OAKLAND UNIFIED SCHOOL DISTRICT

DESIGN GUIDELINES
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High School & Middle School Facilities

Date 01/29/13
Design Guidelines High School & Middle School Facilities

Table of Contents
4 Contributors
5 High School & Middle School Facilities
6 Linked Learning & Career Technical Education
7 21st Century Classrooms
8 Specialized Classrooms

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9 Student Support Office Space

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11 School Grounds & Athletic Facilities

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12 Indoor Athletics

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13 Outdoor Athletics

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14 Multipurpose Rooms
15 Auditoriums
16 Performing Arts Classrooms
18 School Transformations
Additional Resources

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Design Guidelines High School & Middle School Facilities

Contributors
Susan Benz Alison McDonald
Career Readiness Coordinator Network Executive Officer
OUSD College and Career Readiness Office OUSD High Schools

Laura Bicnzak Cesar Monterrosa

Teacher on Special Assignment Facilities Coordinator
OUSD Physical Education OUSD Facilities Planning & Management

Timothy Bremner Tadashi Nakadegawa

Teacher, Director of The Sustainable Urban Director of Facilities
Design Academy (SUDA) OUSD Facilities Planning & Management
Castlemont High School
Phil Rydeen
Joe Cavanagh Program Manager
Deputy Director of Construction OUSD Visual & Performing Arts
SGI Construction Management
Megan Sweet
David Colbert Program Coordinator
Facilities Coordinator OUSD School Portfolio Management
OUSD Facilities Planning & Management

Will Godfrey
Strategist
MKThink

Josh Jackson
Senior Strategist
MKThink

Beverly Jarrett
Administrator on Special Assignment
OUSD High School Networks

Diana Kampa
Program Manager
OUSD College and Career Readiness Office

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Design Guidelines
High School & Middle School Facilities
The guidelines for High School and Middle
School facilities in this document outline
criteria for new construction and renovation
projects as described by the Oakland Unified
School District’s Educational Specifications.
The Educational Specifications align with the
district’s 2012 Facilities Master Plan and the
Community Schools, Thriving Students
strategic plan to support the creation of a Full-
Service Community School District. The
content in this document complements other
guidelines that focus on 21st Century
Classrooms, Shared Use, and Kitchens &
Gardens.
The specifications provide a consistent
framework for equitable facility designs across
the district, but the unique characteristics of
each school site and the distinct character and
needs of each school program mean that each
school facility project will have different
architectural outcomes.
Guiding Principles
• Support the needs of each school program
• Design facilities to serve the curriculum of
High Schools and Middle Schools
• Plan for long-term flexibility
• Incorporate sustainable design elements and
support sustainable communities
• Display sustainable design elements as
teaching tools
• Maintain and reinforce school identities
• Create and maintain safe environments for
students to socialize and learn
Oakland Unified School District Design Guidelines
High School & Middle School Facilities
Topic Areas
Linked Learning/Career Technical Education
Linked Learning programs establish a
pathway of study within a specific career
field or industry. A technical component
engages students in hands-on projects, and
develops applied skill-sets.
Athletics & Social Space
Athletics contribute to student health and
wellness, and provide opportunities to
develop teamwork and leadership skills.
Performing Arts & Assemblies
The Arts and Music encourage students to
embrace culture and creativity. Facilities that
support the Arts are also utilized for
assemblies and by the members of the
community for events that enrich student
experiences.
Grade Level Transformations
When a school program expands from K-5 to
K-8, or 6-8 to 6-12, there is a corresponding
increase in capacity requirements as well as a
need for age-appropriate amenities. For
example, most middle schools need larger-
scale athletic facilities for sports, and high
schools need science labs with more
sophisticated equipment.
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Design Guidelines
Linked Learning & Career Technical Education
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
Oakland Unified School District Design Guidelines
High School & Middle School Facilities
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.
2. Demanding Technical Education course
work may require specialized spaces, such as
laboratories and studios, with customizable
features.
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.
4. Work-Based Learning often includes field
trips and work-based learning 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.
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Design Guidelines High School & Middle School Facilities

21st Century Classrooms

The academic and technical coursework for
most pathway programs requires a classroom
capable of supporting new technologies,
offering high quality lighting and ventilation,
and accommodating a range of teaching and
learning styles. Such criteria is met by the 21st
Century Classrooms Guidelines (LINK),
summarized below. (Dedicated computer labs
are included in this criteria.)

