middle school educational specifications

Revised March, 2010 Middle School, page 1

Middle School Educational

Specifications

Austin Independent School District 1111 West 6th

Austin, Texas 78703

FINAL DRAFT 6/10/96 Updated 03/02/10

Revised March, 2010 Middle School, page i

AUSTIN INDEPENDENT SCHOOL DISTRICT 1111 West Sixth Street

Austin, Texas 78703-5300 (512) 414-1700

Board of Trustees Mark Williams, President, District 5

Vincent M. Torres, Vice President, District 4 Lori Moya, Secretary, District 6

Cheryl Bradley, District 1 Sam Guzman, District 2

Christine Brister, District 3 Robert Schneider, District 7

Annette LoVoi, At-Large Position 8 Karen Dulaney Smith, At-Large Position 9

Superintendent of Schools Dr. Meria J. Carstarphen

Austin Independent School District does not discriminate on the basis of race, creed, color, national origin, sex, disability, or English language skills in its programs and activities

TABLE OF CONTENTS

Page Austin ISD Vision, Mission, and Core Values……………………………………………….…. 1 Board Governance Policy……………………………………………………………………….. 2 Introduction……………………………………………………………………………………… 4 Purpose of the Middle School…………………………………………………………………… 12

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Part I—PROGRAM DESCRIPTIONS

A. Instructional Programs 1. Art…………………………………………………………………………………… 16 2. Athletics/Physical Education…………………………………………………….…. 20 3. Bilingual/ESL……………………………………………………………………….. 25 4. College and Career Preparatory Programs………………………………………….. 30 5. English/Language Arts/Reading…………………………………………………….. 34 6. Foreign Languages………………………………………………………………….. 39 7. Guidance and Counseling…………………………………………………………… 44 8. Health……………………………………………………………………………….. 49 9. Instructional Technology……………………………………………………………. 53 10. Library Media Center……………………………………………………………….. 57 11. Mathematics………………………………………………………………………… 65 12. Music

General/Choral Music………………………………………………………………. 70 Instrumental Music…………………………………………………………………. 73

13. Publications English (Journalism)………………………………………………….. 78 14. Science……………………………………………………………………………… 81 15. Social Studies………………………………………………………………………. 86 16. Special Education…………………………………………………………………... 90 17. Theatre Arts………………………………………………………………………… 97

B. Administrative Program………………………………………………………………... 100

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C. Support Programs

1. Health Services……………………………………………………………………. 109 2. Nutrition and Food Services Department…………………………………………. 114

Part II—FACILITIES

A. Administration: Space Budgets, Space Descriptions, Space Relationships, and Equipment Lists

1. Overall Facility Considerations……………………………………………………. 118 2. Total School Space Budget………………………………………………………… 128 3. Total School Space Relationships…………………………………………………. 132 4. Administrative Suite

Public Areas……….………………………………………………………………. 133 ISSSC/Faculty Center/Faculty Workroom………………………………………… 138

5. Guidance and Counseling…………………………………………………………. 144

B. Instructional Areas: Space Budgets, Space Descriptions, Space Relationships, and Equipment Lists

1. Art………………………………………………………………………………….. 147 2. Athletics and Physical Education………………………………………………….. 154 3. College and Career Preparatory Programs

Business Education..………………………………………………………………. 133 Industrial Technology………..……………………………………………………. 163 Skills for Living..….………………………………………………………………. 167

4. Interdisciplinary Classrooms, Grades 6, 7, and 8…………………………………. 170 5. Interdisciplinary Work Area/Restrooms…………………………………………… 174 6. Instructional Technology Computer Lab………………………………………..… 176 7. Library Media Services…………………………………………………………… 178 8. Music

General/Choir……..………………………………………………………………. 186 Instrumental Music…………………………………………………………….….. 191

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9. Science…………………………………………………………………………….. 197 Special Education..………………………………………………………………… 201 Theatre Arts……………………………………………………………………….. 208 Amphitheatre……………………………………………………………………… 210

C. Instructional Areas: Space Budgets, Space Descriptions, Space Relationships, and Equipment Lists

1. Health Services……………………………………………………………………. 213 2. Nutrition and Food Services……………………………………………………….. 216 3. Plant Services……………………………………………………………………… 219 4. Student Commons…………………………………………………………………. 222 5. Unassigned Space…………………………………………………………………. 223

Revised March, 2010 Middle School, Page 1

VISION STATEMENT

In partnership with our community, Austin ISD will be recognized for providing each student with a rigorous education.

MISSION STATEMENT

All students will progress academically and intellectually, and will graduate prepared for personal success and inspired to contribute to society.

CORE VALUES

High expectations for all. Excellence in teaching and learning.

Respect for the individual. Resources to support student needs.

A community with shared ownership, shared purpose, and shared commitment.


BOARD GOVERNANCE POLICY

In the Fall of 2002, the Austin ISD Board of Trustees made an important change to the District’s governance practices when they adopted the “Policy Governance” model. Through this model the Board commits to providing excellent strategic leadership to the district, and further remands operation policies to the Superintendent for full and accountable implementation. Policy Governance is a theory and model of board governance created by John Carver that compels the board to make policy decisions, not operational decisions, Rather than “micro-managing”, policy governance boards make only a few broad policies based on values and focusing on the Results Policies. Policy Governance Boards direct the Superintendent, who assumes the role of chief executive officer. Policies set by the Board fall into four categories:

- Results—the beneficial results of the school district. These policies answer the questions: What are the outcomes? For whom? At what cost?

- Executive Limitations—the boundaries of acceptability within which staff methods and activities are delegated. These apply to staff means rather than Results.

- Governance Process—board philosophy, accountability, and specifics of how the Board does its jobs.

- Board/Superintendent Relations—the manner in which the Board delegates authority to the Superintendent and how they evaluate the Superintendent’s performance.

Policy governance means site-based accountability to the Superintendent. District accountability to the Board, and Board accountability to the community. The Board will focus more on student achievement and the needs of every student. Policy governance enables the Administration to concentrate on realizing improvement in student achievement on a day-to-day basis. Under policy governance, residents of the District are either “owners” or “customers”— sometimes both. Owners are those who pay taxes, but do not have children in District schools. Customers are those who live in the District and send their children to District schools. Policy governance Boards invite owners and customers to help them develop the Results policies. The AISD Board will work with the Austin community to determine a common vision and statement of what students should know and be able to do as a result of attending AISD schools.


INTRODUCTION

This document of educational specifications focuses on five major concepts that support and contribute to successful learning prekindergarten through grade 12: curriculum connections, career pathways, technology connections, community linkages, and safety. Schools in which all students are successful will have certain similarities. CURRICULUM CONNECTIONS

• Teachers facilitate instruction where students are actively engaged as self-directed learners incorporating multiple learning styles inside and outside the classroom.

• Students and teachers work together as part of a learning community.

Teachers and other staff members collaborate and reflect on their work and its impact on student learning.

• Students are connected to each other and to their teachers as teams for long

periods of time. The schedule for the day is flexible.

• Teams work on projects requiring use of skills across all areas of the curriculum.

• Students develop knowledge of the world of work and the responsibilities of

citizenship. They demonstrate concern for the school and other students while working toward becoming responsible adults. Students also learn and apply critical-thinking and decision-making skills, discover multiple ways to solve problems, and use conflict resolution strategies.

• Teachers group and regroup students based on their academic needs, interests,

and skills. Students working in collaborative groups learn to balance the talents of each member to solve problems and accomplish assigned tasks.

• Staff members are learning from each other, and from their students, and

reflecting on their work and its impact on student learning.

• Students are actively engaged in a rigorous curriculum aligned with state and national standards. Their full participation in the curriculum creates a sense of themselves as self-directed learners.

• Students engage in learning activities which stimulate thinking, expand vision,

develop new skills and understandings, and provide the opportunity for continuous personal growth and renewal.


• Teachers facilitate student learning through adept management of resources

and model communication strategies that students can emulate in their own

• Teachers continuously assess the learning environment to assure that it meets the needs of student learning and contributes to the success of all students.

CAREER PATHWAYS

• Students work side-by-side with experts in the field. • Students see the relationship between the courses they are taking and the

coursework in the real world workplace.

• Students identify their career interest through career awareness experiences at all levels and through participating in courses that best meet their interest.

• Students plan their high school course of study based on their career

interest. They are aware of expectations in the work area as they develop a plan for attaining their goals.

• Students apply academic skills in an industry based curriculum setting.

• Students develop computer application skills through multiple skill-based

software programs.

• Student produced products are a result of research and development conducted in a simulated work environment.

• Students experience career expectations and industry skill applications by

working through pre-selected technology programs. TECHNOLOGY CONNECTIONS

• Technology is used in all academic areas as an integral part of the curriculum. Curriculum drives the technology.

• Students and staff use technology to gather, analyze, and synthesize

information and create multimedia products.

• Students use online information resources shared by many universities and entities through telecommunications.


• Students and staff use production centers and mobile wireless labs in the media center for development of multimedia projects.

• Students use technology to develop projects pertaining to the curriculum.

• Students create data bases, home pages, engineering plans, and new

networking systems based on their interests and the Texas Essential Knowledge and Skills.

• Students use simulations to understand complex aspects of the world that

cannot be replicated in the classroom.

• Students use telecommunications to collaborate with others, share their work throughout the world and receive information and feedback on their work.

• Students access courses for dual credit from sources within and outside the

Austin Independent School District.

• Students actively participate in learner-centered, teacher-facilitated, and technology-rich classrooms.

• Students use technology in an ethical and responsible manner

COMMUNITY LINKAGES

• Parents and volunteers engage in school activities to assist students and campus staff with planning, tutoring, teaching, and sharing their careers.

• Members of the community, principals, counselors, parents, and staff share a

common vision about the role of the school in meeting the needs of all students and commit time, energy, and resources to focus on student success.

• Students have access to social and health care services as nurses and school

counselors assist with connections to healthcare providers, insurance, dentists, and mental health resources.

• The community is the classroom--students are as comfortable in the pathology

laboratory at a hospital, a fire station, or an office in the city hall as they are in the classroom.

• Laboratories for career technology courses are designed for use by both

students and members of the community for training and work skills development.


• Community members and parents have access to educational and extra-

curricular opportunities for themselves such as literacy training, English as a second language, parenting classes, and legal aid resources.

SAFETY

• Students, parents, staff, and community feel safe at school at all times. • Strong, consistent, child-centered discipline plans are in place in every school.

Peer mediation and conflict resolution are the major strategies established in the discipline plans to develop success behaviors in students.

• Students and staff believe they are wanted at school and are a vital part of the

school’s family. Camaraderie among faculty and students exists based on trust and caring.


AISD FOCUS ON TEACHING AND LEARNING

Austin Schools’ Partnership with the Institute for Learning Austin ISD’s partnership with the University of Pittsburgh’s Institute for Learning is recreating AISD as a high-performance learning community. The shared philosophy is that all students, with appropriate effort, are capable of high achievement and high-level thinking. Effort-based education assumes that sustained and directed effort yields high achievement and can also create ability. People can become smart by working hard at the right kinds of learning tasks. Institute partners collaborate through deep, continuing, and active engagement in instructional practices. They design and test tools for professional development in school districts committed to standards-based education and sustainable educational reform. The core of the Institute’s philosophy, nine Principles of Learning, are products of extensive research in learning and cognition and are designed to help educators analyze the quality of teaching and learning. Principles of Learning Organizing for Effort

• A clear, high, minimum set of standards that every student is expected to meet is established in each subject.

• All students are taught a curriculum that prepares them to meet the standards. • Additional instruction and learning time is provided for students who need it in

order to meet the standards. • When there are special learning opportunities, a willingness to the work is the

primary admission criterion. • Students are responsible for completing academic work that has been specified

and negotiated. • There are specified bodies of work that students must accomplish by the end of

key stages of schooling. Clear Expectations

• Standards that include models of student work are available to and discussed with students.

• Students judge their work with respect to the standards. • Intermediate expectations leading to the formally measured standards are

specified.


• Families and community are informed about the accomplishment standards that children are expected to achieve.

Fair and Credible Evaluations

• Exams and tests are referenced to standards and designed to be studied for. The exams and tests are valid when students directly prepare to take them.

• Exams, tests, and class work are graded against absolute standards, not on a curve.

• A reporting system exists that makes it clear to students and their parents how they are progressing toward expected standards.

• Assessments validly test the full range of adopted standards. • Curriculum and assessments are aligned. • “Public accountability” assessment instruments and “instructional

assessments” are aligned. Recognition of Accomplishment

• Frequent and regular occasions for recognizing student accomplishment linked to standards are established.

• Recognitions mark real accomplishment--meeting a standard or intermediate expectations.

• Enough clearly demarcated progress points are set so that all students experience recognition and celebration of their accomplishments periodically.

• Families and other community members who matter to students participate in celebrations and recognition events.

• Employers and colleges recognize and ask for evidence of academic accomplishments for high school students.

Academic Rigor in a Thinking Curriculum

• Commitment to a Knowledge There is an articulated curriculum in each subject that avoids needless The curriculum and instruction are clearly organized around major concepts specified in the standards. Teaching and assessment focus on students’ mastery of core concepts.

• High-Thinking Demand

In every subject, students are regularly expected to raise questions, to solve problems, to think, and to reason.


Students are doing, challenging, high-level assignments in every subject. Assignments in each subject include extended projects in which original work and revision to standards are expected. Students are challenged to construct explanations and to justify arguments in each subject. Instruction is organized to support reflection on learning processes and strategies.

• Active Use of Knowledge

Each subject includes assignments that require students to synthesize several sources of information. Students in each subject are challenged to construct explanations and to test their understanding of concepts by applying and discussing them. Students; prior and out-of-school knowledge is used regularly in the teaching and learning process. Instructional tasks and classroom discourse require students to interpret texts and construct solutions.

Accountable Talk

• Engagement in Learning Through Talk

A substantial portion of instructional time involves students in talk related to the concepts delineated in the standards. Accountable Talk sharpens students’ thinking by reinforcing their ability to build and use knowledge. Teachers create the norms and skills of Accountable Talk in their classrooms by modeling appropriate forms of discussion and by questioning, probing, and leading conversations.

• Accountability to a Learning Community

Students actively participate in classroom talk. Students elaborate and build upon ideas and each others’ contributions.

• Accountability to Knowledge

Students make use of specific and accurate knowledge. Students provide evidence for claims and arguments. Students identify the knowledge that may not be available yet which is needed to address an issue


• Accountability to Rigorous Thinking

Students synthesize several sources of information. Students construct explanations. Students formulate conjectures and hypotheses. Students test their own understanding of concepts. Classroom talk is accountable to generally accepted standards of reasoning. Students challenge the quality of each other’s evidence and reasoning. Classroom talk is accountable to standards of evidence appropriate to

Socializing Intelligence

• Beliefs I have the right and obligation to understand and make things work Problems yield to sustained effort.

• Skills Cognitive Social

• Disposition Habits of mind Tendency to try actively to analyze problems, ask questions, and get Students acquire and use strategies for learning and problem solving. Students acquire and use strategies for appropriately getting and giving Staff communicate to all students that they are already competent learners Classroom practice holds students accountable for using learning, problem Students are persistent when working on challenging problems. Students regularly expect to do “better than before”.

Self-Management of Learning

Within the context of instruction and learning in the various subject areas, Students are expected and taught to play an active role in monitoring and Teachers scaffold students’ performance during initial stages of learning,

Learning as Apprenticeship

A substantial portion of instruction and learning occurs in the context of Student products meet publicly agreed upon standards of quality. Experts from within the school or from the community critique and guide Learning strategies and thinking are overtly modeled and discussed.


PURPOSE OF MIDDLE SCHOOL EDUCATION

As children move from elementary school to middle school, they enter one of the most exciting and challenging periods of life. For this reason, the purpose of middle/junior high school is to guide early adolescent students in their transition and growth in an environment which:

• provides a safe atmosphere for learning. • implements a curriculum to meet students’ diverse needs. • engages the students actively in the pursuit of knowledge.

• encourages students to solve problems and make connections across the subject

areas.

• offers challenging technological opportunities.

• stimulates progress towards responsible adulthood.

• stresses community involvement.


AISD Educational Specifications Policy

The development and implementation of Educational Specifications shall be ongoing and should be reviewed and updated on a regular basis, in advance of developing future bond programs.

I. The District Advisory Committee on Educational Specifications shall be formed to include personnel representing:

A. elementary, middle and high schools B. central office staff C. community/parent representatives D. committee membership

1. six principals (two each from elementary, middle and high schools) 2. teacher representatives from grade levels, subjects or programs 3. classified representatives from clerical, cafeteria and custodial areas 4. community/parent representatives (an appointment from Austin Council of

Parent and Teacher Associations and a designee from each of the areas of school operations)

5. representatives from the District Advisory Council 6. representative from the department of construction management 7. representative from the district police department 8. representative from the department of technology

Duties of committee members shall include actively participating in a series of work sessions and providing input into the refinement of the educational specifications. The primary task will be the updating of the instructional design to current standards including philosophy, purpose and program specifications.

The ongoing development process for educational specifications will allow for review of all program areas through data analysis and a study of emerging concepts and developing trends.

Members of the total Administrative Working Committee for Educational Specifications shall reconvene to review the curriculum and instructional design and determine any needed revisions prior to the Board presentation designated in item #II listed below.

The meeting agenda will provide for a presentation of current implementation and include a work session for the three individual teams to make necessary additions or changes as determined by input from the periodic review teams.


Leaders in the architectural field shall advise the committee. Committee members shall have opportunities to visit model school sites. Leadership of the committee shall be the responsibility of the Chief Academic Officer. Central office staff shall serve as support and resource personnel. The ethnically balanced committee shall include representation from each of the District school operations areas. The three teams – elementary, middle, and high school – shall be equal in number.

II. The general framework of the educational specifications shall be in draft form. Prior

to planning for an upcoming bond program, the Administrative Working Committee for Educational Specifications shall present to the Board working drafts of the three updated documents.

A. ED SPECS – Elementary School Educational Specifications B. ED SPECS – Middle School Educational Specifications C. ED SPECS – High School Educational Specifications

Educational specifications shall include project descriptions as listed in the definition section of the CS (LEGAL).

As working documents, the educational specifications shall continue to be revisited and adjusted as needed. Periodic review shall be held on a regular basis and aligned to the timeline scheduled in preparation for upcoming bond issues. Three sub-committees – each having five members – shall be named to act as periodic review teams for elementary, middle and high school areas. Those persons shall be the points of contact for addressing inquiries concerning any needed clarification or requested adaptation of current educational specifications. Documentation of inquiries shall be filed and presented to the total Advisory Committee on Educational Specifications in preparation for subsequent revision of all three documents. Data gathering shall continue in preparation for updating educational specifications on a scheduled basis. Updated educational specifications shall continue to be the District standard for the design and construction of all renovations and the building of new schools. --

Adopted 5/27/03


PART I

PROGRAM DESCRIPTIONS

A. Instructional Programs


ART Mission/Goals of the Program The middle school art program provides for comprehensive learning in the Texas Essential Knowledge and Skills (TEKS) which lay the foundation for more advanced work in high school. Sequential instruction in the visual arts is essential to the education of every student in the District by:

a. addressing aspects of creativity student will achieve higher levels of thinking.

b. emphasizing creative and critical thinking, students will achieve success in a complex and ever-changing world.

c. studying cultural heritage and history, students will understand, appreciate, and

respect the diversity of all people.

d. exploring aesthetics and critical judgment, students will appreciate both natural and human creations.

By accomplishing this mission, students will experience the joy of self expression. Curriculum Description To meet the program goals, students may experience the following--drawing, painting, printmaking, sculpting, fibers, ceramics, jewelry, photography/filmmaking, electronic media.

a. Beginning Art

Work is more individualized with emphasis on developing positive self-concept and building on skills already obtained. Art experiences include both 2-D and 3-D art forms which are more complicated and involved than those experienced in elementary school. The student’s growth through art experiences is more important than the finished work.

b. Intermediate Art

In these classes students: • complete drawings of both natural and human-made forms. • study and use concepts of composition, design, elements, and principles.


• explore, study, and create original 2-D and 3-D works with a variety of materials and techniques.

• study and use concepts of perspective. • study and use concepts for creating illusions of depth and form. • study and use concepts of color theory. • examine, discuss, and write about aspects of cultural heritage and art history. • study and use techniques for making aesthetic judgments. • be introduced to potential careers in visual art • study and use critique skill

c. Advanced Art

Students continue to: • explore concepts of 2-D and 3-D. • examine, discuss, and write about aspects of cultural heritage and art history. • study and use techniques for making aesthetic judgments. • explore potential careers. • study and use critique skills.

Teaching and Learning Activities Within the art classroom, teachers use a variety of instructional techniques. Students work individually and in small groups. Areas are designed for: students to work with a variety of materials; room for matting and displaying of work; ample room for still life set-ups, for potter's wheel, and kiln room. Students work at tables in areas where they can readily have access to materials. Students need to be able to move freely between tables and sinks. Room shall be provided for a drying rack and for the storage of art materials including all student 2-D and 3-D works in progress.

a. Students will move to small computer lab for work with technology. b. Teacher area shall include space for desk, lockable cloak cabinet, bookcases and

file cabinet, c. There shall be adequate work space for students involved in various media,

individual/group work.

d. Students are encouraged to make and justify statements about qualities of artworks and to make informed judgments about artworks.

e. Opportunities are provided to increase students’ abilities to observe, verbally

describe, and write expressively about art and artworks.


f. Adequate space will be available to display students’ artwork in classrooms and throughout the school.

g. There shall be room to set up workstations for self-directed activities.

Emerging Concepts and Trends Emerging concepts and trends in the visual arts include the following:

a. dual emphasis on critical thinking and creative thinking, helping students develop two related yet quite different sets of thinking skills–understanding where art fits into the framework of heritage and culture.

b. the concept that art activities are open ended and related to future problems that

when confronted, require multiple solutions, problems that simply cannot be solved by a single formula or rule.

c. inventive and imaginative skills developed through computer graphics for use in

numerous art careers.

d. visual arts as conceptually based and building on universal art concepts.

e. curriculum alignment between elementary, middle, and high school art programs.

f. interdisciplinary reinforcement of writing and expression skills.

g. Pre-Advanced Placement training for art teachers and Pre-Advanced Placement classes for students.

h. multiple intelligence valued teaching methods for visual learner/imagination, and

visualization

i. the world’s museums and artists brought to the classroom via computers, CD-Roms, and Internet.

Group Sizes and Staffing Class size should be an average 28 students per teacher. Art teachers should be certified in art. Classes should be made up of the same level and course.


No chalkboards; use all Marker Boards Drawing is diagrammatic only and intended to convey conceptual requirement rather than actual design.


ATHLETICS Mission/Goals of the Program The goals of the interscholastic athletic program are designed so students:

a. enhance their ability to cope successfully with real life experiences through a competitive environment.

b. experience a quality program designed to instill character, ethics, sound values,

team work, and cooperative learning.

c. receive effective services that will assist their transition from adolescence to young adulthood.

d. maximize their productivity on the playing field and in the classroom through

technological means. Curriculum Description Through interscholastic athletics, students learn rules, basic skills, and knowledge of the sports in which they compete. They learn to execute the proper techniques of the sport as well as to accept responsibility for self and team. Students also learn how to utilize resources to aid their growth and academic development. Teaching and Learning Activities Program activities include:

a. learning sport-related skills. b. learning safe practice techniques.

c. accepting responsibility for self and team.

d. utilizing study materials to aid growth in academic and athletic development.


Emerging Concepts and Trends New trends and concepts are to:

a. drop competitive athletics and replace them with intramurals. Because of the added number of participants, at least three game areas per sport should be available, i.e., volleyball--three regulation courts with clocks, etc.

b. offer the high school concepts during the second semester of Grade 8.

c. make weight training part of the required curriculum. There is a need for a large

room with hard rubber flooring and good ventilation. Ten stations for 30 students are part of the room design.

Group Sizes and Staffing Minimum of seven coaches per campus (regular physical education staff members each do three sports) These coaches may be Physical Education teachers or teachers of other content areas. Each has responsibility for coaching and a specific teaching assignment.

Football - four coaches Basketball - four coaches Volleyball - two coaches Tennis - one coach Track - one coach

Student group size: Football - no limit Basketball - 25 per team Volleyball - 25 per team Tennis - no limit Track - no limit


PHYSICAL EDUCATION Mission/Goals of the Program The District shall provide a quality physical education program to all of its students. Quality physical education is both developmentally and instructionally suitable for students of all ages. A developmentally appropriate physical education program accommodates a variety of individual differences such as cultural identity, previous movement experiences, fitness and skill levels, and intellectual, physical, and social/emotional maturity. Instructionally appropriate physical education incorporates the best practices, derived from both research and experiences teaching students of various ages, into a program that maximizes opportunities for learning and success for all students. A developmentally and instructionally appropriate program of physical education contributes to an individual's becoming “physically educated.” The goals of the physical education program is for each student to:

a. demonstrate competency in many movement forms and proficiency in a few movement forms.

b. apply movement concepts principles to the learning and development of motor

skills. c. exhibit a physically active lifestyle.

d. achieve and maintain a health enhancing level of physical fitness.

e. demonstrate responsible personal and social behavior in physical activity settings.

f. demonstrate understanding and respect for difference among people in physical

activity settings.

g. understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

Curriculum Description Middle school students are required to take one semester of physical education per year. The curriculum consists of physical fitness activities, team sports (touch football, basketball, softball, volleyball, etc.), track and field, and some individual sports.


Teaching and Learning Activities The teaching and learning activities for middle school physical education students always begin by stressing good health and safety practices; such as dressing appropriately for the activity, showering after participation, and securing one’s own clothes and valuables. Some form of physical fitness is stressed each day and is most often incorporated into the warm-up activities. The team sport activities will use a large group or several small groups to teach the activity. The individual sport activities will generally use stations for learning new skills and practicing. Emerging Concepts and Developing Trends Middle schools have larger number of classes per period because every student is required to take at least one semester per year. This results in as many as six to eight classes per period. There is a need to have at least five to six indoor stations. Group Sizes and Staffing Classes scheduled for outdoor activities should be limited to 35 students per teacher. Classes scheduled for indoor activities should be limited to 30 students per teacher and the number of classes limited to the number of available indoor stations.


Drawing is diagrammatic only and intended to convey conceptual requirement rather than actual design.


BILINGUAL/ESL Mission/Goals of the Program The mission of the English as a Second Language (ESL) program is to provide English language learners (ELLs) the linguistic and cognitive/academic achievement needed to become productive, responsible citizens of our society. The goals of the program are to establish friendly, cooperative relationships between the school, home, and community and provide opportunities for:

a. ELLs to become proficient in English and their primary language in order to participate fully in an all-English instructional program.

b. each student to develop his/her highest level of academic skills, and use of currently available technologies.

c. students to develop powers of communication, including correct speaking, listening, reading, and writing skills, and use of current technologies.

d. students to make choices, solve problems and be creative.

e. students to develop a background of experience and knowledge for making judgments and decisions appropriate to their stages of development.

f. every student to develop strong character, good physical and mental health, and respect for the values of others.

Through the ESL instructional program the students:

a. listen to, comprehend, and evaluate spoken English.

b. speak correct English in an appropriate situation.

c. read, comprehend, and evaluate written English.

d. write English correctly, appropriately, and creatively.

e. learn content area concepts in English.

f. become adequately proficient to function independently in an all-English curriculum.

g. become proficient in the use of technology.


ESL programs are designed to be developmentally appropriate, as is the ESL instruction. The ELLs are challenged to perform at a level commensurate with their linguistic proficiencies and individual academic potential. ESL programs can accommodate students from different backgrounds in the same classroom without the teacher bing proficient in every student’s home language. The amount of instruction provided in ESL shall correspond with the student’s level of English proficiency and his/her level of academic achievement as determined by the Language Proficiency Assessment Committee (LPAC). In grades 6-12, instruction in ESL may occur during one or two periods daily. Curriculum Description The instructional program is adjusted to meet the varying linguistic and academic levels of ELLs. Classes are designed to promote acquisition of English as well as to provide students with the required content instruction. As research has shown, courses are designed to promote acquisition of English as well as to provide students with the required content.

Grade 6 - Native language instructional support is provided prior to presenting the lesson/content in English. Most students are enrolled in ESL classes for multiple periods daily. The remainder of the day is spent in mainstream content-area classes, where the teacher may assign a student to a “buddy” for help with coursework.

Grades 7-8

- Students receive all instruction in English using ESL techniques with instructional modifications and accommodations. Most students are enrolled in ESL class for one period daily. The remainder of the day is spent in mainstream content-area classes, where the teacher may assign a student to a “buddy” for help with coursework.

