planning & design guidelines for small learning communities · pdf fileplanning &...

Planning & Design Guidelines for

Small Learning CommunitiesLos Angeles Unified School District Secondary Schools

July 28, 2005

USDLALos Angeles Unified School District

Facilities Services Division

2 3

Los Angeles Unified School DistrictFacilities Services Division

ROY ROMERSuperintendent of Schools

JAMES A. McCONNELL, JR.Chief Facilities Executive

J.A. MEHULADeputy Chief Facilities Executive

New Construction Branch

July 19, 2005

During the 2004-2005 school year, the Los Angeles Unified School District approved policies and procedures

governing the development and implementation of Small Learning Communities in middle schools and high schools.

At the same time, the Facilities Services Division prepared the attached Planning and Design Guidelines for Small

Learning Communities to establish and sustain consistent representation of requirements and standards to all members

of the Design Team.

The document presents design guidelines and criteria for planning, design, and technical development of new schools,

and the conversion of existing facilities. The guide is crafted to assist design team members in developing buildings and

campuses that support Small Learning Communities (SLCs). Collectively, the information supplied within the document

should be used to guide the design development process.

For additional information, please contact:

Lucy Padilla, DirectorProgram/Design Requirements Section

(213) 633-8481

[email protected]

Ellis Kaufman, AdministratorSmall Learning Communities & School Redesign

(213) 633-8988

[email protected]

Sincerely,

Guy MehulaDeputy Chief Facilities Executive

New Construction Branch

Interim Business Services Center: 355 S. Grand Ave., Suite 1153, Los Angeles, CA 90071 • Mailing Address: P.O. Box 512298, Los Angeles, CA 90051-0298 • Telephone (213) 633-7117 • Fax (213) 633-7239

2 3

Acknowledgements

Project Supervision:

LAUSD Facilities Services Division

Booklet Production:

HMC Architects

Standards and Text:

LAUSD Facilities Services Division&

HMC Architects

Example Projects:

Thomas Blurock ArchitectsHMC ArchitectsJohnson Fain

Langdon Wilson ArchitectureLAUSD Facilities Services Division

Martinez Architects, Inc.Nadel Architects, Inc.

The following list represents those groups or firms whose work has been used to develop this document:

4 5

• Acknowledgements

• Preface and Approval

• Philosophy Supporting Small Learning Communities

• Components of Small Learning Communities

• Guidelines for Facilities

• Process and Distribution of Facilities

• Loading and Organizational Models

• Example Projects

• References

Table of Contents

6 7

Philosophy SupportingSmall Learning Communities

6 7

Mission Statements:

The mission of the Los Angeles Unified School District (LAUSD) is to foster a shared vision among a

group of educators, support staff, students, parents, and community who comprise the small learning

community, and who assume responsibility for the learning of every student through a distinctive and

focused standards-based curriculum. The District’s efforts focus on providing academic instruction

to develop the skills, knowledge, and understanding required to promote personal development to

the fullest extent of the individual’s potential. That commitment demands that schools emphasize

personalized instruction and that students have access to rich educational opportunities and supportive

learning environments.

The Facilities Division’s goal is to build new schools that provide an optimal environment for

educational achievement, promote the full development of the child, and reflect the wise and efficient

use of limited land and public resources. In line with those goals and LAUSD’s mission, the Facilities

Division will support the academic instruction at school sites by building facilities with the flexibility to

accommodate a multitude of school operation models, including small learning communities.

Rationale for Small Learning Communities:

• Research demonstrates that school size is a major factor in student academic success.

• Small schools significantly improve the education and achievement of urban students, particularly students

of color and low-income.

• Well-designed small schools produce increases in parent involvement, a decrease in violence, and a sense

of belonging and satisfaction for students and teachers.

• Small school environments support improved student performance and higher graduation rates.

• Small school environments support improved student attendance and decrease the incidence of dropouts.

• Small school environments counter the anonymity and alienation present in large comprehensive schools.

• Small schools maximize the opportunities for positive student-teacher relationships and minimize the

frequency of transition from teacher to teacher, grade to grade, and subject to subject.

• Small schools support greater teacher satisfaction and improved instructional delivery.

• Small schools promote greater access and equity for all students.

• Small schools serve as alternatives to the industrial, assembly line model of schooling.

