I. PHILOSOPHY
A. Individual Program
The significance of science in practically every human endeavor
is evident. Our nation's security and economy are
dependent upon the process, progress, and evolution of science.
Instruction in the science program, therefore, must be
aimed at the production of a scientifically literate citizen.
Through consultation with recognized authorities, all standards
shall be met. Beyond this, an attempt shall be made to
improve the teacher' s effectiveness and the student's development
of his full potential. The program shall provide both
continuity and flexibility, enabling students to gain proficiency
in the broad fields of science or specialize in a chosen
field. The flexibility will enable a student to take at least
one science course during each of his high school years. Due to
the continual expansion of the demands of science and technology
in our society, the curriculum should offer a spiral,
sequential physical science program with tracks to accomplish
various levels of scientific inquiry to meet the student's
technical and academic needs. Facts and concepts should provide
the student with the general and technical knowledge to
adapt to his socio-economic environment. Students who wish to
broaden their experiences in science to fields not
included in the scheduled program may choose to engage in some
phase of the individual studies program.
B. Course Purpose and Objectives
1. Provide a working knowledge of the evolution of science, both
as a process and a body of knowledge.
2. Introduce many facts of science, such as its limitations, its
languages, its values.
3. Provide opportunity to develop the necessary skills of reading,
interpreting, and applying the principles of science
that may be needed.
4. Provide knowledge and skills leading to careers in science.
5. Provide opportunity for experiences of a scientific nature
as extracurricular activities.
C. Course Content
1. GENERAL SCIENCE, 9 ? Scientific method and concept areas of
heat, light, sound, mechanics, astronomy,
energy exchange and transformation; individual experimentation
and project work using ISCS material and other
laboratory equipment.
2. LIFE SCIENCE ? Introduction in botany and zoology to give the
student a knowledge of the plant and animal
kingdom and man's relationship with nature. These units will include
major biological problems in man's environment
and his efforts to solve them.
3. BIOLOGICAL SCIENCE CURRICULUM ? Improvement of biological education
related to the student' s ability
to understand biology. Great emphasis placed on meaningful laboratory
activities at all levels of study. Four different
sets of materials for biology students, along with a second year
for advanced studies, and one set of special materials for
" slow learners" shall be used:
a. Change of living things
b. Diversity of type and unity of pattern of living things
c. Genetic continuity of life
d. Complementarily of organism and environment
e. Biological roots of behavior
f. Complementarity of structure and function
g. Regulation and homeostasis preservation of life in the face
of change
h. Science as inquiry
i. History of biological conceptions
Instruction for laboratory work designed to introduce student
to the inquiry processes of science are included in the
instructional material, together with films, film strips and 9
mm loops.
4. CHEMISTRY ? Course to lessen separation of college track course
and general course. Activities will include the
role of uncertainty, the atomic theory, nature of matter and the
mole concept. A second year chemistry will be offered to
those who elect to take it. The course will include description
of chemistry oriented occupations, which will advance the
principles developed earlier in Chemistry I. There will be more
individual project work and more student/teacher work in
small groups.
5. PHYSICAL SCIENCE ? Introductory course providing overview to
pupils who will take no more science in
school. Development of an understanding of the inquiry approach
to science through laboratory experiments.
6. PHYSICS ? Major principles of physics. A second year of curriculum
will be given to the college bound student
who has an interest in engineering and science and mathematics
fields.
7. EARTH SCIENCE ? Either a terminal course or an exploratory
and/or preparation course for other science
courses.
II. INSTRUCTIONAL PROGRAMS
A. Course Title and/or Room Use
1. Principles and Techniques in Science, 9*
2. ISCS-8, 9
3. BSCS Structured (Green, Blue, or Yellow), 10
4. BSCS Structured (Patterns and Progress), 10
5. Chemistry, 11-12
6. Physical Science**, 11-12
7. Advanced Biology, 11-12
8. Physics, 12
9. BSCS ?2,12
10. Individual Studies, 12
*A one-semester course required for the 9th year student who does
not take ISCS-C.
** Several one-semester course (Space Science, Earth Science,
Applied Science, etc.)
B. Activities
1. Teacher
a. Lecture
b. Counsel, individual and group
c. Demonstrate
d. Evaluate
2. Students
a. Design projects
b. Solve scientific problems
c. Study individually
d. Study in groups
e. Perform experiments
f. View demonstrations
g. Hear lectures
C. Grouping
1. Size of Class
Should not exceed 30 except in large group instruction
2. Arrangement or Grouping of Students
Students shall be grouped on the basis of their past performances,
including work in the classroom, scores on
standardized tests, and teacher recommendations.
III. SPACE NEEDS
A. Estimate of Space Needs
1. Projected Enrollment of Subjects
a. General Science, 9th Grade 400
b. Biology, 10th, 11th, 12th Grade 850
c. Chemistry, 11th, 12th Grade 250
d. Advanced General Sciences, 11th, 12th 200
e. Physics, 12th Grade 60
TOTAL 1760
2. Policy of Group Size
The maximum size should not exceed 30, with an average of 26.
Further grouping will be determined by the type of
work being done, the facilities available, and the ability of
the students involved.
