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 ten top trends in school facilities, as determined by a large educational planning firm. 2p.

Discusses the creation of school facilities that anticipate and support educational change without expensive remodeling, outlining the main considerations of a flexible building that can accommodates future standards that are presently embryonic or nonexistent. 2p.

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.

This British guide introduces some of the key issues around school design, and then proceeds through school building project stages: 1) creating a vision for the school and appraising the options: new build, refurbishment or a mixture; 2) developing the brief 3) selecting the team that will design and build your school; 4) developing the designs and constructing them; 5) the finished building. The guide explains what happens at each of these stages, how the school will be involved, and what help is available to enable informed decisions. The intent is to explain when the key decisions are made that influence the design quality of your school and the implications of those decisions. The guide features 13 case studies illustrating the secondary school design process. It also includes a glossary of terms, guidance and information on useful organizations and websites. 165p.

Examines 12 educational trends influencing the planning and design of school facilities. The trends were identified by reviewing the latest research on school facilities and student outcomes; current issues, problems, and initiatives in the educational field; emerging demographic patterns; and the authors previous work on this subject. The trends are: (1) School choice and equity will redirect facilities planning. (2) Small schools may be favored over large ones. (3) Class size may continue to be reduced. (4) Technology will be increasingly used to lower personnel costs and to deliver instruction. (5) School missions may change. (6) Classrooms will be reconfigured to accommodate various learning styles or tasks. (7) Schools will see extended hours of use to accommodate year-round schooling, non-traditional students, and community use. (8) Electronic media will increasingly replace paper. (9) Grade configurations will change. (10) Special education will continue to be mainstreamed. (11) Early childhood programs will expand. (12) Schools might disappear altogether in favor of home and distance learning. Includes 40 references. 8p.

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.

Presents a reader-friendly account of the school design process, with guidance on defining a community's "dream school," building support for its funding, converting dreams into an actual design, managing construction, and celebrating the building opening. Includes tips on guiding participants' efforts, selecting consultants, and making key design decisions. 40p.

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.

Presents the Duval County Public Schools' planner consultant selection criteria, including standard qualifying data and forms, as well as specific screening and selection procedures. 17p.

Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve facilities planning in order to support and enhance the delivery of educational programs and services. The document proposes policy reform as one tool for affecting the planning, design, construction, maintenance, and funding practices and processes at the state and local school district levels. However, state level standards and control must be carefully developed and applied, so that creativity, public participation, and local priorities can drive the facility planning and design outcomes. Best practices examples and a list of resources are also provided. 14p.

Presents the Commission's perspective on the British private finance initiative (PFI) to deliver well-designed public buildings (including schools), and considers what policy interventions are needed to remove the barriers to the delivery of design quality. 6p.

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

Advocates regular school facility assessment and outlines the stages of a capital planning project as steps A-Z-FF, in chronological order. The stages begin with the planning process and end with the completed warranty inspection. 7p.

Prioritizes the 31 criteria for school facilities established by the Maryland Task Force to Study Public School Facilities based on the links beteween conditions in school buildings and student achievement. The author, drawing on a large quantity of research, recommends addressing first the criteria that relate to student health and safety: 1) potable water, 2) fire safety, 3) adequate lavoratories, 4) security systems, and 5) emergency communications systems. Elements directly linked to student achievement should then be addressed as follows: 1) human comfort, 2) indoor air quality, 3) lighting, 4) acoustical control, 5) secondary science laboratories, and 6) student capacity. The 31 criteria may be found at http://www.mlis.state.md.us/other/education/public_school_facilities_2003/Definition%20of%20Standards.pdf. (Contains 75 references.) 66p.

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.

This guide provides a framework for community involvement in modernizing or building new public school buildings. The process is broken down into the five steps of assessment, envisioning, planning, development and implementation of the project. The chapters for each step are preceded by an overview of how facilities affect the quality of education and community, and how to initiate the process of improving a school building. 60p.

