These sample policies are provided by the National Education Policy Network of the National School Boards Association. For more information, visit NEPN online or contact NEPN Manager Michael Wessely at (703) 838-6760.

Educational Specifications for Construction

To ensure that all new and remodeled facilities are designed to best implement the educational program, the superintendent will provide for the development of detailed educational specifications to apply to the design and construction of new buildings.Educational specifications are detailed descriptions of:

• All the activities that will take place in the building;
• The curriculum to be housed in the building;
• Specific architectural characteristics desired;
• The facilities needed, their equipment requirements and their space relationship to other facility elements; and
• Pertinent budget and other governing factors.

When educational specifications are prepared, an introductory section will also be included which will be devoted to a brief description of the community and the educational philosophy of the district.

The preparation of educational specifications serves a two-fold purpose:

• To clarify and consolidate the thinking of the administration, the Board, and the community on the needs, desires, and objectives of the educational program to be conducted within the proposed new building; and
• To organize this important information in a manner that can be easily and clearly interpreted by an architect.

The persons involved in developing educational specifications should include: The Board which adopts policies, approves final specifications, employs the architect, and provides the budget; the superintendent, who provides administrative leadership, interpretation, and evaluation; principals, teachers, and other certificated staff members; student and citizen representatives; and the architect.

Consultants may be used in the development of educational specifications when deemed necessary by the superintendent and the Board. [Source: Ohio]

Educational Specifications

Educational specifications for new school facilities and extensively renovated facilities will be developed by the superintendent and the central office staff with input from the professional and non-professional staffs. The educational specifications will be submitted to the Board's building and site committee for its recommendations.

Educational specifications must be formally approved by the Board prior to the architect's proceeding with the development of any plans based on the educational specifications. [Source: Michigan]

School Size

In order to provide guidance for planning of future school renovations or new construction, the Board has established the following parameters relating to school size:

• Elementary schools will have a range of classrooms from a low of 16 to a high of 32 with the capacity to serve both regular and special program populations of 300 to 600 students.
• Middle schools will have the capacity to serve both regular and special program populations of 550 to 750 students.
• High schools will have the capacity to serve both regular and special program populations of 1,000 to 1,500 students.

In the planning for any renovation or new school construction, the Board directs the staff to make provisions for adequate core facilities, such as physical education space, kitchen and dining room facilities, itinerant accommodations, and staff planning and lounge areas. [Source: Washington]

School Construction

School sites should be located as near as is practical to the center of the attendance area the schools are expected to serve.

Elementary Schools

An elementary school should be large enough to accommodate all of the pupils who live within a reasonable walking distance for primary school children. Under ordinary circumstances, this distance will not exceed one mile. An elementary school should be large enough to accommodate a complete program of auxiliary and basic services for all pupils.

Middle, Junior, and Senior High Schools

No optimum sizes have been determined for these schools. Adequacy of site as well as accessibility to students and patrons are determinants which will be given consideration. However, schools should be large enough to permit the effective and economical provision of a complete program of required and elective subjects, co-curricular activities, and specialized services.

[Source: Ohio]

Educational Specifications Format

Project Rationale

The Community
- Location
- History

Educational Plans
- Curriculum Plan Philosophy Goals and Objectives
- Instructional Method Plan
- Support Plan:

• Managerial
• Operational
• Personnel Selection and Development

Description of Activity Areas

- Goals
- Experiences Planned
- Number of Participants
- Staff Required - Groupings
- Simultaneous Groupings
- Relationships to Other Activities
- Environmental Variables:

• Acoustical
• Visual
• Thermal
• Spatial

- Utilities
- Storage
- Display
- Support Facilities
- Furniture and Equipment
- Others

General Building Considerations

- Health and Safety
- Economy
- Flexibility, Expandibility, and Contraction
- Circulation (Internal and External)
- Community Use
- Communication Systems
- Accessibility:

• General
• Parking
• Bus
• Service
• Pedestrian

- Building Security

Space Relationship Diagrams or Matrices (Either or Both)

Summary of Spatial Requirements

[Source: Maryland]

The Desirable Configuration of District Elementary Schools

Organization Size

Research conducted by planners indicates the national trend in elementary schools is an organization that accommodates students from kindergarten through grade five. The proposed minimum size of an elementary school should be a three-round school (three kindergarten classes, three first grade classes, etc.); the optimal size should be a four- or five-round school. A six-round school should be the maximum size considered. Due consideration should be given to a physical structure that promotes small group identification and allows students to identify individually with small groups of students.

Elementary schools should be built to accommodate pre-kindergarten programs, with the staff recognizing that the Interagency Committee for School Construction currently will not provide funding for classrooms for pre-kindergarten programs since the programs are not mandated by state law.