3. Number of Sections of Each Size Group
General Science 14
Biology 32
Chemistry 10
Advanced General Sciences 7
Physics 3
TOTAL 66
4. Number of Periods in Schedule
Six periods
5. Number of Teacher Stations Required
13 stations required
6. Estimated Amount of Square Footage Needed as a "Guide
Only"
Proposed State Accreditation Standards, Level 2, require 45 sq.ft.
per pupil: Level 3, 50 sq. ft. per pupil.
Level 2 Level 3
a. 6 Biology labs 8,100 sq. ft 9,000 sq. ft.
b. 4 General labs 5,400 sq. ft 6,000 sq. ft.
c. 2 Chemistry labs 2,700 sq. ft. 3,000 sq. ft.
d. 1 Central Office 1,400 sq. ft. 1,400 sq. ft.
e. Storage 3,160 sq. ft. 3,485 sq. ft.
TOTALS 22,110 sq. ft. 24,385 sq. ft.
B. Furniture and Equipment
1. Furniture
a. Movable
(1) 390 desks, individual student
(2) 15 tables, trapezoidal
(3) 15 chairs, teacher
(4) 200 stools, metal, adjustable, with back rest
(5) 14 desks, teacher
(6) 16 cabinets, file, 4-drawer, legal-size, metal, with locks
b. Non-movable le
(1) Tables, laboratory, to accommodate 240 Chemistry and Biology
students
(2) 13 desks, teacher demonstration type, elevated 6"
(3) As many cabinets as space permits
2. Equipment
a. 3 carts, lab
b. 1 bed, germinating
c. 6 aquariums, movable
d. 8 tables, utility and balance
e. 13 projection screens, 60" x 60", wall mounted
f. 7 D.C. power supplies
g. 6 ranges, 4-burner top
h. 4 refrigerators
i. 2 sterilizes
j. 3 incubators
k. 3 plant-mobiles
l. 1 chamber, environmental
m. 1 projection screen, portable, tripod
n. 2 ovens,drying
o. 2 centrifuges
p. 1 desicator
q. 1 demineralizer, water
r. 3 projectors, 16mm
s. 3 projectors, 35 mm filmstrip
t. 4 projectors, 8 mm film loop
u. 5 projectors, overhead
v. 2 projectors, opaque
w. 15 charts, periodic table
x. 15 charts, metric system
y. 1 skeleton, human
z. 13 extinguishers, fire
aa. 13 blankets, fire
bb. 13 buckets, sand
cc. 13 showers, safety
dd. 13 fountains, eye
ee. 13 cabinets, first aid
ff. 13 hoods, fume
gg. 30 baskets, waste
IV. STORAGE
A. Number, Types and Sizes of Items to be Stored
Breakable, perishable, flammable, toxic and corrosive materials,
microscoper slides, and human skeletons.
B. Size of Cabinets or Shelving
Enclosed cabinets and shelving shall occupy all available wall
space, floor to ceiling, with counterspace, glass sliding
doors, with locks, adjustable shelves, minimum of 12" deep.
C. Size of Storage Area
The total storage area shall be 1/6th that of the area of the
department. To meet State Department of Education
requirements Level 2, 22,100 sq. ft. or Level 3, 24,385 sq. ft.
V. SPECIAL CONSIDERATIONS
A. Environmental
1. Visual
a. Provision for A-V viewing
b. Well lighted, especially at laboratory experiment stations.
2. Hearing
Inter-communication system.
3. Climate Control ? Heating, Ventilating, Temperature
a. Must meet safety standards as set by State.
b. Climatically controlled
B. Utilities
1. Exhaust systems in each laboratory
2. Water, gas and electricity as per lab table or counter
3. D. C. power outlet ? 1 per lab station and 1 per teacher's
demonstration desk
4. 2 110V double convenience outlets on each wall
C. Service ? School and Community
1. Access Drives
Does not apply
2. Parking
Does not apply
3. Doorways for Delivery, Access
Does not apply
D. Storage
This area shall be accessible to all teachers without disturbing
classes in session.
E. Floor Materials, Room Finishes (Performance Qualities Only)
Consistent with other areas.
F. Safety in the Science Laboratory
State Accreditation Guide Safety Devices (Page 331, Section a.)
1. Architect should be familiar with Bulletin 74, 1968, Safety
in the Science Laboratory, State Department of
Education, Tallahassee, Florida
a. Chapter I, Section A, General Information
b. Chapter II, Sections A, B, E
c. Chapter III, Section E
d. Laboratory Checklist, Page 72
VI. RELATIONSHIPS (BUBBLE DIAGRAM)
A. Within the Program
1. All rooms used for same subject shall be adjacent.
2. Department office, materials center, teacher work area, etc.
shall be centrally located.
3. Storage area shall be accessible to all teachers without disturbing
classes in session.
B. To Closely Related Programs
1. Shall be located within the academic area of school complex.
2. Shall be adjacent to Mathematics Department for Physics Math.
C. To Entire Campus
1. Shall be located on ground floor of a multi-storied building
and all rooms shall have outside entrance.
2. Shall be in academic area of complex with comparatively little
activity noise.
I. PHILOSOPHY
The school site is much more than a building, and should be considered
as the most important part of the entire
educational plant. Therefore, planning for it must be detailed
so that much consideration is given to classrooms,
equipment, athletic facilities, and other basic needs in the total
educational process. School-planned educational
experiences and community functions will be enhanced or curtailed
by the degree of adequacy contained in the school
plant site.