Refer to The 21st Century Classroom Design Guidelines for detailed description of Classroom elements.
http://ousddesignguidelines.mkthinkstrategy.info/21st-century-classrooms--stem.html

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Design Guidelines
Specialized Classrooms
For some technical education programs,
specific programmatic needs will require
specialized rooms with more space, more
robust utilities, and the capability to
accommodate special equipment. These
specialized classrooms should be designed
with flexibility to handle a variety of furniture
and set-ups, so that the specialization comes
from the fittings the room is configured with,
rather than the architectural design itself.
Oakland Unified School District Design Guidelines
High School & Middle School Facilities
• 1300 sq ft minimum
• Diversity of secured storage options
• Avoid carpeting
• Modular furniture and workstations
• At least 15 network drops per classroom
• Utility hook-ups for water and gas
• Capacity to install fume hoods
• Maximize natural light
• Use passive ventilation
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Design Guidelines High School & Middle School Facilities

Specialized Classrooms
The architecture and infrastructure of
specialized classrooms will support multiple
curriculum-based configurations.
Components and features added to the room
will support the specific educational program
currently occupying the space.

Science Laboratory
• Sinks
• Chemical fume hood
• First aid
• Power and network connectivity
• Accommodations for safety equipment

Industrial/Technology Laboratory
• Workstations for computers
• Power and network connectivity
• Space for special equipment such as laser
cutters, 3D Printers, robotics assembly, or
other specialized tools
• Storage and removal access for hazardous
waste.

Art/Design Studio
• Power and network connectivity
• Space for special projects and construction
• Display space for student work

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Design Guidelines High School & Middle School Facilities

Student Support Office Space

Office Space

Linked Learning programs incorporate

services and activities that take place
outside the classroom in smaller office-type
spaces. These activities include private
meetings with professional partners, college
advising, or individualized evaluations.
Accordingly, offices should feature:

• Space for students to work with 1-2 adults.

• Floor-to-ceiling walls and sound insulation
to ensure privacy and confidentiality.
• Secure storage for student records and
other sensitive documents.
• Access to classrooms that partner
organizations may use when needed.

Flexible Use & Site-based Operational Control

Because these services are often provided in

conjunction with community partners, it is
important that spaces are adaptable, and
remain effective over time. To this end,
consider:

• Modular or temporary configurations of

large spaces into private offices, securable
storage areas, and group meeting areas.
• Keying or electronic access systems that
can be modified on-site.
• Separate secure storage accommodations
for multiple users.
• Opportunities to use spaces with these
characteristics in youth centers when
available. (See Shared Use Guidelines)

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Design Guidelines High School & Middle School Facilities

School Grounds & Athletic Facilities

Outdoor athletic facilities are an essential
component of student health and wellness,
supporting physical education (PE), team
sports, and active social interaction.
Additionally, these spaces allow schools to
host events such as athletic competitions,
graduation ceremonies, and community
functions. (For more details on community
use, see the Shared Use guidelines.)

Each school has different needs that its

grounds and outdoor space should support.
An engagement process for improvement
projects will help identify goals and priorities
for the school community. As a starting point,
the guidelines define key elements and a
framework for planning and discussion.

Social Interaction & Lunch Areas

• Site plans should include courtyards or

similar spaces in a way that enables casual
interactions between students, socializing,
and low-intensity activity.
• Throughout the campus, seating should be
made available for small groups to eat lunch
and relax comfortably (i.e. tiered steps,
benches, etc.)
• Supervision of student areas by teachers and
school administrators should be facilitated by
proximity and clear lines of sight to
classrooms, administrative offices, and
circulation paths.

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Design Guidelines
Indoor Athletics
Indoor athletic facilities are an essential
component of student health and wellness,
supporting physical education (PE), and team
sports. Additionally, these spaces allow
schools to host events such as athletic
competitions, and community functions.
Gym Courts
• Courts should support basketball, volleyball,
badminton, and informal/flexible recreational
activities.
• Retractable seating arrangements cannot
interfere with the full-sized courts when
extended.
• Locate lighting, speakers, and scoreboard at
least 20’ from the ground in order to
minimize the risk of damage.
Locker Rooms
• Co-locate locker and shower facilities.
• Lockers should be configured in rows that
are low enough to enable teacher
supervision, while creating smaller, more
private changing areas.
• Limit shower space to the minimum required
to serve a single gym class, in compliance
with title V. (Showers are not generally used
at OUSD schools)
• Ensure student safety by providing clear lines
of sight from coaches’ offices to locker room
floor.
Specialized P.E. Spaces
Oakland Unified School District Design Guidelines
High School & Middle School Facilities
• When planning spaces that can be used for
P.E. activities (including weight lifting,
exercise equipment usage, aerobics, etc.), the
floor area must be sufficient to accommodate
a full class of up to 60 students.
• Integrate A/V capabilities into the room.
Teacher/Coach Offices
• Offices must enable effective oversight of
locker room facilities.
• Circulation should allow coaches and
teachers in their office to respond quickly to
disturbances in the locker room
• Provide offices with access to faculty
restrooms.
Storage
• Install separate keying for each secure
storage location
• Provide separate storage for P.E. programs,
after-school programs, and sports teams.
• Additional storage with shared access should
be accessible from the exterior of the gym.
• High schools require more storage space
than middle schools due to higher enrollment
and a greater diversity of programs/
equipment needs.
Shared Use
• Provide doors to the exterior, running water,
and direct access to restrooms from the gym
to enable community use. (For more details
on community use, see the Shared Use
guidelines)
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Design Guidelines High School & Middle School Facilities