Teaching and Learning Activities ESL programs are comparable to all English language curriculum programs. Care is taken to provide the optimum physical and psychological climate for learning that allows for flexibility in meeting the diverse needs of each student. Program activities are designed to:

a. initiate and implement those diagnostic and corrective procedures necessary to prepare each student to use his/her full potential as a learner.

b. diagnose learning needs of students by using appropriate evaluation methods and

materials.

c. prescribe instructional procedures that will build on students’ strengths and remediate deficiencies,

d. instruct students in individual, small, or large group situations in order to meet

individual needs.


e. instruct students using current, emergent technology as a tool to build on

traditional skills. Emerging Concepts and Developing Trends In current second language pedagogical thinking, the role of grammar and translation is secondary to the ability to use the language in simulated, real-life situations. ESL classrooms should be lively places where students employ language in meaningful communicative contexts based on themes of interest to specific age groups. The language classroom is characterized by a variety of interactions, especially pair and small-group work, as activities mirror real-world communication. Sophisticated technology will not replace classroom teachers, but will supplement their work by providing additional rich sources of language. Students will practice listening skills while watching programs beamed live through satellites, develop writing skills as they keyboard through the Internet, and speak worldwide with native speakers via video conferencing. Interactive CD-ROMs, coupled with the computer capabilities of both speed and patience, will enable students to build proficiency at a fast rate. Technology can provide connection between the classroom’s cultural island and an expanded global village. Curriculum designers will continue to take into account the rich linguistic heritage that many Americans, such as native speakers of Spanish, possess and build upon that treasure. Recent growth in elementary foreign language programs (FLES) reflects the belief that childhood is the optimal age to begin language learning and acknowledges that a long timeframe is necessary for becoming truly bilingual. As students realize the advantages of knowing another language, they will use skills learned in the ESL classroom in such diverse career fields as law enforcement, health care, the business world, missionary work, and the arts. The demographics of the twenty-first century indicate an increasingly diverse America that will need people proficient in many languages.


Group Sizes and Staffing Group sizes for ESL classes should be an average of 28 students. Smaller classes would allow teachers to accelerate instruction. Classes are taught by ESL or bilingual certified teachers.


COLLEGE AND CAREER PREPARATORY PROGRAMS Mission/Goals of the Program Middle schools are seen as an opportunity for students to be exposed to new learning opportunities. The middle school curriculum is designed to provide a strong academic foundation while addressing the social, emotional and developmental issues facing the adolescent. Preparation for success in high school and preparations for making informed career choices are also major goals that have been at the center of the middle school concept. Therefore, making the middle school learning relevant is most important. Educators must be cognizant of the need to include opportunities where academic content is applicable in the world of work. The students must learn that fundamental knowledge is transferable and serves as a basis for future learning. The literate adults of the 21st

century will be the

ones who can solve problems, think on their feet, adapts to change, gathers information, communicates effectively, and works in teams. In other words good jobs will depend on people who can put knowledge to work. The College and Career Preparatory Programs division is a key partner in providing a relevant portion of the middle school curriculum. AISD is dedicated to graduating students who can use technology and are ready to make informed choices about their post secondary education. At middle school, learning can be a real world, problem-solving opportunity while using hands-on learning. The classroom will become a true “theory to practice centers” where abstract academics meet practical application. The goal is to have students technologically literate, possessing the knowledge to solve problems and create new learning opportunities. Learning to be technologically literate will be an ongoing process as the students enroll in their coherent sequence of courses in high school. The goals of the middle school College and Career education programs are to provide opportunities for students to:

a. explore career possibilities in pre-selected technology programs, b. develop computer application and keyboarding skills,

c. produce products using research and development skills,

d. apply academic skills in a business and industry-based curriculum, develop

problem solving skills,

e. develop team to work with others through group activities and project-based problem solving activities.


Curriculum Description The following is a brief description of the College and Career education core program:

a. Skills for Living

This Family and Consumer Sciences offers a curriculum that provides skills for successful living and be able to meet the changes of living in a diverse global society. This course includes problem-solving, acceptance of responsibility, personal health and appearance, management of resources, skills related to parenting and career options as its focus. The lab includes a teacher demonstration kitchen area, a classroom area with tables and chairs (not desks), networked computers using modular workstations, a printer, and a teacher office and storage area.

b. Industrial Technology/Technology Education

This course assists students in the development of technological literacy though the application of industry skills.. Students are involved directly in learning about technology systems, communication systems, manufacturing and construction graphics, energy, power/transportation, production, manufacturing and construction systems using a combination of computer modular learning stations and production lab equipment. The lab includes work areas for direct instruction and a video studio for campus-wide broadcasting, a storage room, and a “separate production room” appropriate for activities such as cutting wood, sanding, and fabrication of student projects.

c. Business Education

This course is designed to provide the students with keyboarding and computer navigation skills. The instruction is provided through a combination of computer software and textbook activities. The focus is on production to allow students to demonstrate their proficiency in keyboarding. The use of touch-typing method to produce business letters, memos, and other documents is the objective of this course.


Students will be expected to proofread, edit, format, and create documents. Activities will also include introductions to the use of spreadsheets, power point, and internet services.

Teaching and Learning Activities Courses offered in College and Career Preparatory Programs are based on laboratory and work place experiences Teachers adapt teaching and learning activities to course competencies and business, industry, and community needs. The students in College and Career classes:

a. receive instruction that promotes self-direction and self-determination, develop learning skills that reinforce independent learning

b. create projects that allow the students to apply their learning.

c. participate in group activities to reinforce team skills,

d. develop projects to strengthen basic and technical skills in reading, writing,

speaking, listening, computing, interpreting directions, decisions making, problem solving, and applying academics to real life activities,

e. develop a pride in accomplishment and a recognition of the dignity of work,

f. demonstrate the use of multiple intelligences.

Emerging Concepts and Development Trends The College and Career Preparatory Programs encompass three areas: school-based learning, work-based learning, and connecting activities. Concepts and trends focused on College and Career include the following:

a. the curriculum is relevant to the “real world” and instructors accommodate student’s differing learning styles and special needs,

b. the curriculum is integrated and aligned,

c. the curriculum emphasizes applied learning experiences with current d. technology is prominent,

e. problem-solving and critical thinking skills are reinforced,


Group Sizes and Staffing An average of 28 students per class period for every teacher.


ENGLISH/LANGUAGE ARTS/READING Mission/Goals of the Program Students enrolled in middle school reading and language arts will attain the literacy and communication skills necessary to be productive successful citizens both in and out of school. All middle school students have language arts instruction in grades 6, 7, and 8. The goals of the program are written in the form of Student Performance Expectations:

a. Students show increasing competency in understanding and relying on their written language code to make meaning.

b. Students read with understanding a variety of texts for a variety of purposes.

c. Students analyze and appreciate literature as art, message, and as a cultural connection.

d. Students approach a variety of writing tasks flexibly, yet with increasing insight and accuracy-dependent upon the form(s), purpose(s), and audience(s).

e. Students listen and speak to communicate with a range of audiences for a variety of purposes.

f. Students attend to, interpret, and evaluate visual images, such as illustrations, graphics, and media presentations.

g. Students view language arts as a connection within and among the disciplines-- and to the world beyond the classroom.

Curriculum Description The following is a brief description of the core program.

a. Grade 6 Language Arts Grade 6 middle school students enroll in an integrated Language Arts block that emphasizes the skills students need to meet the Student Performance Expectations. Using the literature as a basis, students experience a variety of


written and oral expression. Included in the course of study is exposure to different types of literature, interdisciplinary connections, practice in study skills and research, grammar and mechanics.

b. Grade 7 English and Grade 8 English All students in Grades 7 and 8 enroll in English. The English class is an extension of the Language Arts class from Grade 6. In Grades 7 and 8 students begin a more formal study of literature analysis; concentrate on vocabulary development; create research projects and products; participate in interdisciplinary units; and develop more personal styles in writing and expression. Attention to writing conventions and strategies are expanded to include more persuasive and informative topics. c. Grade 7 and Grade 8 Reading Reading in Grades 7 and 8 is designed to meet the needs of students through either Reading Enrichment or Advanced Reading. Reading Enrichment focuses on developing skills students need in their regular classes. It also includes study skills, vocabulary development, and comprehension strategies. In Advanced Reading, students focus on refining skills and strategies that enable them to deal with more difficult texts.

Teaching and Learning Activities Program activities include: In many classrooms, students participate in reading-writing workshop. What this looks like may include individuals working by themselves or small groups of students reading silently, quietly discussing a text, or working collaboratively on projects that might include a wide variety of multimedia materials. Some students will be at tables, some at desks, and some may be lying on a carpet in the corner of the room. Other students may be working individually or collaboratively at the computers in one area of the room. Students read a wide variety of self-selected texts and respond in writing to their reading. Space should allow for the storage of books and easy access to them. Books displays and surface for showing off students work must be provided. Room furniture and arrangements are flexible which allow teachers and students to create a variety of workstations and spaces. English/Language Arts classrooms should provide adequate storage space for classroom libraries and reference materials that students use in their daily work. These would include dictionaries, thesauri, novels, manuals, nonfiction texts, and computer programs.


The teacher conducts mini-lessons at the beginning of the period with the entire class. Students may gather in a large group as the teacher uses the overhead or writes on the markerboard. After the mini-lesson, the teacher may lead the students in guided practice; some may be working individually and some may be working in collaborative groups. Other teaching and learning activities include the interdisciplinary research projects that students complete with the help of their Language Arts teachers. Students conference with each other, utilize the classroom library, view videos, listen to tapes, plan panel discussions, create their own products. Students also participate in a variety of discussions, cooperative learning activities, plays, and presentations. For students with learning differences, teachers modify their instruction according to the student's needs. This may include:

a. student access to the Content Mastery Center b. instruction using Project Read or Alphabetic Phonics c. modifications of assignments, assessments, and time d. use of visual and auditory aids e. linking student services among a variety of sources.

Use of centers, which include listening stations, videos, and technology, facilitate student modifications. Therefore, multiple electrical outlets are necessary in the classroom. Students, as few as one as many as eight, will be sitting at tables listening to audio tapes, viewing a filmstrip or video, working at a computer. A teacher may instruct a group of five students at a table in one corner of the room that affords some privacy and quiet. Students may enroll in regular or Honors/Pre-AP classes. The students in the Honors/Pre-AP classes participate in a more rigorous course of study; i.e., the literature studied may be more difficult and the depth of understanding required may be more rigorous than that studied in regular classes. Students in Honors-Pre-AP also write papers with more depth than those enrolled in regular classes. The room for these classes should be similar to the rooms of the other English/Language Arts classes. Teachers need space for their materials and supplies. One area of the room should be designed as the teacher's workspace. When students are reading and writing, teachers are to be reading and writing. Their spaces should be large enough to conduct individual student conferences, house reference and teaching materials, provide lockable space for personal belongings, and be flexible to meet the needs of the individual teacher.


Emerging Concepts and Developing Trends Some of the emerging concepts and developing trends for language arts/reading in the middle schools are: reading-writing workshops with emphasis on the connection between the student's world and what is read and written; technology as a presentation tool; writing and reading across the curriculum; the integration of all language arts into the language arts classrooms; and inquiry as a tool to solve problems and increase learning. Rather than having separate reading and English classes, students will be enrolled in large blocks of time in which they will participate in language arts instruction. Curriculum alignment between the middle and high schools is taking place. Within the year, a vertical team from grades 6-12 will develop an aligned curriculum which will be piloted on that vertical team. Honors Pre-AP/AP teachers are also aligning curriculum within vertical teams for clear articulation and consistency. Across the district, the honors Pre-AP/AP curriculum will also be articulated so a standard of service is established for that program. Students with learning differences have their needs met within the regular classrooms. Teachers receive training in a variety of modification techniques and instructional designs to enhance the learning for all students. With the advent of inclusion, Special Education teachers may also team with regular education teachers so students participate in the regular class without being pulled out for special services. Group Sizes and Staffing Group sizes for English/Language Arts classes should be an average of 28 students. For students who are enrolled in Reading Enrichment, Grade 7 and Grade 8, enrollment should be 20 students. The fewer number allows teachers the opportunity to accelerate their students' reading skills and strategies and have more contact time per student.


FOREIGN LANGUAGES Mission/Goals of the Program Language is our connection to our community and to the world. Through language, we identify the world around us, express our concerns and dreams, and share our experiences and ideas. The ability to communicate in a second language increases the opportunities to understand other cultures and to interact with other peoples, not just abroad but also within our own borders. Languages also help us reach backward in time, to our collective past, in order to understand more fully the thoughts and ideas of other civilizations that have helped form our own. As the world becomes increasingly interdependent, it is important for every person to acquire the skills for communication with others and for cross-cultural understanding. In light of these benefits, the study of a second language should be an integral part of every student’s educational experience. All students deserve the opportunity to study other languages in order to prepare themselves for an informed and productive role in tomorrow’s world community. The mission, then, of the foreign language program is to enable students to see the value of speaking another language and to provide them the means to do so. The goals of the program are to develop student achievement in the four skill areas of listening, speaking, reading, and writing, as well as increasing student knowledge of the culture of the countries where the language is spoken, and demonstrating to students how languages operate. In the classical languages such as Latin the goal is primarily to enable students to read material in the original language. In American Sign Language (ASL) the goal of the program is to develop communicative competence in ASL for hearing students who have frequent contact with the deaf community and who wish to interact with its members. Curriculum Description

a. Grade 6

Sixth graders who have had elementary school Spanish may continue their work by taking an accelerated Spanish course which is articulated with the current middle school program and which continues at the high school level. This is a new development. (See below, section on “Emerging Trends and Developing Concepts”)


Also, sixth graders are offered a one-semester elective called “Language Studies” or “Foreign Language Discovery.” Students are given a taste of several languages to help them decide which language they wish to take in Grade 7. Depending on staffing, the following languages are taught in the Discovery program: French, German, Latin, Russian, and Spanish.

b. Grades 7 and 8

At the seventh grade level students may begin their study of sequential foreign language instruction. Two years of middle school instruction count as the first year of high school instruction. The above named five languages are offered, with the addition of Japanese at Kealing Junior High School. Two years of foreign language study at the middle school level count as one year of high school foreign language study. New curricula are being written to accommodate students entering middle school with previous experience in elementary school foreign language, especially Spanish. Native-speaker courses in Spanish are also being developed at the middle school level.

Teaching and Learning Activities Visually the classroom, thanks to the decorating ingenuity of teacher and students, is a cultural island within the school, capable of transporting its inhabitants daily to Paris or Berlin, ancient Rome or modern Mexico City. Bulletin boards and space for maps, posters and other realia are a must. The foreign language classroom is also characterized by sound; the sounds of the target language which predominates in the interaction between teacher and students and among students themselves. Other sources of sound include audio and videotapes that provide a variety of ages, genders, and regional accents for students. Native speakers and other language users visit the classroom and provide yet a further source of authentic language. Language classrooms need good soundproofing and adequate wiring for their multiple-sound sources. Language first heard is then produced orally, initially in choral repetition or in small groups, especially pairs. The language is that used in real-life contexts, such as shopping, home life, traveling, and eating. Reading of simple texts is begun of words and phrases already heard at first. Writing skills are developed through journal and letter writing, dictations and other real-world tasks. The culture of a language group is manifested through all the previous four skills. Multimedia presentations (videos, CD-ROMS, software, and so on) provide the visual support for language study. A lab setting is desirable for the increased technology, as are solid electrical support for the lab and for each classroom. Languages are evident outside the classroom walls as well, as students engage in club and contest activities, locally, state-wide, and even nationally. Teachers, parents, and


students also make visits and field trips to community contexts, such as at films, museums, plays, and concerts, where languages and cultures are in evidence. Travel abroad is yet another possibility for language growth. Contests, travel, and classwork are reinforced by homework, including reading of authentic materials and preparation of class projects. Emerging Concepts and Developing Trends In current second language pedagogical thinking, the role of grammar and translation is secondary to the ability to use the language in simulated, real-life situations. Language classrooms are lively places where students employ language in meaningful communicative contexts based on themes of interest to their specific age group. The language classroom is characterized by a variety of interactions, especially pair and small-group work, as activities mirror real-world communication. Sophisticated technology will not replace classroom teachers but will supplement their work by providing additional rich sources of language, as students practice their listening skills while watching news programs beamed live through satellites, develop their written skills as they keyboard through the Internet and speak world-wide with native speakers through video conferencing. Interactive CD-ROM’s, coupled with the computer’s capabilities of both speed and patience, will enable students to build their proficiency at a rate undreamed of under the old lock-step paradigm. Again, a lab setting is desirable for this purpose. Technology will make even more real the connection between the classroom’s cultural island and the rest of the global village. Programs such as the College Board’s Advanced Placement program and the International Baccalaureate will continue to accelerate the demand for higher levels of language proficiency, thus increasing the demand that language study begin earlier. Although the AP examinations, for example, are taken at the senior high school level, they build on the skills and proficiencies learned in the pre-AP years of language study. Curriculum designers continue to take into account the rich linguistic heritage that many Americans, such as our native-speakers of Spanish, already possess and will capitalize upon that treasure. Some middle school courses for native-speakers of Spanish are being developed, as well as curriculum that builds upon the Spanish study that is taking place increasingly at the elementary school level. As students realize the advantages of knowing another language--or two--they will use the skills learned in foreign language classrooms in such diverse career fields as law enforcement, health care, the business world, missionary work and the arts. The demographics of the twenty-first century indicate an increasingly diverse America which will need people proficient in many languages.


Group Sizes and Staffing Group sizes for class an average of 28 students per teacher. Larger classes retard proficiency as there is less time for individual speaking. Smaller enrollment figures should not deter the offering of at the very least one language in addition to Spanish. Curricular integrity should be respected; language levels should not be mixed or “stacked” in the same class period.



March 24, 1997 Middle School, Page 43 Revised December 1, 2003


GUIDANCE AND COUNSELING Mission/Goals of the Program The Comprehensive Guidance and Counseling Program is an integral part of each school's total educational program. It is based upon individual, school, and community needs and organized around skill development goals. The program is delivered through the direct service program components of guidance curriculum, individual planning, and responsive services and is implemented by certified school counselors. In addition, the program provides indirect services supporting the total educational program. The program is a developmental educational program designed to address the needs of all students by helping them to acquire competencies in self-knowledge and interpersonal skills; career planning and exploration; and educational and vocational development. The developmental perspective recognizes that every student needs sound emotional and social skills to achieve optimum benefit from the educational program. The guidance program is designed to assist systematically all students in our schools. It is implemented with the assistance of administrators, teachers, and paraprofessionals. The program also assists individuals in resolving problems that prevent their healthy development or that require remedial attention. Curriculum Description Forming the foundation for the Guidance Curriculum, this component describes the knowledge, skills, and attitudes students will gain, develop, and form as a result of participating in the Comprehensive Developmental Guidance Program. There are three broad domains with corresponding goals listed below.

a. Knowledge of Self and Others. Students will:

• understand their unique personal characteristics, and abilities, and respect the

cultural background, abilities, and unique qualities of others. • develop personal skills that lead to satisfactory lifelong physical and mental

health.

• develop skills to establish and maintain effective relationship with peers and adults.


• learn communication skills that allow for involvement with others in problem solving.

• delineate similarities and differences among the various cultural groups in the country.

b. Decision Making, Goal Setting, and Problem Solving. Students will:

• assume responsibility for their own decisions and behavior. • understand how their attitudes and values affect decisions, actions, and life

styles. • understand the decision-making process and how the decisions they make are

influenced by previous decisions made by themselves and others. • generate decision-making alternatives, gather necessary information, and

assess the risks and consequences of alternatives. • be skillful in clarifying values, expanding their interests and capabilities, and

evaluating progress toward goals.

c. Planning for Self-Development Over the Life Span. Students will:

• develop skills that help them to fulfill their potential and become lifelong learners.

• understand stereotypes and their effect on life and career options.

• develop a future orientation and the ability to plan systematically for

achievement of their goals.

• learn to access information that will assist them in educational and career exploration, planning, and decision making.

• learn to manage time and resources effectively.


Teaching and Learning Activities Program activities include a variety such as:

a. classroom and other large group guidance curriculum and planning activities b. small group counseling and guidance activities

c. individual counseling

d. parent/teacher/counselor conferences

e. peer support/mediation programs

f. counselor-directed and self-guided exploration of resources for career planning,

educational opportunities, community involvement, and recreation

g. accessing of personal, educational, career, and electronic data for planning and decision making

h. logistical support of school-based community mental health components and

activities. Emerging Concepts and Developing Trends Across the country, guidance and counseling components are making the paradigm shift from a services model to the Comprehensive Developmental Guidance and Counseling program model. Traditional guidance and counseling services have been oriented toward individual counseling in crisis response situations. The Comprehensive Developmental Guidance Model is a developmental perspective that recognizes that all students need to have sound emotional adjustment and social skills to be successful. With the shift to developmental guidance and counseling, there is increased emphasis on large group guidance activities and small group support activities in addition to the traditional individual counseling activities. These shifts in program design have implications for physical facilities. There is a trend toward the opening up of guidance facilities, to make them more accessible to students, teachers, parents, and community representatives. One approach to making guidance facilities more usable and accessible is to reorganize traditional space into a guidance center. The guidance center is the hub of the program. A comprehensive guidance center brings together available guidance information and exploration resources and makes them easily accessible to students. The center can be used for such activities as group sessions, self-exploration, and personalized research and planning.


At the middle school level, students gain assistance in such areas as career planning, high school educational opportunities, community involvement, and recreational opportunities. The center is a valuable resource for teachers in their program planning and implementation. Viewed this way, the impact of the center on school and community is substantial. Group Sizes and Staffing Physical facilities are important because they often provide students with their first and sometimes permanent impression of the guidance program. To make the guidance curriculum, individual planning system, and responsive services function effectively, and to provide appropriate support to other programs, a new way of organizing guidance facilities is needed. Staff: 3 counselors, 1 full-time secretarial support person


HEALTH Mission/Goals of the Program The Health program emphasizes the importance of responsible decision making to a student's overall wellness. The most up-to-date information about critical health issues is presented. The four dimensions of health are emphasized throughout the year, including: physical wellness, intellectual wellness, emotional wellness, and social wellness. Drug prevention education is emphasized at each grade level. It is the overall goal of the Health Program to promote student wellness. Specifically, the goals of the program include:

a. promote personal wellness. b. identify and evaluate personal behaviors related to wellness.

c. promote health and safety as a personal priority.

d. identify and compare factors that influence mental and emotional well-being.

e. analyze behaviors related to drug use.

f. identify nutritious foods and explain dietary guidelines.

g. develop verbal and nonverbal communication skills.

h. identify various communicable and non-communicable diseases.

i. develop skills and procedures for emergency care.

j. distinguish between responsible and irresponsible behavior in interpersonal

relationships.


Curriculum Description The curriculum is designed around five clusters. Instructional goals in each cluster are presented through developmentally appropriate activities. The five clusters are:

• Emotional Changes--Identifies and places in perspective the emotional changes accompanying transition to the teen years. Students develop critical life skills such as self-esteem, assertiveness, and communication.

• Physical Changes--Describes physical changes as living things grow.

• Awareness--Identifies and provides strategies for dealing with harmful and

unhealthy situations.

• Decision Making--Stresses the need for wise decision making and goal setting. The effects of emotions and peer pressure on decision making are emphasized.

• Staying Healthy--Emphasizes general wellness, including good nutrition, lifelong

physical fitness, drug prevention, disease prevention, and safety.

Teaching and Learning Activities Teachers work with individual students, small groups, and large groups in order to accomplish course objectives. Teaching strategies are designed to stimulate the interest and curiosity of students. Program activities include:

a. lectures b. discussions c. teacher demonstrations d. group and individual projects

e. community speakers

f. film and video presentations

g. computer and other technology resources.


Emerging Concepts and Developing Trends

a. Technology is integrated into the health curriculum. b. Community resources are often used in the classroom. c. Interdisciplinary curriculum is used more frequently. d. Cooperative learning groups are used in many types of instructional activities. e. Real life applications and situations are emphasized.

Group Sizes and Staffing An average of 28 students per teacher.


INSTRUCTIONAL TECHNOLOGY Mission/Goals of the Program The technology plan has as its goal that students, staff, and administration use technology as a tool to maximize learning and productivity, encourage creative exploration, and manage the educational environment in the organization by establishing interactive, flexible, efficient technology environments. The major areas of focus for instructional technology are computer-assisted instruction (CAI), using technology as a tool, and teacher productivity. The use of technology in schools varies by department and grade level. For some, 30-station computer labs are necessary (business applications, word processing), others are better served by mini labs of 10-15 stations (mathematics, science lab classrooms,) by a group of four computers in a classroom (middle school science, language arts), by a computer in each classroom as a teaching station and for teacher personal productivity (grading, attendance, written communications, e-mail, Internet). Depending on the subject matter, computers are used for specific skill instruction or as tools to solve problems. The goals of the program are:

a. Students use technology and software to achieve mastery of the district curriculum in all content areas.

b. All district curriculum development includes the most appropriate integration of

technology.

c. Students, teachers, and administrators have adequate access to appropriate technology in a networked environment.

d. Students use technology effectively for accessing and acquiring information,

organizing, and synthesizing information, creating, presenting, and publishing, consistent with the Technology Applications TEKS, grades 6-8.

Curriculum Description Instructional technology is a part of each content area. It supports the districtwide core curriculum within the context of the campus's instructional program. In addition, the Technology Applications TEKS, grades 6-8 should be integrated into middle school curriculum.


Teaching and Learning Activities The following are examples of activities that often occur in schools using technology:

a. Five students work on five networked classroom computers or on laptops on a mobile, wireless lab, on skill areas determined by the teacher.

b. Students work collaboratively with peers in other classrooms in other schools

across the school, district, state, nation, and the world.

c. Students employ a desktop publishing program to publish a school newspaper.

d. Students put science experimental data in a database or spreadsheet for analysis.

e. Social studies classes use spreadsheets, databases, or concept-mapping software to analyze historical trends.

f. Students use equipment to test the composition of various substances and

create graphs for comparative analysis.

g. Art history students tour the Louvre through Internet-based technology.

h. Students conduct research from the classroom using resources in the school library, in other libraries across the district, city, state, nation, and from all over the world.

i. Students conduct research on the Internet.

Emerging Concepts and Developing Trends Fully networked computers allow all computers wireless access to school and district file servers/server farms housing networkable software, databases, and other educational resources. File servers on the AISD WAN extend the usefulness of older computers by eliminating the need for additional hard drive space and CD-ROM drives on each computer. Campus electrical and network infrastructures are designed for future expansion and allowing for connectivity to all instructional and administrative areas.


Instructional and multimedia technology serves to enhance student performance and creativity as it is fully integrated into all instructional programs. Students and teachers have access to electronic resources from all computers in the classrooms including:

Internet/World Wide Web Online, mb-based resources Databases for student, classroom, and administrative management Standard productivity suites, multimedia, and concept-mapping software

Students and teachers use groupware to work collaboratively across the districtwide network. E-mail for teachers and provides:

worldwide access for interacting with resource specialists. students the opportunity for cultural and collaborative exchanges around

the world. the ability to attach documents and applications eliminating much of school mail.

Students access the automated library and personal files after hours from home. Students take a constructivist approach to learning by creating and displaying their own interactive projects on the World Wide Web and in digital presentations before their peers, parents, and community. A technology support person is available at each campus to manage the network, servers and software, conduct training and demonstration lessons, and maintain all equipment. Group Sizes and Staffing One technology coordinator per campus (in charge of hardware, training and staff development of teachers, documentation of essential elements, keeping up with trends, etc.) One teacher to team with classroom teachers and to teach students in the computer lab.


LIBRARY MEDIA CENTER Mission/Goals of the Program The school library is an integral part of the educational program within each school. In addition to supporting the philosophy and goals of AISD and the local campus, the mission of the library program is to nurture a lifelong appreciation of reading and learning by assuring that students and staff have opportunities for successful access, location, interpretation, evaluation and use of information and literature. Appropriate learning resources in many formats support and enrich the curriculum and instruction. Library media specialists work collaboratively with teachers to plan educational experiences for students which promote interdisciplinary learning and enable them to use information skills to address problems in everyday situations and continue learning as a lifelong process. Curriculum Description The library media program promotes literacy and life-long learning as a source of pleasure and power. The library media center is a "Learning Laboratory" which accommodates a variety of teaching and learning styles by:

a. providing prompt and efficient access to various materials--both internal and external--through a fully automated and integrated library management system and a variety of other electronic resources;

b. implementing a systematic collection development plan which assures a wide

range of quality, up-to-date, relevant resources in print, non-print, and electronic formats to extend and individualize learning;

c. connecting students and staff with larger community and information resources;

d. promoting, guiding, and encouraging students in reading for pleasure as well for

information; e. fully integrating the program into the school's curriculum; f. providing flexible access and space for formal and informal instruction of

individuals as well as simultaneous use by small and large groups and multiple classes. Extended hours and programs beyond the school day provide additional opportunities for student and school community usage;


g. staffing the library media center with adequate qualified professional and clerical personnel to assure the efficient utilization of the LMC, its resources, and equipment.

The library media program is ever changing, requiring an ongoing evaluation of facilities, services, materials, equipment, and personnel which ensures that needs of patrons are served. Teaching and Learning Activities In any typical day in an AISD library media center one sees students, the library media specialist, teachers, and parents/community volunteers engage in many activities:

• Students using public access computers to complete a class assignment. • Students employing an on-line data base to locate answers to questions.