Philosophy Supporting Small Learning Communities

8 9

Components ofSmall Learning Communities

8 9

Physical Environment:

• Unifying Identity

• Satellite small learning community administration to provide leadership and counseling

• Flexible/general purpose spaces

• Core curriculum spaces integrated within each small learning community; not by department

• Conference work space to accommodate all teachers

• Collaborative spaces for students

• Shared spaces also accommodate small learning community joint use

• Outdoor gathering spaces

Components of Small Learning Communities

Social Environment:

• Unifying Vision

• Access to a rigorous curriculum emphasizing instruction in:

• English language arts

• Science

• Mathematics

• History, government, and economics

• Emphasis on preparation for college entrance

• Personal, individual contact with instructional and support staff

• Continuity of instruction

• Continuity of student-teacher relationships

• Increased communication and collaboration

• Increased accountability

• Parent involvement

• Community-based participation

• Incentive to innovate

• Flexibility for varying curriculum

• Professional development for staff

• Recognition of student and staff accomplishments

• Development of community dedication to small learning communities

10 11

Guidelines for Facilities

10 11

Program Size (Two Semester Seats - actual enrollment could be larger depending on

instructional calendar used):

*Any changes over the maximum or under the minimum two semester seat ranges must be approved by the

General Superintendent’s Office.

The following guidelines were developed as a resource to aid the design process. Although the general

policies enumerated apply to grades K-12, the emphasis in this document is on secondary schools. Should the

need arise, alternative grade configurations may be considered, however, they must receive approval from the

General Superintendent’s Office.

Types of Schools (Grade Spans):

• Build Traditional School Types:

• High School: Grades 9-12

• Middle School: Grades 6-8

• Alternate Grade Span School Types:

(Consider alternate grade spans if there is logical demographic need and the community supports the

potential project.)

• 6-12

• All potential alternate grade span projects will be brought to the General Superintendent’s Office for

approval

Target Minimum* Maximum*

High School 1500-1600 500 2000

Middle School (6-8) 500-1000 500 1200

Guidelines for Facilities

12 13

Average Classroom Loading Standards:

• The Seat count for each school was based upon the CDE standards (also referred to as pre-1991 norms).

All typical classrooms were assumed to be fully loaded for state matching funds eligibility and for the

purposes of establishing a total seat count; High schools and middle schools: 27 students/classroom.

• All additions to existing campuses are budgeted utilizing modular building type structures.

• 300,000 sf of new school design are budgeted utilizing pre-engineered type structures.

• Chart’s information for funding purposes only. Refer to the project program for specific information related

to the assigned project.

School Type 2-Semester Seat CountSchool Area GSF/Seat Standards

Target

LAUSD Phase II SAB

Middle Schools

Greater than 1,200 88 80

Greater than 800 and Less than 1,200 100 80

Less than 800 110 80

High SchoolsGreater than 1,000 100 92

Less than 1,000 110 92

General Design Guidelines - New Facilities:

• Facilities will support the operation of small learning communities, approximately 350-500 seats each.

• Design flexible, general purpose buildings

• To the extent possible, design features should create separate physical identities for each small learning

community.

• When more than one small learning community is housed in a single building, individual SLCs

should be configured horizontally and contiguously on a single floor. (see Fig.1)

• When individual buildings are dedicated to a single small learning community, individual SLCs

should be configured vertically, occupying the number of floors in the single building. (see Fig.1)

• Design features should limit students from one SLC crossing the general areas assigned to other

SLCs.

• Exceptions to the adjaciencies and stacking guidelines must be approved by the General

Superintendent’s Office.

• Design separate entrances for each small learning community.

• Include separate administrative spaces in each small learning community.

• Include separate teacher preparation/collaboration spaces in each small learning community designed to

promote the building of teacher-teacher and student teacher relationships.

• Include separate student and staff restrooms for each small learning community.

12 13

General Design Guidelines - Existing Facilities:

• Special consideration must be given to existing school campuses, as every campus will contain unique

conditions and challenges.

• Facilities will support the operation of small learning communities, approximately 350-500 seats each.

• Design flexible, general purpose buildings

• To the extent possible, design features should create separate physical identities for each small learning

community.

• When more than one small learning community is housed in a single building, individual SLCs

should be configured horizontally and contiguously on a single floor. (see Fig.1)

• When individual buildings are dedicated to a single small learning community, individual SLCs

should be configured vertically, occupying the number of floors in the single building. (see Fig.1)

• Design features should limit students from one SLC crossing the general areas assigned to other

SLCs.

