Outlines 18 elements that should be considered in a joint-use agreement between schools and communities. 5p.

Discusses opportunities for community schools in North Carolina, addressing purpose and legal foundation, possible synergies, examples and success stories, potential pitfalls, legal and financial aggreements, suggestions for implementation, recent legislation, and non-financial benefits. 25p.

Examines joint use partnerships in the California policy context, focusing on three cases: opening up existing school yards for public use in San Francisco, building new joint use gymnasiums in Rosemead, and building a joint use child development center in Clovis. Appendices include formal case agreements. The report offers a discussion of lessons learned and recommended steps to crafting effective joint use partnerships. 76p.

Assists California school districts in applying for and obtaining grant funds for the new construction and modernization of schools under the provisions of the Leroy F. Greene School Facilities Act of 1998. Following a preface and overview, the guides chapters address the involved agencies, project development activities, application for eligibility, new construction funding, charter school facilities, critically overcrowded school facilities, joint use projects, modernization funding, financial hardship, facility hardship grants, program accountability, and additional requirements and features. Appendices provide contact information, forms, and a construction services matrix. 111p.

Includes policies and procedures which govern facility use and users in order to insure optimal maintenance of athletic fields and other recreational facilities owned by the Village of Ridgewood and Ridgewood Board of Education. 12p.

The use of school facilities and grounds by the general public is governed by Chapter 39, Hawaii Administrative Rules. According to Chapter 39, such facilities shall be made available for public use as long as the requested activities do not interfere with normal school operations. This contains answers to frequently asked questions relating to the use of school facilities.

Reviews the advantages of joint use of facilities and public/private partnerships in environments where taxpayers are particularly opposed to raising of local revenues. California examples are offered and include partnerships from both community college and K-12 districts. Includes 13 references. 4p.

This outlines the district policy to make Jefferson County district buildings and facilities available to the community when not in use for school activities, delineating community/commercial use, before and after school care providers, use of equipment, and denial of requests.

Outlines components of school facility policies that successfully combine rehabilitation of older schools and construction of new. These policies feature flexible acreage standards, joint use, funding partnerships, feasibility studies to compare the costs of renovating and building new, and sale or reuse of older school buildings that are not renewable. Citations for 20 exemplary state policies are included. 4p.

The Secretary adds a new part to title 34 of the Code of Federal Regulations and amends 34 CFR parts 75 and 76 to implement the provisions of the Boy Scouts of America Equal Access Act (Act). This Act directs the Secretary of Education, through the Office for Civil Rights (OCR), to ensure compliance with this new law. The regulations address equal access to public school facilities by the Boy Scouts of America and other designated youth groups. 11p.

This provides an overview of the controversy of renting public school facilities to religious organizations, discusses the "Milford NY Good News Club" court case as well as several other court cases, lists related essays, and includes references.

Covers a variety of legal issues for school officials, with facilities issues being included in chapters on school board contracting, transportation, technology, and special education students. 216p.

Outlines community use of schools from an Australian perspective, including opportunities for use of schools by the community, benefits and features of school-community partnerships, types of agreements, and case studies. Guidelines for developing the legal framework and suggested details of joint use agreements are included. 36p.

Includes a general statement, regulations, how to make an application, and a definition of organizations and rates. 5p.

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.

Recounts the history of New Jersey's Abbott School Construction Program, from 1990 court rulings on school facility deficiencies in poorer school districts to the present. The work of the Program in creating facilities plans, integrating planning and design with educational needs, and lessons learned from the first years of the program are described. It is written to assist policy-makers and advocates in New Jersey and elsewhere in their efforts to renovate and construct educationally adequate, and community-centered public schools. 40p.

Formalizes an agreement allowing the city and school district use of each other's facilities. The agreement outlines plans for scheduling, staffing, fees, dispute resolution, maintenance, operation, improvements, and liability. 8p.

Joint use of facilities can reduce costs, maximize the usage of existing or new physical facilities, and provide better services to the community. With cost-cutting a major focus of many school boards it is important to keep the overall benefits to the community in mind. This includes guides to these kinds of partnerships, and examples of typical joint use agreements.

