Defines the process by which facilities projects in the University System of Georgia are initiated, funded, planned, designed, bid, and constructed. Each chapter begins with a general step-by-step process for project development with references to supporting documents in the corresponding appendices of the manual. These appendices support and coordinate with the chapters in the first part of the manual and consist of detailed documentation, forms, checklists, guides and examples of correspondence that may be used throughout the process.

Provides step-by-step guidance, checklists, and forms to New Mexico school districts in taking advantage of state resources for school construction. The contents accommodate the planning, funding, project development, construction, and occupancy stages. 88p.

Focuses mainly on financial concerns covering areas such as bids, sources of state funds, selling or buying school property, bonds, capital outlay funds, and general loan information. Other statutes covered include architectural and engineering services, classroom sizes, the duties of local educational authorities, inspections, energy savings contracts, lease properties, long-range facility plans, the North Carolina Historical Commission, facilities guidelines, repair of damage to school property, replacement of buildings, and fire safety. 101p.

Assists with creating high performance structures for Minnesota, as required by the state legislature. The guidelines are organized into the following categories: performance management, site and water, energy and atmosphere, indoor environmental quality, and materials and waste. The guidelines are required when they clearly contribute to the desired human, community, environmental, and life-cycle economic outcomes. Some guidelines are recommended rather than required until their direct financial benefits to the State can be clearly demonstrated. 80p.

Presents the proceedings of a forum of policymakers and practitioners from across California, along with national experts, examining the wide range of California state policies on school planning, design, and construction, and the ways those policies influence local decisions. Specifically, the forum was convened to understand what California policies and practices influence, promote, and/or hinder: 1) the location and size of new school sites, 2) building shared use and joint use school facilities and/or sites, and 3) innovative school design (especially in relation to location, site size, and use of schools). The report presents the forum's three conclusions and a set of recommendations for each. 33p.

Covers requirements for school construction, with sections detailing the state's authority, purpose, scope, definitions, product categories and priorities, followed by standards for construction, site, space, cost. Procedures and processes for application, approval design, review, regulation enforcement, asset protection, maintenance, housing aid reimbursement, program integrity, closing of schools, and waivers complete the document. 27p.

Establishes a uniform and detailed approach to school facilities design for the New Jersey School Construction Corporation. The details 25 required criteria that inform the design process and sets individual goals for each. Required design and construction standards follow, organized according to the phases of concept, schematic design, design development, construction document, bidding and contract award, construction administration, project close- out, and post occupancy reviews. Required deliverables for each major phase of work are included. Appendices explain how project progress reports will be made and provide a LEED checklist. 314p.

This illustrative guide presents the complex code issues inherent to designing schools in a clear, easily understandable format. It highlights major changes between the new international code and previous model building codes to help readers better understand how these changes will affect their practice. 432p.

Provides mandates and recommendations for school construction according to codes and laws adopted by the state. The guidelines are organized by CSI Masterformat divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 115p.

Offers guidance for the sustainable design, construction, and operation of new schools, modernization projects, and school renovations. The Guide and Rating System will assure compliance with Local Law 86, which established sustainability standards for public design and construction projects in New York City. The implementation of the GSG and Rating System makes NYC one of the first and largest school districts in the nation to have sustainability guidelines required by law. The guide covers water-conserving fixtures such as metered faucets, dual flush toilets, low-flush urinals, and low-flow showers that may result in the reduction of potable water usage in each school by more than 40%. New efficient classroom lighting fixtures, stringent acoustical standards, the selection of building materials, and the manner in which materials are removed from the construction site for proper disposal are also detailed. 212p.

Presents the Collaborative for High Performance Schools' (CHPS) High Performance Schools Guidelines tailored to New York code requirements and the priorities of the New York State Education Department. New York has organized and added new material to emphasize criteria that directly contribute to student learning, reduced maintenance, and long building life. The Guidelines are divided into seven sections: site; water; energy; materials; indoor environmental quality (IEQ); operations and maintenance; and extra credit. Each section has prerequisites that must be achieved, with the remainder of the Guidelines consisting of optional credits. These prerequisites and credits allow the district to show that their completed school meets the criteria for a New York High Performance School. 135p.

Pursuant to an act of the Vermont legislature, these recommendations were created to develop a comprehensive proposal to incorporate high performance school design and construction standards into Vermont school construction projects. The authoring committee recommends adopting the Northeast High Performance School Protocol, which makes up the majority of this document, along with their own Vermont addenda, which is also included. 143p.

