OAKLAND UNIFIED SCHOOL DISTRICT

DESIGN GUIDELINES

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High School & Middle School Facilities

AF T
Date 01/29/13

Design Guidelines

High School & Middle School Facilities

Table of Contents
4 5 6
7 8 9

Contributors High School & Middle School Facilities Linked Learning & Career Technical Education
21st Century Classrooms Specialized Classrooms Student Support Oce Space

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12 13

School Grounds & Athletic Facilities

Indoor Athletics Outdoor Athletics

14 Multipurpose Rooms 15 Auditoriums

16 Performing Arts Classrooms 18 School Transformations Additional Resources

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Oakland Unied School District Design Guidelines

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Contributors
Susan Benz
Career Readiness Coordinator OUSD College and Career Readiness Oce

Alison McDonald
Network Executive Ocer OUSD High Schools

Laura Bicnzak
Teacher on Special Assignment OUSD Physical Education

Cesar Monterrosa
Facilities Coordinator OUSD Facilities Planning & Management

Timothy Bremner
Teacher, Director of The Sustainable Urban Design Academy (SUDA) Castlemont High School

Tadashi Nakadegawa
Director of Facilities OUSD Facilities Planning & Management

Phil Rydeen Joe Cavanagh

Deputy Director of Construction SGI Construction Management Program Manager OUSD Visual & Performing Arts

Megan Sweet David Colbert

Facilities Coordinator OUSD Facilities Planning & Management Program Coordinator OUSD School Portfolio Management

Will Godfrey
Strategist MKThink

Josh Jackson
Senior Strategist MKThink

Beverly Jarrett
Administrator on Special Assignment OUSD High School Networks

Diana Kampa
Program Manager OUSD College and Career Readiness Oce

Oakland Unied School District Design Guidelines

Design Guidelines

High School & Middle School Facilities

High School & Middle School Facilities

The guidelines for High School and Middle School facilities in this document outline criteria for new construction and renovation projects as described by the Oakland Unied School Districts Educational Specications. The Educational Specications align with the districts 2012 Facilities Master Plan and the Community Schools, Thriving Students strategic plan to support the creation of a FullService Community School District. The content in this document complements other guidelines that focus on 21st Century Classrooms, Shared Use, and Kitchens & Gardens. The specications provide a consistent framework for equitable facility designs across the district, but the unique characteristics of each school site and the distinct character and needs of each school program mean that each school facility project will have dierent architectural outcomes. Guiding Principles
Support the needs of each school program Design facilities to serve the curriculum of

Topic Areas Linked Learning/Career Technical Education Linked Learning programs establish a pathway of study within a specic career eld or industry. A technical component engages students in hands-on projects, and develops applied skill-sets. Athletics & Social Space Athletics contribute to student health and wellness, and provide opportunities to develop teamwork and leadership skills. Performing Arts & Assemblies The Arts and Music encourage students to embrace culture and creativity. Facilities that support the Arts are also utilized for assemblies and by the members of the community for events that enrich student experiences. Grade Level Transformations When a school program expands from K-5 to K-8, or 6-8 to 6-12, there is a corresponding increase in capacity requirements as well as a need for age-appropriate amenities. For example, most middle schools need largerscale athletic facilities for sports, and high schools need science labs with more sophisticated equipment.

High Schools and Middle Schools

Plan for long-term exibility Incorporate sustainable design elements and

support sustainable communities

Display sustainable design elements as

teaching tools
Maintain and reinforce school identities Create and maintain safe environments for

students to socialize and learn

Oakland Unied School District Design Guidelines

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Linked Learning & Career Technical Education

Linked Learning is a exible approach to secondary education bringing together college prep academics, demanding technical education, support services, and work-based learning that, together, help prepare students for success in college, career and life. OUSD oers 22 specic pathway programs in the following industry sectors:

Facility Implications The four components of Linked Learning programs have distinct facility needs. 1. College Prep Academics need classrooms that are capable of supporting multiple modes of teaching as well as the newest educational technologies. 2. Demanding Technical Education course work may require specialized spaces, such as laboratories and studios, with customizable features. 3. Support Services for Linked Learning programs, and career/college readiness include group and one-on-one services that require private spaces smaller than a classroom. 4. Work-Based Learning often includes eld trips and work-based learning opportunities that take place o-site. Host schools may need to arrange for transportation and provide facilities that enable safe pick-up and drop-o of students.

