facilities. 55p.

Describes a process of defining educational specifications called design-down, which recognizes the importance of societal changes and community involvement when building or renovating schools. Identifies a progressive, collaborative step-by-step approach that can help planners and designers move methodically through the steps of developing a school building design. The steps described help team members work through all the elements of the design process quickly, while allowing commonly-held ideas to surface, unresolved issues to be tracked, and questions to be held for follow-up. The process ensures that the learning signature (the school's uniqueness) and learning expectations are keystone specifications, the base from which all the others are to be derived and rationalized. 4p.

This educational specification is intended to allow those who advise designers and planners of schools to thoroughly describe the school district's educational activities and their implications for necessary facilities and learning spaces to the design professionals charged with the specific duties of renovating existing school facilities and/or constructing new ones. The document includes an overview of the school facility study, enrollment projections and design capacity, school organization, educational programming, instructional program facility requirements, support facilities, internal traffic and coordination, systems, environment, community uses, and site development. 94p.

This guide by the California Department of Education formalizes regulations governing standards for new school design and construction. It is intended to help school districts develop specifications based on the architectural principle that form follows function. The guide discusses the meaning of educational specifications and their development, delineates the role of these specifications in facility planning and the effects of a restructured curriculum on those specifications, and suggests a format for an educational specifications document. An annotated outline of an educational specifications document is also presented, and it provides a more detailed picture of the complete format and the items to be included. Appendices contain short articles providing background information in such areas as the organization of a new school master plan; selection of an architect and site; public relations; school disaster preparedness planning; and facility activation, orientation, and postoccupancy evaluation. 120p

Schools Without Walls (SWW) is an alternative college preparatory program within the District of Columbia Public School System that provides a student-centered environment maximizing integrative, interactive, experiential learning with the framework of the humanities. This document is intended to serve as the basis for the design of new and/or renovated building(s) that serve the SWW program. It first describes the SWW program; its teaching programs; enrollment and staffing; and the history and condition of its existing building, including its infrastructure, plumbing, and technology integration. It then addresses the building design project's goals and standards for modernizing the SWW facility that includes consideration of enrollment levels, projected teaching and administrative staffs, and space requirements. A zoning analysis for the potential acquisition of space within the District of Columbia concludes the report. 20p.

The California Department of Education convened a task force to determine how the learning environment can be shaped to support statewide educational reforms designed to make California schools places of community pride that also help students excel. This two-part report outlines design implications common to all grade levels, as well as those specific to certain grade levels, and identifies design implication concepts derived from each of the task force's reform reports. Also included are descriptions of several award-winning schools whose master planning has embraced educational reform in their design. 130p.

This specifications document presents specific design requirements for a middle/high school facility that enhances the educational process by encouraging teacher/student interaction and encouraging student socialization. Each educational and service space is detailed as to its objectives, activities and enrollment, and design considerations. Area specifications include information on room size, use, spatial characteristics, finishes, mechanical and electrical needs, and furnishings.

Poses 84 questions intended to help facilities planners determine just how a proposed school facility should be designed to best meet the objectives of the education program and the needs of the students and teachers who will use the school. Topics include how much space students need, technology, computers, large-group activities, and specialized spaces. 3p.

Provides an outline and worksheets for developing school design specifications that will meet the educational needs of students. The outline lists and briefly describes the key elements required in an educational specifications report, including a brief description of the community, the curriculum and support plans, building space requirements, technology plan, design criteria, and general architectural considerations. Step-by-step outlines are presented to assist planners in developing a comprehensive educational facilities plan and school construction project. 18p.

The Dallas Independent School District provides this handbook presenting administrative, planning, design, and technical guidelines for those involved in the design and construction process of new school facilities, and expansions or renovations of existing schools. It focuses on the design specifications and administrative guidelines for the construction of a new elementary school. Included is a listing of technical master specifications sections developed by the school district to convey specific detailed recommendations for several construction elements. All of the requirements included can be categorized as one of the following types: (1) general considerations that guide the architect in setting the overall design concepts of the school; (2) space requirements that describe the number of spaces and their size requirements (minimum width, height, and length); and detailed information about each individual space. 240p.