Written for decision-makers in school buildings, district offices, and boards, this book outlines the major aspects of school maintenance and renovation, with a focus on cost-effectiveness. Chapters include: 1) How Schools are Funded; 2) Organization of Maintenance, Engineering, and Operations Staff; 3) School Board Policies for Maintenance and Operations; 4) Administrative Process--The Paper Chase; 5) Capital Improvement and Maintenance Planning; 6) Cost Maintenance; 7) Deferred and Preventive Maintenance; 8) Emerging Role of Technology; 9) Contract Maintenance--External Management Service; 10) Regulatory Aspects of Maintenance and Operations; 11) Cost-Effective Procurement Processes; 12) Deciding to Renovate; 13) Planning the Educational Program; 14) Selection of the Architect; 15) What the Architects Does; 16) Renovation Funding; 17) Alternative Funding Plans; 18) Bidding and Contractor Selection; 19) School Operating During a Renovation; 20) Bringing Closure to the Project; and 21) The Price of a Good Education. 200p.

Offers guidance to ensure that middle 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 school construction projects are included. Issues of site design, acoustics, security, indoor air quality, sustainability, and accessibility are each accorded their own chapter. (Includes 34 references.) 181p.

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.

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.

This book introduces 29 elementary through high school projects in various countries, the majority of which are from the UK, the US, and Germany as well as featured buildings from India, Japan, Singapore, Norway, and Canada. Through these case studies, the book presents educational philosophies and needs, as well as cultural and climatic considerations across the world. A wide range of issues are reflected in these projects, including the technology-led classroom, sustainable green schools, flexible spaces, tight urban sites, optimum school size, community involvement, and safety and security concerns. Contains plans, illustrations, drawings, and many full color photographs. 224p.

This provides a framework of educational design principles from which educators and design professionals can structure the content of their educational facility development process, from the earliest strategic and educational planning right through to design, construction, occupancy and facility management. The principles are divided into educational facility planning and design process principles, principles for site and building organization, principles for primary educational space, principles for shared school and community facilities, principles related to the character of all spaces, and those related to site design and outdoor learning spaces. 18p.

This book looks at planning from a “lessons learned” perspective, using examples and narrative to relate the Cuningham Group's process and philosophy while demonstrating how to apply educational research in real world settings. The second edition includes updated graphics, additional case studies, and a new chapter that examines a sustainable approach to school design. Following an introduction, the discussion is broken down into the following chapters: (1) “Schools That Fit;” (2) “Toward Better Schools;” (3) “Schools That Fit Communities;” (4) “Schools That Fit Education Leaders;” (5) “Schools That Fit Teachers;" (6) “Schools That Fit Learners;" (7) “Schools That Fit Children;” and (8) “Schools That Fit The World.” The book is intended to be a resource for communities, schools, and districts as they explore how education impacts the learning environment. 72p.

This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools; life cycle costing; facility standards; facility costs; maintenance; bond issues; site issues; accessibility; building codes; asbestos; working with architects; construction delivery options; and sustainabilty issues. 28p.

This describes essential characteristics required to successfully develop and implement an educational facility planning processs. The intent of these essential characteristics is to outline an approach for addressing the facility challenges confronting urban school districts that is cost effective and realistic. Discusses such characteristics as shared vision, agreed upon process, consultant leadership, internal capacity, adequate funding, and broad based involvement. 8p.

This paper provides architects and educational planners with data on the necessary space requirements for restrooms, mechanical rooms, custodial spaces, food service, construction enclosure space, and circulation and corridor space, as well as an ongoing indication of necessary building area per student. It offers itemized data to illustrate variations and similarities in elementary schools, junior high/middle schools, K-12 schools, and high schools. Data were extracted from the final construction drawings of 158 educational facilities designed and constructed over the last 12 years. The paper presents general facility data and itemization of facility research data. Results show that programming percentages for the various categories can vary dramatically, depending on building systems utilized, type of building enclosure, and efficiency of the design. Based on the facilities examined, 32-38 percent should be added to net programmed areas for construction and circulation, depending on the type of building being developed. Net programmed areas should include the necessary restroom, custodial, mechanical/electrical, and food service requirements. 29p.