Today's learning experiences are decidedly not limited to the
formal classroom, but rather extend to all of the student's
activities, both inside and outside of the school buildings. Certain
educational activities, such as Athletics, physical
Education, ROTC, Band, Driver Education, and Nature Study will
feel the effects of an inadequate site to a greater extent
than others. A community's need for recreational facilities for
youths and adults could be enhanced with a school site as
to size, shape, and location must be based on careful, detailed
study and must involve in planning all those who will
utilize its facility.
Attractive school grounds enhance opportunities for general cultural
development, and tend to create pride in the school
and community. The effort and care expended in designing an aesthetically
pleasing development of an attractive and
useful setting.
II. INSTRUCTIONAL PROGRAM
A. Course Title and/or Room Use, Space Needs, Personnel Requirements
TITLE SQUARE FEET STUDENTS PERSONNEL
1. Administration 3,785 2500 11
2. Art 10,575 625 5
3. Business Education 9,856 1295 8
4. Co-operative Education 2,400 25 2
5. Driver Education 27,008* 800 4
6. Food Service 14,320 2500- 17
7. Guidance 3,900+ 2500 9
8. Home Economics 9,500 565 5
9. Industrial Arts 7,100 625 5
10. Language Arts 25,125 3825 28
11. Large Area (Auditorium) 20,000 1000
12. Maintenance and Operation 8,000 2500 11
13. Mathematics 13,720 2440 16
14. Media 13,550 2500 10
15. Music 9,498 280 4
16. Physical Education 840,002* 2000 12
17. ROTC 4,080 300 4
18. Science 22,110 1760 13
19. Social Studies 14,632 2985 16
20. Special Education 5,875 72 4
TOTAL 1,065,036*** 2500 184**
* Include Indoor and Outdoor Requirements
** Include Instructional and Ono-Instructional Personnel
*** Exclude corridors, but includes outdoor requirements for Driver
Education and Physical Education
B. Activities
1. Teacher
See individual area descriptions.
2. Students
See individual area descriptions
C. Grouping
1. Size of Class
See individual area descriptions.
2. Arrangement or Grouping of Students
See individual area descriptions.
III. SPACE NEEDS ( SEE ALSO OVERALL CONSIDERATIONS)
A. Estimate of Space Needs
1. Total site minimum for 2500 student capacity requires 65 acres
to meet Florida State Accreditation Standards,
Proposed, Level 2.
2. Bus turning radius, 120 feet
3. Bus loading overhang, 120' long x 14' high x 8' wide
4. Parking for minimum of 750 cars
5. ROTC Drill area. Minimum of 125' x 75'
6. Marching Band drill area minimum of 300' x 60'
7. Athletic Field House, 5600 square feet
8. Football practice field, 360' x 180', surrounded by running
track
9. Physical education, minimum of 20 acres, exclusive of school
plant
10. Natural flora area, one-half acre
B. Furniture and Equipment
See individual area descriptions.
IV. STORAGE
See individual area descriptions
V. SPECIAL CONSIDERATIONS
A. Visual
1. Should be located in undeveloped areas which can be zoned to
protect the educational program.
2. Should not be located near factories, garages, service stations,
pool halls, liquor stores, taverns, or other
undesirable neighbors.
3. Should not be located near heavily traveled highways, railroads
or flight paths of airplanes.
4. Location should be chosen for its natural, aesthetic beauty.
5. Elevated site desirable
6. Trees and natural growth should be conserved where possible.
7. Soil should be conducive to grass and shrubbery growth.
8. Shrubbery and gardens should be planned to enhance beauty of
site and yet withstand rugged use.
9. Shrubbery and gardens should be planned as area boundaries
and sound barriers.
10. Shrubbery should not obscure light from windows or hinder
foundation of buildings, nor offer concealment of
intruders.
11. Physical education play area should be free of all obstructions
and covered with mat of wear-resistant grass.
12. Should provide carefully situated display areas for prevention
of later cluttering of incidental corridor bulletin
boards, etc. Could include system of framing for picture rotation.
13. The use of a focal point or " Center of Awareness"
of the complex should be considered.
14. Should provide variety of surface areas which offer visual
and tactile experiences.
B. Hearing
1. Driver Education Range should be located to eliminate noise
distraction to other classroom.
2. ROTC facilities should be located to allow freedom of noise
without distraction to other classrooms.
3. Band marching drill area should be located to allow freedom
of noise without distraction to other classrooms.
C. Climate Control ? Heating, Ventilating, Temperature.
1. All areas, except those specified in individual areas, should
be climatically controlled with built-in provisions for
zoning.
2. Sheltered areas should be available for students' protection
from inclement weather. This includes bus waiting
areas, physical education areas, and student commons. These areas
should be well drained and usable in all weather.
3. Mass delivery areas should be provided with overhead shelter
for inclement weather.
4. Site should be free from odors, gases, dust, smoke, and noise.
D. Utilities
1. Well and pump of sufficient capacity to serve entire site should
be provided.
2. Sprinkler system should be provided to sufficiently serve all
landscaping needs.
3. Sprinkler heads and pumps should be recessed and located to
prevent noise and access of water in windows,
walkways, or halls.
4. Incinerator should be located for prevention of noxious odors
to classrooms, cafeteria, or office area.
5. 4 drinking fountains should be installed at desirable locations
in athletic area.