A research study examined the factors that will affect future educational programs and the resultant effect of these factors on future school facilities. Additionally, the study developed an architectural program for future educational facilities based upon the anticipated educational specifications and determined the underlying themes concerning the development of future education facilities. Surveys were sent to architects, futurists, and educators to gain a reasoned consensus on the factors involved. Following survey rounds, the participants were given either qualitative or quantitative feedback to generate a higher order of responses and group consensus. Findings indicated 28 probable social or technological futures that may affect education. Also revealed were 12 major themes concerning the effect of these futures on school architecture. Each theme has supporting architectural considerations that could be incorporated in future school facilities. Recommendations for other researchers are noted. An appendix, comprising over half the document, includes the survey instruments used in the study. (Contains 132 references.) 584p.

This document presents the curricula and space utilization program of the Buckeye Valley Middle School in Ohio, which is designed to effectively address the learning and socialization needs unique to middle school students. The paper first explains these unique learning needs. Then it examines why a program to meet these needs is important. Then the paper identifies the characteristics that middle schools should incorporate, including environmental features and attributes relating to capacity, occupancy, and organization. The report details the way that educators at Buckeye Valley Middle School addressed each of these characteristics. This discussion is organized under the following categories: instruction, general administrative, guidance, counseling, information center, custodial services, and food services. 71p.

This document presents the San Diego Unified School District's specifications for planning and designing a new middle school. Includes information on district parameters, a vision plan, curriculum and instruction concepts, community functions, aesthetic and flexibility considerations, and activity areas, including summaries of space requirements. Primary focus is placed on detailed descriptions of suggested spaces to be included in a middle school. Information for each space includes an area description and information on capacity, activities, space requirements, spatial relationships, furniture and equipment needs, electrical requirements, lighting, and specifications for interior structures. A summary of space requirements is included.

The Montgomery County Public School (MCPS) system has created a procedure for guiding the architectural design and construction of elementary school buildings that includes a document staff representatives can use when reviewing drawings and specifications for the facility. The document is divided into three sections: the first lists the type of spaces and square footage required; the second describes the general design, location, and specific requirements for each type of instructional space in accordance with MCPS standards; and the third identifies the unique program needs of the school's students and staff where the planning advisory committee has recommended modifications or additions to the basic program requirements. 43p.

Provides the board of education and administrators with a single document containing information needed to implement an educational facility construction program. The objective is to provide planners with the basic principles of educational planning, to emphasize the relationship between educational facilities and the programs they must accommodate, to show the relationship of human involvement to functional planning of successful educational facilities, and to examine the broad steps necessary to plan and construct new educational facilities. Data for this guide was collected through an intensive search of literature divided into seven major categories: 1) historical background; 2) demographic projections; 3) educational planning; 4) personnel; 5) architect; 6) financing the educational facility; and 7) site selection. 185p.

This study's purpose was to determine if the required use of state-adopted education specifications guidelines when constructing or modernizing urban high school facilities had resulted in more adequate housing for programs than in states without such guidelines. A 1991 survey of high school classroom teachers was conducted in six states: three states had guidelines and three did not. Findings indicate that high school facilities are more adequate for instruction programs when constructed according to state- adopted guidelines for the development of educational facilities. The existence of state guidelines was found to have no significant affect on perceptions of external aesthetic appearance of the facility, although the perceptions of facility adequacy relating to internal environmental features were higher among the teachers in states with guidelines. 108p.

An Educational Specification Committee was convened to determine the design specifications required for a new middle school in the Roseville, California's Dry Creek District. This report presents revisions to an earlier document that examined school room specifications for each grade level and administrative area. Specification considerations are detailed (where applicable) for each school area including assessment of the curriculum to be taught, outcomes expected, any discernible educational trends, the teaching and learning activities under the different curriculum areas, orientation and relationships, internal traffic, furniture and equipment needs, utilities required, any special requirements to become part of the classroom facilities, storage, and enrollment levels for that grade level. Staff rooms, restrooms, security and custodial areas, outdoor education, and conference rooms are also detailed. Concluding information lists items that have been noted through past building experiences that should be reviewed and considered in the planning phase of the new school. 225p.

