The Plasterform Way An energetic, experienced approach with an obsessive attention to service and detail, and the capacity to create large and complex castings.AAV Educational Specifications - Facility Design (CA Dept of Education)This is an Accessible Alternative Version of the publication Educational Specifications: Linking Design of School Facilities to Education Program (PDF; 1. MB). The Adobe Acrobat Portable Document should be the preferred version for downloading. This document was prepared by the School Facilities Planning Division, California Department of Education. Retrofit Online Tools . Cost of Waiting Estimator from GE Compare the cost of electricity. Madison Landmarks #2: Pierce House 424 N. Midtown: A Blueprint for Better. To launch the 2017 I Look Up Film Challenge, AIA presents a short documentary film on how architecture firm Duvall Decker has. You need upgrade your browser to see the projects You need upgrade your browser to see the globe. Hurt & Proffitt Hires Sharon Carney as Economic Development Consultant/Grant Writer. Hurt & Proffitt welcomes Sharon Carney to our staff adding a new line of service. If a road is dedicated to the public in a subdivision within the unincorporated county, that road is a county road. The process in chapter 36.81 RCW would thus not be. SDS/2 Drafting works exactly like SDS/2 Detailing when it comes to shop drawing creation and report generation, along with viewing the 3D model and any assigned statuses. Contents. Foreword. Preface. Acknowledgments. Introduction: How to Use This Document. Chapter 1 - The Meaning of Educational Specifications. Chapter 2 - The Role of Educational Specifications in Facility Planning. Chapter 3 - Development of Educational Specifications. Chapter 4 - Suggested Format for Educational Specifications. Chapter 5 - Annotated Outline for an Educational Specifications Document: Parts I and IIChapter 6 - Part III of the Annotated Outline: Activity- Area Requirements. Chapter 7 - Parts IV and V of the Annotated Outline: Summaries of Area Relationships and Space Requirements. Conclusion. Appendixes. Appendix 1: Master Planning and Overall Goals. Appendix 2: Remodeling Facilities. Appendix 3: Public Relations. Appendix 4: Selecting the Architect. Appendix 5: Project Delivery. Appendix 6: Site Selection. Appendix 7: Safe Architecture for Schools. Appendix 8: School Disaster Preparedness Plan. Appendix 9: Facility Activation, Orientation, and Postoccupancy Evaluation. Appendix 1. 0: Sample Form ES- 3: Facilities Inspection Summary. Appendix 1. 1: Constructibility Reviews. Selected References. Foreword The shape of our students' learning environment must be carefully planned to support our educational objectives as well as to provide safe, clean, and technologically up- to- date facilities. The planning process begins with the definition of educational goals and the development of educational specifications. The California Department of Education has prepared this document, Educational Specifications: Linking Design of School Facilitiesto Educational Program, to help school districts develop specifications based on a fundamental principle of modern architecture: form follows function. Educationally effective facilities must correspond to and support the curriculum function they are designed to house. The facilities should reflect the belief of adults in our society that education is important. Our students are young, but they are not stupid. They have been to the mall. They know what buildings look like when adults are serious, caring, and engaged about the purpose of those buildings. As new educational concepts emerge, school design must follow those concepts. Until recently, educational reform has understandably been focused primarily on developing high- quality teachers and promoting excellence in instructional methods and technology. Recent research, however, has revealed a critical relationship between learning and the physical environment in which it occurs. An awareness is growing that a school facility may do more than simply house the instructional program. The facility is part of the program. Educating our diverse student population presents challenges that can be met only by carefully defining each community's needs and designing a curriculum to meet those needs. The educational specification becomes the vehicle the architect uses to translate the curriculum and the instructional program into a beautiful, economical, and functional educational environment that can help shape the way our communities enter the twenty- first century and influence the quality of life in our neighborhoods thereafter. This document is intended to be a guide in that process. I hope that you will find it useful. Delaine Eastin. State Superintendent of Public Instructionback to top. Preface. In 1. 