6. The parking area should be adequately lighted for night functions.
7. Climatic control system should be equipped for zoning with
master control.
E. Service-School and Community
1. Access Drives
a. The marching band drill area should be marked off with traffic
paint to simulate football playing field.
b. The football practice field should surrounded by asphalt running
track.
c. Buses should be provided a turning radius of 120 feet for entrance
and exit in loading areas. Space should be
allowed for buses to unload simultaneously and without backward
movement.
d. Entrance and exit for student, faculty, and public vehicles
should allow freedom of traffic flow, free of hazards to
pedestrians and loading zones.
e. Space for parking should provide minimal backward movement.
f. Entrance to parking area should be wide enough to permit safe
pedestrian passage and should be adequately
marked.
g. Space should be provided for safe bicycle and motor scooter
parking with easy traffic flow.
h. Student access drives should be provided separately from faculty.
i. Commercial vehicles should have separate facilities for loading
access, etc.
2. Parking
a. Space for 750 cars parking should be provided.
b. Separate parking space should be provided for faculty, students,
and visitors, and so marked.
c. Parking spaces should be planned for minimal backward movement
of vehicles.
d. Parking spaces should be clearly marked as to space and direction
of movement of traffic.
e. Commercial vehicles should be clearly marked as to space and
direction of movement of traffic.
f. Commercial vehicles should have separate parking area, convenient
to delivery zones, with minimal backward
movement.
3 Doorway for Delivery, Access
Dock space should be provided to permit easy loading and unloading.
Rubber wheeled dollies should be provided
for noise control and safety.
F. Storage
See individual area descriptions
G. Floor Materials, Room Finishes (Performance Qualities Only)
1. Fence should separate physical activity area from adjacent
road, driveway or parking area
2. Physical education hard-surfaced areas should be located to
permit future expansion of permanent facilities.
3. Physical education activity area must be level and covered
with heavy mat of wear-resistant grass.
4. Surfaces should vary in texture to offer tactile experiences.
VI. RELATIONSHIPS (BUBBLE DIAGRAM)
A. Within the Program
See individual area descriptions.
B. To Closely Related Programs
See individual area descriptions.
C. To Entire Campus
1. Site should adequately provide for efficient use of buildings,
service areas, access roads, parking, driver
education, band, ROTC, playground areas, etc.
2. A large portion of the acreage should be allotted to athletic
fields, landscaping, and gardens.
3. Should be well drained.
4. Should be readily accessible for bus and car transportation.
5. Physical Education and Athletics
a. Space should be provided for 8 softball diamonds with backstops,
4 touch football fields, 8 concrete combination
basketball-volleyball courts, 4 concrete tennis courts with backstops,
1 archery range, and 4 regulation handball courts.
b. Hard surfaced areas should be located to insure future expansion
of permanent facilities.
c. A regulation Olympic type swimming pool should be provided,
complete with restrooms, showers, and dressing
facilities.
d. A fence should separate the activity area from adjacent road,
driveway, or parking area.
e. Special play area should be provided for the handicapped student's
physical education program.
f. Athletic fields should be easily accessible to public, while
insuring safety for participants.
g. Library and quiet academic areas should be conveniently near
each other for efficient use away from music,
physical education, and other noise-producing areas.
h. The assembly area should be located near parking area for effective
community use.
I. PHILOSOPHY
A. Individual Program
Social studies should develop in the students an understanding
of democratic ideals and practices based on knowledge
of religious, intellectual, aesthetic, political, economic, and
social institutions. These studies should provide knowledge
of other cultures, past and present, and their impact on would
affairs. The skills necessary for critical thinking in
analyzing and evaluating issues and be fostered in an effective
leering environment established in the social studies
curriculum.
B. Purposes and Objectives
1. Study history of past problems and their application to present
and future.
2. Understand the relationship of geography to the cultural and
political development.
3. Provide an opportunity for a study of cultural structure and
behavior of people in many societies.
4. Develop a feeling of responsibility for active and intelligent
participation in civic affairs.
5. Understand the central purpose of economic systems and the
effect values have on these systems.
6. Develop an understanding of the structure of society and the
individual's place in it, particularly the institutions of
family, education, religion, and government.
7. Help students develop skills for solving problems, gathering
data, and critical thinking.
8. Develop a willingness to examine critically the economic and
social values of nations whose cultures reflect
dissimilar ideologies.
9. Understand and appreciate the values and attitudes that are
central to the structure of the American culture.
10. Aid development of attitudes leading to desired behavior patterns.
11. Develop a respect and appreciation for the worth and dignity
of the individual ? his rights, property, and desires to
live an abundant and happy life.
C. Course Content
1. AMERICAN HISTORY- Development of our nation from beginning
through civil war era. Particular emphasis on
progress of government from reconstruction (1865) to present time.
Last six weeks devoted to study of Americanism
versus Communism, required by State for graduation, designed primarily
for 11th grade level. May be taken by
sophomores with strong background in social sciences and with
approval of department. (Full year course.)