This is a selected list of articles, books, and web sites covering the subject of combined and joint-use libraries. It covers the two most common types of combined libraries: public libraries combined with school library media centers and public libraries combined with academic libraries.

Includes a description of priority use of facilities; rental fees; facility use agreeements; facility availability beyond the school day; and a nondiscrimination statement. 3p.

This describes the range of controls over schools that choose to provide community facilities, including funding arrangements, prohibitions, treatment of income, health and safety matters, and insurance. 7p.

Formalizes the agreement between the City of Lincoln (California), the Western Placer Unified School District, and the Sierra Joint Community College District to build and operate a library to be shared by all three entities. From a tract of land owned by the community college, the city agreed to buy five acres and build the library. The school district agreed to buy 35 acres and build a new high school. The community college agreed to retain and construct a campus on the remaining 23 acres. All three institutions agreed to share the operation and maintenance costs of the library. Details of funding, collection ownership, library services, rights of use, staffing, and the constitution and powers of the board are detailed. 37p.

Reports on a study concerning parking shortages at joint use school and park sites in Edmonton. The resulting planning principles attempt to balance competing needs of convenience, protection of open space, community impact, and availability of resources, as well as consideration of alternative options such as public transportation and off-site parking. Design guidelines that can mitigate problems at future sites include reduction of parking lot surface treatment standards, multi-level parking, development of off-site parking, and written arrangements for shared parking. 40p.

Formalizes a five-year agreement that allows the city and school district use of each other's facilities. The agreement outlines plans for joint master scheduling, prioritizes allowed uses, and defines notification, custodial, maintenance, liability, and termination responsibilities of the parties. 9p.

Examines how to increase community use of existing school facilities. A literature review and two case studies of schools in British Columbia confirmed that in addition to the need to modify education legislation, municipal legislation and the respective governing bodies, there is also a fundamental need to address obstacles, such as institutional inertia and materialist values. The project concludes with a set of recommendations designed to increase community use of existing school facilities in the two case study communities and elsewhere. 150p.

This paper addresses the topic of access to educational facilities by the public. It explains that many organizations and individuals request access to public educational facilities; while boards and administrators generally want to make them available for public use, problems sometimes arise when the nature of the group or proposed activity seems likely to be controversial or inconsistent with the purposes of the institution or character of the property. The paper explores legal and practical issues involved in public access from a Constitutional perspective. It addresses the differences between traditional public fora, designated public fora, and nonpublic fora, then concludes that public educational facilities are not traditional public fora and that officials should not create a designated public forum that is open to all persons for all purposes. It asserts that institutional officials need to decide whether limited public fora should be made available in certain facilities, or whether only nonpublic fora should be maintained throughout the system by exercising significant control over access. 6p.

Guidelines to govern community use of district grounds. 1p.

Develops a model for a cooperative, joint-use educational center to meet the future needs of California. Based on case studies of two such existing educational centers in Denver, Colorado and Yuma, Arizona, and on a case study of a developing center in Tracy, California, seven key elements critical to the successful design and implementation of such educational centers were identified. These seven elements are: 1) partners; 2) people; 3) planning; 4) politics; 5) property; 6) “pence” (funding); and 7) policies/procedures. 183p.

Presents a legal perspective on what a shared facility is; describes typical partners in a shared use arrangement; and identifies common locations, anticipated purposes, and funding sources. Also discussed are different organizational structures that can be established, such as joint powers entity, lease, or license; land acquisition and development issues, with matters of conveyencing, zoning, and construction; and other common legal/practical issues or dilemmas. 21p.

Guidelines for use of facilities, payment procedures, custodial services, auditorium/gymnasium rental, athletic fields, scheduling procedures, and rental and custodial fees.

Formalizes the city and school district's cooperative use of facilities. The agreement codifies usage priorities, scheduling, dispute resolution, fees, interagency training, maintenance, operation, improvements, liability, and renewal of the agreement. 14p.