• Students utilizing a variety of resources, including print and electronic formats,

for information needs. • In the media production area, students creating multi-media production as a result

of their research process. • In the AV classroom space, faculty watching a teleconference professional

development seminar via satellite. • Library media specialist and teacher conferring on appropriate resources to

support a unit of study. • Library media specialist processing a shipment of new materials for the library.

• Library media specialist providing instruction on using printed and electronic

indexes. • Library media specialist guiding students to books which suit individual interests

and needs. • LMS and teaching team selecting materials for purchase to support an

interdisciplinary unit of study.

• In the classroom teaching area, library media specialist and teacher instructing students in the research process.

• Library media specialist broadcasting program over school's broadcast system.


• Library media specialist helping students and teacher select room collection.

• Library media specialist assisting teachers in producing instructional materials. • Library media specialist participating in networks that enhance access to

resources located outside of school.

• Group of parents meeting in the evening to discuss PTA fund raising event. • Library media specialist troubleshooting breakdown in network, repairing printer,

or changing overhead projector bulb. • Community speaker addressing two classes in the teaching area. • Librarian or parent volunteers checking in books and shelving materials. • Librarian or volunteers preparing a bulletin board display. • In the small conference area, a small group of students recording poems they

wrote. • Students sharing literature experiences through puppetry, creative dramatics,

storytelling.

• Book talks.

• Students browsing for good books to read. • Students using emerging technologies as a tool to access information and

communicate. • Students creating quality products, print and non-print, as evidence of their

learning and creativity.

• Students participating effectively as group members. • Students engaging in independent study as self directed learners and

discriminating consumers of information. • Students using a wide variety of materials, various formats, levels, etc.

• Students reading, viewing, computing, listening, communicating and using

information responsibly.



a. Technology as an information tool - automated, integrated library management system for acquisition, circulation,

and inventory of library materials - networked system for information retrieval - bibliographic data bases for periodicals and other reference materials - remote access to information sources (home access to library) - students as producers of knowledge and products - Internet

b. Distance learning - interactive/distance learning for teleconferencing; closed circuit TV, satellite

downlink

c. Resource based learning - movement away from a text-based curriculum and a movement toward the

library media center as a learning laboratory and a connector to resources outside the school; students becoming independent, discriminating consumers of information

d. Joint use of facilities with other agencies e. Flexible, extended hours beyond school day

Group Sizes and Staffing Facility should allow seating of 10-15% (110 persons) for a variety of simultaneous activities of the maximum projected enrollment for multiple, simultaneous activities with accommodations for no less that seating two classes at a time. Library design shall reflect the level of students served, elements of the library media program, and the school’s instructional patterns. Staffing--1 full-time professional library media specialist per 750 students

1 full-time clerical assistant, library clerk per 750 students


DISTANCE LEARNING LAB

With the installation of the first distance learning facilities throughout the district, it has been necessary for existing classrooms to be retrofitted to accommodate equipment and to meet basic standards for videoconferencing. In some cases, rooms with less than desirable layouts have been used, and in most cases, the rooms must remain multifunctional to accommodate other classes. This is not ideal since many videoconferencing events may require flexibility in scheduling. Therefore the following room standards and requirements have been created and will be included in the latest building specifications for future consideration when developing new school prototypes. Room Location The distance learning facility should be located in a noise-free area of the campus. It must be located away from any machinery (duct work, electrical closets, major plumbing, etc.) and rooms that generate excessive noise (cafeterias, gymnasiums, music rooms, etc.). In addition, it should be far away from entry and exit points of the building. Ideally, the room should not be located on an exterior wall. Room Size The classroom facility should be rectangular in shape and able to accommodate up to 24 students. Room dimensions should be approximately 24’x34’. Room Layout Room arrangement will follow the length of the room with the front mounted camera lens no more than 25 feet to the farthest participant to ensure visibility and correct functioning of audio-tracking systems. The rear wall of the room cannot be more than 40 feet from the lens of the camera. The seating must be laid out so that all participants can be seen in the camera’s room view.


Acoustics Proper planning for acoustics is paramount in creating an effective Distance Learning lab. Considerations must be made, from absorption and reflectivity to the geometry of the room. The following must be considered:

• Room should be in a noise-free area of the building (away from fans, duct work, and cooling/heating systems).

• Walls must be well insulated.

• Floors must be carpeted. • Drop ceiling with acoustical tile.

• Windows should be covered with sound absorption material (and light blockers) • Avoid highly reflective surfaces such as glass, cinder blocks, and bare wood. • Doorframes should be padded with common foam weather stripping from quiet

closing. Electrical/Phone Outlets Sufficient grounded outlets matching the equipment requirements should be available. Fused surge protection devices should be present to protect the investment in equipment. A telephone on a separate line from the video system should be installed for calling other sits before or during a videoconference as needed to coordinate. A fax machine and line are useful, especially if conducting classes. Cabling The facility should allow for cabling to the computer, monitors, and other equipment to be strung away from foot traffic. A wiring closet where all the wiring terminates is desirable.


Lighting The use of diffused fluorescent is crucial. It is important to minimize shadows and to create an evenly lit environment. Use lights with a color of 355 Kelvin and ensure illumination is between 500 and 700 lux (vertical). No low energy fluorescent lights that operate between 30 and 50 kHz should be used. The following specifications should be applied:

• Four tube fluorescent fixtures with diffused lighting panels • “Low-noise” ballast fixtures

• Directional frontal lighting for the instruction area (halogen track lighting) • Instructional area must be brighter than the surrounding area by a 2 to 1 ratio

Décor The best décor is plain and simple. The camera view area must remain uncluttered. Extraneous objects such as mirrors, artwork, plants, and fans cause the video compression algorithms to expend large amounts of processing resulting in less efficiency and reduced video quality. The best wall color is a neutral non-whit color, such as light gray, light blue, or beige (a standard has been selected for the district to be used throughout). Wall treatments with patterns cannot be used. Security Windowless secured doors with combination locks are required. Ideally, the room should not have any exterior windows. If it does, they need to be covered with room darkening drapery/blinds.


MATHEMATICS Mission/Goals of the Program The mathematics program provides all students access to meaningful mathematics in order to meet the challenges of a global community. Through a challenging, meaningful curriculum all students will:

• Demonstrate the use of problem solving and critical thinking skills in all mathematical strands.

• Utilize learning strategies that include the use of visuals, manipulatives,

calculators, computers, and other technology to support and enhance understanding of mathematical content.

• Participate in both independent and cooperative learning experiences. • Exhibit understanding of mathematical concepts and mastery of skills through

simulations, projects, demonstrations, and presentations. • Communicate understanding of mathematical concepts through speaking and

writing. • Integrate mathematical strands and connect mathematics with other disciplines. • Value mathematics as a part of real world living and apply mathematics in lifetime

problem situations. Curriculum Description

a. Grade 6 Mathematics The program extends concepts which were developed in Grade 5 with an emphasis on real-life problem solving and critical thinking. Topics of study include: whole numbers, fractions, decimals, measurement, patterns, data and statistics, graphing, geometry, ratio and proportion, percent, integers, probability, and pre-algebra concepts.


b. Grade 7 Mathematics

The program extends fundamental skills which were developed in Grade 6 with a continued emphasis on real-life problem solving and critical thinking. Topics of study include: rational numbers, number theory, patterns, relations, functions, measurement, data and statistics, graphing, spatial reasoning, geometry, ratio and proportion, percent, probability, and pre-algebra concepts.

c. Grade 8 Mathematics

The program is designed to prepare students to take high school mathematics courses with a continued emphasis on real-life problem solving and critical thinking. Topics of study include: rational numbers, real numbers, number theory, discrete mathematics, arithmetic and geometric patterns, ratio and proportion, percent, theoretical; and experimental probability, data analysis, statistics, graphing, transformational geometry, direct and indirect measurement, and algebraic concepts.

Teaching and Learning Activities In the mathematics classroom, students will be interacting with each other, as well as working independently, just as adults do at work. Textbooks will be one of many resources used. Students will solve problems using a variety of mathematical tools and models such as manipulatives, calculators, and computers. Realizing that many problems have more than just one “right” answer, students can explain the different ways to reach a variety of solutions and why they make one choice over another. Students are aware of how math is applied to real-life problems. They are not just learning a series of isolated skills, but learning that in real life complex problems are not solved quickly. Students also work in groups to test solutions to problems; they are more than “listeners” and are highly involved. Students learn to communicate mathematical ideas with one another in a setting that promotes teamwork and helps them challenge and defend possible solutions. Teachers raise questions that encourage students to explore several solutions and demonstrate deeper thinking about real problems. Teachers move around the room to keep students engaged and on track; they are not glued to the markerboard. Students raise original questions about math for which there is no “answer in the book.” Teachers promote discussion of these questions, recognizing there may be other students who will find reasonable answers.


Teachers draw on student discovery and creativity to keep them interested; the teacher knows that boredom is the enemy of learning. Understanding that not all students learn at the same pace, teachers encourage students to go on to the next challenge once a step is learned. A variety of resources are brought to the classrooms. These may include guest speakers or the creative use of technology. Teachers work together across disciplines to make connections and show how math is a part of every major subject. Assessment reflects the way math is taught, stressing understanding and problem-solving skills, not just memory. Students are encouraged to explore career opportunities that emphasize mathematical concepts and applications. Emerging Concepts and Developing Trends A Mathematics Task Force has been formed to plan the development and implementation of a challenging and meaningful mathematics program for all students in the Austin Independent School District. The Task Force which consists of teachers, curriculum coordinators, school administrators, university professors, business representatives, and parents will align a district wide program in the areas of curriculum, instruction, and assessment. In the 21st century all students will need the competencies of problem solving, understanding quantitative and statistical concepts, and the ability to reason mathematically. In order to learn these mathematical skills, students need a non-threatening classroom in which they are encouraged to ask questions and take risks. In the area of professional development, it is the District’s priority to provide adequate and research-based training for classroom teachers that reflects the national and state standards. A heavy emphasis for creating a "climate for change," the importance to move away from the traditional way of mathematics instruction, is a strong component of staff development sessions. In the classroom, teachers are serving the role as facilitators helping students develop their own mathematical knowledge. Students are being prepared to become confident life-long problem solvers, make conjectures, investigate mathematical relationships, look for connections and patterns among mathematical relationships, use concrete materials/manipulatives, and communicate about their true insight with mathematical concepts. There is an extensive focus on problem solving as it applies to the real-world, technology (computers and calculators), fewer repetitive tasks, cooperative learning, meaningful performance tasks, and projects. Information and data are also gathered concerning student growth and success for research and planning purposes.


The teacher should use modes of instruction that emphasize problem solving, application, and higher order thinking skills that are suitable and relevant for all students. Instructional strategies need to include using manipulatives, models, and technology to develop concepts. Collaborative group activities will provide an effective approach to clarify thinking and to communicate ideas and solutions. Learning should be enhanced and assessed by use of oral responses, journals, portfolios, and projects, as well as traditional paper and pencil. Continual assessment always determines the next step in curriculum and instructional planning. Curriculum and assessment must be aligned. In a classroom where there is an effective teacher, you might see students working in groups constructing their own mathematical understanding of a problem or task set in a real-life context that motivates all students. The teacher has provided experiences with manipulative materials, pictures, diagrams, or models to help the students solve the problem or complete the task. As the students are exchanging ideas and solutions, the teacher is moving from group to group listening for the extent of student understanding and offering consultation when needed. For an evaluation of the work session, the students will convey their understanding by verbally communicating, journal writing, presenting a project, etc. The teacher will note the success of each student and plan for the next work to be done. Teachers need help in developing purposeful curriculum and an effective delivery system that leads to student success. Staff development is the necessary link to provide this help. Group Sizes and Staffing An average of 28 students per class period for every teacher.


CHORAL MUSIC Mission/Goals of the Program The students in middle school general/choral music classes will meet high standards in performing and composing music, expressing themselves through music, and acquiring an understanding of others and themselves through an in-depth study of the music of many different cultures in the past and present. Each student should have access to a program that allows movement from general music experiences to skill-building, developmental, sequentially designed choir courses which meet the needs of those who have special interests and talents in music. The goals of the program are to enable our students to:

a. build life-long enjoyment of music of many different genres and styles. b. find satisfaction and meaning in the musical experiences of singing, moving,

playing the keyboard, and listening. c. read and notate music and apply it in their personal performance skills.

d. understand and explore basic creative processes.

e. increase understanding of the history of the world and its cultures through

performing, listening to, analyzing, and describing music of the past and present.

f. realize that increased knowledge of music results in increased quality of life.

g. integrate music experiences with components of the other arts and disciplines outside the arts.

h. learn increased self-discipline and cooperative skills through the development of

study, rehearsal, and performance skills while developing poise.

i. develop general higher level thinking abilities through musical stimulation of the brain, as described in recent brain research papers.


j. gain an awareness of careers related to music that will help add incentive to each individual’s achievement.

k. perceive the qualities which make music expressive of feelings and to respond to

those expressive qualities in their listening and performing experiences. l. increase technology literacy through computer and MIDI experiences.

Curriculum Description

a. Beginning Level and/or Sixth Grade Choir

Sixth grade choir is designed for the students whose interests lead them toward a sequential, continuing study of choral music. This course is performance oriented and teaches choral literature and basic vocal techniques. Music analysis, sight-reading and theory plus cultural and ethnic influences and contributions to the art are also important parts of the curriculum. Public performance is considered a natural outgrowth of this course.

b. Fine Arts Discovery Wheel (General Music)

The purpose of this course is to provide a variety of music experiences which stem from the students’ active participation during each class period. The activities are approached through the study of classical music (the Music Memory program) and the music of many cultures, including Africa, the British Isles, American Indian, and Latin America. Keyboard experiences are an important component of the curriculum.

c. Intermediate Level - Treble and Tenor/Bass Choir

This course is a sequential extension and expansion of the sixth grade experience. Musicianship is developed through a study of vocal techniques, sight-reading skills, and music listening as well as performance literature. Public performance is considered a natural outgrowth of this course.

d. Advanced Level – Treble, or Tenor/Bass, or Mixed Choir

This course is a continuation of the extension and expansion of the Beginning and Intermediate Choir experiences. Musicianship is developed through a study of vocal techniques, sight-reading skills, and music listening experiences in analysis and description. Unison, two, three, and four-part choral literature is sung. Public performance is given greater weight.


Teaching and Learning Activities By working with individual students, small vocal ensembles, and large choral groups, teachers will be able to meet all of the course objectives effectively. Teaching strategies will center around student performance in a variety of settings and through the use of different instructional methods, including:

a. individual and group performance of choral and keyboard compositions in a variety of musical styles and moods.

b. music listening and textbook reading assignments. c. association of various types of music with physical movement. d. computer assisted music composition and improvisation activities. e. guest performers and clinicians. f. performances at various types of music programs, clinics and festivals, including

solo, small ensemble, and full chorus selections.

g. assessment of designated individual and group performances.

h. partnerships with area arts organizations and community support groups to enhance musical opportunities for all students.

i. attending other groups’ concerts and musical performances.

Emerging Concepts and Developing Trends Interdisciplinary teaching is an exciting new trend that can enhance the study of many different subjects through the inclusion of the arts. The use of technology in the teaching of music is a quickly expanding trend which must be explored and used. Group Sizes and Staffing At a minimum--1 full-time teacher. Our goal would be two general/choral music teachers on each campus. These two teachers would work in the Choir Room and the Fine Arts Computer Lab. Class size would be 35-60 students.


INSTRUMENTAL MUSIC Mission/Goals of the Program Music is one of the most important manifestations of our cultural heritage and is a potential in every individual that, like all potential, should be developed to its fullest. Students enrolled in instrumental music are introduced to variety of outlets for creativity, self-expression, and individual uniqueness, as well as unique aspects of their relationships with other human beings, other cultures, and other ethnicities. For some students, music also opens avenues of success that often result in new approaches to learning that can be applied in other contexts. Students involved in instrumental music classes through participation in a wide variety of musical activities and experiences, will:

a. exhibit perspective and discrimination in value judgments. b. achieve an awareness of music in its social context. c. demonstrate flexibility and originality of expressive thought by performing,

listening, analyzing, and responding to music. d. have knowledge of, and an appreciation for, the musical systems from other

cultures. e. understand the components of music and the expressive elements of music. f. appreciate the enjoyment of, and use of, music as a leisure time activity. g. attain a refinement of the technical aspects in the development of performance

skills. h. be cognizant of the comprehensive nature of music learning and the need for

incorporating information acquired in other academic disciplines into the performance process.

Curriculum Description Course curriculum in the instrumental music areas is designed to accommodate students based upon their entry-level performance skills rather than strictly by grade level. In


several middle schools, beginning instrument classes contain Grade 7 and 8 students in addition to the Grade 6 students, while Grade 6 students with prior performance experience may be placed in the intermediate level classes.

a. Beginning Band and Orchestra

Beginning instrumental music instruction is designed to offer instruction in each of the instrument families to all students. Emphasis is placed upon the fundamentals of music, including elements of tone and technical development with attention given to the language and aesthetics of musical interpretation. This group is not performance-oriented, but is a “feeder” program to the performance-oriented organizations at higher grade levels in the instrumental program. Care is taken to develop and maintain interest in music as a vital part of our society and educational system and for the necessity to develop team attitudes and self-discipline in working with others.

b. Intermediate Bands and Orchestras

Middle school concert ensembles are designed as a continuation of musical development into a medium-level performing organization. Care is taken to reinforce concepts of technique tone, rhythm, balance, phrasing, and blend learned in the beginning course and to further develop the necessary listening skills to become a discriminating listener. Further emphasis is placed on self-discipline and team attitude in working with others.

c. Advanced Band and Orchestra

Middle school symphonic ensembles are the most advanced performing groups that are exposed to more challenging literature in preparation for the high school experience while maintaining interest through exposure to, and performance of, a wide variety of musical repertoire.

d. Stage Band

Stage Band is offered as an expansion of the instrumental music program. Although performance oriented, the major emphasis of the class is placed on exposure to, and understanding of, styles in the jazz idiom. Membership is open to all band or orchestra members by audition. Band membership may be waived at the discretion of the director in cases where the instrument is not part of the normal band or orchestra instrumentation, i.e. piano, electric bass, guitar, etc.

e. Instrumental Ensemble: Steel Drums and/or Mariachi


Steel drums and mariachi are offered on many campuses as an expansion of the instrumental music program. Although performance oriented, the major emphasis of the class is placed on exposure to and the understanding of styles in these culturally diverse idioms. Membership is open to all students.


Teaching and Learning Activities By working with individual students, small instrumental groups, and large ensembles, teachers will be able to effectively meet all course objectives. Teaching strategies will focus upon student performance in a variety of settings and through the use of different instructional methods, which include:

a. listening and reading assignments b. attending other concerts and musical performances

c. performances at various types of music clinics and festivals, including solo

performances d. participation in individual and group evaluations of designated performances e. guest performers and clinicians

f. individual, chamber, sectional, and large ensemble rehearsals/performances of

compositions in a variety of musical styles and moods g. computer-assisted music composition, arranging, and publication h. partnerships with area arts organizations and community support groups to

enhance musical opportunities for all students. Emerging Concepts and Developing Trends Interdisciplinary instruction is emerging as a predominant factor in instrumental music education. Utilization of technology is becoming increasingly prevalent and requires serious consideration in the 21st century. The nature of musical instruments is changing with the impact of technology. New instruments and related instructional equipment should be investigated and incorporated into the curriculum. The traditional emphasis on performance must be balanced with analytical and theoretical studies in addition to historic, ethnic, and racial contributions and influences in music.


Group Sizes and Staffing Band: 20 students minimum; 100 students maximum

2 teachers Orchestra: 20 students minimum; 75 students maximum

1 teacher


PUBLICATIONS ENGLISH (JOURNALISM) Mission/Goals of the Program The overall goal of the program is to develop student achievement in the area of communications, especially writing. “Publications English” is the term used for journalism in the middle school where the curriculum is basically the same as the Essential Elements in writing for English/Language Arts. The medium for the students’ writing may be the school newspaper, the yearbook, the literary magazine or, increasingly, mass media including broadcasting. Curriculum Description The following is a brief description of the core program: At the elementary school level, several schools produce newspapers for local school consumption. These are often done by class, with a variety of articles including fiction and nonfiction, cartoons, and so on. In middle school or junior high school students may refine those skills by electing to work on either the newspaper or the yearbook. Such experience is invaluable as in high school those students with middle school experience often go directly onto the staffs of the newspaper or yearbook in editor positions. Some schools treat newspaper and yearbook as clubs rather than as classes, with the clubs meeting after school. Some schools use the seventh grade as the newspaper class and the eighth grade as the yearbook class. The most successful Publications English programs combine student writing with frequent, even daily, computer usage as students produce their work using the word-processing capabilities of the computer, with its graphics and layout potential as well. Increasing numbers of students are interested in Broadcast Journalism which deals with video, radio, and television production. Teaching and Learning Activities Program activities include:

a. direct teaching by the teacher b. learning fact-gathering and interview skills c. determining news worthiness and writing news stories


d. studying and applying of editing skills e. writing headlines and captions f. feature and editorial writing g. investigative and interpretative reporting h. composing graphic design and layout i. selling and designing advertising j. honing photographic skills for news purposes k. employing computers and desktop publishing

l. producing radio and television broadcasts m. studying the freedom and responsibility of the press

n. learning the principles and ethics of scholastic journalism


a. Desktop Journalism • camera-ready copy • use of computers for word-processing, graphics, and layout

b. Increased emphasis on Broadcast Journalism • mirrors national trends • radio and television production • increase in the use of technology is implied

c. Broader use of technology • additional sophisticated software and hardware • technology needs not limited to computers, e.g., scanners • Internet and CD-ROM possibilities , e.g., CD-ROM yearbooks • media production labs

Group Sizes and Staffing Group sizes for journalism classes should be an average of 28 students.


SCIENCE Mission/Goals of the Program It is the mission of the science program to produce students who are scientifically literate, responsible, and productive citizens. Students make responsible decisions based on their understanding of science. The science program:

a. utilizes relevant curricula that is interdisciplinary and stresses quality over quantity.

b. emphasizes hands-on experience and current technology. c. fosters cooperative and independent problem-solving and critical thinking skills.

d. creates an environment that encourages divergent thinking e. develops effective communication skills.

f. provides ongoing professional staff development.

g. assures appropriate resources, facilities, and activities in labs and classrooms.

It is the goal of the science program to use scientific processes throughout the year. These processes are designed so students will:

a. manipulate laboratory equipment and supplies. b. observe, measure, and acquire data through the senses and instrumentation. c. classify, order, and sequence data. d. communicate data in oral and written form. e. infer, predict, hypothesize, and interpret information.

f. identify and manipulate variables of an investigation.


Curriculum Description

a. Science, Grade 6 Primary content is physical science. Life science and earth science are also taught. This course is laboratory-based and is offered at the regular and honors levels.

b. Science, Grade 7

Primary content is life science. Earth science and physical science are integrated into the curriculum. This course is laboratory-based and is offered at the regular and honors levels.

c. Science, Grade 8

Primary content is earth science. Life science and physical science are integrated into the curriculum. This course is laboratory-based and is offered at the regular and honors levels.

Teaching and Learning Activities Today’s students are used to learning when immersed in a multisensory, technological environment. Students learn best by receiving small units of information and processing this information immediately through research, cooperative group work, and hands-on experimentation. On a daily basis, teachers work with individual students, small groups, and large groups in order to accomplish course objectives. This is necessary to meet the multiple intelligences and needs of a diverse student population. Teaching strategies are designed to stimulate the interest and curiosity of students. Science activities include:

a. laboratories b. teacher demonstrations c. group and individual research projects d. community speakers

e. film and video presentations


f. computer and other technology resources

g. lectures

h. discussions

i. field experiences. In order to carry out a variety of activities during a class period, a combination lab/lecture classroom is essential. In a typical classroom, students are usually working in groups on various activities. For example, eight students are working on a wet-bench lab. Another four students are using a computer to access the Internet to research a topic. The teacher is working with another six students on the development of an oral dramatic presentation. And finally, four students are working individually on a self-paced instructional unit. The days of regimented and isolated laboratory experiences, as well as the highly structured teacher dominated lecture, are obsolete. To foster creativity and encourage flexibility, teachers and students need immediate access to a laboratory setting. The National Science Education Standards advocate hands-on laboratory experiences which are embedded in the science curriculum. In addition, performance-based assessment demands that students be well skilled in laboratory procedures and evaluation of results. These experiences need to be integrated into instruction on a daily basis. Although it may cost more money to equip each science classroom with laboratory facilities, the long term benefits in student performance, competitiveness, and readiness to enter the world of work far outweigh these costs. Emerging Concepts and Developing Trends

a. Technology is integrated into the science curriculum.

- Technology is a tool for data acquisition, processing, and presentation. Students and teachers will use technology to: • measure with probes connected to computers and/or calculators, • manipulate data, and • present data visually by using graphs, charts, and tables.

- Technology is used to access resources outside the classroom. Students and

teachers will use technology to: • explore images and instructional programs found on laser discs, • utilize telecommunication to access Internet resources and databases, • conduct experimental simulations.


- Technology is used as a resource to extend and remediate instruction. Students and teachers will use technology to: • broaden the scope and increase the depth of learning by using programs • strengthen their understanding by using programs that address the

foundation core curriculum. •

b. A wide variety of instructional resources are used in the classroom. Students and teachers are using textbooks, reference books, computers, laser discs, CD ROMS, telecommunication, videotapes, and other media to learn about science.

c. The science program is aligned with the National Science Educational Standards,

Benchmarks for Scientific Literacy, state frameworks, and district frameworks.

d. Interdisciplinary and multidisciplinary curricula are used more frequently.

e. Cooperative learning groups are used in many types of instructional activities, not just laboratory experiences.

f. Real-world applications of the curriculum are emphasized.

g. School-to-work training is more commonly found in science curricula.

h. Clustering in core academic courses offers students a more integrated curriculum.

Group Sizes and Staffing An average of 28 students per class is necessary because of safety concerns and frequency of laboratory experiences.


SOCIAL STUDIES Mission/Goals of the Program The purpose of Social Studies is to prepare student for citizenship in a diverse democratic society and participation in an interdependent global community. Social studies:

a. Prepares students, as members of a community, to make informed, reasoned, and ethical decisions.

b. Uses the content and methods of the social sciences, history , and related

disciplines to study people in historic and modern cultures.

c. Provides opportunities to develop research and problem-solving skills used in academic inquiry and the modern workplace.

Core Curriculum Grade 6—Contemporary World Cultures. Sixth-grade social studies focuses on the geography and the economic and political institutions of selected regions in the contemporary world —Europe; Russia and the Eurasian republics; the Americas; Sub-Saharan and North Africa; Southwest, South, East, and Southeast Asia; and Australia and Oceania. Students use interdisciplinary primary and secondary sources, art, music, and literature to learn about the individuals, ethnic groups, and events that shaped cultures in these regions. Grade 7—Texas Geography and History. The seventh-grade Texas Geography and History course focuses on the history, geography, culture, and economic and political institutions of Texas from the period of discovery and exploration through annexation to the present. Students use a variety of rich interdisciplinary primary and secondary sources including speeches, letters, and diaries; and art, music, and literature to learn about the events, individuals, and diverse ethnic groups that shaped and enriched Texas. Grade 8—U.S. History to 1877. The eighth-grade United States history course focuses on the history, geography, culture, and economic and political institutions of the United States from the Colonial Period through the Civil War and Reconstruction. Students use a variety of interdisciplinary primary and secondary sources including speeches, letters, and diaries; and art, music, and literature to learn about the events, individuals, and diverse ethnic groups that shaped and enriched the United States during its formative years.


Teaching and Learning Activities Program activities include:

a. using video or audio information b. conducting computer research c. creating multimedia presentations d. in whole-class instruction prior to breaking into small group activities e. conducting simulations, role plays, or other group activities requiring a range of

motion and redistribution of desks f. taking notes g. consulting globes and/or wall maps h. cooking and tasting i. painting posters j. taking field trips into the community, and inviting community members in for

lector or discussion Teachers work with individual students, small groups, and large groups in order to facilitate acquisition of course objectives and goals. Teaching strategies are designed to engage students’ past and present experiences, and to stimulate interest in future learning. Program activities include library research, guest speakers, field trips, video/audio presentations, cooking, community service, simulations, cooperative learning, multi-cultural fairs, projects, interviews, presentations, interdisciplinary projects, use of primary sources, journal writing, and class discussion. An integral part of the social studies program is access to computers and other technologies. In order to make social studies come alive for students, multimedia presentations are valuable. These presentations can be with video, laser discs, or computer programs. Students should have the capability to generate their own multimedia productions. Access to computers with the appropriate software is vital to enriching the social studies.


Emerging Concepts and Developing Trends Already middle school social studies teachers are involving students in active learning through simulations, participation in community activities, and through classroom contacts with the "real world." These practices will continue and will be enhanced by improvements in technology, more knowledge about teaching and learning styles, and greater access to human and material resources both within and outside the school. Group Sizes and Staffing An average of 28 students per class.


