Programming Documents for Pre-K for SA - The City of San Antonio

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Executive Summary The Brainpower Initiative Task Force, envisioned by Mayor Julián Castro and co-chaired by USAA CEO Maj. Gen. Joe Robles and H-E-B Chairman and CEO Charles Butt, will be recommending to the Mayor and City Council a ballot measure for the use of the 1/8-cent sales tax on November 6, 2012. The Brainpower Task Force has chosen Early Childhood Education across San Antonio as its area of focus. It is anticipated that this initiative will generate an estimated $29 million annually. It will also be eligible to receive matching state pre-Kindergarten dollars estimated at between $10 million and $11 million annually. The measurable outcome for this initiative will be to dramatically and sustainably raise achievement for the children of San Antonio as measured by the third grade state tests in reading and mathematics. What differentiates this investment is that it will be in results for the children of San Antonio – not simply funding of more programs. There will be common milestones for clearly measuring progress each year so that everyone in the city knows what is being achieved. Providers who do not achieve results will be supported in course corrections and disinvested, if necessary. The Task Force has determined that the best investment is in pre-K education. There are about 20,000 4-year-olds in San Antonio, 16,000 of whom are eligible for half-day pre-K under state and federal guidelines (factors include income, language, foster care settings, and military families). One-quarter of these eligible children are not currently being served in full-day kindergarten. If approved, this initiative will invest in a three-part strategy to serve 4,500 annually, with a focus on those who are at risk of not being prepared to hit the ground running in kindergarten. It will serve an estimated 19,275 children over 5 years. The strategy includes: 1. Establish two world-class early learning centers that serve 700 children and model best practices. In subsequent years, develop additional exemplary centers to serve an additional 800 children. Participating students will be chosen through a lottery. 2. Raise student achievement in existing pre-K classes through citywide capacitybuilding and support for all pre-K teachers to create a highly capable pre-K workforce that consistently demonstrates effective teaching of young children. 3. Serve an additional 3,300 4-year-olds who are eligible under state and federal guidelines but not currently enrolled in full-day pre-K, and incentivize providers to serve an additional 500 children through a sliding scale. (800 of those 3,300 will be served in model centers in later years.) The data is clear. The best investment in America to improve educational outcomes is pre-K education. Research at the University of Wisconsin found that an average of $6,730 invested in early education saved $47,759 by eliminating or reducing expenses associated with remediation, unemployment and incarceration. 3
In Dividends of Early Learning, Arthur Reynolds shows that attendance in pre-K leads to: • 29% increase in graduation rate for at-risk children; • 41% reduction in later placement rates in special education; • 40% less likelihood of being retained in one or more grades. 4
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An Architectural Space Program for
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Foreword Facility programming and C
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Table of Contents Chapter Page Exec
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Acknowledgements Acknowledgements A
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Executive Summary 1
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Executive Summary are under-served.
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Executive Summary Preliminary Proje
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Executive Summary An Architectural
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Space and Adjacency Requirements In
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Definitions Space and Adjacency Req
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Building Organization Space and Adj
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Detail Space Summary Space and Adja
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Space and Adjacency Requirements Ov
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Space and Adjacency Requirements wi
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Detail Adjacency Diagram Space and
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Non-Assignable Spaces Space and Adj
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Code and Standards 3
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Code and Standards Other codes and
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Code and Standards 3. Furniture mat
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Code and Standards individual activ
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Code and Standards ■■ ■■
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Code and Standards 24. One hand-was
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Code and Standards have no protrusi
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Code and Standards 47. A working sm
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Code and Standards 7. Tuition based
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Code and Standards from large expan
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Code and Standards 8. Doorways shal
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Code and Standards children’s art
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Code and Standards ■■ ■■
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Technical Requirements Introduction
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Technical Requirements Room Data Sh
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Technical Requirements Instructiona
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Technical Requirements Administrati
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Technical Requirements Professional
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Technical Requirements Professional
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Technical Requirements Building Sup
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Technical Requirements Exterior Are
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Technical Requirements Non-Assignab
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Site Studies 5
Page 118 and 119: Site Studies An Architectural Space
Page 121 and 122: Programming Estimate Programming Es
Page 123: Preliminary Project Schedule 7
Page 126 and 127: Preliminary Project Schedule An Arc
Page 129: Appendix A
Page 132 and 133: • A site within the Medical Cente
Page 134 and 135: • Two new centers will be constru
Page 136 and 137: • Classrooms should be configured
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Page 140 and 141: system the upper grades three throu
Page 143 and 144: Meeting Notes City of San Antonio E
Page 147 and 148: main building corridor for easy acc
Page 151: • Rebecca Flores will coordinate
Page 154 and 155: • Bart Mulcahy recommended that a
Page 159: also need an area for personal item
