Ousd design guidelines-shared-use_130205

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Ousd design guidelines-shared-use_130205

  1. 1. OAKLAND UNIFIED SCHOOL DISTRICTDESIGN GUIDELINES F T R A D Shared Use February 5, 2013
  2. 2. Design Guidelines Shared UseTable of Contents 3 Contributors 4 Vision 5 Shared Spaces 7 Classrooms 8 After School Programs Support 9 Multi-Purpose Rooms 10 Auditoriums 11 Cafeterias & Kitchens 12 Gyms, Athletic Facilities, & Locker Rooms 13 Libraries 14 Health & Community Resources 15 Health Services 17 Resource Centers 20 Schoolyards (K-5) 21 Athletic Courts (6-12) 22 Parking & Transportation 23 Sports Fields 24 Gardens 25 Additional Resources Oakland Unified School District Design Guidelines 3
  3. 3. Design Guidelines Shared UseContributors Laura Binczak Joanna Locke Physical Education TSA – Leadership, Director, Health and Wellness Curriculum and Instruction Oakland Unified School District Oakland Unified School District Julia Ma Roland Broach Coordinator, After School Programs Director, Custodial Services Oakland Unified School District OUSD Facilities Planning & Management Tadashi Nakadegawa Andrea Bustamante Director, Facilities Director, Community School Partnerships OUSD Facilities Planning & Management Oakland Unified School District Don Neuwirth Tiffany Chen Oakland Schoolyard Initiative Strategist MKThink Sue Pon Administrator, Family Literacy Program Nora Cody Oakland Unified School District Program Director Safe Routes to School Curtiss Sarikey Associate Superintendent, Family, Schools, Maxwell Gara and Community Partnerships VISTA - Indoor Air Quality Oakland Unified School District Oakland Unified School District Charles Smith Josh Jackson Coordinator, Buildings and Grounds Senior Strategist Oakland Unified School District MKThink Ron Smith Mara Larsen-Fleming Principal, West Oakland Middle School Program Manager, School-Based Health Oakland Unified School District Centers – Family, Schools, and Community Partnerships Preston Thomas Oakland Unified School District Principal, Life Academy Oakland Unified School District Oakland Unified School District Design Guidelines 5
  4. 4. Design Guidelines Shared UseVision The guidelines for Shared Use spaces in this Long-term Partnerships document outline criteria for new construction and A segment of school site or a facility on school renovation projects as described by the Oakland grounds that is jointly funded, owned, and/or Unified School District’s Educational Specifications. programmed by an outside entity (e.g. school-based The specifications align with OUSD’s 2012 Facilities health clinic) Master Plan and the Community Schools, Thriving Students strategic plan to support the creation of a These Shared Use design guideline outline facility Full-Service Community School District. design considerations that will facilitate shared use of school sites in support of the community school The specifications provide a consistent framework model, as well as help provide resources for for equitable facility designs across the district. The emergency preparedness. This design guideline will unique characteristics of each school site and the be used on projects during the site-based distinct needs of each school program mean that engagement process. each facility project will have different architectural outcomes. Making spaces flexible is a central guiding principle to this work. Projects to support shared use should From a facilities perspective, this commitment to enable school facilities to shift uses easily for various community schools means sharing OUSD facilities programs. Enabling parts of a campus to be open with partner organizations through: while other parts are secured gives site administrators the flexibility to share certain rooms Unstructured Community Use on campus while other areas remain secured. School facilities open to (informal use by) the public during non-school hours (e.g. farmers market) Shared Use Spaces These guidelines address the shared use of several Programmed Use types of facilities: Community event/programming takes place on • Classrooms • School-Based school grounds using existing facilities (e.g. • Afterschool Health Clinics afterschool tutoring) Programs Support • Counseling • Multi-Purpose Centers Co-located Public Programs Rooms • Wellness Centers A portion of school property is open for public use • Cafeterias & • Family/Youth during school hours AND non-school hours (e.g. Kitchens Resource Centers public library) • Auditoriums • Schoolyards • Gyms, Athletic • Play Courts Facilities, & Locker • Parking & Rooms Transportation • Libraries • Sports Fields • Gardens Oakland Unified School District Design Guidelines 6
  5. 5. Design Guidelines Shared Use Shared Spaces SchoolyardGym, Athletic Facility, Locker Rooms Auditorium/ Multi-Purpose Room Cafeteria & Kitchen Garden/ Outdoor Play Courts Classrooms, Library, Classroom Afterschool Programs Sports Field Support Family/Youth Resource Center Health Clinic & Counseling Center Campus Adjacencies • Separate play courts/schoolyards from classroom • Locate spaces for large gatherings (auditorium, windows to prevent disruptions gym, multi-purpose room) near main entrance • Consider noise and exhaust from landscaping equipment when locating classrooms in relationship to lawns Oakland Unified School District Design Guidelines 7