Describes the benefits, requirements, deadlines, and procedures for school projects to receive third-party verification of compliance with the Collaborative for High Performance Schools (CHPS) criteria. This is of particular significance in California, where state incentive grants are available based upon attainment of CHPS points. 10p.

Summarizes state laws relating to healthy, high performance school design and construction. New and updated legeislation is listed on the website as it is enacted.

Details performance standards and best practices for energy efficient, sustainable school building design and construction. The Protocol is intended for use by individual state education departments as a guide to meeting state mandates and/or performance based incentive programs. It is divided into eight sections: policy and operations, indoor environmental quality, energy efficiency, on-site renewable energy, water efficiency, materials selection, site selection, and design innovation. Each section contains a list of criteria or standards, a description of the standard, the reason it is included, how to document compliance, and additional resources available. These criteria are listed as prerequisites or electives. The prerequisites alone define a high performance school and can be achieved in renovation and modernization projects as well as new construction projects. 110p.

This overview of the Ohio School Facilities Commission programs and operations describes the mission and history of the Commission, the roles of its members and staff, its funding, and its programs. Also provided is the Commission's outline of the major steps in a school construction project, Commission policies and procedures, and contact information. 40p.

Offers extensive guidance in the school facilities planning and construction process, with particular reference to Ohio requirements. Individual large sections are arranged to follow the general project timeline of preplanning, planning approval and funding, contracting, design, bidding, construction, occupancy, and post occupancy. Numerous examples forms and documents to assist with job descriptions, planning, policies, procedures, budgeting, and commissioning are included. 601p.

Provides guidance for compliance with the Building Authority. The document addresses comprehensive educational facilities plans, funding of School Building Authority projects, funding specific facility plans, project administration and review, and School Building Authority contracts, agreements, and procedures. Extensive appendices detail the Authority's regulations and procedures, as well as providing numerous forms for assessment, review, and submission. 240p.

This manual contains current legal requirements and information on school building construction and inspection in the state of Utah. Major topics include facilities long-range planning; the role and responsibilities of the School District Building Official; school site issues such as size and location, impact, and acquisition and development; as well as coordination with the local municipality and county. Also provided are plan development issues such as educational specifications; life-cycle costing; the structural, energy, Fire Marshal and State Office of Education plan review; the construction bidding process; the construction inspection process; and maintenance and operation of buildings after construction. [Individual chapters have unique URLs.]

Briefly outlines major points to consider when reviewing school design drawings and specifications. 3p.

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

This 15-minute video includes information for Washington state school districts on building requirements for high performance schools and features some of Washington’s pioneer high performance schools.

Provides an overview of the steps to be taken by design professionals and local education agencies to successfully and expeditiously move through Connecticuts plan development approval process. It is designed to highlight the steps where particular attention to detail must be paid in order to avoid errors that result in costly delays. Sections of the document cover code information, eligible costs, document submission, document preparation, sample formats for drawings, checklists, relocatables, play equipment, fixtures, furnishings, and equipment. 76p.

Provides a benchmark for green school buildings in the state. The document is divided into six sections: site, water, energy, materials, indoor environmental quality (IEQ), and policy and operations. Each section has prerequisites that must be achieved, but the rest of the guidelines are optional credits. The state is authorized to award up to 2% additional reimbursement for a public school construction project that achieves certain point thresholds as specified in these guidelines. 138p.

Provides policy guidance to states for building and maintaining high-quality schools. The report identifies key areas needing attention, and covers school facilities and community planning, schools as centers of communities, public school facilities management, and public school facilities funding. Challenges, policy intent and rationale, and model policies are described under each topic, with examples of exemplary state legislation for each topic provided as well. 44p.

Discusses laws and regulations that govern planning, funding, siting, design, and construction of educational facilities in California. The book guides the reader chronologically through the stages of school facilities planning, from initial conception through construction. An introduction on the history of schools in America and California is followed by detailed chapters on funding, planning and design, siting, and construction. 300p.

This 2006 draft specifies the state's standards for square feet per student in elementary, middle, and high schools, as well as square footage for various program areas within the school. Prototype elementary, middle, and high school programs are included. 18p.