SPECIAL EDUCATION Mission/Goals of the Program Students with disabilities and their families are provided a comprehensive support system in collaboration with general education to enable them to participate in school and society to the fullest extent possible. The goals of the program are to:

a. improve instruction of students with disabilities. b. increase percentage of students with disabilities attending their home school while

continuing to provide a full continuum of services. c. improve identification/assessment of students with disabilities. d. improve transition of students with disabilities to post-school environments. e. improve achievement of students with disabilities on standardized measures and

support the design and use of a broad array of new assessment techniques and instruments.

Curriculum Description Students with disabilities have access to the core curriculum for each of the program areas. The Admission, Review and/or Dismissal (ARD) Committee develops individual educational plans (IEPs) for eligible students and determines which modifications to the core curriculum are needed. As a result of participating in the core curriculum, students:

a. demonstrate progress toward the acquisition of district curriculum standards. b. demonstrate critical thinking skills.

c. use problem-solving strategies in social and academic areas.

d. display appropriate communication skills.

e. demonstrate basic living skills.


f. demonstrate coping skills for success within the regular classroom. g. increase appropriate interactions as more students served by special education are

supported within the regular education environment of the home school. h. participate in training activities and utilize available resources related to social

skills development, cultural sensitivity/awareness, peer mediation, and individual differences.

i. participate in reteach/remediation interventions for the TAAS if passing is not

achieved.

j. participate in post-secondary educational opportunities (community college, university, vocational training, etc.).

k. obtain and maintain competitive employment. l. maintain access to adult service agencies.

Teaching and Learning Activities Services are provided in a variety of instructional settings ranging from the general education classroom to separate campuses. The district's focus is on serving students in the least restrictive environment possible. Services will vary based on student needs. When possible, student needs are met through the provision of supplementary materials and aids in the general education classroom. At times, a teacher assistant or teacher may accompany a student to facilitate instruction. Team teaching by regular and special education teachers in the general education classroom is an alternative to a traditional pull-out program. Space must be accessible in the general education environment, particularly for students with mobility impairments. Office and materials storage space for the special education staff is essential. Content Mastery Centers provide opportunities for students to receive assistance in a pull-out setting after the regular education teacher has provided direct instruction. The teacher adapts materials and tests for students and collaborates with general education teachers to provide opportunities for student success. The centers require multiple book shelves, flexible seating and storage areas. Adequate space and wiring for two to three computers is essential. Study carrels should also be available for students.


Students needing direct instruction by a special education teacher are served in classes separate from the general education setting. The room must allow for small and large group instruction, with shelves and storage space for instructional kits and supplementary materials. One to two computers will be available for student use. Programs designed to meet the needs of student with emotional and behavioral concerns will need classes which have space for at least two study carrels. Seating must be flexible so that instruction can be individualized, small group, and large group. Social skills training is provided which includes role-playing activities. Wiring and space for one to two computers will be essential. Students requiring instruction in functional life skills need appliances such as a washer, dryer, and stove to give them actual real-life experiences. One to two computers with adaptations are also critical for job-training activities. Space must be flexible and accessible. Private changing or therapy areas may be needed. Instruction often occurs as much in the community as in the classroom. Career exploration occurs in a variety of ways. It may be in the classroom, throughout the campus and/or in the community. Students are provided both internships and paid employment opportunities. A vocational adjustment coordinator will need adequate work space and a phone line to assist in securing jobs for students. Individual students will need varied adaptive assistive devices to facilitate their learning. Adequate instructional space for this equipment is needed as well as secure storage space. Instructional and related services provided by itinerant staff such as speech, occupational and physical therapists, counselors and assessment personnel are available to students based on their IEPs. Speech therapists and counselors may work directly in the classroom with large or small groups as well as in pull-out settings with small groups or individuals. A counselor may need access to a conference room for private discussions with individuals or small groups. For speech services, student-sized table/chairs and working space for use of augmentative communication devices are needed. Also, an office with a secure filing area is desired. Occupational and physical therapists often work directly in the classroom with the students. The students may need various adapted equipment, including specialized seating, floor mats, standers, bean bag chairs, etc. Assessment personnel will work individually with a student in a quiet, isolated area. A student desk and chair and adult chair are needed.


Emerging Concepts and Developing Trends Since every effort is made to serve students at their home campus, campus space must be accessible to all students. Team teaching and other methodologies are used to meet student needs in less restrictive environments. Group Sizes and Staffing Basic classes--12-15 students maximum Special Units 1 teacher and 1 full-time teacher assistant 12 students depending upon learning setting and students' special needs


THEATRE ARTS Mission/Program Goals It is the goal of the middle school theatre arts program to enable students to discover, practice, and appreciate a variety of concrete and aesthetic experiences through individual and ensemble activities by:

a. providing an appropriate forum for self-expression. b. promoting involvement in theatre as a lifelong medium for expressing feelings and

creative energy.

c. encouraging self-discipline through the development of study, rehearsal, and performance skills.

d. fostering cooperative and independent problem-solving and critical thinking skills.

e. creating an environment that encourages divergent thinking.

f. developing communication skills.

g. providing for aesthetic appreciation as well as career development and training.

h. developing an awareness of human cultures and diversities.

Curriculum Description Grades 6-8 The middle school student is introduced to concepts involving theatre as an art form and the aesthetic values of the subject with its interdisciplinary connections. Through the use of movement, vocal expression, improvisation, and pantomime, the student will develop self-confidence, sensory, and emotional awareness. Research, study, and memorization of a variety of theatrical literature enables the student to explore dramatic interpretation in addition to introducing basic acting and production techniques.


Teaching and Learning Activities Teachers work with individual students, small groups, and large ensembles. Activities include research, rehearsal, study, memorization, analyzing, and critiquing by means of:

a. lectures by an instructor b. teacher demonstrations c. group discussions d. film and video presentations e. field experiences f. computer and other technology resources g. club and contest activities h. interdisciplinary research and production projects i. professional speakers.

Emerging Concepts and Developing Trends Interdisciplinary instruction is emerging as a predominant factor in theatre arts education. Utilization of technology in areas such as choreography, lighting, set design, and music production is becoming increasingly prevalent and requires serious consideration in the 21st century. The traditional emphasis on performance must be balanced with analytical and theoretical studies in addition to historic, ethnic, and racial contributions and influences in theatre. Partnerships with local theatre groups, joint use of community facilities and resources, and integration of multi-media materials must be developed. Group Sizes and Staffing An average of 28 students per class.


B. Administrative Program


ADMINISTRATIVE PROGRAM

Mission/Goals of the Program The purpose of the Administration or Central Office area is to serve as the central core of the middle school building for facilitating information transfer. It is the receiving area for parents and community persons and coordinates the regulatory and operational aspects of the entire building. The major activities associated with such a unit include to:

a. Serve as central location and office work area for two assistant principals and principal to serve as instructional leaders for the entire middle school education program.

b. Provide bookkeeper office space to enable the development and maintenance of

timely records associated with computerized school-based management system for student registration, budgeting, enrollment data, and all forms/information required by state, federal, and local regulations.

c. Serve as centralized location for secretarial services provided for administration

and teaching staff as related to students' programs and overall instructional needs.

d. Provide a centralized location for all student records to ensure confidentiality laws are followed.

e. Provide the opportunity for interpersonal communication through small group

meetings, parent conferences, administration-teacher meetings, mandated committee meetings, etc.

f. Provide a location in which students receive appropriate medical attention.

g. Provide a location for Community in Schools to maintain office space and

necessary equipment for the successful operation of that service.

h. Provide a location where students receive appropriate counseling services.


Program Activities Personnel utilizing the administration area should include one principal, two assistant principals, one bookkeeper, secretary, three full-time clerks, and three counselors. Their respective activities are numerous.

a. The principal and assistant principals shall provide overall instructional leadership to the entire school to ensure that the goals and objectives established by the district and building are met. Under their auspices, all other functions listed below are implemented.

b. A computerized management system will exist to establish a data based system for

decision making, maintaining required forms and records, and ensuring information transfer in a timely and accurate manner.

c. Secretarial services will be available to administrative and teaching personnel as

related to the overall school program.

d. A centralized filing area will be available to house student records and required forms.

e. An inviting location for greeting parents and visitors from the community shall

exist.

f. Incoming telephone calls of a general nature to the building shall be routed to this area.

g. A clinic area will be provided where students who are ill or injured may be treated

appropriately.

h. An equipped area shall serve as a workroom whereby volunteers and office staff may develop materials to enhance student achievement.

i. Restrooms which are accessible for the handicapped shall be located near this

area.


Emerging Concepts/Other Planned Uses It is anticipated that the computerized management system area may need to expand as additional software programs are developed or hardware options are added. Projected Group Size(s)/ Staffing For a school with a student population of 1100, the following staffing pattern is planned for the administrative area:

• One principal • Two assistant principals • Three counselors • Administrative Assistant • Four clerks

Space Descriptions –

• Principal's Office. The principal's private office should be conveniently located in the administrative suite. Activities include: private conferences, planning, school reports, public relations, student discipline.

• Assistant Principals. Activities include curriculum adjustment and

implementation, and student placement into the continuous progress curriculum. Activities also include private conferences, planning, school reports, public relations, and student discipline,

• Administrative Assistant (General Office). Responsible for the general

operation of the office. Duties require operation of equipment, greeting public, answering telephone, and other clerical duties.

• Clerks. Separate space should be provided for the Attendance Clerk who is

responsible for the maintenance of school records.

Two office clerks are responsible for answering phones, greeting the public and students, and other clerical duties.

A clerk in the counseling area is responsible for answering phones, maintaining records, assisting students, parents, and staff, and completing tasks necessary for the smooth running of that office.

• Reception. Station area for secretaries to greet the public. Adjacent to the

secretary's work area.


• Counseling. Should contain three offices--one for each counselor. The reception area houses the clerk/secretary and necessary equipment and supplies. Space should allow seating for students and visitors to the office. The counseling area should be located conveniently in an area near the main office but definitely separated from the administrative wing. Activities include: private conferences, planning, parent meetings, group session with students, etc.

• Health Services/Clinic. Must serve mainly as a first aid station and a room for isolation of pupils who are suspected of having a contagious disease. Space for a clinic worker to perform required duties shall be available.

The health center provides basic first aid services to students who become ill or injured at school; and when appropriate, the center's clinic worker contacts the parents of these children. In the event of serious accidents or illnesses, the center's clinic worker also arranges for emergency medical services for the children.

The students who come to the health center for first aid use the waiting room as a holding area while other students are being processed or assisted. The clinic worker utilizes the office space to interview and assess the students referred to the clinic, to contact the parents of ill or injured students when appropriate, to arrange for emergency medical services in the event of serious accidents or illnesses, and to keep consistent and accurate records relating to the students served and the health clinic operations. The clinic worker uses the cot/clinic area to provide first aid for the injured or ill students. The worker may also allow the students to remain in the cot/clinic area until parents who have been summoned can arrive to take their children home or until other transportation is provided. The supply/storage area contains the materials needed to provide first aid to the students and the materials to maintain each room in the health center as well as provide storage space for materials used in the office procedures.

The physical environment should provide a safe, comfortable setting in which health services can be provided.

1. Lights in each area should give sufficient illumination for the clinic

worker to provide needed services. The cot/clinic rooms should contain lighting that can be dimmed for ill students who are waiting for other arrangements to be competed.


2. The design of the health center should include an acoustical barrier between the cot/clinic areas and the other spaces so services can be more effectively provided.

3. Each space should have its own thermal regulator.

4. The design of the health office should allow for visual supervision of the

waiting area and cot/clinic rooms.

5. The health office should have glass sections in the walls through which the clinic worker can observe and control activities in the waiting area and the cot/clinic area.

6. Utilities should include water in the waiting area for a water fountain, water

in or adjacent to the cot/clinic room for sanitary procedures and dispensing medication, and electrical outlets for each space in appropriate locations.

7. The cot/clinic room and the waiting room should have primary access to the

toilets/restrooms. The supply storage area should have provisions for storing trash material until they can be removed by appropriate staff.

8. The design and fixed furniture of the spaces should allow for the

adaptability/modifiability of the spaces to accommodate unusual emergency needs such as the influx of a large number of ill or injured students and to provide for periodic activities such as screening or evaluating students relative to health disorders.

The storage supply room should provide a secure (lockable) space for supplies needed in assisting ill or injured students. The supply storage room should contain shelves for stocking materials for ease of accessibility. The entrance into the supply/storage room should accommodate the placement of large boxes or cases in the room.

The health center should be located adjoining or adjacent to the administrative offices since middle school students are usually more familiar with the location of the office and since most assistance to the clinic worker is provided by administrative staff and clerks in times of heavy demands for first aid.

• Production/Workroom. House equipment for reproduction (high speed copier

rated at 100,000 - 150,000 copies per month) of materials and provide storage and space for work. Mainframe computer connection via IBM, AT&T, or equivalent, with test scanning capability, should be maintained.


• Conference Room. One conference room should be available--between the two assistant principals’ offices and should be adequate enough for large group conferences.

• Administrative Storage Space. Space to provide for the storage of quantities of

materials used throughout the year in the administrative operation of the school.

• In-School Suspension Center. The in-school suspension center (ISSSC)

provides space for temporary placement of students whose behavior warrants their being removed from the general classroom and all school activities.

The ISSSC requires the in-school suspension classroom and a supervisor's office.

The in-school suspension center will provide isolation of students by removing them from the rest of the school functions in lieu of sending the student home.

The center contains three areas of space; the classroom, supervisor's office, and restrooms. Each area has its distinct function in relation to the activities that take place within the area.

The design of the classroom would provide for the ability to assign a given space to each student enrolled in the program where work assigned by the regular classroom teacher may be done. The student's assigned space would require individual study carrels within the room to provide the necessary isolation of each student.

The arrangement of the carrels within the room should be such that the program supervisor is able to observe all students at all times. The carrels should be placed around the inside walls of the classroom, and if necessary, back-to-back in the center of the classroom. No carrel should be placed next to windows if any are located in the classroom. The office space is utilized by the supervisor to interview and assess the students referred to the ISSSC program.

Other functions of the office would include an area for private conferences with individual students and/or parents, a place to keep consistent and accurate records regarding the students included in the program, a work area for the supervisor, and storage for various materials. The function of the classroom should provide isolation and quiet for the students by the use of individual study carrels. The ultimate purpose of the carrels is to prevent student interaction with peers from whom he/she seeks attention by misbehaving. The carrel also provides adequate space where the


student may continue to work on assignments. The students will enter the ISSSC center from the school hallway. Following an intake conference with the supervisor in the office, the student will be assigned to a study carrel in the classroom and will remain in that carrel at all times unless assignment instructions require movement to a computer carrel, a table containing work supplies, or the restrooms or water fountain at allotted times. The supervisor will monitor the students at all times by moving back and forth between the classroom and the office as needed. A large, one-way mirror would allow for supervision of the students while the supervisor is in the office.

The special conditions of the ISSSC should lend themselves to isolation and quiet.

The lights should provide sufficient illumination to allow the students to work in the carrels without eye fatigue caused from glare or insufficient lighting.

The ISSSC should be carpeted, with the exception of the restrooms, to provide movement within the facility without distracting those working.

The center should be located away from areas of the school which tend to be noisy, i.e., hallways with heavy flow of traffic, athletic areas, music rooms, cafeteria auditorium.

The center should be ventilated effectively and have its own thermostat control. The center should be equipped with an emergency button, telephone, and intercom.

The design of the classroom and the placement of the study carrels should provide a convenient method of monitoring each student by the supervisor. The supervisor should have an unobstructed view of all students with the exception of those allowed to go to the restroom.

The materials used for the walls and ceilings should promote ease of cleaning and appropriate colors used throughout the school.

In order to provide for the adaptability/modifiability of the space in the ISS classroom, the study carrels should be free-standing with the ability of movement within the room.

The general guidelines of the layout of the facility should provide the least amount of distraction from movement as possible. The supervisor's office should be located near the entry door from the hallway to provide space for an immediate intake conference without distracting any student already assigned a


study carrel within the classroom which is adjacent to the supervisor's office.

Storage areas should be provided by placing shelves and cabinets in the supervisor's office.

A wall unit consisting of shelves should be located in the classroom for storage of resource books, dictionaries, etc.

A long bar underneath a shelf should be located just inside the entry door from the hallway on which to hand outer garments and to place unused items of the students.

The location of the in-school suspension center is extremely important for the success of the program. The center should be in close proximity to the administrative offices yet avoid noise from the hallways or outside areas. Such placement would allow for the convenience of placement of a student into the program by an administrator as well as the ability to provide necessary counseling or testing for the students involved in the program. The classroom, supervisor's office, and restrooms should be adjacent but separate from each other.

The in-school suspension center requires equipment necessary for each student to continue his/her education program.

• Record/Vault. A secure space used to house all school documents and student

records.


C. Support Programs


HEALTH SERVICES Mission/Goals of the Program Support school safety and students' success in education by health protection, health promotion, and the prevention, identification, and management ( including referrals) of health-related conditions that can be risks to safety of the student/ class/school and/or barriers to attendance, participation, and learning. Implement laws pertaining to attendance, disease prevention, disabilities, and safety in all schools. All services identified in this program description will be provided by either a medical doctor (as a supervisor), a Registered Nurse (RN), or a Licensed Vocational Nurse (LVN). Curriculum Description

a. Preventing health problems that can interfere with learning b. Identifying health-related conditions that can adversely affect attendance,

participation, and/or learning c. Managing health-related conditions through professional or supervised services,

including staff training Teaching and Learning Activities

a. Prevention - Information displays (visuals, "take home") in health room and

school-wide of health education materials for nurse to communicate to students, parents, and faculty.

- Direct care with several students daily requires hygiene, i.e., water, adjacent

toilets, ventilation, to prevent complications and communicable disease spread within school.

- Daily medication administration to students requires secure storage, lighting,

and controlled space to prevent errors or spills and to record action.


- Students who lack home care resources, e.g., poverty, homelessness, need bathing/laundry facilities and privacy to be clean, to develop self-care hygiene skills with a nurse/LVN/teacher-designed educational plan, and the comfort needed to focus on academics.

- Immunization completion, e.g., nurse/LVN calls parents /reviews computer (as

supplement to clerical record entries). Campus clerical staff do mass data entry.

- Targeted campuses (as needed) host coordinated, co-located community health

and dental services, e.g., school nurse/LVN arranges checkups for students and preschool siblings, in which hygiene and lighting are important.

- Futuristically, access to health information via automated library systems for

nurse/LVN, teachers, students, and parents: to supplement Health education, to increase productivity of school nurse/LVN (reduce search time-off campus), to support parents/students’ health information inquiry skills.

b. Identification

- Medical (limited physical) exams, requiring privacy, for athletics, Special Olympics.

- Nursing/LVN exams of many students daily for illnesses, injury, possible

abuse.

- Vision (well-lit environment) and hearing (quiet environment) mass screenings (annually for one week by a team) and individual special referrals (by school nurse/LVN).

- Screening for contagious conditions needs good lighting/privacy in classroom

or health room. - In future, video communication to help nurse/LVN make telephone

consultation for assessment and reduce need to leave scheduled school for exam. School nurse/LVN could see and interact with student to assess condition, e.g., to view a rash for likelihood of contagiousness or a wound to determine type of medical follow-up.


c. Management

- Nurse/LVN counseling/education with individual student, parent, or staff about care of a condition (requires privacy, quiet, access to informative materials). Nurses/LVNs coach/supervise students learning self-care skills, e.g., self-testing blood for diabetes.

- Daily care for multiple, concurrent injuries and contagious illnesses.

Supervised isolation of student pending parent arrival. Nurses/LVNs need separate areas to sort contagious students or students needing special privacy. A "sick-child" area is needed in schools where many parents don't have phones or keep school records current. Need telephone in health room.

- Nurses/LVNs annually review confidential "medical alert cards" and records

on students for health problems; prepare care plans/instructions for staff (need word processing for efficiency and same-room record storage)

- Daily multiple (5-45) student medications and devices need adequate lighting

and counter-top space for safe handling and documentation. Ritalin, a medicine in every school, is a controlled substance and target for extra security.

- Group sessions of students with common health problems, e.g., asthma. - Technical care procedures for few students daily, e.g., blood test for diabetes,

urinary catheterizations, tube feedings which should be done as close to classroom as possible (to limit lost class time) and with excellent hygiene. This is usually taught by nurse/LVN to school staff, not keeping it limited to nurses' area.

- Refrigerator (space/outlet) for storage of medications and special foods for

students as medically indicated. - Occasional care of ill or injured personnel.

Vaccine Refrigeration. If school nurses/LVNs are to give immunization boosters to secondary students, law requires a refrigerator for vaccines only. Space in which school nurse/LVN/social worker coordinates and/or co-locates community services and staff who come to school to assist pregnant and parenting students with applications and resources, e.g., Attorney General's child support .


Child care on or near campus for 0-3 year-old children of students to stay in school. Confidential counseling with students referred by public health clinics. Emerging Concepts and Developing Trends Generally, more school health services are needed as the percentage of students living in poverty or who move frequently increases. Specifically, over the past three years, we instituted and experienced changes that are consistent with nationwide trends, e.g.,

a. Increased number of children, particularly three years through elementary, who need daily/ special medically-ordered procedures more will attend home campus and/or regular classrooms rather than self-contained classes or special schools.

b. Increased number of pregnant/ parenting students who can complete high school if

adequate services are readily available, e.g., quality, affordable child care.

c. Increased number of parent contacts and educational programs for students and parents by nurses/LVNs are requested by schools.

d. School as "community center." Urban and rural schools are increasing the

variety of health-related programs that address identified needs of the designated school community.

e. Multidisciplinary school health teams and comprehensive program. Team design

and coordination can improve cost effectiveness.

f. Expanded roles of school nurses/LVNs.


Staffing Staffing a district health program requires the registered nurse (RN) or Licensed Vocational Nurse (LVN) to be responsible for student assessments, care plans, and training support/unlicensed staff in specific procedures which do not require professional decision-making. With students who are "medically fragile," we expect to recommend a few vocational nurses to be employed as special education assistants or school bus monitors for safety. The LVN can lead a campus team including health clerk/aide, other staff trained in first aid or screenings, or community health workers, but cannot be legally responsible for persons who are working on another campus and not directly supervised.


NUTRITION AND FOOD SERVICE DEPARTMENT Mission/Goals of the Program Educational opportunities exist via the serving of a varied diet of healthy food choices in order to show the students daily by example the concept of a healthy diet. Students are also afforded an opportunity to learn social skills in communal dining. Regardless of a child’s ability to pay and regardless of the completion of necessary forms for federal reimbursement, no child will be denied food. All customers should be served by the staff of the department with kindness and respect. The food services program is located strategically to allow for a merging of activities/programs in the middle schools. These include stage area for student performances as well as facilities for community utilization of this space. The dining area is ideal for health fairs, food tasting activities, and for displaying the art of the students. Curriculum Description Student assemblies, student performances, and other related meetings associated with the Fine Arts program can be conducted in this area. Teaching and Learning Activities

a. A varied diet that considers federal guidelines, customer preferences, and cultural differences is provided and serves a daily educational model of a healthy diet for children.

b. Menu choices afford children an opportunity to become familiar with a variety of

foods. Samples of foods unfamiliar to students are available in order to assist students in increasing their awareness of foods.

c. Specific promotions for breakfast and lunch to highlight the importance of

consuming a healthy diet will be conducted.


d. Field trips of the kitchen are provided for students.

e. Nutrition education curriculum materials are provided for the school according to the grade levels of the school. This material is integrated to comply with the essential elements.

f. Nutrition education materials are available through the Professional Library

located at the Professional Development Academy. Additional materials are purchased and added to the collection to keep the materials updated.

g. A Nutrition Education Resource person is available from the Nutrition and Food

Service Department to provide inservice to teachers and to assist with classroom activities and school Health Fairs.

h. A department newsletter to inform administrators, teachers, and support staff of

nutrition information and the availability of nutrition education materials will be sent to the school quarterly.

Emerging Concepts and Trends The dining room should be an attractively designed area large enough to be used as a multi-purpose facility for a variety of functions. Both in-school and community groups will use the facility so it should be lockable and have a separate security system. A public restroom should be provided in the same area. The kitchen will be planned for two serving lines and space for food court/snack line operation. Appropriate cooking and serving equipment, walk-in refrigerator and freezer, manager's office, restrooms and locker space, dry storage, dish room, and custodial mop room will be included. A dock and receiving area must be provided for grocery delivery. The dock should be close to dry storage and walk-in refrigerators and freezers. There should be a service drive away from bus and student traffic. Windows should be provided on outside kitchen wall. There will be a computer on the manager's desk with links to cash registers, other computers in the building, and the central food service office. Air conditioning should be provided for the kitchen and dining room. There should be a wall between the preparation areas and the serving areas for aesthetic purposes and as a sound barrier.


Group Size and Staffing The dining area should be large enough to accommodate large numbers of parents/community members attending various functions. It should seat approximately one third of the student body (367) at lunch. The staffing for the school lunch program is based on the number of lunches and breakfasts served plus the a la carte sales. Staffing will consist of a manager and from 10 to 14 employees.


PART II FACILITIES

A. Administration


OVERALL FACILITY CONSIDERATIONS

Schools should be designed to minimize student movement around the building. Students should remain in the same part of the building for most of the day. The following general guidelines should be considered in the plan design:

1. Each middle school campus will be built to serve 1100 students in grades 6-8. 2. The academic classrooms will be built in clusters to accommodate flexible use of

class groups, i.e., multidisciplinary teams. Each grouping includes a room for English/Language Arts, science, social studies, mathematics, reading, and a Foreign Language/Special Education. Within each cluster should be a lab storage area for science.

Each cluster will also have a room for a computer lab.

Each classroom will have access to five computers (with six drops) with Internet access. Storage should be provided for charging wireless computers. The science classrooms should have laboratory space as well as classroom areas. Within the cluster will be a faculty work area, restrooms for Boys and Girls, and one restroom for faculty.

3. The related arts area will house:

- two art classrooms with storage, graphics lab, and kiln areas. - one choir room with office, practice rooms, and library /storage

space

- Fine Arts computer/MIDI lab - Orchestra room with instrument storage, library, and office space - one large band rehearsal room and one smaller rehearsal room; band

- office, band library/workroom, and instrument storage room.

- three band/orchestra/choir practice rooms

- one Skills for Living room


- one Industrial Technology lab

a. Industrial Technology b. Technology Education

- one Business Education lab - one Theatre Arts/Speech classroom.

4. Physical Education includes:

- one large gym which includes seating - one gym without seating (actual floor area same as large gym)

- two dressing rooms with showers and restrooms - two teacher offices - two teacher showers

- four teacher closets - one weight room

- three storage areas, one with outside access - one storage area for ice machine, washer and dryer in both boys and girls

dressing rooms

5. In line with the inclusion movement, Special Education areas should be dispersed through the academic wings rather than being clustered in one area of the school. These students should be considered a part of the school as a whole. Though the areas are listed separately here, they should be placed within the academic wings. The Special Education areas include:

- four resource classrooms - two self-contained classrooms - one Content Mastery Center - one service area - one area for conference/testing/OT/PT


- (Life Management Skills lab included on selected campuses)

6. The building design will allow for modifiable and expandable space. The

design will accommodate students and staff who have special needs.

7. Each school will have a stage in the Cafeteria. Appropriate storage areas, lighting, data drops, and design will be furnished as provided in the educational specifications.

8. Each campus will have a media center (library) which includes:

- one reading room

- one circulation area

- an office

- materials storage

- work room

- A-V storage

- conference room

- one restroom.

9. Each campus will have MDF/IDF rooms.

10. Administrative area will be divided into three separate areas--a main office, counseling services, and health service areas. The counseling areas are separated from the administrative areas. This is important because counseling services are designed for the students rather than for the administration. This area should have adequate storage with shelving for five-year documents, student records, and test materials.

The conference rooms and administrative offices should be placed near the entrance of the school to facilitate visitors' coming to the office for assistance. An office for the Student Resource Officer (SRO) should be located nearby.

11. The counselor’s space will be large enough to house three counselors, a reception

area, a storage room, and a conference room for college/career center with computer drops and sufficient electrical to support computers and other technology.

12. Resource classes will be the same size and makeup as the regular classrooms.


Special education special units will include restroom and kitchen facilities. 13. Every teacher will have a private telephone line to the classroom. Additionally,

every teacher will have computer access with Internet capability in the classroom.

14. Classrooms will be equipped with wiring and electricity sufficient to serve networked computer workstations, television, overhead projector, listening stations, and VCR/laserdisc.

15. Health services, administrative, and counselor offices need to have technology capacity to make possible integrated social services for students.

16. A college/career center room that can be used for parent training and also utilized

by the counselors, parent training specialists, social worker, and crises intervention personnel should be located adjacent to the counselors’ space.

17. Within the administrative area should be housed the textbook storage, vault/work

area. Additional book rooms shall occur in other areas of the building.