Arts, Media, and Entertainment Building Trades and Construction Education, Child Development, and Family Services Energy and Utilities Engineering and Design Fashion and Interior Design Health Science and Medical Technology Information Technology Marketing Sales and Service Public Services

Oakland Unied School District Design Guidelines

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High School & Middle School Facilities

21st Century Classrooms

The academic and technical coursework for most pathway programs requires a classroom capable of supporting new technologies, oering high quality lighting and ventilation, and accommodating a range of teaching and learning styles. Such criteria is met by the 21st Century Classrooms Guidelines (LINK), summarized below. (Dedicated computer labs are included in this criteria.)

Refer to The 21st Century Classroom Design Guidelines for detailed description of Classroom elements.

http://ousddesignguidelines.mkthinkstrategy.info/21st-century-classrooms--stem.html

Oakland Unied School District Design Guidelines

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High School & Middle School Facilities

Specialized Classrooms
For some technical education programs, specic programmatic needs will require specialized rooms with more space, more robust utilities, and the capability to accommodate special equipment. These specialized classrooms should be designed with exibility to handle a variety of furniture and set-ups, so that the specialization comes from the ttings the room is congured with, rather than the architectural design itself.
1300 sq ft minimum Diversity of secured storage options Avoid carpeting Modular furniture and workstations At least 15 network drops per classroom Utility hook-ups for water and gas Capacity to install fume hoods Maximize natural light Use passive ventilation

Oakland Unied School District Design Guidelines

Design Guidelines

High School & Middle School Facilities

Specialized Classrooms
The architecture and infrastructure of specialized classrooms will support multiple curriculum-based congurations. Components and features added to the room will support the specic educational program currently occupying the space. Science Laboratory Sinks Chemical fume hood First aid Power and network connectivity Accommodations for safety equipment

Industrial/Technology Laboratory Workstations for computers Power and network connectivity Space for special equipment such as laser cutters, 3D Printers, robotics assembly, or other specialized tools Storage and removal access for hazardous waste.

Art/Design Studio Power and network connectivity Space for special projects and construction Display space for student work

Oakland Unied School District Design Guidelines

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High School & Middle School Facilities

Student Support Oce Space

Oce Space Linked Learning programs incorporate services and activities that take place outside the classroom in smaller oce-type spaces. These activities include private meetings with professional partners, college advising, or individualized evaluations. Accordingly, oces should feature:
Space for students to work with 1-2 adults. Floor-to-ceiling walls and sound insulation

to ensure privacy and condentiality.

Secure storage for student records and

other sensitive documents.

Access to classrooms that partner

organizations may use when needed. Flexible Use & Site-based Operational Control Because these services are often provided in conjunction with community partners, it is important that spaces are adaptable, and remain eective over time. To this end, consider:
Modular or temporary congurations of

large spaces into private oces, securable storage areas, and group meeting areas. Keying or electronic access systems that can be modied on-site. Separate secure storage accommodations for multiple users. Opportunities to use spaces with these characteristics in youth centers when available. (See Shared Use Guidelines)

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Design Guidelines

High School & Middle School Facilities

School Grounds & Athletic Facilities

Outdoor athletic facilities are an essential component of student health and wellness, supporting physical education (PE), team sports, and active social interaction. Additionally, these spaces allow schools to host events such as athletic competitions, graduation ceremonies, and community functions. (For more details on community use, see the Shared Use guidelines.) Each school has dierent needs that its grounds and outdoor space should support. An engagement process for improvement projects will help identify goals and priorities for the school community. As a starting point, the guidelines dene key elements and a framework for planning and discussion. Social Interaction & Lunch Areas
Site plans should include courtyards or

similar spaces in a way that enables casual interactions between students, socializing, and low-intensity activity. Throughout the campus, seating should be made available for small groups to eat lunch and relax comfortably (i.e. tiered steps, benches, etc.) Supervision of student areas by teachers and school administrators should be facilitated by proximity and clear lines of sight to classrooms, administrative oces, and circulation paths.