Presents the result of more than eight months of work commissioned by the Massachusetts School Building Authority to gather statewide baseline data about the general conditions of locally-owned public school facilities throughout the Commonwealth. The data collected are a result of the observations of teams of educators and engineers whose task was to utilize a standard survey to ascertain the general condition of each school in the Commonwealth. Data collectors visited every superintendent in every school district to receive an inventory of school committee-controlled school properties and then visited every one of those school facilities to gather these important baseline data. This report details the following findings: 1) The condition of the 1,817 Massachusetts schoolhouses is generally good. 2) Massachusetts has expended a substantial amount on schoolhouse capital facilities over the past 60 years. 3) A school building boom occurred between 2000 and 2005, even though statewide enrollment has been declining. 4) Almost one-half of the current school facility square footage is new or recently renovated. 5) There is very little temporary space in Massachusetts. 6) Massachusetts schools have been built 32% to 39% larger, on average, than the maximum gross square footage space requirements per student in the Department of Education regulations. 7. Beginning in fiscal year 2008, the reformed School Building Grant program should be able to provide sufficient resources to meet statewide school capital facility need as determined by the Board of the Authority. 138p.

Presents the Collaborative for High Performance Schools' (CHPS) High Performance Schools Guidelines tailored to New York code requirements and the priorities of the New York State Education Department. New York has organized and added new material to emphasize criteria that directly contribute to student learning, reduced maintenance, and long building life. The Guidelines are divided into seven sections: site; water; energy; materials; indoor environmental quality (IEQ); operations and maintenance; and extra credit. Each section has prerequisites that must be achieved, with the remainder of the Guidelines consisting of optional credits. These prerequisites and credits allow the district to show that their completed school meets the criteria for a New York High Performance School. 122p.

Provides assistance to California districts applying for funds to perform deferred maintenance work on school facilities, with two types of funding (basic and extreme hardship) available. Chapters provide an overview of the of the state program, a description of the funding mechanisms, and details on extreme hardship considerations. Appendices provide examples of deferred maintenance projects, a list of frequently asked questions, deadlines, and architect/engineer fee schedules. 27p.

Provides school administrators, school boards and community members with guidance to help make informed decisions about health and energy efficiency issues important to schools. This resource guide contains the design elements of a healthy, high performing school and the policies to support the school once it is open. Also included are case studies from new schools in Illinois, information on financial resources, tips on selecting a design team and a glossary of terms, and information about educational materials that can help turn a school into a hands-on learning laboratory for students. 83p.

Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by CSI Masterformat divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 111p.

Outlines the state's standard per student square footage for elementary school buildings, organized according to program area. 8p.

Outlines the state's standard per student square footage for high school buildings, organized according to program area. 15p.

Guides New Hampshire school districts in the development and completion of school construction projects. The manual covers the role of design professionals, site selection, design and construction considerations, building materials, construction practices, classrooms, instructional elements, support spaces, furniture, equipment, health, safety, contracting, project delivery methods, financing, and presenting the program to the public. Applicable state requirements are discussed throughout the manual, and appendices provide special considerations for renovation projects, a recommended timeline for school construction projects, and checklists for design review, security, itemization of construction costs, and bonding. 197p.

Outlines the state's standard per student square footage for middle school buildings, organized according to program area. 12p.

These guidelines cover school facility issues from planning new facilities to maintaining existing ones. They were developed to help link educational goals and facilities design, to facilitate flexible, performance-based application, to encourage collaborative development, to become a tool to train superintendents, and to guide future capital improvements. The Guidelines are organized into five primary sections: Introduction; Schools in Everyday Life; A Student's Place; Enduring Construction; and Index.

Describes the funding, management oversight, and technical assistance provided by the Ohio School Facilities Commission (OSFC) to meet Ohio school district construction and renovation needs for fiscal year 2005. The report highlights the work of the OSFC programs for urban schools, planning for the future, school safety, and partnering. A statewide district-by- district summary of Commission work completed or in progress is included. 32p.

Addresses multiple facets of high performance school buildings by providing credits in the environmental categories of energy efficiency, water efficiency, site planning, materials and indoor environmental quality. In addition, it offers an "extra credit" section that emphasizes comprehensive planning and evaluation actions that cross the environmental categories, as well as innovative actions that go above and beyond what is described in existing credits offered within the environmental categories. For each of the environmental categories, the Protocol comprises both required and optional credits. A number of points are assigned to each optional credit. A scorecard is provided whish summarizes the requirements and applicable points for each credit. 72p.

