Division education development plan handbook

Good practice and safety require that appropriate instructional areas be constructed for the children of various age groups in schools with more than six classrooms. The general age-group pattern is kindergarten, grades one through three, and grades four through six. Hard-surfaced areas, turfed field areas, and apparatus areas should be provided for each group. For schools with six classrooms or fewer, outdoor facilities should be combined.

Therefore, there would be only one turfed field area, one hard-surface area, and one apparatus area for the entire school. The California Department of Education conducted studies to determine the facilities and space allocation needed for physical education outdoor teaching stations for schools of various sizes. The analysis of activities and the scheduling for each class throughout the day resulted in a determination of what percentage of time children of various ages would likely spend in various programmed activities.

As a result of those studies, a teaching station was defined as a play area adequate for one class to be taught by one teacher at one time so that pupils waste no time waiting turns because of lack of space and facilities. The tables in this guide are based on this definition and therefore present a breakdown of actual space requirements and equipment for each required teaching station. High School. To ensure compliance with gender equity laws Education Amendments of , Title IX , the California Department of Education conducted a study of the adequacy of playfield areas that were planned and constructed under the Department's guidelines until the present.

The study involved a sample of high schools throughout the state stratified by size; geographic location; and urban, suburban, and rural areas.

About two-thirds of the school districts surveyed reported that their field areas were inadequate to accommodate women's team sports. Smaller schools were usually able to offer equal access by scheduling and overlapping the use of playfields, but larger schools that scheduled two or three levels of softball freshmen, junior varsity, and varsity needed additional playfield space.

As a result of that study, an additional field area for grades nine through twelve has been added in this current edition. Together with the percentage factor for layout, this configuration will add 1.

There are many ways to design a site master plan. School buildings may be spread out into wings, wrapped around courtyards, or blocked together into compact clusters. Many different patterns and forms have been implemented in California schools. Land for the developed building site includes not only the land required for the buildings but also the land adjacent to the buildings, which may be developed as paved areas, walkways, lawn area, outdoor classrooms, or courtyards.

For the purposes of this guide, such land is designated as the areas required for buildings and grounds. Excluded are the areas for parking, service areas, and outdoor physical education and recreation facilities. An analysis of prior submitted plans reveals a pattern or ratio of approximately 2 to 1 between the developed grounds area around the buildings and the building areas themselves. Few schools, either elementary or secondary, are designed in such a way that the developed land area is more than twice the building area.

In most instances it is slightly less. The School Facilities Planning Division believes that when the grounds exceed this ratio by an appreciable amount, the maintenance costs for landscaping increase beyond the budget of the average school district. In those cases where the developed grounds are extremely limited e. Most districts provide well-kept and well-landscaped grounds even if maintenance costs require that the total grounds area be somewhat restricted.

The tables in this guide were developed on the assumption that the land purchased will permit a ratio of approximately 2 to 1 between the developed grounds and the building area. In the past the area for the developed building site was computed on the basis of state-aid area allocations. These allocations are no longer in effect since the passage of the Leroy F.

The computations for buildings and grounds in Tables 2 through 6 and in the tables in the appendix are based on building allowances that were in effect up to , exclusive of the extra allowance for portable buildings. These square footages are as follows:. Typical problem A: Assume a kindergarten-through-grade-six school with an anticipated enrollment of pupils. At the 2 to 1 ratio, each pupil will generate square feet 59 feet x 3 feet for the building plus adjacent grounds.

Thus the school would need , square feet feet x feet , or about 2. As shown in Table 3, a total of 2. Typical problem B: Assume a middle school, grades six to eight, with an anticipated enrollment of pupils.

At the 2 to 1 ratio, each pupil will generate square feet for the building plus adjacent grounds. Thus the school would need , square feet, or about 4. See Table 4 for this example. Added acreage for class size reduction. Those school districts planning for CSR will want to take into account the added acreage required for the extra classrooms or buildings necessitated by smaller classes.