18. A conference room should be located between the assistant principals' offices. An office for the Student Resource Officer should be located near this area.

19. The reception area in the Main Office will house the secretarial staff and offer

space for visitors who are waiting to see staff.

20. The Food Services includes a dining room, kitchen and serving lines, and one waiting line. Within the cafeteria area is one stage outfitted with data drops and internet capability and two stage storage areas.

21. There should be a separate area for parents and buses as they deliver or pick

up students. Bus driveways may be conveniently located so they drop students near the cafeteria.

22. Security of the school plant and site is important. Landscaping should harmonize with building security. Blind corners, dead end corridors and areas difficult to supervise should be avoided whenever possible. Smooth exterior areas, large glass panels, or other features which may attract graffiti or other types of vandalism are to be avoided in the design.

23. In the front of the building is the student commons, an area for school

store/concessions and two restrooms. This area is near the fine arts and gyms for easy access after hours. The area should have access to electronic data drops.

24. The plant services areas include:


- one general supply storage area on each level (floor)

- one custodian closet

- one central custodian office

- one electrical/mechanical room

- one central heat and air conditioning space.

25. The In-School Suspension area should be located near the administrative area. 26. All buildings will be air conditioned. 27. Instructional areas will have acoustically treated walls and ceilings where

necessary.

28. Harmonizing colors will be used to provide aesthetic enhancement through out the building. The school should be painted in neutral colors that do not reflect current trends which may be passé quickly. If possible, accent colors should reflect the school's colors. Lockers, casework, trim, doors, venetian blinds, and frames should also complement the decor.

29. A digital telephone system will be provided including the following features:

touch tone, conference calls, privacy features, hold and transfer, intraschool communications. In addition, telephones will be dispersed throughout the building so each teacher has access in the classroom.

30. Teacher work areas will be provided for each instructional program.

31. The general plan and campus design will be arranged to permit and facilitate use

of appropriate school facilities by community agencies when the spaces are not in use for the regular school program.

32. Restrooms shall be available when facilities are used after hours.

33. Closed circuit television will be installed in all classrooms, labs, and teacher

planning areas.

34. An in-ground sprinkler with timer for watering at the appropriate time shall be installed.

35. All building materials shall be chosen to minimize maintenance.

36. The library shall have electronic data boxes and an automated catalog of its

holdings for circulation.


37. All interior doors shall have an appropriately sized view panel with safety glass.

38. The school's communication system should consist of an intercom/telephone

system to offices, a two-way interactive public address system with call-back feature in all classrooms, and a one-way public address system in corridors and gymnasium for general broadcast.

39. All windows should be equipped with venetian blinds unless specifically noted in

the special requirements for an area. Natural lighting is a must in as many areas as possible, but especially in classrooms.

40. A two-way cable television system will distribute selected cable channels to each

teaching station, including the cafeteria, theatre, and gymnasia. Broadcast capabilities campus-wide from the Industrial Technology education video studio should be available.

41. Facilities in the school district, when unoccupied, are kept under electronic

surveillance by the AISD Security Department from a central location. Facilitation of this system, in the form of empty conduits and boxes and electrical connections, will be provided. Specific areas will have separate security access according to the special requirements listed in various sections. (An example would be the Library Media Center.)

42. Plug outlets should be strategically placed in areas above ceiling tiles to facilitate

the placement of approved surveillance devices within the school. 43. The circulation areas of the school serve as passage for large numbers of students,

moving in opposing directions, over a short period of time. Therefore, widths of spaces and corridors must allow for two-way movement as well as obstruction by lockers and students to their lockers. The circulation spaces also are the locations of bulletin boards and student project display cases, each adding to the congestion or impediment of passage. These spaces should be of sufficient width to allow movement of the total student population simultaneously, considering the number of students and classrooms in the wing. The minimum clear width of major corridors, excluding the area of lockers, should be 12 feet, and the minor corridors 10 feet. One foot will be added to each side where lockers are placed.

44. Computer drops should be located in every commons area and meeting room.

45. Each area of classrooms should house a housekeeping closet.


46. Each classroom and office area should have individual thermostat controls for heating and air conditioning.

47. Blind hallways, dead end hallways, blind stairwells and obstructions caused by entryways should be minimized or eliminated.

48. Restrooms and water fountains should be located near the cafeteria and accessible

from any outside courtyard areas where students may be allowed during lunch periods.

49. Potential additions to the school facilities should be considered by pre-wiring

buildings to avoid having to remove entire walls or ceilings at time of future construction.

50. The office area should be equipped with caller ID telephones and a TTY/TDD

type phone for hearing impaired students, staff, parents, or guests.

51. The buildings should have a KNOX BOX type device so that Fire/Emergency personnel can enter the building at night in an emergency.

52. Sections of the building should have easily drawn security curtain/rolling cage

doors so that the school can be partitioned off easily for after school events.

53. Areas should be pre-planned for portable units and pre-plumming/pre-wiring considered so that portable units can have water, wastewater, electricity, telephones, and technology wiring.

54. The main office needs a room large enough, but separate from the regular duty

area, to utilize as a command center in emergencies. This room needs to have capacity for additional telephones, fax machines, copiers, and emergency supplies.

55. Landscaping should be placed to avoid blind spots, hidden areas, or other

obstructions. Trees should not be planted in such a way as to give access to the roof. Walls or fences should be designed so that they are not in close proximity to the school and allow for climbing onto the roof.

56. Bike racks should be placed so that bicycles are in plain view of the school.

57. Consideration should be given to the installation of speed bumps in driveways and

parking lots. Access to the cafeteria/kitchen and technology shops should be clearly marked for delivery purposes.

58. Any new construction shall be in compliance with current Texas Accessibility

Standards and the Americans with Disabilities Act.


59. Secure or easily securable fences should surround the areas of the school where recess or physical education classes occur. Signs with a clear statement that they are not for public use during school hours should be clearly visible.

60. Street access should be designed to assist students in accessing/leaving the

grounds. Crosswalks and safe pedestrian areas should be given prime consideration.

61. Entry/exit areas need to be easily securable, strategically placed (as few as

possible for security reasons) for evacuation and maintenance.

62. Every classroom shall have a computer projection device.

63. All offices shall have network drops for each person assigned in the area.


PROPOSED MIDDLE SCHOOL SIZE RANGE 900-1100 STUDENTS

Grade Enrollment Number of Teachers

Pupil Teacher Ratio

6 370 14 26/1 7 365 14 26/1 8 365 14 26/1

TOTALS 1100 42 Middle School SCHOOL DAY--7 hours / 420 minutes / 175 days

SUPPORT SERVICES - STUDENT CONTACT TIME

2.0 Art Students enrolled in art classes meet daily.

1.0 General/Choral Music Students meet daily.

2.0 Band Students meet daily.

1.0 Orchestra Students meet daily.

1.0 Theatre Arts Students enrolled meet daily.

3.0 Guidance Serves all students in groups and/or individual basis

4.0 Physical Education

Students enrolled in P. E. and athletics meet daily.

2.0 Media Serves all students and staff.

1.0 Technology Education Serves students in the computer labs.

1.0 Industrial Technology Students enrolled meet daily.

1.0 Skills for Living Students enrolled meet daily.

1.0 Business Education Students enrolled meet daily

1.0 Content Mastery Serves all students eligible daily.

6.0 Special Education Serves all students eligible daily or according to the students’ IEP.

1.0 Publications English Students enrolled meet daily.


INTERDISCIPLINARY CLUSTERS The middle school interdisciplinary classroom shall be housed in three clusters (sixth, seventh, and eighth) so that all classrooms on one grade level will be together in a single area. The number of instruction units and other spaces are listed in the space budget which is included in Table II. Each cluster shall be located so that students can move from the interdisciplinary cluster to the related arts cluster, the cafeteria, and the media center without disturbing the other clusters. In addition, each cluster shall be located near the Media Center.

BASIC CLASSROOM DESCRIPTION In middle school, the basic classroom contains 28 student desks, a teacher desk, one file cabinet, one storage cabinet, overhead projector, screen, and one bookcase. The furniture is placed according to individual teacher discretion and preferences. Furniture can be easily rearranged to accommodate flexible grouping. Furniture for five computers and a printer can be placed next to networking drops and power outlets.


TOTAL MIDDLE SCHOOL SPACE BUDGET

Program or Service Area

No. of Staff

No. of Instruc-tional Areas

No. of Non-

Instruc-tional Areas

Non-Instruc-tional Area

Sq. Ft.

Instruc-tional Area

Sq. Ft. Total

Sq. Ft. Administrative and Student Services Principal’s Office Asst. Prin. Offices Conf. Room Recept/Secretary Faculty Center Faculty Workroom Restrooms Work Area/Vault File Server Storage/Textbook Counselors Office Reception Conf./Parent/ Comm. Room Storage Health Services Restroom Storage ISSSC SRO Office

TOTAL

1 2 4 3 1 1 1

1 2 1 1 1 1 2 1 1 1 3 1 1 1 1 1 1 1 1

180 150 180 900 300 450 120 180 120 600 150 100 240

50

450 40 20

480 120

180 300 180 900 300 450 240 180 120 600 450 100 240

50

450 40 20

480 120

5,400

Library/Media Reading Room Circulation Area Office Materials Storage Workroom AV Storage Conference Room Restroom

TOTAL

2

1

1 1 1 1 1 1 1

4,800

300 120 420 300 200 200 40

4,800

300 120 420 300 200 200 40

6,380



No. of Staff

No. of


No. of Non-



Sq. Ft.

Instruc-tional Area

Sq. Ft. Total

Sq. Ft. Grade Six Interdisciplinary Science Facility Computer Lab Science Prep Area Restrooms Faculty Workroom Faculty Restrooms TOTAL

10 3

10 3 1

1 2 1 2

275 200 160 40

800

1,125 900

8,000 3,375

900 275 400 160 80

13,190

Grade Seven Interdisciplinary Science Facility Computer Lab Science Prep Area Restrooms Faculty Workroom Faculty Restrooms TOTAL

10 3

10 3 1

1 2 1 2

275 200 160 40

800

1,125 900

8,000 3,375

900 275 400 160 80

13,190

Grade Eight Interdisciplinary Science Facility Computer Lab Science Prep Area Restrooms Faculty Workroom Faculty Restrooms TOTAL

10 3

10 3 1

1 2 1 2

275 200 160 40

800

1,125 900

8,000 3,375

900 275 400 160 80

13,190

Related Areas Art (Gen./3-D Labs) Storage Room Kiln/Workroom Graphics Lab TOTAL Choir (Rehears. Hall) Office Storage/Library Practice Room Fine Arts MIDI Lab Practice Room TOTAL

2 1

2

1

1

2

1 1

1 1 1

1

200 100

100 120 50

400

1,110

100

900

100

2,200

200 100 100

2,600

900 100 120 50

400 200

1,770



No. of Staff


No. of Non-



Sq. Ft.

Instruc-tional Area

Sq. Ft. Total

Sq. Ft. Instrumental Music Orchestra (Reh. Hall) Library/Storage Office Practice Room TOTAL Band Rehearsal Hall Aux. Reh. Hall Band/Orch Office Lib/Workroom Storage Practice Rooms TOTAL Theatre Arts Stage Storage TOTAL

1 2 1

1

1

1 1 1

2

1 1

1 1

1 1

1

120 100

150 250 200

300

1200

50

2,250 750

50

1,000 1,500

1200 120 100 50

1,470

2,250 750 150 250 200 100

3,700

1,000 1,500

300

2,800 Health & Physical Ed Gym w/seats Gym Weight Room Girls Dress/Show/ Restroom Boys Dress/Show/ Restroom Teacher Office Teacher Shower Teacher Closet Storage TOTAL

4 1 1 1

1

1

2 2 2 2

3,525

3,525

200 50 50

600

8,800 4,600

825

8,800 4,600

825 3,525

3,525

400 100 100

1,200

23,075 College and Career Business Education Industrial Tech. Skills for Living TOTAL

1 1 1

1 3 1

1 1 1

200 600 200

1,000 4,800 1,600

1,200 5,400 1,800

8,400



No. of Staff


No. of Non-



Sq. Ft.

Instruc-tional Area

Sq. Ft. Total

Sq. Ft. Special Education Classrooms Living Area Sp/Tst/OT/PT

TOTAL

7

7 1 1

925 560 300

6,475 560 300

7,335

Food Services Dining Room Kitchen/Serving Line

TOTAL

1 1

4,500 3,650

4,500 3,650

8,150 Student Commons School Store/ Concessions Restrooms Book Rooms (600 SF each)

TOTAL

1

1 2

2

1,000

200 200

1,200

1,000

200 400

1,200

2,800

Plant Services Gen. Supply Storage Cent. Custodian Custodial Closets Elect/Mech.Rm. Central Heat/Ai Student Restrooms Wiring Closets (IDF) Wiring Closet (MDF)

TOTAL

1

1 6

8 9

1

400

250 50

540 2,600

200 80

125

400

250 300 540

2,600 1,600

720

125

6,200 Total Assignable Space

119,650

Average Sq. Ft. Per Student

108

Unassignable Space 35,895 Total Space 155,545 Student Enrollment 1,100 Total Average Sq. Ft. Per Student

141.4


ADMINISTRATIVE SUITE--PUBLIC AREA Space Budget

Sq. Ft. Sq. Ft.

# Spaces Description Per Unit 1 Main Office Area, General

Total

Public Reception 900 900 1 Principal's Office 180 180 1 Conference Room 180 180 2 Assistant Principals' Offices 150 300 1 MDF Room 125 125

1 Work Area/Vault 180 180 1 Textbook Storage 600 600

Total 2,465 Description of Space and Physical Environment The general office area is the first meeting area between the general public and school personnel. The environment should be warm and welcoming. Office staff will be housed in an open area with a clear view of the entrance and persons who may standing by the counter awaiting assistance. An area for seating must be available for those who are waiting to visit with the principal and/or staff. The conference room should be between to the assistant principals’ offices with a door between the rooms. This will allow free movement between the meeting room and offices. Also, if another assistant principal is needed, this space can become an office. Staff boxes should be located near the office so clerks can easily distribute mail and messages. The office area should be arranged for easy traffic flow. Adequate space between work areas is necessary so that secretaries and clerks can complete tasks yet have some space between them so phone conversations are not hampered by noise. The Attendance Clerk will be situated by a window which faces into the main hall area. Students, teachers, and parents will come to this window to address attendance questions and concerns. This will alleviate traffic in the main office area. The MDF room houses servers for the networking of all computers in the school as well as the computers in each interdisciplinary grade level area. The CD-ROM tower is also


located here. All office spaces should be carpeted and have natural lighting. The office should have natural lighting. The counter should be 2' x 9'. The laminate should be coordinating with the decor of the room. Drawers should be in the casework under the countertop. Underneath should be cabinets for storage of forms and other materials. There should be display strips (at least three feet long) placed at intervals around the area for the display of student work. Two bulletin boards, 4' x 6', should be placed near the staff mailboxes for important messages and flyers. Wall and floor plugs are necessary for the equipment which will be placed in each secretary/clerk’s work area. A clear, 3' x 4' window will be situated by the Attendance Clerk's area. A pass-through slot should be part of the design. Furniture and Equipment List Principal's Office

1 executive desk 1 executive chair 2 arm chairs 1 computer table 1 48" round table 4 chairs in coordinating colors 2 4-drawer locking file cabinet 1 bookshelf, 3-shelves 1 trash can 1 computer 1 laser printer 1 telephone 1 electric pencil sharpener

Conference Room

1 12' table 12 chairs in coordinating colors 1 trash can


Display strips 1 4' x 6' dry erase board 1 telephone 1 computer 1 printer 1 computer table

Assistant Principals' Offices

2 executive desks 2 executive chairs 4 arm chairs 1 computer tables 2 4-drawer locking file cabinets 2 bookshelves, 3-shelf 2 trash cans 1 computers 1 laser printer 2 telephones 2 electric pencils sharpeners

General Reception Area

4 single pedestal, locking desks 4 secretarial chairs 1 cart for photocopier 8 2-drawer locking file cabinets 4 computer tables 1 coat rack 1 group of staff mail boxes 2 bulletin boards, 4' x 4' 1 36" round table 3 student chairs 1 lockable medicine cabinet 1 water fountain 8 trash cans 6 arm chairs for reception area 1 magazine table 4 computers (1 per staff member) 1 laser printer 1 small photocopier 1 electric hole punch 4 electric staplers 1 paper cutter


4 telephones 1 fax machine 1 self-correcting typewriter 1 fire-proof record storage vault

1 counter (2' x 9') at the front of the reception area. Laminate should be in coordinating colors with the decor of the room. The outside of the counter should be solid. The side facing the secretaries should contain one row of drawers across the top, with at least four double-door cabinets underneath for storage.

Casework Requirements

1 counter underneath 90 staff boxes with at least three double-doors for access to storage. 1 counter with glass window facing between the main hallway and the office area. The window should be 3' x 4' with a pass through from one side to the other.


ADMINISTRATIVE SUITE, IN-SCHOOL STUDENT SERVICES CENTER, FACULTY CENTER,

FACULTY WORKROOM

Space Budget Sq. Ft. Sq. Ft.

# Spaces Description Per Unit 1 In-School Student Services 480 480

Total

1 Faculty Center 300 300 1 Faculty Workroom 450 450 2 Restrooms 120 240 1 SRO Office 120 120

Total 1,590

Description of Space and Physical Environment

The ISSSC is designed so the monitor can clearly see students as they complete their assigned work in the room. The monitor should easily walk about the room and among students. Students will be working at study carrels on the individual assignments given them by their classroom teachers.

In-School Student Services Center

The study carrels in the room line each of three walls. In the middle of the room are tables for the monitor to meet with a small group of students. The monitor desk is set so that the monitor can conference with a student, perhaps, and still view those students sitting in the carrels. The computers sit next to the monitor’s desk.

The Faculty Center is the area into which teachers go when they are on their conference periods, when they eat lunch, or when they need a break. In this area is a refrigerator, a microwave, and the refreshment center. Teachers will be talking with their peers, eating/snacking, and relaxing. Also available in the room is a telephone for teachers who need to conduct business. The walls have bulletin boards so that professional announcements and materials can be posted.

Faculty Center


The flooring should be VCT. One area should house the refreshment center. One wall should contain cabinets with a sink. A microwave oven should have enough area around it to set dishes. Cupboards should be placed above the cabinet so there is storage area. Tables and chairs are in the middle of the room to allow traffic flow when people are sitting. The clock, P.A., and telephone should be easily accessible.

The Faculty Workroom houses the equipment and materials necessary to support instruction. Teachers will be photocopying, collating, laminating, using a Scantron machine, making letters for bulletin boards, and obtaining butcher paper for the bulletin boards in their rooms. Also, some teachers will be sitting at the computers where they will be entering grades, designing instructional materials, or complying to parent requests.

Faculty Workroom

The flooring should be VCT. Walls should be neutral. Cabinets and large equipment should be placed against walls so tables for a work area can be placed in the center of the room. There should be adequate space for teachers to work at the computers. On one wall should be storage for posterboard and other supplies. The paper cutters should be placed on top of cabinets. The laminating machine should be far enough away from the table and traffic flow for safety.

The main fire alarm control station (annunciator panel) shall be installed within the school administration in order to limit public access and control tampering by unauthorized personnel. This panel shall indicate the location, readily recognizable by school administration personnel, of any alarm generated by a pull station, fire or smoke detector. An alarm silence switch or burron shall be accessible to the administration personnel in order to silence the alarm, but it shall not cancel the annunciator indication of the alarm location. This function can only be done by the fire department personnel after the alarm has been satisfied. This panel shall function fully as determined by the AISD fire alarm specification.

Safety/Security

Three types of alarms shall be provided; visual, audible/visual and outdoor horn to ensure that all students and staff are alerted when an alarm occurs. An appropriate reserve power supply shall be provided to ensure continuous operation of the fire alarm system in the event of a power outage, All exit path indicators (signs, lights) shall be provided with reserve power to ensure operation in the event of a power outage.


The ability to lock all doors in the administrative areas, including a steel door on the fireproof vault, is required. Burglar alarm systems should give the option of securing separate parts of the building without securing the whole. The monitor located in the office should indicate where and when movement occurred within the building.

The restrooms will be located in a hallway convenient to the administrative offices, guidance and counseling, and the faculty workroom/center. The women's shall have three separate water closets, space for couch, and lavatory within the room. The men's room will have two urinals, a water closet, and lavatory. All restrooms are to be handicap accessible.

Restrooms

Furniture and Equipment List ISSSC

15 study carrels 23 chairs 1 teacher desk 1 teacher chair 2 6' tables 1 30 sq. ft. bulletin board 1 8' markerboard 2 4-drawer filing cabinets 1 4' bookcase, 3 shelves 5 student desks 3 computer tables 1 computer table for printer 3 computers 1 laser printer 1 clock 1 P.A. 1 telephone

Faculty Center

4 6' tables 20 chairs 1 paper towel dispenser 1 sink with hot and cold water 30 sq. ft. bulletin boards 1 Refreshment Center (soft drink, coffee, snack machine) 1 microwave oven 1 refrigerator 1 telephone and table


1 clock 1 P. A. Tackboard--at five feet height around room

Faculty Workroom

2 6' tables 12 chairs 1 sink with hot and cold water 1 paper towel dispenser 1 high speed photocopier 1 electric hole punch 1 telephone 1 24" paper cutter 2 computers 1 laser printer 1 die cut set 1 clock 1 P. A. 1 laminating machine 1 butcher paper dispenser 1 Scantron machine 1 electronic hole punch 1 pencil sharpener 1 heavy duty stapler

Restrooms--Women's

1 couch


Faculty Center 1 standard sink cabinet (at least six feet long) with storage and two doors 1 wall cabinet at least six feet long

Faculty Workroom

1 6' wall closet for storage with flexible shelving, lockable 1 cabinet, at least 6' long, to store supplies, with one cabinet set aside for

storing posterboard


SRO Office 1 desk with side arm for computer

1 desk chair 1 4-drawer file cabinet 2 arm chairs 1 telephone 1 computer w/printer 1 security system monitor 1 trash can

Restrooms

2 lavatories with cabinet for storage underneath


GUIDANCE AND COUNSELING Space Budget

Sq. Ft. Sq. Ft. # Spaces Description Per Unit

3 Counseling Offices 150 450 Total

1 Reception 100 100 1 Conference Room/ 240 240

Parent/Community Room 1 Storage 50 50

Total 840

Description of the Space and Physical Environment Space should be adequate to allow for individual and very small group counseling within the counselor’s office, for small groups in the group room, and for groups of parents or students to work in the Guidance Center. Space should be adequate for the use of audiovisual equipment. Storage of confidential records and security-controlled testing materials should be provided. The Guidance and Counseling area should be located separately from the administrative offices and easily accessible to students, teachers, and parents. The area should be carpeted. Counseling offices should have walls separating each office which ensures confidentiality and calms those who may be upset. The offices should be away from the traffic flow from one area of the administrative suite to another. The conference room/college career center serves as a site for ARDs as well as group counseling sessions. It can also be used for parent training and a college/career computer information center. Furniture in this room should include career center computer workstations and also be flexible to accommodate a variety of activities. One wall should have a white markerboard; two bulletin boards are needed to display important information.


Furniture and Equipment List Guidance Clerk

1 secretarial desk or modular unit with counter 1 desk chair 1 computer table 2 two-drawer locking file cabinets 1 worktable (6'-8') 1 computer on LAN and AISD network 1 laser printer 1 telephone

Reception Area

6 chairs in coordinating colors 2 three-shelf bookcases 2 bulletin boards (5' x 4') 1 wall clock

Records Storage

1 four-drawer locking file cabinet for each 400 students 1 locking cabinet for testing materials 1 worktable (6'-8') connectivity for telephone

Counselor’s Offices

3 teacher desks 3 teacher chairs 3 two-drawer locking file cabinets 6 three-shelf bookcases 3 four-drawer file cabinets 9 chairs for students, teachers, parents 3 computer tables 3 computers on LAN and AISD network; networked to Guidance Clerk’s laser

printer 3 telephones 3 bulletin boards (5' x 4')


Conference Room/Career Center 1 worktable (6'-8') 10-12 chairs 2 three-shelf bookcases 1 magazine/brochure rack 1 rectangular table, 24" x 48" 1 four-drawer file cabinet 1 bulletin board (5' x 4') 1 dry erase board Computer workstations with chairs


ART

Space Budget


1 One General Lab 1,100 1,100 1 One 3-D Lab 1,100 1,100 1 Kiln/Workroom 100 100

Total

2 Storage Room 100 200 1 Computer/Graphics Lab 100 100

Total 2,600

Description of Space and Physical Environment Each of the two art spaces should allow 28 students to move freely about the art lab, using sinks, getting out or putting away a variety of art supplies, placing artwork in drawers, on shelves or in drying racks, working independently, mounting and matting work, viewing slides or visuals. Three separate, lockable rooms open into each art lab. One room is the kiln room which also opens into the other art lab and stores clay work on shelves. One room is a storage room (one per art lab). The storage rooms open into only one art lab each. One room is the computer graphics lab and opens into both art labs. Classes average 50 minutes and meet daily. Between five and seven classes meet in the art labs daily. One shorter class may be an advisory or study period. Students sit at large 4' x 6' tables on stools; handicap accommodations should be available. One art lab may contain individual drafting-type tables (3' x 3') with tall stools (to be substituted for 4' x 6' tables). Built-in cabinets along one wall contain three rectangular sinks, one of which shall be ADA accessible. An additional sink shall be a deep clay sink with trap. Sinks should be spaced as close to 8' apart as possible to accommodate several students at a time. Instruction in the visual arts consists of teacher demonstrations, lectures, slides, videos, display and talking about artwork, production of student work, storage of works in progress, storage of materials and supplies, loading and unloading kiln, and students working in the computer graphics lab daily. Books are stored in closed cabinets above sinks and on shelves near teacher area. Some shelves are left open for storage of odd-


sized objects and projects. Large 2-D works are stored in drawers between sinks. All available wall space is corkboard, floor to ceiling for artwork display. Locked, glass display cases are located outside the classroom for 3-D work. Because so many supplies are loaded and unloaded from the art room, it should be on the first or ground floor, adjacent to a service entrance and parking areas. The art rooms should be separated from other classrooms so that laboratory work will not interfere with classroom study. An enclosed patio with sliding glass doors can provide auxiliary space for display, natural light source, and a space for individual and group work. The teacher work area should be adequate to house several filing cabinets, bookshelves, a teacher’s desk, and a large storage-type drafting table. One art room will be a general art lab and the other art room will be 3-D art studio. The two rectangular rooms will be on either side, and open into a computer graphics room. The 100 square foot graphics lab should have two glass walls over built-in computer station counters. Each counter should contain three computer centers. Students sit on stools. A movable cart or stationary table will hold the printer at one end of the room and a markerboard (dry-erase) will be at the other end of the room. There should be a separate lockable storeroom with floor-to-ceiling cabinets, drawers, and wide shelves (16” deep, open adjustable) for clay, paint, other larger art equipment, clay objects, and for work in progress. It should have ample lighting. Mechanical lighting in the art rooms should be controlled by sections. In the main rooms, there should be two plugs on the long walls and one on the shorter walls. A strip outlet of 6-110 volts should be on a work counter in the main room away from the sinks. Provide device to hang spotlight from ceiling or track strip with moveable spots. The main rooms should have lockable cabinets in which to store work in progress, finished work for long-term storage, cabinets for drying clay, those for storing three dimensional work, as well as other miscellaneous storage. In addition, there should be many small drawers for items such as pencils, pen points and staffs, brushes, watercolors. Large , flat drawers should accommodate large paper and be 48" x 30" x 4-3/4" deep. Doors to the long cabinets should have tackboard on the outside for display of student work. Both deep and shallow shelving are necessary (shallow drawers and shelves for flat work, adjustable shelving for three-dimensional work). Trays in lockable cabinets are assigned to students and provide a means of protecting materials and tools. Portable horizontal drying racks are a necessity. There is a need for display cabinets with glass shelves and doors in the area just outside the room for displaying student work. The backing should be 12 feet long with tackboard, adjustable glass shelves, and adjustable interior lighting. Every cabinet should have a lock. There should be a standard lockable teacher, wardrobe-type cabinet.


Floors should be vinyl composition tile in light color or polished concrete. Paint should be washable epoxy, in light

neutral colors. Walls should have good quality tack-board on all available surfaces (after cabinets and markerboard are placed).