Provides a general framework for planning of higher education facilities, with statewide to individual department perspectives. The document begins with overviews of facilities master planning and programming, followed by space planning guidelines that reflect changes in the higher education environment since 1985. Programming guidelines for specific higher education spaces conclude the document. 64p.

Presents West Viginia's requirements for the development of a 10-year comprehensive educational facilities plan, which are required of each of the states counties, along with annual updates and revisions every ten years. Chapters examine the CEFP process and requirements in the following areas: educational facilities planning; site design; common facilities necessary for school operation; facilities for early childood/primary education, and junior high and high school education; instructional areas for exceptional students; vocational educational facilities; general support facilities; facility safety; surface and other facilities such as those involving engineering and custodial services; and environmental controls. The final section addresses statutes, procedures, and tasks relative to preparing and submitting the CEFP for approval, including on-site inspections by state officials and current standards for existing facilities. 285p.

This guide for Vermont administrators beginning a school construction project is to be used in conjunction with Vermont State Board of Education Rules for Capital Construction. Its intent is to identify key state agencies, and the stage or stages in the development of a school project at which each agency should be consulted. Described are the procedures that school officials should follow in the development of a project. Guidelines are organized in the following areas: (1) the process; (2) professional assistance, construction methods, and the bidding process; (3) suggested procedures for school boards; (4) roles of the different state agencies; (5) other construction issues; (6) capital outlay formula; and (7) applications. 107p.

This manual was jointly prepared by Maryland Higher Education Commission, the Maryland Department of Budget and Management, the Maryland Department of General Services, and the Facilities Planners Council to assist the Maryland community colleges in the planning, design, and construction of buildings, site improvements, and facilities. The Manual also covers the preparation of facilities master plans, capital budgets, and the planning and acquisition of real property or interests in land required in connection with buildings, site improvements, and facilities of Marylands public junior or community colleges and regional community colleges. 217p.

This contains recommendations for school districts on maintenance of good indoor air quality and a safe learning environment during school construction. Lists elements to be included in a safety policy in chronological order, under headings that correspond to the stages of building construction: pre-construction planning, establishment of communication procedures, safety items to include in the bid specifications, and project completion. 11p.

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.

Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve the creation of schools as centers of community. The recommended policies cover extensive and innovative community use of the public school facility, community partnerships that support high quality education and contribute to life-long learning, co-location with local government agencies and/or community organizations resulting in creative program service delivery and more efficient utilization of public land and buildings, and opportunities for new and/or additional sources of funds for financing building improvements and program delivery. Preservation of historic and other neighborhood schools is particularly encouraged. Best practices examples and a list of resources are also provided. 15p.

Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve school facilities management. The policy recommendations cover statewide school facility inventories, minimum adequacy standards, environmental design and construction practices, maintenance criteria, and taxpayer investment protection. Best practices examples and a list of resources are also provided. 21p.

This is the New York State Education Department's survey form for assessing the type, age, features, and condition of school facilities. 22p.

Provides mandates and recommendations for school construction according to codes and laws adopted by the state. Organized by divisions as follows: 1) general requirements, 2) site selection, 3) design criteria, 4) barrier-free design, 5) emergency preparedness,6) schematic and design development phase, 7) construction documents phase, 8) bidding and award phase, 9) construction phase, 10) plumbing, 11) mechanical, 12) electrical, 13) sample forms, 14) checklists, and 15) reference material. 108p.

Includes policies and procedures; standards and guidelines including program requirements, space guidelines, and building systems; custodial and maintenance; furniture, fixtures, and equipment procurement; and technology.

Presents Kansas' requirements for the design, construction, and accessibility of schools, along with the attorney general's opinions clarifying the statues, a list of applicable codes, plan submittal instructions, and guidelines for portable classrooms. 19p.

Provides guidance for the school construction projects, covering architect selection and approval, new construction versus renovation, site selection and approval, educational specifications, space allocation, financing, technology, bond approval, life cycle analysis, energy efficiency standards, design and funding approval, reporting requirements, and equipment.

Provides public school facilities planning and construction guidance for Ohio. The documents of the Guide are arranged to follow the general project timeline, with distinct sections for school preplanning, approval and funding, contracting, design, bidding, construction, occupancy, and post occupancy. An extensive list of additional resources accompanies the manual. 557p.