• Exceptions to the adjaciencies and stacking guidelines must be approved by the General

Superintendent’s Office.

• Design separate entrances for each small learning community

• Include separate administrative spaces in each small learning community.

• Include separate teacher preparation/collaboration spaces in each small learning community designed to

promote the building of teacher-teacher and student teacher relationships.

• Include separate student and staff restrooms for each small learning community.

SLC 1

Figure 1

SLC 2

SLC 3

14 15

Identifying Characteristics of a Small Learning Community:

• Identity

• A shared and compelling vision for each SLC will ultimately shape its identity/focus (not necessarily

career-based).

• Existing small academies will be expected to change to meet the attributes of SLCs.

• Personalization

• SLCs will ensure that each student has a close and continuing relationship over time with at least one

adult (but preferably with a group of teachers) through advisories or other vehicles for mentoring/

counseling.

• Curriculum and Assessment

• Each SLC will implement a rigorous, standards-based curriculum with appropriate benchmarks,

formative and summative assessments.

• Alternative assessments may be substituted for District assessments upon demonstration that the

alternative assessments assure comparable performance.

• Organization

• Each SLC will organize for interdisciplinary teaming

• Reduce teacher/student contact.

Planning and Implementation Guidelines - Small Learning Communities (SLC):

• Centralized and General Use Facilities

• Library

• Media Center

• Physical Education and athletic facilities

• Elective programs (i.e. music, specialized vocational/technical) should be stand alone or on the edge

of SLCs to allow access to all SLCs

• Food preparation and service areas

• Size

• Each SLC will have 350-500 students

• Grades 6-8

• Grades 9-12

• Grades 6-12

• Location

• Each SLC will occupy identifiable, contiguous vertical or horizontal space (see Fig.1), unless approved

otherwise by the General Superintendent’s office.

14 15

• Use of Facilities and Resources

• Each SLC design team will work cooperatively with other teams to provide equity and access for all

students.

• Each SLC will be self-sustaining and will not impinge upon other SLCs on the site.

• Assignment of Students

• Students will be assigned to SLCs in heterogeneous groups to reflect the total school population

(unless there is a specialized magnet already in place or students need to be grouped together to

maximize their instructional experience; e.g., ESL students assigned to at least two of four SLCs).

• Students and their parents will be able to choose from multiple school options within a “zone of

choice.”

• Leadership

• Each SLC will be led by a Principal, an Assistant Principal of Instruction, or a lead teacher.

• If appropriate, a Principal will oversee cross functional activities and the total instructional program.

• Flexible Scheduling

• SLCs will adopt variable schedules to allow for:

1) Common planning/professional development time for teacher teams and,

2) Curricular emphasis/sustained learning for students.

• Instruction

• Instruction in each SLC will be adapted to meet students’ learning needs and include culturally

responsive and linguistically appropriate education.

• Transition

• Instruction will emphasize preparation for college entrance.

• Instruction will provide for career/technical education.

• Instruction will provide transition to work.

16 17

Process andDistribution of Facilites

16 17

Exisiting Facilities:

Task Responsibility Activity

Initiate SLC Concept

• Local District Superintendent • Principal • Teachers • Students • Parents • Community

• Themes Focus • Class Loading

Feasibility and Campus Planning Study

• Consultant (with local district community input)

• Space Assignments • Academy • Shared • Facilities Condition Assessment • Design and Construction Definition

Design

• Office of School Redesign • Architect • Engineers • Design Manager

• Identity Measures • Physical Seperations • Communication Systems • Modernization/Reconfigurations

Construction • Construction Manager • Construction • Phasing Concepts

Occupancy • Local District Superintendent • Principal • School Management Services

• Teacher Training • Student Orientation

Task Responsibility Activity

Initiate SLC Concept

• Local District Superintendent • Principal • Teachers • Students • Parents • Community

• Themes Focus • Class Loading

Design

• Office of School Redesign • Architect • Consultants • Design Manager

• Facilities (Site, Structures, Identity, etc.)

