District of Columbia Public Schools, 1997
Oyster Elementary School was originally built in 1926 as a ten-classroom school. In 1971 the school began teaching English and Spanish as second languages on a limited scale; it soon became a two-way bilingual program, where all students are taught in both Spanish and English. It is now a nationally recognized program with an enrollment of 310 children in pre-K through sixth grade.
Austin Independent School District, 2014
This educational specifications document focuses on five major concepts that support and contribute to successful learning in prekindergarten (pre-K) through grade 12: curriculum connections, career pathways, technology connections, community linkages, and safety and security.
Bruce Monroe Elementary School, 2009
This document describes the extensive and complex programs, services and operations of Bruce Monroe Elementary School which is currently in consolidation at Park View Elementary School. It is primarily intended to be used by a developer and architect to formulate a site plan - - and eventually a new school design - - for sharing the former school site with residential, commercial or retail development along Georgia Avenue.
The new elementary school at the Bruce-Monroe site is proposed as a public/private partnership, where a portion of the site will be developed for another use. This is expected to help off-set the public cost of the school. Discussion of what type of development partner would be compatible with the school is not included here. While any development on a portion of the site will have an impact on the size and conditions of the school portion of the site, the educational program goals and the resulting school facility needs remain fairly constant.
Hardy Middle School, 2001
Rose L. Hardy Middle School has a current enrollment of approximately 300 students in grades 6-8, and is projected to grow to a future enrollment of 600 students. Therefore, the capacity of the modernized Hardy Middle School facility will be for 600 students.
Hardy Middle School has historically had one of the most diverse populations in the city, with a current demographic breakdown of 50% African American, 42% Caucasian, 18% Hispanic American and 13% Asian American. Hardy provides a sound academic program, including honors classes in all content areas in 7th and 8th grades. A full athletic program with ten competitive teams and several developmental sports and a rich arts program are also part of the Hardy Middle School Program.
Savoy Elementary School, 2006
This document outlines the program elements that provided the foundation for the concept design recommendations included in the Feasibility Study for the Savoy/TMA Public Education Campus Plan, dated March 2006. The Educational Specifications contain the description of the basic and special education programs of Savoy Elementary School, the physical education, athletic and assembly programs for the Thurgood Marshall Academy Public High School, and the community and recreation programs and possibilities for the Savoy Recreation Center.
This document also includes the space summaries, which describe the proposed sizes for each of the program spaces required to support the educational, recreational and other program areas described in the programs for Savoy, TMA and the Department of Recreation. Following this are room sheets that suggest the particular specifications for finishes, furniture and fixtures for each room type. During the design process, some changes are to be expected in the room sizes and in proposed finishes, furniture and fixtures. However, changes will be noted and will be consistent with the educational, program and service requirements of the users described in this specification.
2014
In 2013, Beaverton School District (BSD) embarked on a process of development of new Educational Specifications (Ed Specs) for the planning and design of future school projects. An Educational Specification is a document facility planners, architects and engineers use to develop, plan and design new schools or modernize existing ones. Ed Specs describe the facility vision, spaces, relationships between spaces and specific physical characteristics of each space in a new or modernized school.
The basis of the Ed Spec is the educational program. Educational programs require space which needs to be configured with certain physical attributes and characteristics. In essence, the shape and nature of place supports educational programs. Without a place to teach and careful consideration of a school’s educational needs, learning is impacted.
2008
This Elementary School Educational Specification is a critical component of the Long Beach Unified School District Facility Master Plan. Developed as a component of that overall process, the Educational Specification is a detailed outline of essential components of each elementary school facility to be built in Long Beach as part of the Facility Master Plan. It is a City-wide statement, and will apply to all upcoming elementary school projects, but will be adjusted as appropriate to the needs of each individual school construction project.
Montgomery County Public Schools, 2010
This document describes the facilities that are needed for the SAMPLE Elementary School educational program. The descriptions provide the architect with important guidelines and will be used by staff representatives when reviewing drawings for the facility.
2016
The Project Planning Committee reviewed and revised the High School, Middle School and Elementary School Educational Specifications (Ed Specs) from July through November of 2014. The meetings occurred on July 17th, September 4th, October 2nd, and November 3rd. In addition, the group toured Oxon Hill HS on November 17th to compare it to the final draft of the Ed Spec. The final draft is the result of the participant‟s recommendations, suggestions, and guidance during the process of creating prototypical educational specification standards for all PGCPS elementary schools.
Seattle Public Schools, 2013
These educational specifications are the written record through which educators and other stakeholders identify the program factors that are necessary for teaching and learning in order to inform architects and engineers during the design process.