Kiln Room Design A Kiln Room or kiln area shall be programmed and designed for a minimum floor space of 90 square feet, and shall be in addition to the Art Room programmed square footage requirement. The kiln room or space shall be a separate room adjacent to the Art Room , preferable on an exterior wall for air quality ventilation purposes. The pertinent design considerations are: ROOM FINISHES - non-combustible surfaced and finishes are required. Floor - smooth unfinished concrete with a floor drain Walls - painted masonry or gypsum board assembly Ceiling - minimum 8’0” non-restricted height; suspended acoustical, gypsum

board or open to the structure above Doors - steel door(s) and frame(s); louver in door for make-up air optional Windows - optional Shelving - 16” deep, open and adjustable metal shelving floor to ceiling on two

walls for greenware and work to be glazed Lighting - overhead suspended, drop-in or surface mounted fluorescent lighting

on a wall switch KILN and CLEAR SAFETY ZONE - the kiln shall be total electrical only, no natural gas. A 6’x 6’ painted clear safety zone striping is required within the kiln room on the concrete floor. Two safety traffic colors (blue and Yellow) make up the safety clear zone diagonal striping pattern on the floor. The kiln is positioned in the center of the painted clear safety zone. A minimum of 18” from a non-combustible wall surface shall be maintained as a distance from the kiln exterior surface any direction. ELECTRICAL REQUIREMENTS - Three-phase wired kilns are required. A 220V-60A circuit and electrical wall receptacle are required for the kiln; the envirovent kit ventilation package (attached to the kiln) requires a 110V-20A circuit and electrical wall receptacle. More 110V wall receptacles may be required for additional uses, including 6 quad outlets on two circuits. Plug receptacles must be on wall without shelving and not next to the door. VENTILATION REQUIREMENTS - all kiln rooms shall have three (3) types of ventilation:


a. The kiln itself will have a ventilation kit (envirovent) attached to the kiln with a manual control (electrical wall switch) that turns on and off the fan exhaust system that is ducted out to the exterior of the building. This ventilation system comes with the kiln and exhausts the metallic toxic fumes from within the kiln itself to the outside of the building. The manual switch for this exhaust system will need to be on a separate circuit from the school master energy-saving cut-off system.

b. The kiln room shall have an exhaust fan system set on a thermostat (set at 100

degrees) that is positioned 12” below the ceiling preferably on an exterior wall and exhausts hot air form the room to the outside air at an air exchange rate of 10 CFM at a minimum. The exhaust duct may penetrate the roof, however an exterior wall is preferable.

c. Make-up outside air (ducted or louvered) is required to work the exhaust fan

system and would be positioned low and close to the floor and enough distance away from the exhaust fan to provide the room with cross-ventilation.

Furniture and Equipment List Adult

2 teacher large storage-type drafting tables lockable 2 teacher rolling chairs 2 filing cabinets 2 book shelves (three-shelf)

2 computers/color printers Student

16 48" x 72" heavy, plastic-laminated tables with adjustable legs and seating for four persons 32 3' x 3' individual drafting tables (to be substituted for 4' x 6' tables, if desired) 64 student stools

6 chairs for computer/graphics lab 4 large, heavy duty vise tables

24 tall stools (for easel work) 4-6 bookshelves (three-shelf) 2 slide projectors 2 overhead projectors

2 LCD projectors 10 computers 2 laser printers 1 projector cart 2 wall mounted televisions 6 large trash cans (one with lid for clay)


2 horizontal drying racks for 18" x 24" paper 2 large (at least 30") paper cutters with lock and finger guard 2 telephones 2 clocks 2 markerboards (each 30 linear feet) room-darkening shades 4 spotlights with multiple lighting plug-in tracks 2 potters’ wheels 1 kiln, programmable with EnviroVent, kiln furniture, pyrometer 24 standing easels 2 basic sets of art prints (Shorewood) vinyl covered tack boards (as many as possible) 20 ceiling hooks for hanging 3-D work 6 vises, wood and metal mat cutters, beveled edge, table model 2 art supply carts–3-shelf 2 metal storage cabinets for flammables, with lock 2 pencil sharpeners, adjustable, pencil lock guide 4 electric glue guns, 1 electric sabre or jig saw/blades 1 printing press, flat bed 12" x 18" min. stretcher strips, assorted lengths (box of 50) 6 safety goggles or face shields 2 square 24" metal 6 T-square, and L 36" metal 2 wedging tables with wire 1 4' x 6' dry-erase board in computer graphics lab 2 markerboards

Casework RequirementsGeneral Labs

(See Diagram 1)

40 linear feet cabinet for sinks with storage drawers underneath (large, flat drawers should be 30" x 48" x 4-3/4"), sink height 36” 40 linear feet cabinets hanging above sink area with half open shelves, other half with doors. Shelves should be 12" wide and adjustable. 2 Locked display case outside of classroom with adjustable shelves and lighting, 12' x 4' x 12" 40 linear feet cabinets with wardrobe (deep-12" and shallow--6" shelving) and adjustable shelves on. This is the location for air outlets to be used for airbrush work. Included in these cabinets are:

lockable cabinets with adjustable shelving large flat drawers 30" x 48" x 4-3/4" trays for student supplies 12" x 30" x 4-3/4"

2 standard lockable teacher wardrobe cabinets


2 lockable cabinets 7' x 3' x 2' with two rows of 16 individual student trays, 32 trays total, each 20’ x 30’ x 4 3/4"

Graphics Lab

2 built-in counter tops to hold three computers (counter height shall provide knee clearance, 1 29" for handicapped access) along walls adjacent to art labs Glass walls above counter on both sides for monitoring from art labs

Kiln 120 linear feet shelving, 16" ep, adjustable on walls but not

directly adjacent to kiln 1 zinc-lined storage bin for clay Storage Rooms

120 linear feet adjustable shelving, 16" deep, adjustable, on three walls Floor to ceiling on 3 walls: 12” deep on 2 walls, 16” deep on 1 wall 3 closed cabinets

Special Requirements

a. Locate art lab to provide windows facing north. A row of high windows above the regular windows is needed to provide as much natural light as possible.

b. There should be enough room for eight (8) cafeteria-size tables and two large, heavy duty vise tables. Adequate space should be provided in the room for large easels (about 6), potters’ wheels, large work areas in which work is matted and framed, as well as, stored until the next day.

c. Provide a minimum of four sinks with removable traps and hot and cold water in each art room. One sink in each classroom should be equipped with a clay trap. Stainless steel are preferable, and they should be located at both ends of the room 8' apart so the flow of traffic is not too heavy at any given time of the class. Plastic laminate or similar surface material should surround the sinks, as this space is used for glazing clay work and for batik, as well as, washing brushes. There should be space under the sinks for storing sponges, water cans and other clean-up supplies needed in the art room. Step-on controls for sinks should be considered. Three sinks should be at least 15 inches deep with one sink double-sized for large buckets, and one needs to be wheel-chair accessible with a shallow basin. Counters need to be 36" high and 36" deep. Over the counters is a section of open and closed shelves, 12” deep and running the length of the counter. Some cabinets, for storing books, need doors, others may be open.


d. outlets for airbrush e. tack strip f. display cabinets


ATHLETICS AND PHYSICAL EDUCATION Space Budget

Sq. Ft. Sq.Ft. # Spaces Description Per Unit

1 Gym w/seats 8,800 8,800 1 Gym 4,600 4,600 1 Weight Room 825 825

Total

1 Boys Dress/show/rest room 3,525 3,525 1 Girls Dress/show/rest room 3,525 3,525 2 Teachers office 200 400 2 Teacher shower 50 100 2 Teacher closet 50 100 2 Storage rooms 600 1,200

Total 23,075

Description of Space and Physical Environment The Physical Education/Athletic program should have the gyms, locker-rooms, and weight room arranged so that four classes at any given time can move from station to station without conflict. The locker rooms should separate the physical education/athletic complex from the academic area. The gyms and weight room should be located on the outside wall adjacent to the athletic fields and parking lots with controlled entry for community use. All indoor facilities should have no outside lighting unless provided by glass blocks at the top of the walls. Male and female teachers need to have the ability to conference without having to go through the locker-rooms. After-school athletics need to have lockers large enough to hold all of their required equipment. Large Gymnasium (104' x 85') This gymnasium should have the following.

No windows or skylights. Ceiling height, minimum 25' Hardwood floor with markings for: 1 regulation basketball court (84' x 50'), 2

regulation volleyball courts (60' x 30'), and 2 practice basketball courts(85' x 50')

One divider net system for dual gym


Metal halide or mercury vapor lighting(one row centered in middle of basketball court with lights centered over the goals). Switches to be keyed Two fluorescent lights(for security) not keyed Two computer drops (1computer, 1 printer)

Small Gymnasium (82' x 66') The small gymnasium shall be connected to the large gymnasium so the entire facility can be opened to accommodate large gatherings of students. This gymnasium should have the following:

Ceiling minimum height of 25' Hardwood floor with regulation markings for: 1 regulation basketball court (76' x 50'), 1 regulation volleyball court (30' x 60'), and two volleyball practice courts (30' x 60'). Metal halide or mercury vapor lighting (keyed switches) One fluorescent security light not keyed Two computer drops (1 computer, 1 printer)

Weight Room This room should have excellent HVAC. Coaches’ Offices These should be divided into two separate offices (one for female coaches, the other for male coaches) and contain the following.

Doors to corridor by passing locker rooms Doors to locker rooms to have windows, no other windows in offices area Private toilet room for offices--water closet and sink, shower and drying areas

Girls’ Locker Room This room should have:

sloped, water resistant flooring w/floor drains & hose bibb washable, water resistant wall surfaces

Also located in this area are showers and dressing areas for students. Included in this area are the following:

gang showers (25 heads) w/privacy curtains private showers w/privacy curtains four water closet/stalls w/doors two sinks & mirrors sloped, water resistant flooring with floor drains and hose bibb washable, water resistant wall surfaces.


The team locker area is within the Locker Room and should have the following. Adjacent to shared shower/drying/toilet for boys, 150 (24"w x 36"h x 21"d) lockers without locks stacked on top of one another, with each locker having a (12" x 12" x 21") upper personal security box with built-in combination locks Moveable dressing benches Washable, water resistant wall surfaces

Sloped, water resistant flooring w/floor drains & hose bibb Boys’ Locker Rooms This room should have:

sloped, water resistant flooring w/floor drains and hose bibb washable, water resistant wall surfaces

Also located in this area are showers and dressing areas for students. Included in this area are the following.

gang showers (25 heads) w/privacy curtains private showers w/privacy curtains. four water closet/stalls w/doors two sinks & mirrors sloped, water resistant flooring with floor drains & hose bibb washable, water resistant wall surfaces.

The team locker area is within the Locker Room and should have the following. Adjacent to shared shower/drying/toilet for boys, 150 (24"w x 36"h x 21"d) lockers without locks stacked on top of one another, with each locker having a (12" x 12" x 21") upper personal security box with built-in combination locks Moveable dressing benches Washable, water resistant wall surfaces Sloped, water resistant flooring w/floor drains & hose bibb

Furniture and Equipment Requirements Large Gymnasium

Portable folding bleachers (on wheels) must seat 800* 2 electronic score boards wired for single or dual use 6 motorized, glass basketball goals (backboard and rims) with build-in safety pads under the basket 2 sets of heavy duty volleyball standards and nets. 2 12" analog clocks 1 P.A. system with speakers for amplified sound system 2 computer drops

Small Gymnasium

Portable folding bleachers (seats 100)* 2 motorized, glass backboards and rim/nets.


4 wall mounted (4' from wall) metal backboards and rims/nets 1 electric score board mounted on wall in middle of gym 3 sets of volleyball standards 1 12" analog clock 2 computer drops

* Spectator seating numbers are not absolute but require the maximum number of

people possible given room and court sizes. (Minimum spacing--24")


Weight Room 1 computer 1 12" analog clock 1 Telephone/intercom.

4 Super Power Rack PL-34A 4 Olympic cast iron plate set 300 lbs. 2-45#, 2-35#, 2-25#, 2-10#, 4-5#, 2-25 1200 Test Olympic 7’ bar 4 6 ft. jr. high ultra lite 25 lb. Bar 1 bar holder 2 Hi Lat/Low Row FW-4 2 Incline/flat bench with wheels FW-12A 1 Adjustable leg extension FW-89 1 Leg curl/leg extension FW-89 1 Sports arts exercise bike C52U 1 Fitnex Ellipticals E70 Coaches’ Offices (male & female)

1 12” analog clocks 4 computers 2 laser printers 6 desks 6 chairs 6 dressing lockers (36" x 6" 36') 6 two-drawer file cabinet

Boy’s Athletic Locker Room

1 12" analog clock 1 8' x 4' markerboard 1 4’ x 4’ tackboard



Large Gymnasium 2 pair of 3' doors with removable mulls which open to the hallway 2 10' x 15' x 15' storage rooms in large gym (not side by side) with 7' high

double doors with removable mulls. 15 linear feet of shelving (24" deep x 8' high x 24" clearance between shelves) all shelves to have lip to keep balls secure. No HVAC required.

Small Gymnasium 1 pair of 3' doors with removable mull leading to hallway 2 10' x 15' x 15' in small gym, 7' high double doors with removable mulls. 15 linear feet of shelving (24" deep x 8' high x 24" clearance between shelves), all shelves to have lip to keep balls secure. No HVAC required.

Weight Room

Double door 6' wide with removable mullion opening to hall Coaches’ Offices

6 4' x 4' tack boards above all desks 2 4’x 6’ markerboard

Girls’ Locker Rooms

1 10' x 10' storage with 8' door adjacent to coaches’ offices Shelves on three walls (24" x 7' x 24" clearance) with washer and dryer

Boys’ Locker Rooms

1 10' x 10' storage with 8' door adjacent to coaches’ offices Shelves on three walls (24" x 7' x 24" clearance) with washer and dryer

Special Requirements a. Large Gymnasium

TV cable outlets-recessed in boxes in floor 2 recessed drinking fountains 2 8' x 4' marker/tack boards at each end of gym (no rails/trays) Adequate electrical outlets (metal covers) around wall perimeter and 2 in floors by the score’s table P.A. system with 2 outlets (1 of which should be in a box recessed on floor) To accommodate wireless mic system. Speakers to be ceiling mounted


3 sets of recessed floor sleeves for volleyball (4" circumference) Wall Safety pads under all basketball goals.

b. Small Gymnasium 3 sets of 4" sleeves installed for volleyball standards 1 8' x 4' marker/tack board (no trays/rails) Adequate electric outlets(metal covers) around wall perimeter with one in a box recessed in floor by score board outlet 1 recessed drinking fountain Safety pads under all baskets

c. Weight Room

Hard rubber floor (wall to wall) Covered lights 1 8' x 4' markerboard.

d. Coaches’ Offices Telephone/intercom and computer outlets

e. Girls’ Locker Room

Television/computer outlets with adjacent electrical power 1 tack board (4' x 4') located by office 1 markerboard (4' x 4' min) located by office

f. Boys’ Locker Room

Television/computer outlets with adjacent electrical power 1 tack board (4' x 4' min) located by office 1 markerboard (4' x 4') located by office Water supply for ice machines (1/4 inch). Locate in central location for by

both Boys’ and Girls’ Locker Rooms. g. Storage Rooms

2 (20' x 20') seasonal storage room for Boys’ Athletics with self-standing shelving(24"w x 6'h x 24"d) 1 (10’x10’) seasonal storage room for Girls’ Athletics with self-standing shelving (24”w x 6’h x 24”d)


h. Outdoor Facilities 4 regulation tennis courts with posts and nets. Rally wall at one court. Provide green coating on court surface with white stripes. 1 50' x 70' all weather play slab adjacent to gym with four basketball boards

and goals .

Football field (crowned) with regulation dual use goal posts & automatic irrigation system. 400 meter track (all-weather) around football field with curb 1 regulation soccer field with regulation goals 1 regulation girl’s softball field with backstop Pits and runways for long, triple jump, and high jump Slabs for shot put, discus, and high jump pads. Provide back-stop system

as discus. 1 (15' x 15' x 15') outside storage with 7' double door (removable mull)

at one end of the storage unit. Shelving to be 24" deep, on all four walls but only two shelves 5' and 7'. Shelves to have lip.


COLLEGE AND CAREER PREPARATORY PROGRAMS BUSINESS EDUCATION

Space Budget

# Spaces Description

Sq.Ft. Per Unit

Sq.Ft

1

Total

1 Computer Classroom/Lab Office/Storage

1,000 200

1,000 200

Total 1,200 1,200 Description of Space The Business Education program at middle school is focused on keyboarding. Other courses that may be taught in the lab include Computer Technology (computer literature) and Technology Applications. Thirty students will be in this network environment linked to the internet. Full classroom instruction will occur with the teacher leading the class in direct instruction using a textbook or other resources. All printing will be done within the classroom with two printers located within the classroom/lab. Description of Physical Environment The physical layout of this department includes thirty (30) student workstations, networked and access to the internet. Two (2) printers are situated within the room to allow students to print their work. The arrangement of the computer stations closely resembles a business workplace. Furniture and Equipment General Classroom Teacher 1 Teacher desk

1 Teacher chair 1 Four drawer file cabinet

Student 30 Student Computer Stations

1 Rectangular table, 24” x 48” 30 Student chairs


30 Networked, student computers 1 Overhead projector 1 Overhead computer projection device 1 Pull down screen 1 Television and VCR 1 Telephone/intercom


Built-in counters along two walls with lockable storage beneath the counter top should include overhead open bookcases above. Special Requirements

2 4 ft. bulletin boards 1 8 ft. dry erase board 1 Telephone/Modem connection 1 Carpet throughout

Special Electrical Requirements

Duplex electric outlets every 6 ft. along walls Duplex electric outlets every 4 ft. along the counter tops

Teacher Office, Storage

none Furniture and Equipment List

1 Teacher desk 1 Teacher desk chair 2 Four drawer file cabinets 1 networked computer 1 Color ink jet printer 1 Telephone/intercom


Provisions should be made to have two of the above cabinets with locks. The teacher will reserve these cabinets for use as storage of supplies.


INDUSTRIAL TECHNOLOGY/TECHNOLOGY EDUCATION

Space Budget


1

Total

Classroom 800 800 1 Computer Modular Lab 2,000 2,000 1 Office/Storage 600 600 1 Production Lab 2,000 2,000 Total 5,400

Description of Space and Physical Environment The technology education program is will be a combination of a production lab and a computer modular lab. The students will rotate among the 14 computer stations to complete their research and development then proceed to the production lab for producing a final project. The facility is designed to accommodate two instructors team-teaching up to 56 students per class period. All interior walls must allow for easy visibility throughout the facility. Openings and doorways should allow for easy transition between lab areas. Eight project storage spaces must be lockable and able to accommodate up to 56 students each. A tool room (50 sq. ft.) and a materials storage room (100 sq. ft.) are to be in the production area. There is to be one wash up area with eyewash facilities appropriately located near the door in the production area. There is to be a centralized dust collection/exhaust system in the production area with collecting ducts overhead. This facility is also the video center for the campus. It is to be wired to broadcast to all room on campus. There are separate classroom/computer room spaces with glass windows to the lab area for complete visibility. The teachers’ office/storage area is for two instructors as well as the central control for computers and other equipment. The office is to have glass dividers to the lab, classroom and computer rooms. An emergency “cut-off” switch is to be located in the production area. The overall facility should be square to rectangular in shape avoiding, if possible, supporting columns. The production/dirty room area is to have a smooth finished concrete floor with a nonslip sealing finish material. The floor covering the “clean” modular lab, computer room, office and video studio should be carpeted.


A high quality acoustical dropped ceiling should occur throughout the area 8’-9’ in office, classroom, and computer room; 10+ in open lab areas and the video studio that will be created within the computer lab to allow for broadcasting of video from the technology lab. 10” rollup overhead door in production area Furniture and Equipment List Adult

2 teacher desks 2 teacher chairs 4 four-drawer filing cabinets 2 bookcases with adjustable shelves

Student

28 student chairs 6 folding tables, 30” x 72” 4 bookcases with adjustable-shelves 6 workbenches –5’x5’ with 2” hard maple tops and 4 wood vises 1 12” radial arm saw – 240V 1 12” tilting arbor table saw--240, industrial quality 1 10” power miter box/compound angle saw 2 6 ½” floor mounted variable speed drill press with ½” chuck 2 6” x 48” belt and 12” disk combination sander 2 14” band saws 1 14” metal cutting band saw 1 electric arc welder with portable plastic screens 1 oxyacetylene welder 1 dust collector system 14 network computer in computer lab area 2 computers in teacher’s office 2 network laser printers (1 in computer room, 1 in the office) 1 overhead projector and chart 2 SVHS studio video cameras 2 studio quality desktop microphones 2 intercom headset/microphones for camera operators 2 SVHS editing VCR recorders 1 video-editing machine 1 titler machine 4 studio quality 12” color monitors 1 A/V mixer 1 studio light control panel 4 wet/dry vacuum cleaners (industrial quality)


1 8” jointer 1 14” surface planer 1 computer projection devise


1 counter 28” AFL on 2 walls of the A/V control room with viewing glass to studio above.

2 wardrobe closets in the teacher’s office 1 wall mounted storage rack in materials storage room 8 adjustable 12” shelving in all project storage areas 6 linear feet, adjustable bookshelves floor-to-ceiling on one wall in the

teacher’s office Specialty Requirements

a. 3 12’ wall-mounted markerboard/whiteboard with map rail, chalk tray and display tackboard across the top (1 in classroom, 1 in production area.

b. 1 in power/transportation area

c. 4 4’ wall-mounted tackboards (2 in classroom, 2 in lab area)

d. 1 8’ wall-mounted tackboard near the wash up area e. 1 floor drain in production area f. 1 30-gallon flammable storage cabinet in production area g. 1 safety goggle sanitizing cabinet in production area h. Sound deadening in audio/video studio production area i. Glass between office and classroom/lab for observation

Special electrical requirements:

a. 6 ceiling-mounted drop cord reels for 120V in production lab area b. Electrical service for equipment specified at 240V

c. Duplex outlets at every 10-12 linear feet, 18” above floor in computer lab


d. Duplex outlets every 10-12 linear feet of wall in production lab e. Moveable studio lighting in A/V studio on piping grid controlled from panel in

control room f. Machines should be plugged in and moveable rather than permanently wired g. One eyewash facility located near door of production area h. One emergency “cut-off” switch in production lab controlling all electrical

equipment the production lab.


SKILLS FOR LIVING

Space Budget # Spaces

Description Sq.Ft. Per Unit

Sq.Ft.

1

Total

1 Classroom Lab Office/Storage

1,600 200

1,600 200

Total 1,800 Description of Space and Physical Environment The Skills for Living program consists of curriculum that provides students essential knowledge and skills for managing the challenge of living and working in a diverse global society. Individuals use these skills to enhance successful living with others, problem solving, acceptance of responsibility, personal health and appearance, management of resources, as well as the pursuit of career options. This classroom/lab needed for this course should include 12 computerized learning stations on modular furniture and supporting equipment. The teacher has a networked computer workstation that houses the classroom management system. A demonstration kitchen including a demonstration mirror completes this learning environment. The classroom area also provides space for group work (tables and chairs). Adequate storage is available for the washer and dryer, textbooks, and a walk-in pantry. Shelving and cabinets is available in the classroom and in the storage areas. The teacher’s office (100 sq. ft.) with data drops for internet, phone, and locked storage for specific equipment and supplies Furniture and Equipment List Adult 1 teacher desk

1 teacher chair 1 four-drawer filing cabinet


Student 28 student chairs 1 wall clock 1 compartment sink 1 disposal 1 under counter dishwasher 1 freestanding regular range w/oven with vented hood

1 regular refrigerator with top freezer and ice maker (own water source) 1 microwave oven 1 large capacity laundry washer (120V) with drain 1 large capacity laundry dryer (240V) with vent 1 ceiling mounted pull-down projection screen 1 25” color TV/monitor hooked to cable 1 VHS/VCR 14 Pentium computers with color monitors on network--one in teacher workstation

- networked laser printer


1 demonstration kitchen 5 freestanding student tote tray cabinets on casters with 25 bins and trays

each 2 bookcases with adjustable shelves 1 wardrobe closet in teacher’s office

Shelving on all available walls in storage room Base cabinet (lockable cabinet in teacher office) with shelves

Specialty Requirements

a. 1 12’ wall-mounted markerboard/whiteboard with map rail, chalk tray, and display tackborad across the top.

b. 1 12’ wall-mounted display tackboards. c. 2 4’ tackboards – 1 next to entry/exit door d. 14 computer network connections – on in teachers office e. 1 TV cable access for wall mounted TV/monitor f. 1 telephone with internet access in teacher’s office and laboratory


g. 1 mirror above demonstration kitchen counter

h. Glass between office and classroom/lab for observation Special electrical requirements include:

a. 4 duplex outlets above countertop in each kitchen-demonstration kitchen b. 1 duplex outlet 6’ AFL for wall mounted TV/Monitor and VCR next to cable

connection c. 14 duplex outlets next to network outlets for computer stations and laser printer

appropriately placed wall mounted duplex outlets every 12-15 feet d. 2 240 V outlets for 1 range and 1 dryer e. Water source is provided for ice machine, washer, dishwasher, and sinks.


INTERDISCIPLINARY, GRADES 6, 7, and 8

Space Budget

Sq. Ft. Sq. Ft. # Spaces

Description Per Unit

30

Total

Interdisciplinary Classrooms 800 24,000 (English, Math, Social Studies, Reading, Foreign Language, ESL)

Total 24,000 Description of Space and Physical Environment Classrooms are used for both large and small group activities, teacher lecture, demonstrations, viewing of videos and transparencies, cooperative/collaborative groups, group projects, and individual presentations. Students will be interacting with peers, with large groups, with the teacher, and with technology. Moveable furniture allows the teacher to create areas in the room which can be used by individual students in reading/writing activities. The physical arrangement of the room should not limit the teacher's placement of student work areas nor should it obstruct the teacher's ability to monitor students as they work. The interdisciplinary cluster is grouped by grade level interdisciplinary teams with the associated science classrooms/prep areas, restrooms, computer lab, and faculty workrooms. Each cluster should be located in close proximity to the media center. Also, each cluster should be located so that students can move from the interdisciplinary cluster to the media center and cafeteria without disturbing the other clusters. The interdisciplinary clusters should be located far enough away from the cafeteria so that noise will not be a disturbance. The classrooms should be accessible to the administration, counseling, and nursing offices. There should be sufficient space in the room to provide for easy movement of furniture and people. Each pair of classrooms has a retractable wall which allows for interdisciplinary teaming/teaching. The classrooms should have natural lighting along the greatest dimension with natural ventilation. Flooring should be composition tile. Walls should be pastel in color and easy to clean.


For work surfaces, there should be a total of 18 linear feet, at least 12 linear feet of markerboard, 3'-6" in height with maprail at the front of the classroom and the remaining on the side wall. For student work displays, there should be a total of 8 linear feet of tackboard, 3'-6" in height: locate two at the front of the room on either side of the 12' markerboard. Display strips should be place at the height of 8 feet all around the room. There should be one moveable wall between two classrooms which will allow for team teaching and interdisciplinary study. In the foreign language classrooms, students will be using a listening station which descends from the ceiling. The teacher will be at the front of the room monitoring the students' use and listening to their dialogue. Furniture and Equipment List Adult

30 teacher double pedestal desks, lockable 30 teacher rolling chairs 30 4-drawer filing cabinets 30 teacher wardrobe cabinets 36" x 72" high, lockable, moveable 9 general storage cabinets for math--36" wide, lockable, moveable (wood or

simulated wood, not metal) 30 bookshelves--three shelves 30 overhead projectors 30 overhead projector carts 30 LCK panels or LCK projectors 30 wall mounted televisions with cable hook-up 30 telephones 30 pencil sharpeners 60 trash cans 30 flags 30 moveable overhead screens 60 rectangular tables (24" x 72") 30 clocks 30 P. A. speakers 150 computers (5 per classroom) 30 laser printers (1 per classroom) 3 listening/speaking labs in foreign language classrooms 540 linear feet markerboard (in each room, 12 linear feet at front of room, 6 on side)


240 linear feet tackboard (in each room, 4 linear feet on each side of front markerboard) Display strips around each classroom 30 48" round tables 30 moveable bookcases, 3 shelves

Student (in classrooms other than math classrooms)

1764 (28 table top student desks x 21 classrooms x 3 halls) Student in Publications English

6 Tables (24" x 72") for publications classroom 24 chairs

Student in math classrooms

126 (14 rectangular [24" x 72"] tables x 3 classrooms x 3 halls) 252 (28 student chairs x 3 classrooms x 3 halls)

Publications English

5 single lens reflex 35mm cameras with extra lenses (zoom, filters) Scanner 15 computers--Three of the computers should have larger than average screens for publications layout. 5 laser printers

Specialty Requirements a. Each two classrooms should be joined by a moveable wall in order to provide for

large group activities in designated classrooms (English-Social Studies, Science-Math). The moveable wall must have maximum sound transmission coefficient.

b. In Social Studies classrooms: Grade 6--pull down, moveable wall maps: Political and Topographical world maps;

maps of selected world regions Grade 7--pulldown, moveable wall maps: Political and Topographical maps of the United States and Texas

Grade 8--pull down moveable wall maps: Political and Topographical United States maps; United States history series - Exploration - Reconstruction All middle school social studies classrooms shall have a 16” political/relief globe.


c. Foreign language classroom(s) should be equipped with: 3 descending

listening/speaking lab 3 extra heavy duty audio cassette recorder with counter - 3 series of maps which include maps of the countries in which the

language are spoken as well as world language maps - 3 globes in the language of the classroom

d. Mathematics classrooms

360 graphing calculators


INTERDISCIPLINARY AREA WORK SPACE

Space Budget # Spaces

Description

Sq. Ft.

