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

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APPENDIX C: Texas High Stakes Testing Implications • In spring 2012 Texas will move from TAKS to STAAR and in 2013 STAAR will be used for national accountability measures. This will be a more rigorous test that shifts the focus to college and career readiness and backs performance standards down to third grade. The new test will be longer and will be timed. STAAR intends to have content and performance standards that are an aligned system from grade 3 to college and career readiness to prepare all students for postsecondary opportunities. Starr uses performance standards that are not set in isolation but informed by data from research studies that include comparisons with national and international assessments • Commended performance on TAKS has been seen for several years now as a better way to compare Texas to other states as well as to look at student readiness for the workforce and college. Looking at it now is a good way to prepare for the increased rigor of STAAR. 2010-11 District Performance at Standard vs Commended (sum of all grades) District RDG: Overall at Standard RDG: Overall Commended MATH: Overall at Standard STATE 90% 33% 84% 29% REGION 20 89% 31% 82% 25% Alamo Heights ISD 95% 50% 91% 42% East Central ISD 88% 27% 79% 20% Edgewood ISD 79% 19% 71% 16% Fort Sam Houston ISD 93% 40% 83% 24% Harlandale ISD 88% 23% 81% 20% Judson ISD 88% 26% 79% 20% North East ISD 92% 39% 87% 33% Northside ISD 93% 37% 87% 30% San Antonio ISD 83% 22% 73% 16% South San Antonio ISD 81% 20% 74% 16% Southside ISD 87% 23% 78% 18% Southwest ISD 87% 22% 77% 19% What Can Pre-K Mean to Commended TAKS Performance? MATH: Overall Commended During the 2009-2010 school year, students who attended SSAISD Pre-K (at Armstrong, Athens, Kindred, Madla, and Palo Alto) were 61.3% more likely to achieve Commended Performance on the 3rd Grade Reading TAKS test than students who were not in SSAISD Pre-K at those same campuses, for a full year. During the 2010-2011 school year, students who attended SSAISD Pre-K (all campuses) were 66.3% more likely to achieve Commended Performance on the 3rd Grade Reading TAKS test than students who were not in SSAISD Pre-K for a full year. 25
APPENDIX D: Brainpower Timeline Overview – Key Events/Milestones April • Determine assessment strategy with Superintendents • Identify research/evaluation options • Identify potential facilities options • Preliminary stakeholder meetings May • Bond Election • Determine concepts for centers of excellence • Brainpower Task Force Meeting: Finalize investment package • Select/confirm facilities options for centers of excellence • Develop initial budget draft with City Manager’s Office • Finalize list of key stakeholders • Establish key marketing timeline • Look at space considerations for two centers and compile potential options June • Develop business plan for the model • Final Report Released to City Council June 20 • First round of stakeholder meetings • Naming of Co-chairs, campaign committee and campaign launch • Development of the four key areas (Academic, Assessment, Teacher/Leader Quality, and Parent Engagement) of the initiative into actionable and detailed timelines • Establish job description for CEO/ED for initiative • Finalize list of key potential providers and partners July • Interim CEO for initiative • Commence search process for CEO/ED • Second round of stakeholder meetings • Request for Investment and Request for Results guidelines and packages created • Establish review process for Request For Results and Request For Investment • First poll • Determine research/evaluation partner • Establish strategy for data warehousing and analysis with small advisory group August • City Council calls election, names 11-member Board of Directors • Community meetings that explain the initiative and what differentiates it • Initial development of contracts (templates) for providers • Series of Brainpower 101 Workshops to educate potential providers/partners • Develop data sharing agreements and plan for districts, providers, city 26
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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
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• A site within the Medical Cente
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• Two new centers will be constru
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• Classrooms should be configured
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• Bill Hensley / Bryan Sibille to
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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 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: APPENDIX B: Assessment Strategy Tea
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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Programming Documents for Pre-K for SA - The City of San Antonio

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