2. WORLD HISTORY- Development of man from economic, physical,
social, political, religious, intellectual, and
aesthetic viewpoint. Emphasis on progress, adaptations, and contributions
to civilization, pre-historic to present,
showing fusion of aspects in culture or societies. Recommended
for 10th grade level. (Full year course)
3. AMERICAN PROBLEMS ? Social, economic, and political problems
of American. Emphasis on current topics,
contemporary news. Units include crime, income tax, labor and
management, social security. Juniors and seniors
eligible. (Full year course)
4. PSYCHOLOGY ? Different areas of psychology explored to help
students understand themselves and others,
become better students and thinkers, understand responsibilities
of citizenship in a democracy, and prepare for marriage
and vocation. Open to juniors and seniors. (Full year course)
5. LATIN AMERICAN HISTORY ? Study of Latin American countries,
their background, present status, and
relationship to United States. Individual opportunity for in-depth
study of particular country through research and
personal correspondence. Pre-requisite is American History and
recommendation of department. Open to juniors and
seniors. (Full year course)
6. HUMANITIES ? Integrated study of music, art, literature, religion
and philosophy, attempting to understand
mankind in various would cultures and contemporary society. In-depth
study of leading artists, writers, musicians,
religious leaders, and philosophers.
7. GEOGRAPHY ? Study of climate, land surface, natural resources
trade and transportation, physical geography
and politics. Strongly recommended for all sophomores. (Full year
course)
II. INSTRUCTIONA PROGRAMS
A. Course Title and/or Room Use
1. American History
2. World History
3. America Problems
4. Psychology
5. Latin American History
6. Humanities
7. Geography
B. Activities
1. Teacher
a. Plan course content and units of study.
b. Prepare materials and audio-visual aids.
c. Lecture.
d. Confer with individual students or small groups.
e. Assess student progress verbally and in writing.
f. Sponsor club activities.
2. Student
a. Discuss in large and small groups.
b. Report orally and in writing.
c. Work in committees.
d. Debate.
e. Dramatize.
f. Participate in field trips, lectures, forums, panels, and pageants.
g. Make visual aids, bulletin board materials, diagrams, charts,
collections, graphs, etc.
C. Grouping
1. Size of Class
25-35 students
2. Arrangement or Grouping of Students
a. Should allow for combination into large group rooms for combination
into large group rooms for 75-100
students. Large group arrangement will be for lecture-type instruction,
televised instruction with multiple screens, and
the uses of other team-teaching techniques.
b. Seminar spaces for 12-15 students should be provided with facilities
for work projects and teaching aids.
III. SPACE NEEDS
A. Estimate of Space Needs
1. Projected Enrollment of Subjects
a. American History 690
b. World History 750
c. American Problems 180
d. Psychology 450
e. Latin American History 50
f. Humanities 265
g. Geography 600
TOTAL 2,985
2. Policy of Group Sizes
Recommended size, 25-35
3. Number of Sections of Each Size Group
a. American History 23
b. World History 25
c. American Problems 6
d. Psychology 15
e. Latin American History 2
f. Humanities 9
g. Geography 20
TOTAL 100
4. Number of Periods in Schedule
Six periods per day
5. Number of Teacher Stations Required
16 teacher stations required
6. Estimated Amount of Square Footage Needed as a " Guide
Only"
To meet State Accreditation Standards, Level 2:
a. 16 classrooms, 840 sq. ft. each 13,440 sq. ft.
b. 8 labs, 84 sq. ft. ea. 672 sq. ft.
c. Departmental office 420 sq. ft.
d. Bookroom 100 sq. ft.
TOTAL 14,632 sq. ft.
B. Furniture and Equipments
1. Furniture
a. 25 desks, teacher
b. 480 desks, student, trapezoidal
c. 25 chairs, teacher desk type
d. 36 chairs, folding, with tablet arms
e. 16 lecterns
f. 16 tables, display
g. 2 tables, typewriter, on casters
h. 16 racks, magazine
i. 4 carrels
j. 24 cabinets, file, 4-drawer legal-size, metal with locks
2. Equipment
a. 4 typewriters
b. 1 duplicator
c. 1 stand, duplicator
d. 1 camera, 35 mm
e. 1 projector, 16mm
f. 1 projector, opaque
g. 4 projectors, 8mm film loop
h. 8 projectors, filmstrip
i. 6 players, record, with pause control
j. 4 recorders, tape
k. 10 projectors, overhead
l. 16 carts, A-V equipment
m. 16 projection screens, 60"x 60", wall mounted
IV. STORAGE
A. Number, Types and Sizes of Items to be Stored
1. Wardrobe items
2. Posters, flat maps, oversized picture, documents, paper
3. Audio-visual equipment, typewriters, ditto machines, etc.
4. Models, artifacts, 3-dimensioanl projects
5. Glass slides
6. Tape recordings
7. Records
B. Size of Cabinets or Shelving
1. 1 coat closet, ventilated, 8' long x 24" deep x 72"
high
2. 4 drawers for posters, documents, flat maps, over-sized pictures,
etc., 38" long, 25" wide, 3" deep
3. 3 shelves, adjustable, for paper, models, artifacts, projects,
etc., 100 linear feet
4. 12 compartments for outline maps and paper, 18" deep x
24" wide x 4" high
5. 2 drawers for glass slides with 3 removable trays 18"
deep x 24" wide x 4'high
6. 1 drawer for miscellaneous forms, supplies, with many compartments,
18" deep x 24" wide x 4' deep
7. 1 drawer for tape recordings, 18" x 24" x 6"
8. Vertical compartments for records, 3" wide x 24"
deep x 18"high
9. Drawer for miscellaneous, space filler
10. Shelving for textbooks, other books, 12" deep x 18"
high x 250 linear feet, adjustable
11. Laboratory counter 2' x 10', laminated plastic covering
12. Laboratory counter 6" x 12", laminated plastic covering
13. Cabinets should be continuous above and below counter height
work areas to house small equipment. Sliding
doors with locks.