This dissertation recounts the functioning of a practicum established to develop educational specifications and preliminary building plans for five new elementary schools in the Sacramento City Unified School District. The buildings were envisioned to replace existing facilities that failed to meet earthquake safety standards. Project teams developed educational specifications after surveying citizens, students, teachers, and staff members to learn their concerns and suggestions for the new schools. The architects were monitored closely to see that their designs and drawings accurately reflected the educational specifications. Environmental impact studies were made to assess the effect of new schools on the environment. 291p.

Proposes an "educational environment program" as a replacement for educational specifications. The educational environment program systematically describes the desired community environment, learning environment, and physical environment. The community environment addresses civic design, program planning and partnership development relationships. The learning environment focuses on interpersonal relationships between students, teachers, and parents. The physical environment examines the relationship of building a site to the inhabitants and greater environment. Includes two references.

Discusses five elements of effective educational specifications: 1)educational philosophy and community objectives, 2) curriculum, instruction, and other uses, 3) general architectural characteristics, 4) detailed descriptions of facilities by grade level or academic discipline, and 5) proposed budget and sources of funding.

Seattle Public Schools recently underwent a revolutionary change in their educational specifying process. The district now requires that their funded projects follow a student centered "dynamic" rather than a limited "prescribed" methodology in their approach to school design. The Seattle approach holds much promise for schools and school districts nationwide.

Reviews designs for learning in the knowledge age, exploring the relationship between learning and the built environment, examining the role of teachers in designing educational spaces, and calling for a collaborative campaign which relates space directly to changes in pedagogy, curriculum, and information and communication technologies and which puts place and space firmly on the agenda of teacher professional development.

This ongoing forum explores the role of educational specifications, addressing the following questions: 1) What is an Ed Spec?; 2) What is the role of an Ed Spec in creating a successful learning environment?; 3) How detailed should an Ed Spec be?; and 4) What is the effect of an Ed Spec on the creative process? Forum participants include Bruce Jilk, Prakash Nair, Henry Sanoff, Jeff Phillips, Jack Flynn, Michael Sharp, Robert Matschulat.

Discusses five steps to address in preplanning for public support and effective management of a multiyear school building program: examine board policies and procedures, engage all appropriate stakeholders, update educational specifications, review technical specifications, and evaluate industry-imposed challenges.

Examines the process of developing a school design from the curriculum plan to building schematics. General phases discussed include advance preparation, educational specifications development, steering committee feedback, and architectural design review and critique.

Suggests teachers be involved in educational school facility planning efforts in order to fulfill educational program needs. The creation or vision process for facilities planning includes the program description, educational overview, imagining the future, storyboarding, a Gap Analysis to identify program needs, and a force field analysis to identify vision obstacles.

Discusses new visions of learning and how educators and architects are creating "three-dimensional textbooks" that use the learning environment as a teaching tool. Suggests that there is a current revolution in education that requires the design of schools to be rethought. Examines the planning process known as architectural programming, wherein the community and those who will occupy a building are consulted in order to determine developmental needs, aesthetic preferences, and desired climate. Explores the challenge of translating goals that are established for the learners into an architecture that is a true learning environment.

This web page from the school design and planning laboratory at the University of Georgia links to several examples of educational specifications and provides general guidelines for developing educational specifications.

NCEF's resource list of links, books, and journal articles on planning for new or modernized school and campus facilities. See related NCEF Resource Lists on Educational Specifications, Master Planning, Community Participation in Planning, School Design, Facilities Assessment, and many more topics.

NCEF's resource list of links, books, and journal articles on the impact of grade spans, multigrade, and multiage classrooms on educational facilities planning and student achievement.

NCEF's resource list of links, books, and journal articles on designing school buildings, including school design guidelines, trends, principles, and examples. See also NCEF Resource Lists on Campus Architecture, Case Studies, Selecting Design Professionals, and many more related topics.

NCEF's resource list of links, books, and journal articles that define, calculate, and analyze components of school capacity in relation to existing guidelines, demographics, class size, enrollment, and space requirements.

NCEF's resource list of links, books, and journal articles on school siting, including examples of state selection criteria and resources on environmental issues and site organization.

NCEF's resource list of links, books, and journal articles on the space requirements of various components of school and university buildings and grounds, including square footage requirements, and selected state standards and guidelines.