Table 3 indicates the site requirements for elementary schools with more than six classrooms. The table has been revised to include additional acreages for the developed grounds and building area as well as associated parking and roads at schools where CSR is in effect. Table 2 indicates site requirements for elementary school sites with fewer than seven classrooms.

The requirements have not changed; the acreage is based on the number of classrooms. Therefore, any increase in classrooms because of CSR would automatically include increased acreage. CSR is very limited in effect in grades seven through twelve; acreage increases for CSR in those grades are shown in the appendix. Those computations are subject to future reevaluation. Determining additional acreage for implementing class size reduction. The following steps are used to determine the additional acreage required for CSR:.

Table 3 for kindergarten-through-grade-six schools has been revised to include an increase in area due to CSR for buildings and grounds and for parking and roads. No calculation is needed for kindergarten because acreage in that table is already based on the number of classrooms and can easily be added to acreage for grades one through three to determine a total kindergarten-through-grade-three figure.

Refer to Table 3 and assume students are in grades one through three of a school where CSR is in effect. In the column " to ," 1. On the line "Added acreage for buildings and grounds" for CSR, 0. The added parking and roads acreage under CSR may be found in a similar manner.

In this example the total acreage for grades one through three without CSR is in effect 2. The total acreage with CSR in effect is 3.

CSR has no effect on acreage for physical education. Data on schools with CSR in effect for grades six through twelve are shown in Tables 4, 5, and 6.

Typically, areas for parking and bus loading, access roads, and fire and service roads are required of most schools. The minimum parking provided for a one-classroom school is generally space for five to six cars, or five parking spaces for the public and one space for the teacher. Parking areas for small schools are arranged so that these schools use a combined parking area and bus loading area.

The minimum space required for this arrangement is about 0. Parking at elementary and middle schools. When this guide was first published, larger elementary schools and middle schools generally provided one and one-half parking spaces for each teacher and each staff member. Under the former formula, an classroom elementary school would have parking for 18 teachers, one principal, one office support staff member, and ten extra spaces for visitors and teacher aides, or 30 spaces.

In recent years the number of teacher aides and other staff members has increased so that the former formula is outmoded. A more up-to-date formula that better reflects current practice would provide 2.

This would include space for staff members and visitors. Under this new formula an elementary school of 18 classrooms would have 40 parking spaces. These additional ten spaces are the minimum needed to accommodate the increased number of teacher aides, staff members, and visitors at schools today. Required area for parking and buses. If the parking and bus loading areas for a school are designed separately, the architect may plan to use about 15, square feet for the bus loading areas plus square feet for each parking space and access roads.

A kindergarten-through-grade-six school requiring 30 parking spaces would therefore require about 15, square feet plus 11, square feet, or a total of 26, square feet. This total is approximately 0. Included in this figure is the land around parking lots, the land between the parking lots, the turn-arounds, drop-off areas, service areas, and the frontal street. The parking acreage requirements developed for kindergarten and grades one through eight in any combination include those elements see Tables 3, 4, and 5.

Student parking at secondary schools. Secondary schools generally provide additional land for student parking. This provision allows students who drive cars to park on the school site rather than occupy street parking throughout a neighborhood.

When student parking areas are located to permit use by the public attending athletic events or community events, more land than is needed for student parking must be provided as determined by the capacity of the gymnasium, stadium, or auditorium.

In the past many school districts provided student lots with a minimum parking capacity calculated on 50 percent of the school enrollment. Thus a high school of 2, students would provide parking for 1, cars at square feet per car - an area of , square feet or about 8. The number of students driving cars differs for each school, but this amount of land is usually adequate for all school purposes. The recommended total area requirements for secondary school parking include student parking, staff parking, access roads, land around and between parking lots, turnarounds, drop-off areas, service areas, and the frontal street see Table 6.

