DISTRICT COLUMBIA

Recommendations

Info

70 Figure 5.7: Cave spaces for quiet reading at Roosevelt Elementary in Medford, OR Figure 5.8: A broad range of furnishings support student comfort and study 1h: Cave Space What is the quality of cave spaces? One of David Thornburg’s Primordial Learning Metaphors, the cave, is a place for introspection and learning from oneself. 1i: Universal Design To what extent does the school provide for students of all mental and physical abilities? Universal Design for Learning (UDL) principles for curriculum development offer instructional goals, methods, materials and assessments that work for students of all abilities. UDL is now included in the Common Core Standards for all District schools? The Americans with Disabilities Act (ADA) requires physical accessibility to all principal learning spaces. UDL and ADA criteria can measure to what extent the physical environment supports the delivery of curricula that meet the needs of learners of all abilities. For more on Universal Design for Learning see the National Center on Universal Design for Learning: http://www.udlcenter.org 1j: Furniture Is a variety of furnishings offered throughout school? A space used for a variety of learning activities should offer flexible furnishings to best support students while they are engaged in various activities. Additionally, furniture should be sized to ergonomically support student’s bodies as they develop and allow for the sort of movement that maintains blood flow and attention.
Figure 5.9: Students use mobile laptops for group research at GATES Senior High School in Lutz, FL Figure 5.10 A good teacher workroom provides space and resources for teachers and Professional Learning Communities to work together and collaborate 1k: Technology How well is technology integrated with the curriculum and principal learning spaces? In order for students to engage in inquiry and projectbased learning, and build 21st century literacies and skills, they must have access to computing and communication technology. The physical environment should enable the use of this technology in everyday curricula to be seamless and support multiple ways of engaging technology. 1l: Acoustics What is the quality of acoustics in principal learning areas? The relationship between poor acoustics and lowered academic achievement is well documented by a number of studies. Appropriate acoustics are critical for students to be able engage verbal presentations and even more critical in environments where multiple learning activities are taking place simultaneously. The criteria below are consistent with best practice as set forth by Acoustical Society of America (ASA). 1m: Teacher Professional Space To what extent does school create a professional environment for teachers? To support DCPS’s professional learning communities (teaching teams) and teacher professional development, teachers should have professional office space to plan coursework, collaborate with colleagues and meet with parents. 71
Page 1 and 2:
2013 PUBLIC EDUCATION MASTER FACILI
Page 3:
TABLE OF CONTENTS CHAPTER FIVE: FAC
Page 6:
2 HIGH QUALITY EDUCATION FOR ALL CH
Page 9 and 10:
ASSESSMENT OF NEED ASSESSMENT OF NE
Page 11 and 12:
Cluster Number 2 Cluster Name DCPS
Page 13:
LONG-TERM STRATEGIES Some of the re
Page 16 and 17:
12 BACKGROUND As part of the reform
Page 18 and 19:
KEY MAP DCPS & CHARTER SCHOOL DCPS
Page 20 and 21:
16 LEARNING FROM RESEARCH AND BEST
Page 22 and 23:
18 slightly different approach, all
Page 24: 20 PROJECT COMMUNICATION AND OUTREA
Page 27 and 28: GUIDING PRINCIPLES “What matters
Page 29 and 30: RELATIONSHIP TO PREVIOUS STUDIES 20
Page 31 and 32: KEY MAP DCPS & CHARTER SCHOOL DCPS
Page 33 and 34: FACILITY CONDITION The information
Page 35 and 36: CHAPTER 3 Enrollment, Capacity and
Page 37 and 38: CAPACITY BY CLUSTER CAPACITY BY CLU
Page 39 and 40: GSF GSF per per Enrolled Student v.
Page 41 and 42: Comparison of Enrollment between DC
Page 43 and 44: ENROLLMENT BY CLUSTER ENROLLMENT BY
Page 45 and 46: GSF Utilization FINDINGS ENROLLMENT
Page 47 and 48: OPPORTUNITIES Meetings with the wor
Page 51 and 52: CHAPTER 4 Population and Enrollment
Page 53 and 54: POPULATION CHANGE BY CLUSTER DEMOGR
Page 55 and 56: FORECAST RANGES Figures 4.6 - 4.7 s
Page 57 and 58: POPULATION FORECAST POPULATION FORE
Page 59 and 60: Population Forecast by DC Office of
Page 62 and 63: 58 PREDICTED ENROLLMENT ENROLLMENT
Page 64 and 65: 60 POPULATION FORECAST PROJECTED UN
Page 66 and 67: 62 SNAPSHOT OF NEIGHBORHOOD CLUSTER
Page 68 and 69: 64 FACILITY QUALITY AND CONDITION S
Page 70 and 71: 66 In general, this index is a rela
Page 72 and 73: 68 and democratically decide who ge
Page 76 and 77: Welcoming Entry. m left). elcoming
Page 78 and 79: a ws how the he overall ). r cafés
Page 80 and 81: 76 Figure 5.19: Students dig in the
Page 82: 78 FINDINGS These findings refer to
Page 85 and 86: FACILITY QUALITY QUALITY FACILITY Q
Page 87 and 88: EQUITY EQUITY 1998-2018 DCPS AVERAG
Page 89 and 90: TRAVEL DISTANCE TRAVEL DISTANCE AVE
Page 91 and 92: EFEI Score 50% 45% 40% 35% 30% 25%
Page 93 and 94: Persistent Areas of Need Figure 5.3
Page 95 and 96: Capital Improvement Plan Constructi
Page 97 and 98: CHAPTER 6 Prioritization Framework
Page 100 and 101: 96 CURRENT FIT NEED ASSESSMENT How
Page 102 and 103: 98 ASSESSMENT OF NEED ASSESSMENT OF
Page 104 and 105: 100 2017 PROJECTED FIT AND ITS RELA
Page 106 and 107: 102 1998-2012 DCPS MODERNIZATION EQ
Page 108 and 109: 104 ASSESSMENT OF NEED ASSESSMENT O
Page 110 and 111: 106 2017 PROJECTED NO. OF SCHOOL- A
Page 112 and 113: 108 FACILITY CONDITION AND QUALITY
Page 114 and 115: 110 Facility Needs Measures and Wei
Page 117 and 118: CHAPTER 7 Recommendations
Page 119 and 120: ASSESSMENT OF NEED ASSESSMENT OF NE
Page 121 and 122: STRATEGIES TO ADDRESS NEEDS Short-T
Page 123 and 124: ST6: CREATE THE SPACE AND ENVIRONME
Page 125 and 126:
Since no Phase 2 modernizations hav
Page 127 and 128:
ACKNOWLEDGEMENTS
Page 129 and 130:
Working Group Alternates Rosalyn Hu
Page 131 and 132:
APPENDIX A: SCHOOL LISTING
Page 133 and 134:
2008 DCPS Facility 2012‐2013 DCPS
Page 135 and 136:
2008 DCPS Facility 2012‐2013 DCPS
Page 137 and 138:
133
show all

DISTRICT COLUMBIA

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?