OAKLAND UNIFIED SCHOOL DISTRICT

DESIGN GUIDELINES

DRAFT

5/28/2013

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1500 Sansome Street, Roundhouse One San Francisco, CA 94111 415 402 0888

Design Guidelines

Table of Contents
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Oakland Unified School District Design Guidelines

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Design Guidelines

Contributors

Contributors - Shared Use

Laura Binczak Physical Education Programs Manager OUSD Leadership, Curriculum and Instruction Roland Broach Director of Custodial Services OUSD Facilities Planning & Management Andrea Bustamante Elev8 Initiative Director OUSD Family, Schools and Community Partnerships Joe Cavanagh Director of Construction OUSD Facilities Planning & Management Don Neuwirth Oakland Schoolyard Initiative Manager OUSD Family, Schools & Community Partnerships Michelle Oppen Manager of Coordinated School Health OUSD Family, Schools, and Community Partnerships Sue Pon Family Literacy Program Administrator OUSD Family, Schools, and Community Partnerships Curtiss Sarikey Associate Superintendent OUSD Family, Schools and Community Partnerships Mia Settles Executive Officer OUSD Instruction and Operational Alignment Charles Smith Buildings and Grounds Coordinator OUSD Facilities Planning & Management Ron Smith Principal West Oakland Middle School, OUSD Preston Thomas Principal Life Academy, OUSD

Mara Larsen-Fleming Manager of School-Based Health Centers OUSD Family, Schools and Community Partnerships Joanna Locke Director of Health and Wellness OUSD Family, Schools and Community Partnerships Julia Ma Afterschool Programs Coordinator OUSD Leadership, Curriculum and Instruction Tadashi Nakadegawa Director of Facilities OUSD Facilities Planning & Management

Maxwell Gara VISTA - Indoor Air Quality Specialist OUSD Health and Wellness

Ann Mayo Gallagher District Librarian OUSD Library Services

Oakland Unified School District Design Guidelines

Nora Cody Safe Routes to School Program Coordinator OUSD Family, Schools and Community Partnerships

Design Guidelines

Contributors

Contributors - 21st Century Classrooms

Soraya Brooks Elementary School Teacher Prescott Elementary School, OUSD Joe Cavanagh Director of Construction OUSD Facilities Planning & Management Kelvin Chan Manager of Technology Services OUSD Information and Technology Services Caleb Cheung Manager of Science Programs OUSD Leadership, Curriculum and Instruction David Colbert Facilities Coordinator OUSD Facilities Planning & Management Kara Oettinger Autism, Behavior & Support Program Coordinator OUSD Programs for Exceptional Children Manisha Patel Project Manager OUSD Information and Technology Services Cheyenne Pronga STEM Grant Coordinator/New Teacher Support OUSD Teach Tomorrow In Oakland

Leah Jensen Instructional Technologist OUSD Leadership, Curriculum and Instruction Helen Keels Pre-Kindergarten Teacher Sankofa Elementary School, OUSD Tracey Logan Project Manager OUSD Information and Technology Services Cesar Monterrosa Facilities Coordinator OUSD Facilities Planning & Management

Randy Horn Deputy Manager of Construction OUSD Facilities Planning & Management

Roma Groves Principal Martin Luther King Jr. Elementary School

Oakland Unified School District Design Guidelines

Charles Smith Buildings and Grounds Coordinator OUSD Facilities Planning & Management Kei Swenson Kindergarten Teacher Sankofa Elementary School, OUSD Mia Settles Executive Officer OUSD Instruction and Operational Alignment

Design Guidelines

Contributors

Contributors - Kitchens & Gardens

Zenobia Barlow Executive Director Center for Ecoliteracy Bijan Beigi Project Manager OUSD Facilities Planning & Management Enomwoyi Booker Principal Prescott Elementary School, OUSD Christine Broach Head Custodian OUSD Facilities Planning & Management Roland Broach Director of Custodial Services OUSD Facilities Planning & Management Joe Cavanagh Director of Construction OUSD Facilities Planning & Management David Colbert Facilities Coordinator OUSD Facilities Planning & Management Robert Law Administrative Supervisor OUSD Nutrition Services Jennifer LeBarre Director OUSD Nutrition Services Cesar Monterrosa Facilities Coordinator OUSD Facilities Planning & Management