Establishes a uniform and detailed approach to school facilities design for the New Jersey School Construction Corporation. The guide sets forth 24 required criteria that inform the design process and sets individual goals for each. Required design and construction standards follow, organized by CSI Divisions. Required deliverables for each major phase of work are described. Appendices explain how project progress reports will be made and provide a LEED checklist. 237p.

Provides guidance to Kentucky local school planning committees in the evaluation of information and the development of a master educational facility plan (MEFP) and a district facility plan (DFP). The MEFP contains an assessment of various facets of the school district's attributes and operations including the district profile, educational program, demographic information, facility conditions, transportation information, and finances. This plan provides a comprehensive view of the overall program needs of the district and facility improvements needed to provide an equitable educational opportunity to all students in the district. The DFP for capital construction is developed subsequent to the MEFP. 17p.

Defines the essential components of a fair and effective state school facilities policy and suggests a series of policies in five key areas: 1) Setting priorities for approving and funding school facilities; 2) Adopting funding mechanisms that do not penalize rural and low wealth districts; 3) Creating standards for school facilities; 4) Defining the appropriate state role, setting ethical standards, and encouraging local participation; and 5) Establishing processes to evaluate state school facility programs and projects. Appendices offer guidelines and a checklist for state school facility programs and referrals to additional resources. (Includes 76 references.) 23p.

The provides technical assistance to Illinois public school districts, regional superintendents, architects, and engineers. It is a reference manual for understanding various requirements, processes, and forms used in administering the health/safety code for public schools. Chapters cover: School Construction Process; Annual Building Inspection; Ten-year Safety Survey Report; Health/Life Safety Amendment Process; Temporary Facilities; Condemnation/Demolition Process; Recommended Practices and Commonly Asked Questions. 123p.

Presents Massachusetts' laws for school construction in situations where state building aid is sought. The laws cover general requirements for design, materials, and construction, along with standards for sites, programs, costs, renovations. Procedures and requirements for the granting process, emergencies, reimbursals, waivers, and maintenance are also covered.

Reviews California's current four-stop process for school facility approval, where funding eligibility, allocation, site check, and plan approval occur. There is duplication of effort, with different agencies repeating the same work, and no coordination of checks or consolidation of information. The process takes many months and is subject to a variety of delays. The report then describes its recommended streamlined, one-stop process with a single submission of documentation, some mandatory checks made optional, and with fees for certain services. 13p.

Presents an overview of energy-efficient technologies that may be eligible for financial assistance from the Maine High Performance Schools Program. Artificial lighting, daylighting, mechanical systems, heating systems, and life cycle cost analysis are described. 24p.

This details current design criteria for the Miami-Dade County Public Schools, with sections on general requirements, site work, materials, equipment, furnishing, technology integration, thermal and moisture protection, mechanical, conveying, and electrical systems.

Guide specifications for the design and construction of Miami-Dade County Public Schools are provided for the sixteen divisions including general requirements, site work, materials, equipment, furnishings, technology integration, thermal and moisture protection, mechanical and electrical systems.

Presents the fourth year of this poll which surveys Ohioans' opinions on educational adequacy in order to help form public policy. The survey revealed that Ohioans give the schools only an average (C+) rating, and want to be more involved in decision-making. They also favor multipurpose schools available for community use. 15p.

Guides the potential day care provider through the process of planning, programming, and designing a day care center, including Chicago licensing information. Steps in the process are presented as chapters in the guidebook, arranged in much the same order as a child day care provider might use the information to plan and design a center. The chapters are: Getting Started, Programming Center Spaces, Creating a Project Budget, Review of City Licensing Requirements and Process, Selecting a Site and Building, Planning Indoor Space, Site Planning and Outdoor Spaces, Sustainability, Universal Design, Working with an Architect and Other Professionals, Case Study, and Health Requirements for Child Care Centers and City of Chicago Fire Alarm Requirements for Day Care Centers. 165p.

Advises school board members on a variety of school condition and construction issues, including the impact of facilities on student achievement, how to get started with capital improvements, new construction versus renovation, project management, selecting design professionals, key components of school design, "green" construction, financing, and typical legal problems of school construction. 186p.

