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OAKLAND UNIFIED SCHOOL DISTRICT
DESIGN GUIDELINES
DRAFT
5/28/2013

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1500 Sansome Street, Roundhouse One
San Francisco, CA 94111
415 402 0888

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3Oakland Unified School District Design Guidelines
Design Guidelines
Table of Contents
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Design Guidelines
Laura Binczak
Physical Education Programs Manager
OUSD Leadership, Curriculum and Instruction
Roland Broach
Director of Custodial Services
OUSD Facilities Planning & Management
Andrea Bustamante
Elev8 Initiative Director
OUSD Family, Schools and Community Partnerships
Joe Cavanagh
Director of Construction
Nora Cody
Safe Routes to School Program Coordinator
Ann Mayo Gallagher
District Librarian
OUSD Library Services
Maxwell Gara
VISTA - Indoor Air Quality Specialist
OUSD Health and Wellness
Mara Larsen-Fleming
Manager of School-Based Health Centers
Joanna Locke
Director of Health and Wellness
Julia Ma
Afterschool Programs Coordinator
Tadashi Nakadegawa
Director of Facilities
Don Neuwirth
Oakland Schoolyard Initiative Manager
OUSD Family, Schools & Community Partnerships
Michelle Oppen
Manager of Coordinated School Health
OUSD Family, Schools, and Community Partnerships
Sue Pon
Family Literacy Program Administrator
OUSD Family, Schools, and Community Partnerships
Curtiss Sarikey
Associate Superintendent
Mia Settles
Executive Officer
OUSD Instruction and Operational Alignment
Charles Smith
Buildings and Grounds Coordinator
Ron Smith
Principal
West Oakland Middle School, OUSD
Preston Thomas
Principal
Life Academy, OUSD
Contributors
Contributors - Shared Use

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Design Guidelines
Soraya Brooks
Elementary School Teacher
Prescott Elementary School, OUSD
Joe Cavanagh
Kelvin Chan
Manager of Technology Services
OUSD Information and Technology Services
Caleb Cheung
Manager of Science Programs
David Colbert
Facilities Coordinator
Roma Groves
Principal
Martin Luther King Jr. Elementary School
Randy Horn
Deputy Manager of Construction
Leah Jensen
Instructional Technologist
Helen Keels
Pre-Kindergarten Teacher
Sankofa Elementary School, OUSD
Tracey Logan
Project Manager
Cesar Monterrosa
Kara Oettinger
Autism, Behavior & Support Program Coordinator
OUSD Programs for Exceptional Children
Manisha Patel
Project Manager
Cheyenne Pronga
STEM Grant Coordinator/New Teacher Support
OUSD Teach Tomorrow In Oakland
Charles Smith
Buildings and Grounds Coordinator
Kei Swenson
Kindergarten Teacher
Sankofa Elementary School, OUSD
Mia Settles
Executive Officer
OUSD Instruction and Operational Alignment
Contributors - 21st Century Classrooms
Contributors

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Design Guidelines
Zenobia Barlow
Executive Director
Center for Ecoliteracy
Bijan Beigi
Project Manager
Enomwoyi Booker
Principal
Prescott Elementary School, OUSD
Christine Broach
Head Custodian
Roland Broach
Director of Custodial Services
Joe Cavanagh
David Colbert
Nancy Deming
Sustainability Initiatives Manager
OUSD Family, Schools, Community Partnerships
Alex Emmott
Farm to School Program Supervisor
OUSD Nutrition Services
Park Guthrie
Coordinator of Garden Education Programs
OUSD Learning, Curriculum and Instruction
Adam Kesselman
Chef
Robert Law
Administrative Supervisor
Jennifer LeBarre
Director
Cesar Monterrosa
Melvin Mumphrey
Head Custodian
Michael Quintana
Student
Met-West High School, OUSD
Carolie Sly
Director of Education Programs
Charles Smith
Buildings & Grounds Coordinator
Leroy Stokes
Director of Buildings & Grounds
Contributors - Kitchens & Gardens
Contributors