Nancy Deming Sustainability Initiatives Manager OUSD Family, Schools, Community Partnerships Alex Emmott Farm to School Program Supervisor OUSD Nutrition Services Park Guthrie Coordinator of Garden Education Programs OUSD Learning, Curriculum and Instruction Adam Kesselman Chef Center for Ecoliteracy

Oakland Unified School District Design Guidelines

Melvin Mumphrey Head Custodian OUSD Facilities Planning & Management Michael Quintana Student Met-West High School, OUSD Carolie Sly Director of Education Programs Center for Ecoliteracy Charles Smith Buildings & Grounds Coordinator OUSD Facilities Planning & Management Leroy Stokes Director of Buildings & Grounds OUSD Facilities Planning & Management

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Contributors

Contributors - Middle Schools & High Schools

Lisa Ahn Senior Strategic Fellow OUSD Staff Wellness Susan Benz Program Coordinator OUSD College & Career Readiness Office Laura Binczak Physical Education Programs Manager OUSD Leadership, Curriculum and Instruction Timothy Bremner High School Teacher/Academy Director Castlemont High School, OUSD Joe Cavanagh Director of Construction OUSD Facilities Planning & Management David Colbert Facilities Coordinator OUSD Facilities Planning & Management Daniel Hurst Principal Fremont High School, OUSD Tadashi Nakadegawa Director of Facilities OUSD Facilities Planning & Management Phil Rydeen Visual and Performing Arts Programs Manager OUSD Leadership, Curriculum and Instruction Megan Sweet Program Coordinator OUSD School Portfolio Management

Beverly Jarrett Administrator on Special Assignment OUSD High Schools Network

Diana Kampa Program Manager OUSD College & Career Readiness Office Alison McDonald Executive Officer OUSD High Schools Network Cesar Monterrosa Facilities Coordinator OUSD Facilities Planning & Management

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Russell White League Commissioner Oakland Athletics League

INTRODUCTION
These Design Guidelines are the result of a focused engagement process with OUSD staff, school facility experts, as well as a study of relevant school facility code requirements and best practices. Working groups consisting of OUSD stakeholders developed content for this document through a discussion of topics identified in the 2012 Facilities Master Plan: Shared Use Kitchens and Gardens 21st Century Classrooms Middle School & High School facilities This is a living document that should be updated on a regular basis with additional input and new facility requirements. The goal of OUSDs strategic vision: Community Schools, Thriving Students is to create a Full Service Community School District that serves the whole child, eliminates inequity, and provides each child with excellent teachers for every day. To this end, school facilities must no only be high quality learning environments, but also support a variety of wrap-around services and community-based activities. This document describes physical design specifications and functional requirements for rooms, building systems, and school grounds, and includes additional guidelines to properly accommodate new patterns of uses, enable shared access, and provide improved security throughout the day.

projects. OUSDs Design Guidelines align with design criteria established by the Coalition for High Performance Schools, in order to: protect student and staff health, and enhance the learning environments of school children everywhere; conserve energy, water, and other natural resources, and reduce waste, pollution, and environmental degradation. Moreover, these elements should be made visible and prominent so that facilities themselves become teaching tools. These Design Guidelines are a companion to the OUSD Educational Specifications, a technical document that describes the same specifications and functional requirements in compliance with State of California regulations. Both documents incorporate legal code requirements, published best design practices, and input from stakeholders who use OUSD facilities. IMPLEMENTATION New construction projects should be able to implement the full set of specified criteria, while renovation projects may be constrained by site features or existing structural elements at the project site. In such cases, the cost of each design requirement will be weighed and valued against the benefit it provides. New Construction New construction projects should adhere to all relevant specifications, while design teams should actively engage the school community to gather additional input on the desired outcomes. Renovations/Modernizations Renovations should adhere to these specifications in so much as meeting the required specifications does not drastically change the planned scope of work. If a site or facility has features that make full implementation infeasible, design teams may explore alternative options in consultation with the Districts Facilities Department and school leadership.