Usually, it is not possible to lay out required facilities such as playfields, which have critical dimensions and also critical relationships to other elements of the master plan, in such a way that all elements fit together neatly as pieces in a jigsaw puzzle. Even if that were possible, it would not be desirable. Rectangular elements would require a rectangular site of exact dimensions. Any natural attribute of the site, such as trees or knolls, would be sacrificed.

There would be no space between various play areas for safety lanes or buffer areas to permit large groups of children to move freely on the site. And every site should have free space for the small, undefined activities that invariably become necessary as the school is used. Outdoor instruction areas and nature study activities are valuable assets.

Younger children need garden spaces, digging areas, and other space for imaginative and creative play. The tables for determining site requirements include a percentage factor that takes into account the various requirements and permits the layout of the programmed facilities.

This factor varies from 30 percent for very small schools to 10 percent for large schools. The percentage factor varies because schools tend to grow and because the more elements that are planned on a site, the greater is the efficiency possible in placing these elements within the site boundaries.

The tables in Section 3 contain information about the facilities and the amount of land needed to serve a specified number of grade levels and school enrollment. The suggested site acreage is based on the total area required for facilities, including land for buildings, parking, and outdoor physical education spaces. Each of the various outdoor physical education spaces is represented by a letter that is keyed to the layout of the facility.

A number before a letter indicates the number of units of the physical education facilities required. Layouts for the various types of physical education facilities are presented with their correct dimensions. Tables are organized according to the number of classrooms or grade levels at a school. Table 2 contains data for schools with fewer than seven classrooms. Small schools are a necessity in many areas in California that are sparsely populated and isolated.

These small schools, however, pose special problems. The site factors, including outdoor physical education facilities and parking, are minimal. The outdoor spaces are compromised by necessity because pupils of various age groups must use the same facilities. Table 3 contains data for elementary schools with more than six classrooms. The outdoor facilities required for the schools are suited to the grade level of the pupil enrollment.

The table is divided to show the outdoor areas required for kindergarten activities; the outdoor facilities for grades one, two, and three; and those required for grades four, five, and six.

Adjustments in acreage related to the implementation of CSR are on separate lines. Table 4 contains data for schools with grades six through eight or solely seven and eight. When grade six is added to a school with grade seven or grades seven and eight to form a middle school, the outdoor facility requirements for grade six enrollment are considered the same as those for grades seven and eight.

When grades five and six or grades four through six are placed in combination with upper grades to form groupings commonly referred to as middle schools, the outdoor facility requirements for grades four through six shall be determined by the table for elementary schools. Acreages related to the implementation of CSR are on separate lines. When grade nine is included with the upper elementary grades, the requirements for space and facilities increase appreciably because the ninth-grade programs usually introduce some of the physical education activities commonly associated with a high school.

Even though a school that includes grade nine does not offer a program requiring facilities such as a track or a baseball field, land should be purchased that would permit those activities to be introduced in the program in the future. Table 6 contains data for high schools. This table should be used to determine the site requirements for grades nine, ten, eleven, and twelve or any combination of those grades.

Table 7 contains data for county community schools, community day schools, and continuation high schools. The table includes acreage requirements for those types of schools, but that does not imply that they share the same site.

Generally, they cannot see Education Code Section The data for those schools are combined in one table because the acreage requirements are the same. Table A. The tables in this guide are designed so that the same procedure employed in using one table except for Table 7 may be employed in using all the other tables. This procedure is illustrated through the following hypothetical problem that uses the table for elementary schools with more than six classrooms Table 3.

For example, assume that the school to be planned will provide for children of kindergarten age and those in grades one through six. The projected enrollment is Step 2.

Determine the projected enrollments in kindergarten; grades one, two, and three; and grades four, five, and six. Enrollment for kindergarten is 84 up to 40 pupils may be taught in one classroom in two half-day sessions Enrollment for grades, one, two, and three is Enrollment for grades four, five, and six is Total enrollment is For each of the facilities noted by a letter in the tables, illustrations and the dimensions are provided in the layouts later in this document.

