Reports on New York City's continuing plans for residential growth, without adding school space to accommodate the occupants. New 2008 units permitted will, by the city's own estimate, produce as many as 1,100 new children, much of that growth in eighborhoods where the schools are now at or over capacity. Borough officials and the teachers union call on using the upcoming five-year capital plan to create a public/private partnership to solve the problem, assuming that mayoral control of the school system is used to the extent that it could be. City Hall oversees the various city agencies involved in school construction and has access to public and private entities across a wide spectrum. 32p.

Provides guidance to Maryland school districts in planning schools that support smart growth. Topics covered include walkability, bicycle access, environmental protection, high performance buildings, schools as community centers, school and site size, co-location and shared use, and energy efficiency in school transportation. Case studies accompany each topic and a model approach for school planning, location, and construction is included. 42 references complete the document. 78p.

Reports on how Manhattan's development boom, which has led to at least 40,000 new apartments approved for construction over the past eight years, has not been matched by an increase in seats in neighborhood elementary and middle schools. Four areas of Manhattan are at especially high risk of neighborhood-wide school overcrowding, where from 2000 to 2007 the city approved enough new buildings to add up to 2300 new students to these four neighborhoods alone. During the same time period, the Department of Education added only 143 seats to just one of these four neighborhoods. A three-point plan for growth involving the Department of Education and School Construction Authority is outlined. 61p.

Advises local school districts on how to manage construction projects. Topics covered include district leadership and staffing, procedures for selecting professional design consultants and firms, contracts, master planning, and project delivery programs. 17p.

Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals--educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more community-oriented schools. Includes 95 references and an extensive list of additional online resources. 40p.

Presents the Arkansas Division of Public School Academic Facilities and Transportation's requirements for master plans to be submitted by the state's districts. Elements detailed include: 1) a district overview that includes demographics, a community profile, educational considerations, and a master plan narrative summary; 2) facilities information that covers insurance, custodial plans, maintenance, renovation, repairs; 3) project information for new facilities or major renovations; and 4) district financial statistics. 25p.

This school facilities master plan includes an analysis of community demographics, an inventory and evaluation of existing schools, enrollment projections, facility needs analysis, and a facilities plan. Extensive appendices provide information on funding, residential development, disposition of portable structures, analysis of potential future schools sites, and a variety of administrative policies. 171p.

Examines state policies on school siting, school construction financing, and Safe Routes to School programs focusing on how policies can benefit communities, improve children's health, and reduce the need for infrastructure expansion. Strategies that states are using include reducing or eliminating minimum acreage requirements for schools, revising school funding formulas to promote renovation or expansion of existing sites. requiring that schools be located in areas designated for growth that already have sufficient existing infrastructure to support school facilities; and creating, funding, promoting, and implementing Safe Routes to School Programs. 9p.

Presents the district's 20-year school facilities master plan, which details educational specifications, plans for existing campuses, and sites designated for futures schools. 350p.

Identifies and discusses ten critical facilities issues, as determined by a panel of higher education and industry leaders. These are: improving communications, sustainability, balancing and articulating expectations, integrating with information technology, focusing on the customer, aligning facilities planning with institutional goals, making master planning more effective, implementing total cost of ownership strategies, managing maintenance and adaptive reuse, and instituting metrics for performance measurement. 36p.

Virginia Beach City Public Schools is committed to providing state-of-the art schools to its approximately 72,000 students. Testimony to this is the fact that 22 schools have been replaced or renovated since 1996. This describes the purpose of the Long-Range School Facility Master Plan Steering Committee and how the community will be involved.

Presents documents suggesting what a ten-year facility plan should include, as well as examples of the various facility plan sections and spreadsheets that can be used to calculate demographic, capacity, and building condition data.

Focuses on major renovations and building replacements while simultaneously addressing deferred maintenance projects in existing Providence school buildings. This master plan shifts district's building improvement efforts from a reactive repair program to a proactive renovation/replacement program. It proposes to phase in facility improvements in a manner that new and fully renovated school projects will occur throughout the City of Providence. The Plan proposes minimizing students' exposure to risk by consolidating work into a single phase while students are removed from the facility, supports redesign of buildings to enhance delivery of educational programming while providing basic "bricks and mortar" renovation of building systems; and a framework for quality and cost control that is more effective than multiple small projects at a single site. 81p.