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Design Guidelines
Lisa Ahn
Senior Strategic Fellow
OUSD Staff Wellness
Susan Benz
Program Coordinator
OUSD College & Career Readiness Office
Laura Binczak
Physical Education Programs Manager
Timothy Bremner
High School Teacher/Academy Director
Castlemont High School, OUSD
Joe Cavanagh
David Colbert
Daniel Hurst
Principal
Fremont High School, OUSD
Beverly Jarrett
Administrator on Special Assignment
OUSD High Schools Network
Diana Kampa
Program Manager
OUSD College & Career Readiness Office
Alison McDonald
Executive Officer
OUSD High Schools Network
Cesar Monterrosa
Tadashi Nakadegawa
Director of Facilities
Phil Rydeen
Visual and Performing Arts Programs Manager
Megan Sweet
Program Coordinator
OUSD School Portfolio Management
Russell White
League Commissioner
Oakland Athletics League
Contributors - Middle Schools & High Schools
Contributors

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These Design Guidelines are the result of a
focused engagement process with OUSD staff,
school facility experts, as well as a study of
relevant school facility code requirements and
best practices. Working groups consisting of
OUSD stakeholders developed content for
this document through a discussion of topics
identified in the 2012 Facilities Master Plan:
• Shared Use
• Kitchens and Gardens
• 21st Century Classrooms
• Middle School & High School facilities
This is a living document that should be
updated on a regular basis with additional input
and new facility requirements.
The goal of OUSD’s strategic vision: Community
Schools, Thriving Students is to create “a
Full Service Community School District that
serves the whole child, eliminates inequity, and
provides each child with excellent teachers for
every day.” To this end, school facilities must no
only be high quality learning environments, but
also support a variety of wrap-around services
and community-based activities.
This document describes physical design
specifications and functional requirements for
rooms, building systems, and school grounds,
and includes additional guidelines to properly
accommodate new patterns of uses, enable
shared access, and provide improved security
throughout the day.
By establishing a consistent framework for the
design of all capital projects, facilities built by
the district will meet equitable standards of
high quality, performance, and functionality.
From this common starting point, design teams
will engage stakeholders in order to assess the
unique characteristics of the site and develop
an understanding of the school program’s
distinct identity and needs. As a result, each
project will produce individualized architectural
outcomes.
Sustainability is a guiding principle for all
projects. OUSD’s Design Guidelines align with
design criteria established by the Coalition
for High Performance Schools, in order to:
“protect student and staff health, and enhance
the learning environments of school children
everywhere; conserve energy, water, and other
natural resources, and reduce waste, pollution,
and environmental degradation.” Moreover,
these elements should be made visible and
prominent so that facilities themselves become
teaching tools.
These Design Guidelines are a companion
to the OUSD Educational Specifications, a
technical document that describes the same
specifications and functional requirements in
compliance with State of California regulations.
Both documents incorporate legal code
requirements, published best design practices,
and input from stakeholders who use OUSD
facilities.
IMPLEMENTATION
New construction projects should be able to
implement the full set of specified criteria, while
renovation projects may be constrained by
site features or existing structural elements at
the project site. In such cases, the cost of each
design requirement will be weighed and valued
against the benefit it provides.
New Construction
New construction projects should adhere to
all relevant specifications, while design teams
should actively engage the school community
to gather additional input on the desired
outcomes.
Renovations/Modernizations
Renovations should adhere to these
specifications in so much as meeting the
required specifications does not drastically
change the planned scope of work. If a
site or facility has features that make full
implementation infeasible, design teams may
explore alternative options in consultation
with the District’s Facilities Department and
school leadership.
INTRODUCTION

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Design Guidelines
MISSION + VISION
Oakland Unified School District is becoming a Full Service Community District that serves the whole child,
eliminates inequity, and provides each child with excellent teachers for every day. All students will graduate
from high school. As a result, they are caring, competent, and critical thinkers, fully‐informed, engaged and
contributing citizens, and prepared to succeed in college and career.
GOALS + PRIORITIES
The District’s Facilities Master Plan and the subsequent voter approval for Measure J has established the fol-
lowing directives for school facility construction and improvement projects:
Introduction
Purpose
Educational
Innovation
Classrooms must be capable of supporting multiple modes of teaching, hands-on
learning, and the evolving educational technologies
Safety Students at and around school sites must be safe from earthquakes, crime, and
automobile accidents.
School Identity Facility improvements should maintain and support the school’s unique identity, even
when altering the physical environment.
Diverse
Providers
Establishing and supporting a diverse portfolio of school options in Oakland will
lower District costs, allow OUSD to allocate its resources most efficiently, and improve
educational outcomes for all of Oakland’s children.
Well-Rounded
Community Citizens
School Facilities must include space for the arts and music, athletics, wellness, and
student support services. Schools will help students embrace culture and creativity,
develop leadership and teamwork skills, and maintain a healthy lifestyle.
Equity OUSD must adopt an equity-centered facility investment strategy, and improvements
should support quality school options in every Oakland neighborhood.
Efficient Use of
Resources
All resources will be used in service of Oakland’s children, youth, and families. School
sites should be highly used by school programs, community partners, and the
neighborhoods surrounding them. Other sites should be creatively utilized to generate
the maximum benefit for OUSD and its students.
Flexibility School facilities are used for decades and sometimes even longer. In order for these
spaces to remain effective in the future, all facilities, but classrooms especially must
be able to support a variety of activities and adapt to evolving pedagogies and
technology.
Sustainability School facilities should consist of high-performance buildings that use water and
energy efficiently while contributing to the quality of Oakland’s built environment. As
much as possible, sustainable systems should be passive solutions that are simple to
operate, maintain and repair.