Construction • Construction Manager • Construction • Phasing Concepts

Occupancy • Local District Superintendent • Principal • School Management Services

• Teacher Training • Student Orientation

Process and Distribution of Facilities

New Construction:

18 19

Programmatic Elements:

FUNCTION CENTRAL SLC Shared

Centralized Support Functions •

Professional Development Center •

Health and Human Services •

Parent Center •

Police/Security •

Set Aside Classrooms (Adult Education) • •

Student Store • •

Career Center •

Textbook Room • •

Library/Media Center • •

Multi-Purpose • •

Music/Performing Arts •

Food Service • •

General Classrooms •

Flexible Classrooms • •

Science Classrooms •

SLC Administration •

SLC Support Spaces •

Optional Spaces •

Fields/Stadium •

Physical Education/Athletics •

Maintainence and Operations/Support •

• A program for the spaces and services will be provided to each project’s design team.

• The matrix represents the headings and sub-headings from the programs.

• Centralized spaces are defined as those facilities that support or are used by all small learning communities.

Shared spaces are defined as those facilities that are shared by a minimum of two small learning

communities.

• Centrally housed elements will be significantly reduced in area compared to traditional configurations.

18 19

Loading andOrganizational Models

20 21

High School Model 2: 1000

• For informational purposes only, refer to Facilities educational/space program for specific school

requirements



requirements

Content Area Enrollment Sections Classrooms Actual

English 1000 37.03 6.17 6.0

Mathematics 625 23.15 3.86 4.0

Science 625 23.15 3.86 4.0

Social Science 800 29.63 4.94 5.0

Visual & Performing Arts

250 9.26 1.54 1.5

Foreign Language 250 9.26 1.54 1.5

Life Skills 125 4.63 .77 1.0

Health 125 4.63 .77 1.0

Physical Education 500 - - -

Elective 1700 62.96 10.49 14.0

Total 33.94 38.0

OPSC Load 38.0

Existing LAUSD TeacherAllocation

32.0

Exisiting LAUSDAdmin. Allocation

3.0


English 500 18.5 3.08 3.0

Mathematics 312.5 11.57 1.92 2.0

Science 312.5 11.57 1.92 2.0

Social Science 400 14.8 2.46 3.0


125 4.62 .77 1.0

Foreign Language 125 4.62 .77 1.0

Life Skills 62.5 2.3 .38 .5

Health 62.5 2.3 .38 .5


Elective 850 31.48 5.24 6.0

Total 19.0

OPSC Load 16.92 19.0


16.0


3.0

20 21



requirements



requirements


English 1500 55.55 9.26 9.0

Mathematics 937.5 34.7 5.78 6.0

Science 937.5 34.7 5.78 6.0

Social Science 1200 44.44 7.4 7.0


375 13.88 2.3 2.0


Life Skills 187.5 6.94 1.16 1.0

Health 187.5 6.94 1.16 1.0


Elective 2550 94.44 15.74 21.0

Total 50.88 55.0

OPSC Load 55.0


46.0


4.0


English 2000 74.07 12.35 12.0

Mathematics 1250 46.3 7.72 8.0

Science 1250 46.3 7.72 8.0

Social Science 1600 59.26 9.88 10.0


500 18.52 3.09 3.0


Life Skills 250 9.26 1.54 1.5

Health 250 9.26 1.54 1.5


Elective 3400 125.9 20.99 29.0

Total 67.92 76.0

OPSC Load 76.0


60.0


5.0

22 23

Middle School Model 2: 800


requirements



requirements


English 800 29.63 4.9 5.0


Mathematics 800 29.63 4.9 5.0

Science 800 29.63 4.9 5.0



Art 200 7.4 1.2 2.0

Computer Application 200 7.4 1.2 2.0

Elective 200 7.4 1.2 4.0

Total 24.4 30.0

OPSC Load 30.0


24.0


3.0


English 500 18.5 3.1 3.0


Mathematics 500 18.5 3.1 3.0

Science 500 18.5 3.1 3.0


Foreign Language 125 4.6 .77 1.0

Art 125 4.6 .77 1.0

Computer Application 125 4.6 .77 1.0

Elective 125 4.6 .77 4.0

Total 15.48 19.0

OPSC Load 19.0


16.0


3.0

22 23



requirements



requirements


English 1000 37.03 6.17 6.0

Social Science 1000 37.03 6.17 6.0

Mathematics 1000 37.03 6.17 6.0

Science 1000 37.03 6.17 6.0



Art 250 9.25 1.5 2.0


Elective 250 9.25 1.5 8

Total 30.68 38.0

OPSC Load 38.0


30.0


3.0


English 1500 55.56 9.2 9.0

Social Science 1500 55.56 9.2 9.0

Mathematics 1500 55.56 9.2 9.0

Science 1500 55.56 9.2 9.0



Art 375 13.8 2.3 2.0


Elective 375 13.8 2.3 13.0

Total 46.0 56.0

OPSC Load 56.0


44.0


4.0

24 25

Student Quad

LibraryCentral Support

Functions

GymHardcourtsFieldArea

Multi-Purpose

Faculty Parking(Underground Acceptable)