Describes the state's difficulty building schools, due to bureaucratic delays and regulations that drive up construction costs. A plan for reform is proposed that includes exemptions from the state's Field Act, a single-payer system which provides grants to districts, reduction of Field Act staff and consultants, conversion of administrative facilities to classrooms, elimination of class-size reduction requirements, year-round schooling, no universal preschool, encouragement of developer-built schools, elimination of prevailing-wage laws, encouragement of home schooling, expansion of charter schools, and school choice. 57p.

This provides a detailed review of how school construction decisions — whether to renovate existing buildings or build new, greenfield facilities — are made in Michigan and their effect on development patterns. The report aims to help school officials, community leaders, homeowners, and parents evaluate the full cost of new school construction or renovation. It recommends changes in state policy that, if implemented, will capture the economic and cultural benefits of renovating older schools or building new ones in town. 20p.

Assists with space and facility planning for charter schools, with particular attention to New Hampshire's charter school laws. The document outlines the work of the facility committee or team, offers succinct space planning considerations for the various instructional and non- instructional spaces, and advises on air and water quality, asbestos, fire safety, hazardous materials, security, playgrounds, and transportation. Additional space cost considerations for new construction or existing spaces, as well as re-use of civic, organization, commercial, retail, or industrial spaces are also included. 106p.

This document presents the space requirements for Georgia's elementary, middle, and high schools. All square footage requirements are computed by using inside dimensions of a room; the square footage of support spaces in suites may be included when computing the square footage of the suite. Examples of support spaces include storage rooms, offices, kilns, and others. The space requirements are classified by building section: classrooms, including access to work counters; corridors, which must be at least eight feet wide; art rooms; music rooms; science rooms; vocational needs such as agriculture, technology, and various clusters including metals, auto body, and electronics; the media center; the reserve officers training corp; the theater; physical education area; food service area; and toilets, including the number of fixtures for student toilet rooms and the separate toilet fixtures and facilities for each sex. 16p.

Provides the results of a facility survey of 1342 Maryland schools. Facilities were evaluated against federal, state or local guidelines in 31 areas that covered building condition, environmental quality, size, configuration, accessibility, and support spaces. The criteria against which the schools were evaluted are provided, along with a chart for each school system that shows the percentages of schools not meeting each standard. For ten of the standards, a chart for that standard is provided that illustrates the percentages of failing schools in each school system. 61p.

Summary of design and construction standards for all new school buildings including codes, air conditioning, spacing of buildings, and location on site. 4p.

Provides a reference to legislation, regulation, and policy regarding school building projects and maintenance programs. It represents the terms and conditions under which school boards may engage in building projects, offering policies, procedures, guidelines, and reference documents. New construction, preservation, plant operations, maintenance, charter schools, and closure with disposition of schools and land are included. 164p.

Examines the New York State Education Department's administration of their RESCUE program, which requires school districts to develop maintenance plans for their school buildings and prepare an annual report card of building conditions. The report finds that many of the districts have not prepared maintenance plans and most have not prepared the required report cards. Another finding was that some districts are inappropriately deferring maintenance so they can claim state capital construction aid to cover their costs. The report recommends changes in reporting within RESCUE and modifications to State Building Aid to encourage compliance and decrease abuse of both programs. 24p.

This document provides school systems and designers with design information that can be used as a basis for new schools, additions, and renovations when building public schools in North Carolina. Further, it serves as a planning guide for those in the process of building or renovating school facilities. Guidelines detail minimum requirements for each area of an educational facility, allowing for minor deviations in spatial requirements where design efficiency dictates. Comments and recommendations are offered for each area's guidelines. Appendices present the General Statute for erecting school buildings, feasibility and cost analysis required by the statute, class sizes and teacher allotments, suggested sizing for media center main rooms, recommended lighting systems with illumination levels, and forms for use when deviations from the guidelines are required. 77p.

Summarizes CEFPI's acreage guidelines for elementary, middle and high schools; lists the acreage requirement formulas for all fifty states; and provides contact information, comments and documentation resources for each state. Information was collected from state facility reports and manuals and verified through direct contact with personnel from state educational agencies and practitioners. 2p.

Presents the state's facility guidelines, covering the topics of site, square footage, enrollment projections, design capacity, classrooms, assembly spaces, media centers, physical education spaces, administrative areas, food service facilities, sustainability, energy efficiency, lighting, safety, and lifecycle cost analysis. Appendices provide programmatic models for schools of 1-22 classrooms, a safety and security checklist, and a chart for life cycle cost analysis. 39p.