Proposes a systems model of public educational facilities planning. The model represents a theoretical construct from which design professionals and educators can better organize, understand, analyze, communicate, and research complex cause-effect relationships that occur when educational facilities are designed and constructed. The Systems Model for Planning of Educational Facilities attempts to: 1) identify and describe complicated social, cultural, political, and economic mechanisms at work when public schools are designed and constructed in a pluralistic democratic society, 2) make understandable the relationships between those mechanisms and educational facility planning, and 3) formalize causal inferences between social, cultural, political, and economic mechanisms, educational facility planning, and educational facilities. 315p.

Summarizes the May 3, 2006 Summit on Intergovernmental Collaboration and School Siting, addressing communication and collaboration between school boards and local governments in selecting sites for schools. The goal of the summit was to create an open dialogue between school boards and local governments while building a model of collaboration that key stakeholders can use to coordinate local land use, school funding, and school planning. The report details the participants' plans for advancing their collaboration, organized along five themes: institutionalizing collaborative processes, creating a common goal and vision, establishing a culture of trust, improving communication and information, and changing policy. 31p.

This master plan covers the main and satellite campuses of the University, as well as the adjacent off-campus neighborhoods. Sections of the plan address academic mission and program, urban design elements, land use, academic facilities, support facilities, housing, recreation and open space, general infrastructure, utilities, transportation, conservation, capital improvements, architectural design guidelines, landscape architectural guidelines, facilities maintenance, and coastal management.

Presents this small (less than 1500 students) district's plan to re-organize into a three-school system consisting of a preK-3, 4-8, and 9-12 grade facilities. The grades 4-8 school is to be built, the district central office is to be moved to the municipal building (which was formerly a middle school), and the elementary and high schools are to be repaired and renovated. 11p.

Presents the findings from a workshop with four Mississippi districts whose school infrastructure was seriously damaged by Hurricane Katrina. A summary of each school district and its demographics is followed by descriptions of the damage it sustained and the particular challenges it faces in rebuilding and reconfiguring its school facilities options. 28p.

Provides information on and reports on the progress of San Diego's Proposition MM, a $1.51 billion bond measure that funds modernization of 161 existing schools and construction of 12 new and three rebuilt schools. Also included on the website is a history of the proposition, the long range facilities master plan, status of new/rebuilt schools, environmental impact reports, designs, maps, advice on naming a new school and planning a ribbon cutting event, and other links.

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.

This article presents a 10-point checklist of issues to consider during the facility planning process. Issues pertain to a single school being remodeled or to an entire school district undergoing massive remodeling, new construction, and maintenance upgrades.

Offers guidance to assist with inclusion of universal design in long range educational facilities plans. The guidelines recommend the assembling of a facilities advisory board and an inclusion planning board to network with experts in inclusive education. These boards should be familiar with the federal requirements for accommodation of disabled persons, the condition and accessibility of existing facilities, and should develop facility and adjacency guidelines for the district. They should be equipped with demographic data including enrollment projections and the location and distribution of special needs students, which they should synthesize and communicate to appropriate personnel. Summary guidelines for the inclusion of disabled students are included, organized by type of disability. 15p.

Identifies various techniques for developing future year school enrollment by traffic analysis, a review of current methodologies, and by examining the processes used by school boards in the south Florida area. Analysis of existing and projected state data is included in the process. 30p.

Describes the New Jersey State Department of Education's reporting guidelines that districts must follow when compiling 2005 long range facilities plans. Separate sections describe requirements and recommendations from the state, along with data collection forms, facilities standards, and special requirements of Abbott districts. 52p.

Details this organization's recommendations concerning a facilities master plan for Chicago's schools. These include: development of a master plan by June 2006, community engagement to help shape the educational vision for Chicago's public schools, increased intergovernmental cooperation for a more coordinated approach to planning for schools and community development, adoption of policies to ensure that schools are part of efforts to revitalize Chicago neighborhoods, and issuance of a school facilities report card each year. 37p.

Presents the results of a survey of the largest 500 school systems in the U.S. that discusses top issues in construction management, trends in school construction, master planning practices, funding, project management practices, commissioning, prototype schools, and sustainability. 26p.

Describes the redesign of 21 mostly low-performing large New York City schools into smaller learning communities sharing space with each other and with the large schools they were formed out of. The background legislation that enabled the changes and the adaptive reuse of large buildings are described, and the footprint of the small schools is detailed and illustrated with individual floor plans reflecting building configuration and the instructional program and special uses of various classrooms. Also described is the participatory master planning process that involved teachers and students. 34p.