Student Parking(Underground Acceptable)

SLC 2

SLC 3-Exterior Gathering Area



SLC 1 SLC 3

Food Service

Maintenance, Operations and

Service Yard

Student Loading/Drop-Off

Formal Entry

Note: Refe r to LAUSD Fac i l i t i es educa t iona l/space p rogram fo r spec i f i c schoo l des ign

Generic Campus Organizational Model

24 25

SLC ADMINISTRATION: 1

COUNSELOR

SUPPORT STAFF

COMMON AREASGYMNASIUM

MULTI-PURPOSE ROOM

SLC COMMONCURRICULUM

English 3

Mathematics 2

Science 2

Social Science 3

Visual and Performing Arts 1

Foreign Language 1

Life Skills/Health 1

Electives 6

TOTAL CLASSROOMS 19

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1

Student Group Study 1

Circulation As Required

Electrical/Mechanical As Required

Student Exterior

Gathering Area As Required

Note: Refer to LAUSD Fac i l i t ies educat ional/space program for spec i f i c school des ign

High School with a Single SLC - Enrollment 500

26 27

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


CENTRAL SERVICESDIRECTOR

SUPPORT SERVICES

COMMON AREAS(Gymnasium and Multi-Purpose Room)

Small Learning Community 1Enrollment: 500



English 3

Mathematics 2

Science 2

Social Science 2


Foreign Language 1


Elective 7

TOTAL CLASSROOMS 19


COUNSELOR: 1

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior



English 3

Mathematics 2

Science 2

Social Science 2


Foreign Language 1


Elective 7

TOTAL CLASSROOMS 19


COUNSELOR: 1

High School with Two SLCs - Enrollment 1000


26 27

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior





COUNSELOR: 1



English 3

Mathematics 2

Science 2

Social Science 2


Foreign Language 1

Elective 7

TOTAL CLASSROOMS 18

English 3

Mathematics 2

Science 2

Social Science 2


Foreign Language 1

Elective 7

TOTAL CLASSROOMS 18


COUNSELOR: 1



English 3

Mathematics 2

Science 2

Social Science 3

Life Skills 1

Health 1

Elective 7

TOTAL CLASSROOMS 19


COUNSELOR: 1


SUPPORT SERVICES


High School with Three SLCs - Enrollment 1500


28 29

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior





COUNSELOR: 1




COUNSELOR: 1



English 4

Mathematics 2

Science 2

Social Science 2

Elective 9

TOTAL CLASSROOMS 19

English 4

Mathematics 2

Science 2

Social Science 2

Elective 9

TOTAL CLASSROOMS 19

English 4

Mathematics 2

Science 2

Social Science 2

Elective 9

TOTAL CLASSROOMS 19

English 4

Mathematics 2

Science 2

Social Science 3

Elective 9

TOTAL CLASSROOMS 19


COUNSELOR: 1




COUNSELOR: 1


SUPPORT SERVICES


High School with Four SLCs - Enrollment 2000


28 29

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior



COUNSELOR

SUPPORT STAFF

COMMON AREASGYMNASIUM

MULTI-PURPOSE ROOM


English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1

Computer Application 1

Electives 4

TOTAL CLASSROOMS 19

Middle School with a Single SLC - Enrollment 500


30 31

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior



COUNSELOR

SUPPORT SERVICES





English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1


TOTAL CLASSROOMS 15


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior



English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1


TOTAL CLASSROOMS 15


Middle School with Two SLCs - Enrollment 800


30 31

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior



COUNSELOR

SUPPORT SERVICES





English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1


Elective 4

TOTAL CLASSROOMS 19


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior



English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1


Elective 4

TOTAL CLASSROOMS 19


Middle School with a Two SLCs - Enrollment 1000


32 33

ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior




English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1


Elective 4

TOTAL CLASSROOMS 19



English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1


Elective 4

TOTAL CLASSROOMS 19

SLC ADMINISTRATION: 1 SLC ADMINISTRATION: 1



English 3

Mathematics 3

Science 3

Social Science 3


Foreign Language 1


Elective 4

TOTAL CLASSROOMS 19



2 COUNSELORS

SUPPORT SERVICES


ADDITIONAL SPACES

Faculty Restrooms 2

Student Restrooms 2

Custodian 1

Storage 1




Student Exterior


Middle School with Three SLCs - Enrollment 1500


32 33

Main Level

Second Level

Small LearningCommunity

Administration

Maintenance

Multi-PurposeRoom

Food Service

VerticalCirculation

SLC Stacking Diagram - Enrollment 500

SLC

SLC

EXTERIOR SLC ACTIVITY AREA

34 35

Second Level

Parking Below

SLC Stacking Model - Enrollment 500

34 35

Main Level

Second Level Third Level