99. California Department of Education was directed by the Legislature to formalize regulations governing standards for the design and construction of new school facilities. Included with those standards are requirements for the submittal of educational specifications. They are also listed in the California Code of. Regulations, Title 5, Section 1. Educational specifications for school design shall be prepared based on the district's goals, objectives, policies, and community input that determine the educational program and define the following: Enrollment of the school and the grade- level configuration. Emphasis in curriculum content or teaching methodology that influences school design. Type, number, size, function, special characteristics of each space, and spatial relationships of the instructional area that are consistent with the educational program. Community functions that may affect the school design. To implement the regulations and assist school districts in preparing educational specifications, the Department has provided two options for districts to consider when requesting plan approvals. Districts may submit (1) complete educational specifications as suggested in this document; or (2) minimum specifications. Copies of the forms to be submitted and advice on their use can be obtained from the School Facilities Planning Division, California Department of Education; telephone 9. In most cases, especially for large projects, school districts will submit the complete educational specifications rather than the minimal ones. Submitting educational specifications with schematic design- phase documents (preliminary plans) will facilitate the approval process in the California Department of Education. Susan Lange. Deputy Superintendent. Department Management Services Branch. Ann M. Evans. Division Director. School Facilities Planning Division. Ellen Aasletten, AIASenior Architect. School Facilities Planning Division. Acknowledgments. The State Superintendent of Public Instruction and the California Department of Education are indebted to everyone who contributed ideas and critiques during the development of this document, especially to those school districts and their design consultants that used the rough draft as a guide for developing educational specifications for their projects. The generous feedback they provided was invaluable. The Superintendent and the Department are also grateful to the members of the many professional organizations that provided information to expand the document's scope. Included in this list are the American Institute of Architects, California Council; the Coalition for Adequate School Housing; the Council of Educational Facilities Planners, International; and the California School Boards Association. The list of individuals to be thanked includes past and present members of the Department of Education's School Facilities Planning Division who worked long and hard to develop the document and other Department employees who contributed information and comments. Special thanks are extended to Jan Agee, Duwayne Brooks, Michelle Collins, Lorene Euerle, Julian Gonzales, Henry Heydt, Cecelia James, Tom Payne, Sue Pendleton, Patricia Jones Penn, Urvan Rodriguez, Patricia Rose, Stan Rose, Leroy R. Special thanks are also extended to Anne Taylor, Educational Consultant, who reviewed the draft for conformance with current educational theory. Introduction: How to Use This Document. The purpose of this document is to assist school district staff, in cooperation with school and community leaders, in preparing educational specifications. The document includes a definition of the specifications, suggested procedures, and a model format. More importantly, the purpose is to help craft visions for educational programs for the twenty- first century and the facilities necessary to support those visionary goals. Note: The intent of this guide is to provide a model only. Both the form and the content of a district's document should reflect the specific goals and plans of the district and the community. Although parts of this guide may be inappropriate for a particular project because of its size or type, topics should be reviewed to discover whether they are relevant. Organization of This Document. This document is divided into chapters to parallel the logical development of educational specifications: Chapter 1 discusses the meaning of educational specifications. Chapter 2 delineates the role of educational specifications in facility planning and the effects of a restructured curriculum on those specifications. Chapter 3 describes the process of developing educational specifications. Chapter 4 suggests a format for the educational specifications document. The outline is divided into five parts: (I) Project Description; (II) Project Design Factors; (III) Activity- Area Requirements; (IV) Summary of Area Relationships; and (V) Summary of Space Requirements. It is presented in skeletal form to give a quick overall view of what is included in educational specifications. Chapter 5 presents an annotated outline of the specifications for Part I, . Chapter 7 contains the last two parts of the annotated outline - Part IV, . The complete documentation of project requirements before the design process is begun helps in all phases: design, construction, occupancy, and postoccupancy evaluation. The project should be reviewed in relation to the educational specifications at each phase so that elements needed to support the curriculum are not lost in process. Examples might include the following: If the project architect does not include teacher preparation space or other spaces necessary to support learning in design development, such spaces can be included in a later phase of the project only with difficulty. If, however, the design development documents are reviewed in relation to the educational specifications before the acceptance of the design development phase, the needed changes can be made easily and cost- effectively. The value of that approach holds true for the multitude of spaces, elements, and systems that exist in every project. Equipment Screens for Contractors . That’s why we go to great lengths to make things easier for you. Here’s what you get with a Roof. Screen project: Fast quote. We’ll even do the take- off. Stamped engineering and shop drawings. Dedicated project manager. Installation manual. Full phone support. Engineering support.
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