This penetrating new edited collection examines risk, power and identity in contests over the siting of infrastructure and industrial facilities. Examines the social, political and environmental issues at stake and the acute conflicts over conflicting data, politics, perception and controversy for industry, planners and authorities and citizens. Authors from a a variety of fields bring a multi-perspective analysis to case studies from the UK, US and Europe and expose the political and cultural dimensions of siting conflicts. In the process they show how place attachment and notions of landscape and local identity play a prominent role in resistance to 'development'. 256p.

Discusses key elements for managing a higher education institution's facilities portfolio, with three sections presenting issues in the order in which they should be addressed. The first section discusses the importance of an institution's mission and strategic goals, estimating future demand through enrollment forecasting, and the development of a strategic vision for the campus in terms of development of its facilities. The second section reviews the elements of a comprehensive facility assessment, the importance of an "environmental scan" to determine external mandates that will affect capital decisions and the institution's resulting capital plan. The third section covers the essential components of a campus master plan, its financing issues and implementation strategies, and the organizational requirements for effective management of the facilities portfolio. 148p.

This PowerPoint presentation looks at how K-12 districts can use GIS mapping to help make informed decisions when master planning. Discusses such GIS mapping applications as student enrollment mapping, demographic analysis, spatial analysis of student population, redistricting/boundary adjustments, build-out scenarios/development potential analysis, and overlay of multiple data to determine trends and relationships. Includes case studies. 57 slides

Provides a framework to assist New Jersey's Abbott districts in preparing for and developing their required long range facilities plans. The document is designed to take the district from where it currently is to where it should be during the next five years, involving administrators, boards of education, and facilities advisory boards. Recommended steps for preparation include budgeting, organizing, and hiring consultants. The type and manner of information gathering is detailed, and steps in actual development of the plan are described. 33p.

Presents the results of an extensive assessment of the condition of Honduras schools, detailing the age, size, and condition of the buildings and systems, as well as evaluating their educational adequacy. Present and projected enrollment is illustrated in numerous charts, as are estimated renovation and replacement costs. A description of Honduras' school funding mechanisms and recommendations for implementing the master plan are included. 65p.

Describes two projects seeded by New Jersey's Communities of Learners campaign: a national design competition for a new high school in Perth Amboy, and an effort to create large scale public engagement in a community school master planning process in Plainfield. The successes, failures, and impediments realized through this experimental collaboration are chronicled, and recommendations on how to create schools as centers of communities are offered. 58p.

According to findings contained in this report, Abbott districts must develop new five-year facility improvement plans next year, but lack guidance from the New Jersey Department of Education (NJDOE)on how to perform this critical task. In addition, rules recently proposed by NJDOE fail to address minimal requirements for sound facilities planning, and must be completely overhauled. The proposed rules are under review by the State Board of Education. The rules fail to: 1) Direct districts to adopt a schedule and budget to ensure effective completion of the plans by the EFCFA deadline, and to maximize participation of stakeholders in the planning process; 2) Instruct districts on conducting a thorough re-assessment of their education program as a foundation for planning new or renovated facilities; 3)Provide standards for planning community centered schools; 4) Require NJDOE to maintain a reliable, public database to promote community engagement in facilities planning and State and district accountability for effective program implementation. 15p.

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.

Presents North Dakota's collection of forms to assist school districts in the development of sophisticated, conclusive, and supportive documentation for proposed school facility projects. The plan also assists the Department of Public Instruction in facilitating the delivery of quality programs and services. 25p.

This publication outlines a process for planning schools that more adequately addresses the needs of the whole learning community. It explores six design principles for creating effective learning environments, provides 13 case studies that illustrate various aspects of the six design principles, and examines the facilities master planning process for getting started and organized, including developing and implementing a master plan. It provides references, sources for additional information, photographs and plans. 76p.

Describes how the Mason City Schools (Ohio) used Geographic Information System (GIS) technology to predict development patterns and plan schools in their high-growth community. The GIS system combined layers of data for roads, rivers, zoning, subdivisions, census and births, residential permits, and historical enrollment. This knowledge enabled the school system to take a participatory role in planning development. (Includes six references.) 4p.