Presents the recommendations of a March, 2003, summit. These were: 1)Coordination between Delaware Department of Transportation and Department of Education concerning siting of new schools, 2) Standardization of school interior designs (but not the exteriors), 3) Development of a certificate of necessity program to assess the need and impact of a proposed school, 4) Increasing the state's awareness of planned growth areas, 5) Compliation of best practices from summit attendees and school personnel, 6) Exploration of shared use of facilities and retrofitting of available buildings for school use, 7) Examination of charter school siting, 8) Exploration of financial issues including energy efficiency and busing. 50p.

This section of the Texas Administrative Code defines instructional facilities and codifies the funding, debt, and bond repayment processes for individual districts. Standards for school facilities construction before and after January 1, 2004 are enumerated, with cross- references to the Texas Educational Code.

Enumerates the state of Texas' rules for certification of design and construction, space minimum square foot requirements, educational adequacy, construction quality, educational specifications, and specialized areas in school facilities. 13p.

Provides a reference guide for those involved in school planning, maintenance, repair and construction funded through the Capital Improvement Program for Delaware Public Schools. Included in the manual are the Major Capital and Minor Capital Improvement Programs, Vocational Equipment Replacement Program, Satellite Schools and building construction materials. Also included are regulations adopted by the Department of Education. Following each regulation is technical assistance to support the regulation. 90p.

This report reaffirms the contribution made by historic neighborhood schools to their communities. It offers guidance to officials and local preservationists for creating state policies that help preserve and maintain historic community schools, and for building new schools that serve as community centers. The report describes state requirements for community involvement in school planning, the overly generous site standards that contradict the creation of community schools and preservation, and funding mechanisms that help preserve historic schools. Information for the report was gathered from telephone interviews, correspondence with state school facility officials,and online reviews of printed school facility standards. Includes 13 references. 32p.

This survey of Ohio adults was intended to gauge attitudes on a range of educational issues. Key findings include: (1) Ohioans are optimistic about the future; (2) they favor limiting school enrollment to 400 or less; (3) respondents believe that in addition to rebuilding the physical structure of Ohio's schools, there is a need to rebuild the social structure surrounding schools and children; (4) Ohioans continue to greatly overestimate the cost of 1 year's tuition at a public 4-year college or university by almost 2 times the actual cost; (5) respondents believe the top priority for Ohio's education spending is grades K-12; and (6) urban residents particularly favor smaller school size. Detailed findings are presented in the areas of the state of the schools, school improvement, school facilities, college and career access, funding education in Ohio, and urban district comparisons. 50p.

Discusses forms of parent involvement and democratic empowerment partially restored in the state of Kentucky, and now engendered as a result of the Kentucky Educational Reform Act (KERA). The creation of citizens facilities planning committees and a process for school facilities review restores at least one new democratic process in the battle over local school control and helps preserve smaller and historic schools. The pre- and post-KERA environment is detailed, with case studies and advice about persisting difficulties included. Includes 17 references. 16p.

Much like office buildings that house several companies, a school building can house several autonomous schools, each with their own administration, faculty and budgets. This toolkit describes examples of schools sharing buildings in Chicago, and gives practical advice for how to do this successfully. Recommendations include: establish a commitment to shared equitable space; build and maintain stong working relationships; support school identity and autonomy with visual cues; plan for the future with a memorandum of understanding; develop a conflict resolution process; capitalize on the benefits of building sharing. 23p.

This report illustrates the policies, programs, and practices that have been adopted by selected states and school districts in order to incorporate a high performance approach in school planning, design, and construction. The report describes in detail the high performance school building initiatives of the states of California, Massachusetts and New Jersey, along with the districts of Los Angeles, Wake County, North Carolina, Elk River Area,Minnesota, and Edmonds, Washington. Various strategies for establishing regulatory requirements, building community support, developing partnerships and evaluating the results are discussed. 117p.

This guide summarizes changes in laws and regulations for educational facility funding options and construction project proposals; highlights some of the latest ideas in planning and designing school sites, space design, and related issues; and examines essential considerations when designing middle level and community use/partnership spaces in schools. Minnesota state regional and local agency procedural requirements for school construction project review are included. Related issues and considerations involving the development of partnerships with community groups, public agencies, and private users; urban and rural schools; school security; indoor air quality; lighting and electrical systems; and charter and private schools conclude the guide. 160p.