ousd design guidelines-classrooms_12-11-12

DESIGN GUIDELINESOAKLAND UNIFIED SCHOOL DISTRICT

Date [12/13/12]

21st Century Classrooms

DRAFT

Design Guidelines

Oakland Unified School District Design Guidelines

Table of Contents

Your topic here

2

I. Contributors

II. Vision

III. Components

IV. 21st Century Classrooms

a. Flexible Classroom

b. Furniture

c. Technology

d. Utilities

e. Adjacencies

V. Specialized Programs

a. STEM

b. Programs for Exceptional Children

DRAFT

Design Guidelines


Contributors

21ST CENTURY CLASSROOMS

Soraya BrooksTeacherPrescott Elementary School

Joe Cavanagh Deputy Program ManagerSGI Construction Management, OUSD

Caleb CheungScience ManagerOUSD

David Colbert Facilities Coordinator Facilities Planning and Management, OUSD

Roma GrovesPrincipalMLK Jr. Elementary School

Josh Jackson Senior StrategistMKThink

Leah JensenInstructional TechnologistInstructional Technology Unit, OUSD

Tracey LoganProject ManagerTechnology Services, OUSD

3

Cesar MonterrosaFacilities CoordinatorFacilities Planning and Management

Kara OettingerCoordinatorPrograms for Exceptional Children

Matt OkazakiStrategistMKThink

Manisha PatelProject Manager, Process ImprovementTechnology Services, OUSD

Cheyenne ProngaSTEM Grant Coordinator & New Teacher SupportOUSD

Arun RamanathanExecutive DirectorThe Education Trust-West

Charles H. SmithBuildings & Grounds, OUSD

Mia Settles-TidwellInstructional and Operational AlignmentOUSD

DRAFT

mailto:[email protected]



Design Guidelines


These design guidelines provide a framework for the creation of 21st century classrooms in the Oakland Unified School District. All designs will follow the Collaborative for High Performance Schools (CHPS) best practices, and enable sustainable maintenance and cleaning practices.

Fundamentally, classroom updates will support teaching and learning. In particular, facilities renovations will align with curricular and pedagogical development.

Regarding technology, it is essential that classrooms will have the capability to support evolving uses of technology, with respect to both new equipment and infrastructural needs. As much as possible, facility designs should support the inclusion of students with different needs. OUSD is committed to making facilities accessible to students of all abilities, and all facilities must comply with the Americans with Disabilities Act.

The focus of these set of design guidelines will be centered around general-purpose classrooms in the district, as well as STEM facilities. The objective of these guidelines is to prepare facilities to support any form of curricular pedagogies the district chooses to accept, but not determine any operations regarding program implementation.

Vision

4


DRAFT

Design Guidelines


Components

5

Common Core

OUSD currently implements the Common Core State Standards, and is supported in its implementation by the Smarter Balanced Assessment Consortium. These guidelines will allow facilities to support these curriculum standards.


Support a Variety of Pedagogies

Along with the Common Core State Standards, the guidelines will prepare OUSD facilities for a number of other pedagogies, such as “flipping the classroom,” “one-to-one” learning, and “blended learning.”

These guidelines will allow classroom facilities to be flexible enough to support a variety of curricular pedagogies. Regardless of specific program, the guidelines will enable greater student engagement and collaboration in the classroom, as well as stronger student-teacher interaction and collaboration. The guidelines focus on the following topics:

- Flexible Classroom Configuration- Furniture & Equipment- Technology Infrastructure- Utilities- Adjacencies- STEM- Programs for Exceptional Children

Lecture

Homework

Flipping the Classroom

DRAFT

Design Guidelines


21st Century Classroom Components

6


Flexible Furniture

Technology Infrastructure

Network Access

Utility Support

DRAFT

Design Guidelines


Flexible Classroom

7


One of the essential elements of the design guidelines is to make the classrooms flexible, allowing for a variety of teaching and learning styles to happen in the same space, as well as providing more appropriate room configurations for the type of curriculum being taught.