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CAMPUS DESIGN AND FUNCTION
Neighborhood Connections
• Identify opportunities to connect to
community resources that provide services
not available on campus (e.g. public library,
park, youth center).
• Consider parking needs for neighboring
organizations for increased parking spots
during community events.
• Consider access and pedestrian routes to
public transportation.
• Schools may require office space for a
community manager, located near main
office.
Signage
• Install lit signage that clearly identifies the
main entry point to a campus in compliance
with Building & Grounds signage guidelines.
• Post a campus map that highlights and
provides clear directions for spaces
commonly used by the community.
• Provide display space or electronic
signage to communicate school news and
information (special instructions, event
notices, etc.).
• Clearly identify/label all buildings on the
exterior, and rooms on the interior.
• Showcase sustainable building features,
with labels and explanations of their
importance.
• In rooms with reconfigurable walls, post
signage describing how to properly
maintain effective ventilation, heating, and
lighting.
Security & Access
• There should be one primary drop-off/
pick-up point near the main entrance to the
school.
• All outdoor spaces should be well-lit, have
high visibility, and be easy to supervise.
• Install surveillance cameras at critical points
on campus (e.g. building entryways, rooms
where high-value items are stored such as
computer labs).
• Campus-wide alarm systems should feature
multiple control zones, allowing certain
zones to be secured while others are open.
Consider technologies that permit remote
monitoring by school administration.
• Consider electronic keying systems.
• Consider installing infrastructure and
technology for 2-way communication
throughout the campus.
Sustainability
• Consider methods to reduce water usage in
recreational and landscaped areas.
• Consider installing a water management
system to monitor usage and reduce
consumption.
• Consider methods to reduce energy use.
• Use site-based features and web-based
portals to connect sustainable school
design features with school programs and
classwork.
• When possible, and site conditions are
suitable, consider installing photovoltaic
panels to generate renewable energy.
• HVAC systems should be centrally
controlled and individual rooms should have
controls to adjust this temperature up or
down within a set range.
• During non-school hours, administrative
custodial staff must be able to control
the HVAC system for special events or
community use.
Emergency Preparedness
• Clearly designate a place on-site to store
emergency materials.
• If the site is a designated Disaster Recovery
Center, comply with FEMA requirements.

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Design Guidelines
Lighting
• Maximize use of natural lighting in building
design.
• Consider methods to protect privacy while
allowing natural light into rooms.
• Fit windows with shading systems to
reduce glare and solar heating effects
throughout the day.
• Use windows and light fixtures that
minimize glare.
• Use lighting controls and fixtures that allow
for light level adjustments in instructional
spaces.
HVAC/Climate Control
• Ventilation systems should bring copious
amounts of fresh air to classroom areas.
• Air filtration should ensure high indoor air
quality.
• Materials should not emit volatile organic
compounds.
• Windows, temperature and ventilation
should be controllable by teachers in
classrooms.
• Climate controls should be compatible with
the district’s energy management system
• Classrooms, offices wings and multipurpose
rooms should have controls to adjust
temperature settings within a range set by
the central control system.
• Spaces that may be used for community
functions after school hours should have
on-site climate control systems accessible
by site administrators or custodians.
• Avoid placing ceiling fans under lights to
eliminate flickers that may adversely affect
students with special needs.
• Mechanical, Electrical and Plumbing (MEP)
Systems
• Mechanical Rooms may not double as
storage space, learning environments,
offices, or fulfill any other space needs.
• Consider ways to generate renewable
energy on-site and install a monitoring
system that enables such systems to
connect to educational programs.
• Comply with East Bay Municipal Utility
District (EBMUD) guidelines for water-
efficient fixtures and reclaimed water
(where available) to reduce sewage
conveyance from toilets and urinals.
Custodial Support
• Place custodial utility rooms throughout
campuses.
• At least one custodial utility room per
building floor should be outfitted with
running water.
• Custodial utility rooms require space
for storing mops, brooms, and cleaning
supplies.
• Place custodial utility rooms with access
to the school grounds such that custodial
staff are able to easily maintain the entire
schoolyard and all outdoor areas.
• Custodial staff require at least one storage
room on campus where bulk orders may be
kept, and where minor equipment repairs
can be completed.
• Waste collection areas should be of a size
to accommodate 3 or 4 large receptacles,
as schools may participate in multiple
sorting programs.
• Custodial staff require an office with
storage and a comfortable work space.
Building Systems and Infrastructure
Campus Design and Function