This publication examines 10 educational trends that should be considered in the planning, design, and modernization of schools. The trends were identified by reviewing research on the relationship of school facilities to student outcomes; by performing a general environmental scan of current trends, issues, problems, and initiatives in education; and by reviewing demographic patterns emerging out of the 2000 U.S. Census. The trends are: (1) the lines of prescribed attendance areas will blur; (2) schools will be smaller and more neighborhood oriented; (3) there will be fewer students per class; (4) technology will dominate instructional delivery; (5) the typical spaces thought to constitute a school may change; (6) students and teachers will be organized differently; (7) students will spend more time in school; (8) instructional materials will evolve; (9) grade configurations will change; and (10) schools will disappear by the end of the 21st century (or will they?). 6p.

This manual is intended to be used by parents, teachers, school administrators, students, community organizations and residents as a guide to identifying, planning, implementing, and maintaining large- and small-scale school improvement projects. Its sections address: (1) key terms and concepts; (2) types of school improvement projects; (3) creating the school improvement partnership; (4) planning a school improvement project--getting started; (5) planning a school improvement project--design; (6) school improvement project implementation; (7) marketing and promoting a school improvement project; (8) findings funds and volunteers; (9) school improvement project tools (preliminary school assessment tool, consensus tool, site selection tool, implementation planning tool, fundraising plan tool); and (10) case studies of a small project (Bladensburg High School sign) and a large project (Shadyside Elementary School master plan). 24p.

Records the history of the Council of Educational Facility Planners International during the 20 years from 1980 to 2000, including information that connects the years preceding 1980 and beyond 2000. Past and present presidents and executive directors offer "stories" in response to prompting questions about their personal experiences with the council. Also included is a summary of the council's previous history-publication, published in 1982, titled "From NCSC to CEFPI: The Council's First Sixty Years." 114p.

This booklet presents one architectural firm's understanding and application of the latest educational research in real-world settings. It asserts that architects can make significant contributions to education by designing schools that uniquely facilitate improvements in organizational structure, learning methods, or both. It presents lessons learned about designing schools and about the process and the planning that are required to align facilities with programs, and architecture with education. The booklet provides examples of environments shaped by attention to communities' individual needs, including small schools, project-based learning, and community schools. Following an introduction, the discussion is broken into the following chapters: (1) "Schools That Fit;" (2) "Toward Better Schools;" (3) "Schools That Fit Communities;" (4) "Schools That Fit Education Leaders;" (5) "Schools That Fit Teachers;" (6) "Schools That Fit Learners;" and (7) "Schools That Fit Children." 64p.

This book addresses the administrative procedures associated with planning and managing school facilities and discusses planning from the perspective of both individual facility projects and more comprehensive district-wide efforts. Part One examines historical and contemporary perspectives on school facility planning. A systems perspective is provided for defining the adequacy of school buildings, and the effects of changing demographics, school reform, technology, and obsolescence are detailed. Various planning paradigms and needs assessment are the focus of Part Two. Part Three examines specific tasks related to completing a facility project, including public opinion polling, securing professional services, and management responsibilities before, during, and after construction. Part Four includes focused issues: planning elementary schools, planning secondary schools, making enrollment projections, working with other agencies, choosing between renovation and new construction, financing capital outlay, and maintaining facilities once they become operational. 279p.

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 research project examined how educational facilities are perceived and used by the occupants. It sought to inform the design of effective learning environments in elementary schools through a heightened awareness of the needs of the occupants and an understanding of how they use their school facilities. Project objectives included the following: (1) to increase awareness of the needs of facility users by encouraging a dialogue between designers, educators, and facility occupants; (2) to develop a knowledge base that will lead to the design of effective learning environments; and (3) to assemble a set of visual examples of effective learning environments that can be used as a resource to facilitate communication between architects and educators. The project involved the case study of three elementary schools: Irwin Avenue Open Elementary School in Charlotte, North Carolina; Grasonville Elementary School in Grasonville, Maryland; and Cougar Elementary School in Manassas Park, Virginia. In addition to detailed building descriptions with photographs, significant findings were: (1) a sense of community at multiple scales provides students with a sense of belonging and a sense of place; (2) functional spaces that allow for multiple uses and a variety of tasks encourage students to make choices for themselves, fostering the development of individual responsibility; and (3) experiential learning takes place when a student is engaged in an activity; active participation allows students to apply what they learn and helps them define their interests, thereby contributing to a sense of self. 44p.