Instructional Space

General Classrooms: Classrooms should accommodate 25 students comfortably. A range of 20 to 30 students could be housed appropriately in a classroom. Consideration should also be given to providing electric and electronic communication services to individual classrooms in the future.

Fine Arts: The elementary facility should have classrooms where children are given opportunities to acquire personal skills in the various art media and music rooms where vocal and instrumental music programs will encourage individual growth through musical expression.

Media Center: A media center should be included to provide an environment in which children learn to use information sources for research projects and where they can enjoy independent reading and learning activities. Classes will also use the center to receive instruction in library skills or for other activities.

Computing Facilities: The facility should contain a computer laboratory or laboratories designed to accommodate 30 computing stations. Consideration should be given to placing the laboratory near the media center, if possible, so software can be processed through the center, and students can be appropriately supervised.

Cafetorium with Stage: This space is to be utilized as a cafeteria and for various school/community activities and should be of sufficient size to accommodate at least 50 percent of the students for dining purposes. Space needs for food services will be determined by the county food service authority. Electronic communication should be provided for this area, and adequate storage space should also be included.

Gymnasium: A separate gymnasium and an adequate physical education storage area should be included when schools are modified.

Special Education Areas: The special education area should include multiple rooms that will accommodate self-contained groupings, resource rooms and special rooms for speech, language development and diagnostic testing.

Special Function Areas: Space should be available to accommodate small group activities before, during and after school, including such activities as community meetings, Citizens Advisory Committee meetings, TAG, Chapter 1, and volunteers. Adequate storage space should also be provided.

Administrative Area: Adequate space should be provided in the administrative area of an elementary school for general office and reception area, a principal's office, vice principal's office, counseling suite, administrative conference rooms, and storage areas for supplies.

Health Suite: Adequate space should be provided for health services for students.

Professional Area: This area should provide for teacher work areas, lounge, adult restrooms, a professional library, and an instructional storage area.

Custodial Facilities: Space should be provided for a custodial office and appropriate storage areas.

Climate Control: Buildings should be modified and/or constructed to maintain appropriate climate control for use year round.

Site: When possible, IAC guidelines should be observed when determining appropriate acreage for elementary school construction.

[Source: Maryland]

Educational Specifications

Educational specifications are written after consultation with appropriate staff, consultants and citizens. The content of a set of educational specifications would include all or part of the following items:

A. A statement of the educational philosophy as it pertains to the specific construction project.

B. Community and School Characteristics

1. The plan of organization and expected enrollments of the school

a. grade levels
b. maximum expected enrollments with trends and projections, if necessary

2. The construction plan for the facility: Is it to be a new facility, an addition, or a phased program leading to a complete facility?

3. Special services to be provided

a. guidance programs
b. social worker's programs
c. provisions for exceptional children d. others

4. The special provisions needed for community use

a. cooperative park/school arrangement
b. parent-teacher associations
c. community athletic programs
d. other

5. The extent that adults shall use this facility

6. The extent to which students shall be transported and the facilities that must be included to handle this service adequately

7. The cafeteria services to be provided and the maximum number likely to be served

8. The policy regarding multiple use of spaces

9. Other pertinent data relating to the project

C. Site Characteristics

1. Site size and location
2. Recommended building orientation; service drives; parking requirements for staff, students, and public; sidewalk and other approaches; outside lighting.

D. Requirements of the Physical Plant

1. Instructional functions and spaces required. A statement of instructional purposes is to precede the description of each area.

a. Number of spaces required by function
b. The relationships of these spaces

2. The noninstructional spaces required. Each space to be described by function and spaces required

3. Relationships of spaces required.

a. Interrelationship between instructional areas
b. Relationship between instructional and noninstructional spaces
c. Relationship of spaces to site

4. Environmental factors should be described in terms of educational relationships or concerns

E. Additional information or comments as necessary to further interpret the educational program.

Management Support

Facilities shall be designed to accommodate the educational and instructional needs of the district. The professional experience and judgment of staff shall be used in developing such educational specifications. The law requires that special attention be given the accessibility to the education program by students of both sexes and those with disabilities. The superintendent shall see that all construction projects comply with the requirements for accessibility to individuals with disabilities and comparability between the sexes.

Educational Specifications

The Department of Facilities Planning and Design is responsible for maintaining and implementing the educational specifications for each level of instruction. Minor changes in the specification may be approved administratively. The specifications will be reviewed and updated periodically based on need by a committee representing a broad background of interests and experience. The updated educational specifications will be submitted to the Superintendent's Cabinet and then the Board of Education for review and approval. The education specification is used as a tool in communicating educational program requirements to the facility designer. It is also a guide in determining facility needs. Significant revision of the educational specification requires approval by the Board of Education.

The minimum developable acreage for new schools is as follows:

• Elementary schools: 10 acres
• Middle level schools: 20 acres
• Senior high schools: 35 acres

© 2001, NSBA