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Design Guidelines
The use of computer technology and access
to digital resources are important elements
of the Common Core Curriculum and Smarter
Balanced Testing programs.
Accordingly, facilities should align with the
requirements of with current district Technology
Implementation Specifications, which support
these goals.
Facilities should meet the following criteria:
Power
• Appropriate cabling and outlets should be
installed in each room to support a variety
of network technologies and equipment.
• When appropriate, at least one wall should
have outlets running along the entire length
of the room.
• When possible, outlets should be located at
counter-height.
• Installation of power and wiring should
facilitate the ease of maintenance.
• Consider sustainable design elements to
reduce energy consumption.
Communications and Information Technology
• School facilities should accommodate
technological updates over time.
Technology infrastructure should be housed
in such a way that provides access for
reconfiguration.
• Equip instructional spaces, multipurpose
areas, main hallways, and exterior locations
with an intercom and bell system that
allows administrators to deliver school-
wide announcements and implement a bell
schedule.
• Equip classrooms with a phone and paging
system that can make and receive calls,
and enables communication with other
classrooms and administrators.
Network Access & WiFi
• All classrooms should have network access.
It is OUSD’s goal that all students have
access to a WiFi connection.
• Provide sufficient network bandwidth
such that there is sufficient capacity for
computers at least at a 1:11 ratio to students
enrolled in a given school.
• Set up systems so that additional
bandwidth may be added in the future
without facility renovation projects.
• When possible, mount a WiFi port with
the classroom projector and lay all cabling
through the ceiling conduit.
• Avoid installing the WiFi access point in the
corners of a room.
• Consider the need for additional bandwidth
capacity to support personal devices, or
ways to limit network access.
Server Rooms
• Schools should have a secure Main
Distribution Frame (MDF) and Intermediate
Distribution Frames (IDF) as needed.
• These MDFs and IDFs should be separate
from all other functions, such as custodial
and maintenance rooms.
• Server rooms must be well-ventilated and
temperature controlled to manage over
heating and enable proper maintenance.
Technology

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Design Guidelines
Entrances, Restrooms & Water
Campus Design and Function
Entrances & Exits
• All classrooms doors should provide a
view panel, either within the door itself
or adjacent to it. Consider providing an
adjustable shade or blinds for privacy
control of the view panel.
• Make individual rooms or a set of rooms
independently securable to allow site
administrators to share certain parts of
campus for other programs
• All doors must be lockable from the interior
Restrooms
• Restrooms should be close to classrooms
• There should be separate restrooms for
children and adults.
• All kindergarten classrooms must have an
adjoining restroom
• Classrooms used by some Programs for
Exceptional Children may have additional
restroom requirements
• Use water-efficient fixtures and reclaimed
water (where available) to reduce sewage
conveyance from toilets and urinals
Water Stations
• Locate hydration stations throughout
campus to provide easy access for students
to drink and refill water bottles.

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OUSD’s classrooms will be modern, functional
spaces that support teaching and learning. In
order to maximize sustainability and simplify
maintenance and upkeep, designs should align
with the Collaborative for High Performance
Schools (CHPS) best practices. Classrooms
should also be flexible so as to support a variety
of curricular pedagogies, and accommodate
changing technologies.
The standard classroom guidelines are
intended to support the needs of programs
and curriculums at all school levels, however
certain programs may require a variation on this
model. Refer to the guidelines for Kindergarten/
Childhood Development Center classrooms,
Laboratory and Studio classrooms, Performing
Arts classrooms, and Special Day Class
classrooms for further details on these spaces.
CLASSROOMS
Illustrative Example: Typical Classroom
Speakers and
Distributed Sound
Natural
Lighting
Secure
Windows
Running Water
Acoustic Tiles
Permanent &
Secure Storage
(Cabinets or
Closets)
Large-Capacity,
Multi-Use Raceways
Transparent Entrance
Mounts for Teaching
Wall Surfaces
20’ - 48’
20’ - 48’
Adequate
Power &
Wiring
Re-configureable Furniture
Network Access and
Projector Mount in
Center of Ceiling
Artificial Lighting Controls
Teacher Station
Intercom/Phone/Bell
Portable Storage