Reports on a study to determine if involving teachers in the design process for school facilities would result in a commitment to change by the whole faculty. In one rural Minnesota school district a majority of the facility planning committee was made up of teachers. This committee was charged with articulating the educational activities that would take place in any new or renovated buildings by outlining seven critical attributes that would set the direction for the physical design and educational programs that would take place in the future. It was found that in this district, which attempted several reform efforts during the past 10 years, teachers agreed to change their teaching to conform to the committee's vision. 71p.

This paper focuses on how urban high schools may be not only revitalized but also transformed into institutions that are designed to help students at the crossroads of their academic careers. It discusses the rationale for change, historic highlights of this effort, and a new vision for American high schools. Some of the promising approaches to change include: transforming large impersonal schools into small schools; using whole-school design; reaching out to parents and other community members to increase their involvement in education; and partnering with businesses and universities. The paper highlights the Carnegie Corporation's Schools for a New Society initiative, which has awarded planning grants to 10 community-school district partnerships working on urban high school reform. The paper also focuses on principles outlined by the New Century High Schools for New York City Consortium, a $30 million commitment to high school reform in New York City announced in December 2000 by the Bill and Melinda Gates Foundation, the Open Society Institute, and the Carnegie Corporation. 14p.

This publication presents information on the history, operations, and accomplishments of the Educational Facilities Laboratories (EFL), a nonprofit corporation established to help schools and colleges maximize the quality and utility of their facilities, stimulate research, and disseminate information to facility planners. Included are descriptions of EFL's funding, guiding principles, leadership, and operations over its 28-year history. Also explores EFL's aggressive philanthropic philosophy and innovative approaches to school project funding, it's development of the open plan approach that influenced basic school design in the 1960s and early 1970s, and the school construction systems and development team that created a standardized method for constructing school buildings. A discussion about EFL publications and a list of these publications and EFL films are provided. 8p.

This book provides the essential information architects need to fast-start a school design process and shares what leading architects have learned about elementary and secondary school design. It provides critical information on the process, potential problems, design concerns, and recent trends in school design, along with complete coverage of energy issues and mechanical systems, structural concerns and acoustic control, lighting, internal traffic, and security. Further, the book asks and answers 20 questions that frequently arise in the early phases of a project commission; and provides project photographs, diagrams, floor plans, sections, and details. 250p.

This manual presents guidance for creating a constructive dialogue between school officials and the surrounding community on the design of schools that contribute to enhancing educational quality. The benefits of community participation are addressed as are descriptions of the principle parts of the participation process, including strategic planning, goal setting, and long term planning. Finally, the manual presents the Charrette process as a method for generating design ideas. 18p.

This issue paper presents an assessment of Georgia's need for school facilities--both current need as well as the additional need created by law HB 1187. For the purposes of this paper, the current unmet needs are addressed separately from the impact of HB 1187. The pre-HB 1187 needs are identified from the facilities plans in terms of classroom additions, new schools, renovations, and modifications and are expressed not only in terms of units but also in terms of eligible costs at a standard state rate that is applied to all systems. Then, the impact of HB 1187 is examined and an estimate of the additional need for classrooms as a result of HB 1187 is provided. For illustrative purposes only, the number of additional classrooms or instructional units is broken into new schools and additions. No definitive cost estimates are provided at this point until all 180 facilities plans can be examined with local facilities personnel to determine how many of these additional classrooms would be accommodated in new schools. 36p.

This paper asserts that given the net growth in Georgia's student population and the need to house these students, a logical and systematic approach to disburse state funds based upon an assessment of needs is critical. It explains that a local facilities plan encourages the local school system to look into the future and assess their needs and how they will construct, add, renovate, or modify facilities to meet their future needs. This plan is then used as the basis for funding decisions both at the local and state level. The paper presents some background information related to facilities planning and discusses why planning is important and what triggers construction. Additionally, it provides a history of Georgia state facilities planning and explains in detail a typical local facilities plan and the development process. In the "Current Conditions" section, the paper analyzes current planning in relation to the requirements of the law. The "Findings" section highlights issues that need further consideration. The final section of the paper poses some alternatives for consideration to further improve the planning process and management of planning. 23p.