C. Size of Storage Area
534 square feet
V. SPECIAL CONSIDERATIONS
A. Environmental
1. Visual
a. Indirect lighting
b. One-way glass vision strip in student planning-consultation
area and creative projects area
c. Provision in each room for A-V viewing
2. Hearing
a. Ceiling, walls, and floors should be acoustically treated
b. Student planning-consultation area should be soundproof
c. Creative projects area should be soundproof
3. Climate Control ? Heating, Ventilating, Temperature
a. Provision for climatic control.
B. Utilities
1. Electricity
a. Each classroom shall have 2 110V double convenience outlets
near work display area; 2 double convenience
outlets at front and two at rear of room to use A-V equipment
b. Creative project room should have 4 110V double convenience
outlets convenient to counter space.
c. Conference counseling rooms should have 4 110V double convenience
outlets.
d. Provision of proper and adequate antenna installation.
e. Built-in coaxial cables and antenna lines
f. Built-in television monitor which is properly ventilated
g. Inter-communication system
h. Provision for educational television
i. Provision for radio-television studio and control room with
necessary equipment
2. Plumbing
a. Sink in each creative projects room
C. Service ? School and Community
1. Access Drives
Does not apply
2. Parking
Does not apply
3. Doorways for Delivery, Access
Does not apply.
D. Storage
1. Teacher storage areas should have locks.
2. Equipment and supply storage should have locks.
3. Lockable display cases should be approximately 30" off
floor, viewed from corridor, but arranged and locked from
within room.
E. Floor Materials, Room Finishes (Performance Qualities Only)
1. Floors, walls, and ceilings acoustically treated.
2. Soundproof materials in student planning-consultation and creative
projects areas of each classroom
3. Cabinet and work area surfaces should be easily cleaned ( laminated
plastic or equal)
4. 3' section of tackboard length of wall opposite glass vision
strip in each student planning-consultation room
5. Chalkboard, 16 linear feet x 36" in each classroom
6. Tackboard, 24 square feet in each classroom
7. Map rail, 8 linear feet in each classroom
VI. RELATIONSHIPS (BUBBLE DIAGRAM)
A. Within the Program
1. Instructional areas should join to provide sharing of creative
project room by two classes.
2. Planning-consultation room should be at end of each classroom.
B. To Closely Related Programs
1. Should be adjacent to Media Center
2. Should be adjacent to Language Arts
3. Should be in close proximity to auditorium
C. To Entire Campus
Should be in relatively quiet academic area
I. PHILOSOPHY
A. Individual program
A program for educable mentally retarded children should be so
structured that each student is in competition only
with himself, and allowed to progress without comparison to the
theoretical norms, or with others in his group. He
should be able to gain from the program a sense of human dignity
and worth, a set of socially acceptable standards of
behavior, and knowledge for leading a full, worthwhile life within
bounds of his limitations.
B. Course Purpose and Objectives
1. Develop social skills necessary to relate in a meaningful way
to his fellow man.
2. Develop good work habits for the purpose of competing in the
open labor market.
3. Develop emotional security through a mental health program.
4. Develop good health habits through health education.
5. Develop academic potential to the fullest possible extent.
6. Develop ability to wisely use leisure time.
7. Develop skills for becoming a contributing member of the home
and family.
8. Provide opportunity for success as a participating member of
the community.
C. Course Content
Education of the mentally retarded is to develop independent living
skills. Taken in this light, the aim of education for
the educable retarded is the same as for the average or so-called
normal: develop self-realization, improve human
relationships, acquire economic efficiency, and assume civic responsibility
to the degree permitted by his limitations.
Most of these students will marry, raise families, and become
independent through gainful employment in unskilled or
semi-skilled areas of work. Teaching independent living skills
for the educable mentally retarded is too broad for
curriculum planning. The skills have been broken down into these
components:
1. Family, Social, and Civic Skills
a. Domestic Skills
(1) Home training
(2) Understanding and managing money
(3) Safety
b. Practical Arts
(1) Measurement
(2) Shop activities
(3) Home maintenance
(4) Job exploration
(5) Earning a living
(6) Campus work
c. Social Science
(1) Political institutions
(2) Governmental agencies
(3) Citizenship education
d. Natural Science
(1) Nature
(2) Healthful living
2. Work Habits
a. Independent work
b. Group work
c. Respect for authority
d. Safety
3. Academic Skills
a. computation
Vocational Math
b. Language Arts
(1) Reading
(2) Spelling
(3) Writing
(4) Vocational English
(5) Oral and written composition
4. Personal and Social Adjustment
a. Leisure Arts
(1) Entertainment
(2) Travel
(3) Healthful living
(4) Inter-personal relations
II. INSTRUCTIONAL PROGRAMS
A. Course Title and/or Room Use
1. Special Education Academic Rooms
a. Math (Vocational)
b. Social (Vocational)
c. English (Vocational)
d. Speech and Testing
e. Teacher Work Area
2. Special Education Home Training Room
3. Special Education Shop training Room
B. Activities
1. Teacher
a. Instruct regular academics
b. Instruct home learning
c. Instruct shop training
d. Instruct speech and hearing
e. Supervise and consult work preparation
f. Evaluate
2. Student
a. Participate in study of academic activities relative to needs
and level
b. Participate in home training activities relative to needs and
level
c. Participate in shop training relative to needs and level
C. Hearing
1. Size of Class
Class size will vary from 60 to 18 due to scheduling
2. Arrangement or Grouping of Students
State Accreditation Standards require minimum of 12 and maximum
of 18 students
III. SPACE NEEDS
A. Estimate of Space Needs
1. Projected Enrollment of Subjects
Grades 9-12 (4x18 =72)
2. Policy of group Sizes
State Accreditation Standards require a maximum of 18
3. Number of Sections of Each Group
Four sections, one each grade level
4. Number of Periods in Schedule
Six periods
5. Number of Teaching Stations Required
Six teacher stations required
6. Estimated Amount of Square Footage Needed as a " Guide
Only"
Proposed Accreditation Standards, Level 2, require:
a. 3 academic areas, regular classroom size
(650 square feet each) 1950 sq. ft.