  6. 6. Design Guidelines Shared UseShared Spaces Security & Access • There should be one primary drop-off/pick-up • Install surveillance cameras at critical points on point near the main entrance to the school campus (e.g. entryways, rooms where high-value • All outdoor spaces should be well-lit, have high items are stored such as computer labs) visibility, and be easy to supervise from one • Campus-wide alarm systems should feature vantage point multiple control zones, allowing certain zones to • Clearly mark a place on-site to store emergency be secured while other are open. Consider preparedness materials technologies that permit remote monitoring by • Minimize number of campus entryways to school administration improve supervision • Consider electronic keying system that can be reconfigured by one-site staff Sustainability • Apply designs to reduce water usage • Efforts should be made to reduce building • Consider methods to reduce energy usage footprints to maximize open space (CHPS) • Use campus as a teaching tool for resource • Consider using solar energy as a sustainable management and sustainable practices resource • Align with the Collaborative for High Performance Schools (CHPS) Best Practices Manual Neighborhood • Identify opportunities to connect to community • Consider access and pedestrian routes to public resources that provide services not available on transportation campus e.g. public library, park, youth center • Consider parking needs for neighboring organizations for increased parking spots during community events Oakland Unified School District Design Guidelines 8
  7. 7. Design Guidelines Shared UseClassrooms The 21st Century Classrooms Guidelines will provide a framework for: • Flexible Classroom Configurations • Furniture & Equipment • Technology Infrastructure • Utilities • STEM • Programs for Exceptional Children Schools often share classrooms with partner organizations. Outside of regular school functions, classrooms may be used for afterschool programs, adult education, and enrichment programs. 21st Century Classroom Space Specifications • Provide secured, partitioned storage (for books, • If moveable walls are used to partition the technology, instructional supplies, toys, art space, make sure that they are acoustically materials, etc.) located within room so that sealed teachers are able to have their classroom • Make individual rooms or set of rooms materials and projects uninterrupted by other independently securable to allow site programs sharing the space administrators to share certain parts of campus • Access to restrooms; access to technology; • Maximize wall space for whiteboards and access to spaces for community events and bulletin boards childcare services • See 21st Century Classrooms Design Guidelines for full specifications Oakland Unified School District Design Guidelines 9
  8. 8. Design Guidelines Shared UseAfterschool Programs Support Afterschool Programs include activities like cooking and dance, academic tutoring, and family literacy. Activities typically occur at multiple spots on campus that require easy access to a central gathering space for up to 100 people. All spaces used by after school programs should be fully accessible and securable after regular school hours. Though Afterschool Programs primarily take place in classrooms, they also require access to specialized rooms such as art studios, cafeterias, gyms, and computer labs. For that reason, it is important that all spaces on campus are securable independently. Afterschool should have access to outdoor spaces (fields and grounds), and to kitchens, meal service areas, Urban Promise Academy classroom with running water and schoolyard access and cafeterias for the Afterschool Meals and Snacks Program. Afterschool programs also require a dedicated space for an on-site coordinator and a prep area for program assistants that are ideally located near the main office of the school to facilitate communication between administrators. There should be one centralized storage area for all afterschool activities that can accommodate a variety of supplies as well as in-process projects. Space Specifications for Staff Area • Office space for Program Director adjacent to school staff/main office • Accessible after regular school hours • Fully securable access points • Open staff prep space • Provide storage for books, instructional supplies, art materials, etc. Oakland Unified School District Design Guidelines 10
  9. 9. Design Guidelines Shared UseMulti-Purpose Rooms Multi-purpose rooms can accommodate large gatherings. Since they are often used in afterschool activities and community meetings, they should be flexible spaces with sturdy, reconfigurable furniture that support group work. Depending on each site’s resources, the multi-purpose room may also serve as a cafeteria and/or auditorium, so consider acoustics. La Escuelita Educational Complex “Great Room” Space Specifications • Ceilings, lighting fixtures, and other electrical or • Lighting and HVAC controls should be in a HVAC components should be at least 20 feet off centralized location to allow for convenient the ground in case the multi-purpose room is access to environmental controls used for recreational activities • Provide storage for equipment, including