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Welcoming Entry. m left). elcoming Entry at n Koulu (Metsola l), Finland. ment viting school entry will contain some hat speaks to what makes the school discussion, please see Figure 2-1, as Local Signature." y fabric canopy or a more elaborate covered entry is valuable. Parents ool with younger siblings in strollers nder their arms and appreciate a space between the school entry and place where they might be dropped m a car or bus and wait out a heavy turally, a covered entry provides more eating a ceremonial quality to the gure 2-2). wisdom that all schools need places ity (and this includes parents) can e community should, preferably, be 72 “Eyes on the Street” Office Community Space (also see Pattern #24) Student Display Covered Entry Community Space Signature Element Figure 5.11: A welcoming entry should be inviting to students, families, and members of the school community incorporated as a key entrance element. This serves two purposes. First, it adds to the welcome feeling of the school entry, and second, it enhances the security of the school. Communities can be welcomed into school in a variety of spaces. Located by the entrance, a so-called "parent/ community room" can be a multi-purpose space that allows parents and community members to hang up their coats, have meetings and make telephone calls, make copies, send faxes and access the Internet. Ideally such rooms should also have a mini-kitchenette where parents and community members can make coffee, obtain a soft drink or warm up lunch. Alternatively, the community room can serve as a workroom for parents and community, and there can be a separate place for informal meetings that connects the school to the outside world. In the case of Cristo Rey Jesuit High School in Minneapolis (Figure 2-3), the bright glassed-in entrance is a place for the community to meet and share ideas each morning. Figure 5.12: The library at Francis-Stevens Elementary School in Washington, DC offers books, Writeboards, and other media to students and teachers 25 PATTERNS ALIGNED WITH DCPS PHASE TWO MODERNIZATION 2a: Welcome Entry How welcoming is the entrance to the school? Research shows student achievement increases with greater parental and community involvement. The physical environment of the school should make parents and community members feel welcome, and provide space for them to be received and learn about the school. 2b: Shared Media Resources To what extent are media resources distributed for justin-time access? To support inquiry and project-based curricula, students need access to digital and print media resources on demand. This set of criteria evaluates the ways in which the Library Media Center functions as “high technology information distribution center,” as described by the DCPS Design Guidelines. It determines the ways in which the Library Media Center is a place for students to connect with the world through books, communication technology, and information technology. 2c: Student Display Space How extensive are student display spaces? Student achievement and work in progress should be celebrated and presented throughout the school to provide positive reinforcement to learners and inform the community within and outside of the school. This set of criteria evaluates the extent and quality of display space and systems.
Figure 5.13: Tiered music room at Francis-Stevens Education Campus in Washington, DC Figure 5.14: One of two gyms at Francis-Stevens Education Campus in Washington, DC 2d: Arts Studios How well equipped are art labs? The visual arts provide an opportunity for student creative expression and learning through making. This set of criteria evaluates the effectiveness of visual arts space in supporting student work in a variety of media – physical and digital, and the flexibility of these spaces for different modes of art instruction. 2e: Music and Performance To what extent is music and performance supported? The practice and performance of music and drama offer students an opportunity to build confidence and express themselves beyond verbal and written communication. This set of criteria evaluates the quality of space for music and performance. 2f: Life Skills Areas To what extent is a life skills curriculum supported? The school should provide for the practical life skills, and emotional skills needed to become a whole, productive adult. This set of criteria evaluates the extent to which the facility supports programming and experiences that help students build life skills. 2g: Health and Physical Fitness To what extent are health and physical fitness supported? The school environment should support student health and well-being, and offer opportunities to develop lifelong fitness habits. This set of criteria evaluates the quality of indoor and outdoor space for supporting student health and fitness through exercise and recreation. 73
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2013 PUBLIC EDUCATION MASTER FACILI
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TABLE OF CONTENTS CHAPTER FIVE: FAC
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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
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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
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16 LEARNING FROM RESEARCH AND BEST
Page 22 and 23:
18 slightly different approach, all
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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 74 and 75: 70 Figure 5.7: Cave spaces for quie
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
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APPENDIX A: SCHOOL LISTING
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2008 DCPS Facility 2012‐2013 DCPS
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2008 DCPS Facility 2012‐2013 DCPS
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DISTRICT COLUMBIA

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