Outdoor Athletics
Outdoor athletic facilities are an essential
component of student health and wellness,
supporting physical education (PE), team
sports, and informal recreation. Additionally,
these spaces allow schools to host events such
as athletic competitions, and community
functions. (For more details on community
use, see the Shared Use guidelines.)

P.E. & Team Sports Support

• Open Space should consist of both paved

and green areas
• Include jogging paths that are safe and fully
visible from convenient teacher location
• Provide all-weather storage that is secure-
able by school staff Current Oakland Athletic League Programs
• Athletic areas must be accessible to
emergency vehicles
• Supervision of activity areas should be Activities May be
Men Women Accommodated off-site
unobscured by buildings or other site
Bowling √ √ √
features
Cross-Country √ √ √
• High School sports facilities should support
Oakland Athletic League programs (see OAL Golf √ √ √
website for more information: Football √
(http://www.ousd.k12.ca.us//Domain/173) Soccer √ √
Tennis √ √
Basketball √ √
Wrestling √
Baseball √
Track and Field √ √
Volleyball √ √
Softball √
Badminton √
Cheerleading √
Swimming √ √ √

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Design Guidelines High School & Middle School Facilities

Multipurpose Rooms
Multipurpose rooms at middle schools and
small high schools include a stage for school
performances and events, and also serve as a
cafeteria or gym during normal school
operational hours.
Stage Guidelines
• Height should be no greater than 3.5 feet.
• Stairs should provide access to stage level
• A backstage ramp is preferable to a lift, as it
enables the movement of heavy equipment
and instruments.
• If possible, provide backstage circulation
leading to other rooms suitable for changing.
• Provide a dividing wall so the stage may be
isolated from other activities that occur
throughout the day.
• Design stages so that it can be used for some
instructional purposes.
Room Guidelines
• When possible, enhance acoustical quality
through room configuration, acoustic baffles,
or other methods.
• Provide easily accessible, secure storage for
furniture items.
Lighting Systems
• Windows will provide natural light during the
day, which may be screened to enable
viewing of projected images.
• House lighting controls should be simple and
accessible.
• Stage lighting system should be modifiable to
support different types of performances.
• When possible, use equipment that enables
basic maintenance to be carried out safely by
on-site staff.
Ventilation
• These rooms should feature passive ventilation.
Signage
• Doors, equipment, and controls should be
clearly marked.
Shared Use
• Access to multipurpose rooms and adjoining
restrooms should be independent from the
rest of the campus.

Technology Infrastructure
• Sound system controls should be easy to
understand and use.
• Projector and screen mounts should be
integrated into the room.
• Consider the need for translation technologies
• When possible, include accessible floor/wall
conduits to allow the school to implement
evolving technology.

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Design Guidelines High School & Middle School Facilities

Auditoriums
Auditoriums support Performing Arts, and Technology Infrastructure
may be used for school assemblies or • Sound system mounts should be integrated
community events. The large, advanced into the room.
programs at comprehensive high schools often • Environmental controls should be integrated
require this facility. into the room.
• Stage and house lighting system mounts
Stage Guidelines should be integrated into the room.
• Stage area should be sufficient to seat a full
• Projector and screen mounts should be
band or orchestra and accommodate theatre integrated into the room.
and dance productions. • Integrated systems should be fully controlled
• Height should be no greater than 3.5 feet.
through a production booth or station.
• Stairs should provide access to stage level
• Consider the need for translation technologies.
• A backstage ramp is preferable to a lift, as it
• Design floor/wall conduits with capacity to
enables the movement of heavy equipment
allow the school to implement evolving
and instruments. technology.
• If possible, provide backstage circulation
leading to other rooms suitable for changing. Shared Use
• If possible, provide space backstage for the
• Access to auditoriums and adjoining
construction of theatre props. restrooms should be independent from the
• Storage rooms must be provided backstage.
rest of the campus.
• Consider the inclusion of catwalks and
• When possible, provide an entry lobby.
overhead spaces. • When possible, provide an access route for
vehicles to load and unload equipment.
Room Guidelines
• When possible, enhance acoustical quality
through room configuration, acoustic baffles,
or other methods.
• Seating is typically fixed and ramped for
comfortable sight lines, however a school
may choose an alternate configuration for its
space based on functional requirements of
intended uses.
• Adequate space should be provided between
the first row of seats and stage to allow for
an orchestra group.