b. 1 shop area 1625 sq. ft.
c. 1 home training area 1000 sq. ft.
d. 1 speech room 650 sq. ft.
e. 1 teacher work area 650 sq. ft.
TOTAL 5875 sq. ft.
B. Furniture and Equipment
1. Furniture
a. Shop
(1) 1 desk, teacher
(2) 1 chair, teacher desk type
(3) 1 stand, portable, typewriter
(4) 9 tables, trapezoidal
(5) 19 chairs
(6) 2 cabinets, file, 4-drawer legal-size metal with locks
b. Home Training
(1) 1 sofa
(2) 1 table, coffee
(3) 9 tables, trapezoid
(4) 19 chairs
(5) lamps
(6) 1 table, dining, to seat 10
(7) 10 chairs
(8) 1 buffet
(9) 1 hutch
(10) 2 cabinets, file, 4-drawer legal-size, metal with locks
c. Academic Area
(1) 3 desks, teacher
(2) 3 chairs, teacher desk type
(3) 27 tables, trapezoid
(4) 57 chairs
(5) 3 cabinets, file, 4-drawer legal-size, metal with locks
d. Speech Room
(1) 1 desk, teacher
(2) 1 chair, teacher desk type
(3) 1 table, multi-purpose
(4) 1 cabinet, file, 4-drawer legal-size, metal with locks
e. Teacher Work Area
(1) 3 tables, multi-purpose
(2) 6 chairs
(3) 4 cabinets, file, 4-drawer legal-size, metal with locks
(4) 4 desks, teacher
(5) 4 chairs, teacher desk type
2. Equipment
a. Shop
(1) Benches, student work
(2) 1 saw, cut-off, radial arm 12"
(3) 1 jointer, 8"
(4) 1 planner, 30"
(5) 1 saw, tilting arbor, 10"
(6) 1 saw, band, 20"
(7) 1 shaper
(8) 1 press, drill, 14"
(9) 1 machine, mortising
(10) 1 saw, jig, 24"
(11) 1 sander, belt
(12) 1 sander, disc
(13) 1 lathe, wood, 12"
(14) 1 cabinet, tool, woodworking
(15) 1 bench, gluing
(16) 1 bench, electrical
(17) 1 grinder, slow speed
(18) 1 shear, sheet metal, 4'
(19) 1 bench, sheet metal
(20) 1 break, sheet metal, 4'
(21) 1 press, drill, 14'
(22) 1 lathe,metal, 13"
(23) 1 press, arbor
(24) 1 cabinet, tool, metal work
(25) 1 press, drill, radial
(26) 1 anvil
(27) 1 grinder
(28) 1 booth, welding machines
(29) 1 saw, band, metal cutting
(30) 1 machine,milling
(31) 1 saw, hack, power
(32) 1 shaper, metal
b. Home Training
(1) 5 machines, sewing, electric
(2) 2 boards, ironing
(3) 3 boards, cutting
(4) 1 stove, 2 ovens
(5) 1 freezer, upright
(6) 1 refrigerator
(7) 1 washer, clothes, electric
(8) 1 dryer, clothes, electric
(9) 1 dishwasher, electric
c. Academic Areas
(1) 3 chalkboards, portable
(2) 3 holders, chart
(3) 3 baskets, waste
(4) 1 platform, portable, small
d. Speech Room
(1) 1 chalkboard, portable
(2) 1 mirror
e. Teacher Work Area
(1) 2 typewriters, one large type, one regular
(2) 1 machine, duplicating
IV. STORAGE
A. Number, Types, and Sizes of Items to be Stored
1. Shop
a. 200 board feet lumber
b. 6 sheets plywood
c. 6 gallons paint
d. 50 lbs nuts, bolts, and nails (assorted)
e. Students' 3-dimensional work-in ?progress
2. Home Training
a. Students' 3-dimensional work-in-progress
b. 60 yards of cloth, etc.
c. 50 lbs. Of cereals
d. 25 lbs. Of foodstuff (assorted)
3. Academic
a. 50 textbooks
b. General classroom supplies
c. Students' 3-dimensional work-in-progress
4. Speech Room
a. Speech materials
b. Testing and evaluation materials
5. Teacher Work Area
a. Resource materials, 2 and 3-dimensional
b. Teacher manuals
c. Reference materials
d. Papers, small office supplies, etc.