tables • Consider that rooms may be used for physical and floor mats – varies by grade level education when designing fans or other ceiling • Access to restrooms; access to running water equipment • Accessible from exterior after regular school • All surfaces should be durable and easily hours for community events cleanable • Fully securable access points • Consider acoustics • Access to outdoor seating/eating area • Consider sustainable design elements for • Reconfigurable, compressible furniture that lighting and ventilation supports group activities and can also be easily • For sites with adjacent food prep areas, ensure yet safely collapsed by one adult to be stored ventilation directs kitchen odors away from away (e.g. Huddle Tables); stage if one does not student areas already exist elsewhere on campus; retractable projector screen (if used as auditorium) Oakland Unified School District Design Guidelines 11
  10. 10. Design Guidelines Shared UseCafeterias & Kitchens For full kitchen specifications, see Kitchens & Gardens Design Guidelines. Cafeterias and kitchens are often used for afterschool activities and community meetings. The cafeteria should be a flexible space with sturdy, reconfigurable furniture that supports group interaction and can also be easily yet safely collapsed and stored away. Since many schools offer afterschool Meals and Snacks Programs, kitchens, meal service areas, and cafeterias should be independently securable in order to allow administrators to share that specific part of campus. Castlemont High School Cafeteria Space Specifications • All surfaces should be durable and easily • Provide minimum 144 S.F. of storage for cleanable equipment, including tables – varies by grade • Consider acoustics level • For sites with adjacent food prep areas, ensure • Access to restrooms; access to running water ventilation directs kitchen odors away from and water fountains student areas • Accessible from exterior after regular school • Lighting and HVAC controls should be in a hours for community events centralized location to allow for convenient • Fully securable access points access to environmental controls • Access to outdoor seating/eating area • Provide sufficient space in waste collection • Reconfigurable, compressible furniture that areas to accommodate 3-4 large bins for supports group activities and can also be easily compost/recycling programs yet safely collapsed by one adult to be stored away (e.g. Huddle Tables) Oakland Unified School District Design Guidelines 12
  11. 11. Design Guidelines Shared UseAuditoriums For full auditorium specifications, see High Schools & Middle Schools Design Guidelines. Auditoriums are often used by outside organizations for community events. They should be fully accessible and securable after regular school hours, and should be located near parking and/or the main entrance to the school. Adjacent restrooms serving the auditorium should be independently securable, with exterior access points, so that they are available separately from other parts of campus. Elmhurst Middle School Auditorium Space Specifications • Consider acoustic quality of space • Locate lighting and HVAC controls in a centralized location to allow for convenient access to environmental controls • Provide minimum 144 S.F. of storage for equipment (e.g. equipment for orchestra, performance art, extra tables and chairs) – varies by grade level Castlemont HIgh School • Provide suitable ventilation • Access to auditoriums and adjoining restrooms should be independent from the rest of the campus. • Accessible after regular school hours for community events • Fully securable access points • Performance stage, retractable projector screen • When possible, provide an entry lobby. • When possible, provide an access route for vehicles to load and unload equipment. Life Academy/United for Success Oakland Unified School District Design Guidelines 13
  12. 12. Design Guidelines Shared UseGyms, Athletic Facilities,& Locker Rooms For full recreational use specifications, see High Schools & Middle Schools Design Guidelines. Gyms are often used by outside organizations for community events or afterschool programs. They should be fully accessible and securable after regular school hours, and should be close to restrooms that are securable separately from the main school. Adjacent restrooms serving the gym should be independently securable, with exterior access points, so that they are available separately from other parts of campus. Oakland High School Gym Space Specifications Examples of Equipment to be Stored • Ceilings, lighting fixtures, and • Accessible after regular school other electrical or HVAC hours for community events components should be at least • Fully securable access points 20 feet off the ground • Collapsible event seating for the • Consider that rooms will be used gym for physical education when • Scale amount of storage with designing fans or other ceiling number of students at school and Wrestling mats equipment grade level – consider teams at • All surfaces should be durable middle/high school level and easily cleanable • Consider acoustics • Different use areas should separately accessible (e.g. weight rooms, lockers, gymnasium) • Access to public restrooms; Basketball storage access to running water Oakland Unified School District Design Guidelines 14