By establishing a consistent framework for the design of all capital projects, facilities built by the district will meet equitable standards of high quality, performance, and functionality. From this common starting point, design teams will engage stakeholders in order to assess the unique characteristics of the site and develop an understanding of the school programs distinct identity and needs. As a result, each project will produce individualized architectural outcomes. Sustainability is a guiding principle for all

Oakland Unified School District Design Guidelines

Design Guidelines

Introduction

Purpose
MISSION + VISION
Oakland Unified School District is becoming a Full Service Community District that serves the whole child, eliminates inequity, and provides each child with excellent teachers for every day. All students will graduate from high school. As a result, they are caring, competent, and critical thinkers, fullyinformed, engaged and contributing citizens, and prepared to succeed in college and career.

The Districts Facilities Master Plan and the subsequent voter approval for Measure J has established the following directives for school facility construction and improvement projects:

Educational Innovation Safety Sustainability

Classrooms must be capable of supporting multiple modes of teaching, hands-on learning, and the evolving educational technologies Students at and around school sites must be safe from earthquakes, crime, and automobile accidents. School facilities should consist of high-performance buildings that use water and energy efficiently while contributing to the quality of Oaklands built environment. As much as possible, sustainable systems should be passive solutions that are simple to operate, maintain and repair. School facilities are used for decades and sometimes even longer. In order for these spaces to remain effective in the future, all facilities, but classrooms especially must be able to support a variety of activities and adapt to evolving pedagogies and technology. All resources will be used in service of Oaklands children, youth, and families. School sites should be highly used by school programs, community partners, and the neighborhoods surrounding them. Other sites should be creatively utilized to generate the maximum benefit for OUSD and its students. OUSD must adopt an equity-centered facility investment strategy, and improvements should support quality school options in every Oakland neighborhood. Facility improvements should maintain and support the schools unique identity, even when altering the physical environment.

Flexibility

Efficient Use of Resources

Equity School Identity

School Facilities must include space for the arts and music, athletics, wellness, and Well-Rounded Community Citizens student support services. Schools will help students embrace culture and creativity, develop leadership and teamwork skills, and maintain a healthy lifestyle.

Diverse Providers

Establishing and supporting a diverse portfolio of school options in Oakland will lower District costs, allow OUSD to allocate its resources most efficiently, and improve educational outcomes for all of Oaklands children. Oakland Unified School District Design Guidelines 9

GOALS + PRIORITIES

CAMPUS DESIGN AND FUNCTION

Security & Access There should be one primary drop-off/ pick-up point near the main entrance to the school. All outdoor spaces should be well-lit, have high visibility, and be easy to supervise. Install surveillance cameras at critical points on campus (e.g. building entryways, rooms where high-value items are stored such as computer labs). Campus-wide alarm systems should feature multiple control zones, allowing certain zones to be secured while others are open. Consider technologies that permit remote monitoring by school administration. Consider electronic keying systems. Consider installing infrastructure and technology for 2-way communication throughout the campus. Sustainability Consider methods to reduce water usage in recreational and landscaped areas. Consider installing a water management system to monitor usage and reduce consumption. Consider methods to reduce energy use. Use site-based features and web-based portals to connect sustainable school design features with school programs and classwork. When possible, and site conditions are suitable, consider installing photovoltaic panels to generate renewable energy. HVAC systems should be centrally controlled and individual rooms should have controls to adjust this temperature up or down within a set range. During non-school hours, administrative custodial staff must be able to control the HVAC system for special events or community use. Emergency Preparedness Clearly designate a place on-site to store emergency materials. If the site is a designated Disaster Recovery Center, comply with FEMA requirements. Neighborhood Connections Identify opportunities to connect to community resources that provide services not available on campus (e.g. public library, park, youth center). Consider parking needs for neighboring organizations for increased parking spots during community events. Consider access and pedestrian routes to public transportation. Schools may require office space for a community manager, located near main office. Signage Install lit signage that clearly identifies the main entry point to a campus in compliance with Building & Grounds signage guidelines. Post a campus map that highlights and provides clear directions for spaces commonly used by the community. Provide display space or electronic signage to communicate school news and information (special instructions, event notices, etc.). Clearly identify/label all buildings on the exterior, and rooms on the interior. Showcase sustainable building features, with labels and explanations of their importance. In rooms with reconfigurable walls, post signage describing how to properly maintain effective ventilation, heating, and lighting.