Per Unit

Sq. Ft. Total

3 3

Faculty Workroom Faculty Restrooms

160 50

480 150

Total 630 Description of Space and Physical Environment One faculty workroom is located in each interdisciplinary area. This area will house a phone, computer and printer, storage cabinets, and work area for teachers in the interdisciplinary team. Next to each workroom is a unisex faculty restroom. The lock on the door will indicate if the room is occupied. Furniture and Equipment List Workroom

3 computer tables 3 printer stands 3 6' bookshelves 9 arm chairs 3 6' tables 3 computers 3 laser printers 3 telephones 3 3' x 4' tackboard

Casework Requirements Restroom

1 sink with cabinet, lockable for supplies


INTERDISCIPLINARY CLUSTER GRADES 6, 7, AND 8

RELATIONSHIP DRAWING


INSTRUCTIONAL TECHNOLOGY COMPUTER LAB

Space Budget # Spaces Description

Sq. Ft. Per Unit

Sq. Ft. Total

3 Classroom Labs 900 2,700

Total 2,700 Description of Space and Physical Environment Located in each of the grade level clusters, the classroom lab space should be adequate to house at least 32 computer work stations, several networked laser printers, and a teacher workstation/multimedia projector. Each workstation should provide enough space for group activities around computers, while the floor space allows for ease of movement around workstation tables. One wall will be reserved for presentation and will include both a felt marker board and pull-down projection screen. This space will remain clear of workstations. The lab will be adjacent to the grade-level cluster and will have no windows. Doors will be lockable and equipped with a deadbolt lock and alarm. All workstations will be linked to the AISD WAN and server farms/storage via wireless and cable technology. The network server will be housed in the File Server area of the administrative suite. The classroom lab floor shall be of 100% composition tile, while the ceiling will be of a quality acoustical (minimum NRC 65) material. Ventilation and air conditioning ducts will provide adequate temperature control. Diffused (non-direct) lighting will be installed to prevent light reflection on computer screens. Network expansion will be a prime consideration. Removable ceiling panels enable easy access to lines. Hub expansion panels are preinstalled. Additional air conditioning and dust filtration will maintain a comfortable temperature and dust free environment in lab and server room.


Furniture and Equipment List 18 adjustable tables, enough for 8 computers (6-foot tables) 99 chairs 3 built-in counter tops around the periphery 3 multimedia projectors (or LCD projectors) 3 pull-down projection screens 96 computer workstations (most current system) 12 networked laser printers 3 color flatbed scanners 3 access to AISD WAN/server farm 3 digital video cameras 3 digital still cameras 3 televisions 3 VCR/DVD players

Casework Requirements Built-in counter tops along three walls of the room to hold computers (counter height shall provide "knee clearance, 29" for handicapped accessible stations) in each lab. Special Requirements

a. Triple grounded electrical outlets around the perimeter and in the center, recessed in the floor to accommodate 27 computer workstations and networked laser printers. Outlets will be approx. 20 in. from floor.

b. Provide 3" diameter holes in counter top adjacent to wall for computer power

cords to access electrical outlets below counter. (one hole for each pair of computers)

c. Provide for the networking of the computers throughout the school including the

computer lab. Built-in network jacks throughout lab. Infrastructure: Category 5 twisted pair wiring, and wireless technology.

d. Each classroom will include adequate triple grounded electrical outlets around

perimeter and on the floor to accommodate workstations throughout the classroom. Network outlets should be located in close proximity to electrical outlets for balanced distribution.

e. Cable television outlets will be included in the lab.

f. Install a master power switch in the front of the lab to cut power to all outlets in

lab.


LIBRARY MEDIA CENTER Space Budget Sq. ft. Sq. ft. # Spaces Description Per Unit Total

l Reading Room 4,800 4,800 1 Circulation Area 300 300 1 Office 120 120 1 Workroom 300 300 1 Materials Storage 420 420 1 AV Equipment Storage 200 200 1 Conference Room 200 200 1 Restroom 40 40

Total 6,390

Description of Space and Physical Environment The one-level library media center, located on the ground floor, is easily accessible from academic classrooms and from the outside to allow use before and after school and for summer programs. It features an open plan which allows for flexibility of arrangement and changing technology, permits a variety of simultaneous activities to occur, and provides maximum visibility for the supervision of all areas from the circulation desk. The one main entrance with double doors to accommodate book trucks and wheel chairs is convenient to the circulation desk, and features a security gate. The Reading Room accommodates 10-15% of the school's enrollment or 2-3 classes simultaneously, allowing 30-40 square feet per student. It houses a collection of at least 15,000 books on wooden shelves (6 ft. tall) that line the perimeter of the room and free-standing shelves (48" tall) that permit flexibility of arrangement. Natural lighting is preferred, with height of outside windows allowing for 48" high shelving below. Separate areas within the reading room can be darkened/lighted as needed. On-line public access computers (OPAC) are located near the circulation desk for the convenience of the patrons. The reading room should be arranged, through shelving, into several use areas. The reference area is large enough to seat an entire class for group instruction in the use of print and electronic information resources and still allow for individual student use of the library for leisure reading and research. There is a pull-down projection screen in the


classroom area. There are twelve networked reference computer stations with access to the Internet in addition to the four online catalog computers. One area of the reading room should allow students and teachers space for media production of simple projects. This area should be located where staff can monitor activities as needed and should have at least three computers available for patron use. A casual reading area near magazines and newspapers should be included in the reading room as well as space for current professional books and journals. The Circulation Area is located close to the main entrance and in close proximity to the workroom and the materials storage room. It is easily accessible to large numbers of students at one time without blocking the flow of traffic in the library media center. The circulation desk is modular and moveable, of wood construction to match casework, and has adequate counter space for patron checkout and also has a book return section with a spring-bottom cart that rolls out . Security gates must be located a minimum of three feet from circulation desk computers, metal window studs, and any other metal which would interfere with their operation. Monitors of all reference station computers and the production area should be visible from the circulation area. No walls or columns should block visibility. An additional book drop located either just inside or outside the library allows patrons to return books without entering the security gates. The Office offers the librarian a space for managing and coordinating all library media center services. The librarian confers with teachers, manages the vast array of information sources, and plans and implements the policies and procedures that ensure maximum effectiveness of the program. The office is adjacent to the workroom and has direct access to the reading room. The wall between the office and reading room have windows which allow for monitoring the reading room. The Materials Storage Room is the storage facility for back issues of magazines used for research purposes and non-print materials (such as kits, videos, study prints, and maps) that teachers use in their classroom instruction. The room is located close to the circulation area, with a door opening to the reading room. The materials storage room is adjacent to the workroom or AV equipment storage room. The shelving for the non-print materials varies from 10-14" deep to accommodate videos, kits, professional books and journals and oversized items. A large locking walk-in closet is available for storage of valuable items, with floor-to-ceiling shelves along one wall and along the back, but open space on the other wall to house special equipment on carts and other bulky items.


There are two work tables in the materials storage room, where library staff and teachers can evaluate materials, check in magazines, and do collaborative planning for instructional activities and units. The Workroom serves as the work space for the library automation system and is used by media center clerks and volunteers for processing new materials, preparing displays, keeping records, mending books, and the numerous other activities performed in the day-to-day operation of the media center. The school's broadcast systems (cable television, closed circuit, satellite, Channel One News, video distribution/retrieval) are operated from the media production facility. The workroom is adjacent to the media specialist's office and is easily accessible to the circulation area. There should be a combination of desk height counter for use of computer and printer as well as standing-height counter (with sink) for mending of books, preparation of books for the bindery, etc. Space for a small refrigerator is also desirable. There are wall-mounted cupboards above the counter for storage of frequently used supplies with below-cabinet task lighting, a lockable coat closet with shelf, coat hook and mirror on the door, and a flat drawer storage cabinet for posters, maps, study prints, and bulletin board supplies. The wall separating the workroom from the circulation area of the reading room is glass above the 42" shelves. The Audio-Visual Equipment Storage Room is the place for storing, securing, distributing, and maintaining the school's instructional equipment that is not located in classrooms. It is located adjacent to the workroom and materials storage room. There is an extra-wide door to an outside hall, for ease in transporting the large equipment carts. For security, this room is keyed on a separate lock. The heavy-duty metal shelving is 24" deep, with adjustable shelves. The shelves are 5 feet high, so that overhead projectors can be stored on the top shelf of the unit. Smaller equipment will be stored on the lower shelves. There is an open area along much of the wall space for storing equipment on carts. Electrical outlets for checking equipment and/or recharging equipment are necessary. The Conference Room may be used for parent-teacher conferences, small group meetings, and by students involved n group study or organizing/preparing group projects. It can also be used to tape presentations and projects by students and staff. It should be located in a quiet and easily supervised area and acoustically treated. Space is needed for a tackboard and dry-erase board and screen. Electrical outlets on each wall are required. This area should accommodate 8-10 people and have space for 2-3 tables and equivalent chairs. A telephone jack should be available.


The Restroom is a unisex facility containing a single toilet and sink. The room has a lockable storage cabinet for restroom supplies. A water fountain is located in close proximity to the Library. Furniture and Equipment List Shelving and library furniture should be purchased from library vendor(s) specializing in libraries and should all match in stain and quality. Reading Room Circulation desk, modular, to match wooden casework. Book return unit has depressible book cart. Circulation unit has counter space for patron checkout, pull-out shelf for keyboard, space for printer, security sensitizer unit, barcode reader, shelves and drawers for storage.

17 tables, wood laminate tops, 30" x 60" 78 student chairs, sled-based, 18" 1 stool, upholstered, single pedestal, 24", with arms and back 2 wooden book trucks, single-sided, 3 sloping shelves 8 metal book trucks, double-sided, 4 sloping shelves plus flat bottom shelf 8 step stools 3 revolving paperback book tower 2 table-top dictionary stands, revolving 4 upholstered lounge chairs for casual reading area 1 atlas case with slide-out drawers, wood to match casework 1 pull-down projection screen 4 tables for OPAC, 3 stand up and one for wheelchair accessibility 6 sit-down reference station table, for 2 computers (60" x 30") 1 table for 2 laser printers (all 12 reference station computers networked to these printers) 4 OPAC terminals 1 circulation computer, with swivel monitor 1 laser printer 12 networked reference computers with printer 3 multimedia computers with printer 2 12" clocks 1 security system, with gates at main entrance and in distance learning classroom 1 security system sensitizer 2 barcode readers 1 copy machine


Office 1 desk, double pedestal 1 office chair, upholstered, with casters 1 credenza 1 lateral file cabinet, 4-drawer, 52" x 36" x 18" 1 two-tiered computer table 1 telephone 1 computer (library management system)

Media Production area (within reading room)

3 tables, wood laminate tops, 30" x 60" 19 student chairs, 18" 2 sit-down computer table for 3 computers and 1 printer (72" x 30") 1 scanner 3 networked multimedia computers 1 networked laser printer 1 video distribution/retrieval system 2 digital cameras, 1 still and 1 video 1 tripod 1 copy machine 1 splicing machine

Materials Storage

2 tables, wood laminate tops, 30" x 60" 4 student chairs, 18" 1 lateral file cabinet, 4-drawer, 52" x 36" x 18" 1 flat-file storage cabinet, 5-drawer, 34" x 48" x 28", with casters

Workroom

1 stool, upholstered, single pedestal, 24", with contoured back 2 office chairs, upholstered, with casters 1 lateral file cabinet, 4-drawer, 52" x 36" x 18" 1 typewriter, self-correcting 1 computer, networked to a printer 1 file server unit computer for library management system 1 laser printer 1 telephone

Audio-Visual Equipment Storage Room

1 table, wood laminate top, 30" x 60" 1 locking metal storage cabinet for bulbs, cables, cords, power strips, etc. 2 student chairs, 18"


Conference Room 3 tables, 30”x60” 10 student chairs

Restroom

1 sink 1 toilet 1 metal storage cabinet

Casework Requirements Reading Room Bookshelves are wooden, in a style and finish to match the circulation desk. Fixed units along perimeter walls are not taller than 6'. Shelves are 10" deep, adjustable, with each section 36" long. Exposed end and side sections are finished as well as backs of shelves. Free-standing shelves are approximately 48" high, adjustable, 10" deep, with each section 36" long. Tops are wood laminate for durability. Magazine shelves are wooden, in a style and finish to match bookshelves. The shelves are slanted and attached with piano hinges, with protruding edges at the bottom of each shelf to hold current magazines, and shelving to hold past issues below.. The magazine shelves are located in the casual areas, near the paperbacks and casual chairs. The magazine shelves display current issues of approximately 40 magazines and two newspapers. The shelves on the wall behind the circulation desk are wooden, in a style and finish to match the other bookshelves. These shelves are 42" high and hold reserve books, new books, and other special collections. The wall above the low shelves is glass, to enable staff to see into the reading room from the workroom. Materials Storage Room The shelves are wooden, in a style and finish to match the shelves in the reading room. The shelves are 6' tall and are adjustable. A minimum of 300 linear feet of shelving is 10-14" deep, to accommodate oversize kits and items of irregular size.The back issues of magazines are stored for five years on adjustable shelves that are 6' tall and 12" deep. Workroom The wall adjoining the workroom and reading room is glass from 42" above the floor and up. A built-in counter/desk lines the wall, with an extension on the end for the typewriter. There is a built-in shelving unit for books, 6' tall, with adjustable shelves. The locking coat closet has space for at least two heavy coats, purses, and a mirror on the door. There is a long section of deep cabinets along one wall, topped with a durable counter. These


cabinets provide drawer storage and adjustable shelf storage behind doors, as well as a section of oversize flat drawer storage (2"-5" deep) for study prints, posters, maps, etc. There is a single deep sink, with a gooseneck faucet in the counter space. The wall-mounted cabinets above the counter have adjustable shelves and doors. All casework in the workroom is wood or laminate, in a style and finish to match the decor of the Library Media Center. Audio Visual Equipment Storage Room The shelves are metal, 24" deep, to house all sizes and types of equipment. The shelves are 5' high so that overhead projectors can be stored on the top shelf. Specialty Requirements

a. For safety and security, there should be: maximum visibility of entire facility for supervisory control miniblinds on the windows into office and workroom handicapped accessibility in all areas of LMC a security system with gates at main entrance. Note: gates must be at least 3 feet from automated checkout system and metal studs, window frames, or poles. fire alarms placed as high as possible on walls to allow for more shelving all electrical floor plugs flush with floor electrical plugs in the toe space of shelving and not within the shelves

b. Because of the special needs of the Media Center, heating, air conditioning, and humidity control should contain:

separate heating and air conditioning system for operation of LMC during non- school hours separate dehumidifier or humidity control system for LMC.

c. Utilities in the LMC should include:

hot and cold running water in workroom, restroom, and media production facility deep, single sink with gooseneck faucet in workroom lighting under wall hung cabinets over counter in workroom lighting in reading room coordinated with all shelving units so that call number labels can be read on all shelves controls so separate areas of LMC can be darkened/lighted as needed rheostat controlled lighting in media production facility multiple electrical outlets in all areas of LMC


floor outlets in areas in OPAC, reference station computers, circulation desk, etc. cabling for cable TV, closed circuit, video distribution. retrieval systems in all areas of LMC and throughout classrooms dedicated data transmission lines for library management system file server unit and office computer telephones in office and workroom computer cabling throughout LMC

d. Acoustical treatment in the LMC should include: carpet in reading room and office combination of ceiling heights and materials for sound control maximum soundproofing in library to prevent distraction from hallways and adjacent rooms

Printed signs will be used for direction identification, instruction, communication, and hospitality. They will be uniform in appearance, complement the color scheme of the school, and be attached to the wall, doorframe, or in moveable holders (and/or approximate wall graphics).


CHORAL MUSIC

Space budget

Sq. Ft. Sq. Ft. # Spaces Description Per Unit Total

1 Rehearsal Hall 900 900 1 Office 100 100 1 Storage/Library 120 120 1 Practice Room 50 50 1 Fine Arts MIDI Lab 400 400 2 Practice Room 100 200

Total 1,770

*The Fine Arts MIDI Lab can be located anywhere that provides easy access to band, choir and orchestra students. (Ex. See Clint Small MS)

Description of Space and Physical Environment The choir/general music rehearsal hall and Fine Arts MIDI Lab are high activity rooms which must accommodate the maximum number of students each day before, during, and after school. Classes and special rehearsals range in size from 20 to 50 students. The need for individual and small group practice will be met if all adjacent rooms (offices, storage rooms, modular practice rooms) are ventilated and sound-proofed. Because of sound transmission, the choir/general music areas must be isolated from regular classrooms and sound-proofed from the instrumental rehearsal halls. The students should be able to move quickly and efficiently to the stage area, choral rehearsal hall, and MIDI lab. The rehearsal hall should be a rectangle, with a large area in front of three 8" built-in, curved risers: the first two being 36" wide, and the last row against the wall being 48" wide. Natural lighting should be provided by high windows near the ceiling in order to maintain security and utilize wall space for other purposes. Both entrances to the choral rehearsal hall need to be double doors with removable mulls. The MIDI lab needs two single door exits. Maximum sound isolation should occur around/between performing rooms. All doors and common walls are to be sound-proofed. Volume, shape and materials must be selected for proper acoustical “tuning” of the rehearsal hall and MIDI lab. Greater than normal attention to location of HVAC equipment and register noise suppression/reduction is required. The need for good air exchange with increase filtration is of critical importance because of the large groups that will use this facility and maintenance of proper vocal health.


A uniform 70 foot candles maintained illumination and recessed lighting is recommended. There are to be 5' by 5' observation windows in the office and library/storage room. A glass window should be in the doors of the office, library/storage room, practice room, and between the MIDI lab and the choral rehearsal room. Glass windows should be in all exit doors. Furniture and Equipment List MIDI Lab

1 teacher desk 1 teacher chair with casters 1 conductor’s chair 25 student chairs 2 trash cans 2 4-drawer, letter size file cabinets 1 4-drawer, legal size file cabinet 12 computers with CD-ROM 13 12 Electronic keyboard with sound generator and speakers, headset 3 Laser printer 1 Stereo record player with stereo microphone and stand, amplifier/receiver,

turntable, dual cassette tape deck with high speed dubbing, CD player, and speakers mounted on walls

1 Jam box CD player with dual cassette tape recorder and high speed dubbing

1 utility cart with three shelves, wheels and electrical outlet attachment 1 overhead projector 1 TV with computer input

Rehearsal Hall

1 conductor’s chair 50 music chairs with bookracks and tablature arms 1 percussion storage unit 8 choral risers, 6 ft. length 8 acoustical choral shells 6 trapezoidal tables 2 100 slot choral folio cabinet on wheels 2 trash cans 1 studio piano with dolly and bench 1 electronic digital upright piano with bench


1 Stereo record player with stereo microphone and stand, amplifier/receiver, turntable, dual cassette tape deck with high speed dubbing, CD player, and speakers - mounted on walls

1 Jam box CD player with dual cassette tape recorder and high speed dubbing 2 black metal automatic stands 1 conductor’s music stand 1 utility cart with three shelves, wheels and electrical outlet attachment 1 overhead projector 1 water fountain 12 40 note full-sized key, electronic keyboards 10 full sized acoustic guitars 1 TV with computer hook-up 3 recording microphones 1 powered mixing system 1 computer

Office

2 trash cans 1 4-drawer, legal size file cabinet 2 4-drawer, letter size file cabinets 1 teacher desk 1 teacher chair with casters 1 computers with CD-ROM 1 electronic keyboard with sound generator and speakers, headset 1 laser printer

Library/Storage

6 4-drawer, letter size file cabinets Casework Requirements Library/Storage Room

1 Shelving unit, floor to ceiling, 6' wide with adjustable shelves from 15” to 18” deep 1 Built-in table level area for processing new music 2 Teacher wardrobe closet, lockable 1 Hang rod for uniforms

Rehearsal Hall 1 counter storage unit 2 units 6’ wide with two shelves each beneath white board 1 lockable stereo system unit


MIDI Lab (Shelving around three walls should be built to accommodate computers, MIDI keyboards and sound generators with speakers) 1 unit 6’ wide with two shelves each beneath white board 1 lockable stereo system unit

Small Ensemble Practice Rooms

1 markerboard or markerboard Office

6 adjustable shelves, 5’ long for trophies, etc. 1 computer desk with space for computer, MIDI keyboard, sound generator, speakers, printer


a. Security of expensive electronic equipment is of vital importance. b. Soundproofing and other acoustical treatments are critically important. Rubber tile

flooring and 14' high ceiling in main classroom will be best for acoustical properties. Acceptable criteria for maximum background noise includes: between the rooms in the department and outside, and between the choral/general music area and the instrumental music areas, 20-25 decibels; between all other units, approximately 30 decibels.

c. A minimum eighteen feet (18') of white markerboard should be installed on the

walls of the rehearsal hall. A minimum of six feet of white markerboard should be installed on the front wall of the MIDI lab. Display (tackboards and map rails) for adequate bulletin boards in each room: one 8', two small and border above all markerboards.

d. The rehearsal hall and the MIDI lab each need one screen that is stationary.

e. Quartz clocks with second hand in rehearsal hall and MIDI lab

f. Drinking fountains convenient to rehearsal hall and stage

g. Two duplex electrical outlets provided on all walls in the rehearsal hall, library/

storage room and practice room; multiple electric outlets provided along each wall in the MIDI lab for computer and keyboard equipment; computer outlet with quadruplex receptacles provided in office, plus duplex electrical outlets on each wall.


h. PA system

i. Television outlet connected to central antenna/cable

j. Telephone line with modem capability in office

k. Display shelving across front wall, placed at 7' high, 10' long

l. Soundproof storage/Library room


INSTRUMENTAL MUSIC Space Budget


Orchestra 1 Rehearsal Hall 1200 1200 1 Office 100 100 1 Storage/Library 120 120 1 Practice Room 50 50

Total 1,470 Band

1 Rehearsal Hall 2,250 2,250 1 Auxiliary Rehearsal Hall 750 750 1 Office 150 150 1 Library/Workroom 250 250 1 Storage 200 200 2 Practice Rooms 50 100

Total 3,700 Description of Space and Physical Environment The band rehearsal hall, auxiliary band rehearsal hall, and orchestra rehearsal hall areas are high-activity rooms which must be capable of accommodating the maximum number of students each day before, during, and after school. Instruments are stored during the day and picked-up by students for the evening on a daily basis. Classes vary in size throughout the day, ranging from 20-80 students. The need for individuals and small groups to practice will be met if all adjacent rooms (offices/storage rooms/libraries) are ventilated and soundproofed (in addition to modular practice rooms). Use of the instrumental music areas is customary after school hours because of regularly-scheduled concerts, rehearsals, and meetings. Because of sound transmission, the instrumental music area must be isolated from regular classrooms. Each instrumental music rehearsal hall is to be as near to rectangular in shape (approximately 2:3 ratio), with volume, design, and materials selected for greatest


acoustical “tuning” of the performance rooms. Greater than normal attention must be given to HVAC equipment and ducts, which should be on a separate control from the rest of the building, for the purpose of noise suppression/reduction. There is to be a minimum 20 foot ceiling in the band and orchestra rehearsal halls. Natural lighting should be provided by high windows near the ceiling in order to maintain security and utilize wall space for other purposes. Both entrances to the band rehearsal hall need to be double doors with removable mulls (one being an exterior entrance) with a 42" wide minimum opening for each door, enabling large equipment and many students to pass easily through. All doors and common walls are to be sound proofed. Convenient access to the cafeteria/amphitheatre area, gymnasium, and an exterior loading dock is essential. There is to be observation windows in each director's office and all practice rooms. Furniture and Equipment List Orchestra

Adult in office area 1 teacher desk 1 teacher chair 1 telephone 1 two-drawer filing cabinet 1 computer 1 printer 1 trash can

Storage/Libary

2 four-drawer, letter-size filing cabinets Rehearsal Hall

1 conductor's podium 1 conductor’s music stand 1 computer 1 printer 1 trash can

1 Metronome (remote controlled, large speaker) 1 12-node tuner 1 stereo record player in lockable cabinet, with stereo microphone and stand, amplifier/receiver, dual cassette tape deck with high speed dubbing, CD player and speakers mounted on walls

Student

80 music posture chairs with storage cart


50 music stands with storage carts 4 cello racks 2 double bass racks 4 four-drawer filing cabinets 4 timpani/double bass stools

Band Office area

2 computers 1 printer 2 telephones 2 teacher desks 2 teacher chairs 2 two-drawer letter-size filing cabinets 1 four-drawer, letter size filing cabinet 2 trash cans

Library/Workroom Music storage system or 6 four-drawer letter-size filing cabinets Casework requirements: 1 shelving unit, floor to ceiling, 6’ wide with adjustable shelves from 15” to 18” deep 1 built-in table level area for processing new music

2 teacher wardrobe closets, lockable 1 hang rod for uniforms

Rehearsal area 2 conductor’s podium 1 conductor’s music stand 1 large rectangular table for music libraries 1 computer 1 printer

1 Metronome (remote controlled, large speaker) 1 12-node tuner 1 stereo record player in lockable cabinet, with stereo microphone and stand, amplifier/receiver, dual cassette tape deck with high speed dubbing, CD player and speakers mounted on walls

Student 120 music chairs with storage carts 100 music stands with storage carts 1 large rectangular table for music libraries 4 trash cans 2 utility carts with three shelves, wheels, and electrical outlet attachment


2 four-drawer filing cabinets 4 sousaphone chairs 8 platform risers with storage racks (band) 1 timpani/double bass stool 1 percussion cabinet on wheels

2 cable television connection in each main rehearsal hall of orchestra and band 2 markerboards (dryerase), 4' x 12' minimum, located directly behind directors’

podium in each main rehearsal hall of orchestra and band 2 tackboards, 4' x 4' minimum, 2 sections, located on each side of markerboard

(dryerase)in each main rehearsal hall of orchestra and band 3 clock, 12" with second hand , in each rehearsal hall of orchestra and band,

offices 3 P.A. with volume control in main rehearsal hall of orchestra and band 2 pull-down projector screens, ceiling mounted in orchestra and band rehearsal

halls 2 LCD projectors in orchestra and band rehearsal halls


Instrument Requirements (All in hard cases, mouthpieces and accessories included. Suggested brands are minimum accepted quality.)

Follow current bid list.

Woodwinds (Band): 2 Piccolos - 6 Oboes - 6 Bassoons - 6 Bass Clarinets - 1 Eb Contrabass Clarinet - 4 Tenor Saxophones - 2 Baritone Saxophones -

Brasses (Band):

16 Double French Horns - 6 Baritones, 3-valved - 6 Euphoniums, 4-valved - 6 Tubas, 3/4-size, 3-piston valved - 4 Tubas, 4/4-size, 4 rotary-valved - 4 Sousaphones -

Percussion (Band):

2 Concert Snare Drums, with stands - 1 Concert Bass Drum, with stand and 2 beaters - 1 Concert Xylophone, with cover and 4 pair of mallets of varying

hardness - 1 Concert Marimba, 4 1/2 octave, with cover and 4 pair of mallets of varying hardness - 1 Vibraphone, with cover and 2 pair of mallets of varying hardness - 1 set of Orchestra Bells, with stand and 2 pair of mallets of varying

hardness - 1 set of Chimes, with 2 pair of mallets of varying hardness - 1 Tam-Tam, with stand and beater - 2 Pair Crash Cymbals (1 German/1 Viennese) with soft cases - 1 Suspended Cymbal, with stand - 1 set of Temple Blocks, with stand - 4 Timpani, with 2 pair of mallets of varying hardness - 4 Parade Snare Drums, with shoulder harnesses and cases - 2 Marching Bass Drums, with shoulder harnesses and beaters - 2 sets of Quad-Toms, with shoulder harnesses and mallets -


Traps Table and accessories, including: Triangle, with 3 beaters and clip Cowbell Sleigh Bells Castanets Claves Bongos Finger Cymbals Guiro Rachet Tambourine, with skin head Afuche Shaker

Strings (Orchestra):

4 Violas, 14”, with fine tuners and fiberglass/horsehair bows - 4 Violas, 15”, with fine tuners and wood/horsehair bows - 8 Cellos, 3/4-size, with fine tuners and fiberglass/horsehair bows - 8 Cellos, 4/4-size, with fine tuners and wood/horsehair bows - 4 Double Basses, 1/2-size, with fiberglass/horsehair bows - 4 Double Basses, 3/4-size, with wood/horsehair bows - 1 Electronic Keyboard -

Stage Band (Band):

1 Drum Set, 5-piece - bass drum w/pedal, floor tom, 2 toms, snare drum, throne, hi-hat, and 2 suspended cymbals on boom stands -

1 Electronic Keyboard - 1 Amplifier, with 2 inputs - 1 Electric Bass Guitar -

Casework Requirements Instrument storage cabinets with lockable grill-front doors sufficient to accommodate approximately 300 band and 100 orchestra instruments of all sizes relative to ensemble instrumentation should be located in the storage room, out of the rehearsal hall. Stand shelving and cabinetry in band and orchestra storage areas for large equipment should be built into the rehearsal hall area. Display shelving in band and orchestra rehearsal halls for awards and trophies should be one shelf situated along the wall behind the conductor's podium.



a. Soundproof and ventilate all rooms, including storage rooms. b. Double doors with removable mulls to primary band rehearsal hall, each with 42"

wide minimum clearance

c. Special electrical requirements include:

• A minimum of two duplex outlets on every wall in rehearsal halls, with 4 outlets in front of each main rehearsal hall, on its own circuit

• One duplex outlet in each practice room

• A minimum of one duplex outlet on every wall in office/library/storage rooms

d. Computer terminal connection in each director’s office.