  13. 13. Design Guidelines Shared UseLibraries Libraries have many of the amenities that are required for events such as community meetings or afterschool enrichment programs. Libraries should be independently securable, with exterior access points, so that they are available separately from other parts of campus. Oakland Tech High School Library Space Specifications • All surfaces should be durable and easily cleanable • Consider acoustics • Consider rugs as flooring to act as sound absorbers • Surveillance systems should be put in please to ensure that library materials are secure • Consider making rooms where high-value items are stored Manzanita Elementary School Library • Lighting and HVAC controls should be in a centralized location to allow for convenient access to environmental controls • Accessible from outdoors after regular school hours for community events • Fully securable access points • Reconfigurable furniture that supports group activities; retractable projector screen (optional) Peralta Elementary School Library Oakland Unified School District Design Guidelines 15
  14. 14. Design Guidelines Shared UseHealth &Community Centers sical Healt Health & Community Centers include on-campus student, family, Phy h and community resources. They may range from providing health services referrals to fully integrated youth programs, counseling services, and clinics. The specific design of Health & Community Centers will vary depending on the program and lead agency/ School-Based Health Center health provider. For more details, refer to guidelines provided by the Health Resources and Services Administration (HRSA). As programs change and evolve along with their providers, so Family/Youth Counseling Health & Community Centers designs should be flexible and Center Resource Center accessible. For both counseling spaces and health clinics, protecting the privacy of patients is imperative. These spaces should be located at a more private place on campus (i.e. not next M en th Co m y to the main office). Spaces should be designed to maximize t al H e al m u nit confidentiality by considering both sight lines and sound. At all levels, health and community resources should have both a At the elementary schools, school-based health centers, school and a community entrance that are independently counseling, and family/youth centers should be in an integrated securable to allow the centers to be available to members of the space that allows for ease of communication between families public after regular school hours. and their students. At the middle/high schools, school-based health centers should have a division between services for families for those for students to ensure the privacy of patients. Basic Program Components Access Public More Private Reception Area Lab Lab Kitchenette Restroom Gathering Room /Storage Public Restroom Exam File Room Storage Conference Office Room CONFIDENTIAL ZONE Oakland Unified School District Design Guidelines 16
  15. 15. Design Guidelines Shared UseHealth Services School-Based Health Center School-Based Health Centers provide primary health services to children and their families. They are typically located in or near a school facility and are organized through school, community, and health provider relationships. Work with lead agency and medical provider on specific design needs. • Program Components • Private exam rooms • Office spaces (open and/or private) Wildcat Wellness Center at Oakland High School • Lab • Restroom adjoining lab • Reception • Conference room • Optional: triage space • Optional: dental exam room • Furniture, fixtures, and equipment vary depending on scope of health center services; adequate soundproofing; no rugs; access to running water and water fountains • Provide secured storage for files and supplies Madison Middle School School-Based Health Center Oakland Unified School District Design Guidelines 17
  16. 16. Design Guidelines Shared UseHealth Services Counseling Center Counseling Centers allow students and families to have access to individual or group behavioral health counseling sessions. • Program Components • Reception • Private offices • Group counseling space • Public restroom • Reconfigurable furniture in the Group Counseling room • Adequate soundproofing for Frick Middle School School-Based Health Center acoustic confidentiality • Provide secured file storage Wellness Center Wellness Centers offer a range of free, confidential services, including support and empowerment groups, reproductive health services, and information and referrals to health resources in the community. • Program Components • Reception • Private offices • Health education resources • Group meeting space • Public restroom Allendale Elementary School Counseling Center • Standard office furnishings and lounge furniture • Provide secured file storage Oakland Unified School District Design Guidelines 18
