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

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Brainpower Initiative – Funds Flow Analysis Tax dollar revenues City Manager’s Office Brainpower Initiative Organization Evaluation Partner Assessment & Data Use Support Parents (Non-‐Eligible Sliding Scale) Districts Model Centers Professional Development Providers Providers of Added Slots Parents (Non-‐Eligible Sliding Scale) Districts State ADA Funds per Student Teacher Salaries 17
Assessment of Applicants and Investees Key Questions to Determine Qualifications of Potential Providers 1. Do key people have the attributes and capabilities that predict success? 2. Is prior achievement strong in most relevant work of the provider? 3. Is the provider clear in terms of needed intensity/duration to make a difference in their approach/services? 4. Is “cost for human gain” strong compared to similar approaches/providers? 5. Has the provider clearly tracked data to show success? And better still, used it to make changes? 6. Are there strong project level impact potentials beyond specific results? 7. Are there reasonable impact possibilities or replication that goes beyond the project? Key Questions for Those Requesting Investment To learn what the result is projected to be: 1. Define the mix of children with whom you will work in terms of degree of difficulty in getting to school readiness and third grade school achievement. 2. Of the four-year-olds with whom you will work, how many will arrive at kindergarten ready to learn as measured by the citywide assessment? 3. Given the specific population with which you propose to work, how many children do you project would arrive ready without your program versus with it? 4. Of the four-year-olds you look to serve how many will you be willing to bet on reaching grade level in third grade literacy and numeracy? To determine chances the result will be achieved: 1. What is the level of past success of the applying group in achieving results in this area? 2. What are the most critical points of approach or any other factor you see as critical in your program to achieve results? 3. Who are the key people who will lead your program and interact with children to achieve results 4. How will you know whether you are on track to deliver the results to which you are committed? Key Questions for Interim Reports 1. Are you serving the same mix of children with regard to degree of difficulty in getting to school readiness and third grade achievement as you defined in your plan? If not, how has that mix changed? 2. Are you on track to achieve stated results with the time and money remaining? 3. If not, please tell us how far off course you are regarding time and/or money? 4. If you are off course please state the reasons and tell us what you are doing to get back on course. 18
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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
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Site Studies An Architectural Space
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Programming Estimate Programming Es
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Preliminary Project Schedule 7
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Preliminary Project Schedule An Arc
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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
Page 138 and 139: • Bill Hensley / Bryan Sibille to
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 and 168: Introduction In May 2011, Mayor Jul
Page 169 and 170: In Dividends of Early Learning, Art
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: Sales Tax Projections The sales tax
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
Page 218 and 219: Kitchen H 7.7.14 Heavy duty commerc
Page 220 and 221: Central Resource Storage H 7.1.16 M
Page 223 and 224: Elementary School Design Guide Stan
Page 225 and 226: Elementary School Design Guide Stan
Page 227: 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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