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Design Guidelines High School & Middle School Facilities

Performing Arts Classrooms

Middle Schools and High Schools require classroom space and practice rooms for instrumental
programs, choir, and theatre.

Classroom Space Practice Rooms

• Larger room area to accommodate larger • Proximity to performing arts classrooms

classes and greater activity • Sound-insulated
• Floor area accommodates varied furniture • Space to accommodate groups of 2-3
types and configurations, including modular students and their instruments (100-150 ft2)
items (choral risers, small stage, etc.) • Rooms must have a window or an alternate
• Room materials limit the impacts of noise way for teachers to easily supervise students.
• Room locations away from other classrooms • Design conduits with capacity to allow
limit the impacts of noise reconfiguration and integration of various
• Room locations nearby auditorium or technologies
multipurpose space, allows spaces to be
used as green rooms, changing rooms, etc.
during performances
• Physical design enhances acoustical quality
• Very secure storage is standard
• Additional storage space is needed to
support instrumental programs, to keep
musical instruments secure overnight and
well organized
• Fixtures and space to install built-in speakers
• Design floor/wall conduits with capacity to
allow the classroom to implement evolving
technology
• Sink/water access
• See 21st Century Classroom guidelines for
ideal lighting provisions

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Design Guidelines High School & Middle School Facilities

School Transformations
In an effort to support school quality in Oakland, some programs are expanding the range of
grade levels that they serve. Most often these grade level expansions are K-5 programs
transforming to K-8, or 6-8 or 9-12 programs transforming to a 6-12 model. In both cases, the
needs of students at the new grade level may require adjustments to the school facilities in order
to support teaching and learning in the new program.

K-8 Model Guidelines

Capacity Gymnasiums, Multipurpose rooms

• School capacity should be sufficient so that
no students have to leave the school as they
advance from 5th grade to 6th grade.
• When additional capacity must be added,
avoid adding classrooms (such as portables)
in a way that reduces the amount of usable
school yard on the site.
Classrooms
• Older Elementary School classrooms may
lack the utility support, configuration, or
technology infrastructure needed for Middle
School science, technology, engineering or
math programs. (See 21st Century Classroom
Guidelines for additional details)
• Health + Wellness programs at the Middle
School level may require facilities with
different configurations than those available
at the elementary school level. (See Shared
Use guidelines for additional details)
• Middle Schools should feature gymnasiums
or have access to gymnasiums to support
organized athletics.
• If multipurpose rooms are used for Middle
School physical education, there should be
enough storage to remove all non-athletic
equipment from the room before use.
• See page 13 for basic locker room design
guidelines.
Outdoor Spaces and Grounds
• The site should feature or have access to a
play field for organized athletics.
• Provide outdoor spaces that allow students
to socialize

Cafeterias & Kitchens

• Cafeterias may require alternate
configurations for middle school students.
Consider kitchen preparation capacity,
seating capacity, and furniture sizes.

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Design Guidelines High School & Middle School Facilities

School Transformations
6-12 Model Guidelines

Capacity
• School capacity should be sufficient so that Gymnasiums, Multipurpose rooms
no students have to leave the school as they • Gym facilities may require additional features
advance from 8th grade to 9th grade. to appropriately serve a larger, and older
• When additional capacity is needed, avoid student body. Consider seating capacity,
adding classrooms (such as portables) in a auxiliary spaces, and storage. (See page 12
way that reduces the amount of usable for additional details)
school yard on the site.
Outdoor Spaces and Grounds
Classrooms • The site should feature or have access to a
• Many older Middle School classrooms lack play field for organized athletics.
the utility support, configuration, or • Outdoor spaces should be present that allow
technology infrastructure needed for High High School students to interact socially.
School science, technology, engineering or • School sites that serve High School students
math programs. (See the 21st Century should have, or provide access to athletic
Classroom Design Guidelines for more facilities that support OAL sports programs.
information on classroom components)
• Technical programs at the High School level
may require specialized classroom spaces
that are not present at Middle School
campuses.
• Health + Wellness programs at the High
School level may require facilities with
different configurations than what is available
at the Middle School level. (See Shared Use
guidelines for additional details)

Cafeterias & Kitchens

• Cafeterias may require alternate
configurations for High School students.
Consider kitchen preparation capacity,
seating capacity, and furniture sizes.

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Design Guidelines High School & Middle School Facilities

Additional Resources
Topic

Title
Organization
Source

Oakland Unified School District Design Guidelines 19