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Design Guidelines

Campus Design and Function

Building Systems and Infrastructure

Lighting Maximize use of natural lighting in building design. Consider methods to protect privacy while allowing natural light into rooms. Fit windows with shading systems to reduce glare and solar heating effects throughout the day. Use windows and light fixtures that minimize glare. Use lighting controls and fixtures that allow for light level adjustments in instructional spaces.

Mechanical, Electrical and Plumbing (MEP)

Systems Mechanical Rooms may not double as storage space, learning environments, offices, or fulfill any other space needs. Consider ways to generate renewable energy on-site and install a monitoring system that enables such systems to connect to educational programs. Comply with East Bay Municipal Utility District (EBMUD) guidelines for waterefficient fixtures and reclaimed water (where available) to reduce sewage conveyance from toilets and urinals.

HVAC/Climate Control Ventilation systems should bring copious amounts of fresh air to classroom areas. Air filtration should ensure high indoor air quality. Materials should not emit volatile organic compounds. Windows, temperature and ventilation should be controllable by teachers in classrooms. Climate controls should be compatible with the districts energy management system Classrooms, offices wings and multipurpose rooms should have controls to adjust temperature settings within a range set by the central control system. Spaces that may be used for community functions after school hours should have on-site climate control systems accessible by site administrators or custodians. Avoid placing ceiling fans under lights to eliminate flickers that may adversely affect students with special needs.

Oakland Unified School District Design Guidelines

Custodial Support Place custodial utility rooms throughout campuses. At least one custodial utility room per building floor should be outfitted with running water. Custodial utility rooms require space for storing mops, brooms, and cleaning supplies. Place custodial utility rooms with access to the school grounds such that custodial staff are able to easily maintain the entire schoolyard and all outdoor areas. Custodial staff require at least one storage room on campus where bulk orders may be kept, and where minor equipment repairs can be completed. Waste collection areas should be of a size to accommodate 3 or 4 large receptacles, as schools may participate in multiple sorting programs. Custodial staff require an office with storage and a comfortable work space.

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Design Guidelines

Technology
The use of computer technology and access to digital resources are important elements of the Common Core Curriculum and Smarter Balanced Testing programs. Accordingly, facilities should align with the requirements of with current district Technology Implementation Specifications, which support these goals. Facilities should meet the following criteria: Network Access & WiFi All classrooms should have network access. It is OUSDs goal that all students have access to a WiFi connection. Provide sufficient network bandwidth such that there is sufficient capacity for computers at least at a 1:11 ratio to students enrolled in a given school. Set up systems so that additional bandwidth may be added in the future without facility renovation projects. When possible, mount a WiFi port with the classroom projector and lay all cabling through the ceiling conduit. Avoid installing the WiFi access point in the corners of a room. Consider the need for additional bandwidth capacity to support personal devices, or ways to limit network access. Server Rooms Schools should have a secure Main Distribution Frame (MDF) and Intermediate Distribution Frames (IDF) as needed. These MDFs and IDFs should be separate from all other functions, such as custodial and maintenance rooms. Server rooms must be well-ventilated and temperature controlled to manage over heating and enable proper maintenance.

Communications and Information Technology School facilities should accommodate technological updates over time. Technology infrastructure should be housed in such a way that provides access for reconfiguration. Equip instructional spaces, multipurpose areas, main hallways, and exterior locations with an intercom and bell system that allows administrators to deliver schoolwide announcements and implement a bell schedule. Equip classrooms with a phone and paging system that can make and receive calls, and enables communication with other classrooms and administrators.

Power Appropriate cabling and outlets should be installed in each room to support a variety of network technologies and equipment. When appropriate, at least one wall should have outlets running along the entire length of the room. When possible, outlets should be located at counter-height. Installation of power and wiring should facilitate the ease of maintenance. Consider sustainable design elements to reduce energy consumption.