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Design Guidelines

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Indoor Athletics
Indoor athletic facilities are an essential component of student health and wellness, supporting physical education (PE), and team sports. Additionally, these spaces allow schools to host events such as athletic competitions, and community functions. Gym Courts Courts should support basketball, volleyball, badminton, and informal/exible recreational activities. Retractable seating arrangements cannot interfere with the full-sized courts when extended. Locate lighting, speakers, and scoreboard at least 20 from the ground in order to minimize the risk of damage. Locker Rooms Co-locate locker and shower facilities. Lockers should be congured in rows that are low enough to enable teacher supervision, while creating smaller, more private changing areas. Limit shower space to the minimum required to serve a single gym class, in compliance with title V. (Showers are not generally used at OUSD schools) Ensure student safety by providing clear lines of sight from coaches oces to locker room oor.
When planning spaces that can be used for

P.E. activities (including weight lifting, exercise equipment usage, aerobics, etc.), the oor area must be sucient to accommodate a full class of up to 60 students. Integrate A/V capabilities into the room. Teacher/Coach Oces Oces must enable eective oversight of locker room facilities. Circulation should allow coaches and teachers in their oce to respond quickly to disturbances in the locker room Provide oces with access to faculty restrooms. Storage Install separate keying for each secure storage location Provide separate storage for P.E. programs, after-school programs, and sports teams. Additional storage with shared access should be accessible from the exterior of the gym. High schools require more storage space than middle schools due to higher enrollment and a greater diversity of programs/ equipment needs. Shared Use Provide doors to the exterior, running water, and direct access to restrooms from the gym to enable community use. (For more details on community use, see the Shared Use guidelines)

Specialized P.E. Spaces

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Design Guidelines

High School & Middle School Facilities

Outdoor Athletics
Outdoor athletic facilities are an essential component of student health and wellness, supporting physical education (PE), team sports, and informal recreation. Additionally, these spaces allow schools to host events such as athletic competitions, and community functions. (For more details on community use, see the Shared Use guidelines.) P.E. & Team Sports Support
Open Space should consist of both paved

and green areas

Include jogging paths that are safe and fully

visible from convenient teacher location

Provide all-weather storage that is secure-

able by school sta

Athletic areas must be accessible to

Current Oakland Athletic League Programs

emergency vehicles
Supervision of activity areas should be

unobscured by buildings or other site features High School sports facilities should support Oakland Athletic League programs (see OAL website for more information: (http://www.ousd.k12.ca.us//Domain/173)

Men Bowling Cross-Country Golf Football Soccer Tennis Basketball Wrestling Baseball Track and Field Volleyball Softball Badminton Cheerleading Swimming

Women

Activities May be Accommodated o-site

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High School & Middle School Facilities

Multipurpose Rooms
Multipurpose rooms at middle schools and small high schools include a stage for school performances and events, and also serve as a cafeteria or gym during normal school operational hours. Stage Guidelines Height should be no greater than 3.5 feet. Stairs should provide access to stage level A backstage ramp is preferable to a lift, as it enables the movement of heavy equipment and instruments. If possible, provide backstage circulation leading to other rooms suitable for changing. Provide a dividing wall so the stage may be isolated from other activities that occur throughout the day. Design stages so that it can be used for some instructional purposes. Room Guidelines When possible, enhance acoustical quality through room configuration, acoustic baffles, or other methods. Provide easily accessible, secure storage for furniture items. Technology Infrastructure Sound system controls should be easy to understand and use. Projector and screen mounts should be integrated into the room. Consider the need for translation technologies When possible, include accessible floor/wall conduits to allow the school to implement evolving technology. Lighting Systems Windows will provide natural light during the day, which may be screened to enable viewing of projected images. House lighting controls should be simple and accessible. Stage lighting system should be modifiable to support different types of performances. When possible, use equipment that enables basic maintenance to be carried out safely by on-site staff. Ventilation These rooms should feature passive ventilation. Signage Doors, equipment, and controls should be clearly marked. Shared Use Access to multipurpose rooms and adjoining restrooms should be independent from the rest of the campus.

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Auditoriums
Auditoriums support Performing Arts, and may be used for school assemblies or community events. The large, advanced programs at comprehensive high schools often require this facility. Stage Guidelines Stage area should be sucient to seat a full band or orchestra and accommodate theatre and dance productions. Height should be no greater than 3.5 feet. Stairs should provide access to stage level A backstage ramp is preferable to a lift, as it enables the movement of heavy equipment and instruments. If possible, provide backstage circulation leading to other rooms suitable for changing. If possible, provide space backstage for the construction of theatre props. Storage rooms must be provided backstage. Consider the inclusion of catwalks and overhead spaces. Room Guidelines When possible, enhance acoustical quality through room conguration, acoustic baes, or other methods. Seating is typically xed and ramped for comfortable sight lines, however a school may choose an alternate conguration for its space based on functional requirements of intended uses. Adequate space should be provided between the rst row of seats and stage to allow for an orchestra group. Technology Infrastructure Sound system mounts should be integrated into the room. Environmental controls should be integrated into the room. Stage and house lighting system mounts should be integrated into the room. Projector and screen mounts should be integrated into the room. Integrated systems should be fully controlled through a production booth or station. Consider the need for translation technologies. Design oor/wall conduits with capacity to allow the school to implement evolving technology. Shared Use Access to auditoriums and adjoining restrooms should be independent from the rest of the campus. When possible, provide an entry lobby. When possible, provide an access route for vehicles to load and unload equipment.