Highlights the progress and challenges of implementing the District's 2000 school facilities master plan. This update continues to support the goals and general recommendations as presented in 2000. However, it has been modified to reflect recent programmatic changes, fiscal constraints, and charter school legislation. Chapters cover the planning environment, enrollment, capacity, available space, charter schools, capital funding and implementation, followed by planning recommendations for eight geographical areas of the District, school boundary maps, and profiles of existing schools. 384p.

Presents the district's design, facilities, training, maintenance, and support plans for technology integration. The vision for technology and mission statement are explained, and state legislation for educational is cited. Cost estimates and a funding/implementation plan are provided. Appendices discuss E-rate and provide detailed specifications for telecommunications and server rooms, classrooms, computer labs, administrative spaces, and specialty rooms. 75p.

This includes a description of basic assumptions and parameters, a summary of capital project needs, and a ten-year facilities master plan calendar of capital and improvement projects. 6p.

The construction proposed in the Cincinnati Public Schools' Facilities Master Plan will have a significant impact on the greater Cincinnati, Ohio, economy. Highlights include: (1) the Facilities Master Plan of the Cincinnati Public Schools envisions a 10-year program with $985 million in construction spending. The funding of this program includes $211 million from the State of Ohio, which increases the purchasing power of the $774 million local funding commitment; (2) the Facilities Master Plan will generate a total of $2.35 billion in economic impact, including $718 million in local household wages and salaries, meaning an average annual impact of the Facilities Master Plan for the next 10 years of $232 million, and household earnings totaling $71 million and 2,339 jobs will be generated for area residents each year; (3) the return of $718 million in wages and salaries for $774 million in local dollars is important, meaning that every $100 in local funding ultimately returns $93 in wages and salaries to the pockets of local workers; (4) business activity will especially be stimulated in the construction, business services, real estate, and retail sectors; and (5) economic benefits may result from improvements in educational quality, quality of life, and physical conditions of neighborhoods, but are not measured here. 35p.

These school facility planning guidelines have been developed to assist local school district officials in complying with the planning requirements of the State of Wyoming. Sections include: community profile; district profile; community involvement; capacity and utilization analysis; enrollment projections; development of the master plan including building condition, educational suitability, ADA, site improvements, and energy efficiency; and cost estimates. 20p.

This outlines the key steps in the planning and execution of a school or campus building plan: mission and program review; survey of constituents; building feasibility study; develpment of master plan; selection of an architect; site selection; building interiors; design testing; fund raising/capitalizing; and construction management. 2p.

Relates the experiences of small school advocates who felt blocked from the school planning process after West Virginia awarded its counties planning grants in 1998. The author cites a post-planning survey that found flaws in the planning process, with parents and students typically shut out of the process. A climate of exclusion, secrecy, and conflict of interest is cited, and case studies from five counties are included. 13p.

This paper, from Mount Hood Community College (MHCC) in Oregon, describes the complex process of preparing an educational master plan. The paper reflects on how this process involved a number of consultants and a very active strategic planning council within the institution. It discusses three approaches to master planning: (1) not preparing a formal plan, but rather responding to needs and opportunities as they arrive; (2) severely limiting stakeholder involvement by having a plan prepared primarily by a single individual; and (3) designing and executing a comprehensive and exhaustive participatory process, which is the technique MHCC used with much success. Initially, the College employed several outside firms to assist with analyses, held a community forum, conducted an employer survey, and forged partnerships with local businesses. Based on input from various campus units and the community, the president's Strategic Planning Council developed a set of priorities, which were reviewed and acted on by the board. The strength of this participatory process is that it is inclusive, both internally and with regard to the external community. It also behooves the College to secure support for the master plan at the earliest stages of the process. Weaknesses of this approach include potential pitfalls in coordination. In 2001, when a new president joined the College, the master plan was ready to be finalized, and a local bond measure to fund the facilities component was in preparation. (Contains 20 references.) 16p.

This facilities master plan provides the framework for the facilities improvement program for the San Francisco Unified School District. The plan contains: educational goals, a demographic report, capacity studies, facilities assessments, cost models, funding sources evaluation and project recommendations. 379p.

The Model Schedule for a Capital Improvement Program described in this paper encourages school leaders to consider a more holistic view of the planning process. It is intended to assist those responsible for educational facility planning, who must assure that all important and relevant tasks are accomplished in a timely manner. The model's six phases are: (1) assessment of current facilities, programs, and community beliefs; (2) preliminary planning for facility master plan development; (3) implementing the facility master plan; (4) marketing the master plan; (5) implementation of projects in the master plan; and (6) post-occupancy evaluation. Each phase includes a list of tasks and responsible persons, and an estimated time frame.