  17. 17. Design Guidelines Shared UseResource Centers Basic Program Components Access Kitchenette Public Closed Conference Room Storage /Laundry Restroom Open Gathering Space Family/Youth Resource Centers are spaces to engage in parent learning, leadership, and advocacy. Services often include family workshops, food bank, English language learner classes, and information and referrals. Family Resource Center • Program Components • Kitchenette • Large gathering space for workshops • Computers/technology access • Group meeting room • Public restroom • Optional: workout equipment • Optional: laundry (include flexible plumbing) • Reconfigurable furniture that can accommodate West Oakland Middle School Family Resource Center group activities; lounge furniture • Provide large storage space for donations Youth Resource Center • Program Components • Office space (open and/or private) • Public restroom • Classroom-sized gathering space • Computers/technology access • Optional: small meeting room • Reconfigurable furniture that can accommodate group activities; lounge furniture • Provide secured file storage; storage for Skyline High School Youth Empowerment Lounge educational and enrichment programs Oakland Unified School District Design Guidelines 19
  18. 18. Design Guidelines Shared UseSchoolyard (K-5) Schoolyards at the elementary school level provide outdoor recreation space for students. The ground coverings are typically a mixture of paved areas and softer materials such as grass, decomposed granite, or rubber flooring, especially near play structures. There should be shaded play and resting areas, as well as age-appropriate and weather- resistant outdoor furniture. Schoolyards should be accessible and securable after school hours. The characteristics of schoolyards at each site should be largely determined through a community-driven process. There should be weather-resistant secured storage for play equipment such as: Ascend Elementary School Tetherball Equipment storage Scooters Rackets poles Space Specifications • There should be separated zones to accommodate • Grades Pre-K – Kindergarten: Dedicated space for play multiple activities simultaneously structures with softer ground covering (grass, • Consider areas for outdoor teaching spaces (see decomposed granite) Kitchens & Gardens Design Guidelines for full • Grades 1 – 5: Dedicated space for play courts specifications) • Various seating options • All outdoor spaces should be easy to supervise from • Shaded areas one vantage point • There must be adequate drainage for entire outdoor space Security & Access • All spaces should be ADA accessible • A gate that is wide enough to allow cars, buses, and • Play structures should be located on the periphery of maintenance/fire trucks to access the schoolyard; the schoolyard – do not create “islands” that could should be located away from student access interfere with play courts • Minimize number of schoolyard entryways to improve • Separate play courts/schoolyards from classroom supervision windows to prevent disruptions • Access to independently securable restrooms; access to • To reduce heat islands, impervious areas should be kept water fountains to a minimum and be shaded/lightened (CHPS) • Modern (no chain-link), chest-height fencing when • Enclosing fence with fully securable access points possible • Allow access to OUSD Buildings & Grounds for maintenance Oakland Unified School District Design Guidelines 20
  19. 19. Design Guidelines Shared UseAthletic Courts (6-12) Athletic courts at the middle and high school level provide an outdoor recreation space for students. There should be designated zones for P.E. classes, each with enough space to accommodate up to 60 students simultaneously. There should be shaded active and resting areas, as well as weather-resistant outdoor furniture. Athletic courts should be fully accessible and securable after school hours. The characteristics of athletic courts at each site should be largely determined through a community- driven process; see High Schools & Middle Schools Design Guidelines for more specifications. There should be weather-resistant secured storage for play equipment such as: Madison Middle School Tetherball Equipment storage Goals Rackets poles Space Specifications • A gate that is wide enough to allow cars, buses, • Consider noise and exhaust from landscaping and maintenance/fire trucks to access the equipment when locating classrooms in schoolyard; should be located away from relationship to lawns student access • To reduce heat islands, impervious areas should • Minimize number of athletic court entryways to be kept to a minimum and be shaded/lightened improve supervision (CHPS) • All outdoor spaces should be easy to supervise • Access to independently securable restrooms; from one vantage point access to water fountains • There must be adequate drainage for entire • Provide weather-resistant secured storage for outdoor space athletics equipment • Consider efficient lighting for sites with evening • Modern (no chain-link) enclosing fence with sports fully securable access points • All spaces should be ADA accessible • Various seating options • Shaded areas Oakland Unified School District Design Guidelines 21