This North Carolina report describes new and innovative approaches to school facilities as they relate to their communities by exploring the trends towards smaller schools, walkable schools, sustainability and green building practices, recycling older small community schools, and joint use arrangements. The pros and cons of small schools are examined. The report finds solutions by applying strategies in smart growth planning. Concluding sections contain links and references where stakeholders can obtain in-depth material on these subjects. (Contains 60 references.) 57p.

Examines use of geographic information systems (GIS) by the Blue Valley School District in Overland Park, Kansas, to help manage and plan for rapid growth and development. The GIS program helps school districts realize several planning related benefits: increased cooperative planning activities among stakeholders in the school planning process; achievement of a greater democratization level; and improvement in the planning process for school district residents, the planning and facilities committee, and the school district's administration. 30p.

This report examines the viability of creating a new-schools incubator and identifies appropriate incubator services. A new-schools incubator, an entirely new organization designed to provide expertise and support to school founders during their planning process, may meet the needs of school founders facing the challenges of planning effective new schools. The report details the growing need for new schools, the challenges to school startup, and the theory behind incubation. In addition, it provides lessons learned from interviews with business incubator directors relevant to the design and planning for a schools incubator. Sections II and III establish the rationale for a schools incubator. The report utilizes school-enrollment projections and data from existing school-reform initiatives to demonstrate the growing need for new schools. It also describes the challenges for new-school startups based on interviews with school founders. These challenges include the lack of access to resources and technical expertise and a shortage of startup financing. Sections IV and V propose implications and recommendations for structuring a schools incubator, paying close attention to how business incubators work. The report closes with recommendations for the ways school-incubator developers can ensure the viability of a new-schools incubator.

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.

While the condition of rural school facilities varies across the country, most rural school districts face similar issues as they consider new facility construction, renovations, or additions. These issues are how to gain public support for funding, how to make the best use of local resources, how to design buildings that meet a variety of community needs, and how to design facilities that optimize instruction and use of technology. This book contains seven edited papers presented at the National Working Conference on Improving Rural School Facilities, held in Kansas City (Missouri) in March 1998. The papers are: (1) "Trends and Issues Affecting School Facilities in Rural America: Challenges and Opportunities for Action" (Sarah Dewees, Glen Earthman); (2) "Financing Facilities in Rural School Districts: Variations among the States and the Case of Arkansas" (Mary F. Hughes); (3) "Preserving Heritage While Restoring and Improving Facilities: A Rural Community's Experience" (Burton Edward Dickerson); (4) "Creating Technology Infrastructures in a Rural School District: A Partnership Approach" (Dennis Jensen); (5) "Gaining Rural Community Support for a Bond Issue: A Superintendent's Experience" (Stephen Dean Bohrer); (6) "Maintaining Respect for the Past and Flexibility for the Future: Additions and Renovations as an Integrated Sequence" (Dan Swedberg); and (7) "Managing the Rural School Facility Construction Process" (Angelo Passarelli, Wade Goehring, Anne Harley). 128p

This guide focuses on the architecture of primary and pre- school sector in the United Kingdom and broadly considers the subtle spatial and psychological requirements of growing children up to, and beyond, the age of sixteen. Chapter 1 examines the history, origins, and significant historical developments of school architecture along with an overview illustrating the link between progressive educational ideas and experimental architecture. Chapter 2 explores the classroom environment and its importance to child development and learning, including the interweaving of the esoteric factors such as the effects on behavior of color, light, and texture with the practical aspects of designing for comfort, health, and education. Chapter 3 analyzes and discusses the best new examples of school design within the wider architectural and political context. Chapter 4 examines the issues outside the classroom such as environmental factors defining healthy, comfortable buildings for education and the structure of school funding within the United Kingdom. The book also analyzes 20 school or educational buildings in diagrammatic and visual terms revealing how wit and imagination applied in a discerning manner can be as inspiring as cutting-edge technologies adapted in previous eras. 238p.