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Design Guidelines

Campus Design and Function

Entrances, Restrooms & Water

Entrances & Exits All classrooms doors should provide a view panel, either within the door itself or adjacent to it. Consider providing an adjustable shade or blinds for privacy control of the view panel. Make individual rooms or a set of rooms independently securable to allow site administrators to share certain parts of campus for other programs All doors must be lockable from the interior

Oakland Unified School District Design Guidelines

Restrooms Restrooms should be close to classrooms There should be separate restrooms for children and adults. All kindergarten classrooms must have an adjoining restroom Classrooms used by some Programs for Exceptional Children may have additional restroom requirements Use water-efficient fixtures and reclaimed water (where available) to reduce sewage conveyance from toilets and urinals

Water Stations Locate hydration stations throughout campus to provide easy access for students to drink and refill water bottles.

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CLASSROOMS
OUSDs classrooms will be modern, functional spaces that support teaching and learning. In order to maximize sustainability and simplify maintenance and upkeep, designs should align with the Collaborative for High Performance Schools (CHPS) best practices. Classrooms should also be flexible so as to support a variety of curricular pedagogies, and accommodate changing technologies.

The standard classroom guidelines are intended to support the needs of programs and curriculums at all school levels, however certain programs may require a variation on this model. Refer to the guidelines for Kindergarten/ Childhood Development Center classrooms, Laboratory and Studio classrooms, Performing Arts classrooms, and Special Day Class classrooms for further details on these spaces.

Illustrative Example: Typical Classroom

Running Water Speakers and Distributed Sound Acoustic Tiles

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Teacher Station Artificial Lighting Controls

Natural Lighting Secure Windows

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20 - 48

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Network Access and Projector Mount in Center of Ceiling

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Adequate Power & Wiring Portable Storage Intercom/Phone/Bell Re-configureable Furniture

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Permanent & Secure Storage (Cabinets or Closets)

Large-Capacity, Multi-Use Raceways

Transparent Entrance Mounts for Teaching Wall Surfaces

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21st Century Classrooms

Common Core, Next Generation Science Standards and Smarter Balanced Assessments In order to provide a consistent, clear understanding of school curriculums, OUSD is implementing the Common Core State Standards, Next Generation Science Standards, and the Smarter Balanced Assessment. Classrooms in the district should support teachers working with these standards. Pedagogies Every school is different and every teacher is different. New and renovated classrooms should have equal quality across the district while allowing many different teaching methods to take place within them. STEM Oakland schools at all levels feature programs focusing on Science, Technology, Engineering and Math. Classrooms should accommodate flexible configurations for the hands-on projectbased learned associated with these programs.

Technology It is essential that classrooms have the ability to support technology as a teaching tool, however the technologies used in a classroom will evolve and be replaced dozens of times throughout the 100+ year life-cycle of a school building. Rather than update the necessary systems for each new generation of educational technology, the following guidelines describe how to integrate flexible infrastructure and modular fittings into the design of new buildings at the start. This solution will ensure that classrooms continue functioning as effective, modern learning environments even as the demands and applications of technology change.

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INFRASTRUCTURE LIFE-CYCLYES
Buildings Renovations Computer Hardware Computer Software

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0 25 50 YEARS 75 100

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Flexible Classroom Configurations

An essential element of classroom design is flexibility. Classroom spaces should support a variety of potential teaching and learning styles, as well as provide appropriate accommodations for additional users, including after school programs, adult education, and childcare services. New classrooms must be at least 960 ft2, as per the Title V California Code of Regulations. Rooms larger than 1,000 ft2 require two exits. Illustrative Examples
Group Work

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Various Group Work Oakland Unified School District Design Guidelines

For renovations and modernizations of existing spaces, evaluate costs and benefits of classroom re-sizing efforts.