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Performing Arts Classrooms

Middle Schools and High Schools require classroom space and practice rooms for instrumental programs, choir, and theatre. Classroom Space
Larger room area to accommodate larger

Practice Rooms
Proximity to performing arts classrooms Sound-insulated Space to accommodate groups of 2-3

classes and greater activity

Floor area accommodates varied furniture

types and congurations, including modular items (choral risers, small stage, etc.) Room materials limit the impacts of noise Room locations away from other classrooms limit the impacts of noise Room locations nearby auditorium or multipurpose space, allows spaces to be used as green rooms, changing rooms, etc. during performances Physical design enhances acoustical quality Very secure storage is standard Additional storage space is needed to support instrumental programs, to keep musical instruments secure overnight and well organized Fixtures and space to install built-in speakers Design oor/wall conduits with capacity to allow the classroom to implement evolving technology Sink/water access See 21st Century Classroom guidelines for ideal lighting provisions

students and their instruments (100-150 ft2) Rooms must have a window or an alternate way for teachers to easily supervise students. Design conduits with capacity to allow reconguration and integration of various technologies

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School Transformations
In an eort to support school quality in Oakland, some programs are expanding the range of grade levels that they serve. Most often these grade level expansions are K-5 programs transforming to K-8, or 6-8 or 9-12 programs transforming to a 6-12 model. In both cases, the needs of students at the new grade level may require adjustments to the school facilities in order to support teaching and learning in the new program. K-8 Model Guidelines Capacity School capacity should be sucient so that no students have to leave the school as they advance from 5th grade to 6th grade. When additional capacity must be added, avoid adding classrooms (such as portables) in a way that reduces the amount of usable school yard on the site. Classrooms Older Elementary School classrooms may lack the utility support, conguration, or technology infrastructure needed for Middle School science, technology, engineering or math programs. (See 21st Century Classroom Guidelines for additional details) Health + Wellness programs at the Middle School level may require facilities with dierent congurations than those available at the elementary school level. (See Shared Use guidelines for additional details) Cafeterias & Kitchens Cafeterias may require alternate congurations for middle school students. Consider kitchen preparation capacity, seating capacity, and furniture sizes. Gymnasiums, Multipurpose rooms Middle Schools should feature gymnasiums or have access to gymnasiums to support organized athletics. If multipurpose rooms are used for Middle School physical education, there should be enough storage to remove all non-athletic equipment from the room before use. See page 13 for basic locker room design guidelines. Outdoor Spaces and Grounds The site should feature or have access to a play eld for organized athletics. Provide outdoor spaces that allow students to socialize

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School Transformations
6-12 Model Guidelines Capacity School capacity should be sucient so that no students have to leave the school as they advance from 8th grade to 9th grade. When additional capacity is needed, avoid adding classrooms (such as portables) in a way that reduces the amount of usable school yard on the site. Classrooms Many older Middle School classrooms lack the utility support, conguration, or technology infrastructure needed for High School science, technology, engineering or math programs. (See the 21st Century Classroom Design Guidelines for more information on classroom components) Technical programs at the High School level may require specialized classroom spaces that are not present at Middle School campuses. Health + Wellness programs at the High School level may require facilities with dierent congurations than what is available at the Middle School level. (See Shared Use guidelines for additional details) Cafeterias & Kitchens Cafeterias may require alternate congurations for High School students. Consider kitchen preparation capacity, seating capacity, and furniture sizes.

Gymnasiums, Multipurpose rooms Gym facilities may require additional features to appropriately serve a larger, and older student body. Consider seating capacity, auxiliary spaces, and storage. (See page 12 for additional details) Outdoor Spaces and Grounds The site should feature or have access to a play eld for organized athletics. Outdoor spaces should be present that allow High School students to interact socially. School sites that serve High School students should have, or provide access to athletic facilities that support OAL sports programs.

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Additional Resources
Topic
Title Organization Source

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