This web page includes the full Master Plan, recommendations, questions and answers, timeline, and other related publications.

This web page includes a history of facilities improvements, status of available funding, needed facilities improvements, completed projects, planned projects, common questions and answers, and a Facilities Report Card.

Reviews 123 projects that the Massachusetts Institute of Technology Planning Office executed in the first four decades of its existence. Projects are presented chronologically and described by the Director of Planning for those 40 years. The motivation for the projects, the decision and design processes, and the results of each endeavor are described, along with successes, problems, and unfulfilled goals. 160p.

This Master Plan includes an executive summary, existing building inventory and conditions, planning methodology, planning concepts,improvement goals, implementing the plan, designing for change, and project participants. 97p.

This paper draws on the experience of the Sebastopol Union School District, a small school district in California, which formed a team to manage facilities renovation. The team was comprised of the district superintendent, the architect, a construction manager, and a facility/financial consultant; it allowed the district to succeed at the school construction "game" in a manner similar to large school districts that enjoy well-developed facility departments. The roles and responsibilities of each team member are outlined for the following phases of facility development: master planning/educational specifications, funding and finances, design, pre- construction, construction, and post-construction. It illustrates the manner in which the several consultants coordinated their roles and responsibilities in an effort to ensure the most effective leadership for successful completion of projects that support the facility master plan. 13p.

This paper provides a description of facilities master plans and the process of creating one. The plan serves as a guide for assessing the need for facility improvements and capital investments to implement them, including justification for developer fees. The facilities master plan determines the scope of repairs, modernization, upgrades, and new construction needed to serve the current and future school facilities needs of the community. It also assesses the variety of federal, state, and local funding sources and financing options available to the district and provides a prudent view of the scope of projects that may reasonably be accomplished with available funds. The paper addresses how the planning process begins; forming the teams and committees; setting the vision, mission, and goals; sample vision and mission statements and goals; initial planning activities; activities of the architect, educational planner, and demographer; and a master plan outline. 12p.

With the assistance of an architectural firm, a committee comprised of school staff and citizens developed a facilities needs plan for the next twenty years. The committee looked at long-term growth of the county, conducted surveys of staff and community members, studied enrollment data and projections as well as other factors. Includes the committee's recommendations

The Atlanta Public Schools has established a strategic plan for improving student performance, including whole school reform, annual performance targets and accountability measures. In support of this plan, the system has embarked upon a facilities plan (the Build Smart Project) for renovation/construction to all instructional facilities, with the goal of creating positive learning environments for every child in the system, either in a new or completely renovated facility. Describes community involvement, questions and answer, planning policy, planning process, and Build Smart recommendations.

Chapter three of the manual covers: The Advance Planning Process; Financial Assistance for Planning; Participatory Planning; Study and Survey Report; Community Analysis; Educational Plan; School Enrollment Analysis; Evaluation of Existing Facilities; Long-Range Plan; Assessing Financial Resources; Recommendations; Board Review and Approval.

This book examines each phase in the process of planning capital projects and those individuals in the schools who make decisions about the buildings students will use. It uses the long range planning process of the school system as the vehicle for providing the proper housing for students and programs. Program development, student enrollment projections, existing facility evaluation, and financial planning are discussed. Further areas address the development of the capital improvement program, architect employment, educational specifications development, the federal regulations in planning educational facilities, design phase monitoring, construction project bidding and construction phase management, and technology planning. Appendices provide sample forms and correspondence such as the standard forms of agreement between owner and architect and between owner and contractor, a middle school appraisal form, site selection flow chart, a flow chart for developing educational specifications, job description for construction supervisor, a planning process evaluation form, and school planning checklist. 299p.

Updates the district's 1992 master plan, which corrects projected enrollment increase that were not realized, and turns instead to the accommodation of new educational programming requirements. The plan emphasizes attendance of schools closer to home, which causes capacity constraints in some areas. The plan also reflects a new methodology of funding schools in which funding is aligned with the needs of students, rather than simple numbers. 116p.