Traditional Lecture

Group Work

Various Group Work

DRAFTBest practices?

Design elements to avoid?

Design Guidelines


Furniture

8


Chairs- should be easily moved and rearranged - remain detached from desks.-

Desks and Tables- easily portable- able to be configured in various arrangements.-

Teacher Station- for grades 6-12, when possible classrooms should be equipped with a teacher podium, containing: - computer - audio/visual controls-

Storage- securable- portable when possible/applicable-

DRAFT

Design Guidelines


Technology

9


Network Access & WIFI- all classrooms should have network access. It is OUSD’s goal that all students should have access to WIFI.- Coordinate with Technical Services regarding materials and configurations to support connectivity.-

Amplification and Distributed Sound- Embedded?- Product specified?

Educational Technologies- LCD Projector - Placement - Mounting- Interactive Whiteboard - Placement - Mounting- “Elmos” and mobile carts - Placement - Mounting-

DRAFT

Design Guidelines


Utilities

10

Lighting- where possible, there will be a combination of natural lighting and artificial lighting- artificial lighting should have brightness controls and zoned variable lighting controls.- adjustable shades for windows- sun shades to reduce overheating in rooms with direct solar exposure-


Power & Wiring- the outlet-to-student ratio goal is __:__ or greater- at least one wall will have power and outlets running along the entire length of the room- ground outlets will also be provided when possible- see Collaborative for High Performance Schools (CHPS) for further information-

Ventilation- passive ventilation when possible- fans should not be under lights to eliminate flicker- A/C is to be avoided except when absolutely needed for environmental comfort-

DRAFT

placeholder

placeholder

Are ground outlets always wanted?

Design Guidelines


Utilities

11

Flooring- Get input from custodial- refer to Materials Standards


Storage & Cabinets- various storage types will be placed in all classrooms- shelving and cabinets with locks - mobile storage-

Sinks- when possible, all classrooms should be equipped with a sink-

Materials- refer to Materials Standards- walls and acoustics?-

DRAFT

placeholder

Design Guidelines


Adjacencies

12

Restrooms- should be close to classrooms - all kindergarten classrooms should have an adjoining restroom- classrooms used by Programs for Exceptional Children may have additional restroom requirements


Entrances & Exits- routes should comply with the CHPS and Title 5 California Code of Regulations - create “zones” to enable classrooms or parts of classroom buildings to be made available for use by partner organizations while the rest of campus is secure- refer to the Shared Use Design Guidelines for more information. DRAFT

Design Guidelines


STEM

13


Embedded STEM ModelMost STEM classrooms will be equipped with the same materials as all 21st century classrooms. A well-designed 21st century classroom should be able to support STEM programs.

Academy Model At the high school level, some STEM programs may require additional infrastructure for equipment. Refer to the Middle School & High School Planning Design Guidelines.

placeholder

placeholder

Critical Components for STEM:

- WIFI/Network access- Flexible configuration for project-based learning- Running water

Examples:

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

DRAFT

Design Guidelines


Programs for Exceptional Children

14


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

Acoustic ControlsSound and acoustics play an integral role in teaching and learning, and children with hearing impairments need resources through which acoustics are appropriate.

Dedicated FacilitiesFor students with more comprehensive needs, facilities must be planned in conjunction with the Programs for Exceptional Children. Refer to _________ for further information.

InclusionOne goal of OUSD’s Programs for Exceptional Children is to include students with special needs when possible. To support inclusion programs, classrooms should feature:

placeholder

placeholder

DRAFT

Design Guidelines


Additional Resources

15


Technology Support

Blended Learning PilotOUSD

FAQs about Proposition SSan Diego Unified School District

Revised Bond ResolutionSan Diego Unified School District

Other

Draft Bond Budget

eSN Special ReportReinventing Education

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

DRAFT

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

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

ousd design guidelines-classrooms_12-11-12

Documents

set of design guidelines

design elements

classroom facilities

ousd facilities

century classroomsdate

oakland uniedschool

facilities renovations

toprepare facilities