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Design Guidelines
Common Core, Next Generation Science
Standards and Smarter Balanced Assessments
In order to provide a consistent, clear
understanding of school curriculums, OUSD
is implementing the Common Core State
Standards, Next Generation Science Standards,
and the Smarter Balanced Assessment.
Classrooms in the district should support
teachers working with these standards.
Pedagogies
Every school is different and every teacher is
different. New and renovated classrooms should
have equal quality across the district while
allowing many different teaching methods to
take place within them.
STEM
Oakland schools at all levels feature programs
focusing on Science, Technology, Engineering
and Math. Classrooms should accommodate
flexible configurations for the hands-on project-
based learned associated with these programs.
Technology
It is essential that classrooms have the ability to
support technology as a teaching tool, however
the technologies used in a classroom will evolve
and be replaced dozens of times throughout
the 100+ year life-cycle of a school building.
Rather than update the necessary systems for
each new generation of educational technology,
the following guidelines describe how to
integrate flexible infrastructure and modular
fittings into the design of new buildings at the
start. This solution will ensure that classrooms
continue functioning as effective, modern
learning environments even as the demands
and applications of technology change.
21st Century Classrooms
Classrooms
0 25 50
YEARS
75 100
Computer
Hardware
Computer
Software
Renovations
Buildings
INFRASTRUCTURE LIFE-CYCLYES

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Design Guidelines
An essential element of classroom design is
flexibility. Classroom spaces should support a
variety of potential teaching and learning styles,
as well as provide appropriate accommodations
for additional users, including after school
programs, adult education, and childcare
services.
New classrooms must be at least 960 ft2
, as
per the Title V California Code of Regulations.
Rooms larger than 1,000 ft2
require two exits.
For renovations and modernizations of
existing spaces, evaluate costs and benefits of
classroom re-sizing efforts.
Flexible Classroom Configurations
Classrooms
Illustrative Examples
Group Work
Traditional Lecture
Various Group Work

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Design Guidelines
Active Walls
• When possible, all walls should have a variety
of flexible display spaces, such as:
• Magnetic whiteboards
• Bulletin boards
• Interactive white boards and similar
technologies
• Designate one wall to be the primary teaching
wall, housing the classroom’s main educational
technologies and teaching surfaces.
• The wall should be oriented such that during
instruction, the teacher’s back does not face
the classroom door.
Lighting
• Lighting should provide a comfortable
classroom environment with appropriate visual
conditions.
• Utilize a combination of natural lighting and
artificial lighting.
• Artificial lighting should have brightness
controls and zoned variable lighting controls.
• Adjustable sun shades should be installed to
reduce overheating in rooms with direct solar
exposure.
• Window shades should provide sufficient light
into the classroom, while establishing privacy
from the outside.
• Windows and shades must be easy to
maintain.
Flooring & Wall Materials
• Flooring material should be durable and
scratch resistant.
• Avoid carpeting and rugs.
• Flooring should enable furniture mobility.
• Wall materials should foster good acoustic
quality.
• Consider sustainable flooring & wall materials.
• Walls should be light-colored for high light
reflectivity.
Refer to the Educations Specifications and
Materials Standards for further details.
Classroom Environment
Classrooms