This document describes the steps taken by the San Diego City Schools District to determine existing and future needs, to establish guidelines and standards for the future, and to develop an implementation plan to provide the district's students with the best facilities possible in order to optimize the learning environment. This report includes an executive summary, a description of the process, and chapters on school programs, support services, existing facilities, demographics, and an implementation plan. Incorporates new standards on such items as code compliance, upgrades, technology, adequate classroom and support areas for current populations, site improvements for parking and playfields. Policies for such factors as school size, single-session kindergarten, replacement of older and permanent portable classrooms, neighborhood schools, site size, and multi-track year round education were used to evaluate the adequacy of existing facilities and forecast the need for new schools.

The state of West Virginia requires all its counties to develop a 10-year Comprehensive Educational Facilities Plan (CEFP), update it annually, and rewrite every 10th year. This guide addresses the development of a 10-year CEFP plan, its components and governing regulations. Chapters examine the CEFP process and requirements in the following areas: educational facilities planning; site design; common facilities necessary for school operation; facilities for primary education, and junior high and high school education; instructional areas for exceptional students; vocational educational facilities; general support facilities; facility safety; surface and other facilities such as those involving engineering and custodial services; and environmental controls. The guide's final section addresses statutes, procedures, and tasks relative to preparing and submitting the CEFP for approval, including on-site inspections by state officials and current standards for existing facilities. 250p.

This is the executive summary of a facilities master plan for a New York school district. This summarizes the charge, the process, and findings, as well as provides a list of recommendations. 5p

This describes how Geographic Information Systems (GIS) was used in evaluating the conditions of the 164 operating public schools in the District of Columbia. GIS themes utilized include ward boundaries, school locations, attendance zones, and streets.

School construction guide offers key personnel in school development projects with guidance on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides advice on how to set up a Master Planning Team and establish a plan for quickly completing the building process. It provides an overview of the planning process, discusses the skills required in the Planning Team, explores task assignments and time allocation for each, examines how to set key targets, and reviews value management and life-cycle costing. Specific topics address such areas as the business plan development, building access, financial planning, and school and community consultation. Illustrations outlining the planning processes are included. 31p.

This book assists facilities administrators to prepare for the master planning efforts. It is organized into the following chapters: "Defining Master Planning," "The Process," "Determining Objectives," "Where to Begin," "Master Plan Administration," and "The Selection Process." The authors of this book assume that outside architects will design the plan, but they urge in-house preparation, including eliciting support, defining the plan's needs, and collecting relevant information. 103p.

This sourcebook draws upon award-winning educational projects to examine emerging trends and new technology in educational facilities design. It presents profiles of the best designed schools of the last decade; new trends in school layouts; essential programming information on space needs, classroom size, and other design criteria; design tips for accommodating computers and audio-visual equipment; and guidance on organizing the programming and design phases of school construction. Additionally, it explains how to prepare long-range facility plans, how to inventory and evaluate existing facilities, and how to prepare educational specifications as well as providing a detailed summary and directory of information and planning resources. 237p.

This self-assessment guide is designed to assist members of fiscal policy teams in assessing current district standards and practices in the area of school facility planning and construction in relation to the total educational program. Arranged to complement the components of a long-range master plan, the guide is divided into nine parts: (1) organization and process for planning a facility; (2) use of demographics in planning; (3) selection and acquisition of the site; (4) determination of the need for educational facilities; (5) program requirements; (6) selection of an architect; (7) financing for the facility; (8) construction of the school building; and (9) orientation and post occupancy evaluation for users. 95p.

Proper planning in the design of new school facilities saves time, money, and resources. The importance of planning increases when funds are scarce, as limited dollars must be put to their best use. A dialogue should be generated in the community and among members of the school planning committee regarding how schools should look. Many questions that must be considered in the construction of new schools and building remodeling are addressed as well as issues and alternatives each district can take into account with its own resources, situation, and philosophy. The first section looks at a hypothetical school containing design elements that are described and discussed in section 2. Section 3 outlines planning steps, specification determination, and planning for quality. Design examples of nine schools, a master plan checklist, and a listing of resources in providing planning assistance are included. 81p.

This guide assists school districts in the development of a comprehensive facilities master plan. The guide includes sections on educational program, how to evaluate the utilization and condition of existing facilities, how to conduct a demographic study, and how to implement and evaluate the master plan. 32p.