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.

Project staff have found that designing schools for the future is a learning process in which staff, students, community, and designers work together to discover new ways to design a school's learning experiences and environment. The project staff had several goals for the characteristics and features of the learning experience and school design when the project, New Designs for the Comprehensive High School, was initiated. Goals included: (1) representing the leading edge of a new breed of schools that would create some new "space" in which to think about the operation of high schools; (2) promising the idea of a common set of learner outcomes for all graduates; (3) relating learner expectations to the challenges and opportunities in work, family, community, and personal life; (4) operating the high school more as a learning community; (5) more closely aligning learner expectations, the learning process, the learning organization, and the learning environment; (6) drawing more attention to learning in contrast to teaching; (7) having a positive special character that gives more focus, coherence, and spirit to learning; and (8) wanting schools that don't cost any more to build or operate than existing schools. The design-down process has 12 learning elements: context, audience, signature, expectations, process, organization, partnerships, staff and staff development, environment, celebration, finance, and accountability. Lessons for gaining agreement on decisions include looking inside and outside the school for design group members; involving those members from the beginning; using a clear and powerful process; relying on more than one way; and thinking comprehensively and long-term. 17p.

This booklet is designed for administrators who are being encouraged to build a new, or remodel an old, school facility. It describes the planning process from perceived need to the hiring of an architect; the duties of the architect, bondsman, and contractor; school bonds and finances; disability access requirements; force account; economical maintenance; the chronological order of construction; an overview of building systems and materials; applicable state laws; construction costs; and sample construction forms. Also included are Oklahoma State Fire Marshall fire resistive considerations and safety. Appendices contain a checklist for designing maintenance-free buildings; samples of the forms used in building construction projects such as contracts, bonds, and affidavits; and examples of energy conservation measures. 84p.

This case study describes the planning and design process for the Heritage Oak Elementary School in Dry Creek Joint School District. It discusses the rapid residential growth that initiated the school planning process to reconfigure the K-8 self-contained classrooms into elementary schools that contained kindergarten through fifth-grade and middle schools for the remaining sixth- through eighth-grade students. Also described is the reconfiguration of the traditional 9-month calender to a multi-track year-round calendar, and the joint planning of school sites with the park systems in the school district. Major elements of the planning process discussed are the Board of Trustees' commitment to build community-based schools, community participation in the instructional program design, a comprehensive district facilities master plan, educational specifications designed to the district curriculum, and a participatory design process. The case study demonstrates that the process used to plan and design the school was effective in providing a school facility that met the school district's program needs, school staff, and school community. 308p.

This issue of MASS Magazine, Journal of the School of Architecture and Planning at the University of New Mexico, addresses growing international interest in learning environments and their effects on behavior, and (2) design education, an integrated model for visual-spatial lifelong learning. It focuses on the new and emerging integrated field which combines elements in education, new learning environment design, and the use of more two- and three-dimensional visual thinking as mainstream educational practices. Following an editorial introduction, the issue's articles are: (1) "Technology and Education" (George Lucas); (2) "Learning Is Being Alive" (Rina Swentzel); (3) "E Pluribus Unum: The New American Community School" (Steven Bingler); (4) "Environments for Children" (Dolf Schnebli); (5) "Beauty, Morality, Sunshine and Freedom" (George Anselevicius); (6) "A Case History of a Community School in Sendai, Japan" (Hiroko Hosoda); (7) "Lessons in High School Planning and Design" (C. William Brubaker); (8) "Ecology and Community" (Fritjof Capra); (9) "The Role of Designers in Design and Education" (Peter Edward Lowe and Phillip I. Nobel); and (10) "Physical Environments Do Affect Learning and Behavior of Students" (Anne Taylor). 56p.

This booklet is designed to facilitate open, clear communication between educational facility planners and the architects hired to oversee building design and construction. Provides a list of architectural, electrical, plumbing, and topographical symbols; a glossary of architectural terms; and a list of public agencies and relevant codes and regulations of which school planners ought to be aware.