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Traditional Lecture 16

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Classroom Environment
Active Walls When possible, all walls should have a variety of flexible display spaces, such as: Magnetic whiteboards Bulletin boards Interactive white boards and similar technologies Designate one wall to be the primary teaching wall, housing the classrooms main educational technologies and teaching surfaces. The wall should be oriented such that during instruction, the teachers back does not face the classroom door. Lighting Lighting should provide a comfortable classroom environment with appropriate visual conditions. Utilize a combination of natural lighting and artificial lighting. Artificial lighting should have brightness controls and zoned variable lighting controls. Adjustable sun shades should be installed to reduce overheating in rooms with direct solar exposure. Window shades should provide sufficient light into the classroom, while establishing privacy from the outside. Windows and shades must be easy to maintain. Flooring & Wall Materials Flooring material should be durable and scratch resistant. Avoid carpeting and rugs. Flooring should enable furniture mobility. Wall materials should foster good acoustic quality. Consider sustainable flooring & wall materials. Walls should be light-colored for high light reflectivity. Refer to the Educations Specifications and Materials Standards for further details.
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Classroom Environment
Climate Align with CHPS guidelines regarding air filtration and HVAC performance and thermal comfort. Incorporate passive ventilation and sustainable design elements and avoid A/C when possible. Avoid placing fans under lights to eliminate flickering that may cause problems for students with special needs. Classrooms, should have controls to adjust temperature settings within a range set by the central control system. Install interlock system that would turn off heating and cooling when doors and windows are opened. Maximize system simplicity and provide mechanism to manually override interlocks in case of sensor malfunction. Moveable wall partitions are not recommended. In classrooms with moveable partitions, ensure that they do not disrupt the effectiveness of HVAC systems. Post signage describing how to properly operate classroom climate systems to achieve optimal environmental health conditions for students and teachers. Refer to the OUSD air quality checklists for information on how the District currently evaluates the factors that contribute to a comfortable, healthy classroom climate. Water All classrooms should be equipped with a sink and running water. Classrooms should be near other sources of running water (bathroom, hydration stations, teacher preparation areas). Refer to Title V of the California Code of Regulations for further details: (http://www. cde.ca.gov/ls/fa/sf/title5regs.asp) Acoustics Classrooms should be insulated from external noise sources and feature acoustic properties suitable for lectures and small group work. Consider installation of acoustic panels to ensure the appropriate acoustics. Refer to the Educations Specifications and Materials Standards for further details.
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Oakland Unified School District Design Guidelines

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Classroom Furniture
Chairs Durable. Easily moved and rearranged. Separate unit from the desks. Modular components for ease of maintenance Footing material will not scratch floors Stackable Consider ergonomics and comfort Appropriately sized for students at each grade level. At elementary grades, individual storage may be attached to chairs. At middle school and high school grades, there should be no storage attached to chairs. Desks and Tables Durable. Appropriately sized for students at each grade level. Easily moved and rearranged. Able to be configured in various arrangements. Modular components for ease of maintenance. Desks and tables should be chemical and fire-safe to enable use for science programs, particularly at the Middle and High School levels. At elementary grades, individual storage may be attached to desks. At middle school and high school grades, there should be no storage attached to desks. Teacher Station For grades 6-12 consider equipping classrooms with a teacher podium that features: Computer support Audio/visual/network controls Document camera Easily portable Able to be secured or locked
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Classroom Storage
Permanent Storage All rooms should have a variety of permanent storage options; consult with program leaders to determine appropriate amount of storage. There should be a variety of lockable, securable, and easily accessible storage. Storage should not interfere with the ventilation. See specific needs of Kindergarten and Prekindergarten programs on page 15. Consider storage that may be combined with teaching wall surfaces, especially in smaller classrooms.

Oakland Unified School District Design Guidelines

Cabinets There should be a variety of securable and lockable ground level and wall-mounted cabinets. Consider countertop and storage opportunities when designing cabinets.

Closet Closets should be securable or lockable. Closets for electronics and/or potentially hazardous or dangerous materials must feature a higher level of security. Closets may be shared between classrooms. Mobile Storage Consider providing mobile storage, especially at the elementary grade levels. Storage should have the ability to be secured or locked.

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Classroom Technology
Because educational technology is constantly evolving, facilities should be able to accommodate a variety of technologies, so that buildings will not require constant renovations. Ensure that all facility designs comply with OUSD Technology Implementation Specifications. Educational Technologies Classrooms should feature mounts for variety of technologies such as: LCD Projector System Interactive Whiteboard Document Cameras There should be a variety of flexible display spaces within the classroom. Be mindful of mounting location to avoid glare. Intercom, Phone & Bell All classrooms should be equipped with a communications and paging system that allows school-wide communication from the classroom. The system should allow 2-way talk back communication from within the classroom. Consider integrated systems that combine functions through data lines. Systems should be sufficiently robust to call outside of the school in emergency situations with power or network failure. Distributed Sound Comply with Technology Specifications regarding voice amplification systems for distributed sound. Classrooms should be equipped with amplifiers and speakers to provide balanced sound coverage. Consider room conditions such as acoustics and facility materials when determining sound systems and during installation.
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Kindergarten, Transitional Kindergarten & CDC Classrooms