Administration

Maintenance

Multi-PurposeRoom

Food Service

VerticalCirculation

Gym

Showers and Lockers


ACADEMY SLCACTIVITY AREA

ROOFTOPACTIVITY AREA

36 37

Parking Below

Second Level

Third Level


36 37

Main Level

Second Level Third Level


Administration

Maintenance

Multi-PurposeRoom

Food Service

VerticalCirculation

Gym

Showers and Lockers


SLC

38 39

Parking Below

Second Level

Third Level


38 39

The case studies represent information taken at the schematic design level and may not reflect final design solutions. The interior layouts and furniture configurations are general in nature and are intended to give the user an idea of the various functions and relationships.

Case Studies - NewSchool Designs

40 41

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42 43

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50 51

3SOUTH

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50 51


Case Studies - Phase IConversions

52 53

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52 53

10CEN

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54 55

10CEN

TRAL

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54 55

Cou

nsel

or

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Adm

inis

tratio

n

Rece

ptio

n

Cou

nsel

or

Teac

hers

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orkr

oom

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istr

ati

on

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d T

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ork

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ssro

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s

56 57


Case Studies - ExistingSchool Conversions

56 57

SHAR

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58 59

THOMAS

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FERSON H

IGH

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58 59

THOMAS

JEF

FERSON H

IGH

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R CR CR CR CR CR

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D L

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1

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4SL

C 4

CR

60 61

References

60 61

• Ancess, Jacqueline & Ort, Suzanna Wichterle. “The Julia Richman Education Complex: Transforming

a Failing High School,” (Excerpted from The Coalition Campus Schools Project: Seven Years Later).

The National Center for Restructuring Education, Schools, and Teaching: Teachers College, Columbia

University. (March, 1999)

• California Department of Education. Aiming High: High Schools for the 21st Century. (2002).

Sacramento

• California Department of Education. Second to None: A vision of the New California High School:

(Report of the California High School Task Force). 1992.

• Darling-Hammond. (2002) Redesigning Schools: What Matters and What Works. School Redesign

Network, Stanford University.

• Dewees, Sarah. “The School-within-a School Model.” ERIC Digest. Charleston, WV. ERIC

Clearinghouse on Rural Education and Small Schools, 1999. (ERIC Document Reproduction Service

No. ED 438147)

• Duke, Daniel L. & Trautvetter, Sara. “Reducing the Negative Effects of Large Schools.” National

Clearing House for Educational Facilities: (March, 2001)

• Gregory, Tom. “Breaking up Large High Schools: Five Common (and Understandable) Errors of

Execution.” ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.

(December, 2001)

• Leis-Castillo, Lilliam. “Small School Learning Communities” Letter Submitted to the Board of

Education by Roy Romer, Superintendent of Schools; prepared and presented by Lilliam Leis-Castillo,

Executive Officer to the Superintendent. September 14, 2004. Board of Education Report No. 63,

04/05.

• Lezotte, Lawrence W. (1997). Learning for All. Effective Schools Products, Ltd. Okemos, Michigan.

• Marsh, David D., Codding, Judy B. & Associates. (1999). The New American High School. Corwin

Press, Inc. Thousand Oaks, California.

References

62

• Meier, Deborah W. “Small Schools, Big Results.” The American School Board Journal, 182. (July,

1995): 37-40.

• National Association of Secondary School Principals. (1996). Breaking Ranks: Changing an American

Institution: (Report on the high school of the 21st Century). Reston, VA.

• Sizer, Theodore R. (1992). Horace’s School: Redesigning the American High School. Houghton

Mifflin Company. Boston.

• Sizer, Theodore. “No Two Are Quite Alike,” Educational Leadership: Volume 57:1 (September,

1999.)

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