The purpose of this study was to describe strategic practices (defined as priority-based actions) used in the development of joint-use agreements for educational facilities between California public school districts and community entities, as well as both impeding and supportive elements. A cross-case analysis of the efforts and experiences of seven California school facility practitioners was crafted. The study identified major findings as metathemes that were operationally described. Six metathemes of strategic practices were identified relative to aspects of cooperation, perseverance, collaboration, entrepreneurialism, synergy, and resourcefulness. Six metathemes described barriers to joint-use relative to aspects of territorialism, use/access conflicts, bureaucracy, limited finances, collaboration, and top-level support. Four metathemes described supportive elements to joint-use, including institutionalized belief, productive relationships, strong reputations, and support from top-level leadership. An annotated compendium of successful joint-use projects in included, as well as a list of network resources utilized by the researcher. [Online access to excerpt from this dissertation available at http://smhp.psych.ucla.edu/pdfdocs/joint-use.pdf] 418p.

Examines the specific elements and component language of sixty-seven joint-use agreements that were submitted to the Office of Public School Construction (OPSC) as part of the application process for California's Proposition 203 Joint-Use Program. Based upon the research findings, a written agreement should include ten basic elements: 1) description of ownership; 2) entity that has prime responsibility in cases of disputes; 3) indemnification clause; 4) maintenance and repair of the facility; 5) description of the operation of the shared project; 6) authority for signatures; 7) modifications to the agreement; 8) set terms for the use of the shared project; 9) insurance of the shared project; and 10) venue for actions. 160p.

Describes policies on facility use, including procedures, contracts, rental fees, time schedule, chaperones, custodial fees, emergency use, security, operations and maintenance of the physical plant, use of school equipment, and the naming of school properties.

Provides examples of joint-use projects, joint-use analysis and recommendations, and joint-use policies from throughout California and the nation.

Cooperative efforts can eliminate unnecessary duplication of services, reduce overall park and recreation costs, and can more effectively allow taxes to meet the educational, recreational, and leisure time needs of a region. This page provides sample interlocal agreements for services and facilities related to parks and recreation in the state of Washington.

This outlines board policy on making school facilities available for other than educational uses. Includes definitions and guidelines, restrictions, use of school equipment, damages, accident procedure, fees/charges, etc. 3p.

Background, policy statement, guidelines and procedures for cooperatively utilizing community and school facilities.

This helps communities and school districts determine whether a combined school and public library will provide the most efficient library service for all community residents. Topics covered are: planning issues; mission statements; the legal framework for combined school-public libraries in the state of Wisconsin; and a list of key issues to be considered when examining the feasibility of establishing such a library. A feasibility checklist is also included and covers planning, governance, administration and funding, access to information and materials, the physical facility, technology, and attitudinal factors. Also included are: descriptions of existing combined school and public libraries in Wisconsin; examples of alternative methods for improving library services; a selected bibliography; statutory references; and sample master agreement. 38p.

Joint use agreements provide a school district and another entity, whether it be a city, county, non-profit, or private organization, with the opportunity to construct a facility and share both the capital and operating costs and responsibilities. The purpose of this manual is to introduce joint use agreements and their potential. The manual begins with a definition of what a joint use agreement is and what it is not. Next it suggests a number of considerations which should go into a joint use agreement and provides a guideline by which a joint use agreement can be drafted. Finally, the manual discusses some potential problems a district may encounter in the implementation of a joint use and some possible solutions to these problems. Each section includes a table to help summarize its main points. (Appendices contain the Civic Center Act, and two sample agreements.) 40p.

Policy directive on non-school use of school administration buildings and grounds, including priority of use; unauthorized use; right to deny use of facilities; initiating a request for use of a facility; approval for use of facility; billing and collecting, and safeguarding non-school property.

At the discretion of the San Diego County Superintendent of Schools, facilities, grounds, and equipment/furniture made be made available for use for temporary periods by authorized persons or groups/organizations. This describes permitted activities, terms of use, priority of use, fees, exclusions, waivers, and damage and liability. 8p

Surplus school spaces, highlighted by falling enrollments, will significantly affect educational building policies in the eighties. Accordingly, this document consists of a comprehensive analysis of the causes of surplus, the problems and opportunities that follow, and the implications for policy and planning. Part 1 analyzes the six major causes of surplus school accommodation in highly industrialized countries: declining birth rates, planning faults, population movements, the aging cycle of the population, educational reorganization, and municipal reforms. Part 2 concerns assessment of surplus and needs, while part 3 is an indepth consideration of ways to make use of surplus space. Part 4 covers management of surplus, including participants and modes of cooperation along with obstacles and constraints. Part 5 addresses consequences for the future, in both planning and design. Finally, part 6 is a summary of conclusions pertaining to the following areas: school population change; capacity and potential of building stock; actual, potential, and future needs of the community; participation in decision-making and incentives; financial procedures, norms, and regulations; and roles and attitudes. Six case studies are appended that provide examples and ideas for the reuse of surplus space in schools. 133p.