Kindergarten classrooms, Transitional Kindergarten (T-K) classrooms and Child Development Centers (CDCs) have distinct needs and performance criteria than other facilities. Parts of these guidelines may also apply to some first and second grade-level programs. These guidelines should be applied in addition to the 21st Century Classroom design guidelines described previously. Floor Plan Kindergarten and CDC Classrooms must be a minimum of 1,350 ft2, including restrooms, storage, teacher preparation space, and wet and dry areas. A second exit door is required in rooms over 1,000 ft2. This access point should be easy for teachers to monitor and control. The entire classroom should be designed such that the teacher can maintain sightlines to all corners at once. Avoid partial partitions that interfere with a teachers ability to monitor the classroom. Classrooms should be flexible environments that enable teachers to create different zones for subjects such as science, art, reading, etc. The room should also allow the entire class to sit down together as a group.

For Kindergarten rooms, there should be at

for both students and teachers.

Furniture and Furnishings Furniture should be scaled appropriately for small children. Furniture and furnishings should be reconfigurable for different styles of work and activities, and support the creation of different zones and learning areas in the classroom. Water There should be sinks appropriately-sized

Oakland Unified School District Design Guidelines

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Arroyo Viejo Child Development Center

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Storage There should be a variety of permanent, mobile, lockable, childproof, and easily accessible storage, for both students and teachers. These storage types include: Open shelving. Deep shelving for storing oversized papers, posters, and other teaching items. Large storage areas for hands-on manipulative learning products. Cupboards. Paper cabinets with counters. Coat racks. Cubbies for storing student backpacks (located outside of the main teaching area). Countertops not accessible by children for storing equipment. They should be provided both inside and outside the main teaching area.
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least one sink for students, which is located in the restroom. For CDCs, an additional childrens sink is required, which is separate from the restroom, and preferably adjacent to the play yard entrance.

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Kindergarten & CDC Classrooms

Teacher Preparation Areas A space dedicated for teacher preparation should be adjacent to Kindergarten and CDC rooms. This area should not be accessible to students. The teacher preparation area should include: A variety of storage Ample counter or table space for preparation work and storing of tools and equipment A sink Restrooms Classrooms must have access to restrooms, designed specifically for pre-K and kindergarten students. Play Yard Title 5 of the California Code of Regulations requires a play yard adjacent to a kindergarten room that is designed to develop student motor skills. This yard must be completely visible from inside the classroom to allow supervision of children, and provide clear boundaries.

Drop-off and Transportation Zones Classrooms must be adjacent to parent drop-off areas, as well as transportation loading zones such as bus stops. Safety All components of the classroom should be safe for young children. Classrooms should have an open and flexible layout. Floors should be flat without permanent raised platforms. Use reconfigurable furniture to create special zones or learning areas. Refer to the California Code of Regulations for further details on Classrooms for CDCs and Kindergarten classes.
Acorn Woodland Child Development Center play yard

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Kindergarten Classroom at Greenleaf Elementary School

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Linked Learning & Career Technical Education

Linked Learning is a flexible approach to secondary education bringing together college prep academics, demanding technical education, support services, and work-based learning that, together, help prepare students for success in college, career and life. OUSD offers 22 specific pathway programs in the following industry sectors: Facility Implications The four components of Linked Learning programs have distinct facility needs. 1. College Prep Academics need classrooms that are capable of supporting multiple modes of teaching as well as the newest educational technologies. (See 21st Century Classroom Guidelines on pages 14-21) 2. Demanding Technical Education course work may require specialized spaces, such as laboratories and studios, with customizable features. (See pages 25-26) 3. Support Services for Linked Learning programs, and career/college readiness include group and one-on-one services that require private spaces smaller than a classroom. (See Student Support Office Space Guidelines on page 41) 4. Work-Based Learning often includes field trips and internship opportunities that take place off-site. Host schools may need to arrange for transportation and provide facilities that enable safe pick-up and drop-off of students. (See Parking & Transportation Guidelines on page 54)

Engineering Academy projects at Oakland Technical High School (http://bit.ly/YF25Bd)