This book offers and examines a number of suggestions for school architecture. The book consists of a review of 22 school projects from around the United States. The text opens with a brief history of school design in the nineteenth and twentieth centuries, but the focus throughout the book focuses on several distinct elements: designing schools with beauty and character; the planning and building process; computers and their impact on learning and design; interior design, including color, light, space, furnishing, and equipment; how educational restructuring affects architecture; and campus planning-site analysis. The design ideas presented here apply to a broad array of school types: community schools, high schools, shared facilities, elementary schools, expansions, renovations, and new projects. Each case deals with a unique problem and shows how the architects worked with the educators to create a tailored solution. Graphics and other illustrations are provided for each project reviewed. Special chapters address issues such as how to prevent obsolete schools, how to transform the learning environment, and how to design schools with character. 205p.

Planners are increasingly focusing on the future of society, education, and the impact these social forces may have on school facilities and learning environments. This report examines patterns in societal trends, educational approaches, and facility design. It describes changing patterns in each area, as articulated in Alvin Toffler's "The Third Wave", within the following time frames: Agricultural Society (1650-1849); Industrial Society (1850-1949); Information Society (1950-1999); and Knowledge Society (2000-2025).

This paper examines the changing role of environmental quality management from its traditional operationally-based role, to an expanded, more dynamic role in strategic educational planning activities at the local, site-based level. First, a brief review of the state of knowledge concerning the impact of environmental quality on the educational process is presented. Second, the trend toward site-based management (SBM) in schools is discussed in light of the potential opportunities for developing a whole-system process of strategic educational planning that encompasses and integrates environmental quality management. Third, an action research study is presented in order to first illustrate the complex relationship that exists between day-to-day environmental quality management and educational instructional activities in many urban schools, and second, to suggest a potential mechanism for drawing school and community representatives into the strategic planning and evaluation process at local school sites. The paper concludes that educators can be trained to collaborate in an environmental diagnostic process in which environmental quality concerns are identified, prioritized, and addressed in such a way as to be congruent with educational activities and goals, and that this process can be integrated within existing facility management decision-making frameworks such as SBM school improvement teams. 8p.

To demonstrate the impact facilities can have on learning, some exemplary elementary schools that made the decision to provide a good educational environment are presented. To assess the impact of these facilities, students, teachers, parents, superintendents, and other administrators were interviewed. The book opens with a discussion of whether the building does make a difference in education and concludes that the physical surroundings wield a profound effect on children and personnel. Discussed next are various philosophies that influence structural design and how classrooms should be constructed to help children learn. The school environment should stimulate and motivate children, and it should support educational initiatives, not hinder them. Some of the specific areas that are discussed at length include communications and technology, enrichment and support space, and outdoor learning and play. The theme of the text, "a place where people want to be", is the focus of the last chapter. Each section features numerous interior and exterior photographs of school buildings. 135p.

This booklet presents key areas that educational and physical facilities planners need to know to effectively interface with architects and building designers so students can have the best learning environments possible within the available resources. The necessity for adequate physical facilities for education is argued, how to manage the qualitative dimensions of these facilities is explored, controlling capital investments is examined, and designing facilities that are adaptable for multiple uses is discussed. A chart outlining the educational buildings planning process is provided. An appendix presents a checklist of data to be collected during an educational buildings inventory. 100p.

This document was developed to provide those individuals involved in school construction with an easy-to-understand resource. Ten chapters address facility and educational planning, budgeting and funding, organizing the planning team and process, site selection, space planning, contracts and negotiating, the design and building process, special features of an educational facility, security and vandalism prevention, and indoor air quality. Includes a school evaluation and a site selection criteria checklist, theoretical space profiles for three educational facility levels, a table detailing adequate space allocation, and a standard school project schedule and construction timeline. The appendix provides the following samples: "Request for Proposal" questionnaire, policy statement, letter of intent for subcontractor, commitment form, school construction project directory, construction data sheet, and project cost data sheet. 125p.