Presents a computer-based version and a manual version of a set of techniques developed to assist in forecasting the need for primary and secondary school facilities, and in critically evaluating proposals to satisfy that need. The report is organized into eight chapters. Chapter 1 summarizes the project organization, staffing, methodology, and final products of the system. Chapter 2 reviews the general level of school facility planning in the United States, based on a survey of literature, school district interviews, and local and state questionnaires. Chapters 3 through 6 examine the four basic components of the system. Chapter 7 summarizes different procedures for using the system, with emphasis on techniques for recognizing and appreciating "uncertainty." The final chapter summarizes initial responses to the system based on a preliminary evaluation by various school administrators. 110p.

Presents a set of techniques is presented to assist administrators in forecasting the need for primary and secondary school facilities and in critically evaluating proposals to satisfy that need. The four basic components--enrollment, facility, fiscal, and geographic are adapted for school districts without access to a computer and require only a desk calculator. Forms for manual calculation of the components are included. Two additional chapters present considerations for (1) organizing a major planning project and (2) selecting alternative plans, assembling data, and periodically rerunning the system. 220p.

Presents discussions on the current status of the college classroom, laboratory, library, dormitory, and campus planning. Chapters by various authors emphasize that the new classroom buildings and lecture halls should enable fewer teachers to teach more students, which can be achieved only in large teaching areas or in small areas linked electronically; emphasize flexibility that can be attained by nonpermanent partitions and exposed, well-mounted utility feed lines; discuss problems libraries face in housing ever-expanding collections and accommodating the new technologies that have become part of the modern library; report on house plan, core plans, and other arrangements which provide more pleasant physical surroundings and further educational objectives by providing live or electronic aids to learning, and focus on theaters, museums, recital halls, health centers, college unions, and research facilities.

Considers the improvement of school facilities in four parts: 1) development of a long-range plan including curriculum and building needs; 2) development of an individual project, covering stages from planning through occupancy; 3) planning for specifics of function, health, beauty, and economy, and 4) whether to modernize or build new. 382p.

Advises on planning school building by first examining the planning process, development of educational policy, and master planning. Subsequent chapters consider selection of design and construction services, costs, and facts and myths concerning aspects of school building and classroom design, size, and lighting. Includes 74 references. 150p.

Advises on school planning and construction, addressing the impact of the educational environment, space and facility needs assessment, aesthetics, the planning process, enrollment predictions, site selection, capitalization, construction costs, renovation, and maintenance. 237p.

Discusses use of demographic information in school planning, including predicting areas of growth that will need schools and areas of decline that may necessitate closing or consolidating schools. Costs of maintaining underutilized or vacant schools, the practice retaining them in case of an unforseen upswing, the negative effects of school closures on neighborhoods, and some particular issues surrounding shifts between neighborhoods within metropolitan areas are considered.

Details ten reasons for campus master planning, providing for each the principal advantages, challenges, and elements for implementation of the planning effort. The reasons discussed include administrative, regulatory, space, deferred maintenance, growth, and community relations requirements.

Profiles the work of Alabama's Baldwin County Public Schools in creating a school facilities master plan in a rapidly growing district. Extensive community involvement and support is described.

Advocates the creation of school buildings that can adapt to future demographics and educational practices. Concepts to include in school master planning are changing grade spans, inclusivity, non-graded education, instruction design, integration into the community, and competition for students.

Discusses how to manage planning in large and typically contentious school districts. Recommendations described include developing smaller and multiplexed schools, instituting new academic standards and accountability measures, compartmentalizing the district, allowing joint use of facilities, an establishing partnerships.

Presents major issues that school administrators should consider in ten areas: cost, security, technology, maintenance, health, energy efficiency, impact on learning, school as center of community, flexibility, and size.

Advises on addressing the demands of aging educational infrastructure, in an environment of shrinking state funds and demands for equity in school facilities. Planning that budgets for short- and long-term needs, alternative ways to organize capital projects, non- traditional funding schemes, and quality project teams are discussed. Includes one reference.

Discusses the importance of campus master planning that includes open spaces, pathways, and outdoor common areas. Also covered are student and faculty involvement in planning, timing, challenges, sustainability, architectural considerations, and community connection of the master plan.

Provides an extensive checklist of warning signs that might indicate funding trouble for a school capital program. These involve long-range planning, management of the bond issue, construction project management, building programming, and communication and citizen involvement.

Synthesizes outlooks on education taken by several futurists into four themes that should be taken into consideration in advance of expansion plans. These are: 1) strategic and updated technology, 2) building knowledge and skills that will valuable in the future, 3) building of "hyperhuman skills" such as discovery, creativity, and influence, and 4) accommodating demographic changes. Includes six references.