Page 162 and 163: • Consideration to be given to in
Page 165 and 166: SA2020 Brainpower Initiative Task F
Page 167: Introduction In May 2011, Mayor Jul
Page 171 and 172: San Antonio Brainpower Initiative P
Page 173 and 174: 4. A rigorous program evaluation th
Page 175 and 176: • Clear data use for informing de
Page 177 and 178: Governance and Leadership Enabling
Page 179 and 180: BRAINPOWER INITIATIVE - DRAFT O
Page 181 and 182: Sales Tax Projections The sales tax
Page 183 and 184: Assessment of Applicants and Invest
Page 185 and 186: • Milestone: 100% of leaders will
Page 187 and 188: APPENDIX A: Model Centers The key t
Page 189 and 190: APPENDIX B: Assessment Strategy Tea
Page 191 and 192: APPENDIX D: Brainpower Timeline Ove
Page 193: APPENDIX E: Initial Messages to Pot
Page 201: Appendix D
Page 204 and 205: Site Design H/S/OO Ref Item Directi
Page 206 and 207: Playground H 5.4 Hazards No drainag
Page 208 and 209: Classroom - Infants (Early Head Sta
Page 210 and 211: Classroom - Infants (Early Head Sta
Page 212 and 213: Classroom - Toddlers (Early Head St
Page 214 and 215: Classroom - Pre-School (Head Start)
Page 216 and 217: Children’s Classroom Toilet H 7.7
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Kitchen H 7.7.14 Heavy duty commerc
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Central Resource Storage H 7.1.16 M
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Elementary School Design Guide Stan
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07-19-2012 NISD Playground Dimensio
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Appendix F
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LEED 2009 for Schools New Construct
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Appendix G
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Appendix G An Architectural Space P
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SCF I scf Item # 6 Date 4-1 9-07 AM
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TM 3/12/09 Item No.4 AN ORDINANCE 2
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7. That the City of San Antonio eva
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ASHRAE Advanced Energy Design Guide
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SECTION 7. Chapter 24, Article II.
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d. Urinals in commercial buildings
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Appendix I
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1. Scope ..........................
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8.4.3 Summary .....................
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19.3 Mechanical Generation ........
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2. How to use this document 2.1 Qua
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3. Qualifications 3.1 Contractor Qu
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4” Straight Screwdriver 6” Stra
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5. Network Installation Summary The
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5.2.6 Arranging Equipment Cabinets
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The following Heating, Ventilating
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5.6 Quality Assurance This section
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6. Horizontal Cabling Standard 6.1
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ELFEXT is derived from swept freque
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B. The wiring blocks shall be fire
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4. Terminate Category 5e four-pair
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7.2.2.1 Approved Manufacturer’s 1
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2. General Cable 3. Mohawk/CDT 4. S
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Wall mounted support brackets may b
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from flowing into the conduit. Cond
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A third type of conduit support is
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8.4.3 Summary This section includes
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2. The TGB shall be sized for the i
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8.4.7.1 Examination A. Field Measur
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c. Two or more additional welds sha
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Support systems provide a pathway f
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Trays can be installed parallel to
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installation (e.g., within a condui
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10. Firestopping 10.1 General A fir
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2) Press a second pad of putty, if
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NOTE-This requirement is intended t
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12 Aqua 24 Aqua/Black Tracer 36 Aqu
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13. Safety And Cautions For Fiber O
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14. Fiber Optic Installation Requir
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15. Fiber Optic Cables 15.1 Cable T
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Some indoor cables are black or oth
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) Use a swivel pulling eye to conne
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16. Fiber Optic Termination 16.1 Ge
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When special tools are required, us
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17. Testing The Installed Fiber Opt
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18. Administration, Management, And
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19.5.1 Legacy scheme The Legacy sch
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• Continuity to the remote end
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3) Measuring link attenuation (each
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Total fiber loss in dB = (fiber los
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Backbone 1. A facility (e.g., pathw
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Channel 1. The end-to-end transmiss
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Fire Retardant Any substance added
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2. An optical fiber cable with conn
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Screened Twisted-pair Cable A cable
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Tip A means for identification of o
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End Finish The quality of the end s
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Power Budget For network equipment,
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µm micron; one millionth of a mete
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ANSI/TIA 492AAAB-1998 (r2002), Deta
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IEEE 802.3-2005 (also known as ISO
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(301) 215-4500 fax www.neca-neis.or
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Programming Documents for Pre-K for SA - The City of San Antonio

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