Services Energy and Utilities Engineering and Design Fashion and Interior Design Health Science and Medical Technology Information Technology Marketing Sales and Service Public Services

Oakland Unified School District Design Guidelines

Arts, Media, and Entertainment Building Trades and Construction Education, Child Development, and Family

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Design Guidelines

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Studio Classrooms
For some technical education and enrichment programs, the standard 21st Century Classroom model proposed in the preceding pages may require additional space and resources to support classroom activities. Certain visual arts, design-based, and media courses should be housed in a spaces with specifications customized for hands-on creative projects. Like the 21st Century Classroom, Studio Classrooms should feature a flexible design able to handle a variety of furniture and set-ups so that specialization for a given program comes from the fittings the room is configured with, rather than the architectural design itself. Additional Design Features

1,300 ft2 minimum room area Diversity of secured storage options Flooring that is resilient, durable and easy Modular furniture and workstations Maximum natural light Program-specific considerations (e.g.
to clean

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Illustrative Example: Art/Design Studio
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the need for an adjacent kiln room for Ceramics)

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Laboratory Classrooms
For some technical education and enrichment programs, the standard 21st Century Classroom model proposed in the preceding pages may require additional space and resources to support classroom activities. Some science and STEM programs should be housed in a space with adjusted specifications customized for technical, hands-on projects and experiments involving hazardous materials. Like the 21st Century Classroom, Laboratory Classrooms should feature a flexible design able to handle a variety of furniture and set-ups so that specialization for a given program comes from the fittings the room is configured with, rather than the architectural design itself. Additional Design Features 1,300 ft2 minimum room area Chemical storage/Teacher preparation back room (included in the 1,300 ft2 space requirement.) Flooring that is resilient, durable and easy to clean Modular furniture and workstations Plumbing to support multiple sink installations and a chemical eye wash station Maximum natural light Chemical fume hood

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Illustrative Example: Science Laboratory
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Performing Arts Classrooms

Middle Schools and High Schools may feature classroom space and practice rooms for instrumental programs, choir, and theatre. Classrooms Performing Arts classroom space should be large enough to accommodate more students, dispersed furniture, and greater levels of activity. Floor area should accommodate varied furniture types and configurations, including modular items (choral risers, small stage, etc.) Consider the acoustical qualities of room design and building materials. Select a location for Performing Arts classrooms away from other instructional programs. When possible, locate Classrooms near performance space to enable use as green rooms, changing rooms, etc. Enhance security for Classrooms where musical instruments will be stored to protect against theft and vandalism. When possible, provide additional secure storage within the Classroom. Provide fixtures and space to install built-in speakers. Design floor/wall conduits with capacity to allow the classroom to implement evolving technology. Classrooms should have a sink. Practice Rooms Locate practice rooms within or adjacent to performing arts classrooms. These spaces must have a window or an alternate way for teachers to easily supervise students. Rooms should be sound-insulated. Programs should have access to several practice rooms of at least 50 ft2. When possible, provide a larger space of ~350 ft2 for small ensembles and groups to use. Design conduits with capacity to allow reconfiguration and integration of various technologies

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Instrumental Classroom and Westlake Middle School (Note practice rooms behind teacher)

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Classrooms

SDC Classrooms
Facilities used by Programs for Exceptional Children should be planned in conjunction with program administrators. Each programs specific and unique needs will vary based on the type of program. Inclusion The inclusion of students with special needs in classes with their peers can be facilitated through elements of campus and classroom design. Many attributes of a classroom aligned with the 21st Century Classroom guidelines will support OUSD Programs for Exceptional Childrens goal to include every student in the least restrictive environment as much as possible. Examples of design features that support inclusion are: A variety of lockable storage for special equipment that can be secured and accessed only by teachers or staff. Distributed Sound for with hearing impairments. Adequate technology infrastructure Furniture, materials, and storage space comparable to all other students in the classroom. Dedicated Facilities For students with more comprehensive needs, facilities must be planned in conjunction with the Programs for Exceptional Children. These facilities should be designed and modified according to specific and unique needs. Classrooms in dedicated facilities should not be separated from the other classrooms, and it is preferable that they be located under the same roof. For these dedicated facilities, there should
Oakland Unified School District Design Guidelines 28

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