Examines a variety of strategies that have been developed for managing community school centers. Four aspects of management are discussed: 1) setting up an organizational structure that establishes relationships among participants; 2) ways of making the structure work; 3) managing the center's facilities; and 4) funding for administration, programs, and operation and maintenance. This booklet is the third in a series that examines community school centers. 32p.

Reviews state- and local-level challenges to creating smaller, community-centered schools and preserving historic neighborhood schools. These historically come from acreage requirements in school facility guidelines that are gradually being abandoned. Nonetheless, the desire to build large, remote schools persists. Deferred maintenance that has led to decrepit inner city schools that are deemed unsalvageable is also blamed. A variety of remedies suggested include relaxing cost percentage rules for renovation versus new construction, joint use of neighborhood facilities, and more accurate feasibility studies for renovation versus new construction.

Advises school districts on recovering expenses related to community use of their facilities. Empowering individual school administrators to control use of their buildings, but centralizing and automating the scheduling and billing are recommended. A tiered fee structure for different types of users and the often delicate public relations issues that arise are also addressed.

Discusses school/community partnerships for building, maintaining, and sharing athletic facilities. Examples of successful partnerships are included, and conditions of shared-use agreements are briefly discussed.

Elaborates on the legal complexity of the relationship when schools are made available for community use, acknowledging that it is in the best interest of the school system to open facilities to outside use. Agreements for community use of school facilities are outlined, with particular attention to how school districts should insulate themselves against litigation arising from community use of their facilities.

Addresses liability issues in school facilities that are also used for community recreation. Discussion and illustration of the community use of schools for recreation and physical activity is followed by coverage of relevant liability issues and protections as they relate to public access of school property. Legal issues of common law, contract law, and statutory protections are discussed, as well as joint-use agreements for the use of schools by the community and policy initiatives mandated by federal legislation. Includes 53 references.

Case study of the new town of Ladera Ranch in south Orange County, California, that has a 25-acre campus with an elementary and middle school, a public library, and a joint-use community park.

Describes a variety of joint use arrangements between municipalities and public schools and/or community colleges. Resources that the various partners typically bring to the project are discussed, as are some successful and unsuccessful joint-use endeavors.

Offers several examples of how high school athletic facilities are being shared with the community, also describing tactics for meeting the increased operating costs that accompany extended use.

Describes legal issues involving use of school facilities by noncurricular groups such as the Girl Scouts, a student chess club, or a community gardening club. Discusses three Supreme Court cases on the subject: "Westside v. Mergens" (1990), "Lamb's Chapel v. Center Moriches Union-Free School District" (1993); and "Good News Club v. Milford Central School" (2001).

Many communities are making use of joint-use agreements as an opportunity to form collaborative agreements for more efficient and productive use of municipal and school facilities. These agreements not only help cities and school districts avoid the need for duplicate buildings that serve the same function, but also provide community residents with amenities such as programs, services or public spaces that would not otherwise be available.

Examines joint-use facility agreements that encourage the shared use of school facilities by school districts and community entities. Explores the positive impact that these arrangements have on student achievement. Identifies six key strategic practices for creating effective joint-use facility agreements and six key barriers to this development.

Under Florida's growth-management strategy local governments and district school boards must enter into interlocal agreements to share information regarding school planning and land development, and collaborate in making school and land use decisions. This webpage includes the Florida legislation, procedures related to interlocal agreements, and sample agreements.

Information on community use of public school facilities during and after school hours, compiled by the National Clearinghouse for Educational Facilities.

Information on financing school construction and renovation through partnerships between schools and the private sector, community organizations, public agencies, and school districts.