B. Size of Cabinets or Shelving
1. Shop
a. One wall in storage room shall contain base and overhead cabinets
with sections 2' x 2' in size, adjustable shelves
b. One wall in storage room shall have adjustable shelves, 12"
deep, to a height of 8'
2. Home training
a. One end of room shall have base and overhead cabinets 2' x
2' in size, adjustable shelves
b. One 8' x 10' pantry with base and overhead cabinets 2' x 2'
size sections, adjustable shelves
3. Academic
a. 3 sight barriers, portable, 8 linear feet sections, 4 adjustable
shelves, 5" casters
b. One side of rooms shall have base and overhead cabinets, 2'
x 2' size sections, adjustable shelves
c. One side of room should have cabinets 2' x 2' size around the
sink, adjustable shelves
4. Speech Room
a. One side of room shall have base cabinets 2' x 2' size sections,
adjustable shelves
b. One side of room shall have base and wall cabinets 2' x 2'
size sections, adjustable shelves
c. One end of room shall have base cabinets 2' x2' size around
sink ,adjustable shelves
5. Teacher Work Room
a. Both ends of room shall have adjustable shelves 1 ft. deep up tp height of 5 ft/.
C Size of Storage Area
1. Shop, 12' x 12'
2. Home Training 8' x 10' pantry
3. Academic, none, other than cabinets
4. Speech room none, other than cabinets
5. Teacher Work Room, none, other than cabinets and shelving
V. SPECIAL CONSIDERATIONS
A. Environmental
1. Visual
a. Shop, adequate lighting (see Industrial Arts)
b. Home Training, fluorescent or recessed, adequate lighting
c. Academic, fluorescent or recessed, adequate lighting, provision
for A-V viewing
d. Speech, fluorescent or recessed, adequate lighting, provision
for A-V viewing
e. Teacher Work Area, fluorescent or recessed, adequate lighting
2. Hearing
a. Shop, sound controlled, acoustical floor covering
b. Home Training, sound controlled, acoustically treated floor,
walls, and ceiling
c. Academic, sound controlled, acoustically treated floor, walls,
and ceiling
d. Speech Room, acoustically treated floor, walls, and ceiling
e. Teacher Work Room, sound controlled, acoustically treated floor,
walls, and ceiling
3. Climate Control ? Heating, Ventilating, Temperature
a. All areas climatically controlled
b. Shop, adequate ventilation, and exhaust fans
c. Home Training Room, ventilating fan over oven and in bathroom
B. Utilities
1. Shop
a. Electrical panel, master switch
b. All lighting fixtures shall have safety shields
(1) 1 220V convenience outlet for use at electrical work
(2) 1 220V convenience outlet and 1 110V double convenience outlet
for connection of electrical machine to be
located near garage door entrance for extension to work area when
necessary
(3) 2 110V double convenience outlets on each wall, not obscured
by cabinets
c. 1 exhaust fan for finishing room
d. 1 telephone (may be extension from Home Training)
e. 1 deep sink for custodial use
f. 1 drinking fountain
g. 1 lavatory sink
2. Home Training
a. Double sink, light overhead
b. Adequate lighting
c. Telephone
d. 1 garbage disposal
e. 5 220V convenience outlets for heavy equipment
f. 110V double convenience outlets on 6-foot centers on each wall
3. Academic
a. 3 sinks
b. Adequate lighting
c. 2 110V double convenience outlets on each wall
4. Speech Room
a. Adequate lighting
b. Sink
c. 2 110V double convenience outlets on each wall
5. Teacher Work Room
a. Adequate lighting
b. Telephone extension from Home training
c. 2 110V double convenience outlets on each wall, not obscured
by cabinets
C. Service ? School and Community
1. Access Drives
a. Shop must be accessible for unloading trucks
b. Home Training accessible to cars and delivery trucks
2. Parking
Space for seven cars needed
3. Doorways for Delivery, Access
a. Shop
(1) One doorway sufficient for large truck to enter
(2) Sliding door
(3) Covered carport attached to shop facility with sufficient
clearance to street at garage door for outside work area
b. Home Training, accessible to delivery truck
c. Academic areas, accordian type folding door between academic
rooms
D. Floor Materials, Room Finishes (Performance Qualities Only)
1. Shop shall have hard tile, easily cleaned
2. Home Training shall have acoustical floor covering in living
area, tile in bathroom and terrazzo in kitchen.
3. Academic, speech room, and teacher work room shall have acoustical
floor covering.
4. All areas shall have minimum of 4' x 8' bulletin board material
5. All areas shall have minimum of 4' x 8' chalkboard.
VI. RELATIONSHIPS (BUBBLE DIAGRAMS)
A. Within in the Program
1. Shop shall have observation booth with sound and one-way glass
2. Home training shall have observation booth with sound and one-way
glass
3. Academic shall have observation booth with sound and one-way
glass
4. Speech Room shall have observation booth with sound and one-way
glass
B. To Closely Related Programs
1. Shall be adjacent to Industrial Arts.
2. Shall be in close proximity to outside entrances.
C. To Entire Campus
1. Covered walkway to adjacent areas
2. Shall be non-adjacent to quieter academic areas.