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Design Guidelines
Climate
• Align with CHPS guidelines regarding
air filtration and HVAC performance and
thermal comfort.
• Incorporate passive ventilation and
sustainable design elements and avoid A/C
when possible.
• Avoid placing fans under lights to eliminate
flickering that may cause problems for
students with special needs.
• Classrooms, should have controls to adjust
temperature settings within a range set by
the central control system.
• Install interlock system that would turn
off heating and cooling when doors and
windows are opened. Maximize system
simplicity and provide mechanism to
manually override interlocks in case of
sensor malfunction.
• Moveable wall partitions are not
recommended. In classrooms with
moveable partitions, ensure that they do
not disrupt the effectiveness of HVAC
systems.
• Post signage describing how to properly
operate classroom climate systems to
achieve optimal environmental health
conditions for students and teachers.
Refer to the OUSD air quality checklists for
information on how the District currently
evaluates the factors that contribute to a
comfortable, healthy classroom climate.
Acoustics
• Classrooms should be insulated from
external noise sources and feature acoustic
properties suitable for lectures and small
group work.
• Consider installation of acoustic panels to
ensure the appropriate acoustics.
Refer to the Educations Specifications and
Materials Standards for further details.
Classroom Environment
Classrooms
Water
• All classrooms should be equipped with a
sink and running water.
• Classrooms should be near other sources
of running water (bathroom, hydration
stations, teacher preparation areas).
• Refer to Title V of the California Code of
Regulations for further details: (http://www.
cde.ca.gov/ls/fa/sf/title5regs.asp)

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Design Guidelines
Chairs
• Durable.
• Easily moved and rearranged.
• Separate unit from the desks.
• Modular components for ease of
maintenance
• Footing material will not scratch floors
• Stackable
• Consider ergonomics and comfort
• Appropriately sized for students at each
grade level.
• At elementary grades, individual storage
may be attached to chairs.
• At middle school and high school grades,
there should be no storage attached to
chairs.
Desks and Tables
• Durable.
• Appropriately sized for students at each
grade level.
• Easily moved and rearranged.
• Able to be configured in various
arrangements.
• Modular components for ease of
maintenance.
• Desks and tables should be chemical
and fire-safe to enable use for science
programs, particularly at the Middle and
High School levels.
• At elementary grades, individual storage
may be attached to desks.
• At middle school and high school grades,
there should be no storage attached to
desks.
Teacher Station
• For grades 6-12 consider equipping
classrooms with a teacher podium that
features:
• Computer support
• Audio/visual/network controls
• Document camera
• Easily portable
• Able to be secured or locked
Classroom Furniture
Classrooms

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Design Guidelines
Permanent Storage
• All rooms should have a variety of
permanent storage options; consult with
program leaders to determine appropriate
amount of storage.
• There should be a variety of lockable,
securable, and easily accessible storage.
• Storage should not interfere with the
ventilation.
• See specific needs of Kindergarten and Pre-
kindergarten programs on page 15.
• Consider storage that may be combined
with teaching wall surfaces, especially in
smaller classrooms.
Cabinets
• There should be a variety of securable and
lockable ground level and wall-mounted
cabinets.
• Consider countertop and storage
opportunities when designing cabinets.
Closet
• Closets should be securable or lockable.
• Closets for electronics and/or potentially
hazardous or dangerous materials must
feature a higher level of security.
• Closets may be shared between classrooms.
Mobile Storage
• Consider providing mobile storage,
especially at the elementary grade levels.
• Storage should have the ability to be
secured or locked.
Classroom Storage
Classrooms

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Design Guidelines
Because educational technology is
constantly evolving, facilities should be able
to accommodate a variety of technologies,
so that buildings will not require constant
renovations. Ensure that all facility designs
comply with OUSD Technology Implementation
Specifications.
Educational Technologies
• Classrooms should feature mounts for
variety of technologies such as:
• LCD Projector System
• Interactive Whiteboard
• Document Cameras
• There should be a variety of flexible display
spaces within the classroom.
• Be mindful of mounting location to avoid
glare.
Intercom, Phone & Bell
• All classrooms should be equipped with a
communications and paging system that
allows school-wide communication from
the classroom.
• The system should allow 2-way talk back
communication from within the classroom.
• Consider integrated systems that combine
functions through data lines.
• Systems should be sufficiently robust to
call outside of the school in emergency
situations with power or network failure.
Distributed Sound
• Comply with Technology Specifications
regarding voice amplification systems for
distributed sound.
• Classrooms should be equipped with
amplifiers and speakers to provide balanced
sound coverage.
• Consider room conditions such as acoustics
and facility materials when determining
sound systems and during installation.
Classroom Technology
Classrooms