Although a high-quality learning environment is crucial to educating America's youth, numerous studies have shown that the countrys schools are in substandard condition. Suggestions and guidelines to help school administrators, business officials, board members, and others interested in improving school facilities are presented in this book. It opens with an overview of the legal and planning issues that school boards face and provides practical insights from a school administrator for planning and implementing capital improvement projects. It also offers an experienced architect's insights concerning the planning process. Financial concerns that school districts face in planning a capital improvement project are covered, as are considerations for complying with the Americans with Disability Act in building or renovating a building. How to conduct competitive bidding is described, and information on public policy is offered. The last two chapters present a detailed summary of the federal tax and securities laws, which govern the marketing of securities for financing capital improvement projects. It is hoped that this information will help school administrators and others understand the requirements of the federal tax and securities laws. 171p.

School administrators need in-depth information to mount effective planning efforts, to develop and maintain satisfactory buildings for modern educational programs, to supervise the work of other professionals and technicians in designing and constructing facilities, and in evaluating such efforts. A syllabus for a course that imparts this type of information is presented here. It lists the objectives for the course, including that the student will be able to describe and evaluate the process used in various types of planning, and outlines the class requirements. The 19 suggested course topics include an introduction to the planning process, organizing staff for a building program, long-range planning, surveying existing facilities, facility evaluation instruments, developing capital improvement, involving the community, architectural selection, site selection, educational facility specifications, facility design, bidding, evaluation, plant maintenance, energy utilization, and other topics. 14p.

This survey of 96 Texas public school superintendents and 96 Texas public school business managers determined their decision making roles and differing perceptions of the facility planning process. Survey data reveal few significant differences between superintendents and business managers suggesting that business managers often perceive correctly to what extent superintendents involve others in decision making entailing school facility acquisition. Superintendents were more often collaborative than autocratic in decision making, particularly, during the "selling" and "occupation" phases of facilities' planning. "Selling" involved justification to the public for the new school and presentations made in the public arena to persuade members of the community of the need for the new school. During the "occupation" phase decisions were made to involve parents and other community members in the opening of the new facility through open houses, etc. Superintendents also tended to be highly collaborative when the time came to develop educational specifications for the new building. 213p.

Explores the effects of teacher involvement in the planning of new secondary schools. The study found that the more teachers were involved in planning the new school, the more positive their attitude was towards the facility. The study found that three-fourths of the teachers surveyed were not involved in new school planning. It also found that most teachers, whether or they had previously been involved in planning their schools, wanted an active role in the planning process. 169p.

As a sourcebook and textbook, this publication provides a comprehensive treatise on the planning, design, remodeling, and maintenance of educational facilities. The first chapters deal with the theory, principles, and techniques related to the educational planning of school buildings, including the application of selected principles of educational psychology. These chapters contain theoretical considerations that serve as a basis for long-range education planning and the specific educational facilities in any school district. The remaining chapters offer timely and practical information that reflects the state of the art in the planning of functional and futuristic educational facilities. It also includes information specific for planning child-care facilities. Besides containing information on curricular matters for the architect, this book also offers suggestions and solutions to a variety of problems related to educational facilities confronting school officials, school maintenance personnel, college and university officers, boards of education, and other stakeholders. 435p.

This guidebook provides information to school districts for use during the planning and development process of a school building program. The first eight chapters offer guidelines for completing the stages of educational facility planning: conducting a needs-assessment study; planning and generating commitment; designing the proposed facility; "selling" the plan; procuring financing; working with the architect and contractor during construction; orienting students, personnel, and the community prior to occupation of the building; and evaluating the new facility. The final chapter provides suggestions for deciding whether to build new facilities or remodel. Appendices contain a sample facilities study project, evaluation instruments, a chart for calculating enrollment projections, and an outline for final presentation before the school board. (Contains 25 references.) 110p.

This book presents a theoretical and practical portrayal of how, when, and why public school districts build new schools as well as specifying school district reorganization and the subsequent steps necessary to implement plans. It discusses how school districts relate to state agencies on regulatory, fiscal, and support bases; and addresses questions considered important to school district officials and others engaged in projects requiring long-term management. Topics address preconstruction considerations, issues involving the construction of new schools, postconstruction processes, and provide conclusions and policy implications. Author and subject indexes are include as is an appendix containing references for additional information. (Contains 228 references.) 194p.

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.