SCIENCE

Space Budget


3 Lab/Lecture Classrooms (6th) 1,125 3,375 1 Storage/Prep. Area 275 275 3 Lab/Lecture Classrooms (7th) 1,125 3,375 3 Lab/Lecture Classrooms (8th) 1,125 3,375 2 Storage/Prep. Area 275 550

Total 11,225 Description of Space and Physical Environment All science rooms must be arranged, organized, and equipped so that laboratory activities can be undertaken by students working in groups (2 to 4 students) as a routine daily practice. Within middle school science courses, the range of instructional activities varies considerably. Extensive use of audiovisual materials, laboratory-oriented courses, increased use of computers, and individual project work require that instructional spaces in science classrooms be designed to emphasize flexibility of use and to facilitate a laboratory approach to instruction. Science rooms with windows and on the ground floor are to be designed as classroom-laboratory combinations. The design of an effective science room accommodates work in all science disciplines, with flexibility in furniture arrangement, abundant storage, sufficient working space for the safe conduct of activities, and holding space for ongoing projects. A rectangular room that is closer to being a square works better than a long, narrow one. The room must have at least two exits and unobstructed doorways wide enough to accommodate students with physical disabilities. A ceiling height of 10 feet is desirable. Adequate ventilation (a minimum of four air changes per hour and windows that can be opened for immediate airing) is also important. In addition to furnishings, equipment, fiber optic and copper wiring, and ventilation, additional factors to consider are space for teacher planning, a view of the outdoors, daylight exposure (preferably southern) for plant growth, and the inclusion of a projecting plant window. Individual heating and cooling systems are necessary for the year-round use of facilities. Utilities such as gas, vacuum, compressed air, and waste handling systems should be provided.


Furniture and Equipment List Classrooms

9 teacher desks 9 teacher chairs 9 portable demonstration tables 18 four-drawer filing cabinets 144 24" x 48" two-student tables 288 student chairs 18 standard bookcase units 1 acid cabinet 1 flammable liquids storage cabinet 9 aquariums (30 gallon, complete setup) 2 microscope cabinet 18 laboratory carts 3 library carts 1 human torso model 1 human skeleton model 9 goggle sterilizing cabinets 3 human anatomy models (heart, ear, eye) 5 dissection specimens, plasticized 1 vacuum chamber 1 ocean floor map 15 dissecting microscopes 2 projecting microscope 30 compound microscopes 9 Periodic charts 15 rock collection kits 15 spectrum tubes and power supplies 1 reflecting telescope 1 Van de Graaf Generator 30 triple beam balances 15 electronic balances 2 weather stations 9 P.A. Speakers 9 telephone/intercoms 9 12" analog clocks with sweep second hand 45 computers 45 shelves for computers


Casework Requirements Countertops include a minimum of 80 linear feet of chemical resistant countertop at the back and sides of room, with sink cabinets at corners and ends. 7 lab stations may be designated by a projected part of the counter top provided the clear width of the room is not reduced. Undercounter storage with locks. 7 banks of 2, each cabinet has 4 24" wide drawer units each with locks.

7 wall mounted storage cabinets, 30" x 36", with glass doors with locks,

adjustable shelves, one at each lab station.

6 30" x 36" tackboards mounted between wall-mounted storage cabinets 4 linear feet tackboard adjacent to entrance door

Markerboard/Markerboard: 3'-6' high, full width of front of room

Casework and shelving, minimum 16" deep upper, minimum 24" deep lower, specifically oriented to course subject:

6th Grade - Focus on Physical Science 7th Grade - Focus on Life Science 8th Grade - Focus on Earth Science

3 48" x 36" display case in each grade level corridor for exhibits and student projects


a. Each science room will contain the following items: - Master control of all utilities at front of classroom. - Safety center at one end of counter sink: eye wash, deluge shower, fire

extinguisher, fire blanket, goggle sanitizer (with 30 goggles), and first aid kit. - Four stainless steel sinks with cold water. - Electrical receptacles providing power to tables in the middle of the room will

get the power through power poles (not floor plugs, unless recessed). - 2 wall mounted duplex receptacles at front of room. - 6 computer outlets, each with quaduplex receptacle. - 1 television cable outlet with duplex receptacle. - Switch light fixtures at front 1/4 of room separate from balance of classroom. - 7 duplex receptacles, one at each lab station. - 7 portable gas units - Windows can be opened for immediate ventilation.


b. Preparation and Storage Areas

- The preparation/storage rooms should be adjacent to each grade level cluster of

science rooms. - The preparation/storage area for each grade level should be not less than 12

feet in the shortest dimension and not less than 275 square feet per area. - The 6th grade community preparation/storage area should contain a 24" x 20"

x 14" laboratory sink with wall-mounted pegboard for drying glassware, accessible gas and electricity, hot and cold water, a dishwasher, a small fume hood, and shelving and/or counter space as available.

- A separate enclosed area of the 6th grade preparation room should be designed to accommodate chemical storage with separate venting systems. A flammable liquid and acid storage cabinet will be provided. Areas need to be accessible to adjacent classrooms and corridor. (Important safety feature.)

- The 7th grade community preparation/storage area contain a laboratory 24" x 20" x 24" sink with wall-mounted pegboard for drying glassware, accessible electricity, hot and cold water, a dishwasher, a refrigerator (20 sq. ft.) and shelving and/or counter space as available.

- A separate enclosed area of the 7th grade preparation room should be designed to accommodate storage with separate ventilation system.

- The 8th grade community preparation/storage area should contain a laboratory 24 x 20" x 14" sink with wall mounted pegboard for drying glassware, accessible gas and electricity, hot and cold water, a dishwasher, a small refrigerator and shelving and/or counter space as available. Area needs to be accessible from adjacent classrooms and corridor.


SPECIAL EDUCATION

Space Budget

# Spaces Description Sq. Ft. Per Unit

Sq. Ft. Total

7 1 1

Classrooms Living Area Speech/Testing/Therapy

925 562 300

6,475 562 300

Total 7,337 Description of Space and Physical Environment Special education classrooms should be dispersed throughout the building and not designated in a general area. They should be intermingled with classrooms representing other academic areas. In the school’s physical environment water fountains shall be accessible to students in wheel chairs and an elevator should be equipped with wheelchair accessibility. Wheelchair students should be able to open and close the elevator door and touch the number to go to the appropriate floor. Wheelchair ramps should be provided to classrooms in portable areas. There shall be a safe room for wheelchair students to go in case of a fire. One accessible restroom should be located on every floor and/or wing for use by wheelchair persons and other students with physical disabilities. The students who will be served will be 6-8th graders who represent a variety of disabilities. The rooms should provide space for small and large group instruction. There should also be space included for students who are highly distractible to work away from other students. The classrooms should be accessible to students with physical impairments to allow for mobility so that they are able to participate in all classroom activities. Wall storage should be adequate and flexible to fit all shapes and sizes of teaching materials. Storage should include open shelving for frequently used materials and have an area which can be locked. Each room should have at least one window. The Content Mastery room should have space which will accommodate individual and group instruction. The floors should be carpeted for noise reduction. The CM room should be located well within the general school population and not adjacent to any special education service area. One door will accommodate entrances and exits. The room should be ventilated and have at least one window.


The Life Skills unit should include adequate space for students to have small or large group activities. There should be ample space for students with physical disabilities to flow within the classroom setting. Adequate storage space (locked space included) should be provided to store assistive devices. A laundry area within this space will include a washer, dryer, table and any other basic necessities of a laundry room. There should be ample storage space and at least one sink. This room will be utilized to teach independent life skills. The living area will consist of a bathroom and kitchen area. It will be located between the life skills room and the room for students with behavioral difficulties. Three doors should be in the room with one leading to the life skills area, one leading to the behavior class, and one to the hall. The bathroom must be accessible to the students with physical disabilities and must be inclusive of the basic bathroom furnishings: mirror, sink, toilet, shower, cabinet, and dressing area. The shower should include a shower chair. The kitchen should contain basic necessities of a kitchen: cabinet space (upper and lower) for storage, sufficient counter space, stove, sink, refrigerator, table and chairs. The kitchen will be used as part of the curriculum to teach cooking and food preparation. The unit for students with behavioral difficulties should be located in close proximity to the main office. Space should be adequate to allow for at least two study carrels as well as open flexible space which would accommodate small group and role-playing activities. Seating must be flexible so that instruction can be individualized, small group and/or large group. Storage and shelving considerations should be the same as that in the basic special education classroom. This unit should not be carpeted and should have at least one window. The Speech/Testing and Occupational and Physical Therapy Room will allow therapists to work with students with a variety of disabilities. The small office within the room would allow individual testing or individual work with specific students. This space will be used by district speech pathologists and assessment staff, as well as therapists. The space allows for several therapists to be working with individuals or small groups at the same time. There will be space for a table and computer (fine motor), or large space for gross motor activities. The ceiling hook will allow a variety of sensory motor activities through the use of hanging platforms and net swings. There should be moveable dividers that would allow different configurations to accommodate highly distractible students. In the small office/testing area there should be an outside phone line as well as an intercom connection that could be used to contact the office for emergencies. The outside phone line would allow therapists to talk to doctors and parents. Storage should include cupboards over the sink area that could be locked for casting equipment. The other shelves along the wall should be open for multiple use storage. There should be electrical support for a minimum of two computers.


Furniture and Equipment List Resource/Behavior

1 rectangular table, 24" x 48" , adjustable legs 1 round table, 48", adjustable legs 15 18" desks with adjustable legs 15 adjustable chairs 2 study carrels 6 teacher desks (2 in Behavior room) 6 teacher chairs (2 in Behavior room) 6 four-drawer filing cabinets with lock 12 computers and computer furniture 6 printers 6 typewriters 18 moveable book cases--three shelves each 6 area rugs 6 overhead projector and cart with wheels 6 ceiling mounted AV screens 6 cable TV outlets 6 VCR and monitors 6 phones 12 tape recorders 12 12' wall-mounted markerboard with map rail, chalk tray, and display tackboard

across the top 14 12' wall-mounted display tackboards 12 trash cans 6 wall clock, digital 12 wall-mounted pencil sharpeners

Life Skills

1 round table, 48", adjustable legs 2 rectangular tables, 24" x 48", adjustable legs 15-18 student desks with adjustable legs 2 teacher desks 2 teacher chairs 1 four-drawer filing cabinet with lock 2 computers, computer furniture 1 washer 1 dryer 1 ironing board and iron 1 changing area with changing table 2 moveable markerboards with trays 2 covered trash cans


Living Area 1 refrigerator 1 stove 1 dishwasher 1 microwave 1 sink (double) with garbage disposal 1 water heater 1 dining table 6 chairs 1 area rug 1 built-in cabinets for storage 1 12' wall-mounted display tackboard 1 12' wall-mounted markerboard with chalk tray and display tackboard across the

top 1 accessible restroom 1 adapted shower 1 private changing area

Content Mastery

4 rectangular tables, 24" x 48", adjustable legs 2 round reading tables, 48", adjustable legs 20 adjustable chairs 2 study carrels 1 teacher desk 1 teacher chair 1 four-drawer filing cabinet 14 computers and computer furniture 1 printer 1 typewriter 3 moveable bookcases--three shelves each 1 area rug 1 overhead projector and cart with wheels 1 ceiling mounted AV screen 1 cable TV outlet 1 VCR and monitor 1 phone 2 tape recorders 2 12' wall-mounted markerboard with map rail, chalk tray, and display tackboard

across the top 4 12' wall-mounted display tackboards 2 trash cans 1 wall clock, digital 2 wall-mounted pencil sharpeners


Speech/Testing/Therapy 1 round table with adjustable legs 2 rectangular tables with adjustable legs 10 adjustable chairs 1 18" desk with legs 2 two-drawer filing cabinets with lock 1 teacher desk 1 teacher chair 1 phone 3 moveable bookcases, three shelves each 1 locked storage area (built-in) 1 12' wall-mounted display tackboard 1 12' wall-mounted markerboard with chalk tray and display tackboard across the 1 3' X 1 1/2' wall-mounted mirror (non-breakable) 3 moveable markerboards with trays 1 privacy screen 1 computer with cart 3 therapy mats

Casework Requirements Resource

5 wall storage unit (standard) Speech/Testing/Therapy l sink storage

unit (standard) Life Skills Class

1 wall storage unit (standard) 1 sink storage unit (with two storage cabinets)

Living Area

1 sink storage unit (with two storage cabinets)



a. Life Skills/Living Area/Speech/Testing/Therapy 1 4-gang outlet above countertop adjacent to sink to serve 4 separate plugs. Electrical outlets appropriately located with at least 6 per classroom with separate dedicated outlets (three to five) for computers and other specialized equipment such as refrigerator, stove, and washer/dryer connections

b. All Classrooms Phone outlets with outside line

c. Speech/Testing/Therapy 1 ceiling suspension hook to withstand 2000 lbs of centrifugal force with 12-foot swinging radius

d. Special acoustical treatments include:

Ceilings should have sound-absorbing surfaces Walls should be painted gypsum board Tackboards should be vinyl-surfaced

Classrooms Floors are to be covered with high-quality service grade, vinyl composition tile

Speech/Testing/Therapy/Living Area Carpeted room


THEATRE ARTS

Space Budget

# Spaces Description Sq. Ft. Per Unit

Sq. Ft. Total

1 Classroom 1,000 1,000 Total 1,000

Description of Space and Physical Environment The Theatre Arts classroom will be used for large and small group activities, teacher lecture, demonstrations, viewing of videos and transparencies, and acting presentations. Movable furniture allows the teacher to create areas in the room for the variety of rehearsals, performances, and lectures. Space should be adequate enough to allow for seating, performance, and storage. The activities of drama demand large amounts of storage for costumes, makeup, and props in addition to books, playscripts, and instructional supplies. Within the classroom there should be a raised platform stage across one end of the room. The area should be illuminated with track lighting. An additional area for a computer terminal and telephone for the teacher's use is also needed. Mirrors along one wall would provide visual aids, and natural lighting should be limited. The Theatre Arts classroom should be conveniently accessible to the stage and fine arts complex. Furniture and Equipment Adult

1 teacher desk 1 teacher chair 2 two-drawer filing cabinet 2 portable bookcases 1 computer 1 printer


Student 27 tablet arm student desks 2 large rectangular tables 1 large circular table 12 chairs 1 utility cart with three shelves, wheels, and electrical outlet attachment 5 computers and one laser printer 1 overhead projector 1 video cassette recorder, camera, and television monitor 1 telephone 1 pencil sharpener 2 trash cans Minimum 20 linear feet of markerboard with maprail 20-30 linear feet of tackboard 5 low intensity fresnel lighting instruments 1 pull-down projection screen 1 clock 1 P. A.


9 linear feet of wardrobe storage with locks 9 linear feet of general storage cabinets with locks


a. 8' x 20' x 8" carpeted platform b. 8 linear feet of wall mirror

Special electrical requirements include:

a. 15 linear feet of ceiling electrical strip (or an electric batten) on a separate breaker and wall dimmer

b. 1 telephone outlet adjacent to teacher’s work area

c. Television cable outlet

d. 8 wall mount duplex outlets


STAGE


Sq. Ft. Per Unit

Sq. Ft. Total

1 2

Proscenium, stage, and seating in Cafeteria Stage storage

1,500 150

1,500 300

Total 1,800 Description of Space and Physical Environment The cafeteria will be used for large group instruction, lectures, demonstrations, film/video viewing in addition to music and theatrical performances. The space should be adequate enough to allow for seating of approximately 500. Storage rooms should be conveniently located off-stage to provide access to equipment, such as piano, sets, and props. Light and sound equipment should be portable for use within the enclosed paneled area of the amphitheatre or throughout entire space open to the food service area. In addition to two backstage doors with openings of a minimum width of 42" for large equipment and musical instruments, there is to be a left and right stage thrust with side stairs. The amphitheatre should be adjacent to all performing arts areas and accessible to the general public for convenient access.


Furniture and Equipment Lectern with mounted light and microphone

500 chairs for seating Lighting system

Separate house lights control of area within the soundproof panels Dimmer system and 24 working dimmers Portable lighting control console with minimum 2 scene preset boards Stage manager's panel in stage wing 2 floor pockets 3 electric battens 1 beam position 40 multi-purpose PAR instruments 12 ellipsoidal lighting instruments 1 follow-spotlight

Draw curtains, including: Grand drape Borders Legs Cyclorama

Sound reinforcing system High quality speaker system, including input/output jack, linking all areas of the Theatre Arts facilities Amplifier Mixer Dual cassette deck Compact disc player Microphones and cords

Stage intercom system with common talk headset/microphone Rear projection screen on stage Proscenium projection screen In-house projection system Duplex receptacles throughout stage and backstage areas 2 Wall-mounted televisions with video tape recorder access Computer drop at center of stage on front wall Baby grand piano, minimum 6' 2", on dolly


HEALTH SERVICES


Sq. Ft. Per Unit

Sq. Ft. Total

1 1 1

Health Services Restroom Storage

450 30 20

450 30 20

Total 500 Description of Space and Physical Environment Space must be divisible into rooms/functions: a) receiving and triaging students, quickly separately children with contagious and serious physical /emotional situations from those needing medications or who can start "self-care," b) administering medicines with focused attention (to avoid errors), c) private "sick"/contagious youth room while receiving care or waiting for parent, and d) privacy for crisis intervention, e.g., possible abuse, STDs. All surfaces and cots must be easily disinfected daily. Telephone privacy is needed for nurse to discuss health problems with parents and/or doctors. Rooms must be well ventilated for disease prevention. Health room should be near counselors and/or clerk who assists nurse to facilitate communication with school nurse. (Space should not be used for disciplinary purposes if any student needing health care or the nurse is present.) Medication administration and recording, if done in clinic rather than main office, require lockable room or storage, wall cabinet with counter space below, and water close by. Furniture and Equipment List

Adult 1 lockable desk with file-style drawers 1 chair which can roll and turn 1 4-drawer file cabinet 1 2-drawer file cabinet 1 adult chair 1 full-size storage cabinet (built-in closet or standing cabinet) with shelves and

dividers 1 wall-mounted literature holder


2 2-shelf bookcase (which can double as divider) 1 free-standing space divider (to permit privacy for exam/ care) 1 computer 1 printer 1 telephone 2 30" high storage cabinets -- in restroom for supplies, in one student room, and in

medication room/area unless low cabinets with countertops are built in 2 4' x 6' bulletin boards for health information 1 small refrigerator to hold ice, medications; 1 vaccine refrigerator 1 hot water dispenser (within sink or separate) 1 portable First Aid kit 1 ice cooler for daily use if no refrigerator

Student

4 age-appropriate chairs 2-3 cots, of which one should also be an exam table (for athletic physicals) 1 wall-mounted mirror 1 48" round table


a. Bright window and room lighting, with supplemental floor or desk lamp (with magnification attachment) to examine skin, scalps, wounds, etc. Control to dim light

b. Ventilation, optimally by openable window and well-filtered vents

c. Lockable health records and medications storage units

d. Nursing equipment, i.e., digital thermometers, oto-ophthalmoscope, audiometer,

wall-mounted stadiometer (height measure), weight scales, blood pressure equipment, peak flow meter, blood sugar tester

e. Restroom sink with hot water and large enough to help child with hygiene needs,

e.g., shampoo, self catheterization

f. Where needed, additional staff workspace for community services, (immunizations, with adult chairs (2), work table, lockable storage file cabinet, telephone, privacy, and lighting. (Community agencies provide specialized equipment.)

g. Wheelchair (stored )


h. Plastic storage boxes for bulky educational materials/hygiene supplies i. 3 electrical wall outlets for computer, supplemental lighting, heating pad, and to

recharge otoscope battery

j. Private restroom and space for self-catheterization/wheelchair access and for students' special care supplies storage (lockable)

k. Location: restroom needs to open directly into health triage area to prevent

unsupervised use and misuse (tagging, urine on floor); locating health clinic adjacent to counseling area as part of Student Support Service area or next to administrative office promotes communication about students, easy access by parents, and more effective school crisis interventions.


NUTRITION AND FOOD SERVICES

Space Budget

#Spaces Description Sq. Ft. Per Unit

Sq. Ft. Total

1 1 Dining Room

Kitchen/Serving Line

4,500 3,650

4,500 3,600

Total 8,150

Description of Space The dining room will be rectangular in shape, with a stage and stage storage at one end. There should be fold-up tables with stools attached for student seating. Two staff/public restrooms should be provided in the same area. All areas should be lockable and have a separate security system to insure that outside groups have access to appropriate parts of the building. The kitchen will consist of preparation areas, four serving lines, a food court/snack line operation, dishwashing area, restroom facility, office space, custodial area, dry storage, walk-in refrigerator and freezer, a service area with raised dock (with roof cover if possible), and hot water heating facilities. Kitchen design will be by a Food Service Consultant. Both the dining room and kitchen should be air conditioned. All mechanical and electrical services (such as gas, electrical, water, etc.) should be provided as required. Windows should be provided on an outside kitchen wall. Furniture and Equipment List Manager's Office

1 teacher desk 1 computer desk 1 teacher chair 2 two-drawer filing cabinets, legal size 1 four shelf book case 1 printer


l computer (connected to 3 point of sale terminals, the school office and the central food service office)

Cafeteria

28 12' double, fold-up tables with stools 10 72" round tables, folding

100 chairs Food Preparation Area

1 single deck convection oven 1 double deck convection oven 2 convection steamers 1 tilting fry pan (electric tilt, gas heated, 9" deep pan) 1 open burner range 1 food Cutter 1 food cutter table 1 mixer, 60 qt., with attachments and stainless steel bowls 1 mixer, 20 qt., with attachments and stainless steel bowls 1 mobile mixer stand 1 electric slicer 1 mobile slicer stand 1 baker's table with richlite top 1 work table with sink 3 work tables, stainless steel exhaust hoods with fire suppression 6 mobile pan racks (Eastern bun racks) 6 ingredient bins 5 mobile Utility cards (Lakeside carts) 4 Epco Carts with richlite tops

Serving Area

3 serving lines (5 hot wells and built-in ice cream cabinet each) 3 point of sale terminals connected to computer in manager's office 3 cashier stands with cash drawers 3 hot/cold reach-in cabinets 3 silverware dispensers (60 silverware cylinders) 4 mobile tray dispensers 3 milk dispensers for milk cartons 2 refrigerated salad pans 1 ice machine 1 microwave oven 5 heat lamps 4 beverage dispensers 4 condiment dispensers 1 mobile salad bar


Dishwashing Area

1 dishwasher, C-44 1 disposer 1 spray hose and pre-rinse sink

soiled and clean dish tables, stainless steel 2 mobile pot and pan storage racks, 4-shelves each 2 pot and pan sinks, 3 compartment

Storage Area 1 can rack 1 fly fan

Dry Storage shelves (stainless steel erecta shelves) 1 mobile scale 1 electric can opener 1 manual can opener

Refrigeration Area

1 walk-in refrigerator 1 walk-in freezer

Shelves for walk-in refrigerator and freezer, stainless steel erecta shelves 1 single upright refrigerator 1 single upright freezer


PLANT SERVICES Space Budget

Sq. Ft Sq. Ft. # Spaces Description Per Unit Total

6 Housekeeping Closets 50 300 1 Central Housekeeping 250 250 1 Loading Docks 8 Student Restrooms 200 1,600 1 General Supply Storage 400 400 1 Elect/Mech Rm. 540 540 1 Central Heat/Air 2,600 2,600 9 Wiring Closets (IDF) 80 720 1 (MDF) 125 125

Total 6,535 Description of Space and Physical Environment Each of the six custodial closets is housed in one of the following areas: Grade 6 interdisciplinary area, Grade 7 interdisciplinary area, Grade 8 interdisciplinary area, cafeteria, gym, and fine arts area. The central custodian office is situated near the cafeteria and kitchen. Each closet is accessible to the area in which it is assigned and contains supplies that may be needed on a moment's notice (such as water, paper towels, mop). The central custodian closet has the same function as the smaller closets; however, this closet should be located near the dock area due to deliveries of cleaning materials, supplies, etc. This storage room should be of sufficient size whereby the housekeeping supervisor can have a small office. It is also necessary to provide sufficient room to store a two-week supply of cleaning materials, hand towels, toilet tissue, etc. This is in addition to being the main storage area for housekeeping equipment. The amount of equipment necessary for a housekeeping staff is dependent on the size of the staff. The student restrooms are placed through the building. One set is located in each of the interdisciplinary wings and near the fine arts area. The general storage area is located near the delivery area and offstage points. The closet contains a sink, faucet with hot and cold water, a hose for filling buckets, broom, mop, bucket, and shelves for supplies. The floor is of concrete and has a drain. One loading dock should be adjacent to the cafeteria and theatre arts area. The other


should be located by the Industrial Technology area. Furniture and Equipment List Central Housekeeping

1 single pedestal desk 1 chair 1 computer 1 printer 1 telephone 2 wet/dray vacuums 4 platform trucks 1 carpet cleaner 3 scrubbing machines 1 hand truck 2 oily waste cans 1 vacuum cleaner 2 high speed burnishers 1 3' step ladder 1 12' step ladder

Housekeeping Closets

6 24" x 24" x 10" floor mop sink 6 custodial carts (2' x 4') 6 mop bucket and wringer (1 1/2' x 1 1/2') 6 vacuum cleaners 6 hand trucks 6 6' step ladders 12 Wet Floor signs 6 Restroom Closed signs 6 wet mops 6 dust mops 6 brooms/brushes/dust pans 6 cleaning materials to include germicidal cleaners, window cleaner, sponges,

rags, etc. 6 health and comfort items to include hand towels, toilet tissue, etc.


Casework Requirements Housekeeping Closets

6 Adjustable shelving unit 1' x 6' 6 adjustable shelving unit, 4 shelves with the bottom shelf 18" above the ground


a. Each closet should have a floor drain in the center of a sloped, concrete floor b. Each closet should also have a light guard cover and ventilation to help prevent

mildew and/or unpleasant odors. The wall behind the mop sink should be covered with plastic laminate or similar surface impervious to water.

c. The closet should be located at the entrance to a wing or cluster of classrooms.


STUDENT COMMONS Space Budget


1 Student Commons 1,000 1,000 2 Restrooms 200 400 3 School Store/Concessions 200 200

Total 1,600

Description of Space and Physical Environment The Student Commons area is located by the cafeteria and near the gymnasium. This area is accessible to the public after school and in the evening. Also, this is the area where students congregate before school and/or after lunch away from other areas of the school. Located in this area is the school store and concessions for after hours. Restrooms for the public’s use after hours and for the students in the Fine Arts area are located in the student commons. This surfaces should have good acoustical sound absorption. Operable corridor gates should be placed at strategic locations. There should be dedicated electric receptacles for vending machines, tackboards, and a television cable outlet with duplex receptacle. Furniture and Equipment List

2 student chairs 3 vending machines 1 PA 2 public telephones Operable gates

Casement Requirements Shelving on one wall in the school store area 1 lockable cabinet under the shelving 1 lockable cabinet facing into the school store 1 retractable grate for locking the school store 1 glass display case, 12 feet 1 safe/lock box 1 sink with hot and cold water


UNASSIGNED SPACE


Sq. Ft.Per Unit

Sq. Ft. Total

10 5

Hallways Walls Display cases Restrooms

24 200

240 1,000

Total

36,152

Description of Space and Physical Environment Unassigned space includes hallways, Commons Areas, and walls. Hallways should be wide enough to accommodate the expected enrollment as students move from class-to-class. Water fountains, display cases, and pay telephones should be placed in areas that are easily accessible but which do not interrupt the flow of traffic as students move between classes. Single rows of lockers are designed so students can quickly and easily obtain materials and supplies during a class changing periods. Tackboard strips should run above the lockers so student work can be displayed. A water fountain should be placed in each main hallway, the gym, the administrative offices, counseling offices, and nurse's office. Display cases (8' x 12') should be placed in each interdisciplinary wing, related arts area, gym, music, and office areas. The cases should be lockable and allow for easy access when displays are changed. Furniture and Equipment List

1100 Single hung, wall-mounted lockers (12" x 12" x 30") equipped with built-in combination locks, slanted tops, painted in a coordinating color, situated in main circulation corridors. Lockers should not be placed in corridors serving isolated areas attended by students only once a day. 10 Water fountains


10 lockable, display cases (4' x 6')

middle school educational specifications

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