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Design Guidelines
Kindergarten classrooms, Transitional
Kindergarten (T-K) classrooms and Child
Development Centers (CDC’s) have distinct
needs and performance criteria than other
facilities. Parts of these guidelines may also
apply to some first and second grade-level
programs. These guidelines should be applied in
addition to the 21st Century Classroom design
guidelines described previously.
Floor Plan
• Kindergarten and CDC Classrooms must be
a minimum of 1,350 ft2, including restrooms,
storage, teacher preparation space, and
“wet” and “dry” areas.
• A second exit door is required in rooms
over 1,000 ft2. This access point should be
easy for teachers to monitor and control.
• The entire classroom should be designed
such that the teacher can maintain sight-
lines to all corners at once.
• Avoid partial partitions that interfere with a
teacher’s ability to monitor the classroom.
• Classrooms should be flexible environments
that enable teachers to create different
zones for subjects such as science, art,
reading, etc.
• The room should also allow the entire class
to sit down together as a group.
Furniture and Furnishings
• Furniture should be scaled appropriately for
small children.
• Furniture and furnishings should be
reconfigurable for different styles of work
and activities, and support the creation of
different zones and learning areas in the
classroom.
Water
• There should be sinks appropriately-sized
for both students and teachers.
• For Kindergarten rooms, there should be at
least one sink for students, which is located
in the restroom.
• For CDC’s, an additional children’s sink
is required, which is separate from the
restroom, and preferably adjacent to the
play yard entrance.
Kindergarten, Transitional Kindergarten &
CDC Classrooms
Classrooms
Storage
There should be a variety of permanent, mobile,
lockable, childproof, and easily accessible
storage, for both students and teachers. These
storage types include:
• Open shelving.
• Deep shelving for storing oversized papers,
posters, and other teaching items.
• Large storage areas for hands-on
manipulative learning products.
• Cupboards.
• Paper cabinets with counters.
• Coat racks.
• Cubbies for storing student backpacks
(located outside of the main teaching area).
• Countertops not accessible by children
for storing equipment. They should be
provided both inside and outside the main
teaching area.
Arroyo Viejo Child Development Center

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Design Guidelines
Teacher Preparation Areas
A space dedicated for teacher preparation
should be adjacent to Kindergarten and CDC
rooms. This area should not be accessible to
students. The teacher preparation area should
include:
• A variety of storage
• Ample counter or table space for
preparation work and storing of tools and
equipment
• A sink
Restrooms
Classrooms must have access to restrooms,
designed specifically for pre-K and kindergarten
students.
Play Yard
Title 5 of the California Code of Regulations
requires a play yard adjacent to a kindergarten
room that is designed to develop student motor
skills. This yard must be completely visible from
inside the classroom to allow supervision of
children, and provide clear boundaries.
Drop-off and Transportation Zones
Classrooms must be adjacent to parent drop-off
areas, as well as transportation loading zones
such as bus stops.
Safety
• All components of the classroom should be
safe for young children.
• Classrooms should have an open and
flexible layout.
• Floors should be flat without permanent
raised platforms.
• Use reconfigurable furniture to create
special zones or learning areas.
Refer to the California Code of Regulations for
further details on Classrooms for CDCs and
Kindergarten classes.
Kindergarten & CDC Classrooms
Classrooms
Kindergarten Classroom at Greenleaf Elementary School
Acorn Woodland Child Development Center play yard

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Design Guidelines
Linked Learning is a flexible approach to
secondary education bringing together
college prep academics, demanding technical
education, support services, and work-based
learning that, together, help prepare students
for success in college, career and life.
OUSD offers 22 specific pathway programs in
the following industry sectors:
• Arts, Media, and Entertainment
• Building Trades and Construction
• Education, Child Development, and Family
Services
• Energy and Utilities
• Engineering and Design
• Fashion and Interior Design
• Health Science and Medical Technology
• Information Technology
• Marketing Sales and Service
• Public Services
Linked Learning & Career Technical Education
Classrooms
Facility Implications
The four components of Linked Learning
programs have distinct facility needs.
1. College Prep Academics need classrooms
that are capable of supporting multiple modes
of teaching as well as the newest educational
technologies. (See 21st Century Classroom
Guidelines on pages 14-21)
2. Demanding Technical Education course
work may require specialized spaces, such as
laboratories and studios, with customizable
features. (See pages 25-26)
3. Support Services for Linked Learning
programs, and career/college readiness include
group and one-on-one services that require
private spaces smaller than a classroom. (See
Student Support Office Space Guidelines on
page 41)
4. Work-Based Learning often includes field
trips and internship opportunities that take
place off-site. Host schools may need to arrange
for transportation and provide facilities that
enable safe pick-up and drop-off of students.
(See Parking & Transportation Guidelines on
page 54)
Engineering Academy projects at Oakland Technical
High School
(http://bit.ly/YF25Bd)