  20. 20. Design Guidelines Shared UseParking &Transportation On-site parking should be provided in an area that is fully securable and well-lit. Parking spaces are available for programs using the site after regular school hours; they may also be used for farmers markets and other outdoor community events. At sites with limited parking, consider designating parts of a schoolyard or athletic courts for outdoor parking after regular school hours. There should be a certain amount of space near the main entrance to the school, or anywhere else with frequent foot traffic, dedicated to secured bicycle racks. Acorn Woodland Elementary School Space Specifications • Create preferred parking for carpools (CHPS) • Provide bike, scooter, or skateboard racks & bike lanes (CHPS) • To reduce heat islands, impervious areas should be kept to a minimum and be shaded/lightened (CHPS) • Parking space allocations should be clearly labelled • There should be signage designating what is or is not available Students biking to school (Image courtesy of Oakland Local) as a parking space • Provide a few short-term (10-15 minutes max.) parking spaces near the primary drop-off/pick-up point • Provide secured bicycle racks near an area with frequent foot traffic • Car access points should be easily identifiable • If schoolyards/athletic courts are being used for parking, use higher density asphalt on areas that will be accessed by cars, buses, and maintenance/fire Safe Routes to School Walking School Bus (Image courtesy of SFGate Oakland Unified School District Design Guidelines 22
  21. 21. Design Guidelines Shared UseSports Fields See High Schools & Middle Schools Design Guidelines for more information on athletic facilities. Sports fields at the middle and high school level should be able to accommodate a variety of sports. Depending on several variables such as maintenance and frequency of use, fields may be covered with either turf or grass. An adequate amount of seating proportionate to the size of the school population to be served should be provided. Since sports fields are often used for afterschool athletic programs, they should be fully accessible and securable after school hours, consider lighting for evening use. Adjacent restrooms serving the sports field should be independently securable, with exterior access points, so McClymonds High School Sports Field that they are available separately from other parts of campus. Space Specifications Weather-resistant Storage Options • There should be at least one gate that is wide enough to allow cars, buses, and maintenance/fire trucks to access the sports fields • Identify opportunities for sustainable design elements to reduce water use (CHPS) • Provide weather-resistant secured storage for equipment • Access to independently securable restrooms; access to water fountains Storage container Tuff Shed © • Enclosing fence with fully securable access points • Allow access to OUSD Buildings & Grounds for maintenance • Fixed outdoor event seating Examples of Equipment to be Stored Football blocking sled Helmet storage Football shoulder pad storage Field striper Oakland Unified School District Design Guidelines 23
  22. 22. Design Guidelines Shared UseGardens For full garden specifications, see Kitchens & Gardens Design Guidelines. Educational gardens can play a valuable role in OUSD schools of all levels. Through its adoption of the District’s new Vegetation Policy, the Board has established gardens and garden programs as a priority for all schools. New site designs should include these areas as well as the facilities needed to maintain them. Community partners or parent groups are sometimes involved in the maintenance of garden space. Therefore, it is important that school gardens are easily accessible from outside of campus, and are able to be independently secured. Grass Valley Elementary School Space Specifications Weather-resistant Storage Options • Consider installation of water management system to monitor usage • Modern (no chain-link), chest-height fencing when possible to facilitate student engagement • Weather-resistant secured storage for gardening equipment • Access to running water Storage container Tuff Shed © • 2 entryways – one facing public, one facing school interior – to allow community access • Enclosing fence with fully securable access points and different set of locks for each gate • Outdoor seating; raised beds; shade structures City Slicker Farms garden at Ralph Bunche Academy Oakland Unified School District Design Guidelines 24
  23. 23. Design Guidelines Shared UseAdditional Resources Joint Use School Partnerships in California: Strategies to Enhance Schools and Communities Center for Cities & Schools, University of California, Berkeley http://citiesandschools.berkeley.edu/joint-use.html SF Public Schools Field Sharing Program City Fields Foundation http://cityfieldsfoundation.org/intro.php?id=209 Boys & Girls Club of Santa Clarita Valley Case Study Afterschool Alliance http://www.afterschoolalliance.org/fundingPartnerCaseBG.cfm Case Studies: Joint Use – Edison School/Pacific Park Project New Schools Better Neighborhoods http://www.nsbn.org/case/jointuse/edison.php Shared Use of School and Community Facilities Safe Routes to School http://www.saferoutespartnership.org/state/bestpractices/shareduse Coalition for Community Schools http://www.communityschools.org San Francisco Wellness Initiative http://www.sfwellness.org Alameda County Safe Routes to School http://www.alamedacountysr2s.org Collaborative for High Performance Schools (CHPS) http://www.chps.net TransForm http://www.transformca.org San Francisco Wellness Initiative http://www.sfwellness.org Oakland Unified School District Design Guidelines 25

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