This information may be useful to architects. For example, if an architect wants to know the hardcourt requirements for up to pupils in grades four, five, and six, he or she should refer to figure 10, which indicates that an area of 32, square feet is required for pupils. Basic Unit F see figure 9 is a space module of 80 feet by feet, and four of these units are required for the hardcourt area. These four modules may be blocked into various geometric patterns or planned as separate units.

Therefore, the layout shown in figure 10 should be treated as being only one of many possible layouts. The illustration shown in figure 10 also suggests that the hardcourt area provide for four basketball courts, six volleyball courts, and an area for miscellaneous games, such as tetherball, hopscotch, foursquare, and shuffleboard. Career Exploration Online. Students will evaluate career information to assure they are using reliable and valid sources of career information.

Students will identify jobs for each career field that appear to be most interesting to him or herself at this time. Career Standards Applies appropriate academic and technical skills Communicates effectively and appropriately Contributes to employer and community success Uses critical thinking Demonstrates innovation and creativity Models ethical leadership and effective management Works productively in teams and demonstrates cultural competency Utilizes technology Manages personal career development.

Exploring Careers through Product Comparison. Students will outline multiple careers related to the production of different final products. Career Standards Uses critical thinking Manages personal career development. Let's Go Exploring for Career Information. Students will discover personal interests, career interests and aspirations. Students will compare and contrast how education and training decisions may affect career choices. Students will demonstrate how altering education and training plans changes career options and opportunities.

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Imagine Your Future Career. Students will formulate a future career vision with the use of imagination. Students will write and share their experience and future career vision with others. Career Standards Applies appropriate academic and technical skills Communicates effectively and appropriately Demonstrates innovation and creativity Manages personal career development.

Students will identify varieties of career opportunities and job titles in the Architecture and Construction career cluster. Students will identify varieties of job titles for career opportunities in the Business Management and Administration career cluster.

Students will identify career opportunities and job titles within the Communication and Information Systems career cluster. Students will identify varieties of job titles for career opportunities in the Education and Training career cluster. Students will identify different job titles to introduce career opportunities in the Education and Training career cluster. Students will list job titles of workers they see in their school belonging to other career clusters outside of Education and Training.

Career Standards Communicates effectively and appropriately Manages personal career development. Introduction Activity: Finance Career Cluster. Students will examine workers and job titles within the Finance career cluster. Students will identify career opportunities and job titles within the Health Science career cluster. Students will identify career opportunities and job titles within the Hospitality and Tourism career cluster. Students will identify career opportunities and job titles within the Human Services career cluster.

Students will identify career opportunities and examine products and apps developed by workers connected to the Information Technology career cluster. Students will identify career opportunities and job titles within the Law, Public Safety, Corrections, and Security career cluster.

Introduction Activity: Manufacturing Career Cluster. Students will identify career opportunities and job titles within the Manufacturing career cluster. Introduction Activity: Marketing Career Cluster. Students will identify career opportunities and job titles of the Marketing career cluster. The student will utilize EducationQuest Look2College program to help them get on the path to college. Students will focus on: What do I want to be? How will I get there? How to invest in myself.

Career Standards Applies appropriate academic and technical skills Communicates effectively and appropriately Contributes to employer and community success Models ethical leadership and effective management Utilizes technology Manages personal career development Attends to personal and financial well-being. Exploring Career through Photography. We are doing strategic investments that will have long-term benefits for our students and education communities.

For example:. In addition to the actions the Biden Administration has taken to reopen schools, the President has proposed critical investments through his Build Back Better Agenda. The Build Back Better agenda will offer universal and free preschool for all 3- and 4-year-olds, make education beyond high school more affordable—including offering more trainings and apprenticeships, increasing the maximum Pell Grants, expanding access to DREAMers, and making historic investments in Historically Black Colleges and Universities, Tribal Colleges and Universities, and minority-serving institutions, among other provisions.

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