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Design Guidelines
For some technical education and enrichment
programs, the standard 21st Century Classroom
model proposed in the preceding pages may
require additional space and resources to
support classroom activities. Certain visual
arts, design-based, and media courses should
be housed in a spaces with specifications
customized for hands-on creative projects.
Like the 21st Century Classroom, Studio
Classrooms should feature a flexible design able
to handle a variety of furniture and set-ups so
that specialization for a given program comes
from the fittings the room is configured with,
rather than the architectural design itself.
Additional Design Features
• 1,300 ft2
minimum room area
• Diversity of secured storage options
• Flooring that is resilient, durable and easy
to clean
• Modular furniture and workstations
• Maximum natural light
• Program-specific considerations (e.g.
the need for an adjacent kiln room for
Ceramics)
Studio Classrooms
Classrooms
Illustrative Example: Art/Design Studio

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Design Guidelines Classrooms
Additional Design Features
• 1,300 ft2
minimum room area
• Chemical storage/Teacher preparation back
room (included in the 1,300 ft2 space re-
quirement.)
• Flooring that is resilient, durable and easy to
clean
• Modular furniture and workstations
• Plumbing to support multiple sink installa-
tions and a chemical eye wash station
• Maximum natural light
• Chemical fume hood
For some technical education and enrichment
programs, the standard 21st Century Classroom
model proposed in the preceding pages may re-
quire additional space and resources to support
classroom activities. Some science and STEM
programs should be housed in a space with ad-
justed specifications customized for technical,
hands-on projects and experiments involving
hazardous materials.
Like the 21st Century Classroom, Laboratory
Classrooms should feature a flexible design able
to handle a variety of furniture and set-ups so
that specialization for a given program comes
from the fittings the room is configured with,
rather than the architectural design itself.
Laboratory Classrooms
Illustrative Example: Science Laboratory

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Design Guidelines
Middle Schools and High Schools may feature
classroom space and practice rooms for
instrumental programs, choir, and theatre.
Classrooms
• Performing Arts classroom space should
be large enough to accommodate more
students, dispersed furniture, and greater
levels of activity.
• Floor area should accommodate varied
furniture types and configurations, including
modular items (choral risers, small stage,
etc.)
• Consider the acoustical qualities of room
design and building materials.
• Select a location for Performing Arts
classrooms away from other instructional
programs.
• When possible, locate Classrooms near
performance space to enable use as green
rooms, changing rooms, etc.
• Enhance security for Classrooms where
musical instruments will be stored to protect
against theft and vandalism.
• When possible, provide additional secure
storage within the Classroom.
• Provide fixtures and space to install built-in
speakers.
• Design floor/wall conduits with capacity to
allow the classroom to implement evolving
technology.
• Classrooms should have a sink.
Performing Arts Classrooms
Classrooms
Practice Rooms
• Locate practice rooms within or adjacent to
performing arts classrooms.
• These spaces must have a window or
an alternate way for teachers to easily
supervise students.
• Rooms should be sound-insulated.
• Programs should have access to several
practice rooms of at least 50 ft2
. When
possible, provide a larger space of ~350 ft2
for small ensembles and groups to use.
• Design conduits with capacity to allow
reconfiguration and integration of various
technologies
Instrumental Classroom and Westlake Middle School
(Note practice rooms behind teacher)

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Design Guidelines
Facilities used by Programs for Exceptional
Children should be planned in conjunction
with program administrators. Each program’s
specific and unique needs will vary based on
the type of program.
Inclusion
The inclusion of students with special needs
in classes with their peers can be facilitated
through elements of campus and classroom
design. Many attributes of a classroom aligned
with the 21st Century Classroom guidelines
will support OUSD Programs for Exceptional
Children’s goal to include every student in
the least restrictive environment as much as
possible.
Examples of design features that support
inclusion are:
• A variety of lockable storage for special
equipment that can be secured and
accessed only by teachers or staff.
• Distributed Sound for with hearing
impairments.
• Adequate technology infrastructure
Furniture, materials, and storage space
comparable to all other students in the
classroom.
Dedicated Facilities
For students with more comprehensive needs,
facilities must be planned in conjunction with
the Programs for Exceptional Children. These
facilities should be designed and modified
according to specific and unique needs.
Classrooms in dedicated facilities should not be
separated from the other classrooms, and it is
preferable that they be located under the same
roof. For these dedicated facilities, there should
be particular attention towards:
SDC Classrooms
Classrooms

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