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

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September • CONTINUED: Series of Brainpower 101 Workshops are held to educate potential providers/partners • Establish team of reviewers for Request for Results and Investment responses • Detailed budget finalized October • Finalize selection of CEO/ED • Final campaign push November • Nov. 6, 2012 – actual election • Official establishment of the Municipal Corporation and Governing Board • Official hiring of CEO/ED • Release of Requests for Results immediately following election • 11/30 - Requests for Results due December • Site work for centers of excellence • Review of Requests for Results and determination of eligible providers • Release of Requests for Investment package • Beginning of outreach campaign around pre-K January 2013 • 1/31 – Requests for Investment due February 2012 • Review of Requests for Investment • 2/28 – Release of names of investment recipients April 2013 • Lottery for centers of excellence • Pre-K and leadership training to start • First disbursement of sales tax dollars 27
APPENDIX E: Initial Messages to Potential Investees The following are what differentiates this from other opportunities for potential grantees. 1. We are an investor in your results – not a funder of your programs. 2. We will use a shared outcome framework with a common set of yardsticks and milestones for measuring progress. This is the only way we can add up individual projects to citywide impact. 3. We will not be asking for or grading standard proposals. We seek to answer three questions with information you provide: • What are we investing in – meaning direct gains toward school readiness for how many children? • What are chances you will be successful in delivering that result? • Compared to other opportunities before us, is this the best use of our investment capital? 4. While the approach is multi-year, investments in year two and beyond are based on success in hitting milestones and early targets for readiness. Each successive year is an active investment decision. 5. We reward impact. While we focus on kids who are most at risk for low achievement, we focus on programs that have a clear path to student success. The following “givens” not negotiable and provide clear direction for investments. 1. School readiness lies in a broader context of third grade academic achievement. This is the result sought as well as the affirmation that children are indeed ready to learn when they arrive for kindergarten. 2. We will focus on four year olds, where there is a hand-off to established K-12 schooling. This is not to negate the critical development in earlier years but rather to say that with limited funds this is where we will concentrate. 3. We advance four predictive success factors which will guide both program design and the articulation of milestones to show progress: • Academic/Cognitive approach with a focus on literacy and numeracy • Rigorous expectations for teachers and leaders • Clear data use for informing decision-making and course correction • Parent engagement for initial and continued student success 4. Investments will be in full-day programs that leverage state, federal or other sustainable funds to cover half of the day. For this reason we anticipate partnerships between providers and districts and Head Start centers. 5. We will support programs with incentives (not direct slots) that offer a sliding scale for families that are not eligible for the state and Head Start match. 5. Capability and past success of program leaders is a critical factor in investment. The right persons need to be present – not just the right model. 6. A common and rigorous assessment will be introduced and all groups receiving our investment must use it. The assessment, training and administration support for teachers and leaders will be provided for all grantees. 7. We will track students for five years—from age 4 through 3 rd grade. Grantees agree to assist in the data-collection and reporting for this. Virtually all reports and conversations will begin with data and how it informs course corrections. 28
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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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system the upper grades three throu
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Page 147 and 148: main building corridor for easy acc
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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 and 190: APPENDIX B: Assessment Strategy Tea
Page 191: APPENDIX D: Brainpower Timeline Ove
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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