Guide The California GATE and CAASPP Testing Survival Guide

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Contents:
  1. Roosevelt Elementary School
  2. Post navigation
  3. AAV Educational Specifications

We couldn't have done it without you! Con- gratulations to our top seller for our Pacific Fundraiser - Alina Wolliston. We had a great time at Shakey's - good food, good company, good karaoke.

Roosevelt Elementary School

Our first annual trunk or treat and car show was also a lot of fun! All the profits made from these events go directly to pay for field trips, buses, and assemblies so we need your continued support! Lastly, the items from the member- ship drive will be distributed shortly - thank you for your patience!

Don't forget to join us every first Tuesday at for our meetings! PTA President. Winter is here and bringing with it needed rain. Our students are looking forward to begin planning our gardens for spring. Check our Student Garden Pages for updates and pictures! We are proud to announce that Roosevelt has implemented a technology plan for all of our TK-5th grade classes.

Post navigation

All students will have their own device to use on a daily basis at school. Technology devices have been distributed by grade level. Grades TK through 1st are using iPads, and 2nd grade through 5th are using chrome books. See the California Code of Regulations, Title 5 , Section , on the application of standards to locally funded school districts.

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Those requirements are delineated in Education Code Section c. 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:. 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 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.

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. 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.

Small, and Robert D. Special thanks are also extended to Anne Taylor, Educational Consultant, who reviewed the draft for conformance with current educational theory. 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.

This document is divided into chapters to parallel the logical development of educational specifications:. Note: Completion of the annotated outline and sample form for all five parts, together with public review, will produce the data needed to prepare a complete educational specifications document. Complete documentation of all project requirements will help district and school staff respond to public comment on what is included in the project, what is not included, and why items were included or omitted. 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:. Comprehensive educational specifications link facility design to the educational program and serve as documentation for the completed facility. In future evaluations understanding the reasons that shaped the spaces may be valuable in implementing changes necessitated by new developments in teaching or technology.

Educators must remain active in facility development and not delegate program decisions or interpretations to others. They are the only qualified advocates for the cultural and developmental needs of the ultimate clients; that is, the students and the teachers who serve them. The best projects evolve from constructive dialogue between designer and educator.

An architect can offer new alternatives in design and technology but may not be proficient in educational theory or instructional delivery systems. Educators must work with architects and district business officials collaboratively to apply creative problem solving to facility issues without losing sight of educational issues.

A complete educational specifications document helps keep the educator in charge and facilitates communication within the project stakeholder group. To be effective in this role, however, the educational specifications document must reflect consensus in educational goals by all stakeholders: educators, students, administrators, classified staff, parents, and the general public. Uncertainty sometimes exists as to the precise meaning of the term educational specifications.

For that reason this chapter is devoted to defining the term and distinguishing it from other terms with which it can be confused. Educational specifications are interrelated statements that communicate or specify to the architect, the public, and other interested parties what educators believe is required for a proposed educational facility to support a specific educational program. Educational specifications serve as the link between the educational program and the school facilities. They translate the physical requirements of the educational program into words and enable the architect to visualize the educational activity to be conducted so that the architectural concepts and solutions support the stated educational program.

The educational program describes the curricula, learning support programs, activities, and persons to be served; defines educational requirements; and represents local community consensus on educational priorities. It should be prepared by educators and should not prematurely suggest architectural solutions. The architect may lead in the development of the building program but needs guidance from educators in interpreting requirements and determining priorities.

AAV Educational Specifications

Educational specifications are sometimes confused with construction specifications and are often confused with a facilities master plan. Construction specifications are documents developed by the architect as part of the contract documents contract, drawings, construction specifications, and change orders to delineate the construction materials, methods, and systems necessary to complete the project. Educational specifications are not a part of the construction specifications except as specifically included in the contract documents because of the project delivery method selected.

See Appendix 5. A facilities master plan is a compilation of information, policies, and statistical data about a school district. The plan is organized to provide a continuing basis for planning educational facilities that will meet the changing needs of a community and offer alternatives in allocating resources to achieve the district's goals and objectives. The relationship of educational specifications to a facilities master plan can be seen in the following outline:. Educational specifications are a part of a total planning process, a natural outgrowth of a comprehensive facilities master plan.

The cost of implementing the educational specifications is folded into the capital improvement plan. Educational specifications rely on many of the elements of the facilities master plan but pertain to a specific building project or group of projects. A facilities master plan pertains to districtwide objectives over a longer period of time. See Appendix 1.

Although the development of educational specifications is the keystone of the facility planning process, it is only one part of it. The process is a continuum, as shown in Figure 1. The first step in any educational project is to assess the existing situation and define what actions are to be undertaken. To be included are a determination of what is to be taught, how it will be taught, and what education and learning support activities are to be housed; the number of students to be housed; grade-level organization; review of district goals and policies; assessment of existing facilities; population projections; community needs; and site selection if necessary.

Evaluation of sites includes a review of environmental impact and geotechnical reports that may be applicable to the site under consideration. See appendixes 1 and 9. The architect should be asked to design a school after a complete set of educational specifications is developed. If the school district does not have staff with expertise in writing educational specifications, then the programming or preparation of educational specifications may be included in the contract with the architect. This responsibility may properly be negotiated as extra services.

Although the architect may not be an educator, his or her past experience with school planning and knowledge of the relationship between function and design can make a valuable contribution. If the architect is inexperienced in writing educational specifications, it may be advisable to contract with consultants who have cross-disciplinary backgrounds and are specifically experienced in facility programming. Design development cannot be successful until the project requirements are defined.