Fostering Community Resilience

Fostering CommunityResilience

HOW COMMUNITY SCHOOL DESIGN AND INTEGRATED STUDENT SUPPORT SYSTEMS CAN DRIVE STUDENT SUCCESS AND COMMUNITY WELL-BEING

Copyright © 2025 by Perkins Eastman. All rights reserved

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Land Acknowledgment

We gratefully acknowledge the Native Peoples on whose ancestral homelands we have conducted this research, as well as the diverse and vibrant Native communities who make their home in these places today. We recognize the historical links between the land and the peoples. We honor and respect the enduring relationship that exists between these peoples and nations and this land. This land acknowledgment is one small act in the ongoing process of working to be in good relationship with the land and the people of the land.

Abstract

This report represents a multi-year, mixedmethods research project aimed at reimagining the role of schools in their communities, particularly in light of the COVID-19 pandemic. It serves as a practical resource and guide for educators, school administrators, designers, and policy makers seeking to enhance community resilience through innovative school design and programming.

The research and report are especially relevant now as they capture a specific moment in time, post-pandemic, when schools have demonstrated their critical role in supporting communities. The interviews, surveys, and charrettes conducted for this project offer valuable insights into how schools can better serve their communities and support student learning and well-being.

The presented insights provide a critical roadmap for schools to become hubs of community resilience, addressing not just academic needs but also health, social, and emotional needs. It highlights the importance of partnerships and inclusive design practices in creating holistic learning environments.

An exploratory mixed-methods design was utilized for the research, involving two rounds of qualitative data-gathering. Seventeen semistructured interviews with educators, school district leaders, and community partners were conducted virtually across five regions of the U.S. during 2021-22. The results from the

interviews informed the design of two charrettes, which were held virtually with school designers, educators, and district administrators during April of 2022. The findings from both the interviews and charrettes were then triangulated with and supplemented by the results of three surveys conducted with caregivers, students, and educators, respectively, in 2023.

There were a number of key takeaways from our study that we believe underpin the efforts of all involved in school design–community members, architects, school facilities leaders, etc.-- when working to maximize schools’ roles in community resilience. Among them:

• The need to understand the unique needs of a community

• Thinking creatively to identify those needs and to fill gaps, including identifying and securing external partners

• Understanding the correlation between the “pillars” of community schools and the practices that increase community resilience.

• Addressing social service and mental and physical health needs

• Creating spaces for community uses and for student enrichment

• Engaging historically marginalized voices in the design process, with a specific goal of ensuring trauma-informed and inclusive design

Introduction

It is our goal to identify the attributes of a school that effectively serve its community’s needs, and translate those findings into ‘promising practices’ for future school infrastructure projects.

The COVID-19 pandemic drastically disrupted education throughout the world. Not only did it alter the way learning occurred for students from pre-kindergarten through post-secondary (Czerniewicz et al., 2020), it focused a spotlight on many longstanding social and structural inequities in the United States: socio-economic disenfranchisement, a lack of access to social services, and exposure to the dangerous effects of climate change, among many others (Gaynor & Wilson, 2020). Importantly, however, the pandemic also affirmed for many, and revealed to some, that schools are central to community resilience. There is now an opportunity to build on the lessons learned over the last four years to rethink how we conceptualize and design our public schools.

Schools continued to function as learning centers during COVID-19, whether that occurred virtually or in hybrid settings. But beyond their role as educational institutions, many schools, for example, became food distribution hubs by offering drive-by meal pickups or using school buses to deliver food. To the extent that they were able to bring students into their buildings, they served an important childcare role that allowed essential workers to go to places of employment and both earn a living and enable the economy to function. Schools also served as communication hubs, supporting information outreach efforts by leveraging their technology and contact information records. These are just a few examples of how schools revealed their centrality to community life.

Not all public schools engaged in the kinds of efforts described above, and many that did were not previously well-positioned to play the roles they assumed. There were school districts and schools, however, that had long recognized they could not perform their primary mission of educating young people if they did not understand and address the holistic needs of their community. These schools adopted a model, or strategy, that is framed around an “integrated focus on academics, health and social services, and youth and community development,” so as to “lead to improved student learning, stronger families, and healthier communities” (Coalition for

Community Schools, 2021). Also known as a FullService Community School (FSCS), these are the schools that intentionally and fully embrace a more holistic, community-minded approach. While there are still relatively few public schools that define themselves or qualify as a FSCS, a far greater number of them offer some set of services—variously referred to as “integrated student supports” or “wraparound supports”—to support students and families in their respective communities (Kimner, 2020).

According to a recent survey conducted by the National Center for Education Statistics, sixty percent of a sample of U.S. public schools self-reported utilizing a community school or wraparound services model as of August 2023 (IES, 2023). Schools implementing some form of the integrated student support strategy recognize that a school’s functions are deeply affected by community challenges, such as public safety, housing insecurity, and food scarcity. However, through partnerships with families, businesses, and other institutions, schools can help address these issues. By collaborating with the broader community, they play a vital role in supporting students and families beyond the classroom. This was especially the case throughout the pandemic.

Prior to beginning this study, our research team had familiarity with schools operating as community schools or providing integrated student supports. We believed that this model of schooling needed to be scaled up significantly in order to enhance the outcomes universally desired in the US. This belief was reinforced by our observations during the pandemic, as we saw schools continually demonstrate their holistic value to their respective communities. It has been our view that federal and state policymakers, political leaders and the general public must engage in fresh thinking about how schools can be better designed—physically and operationally—and we set out to catalyze that thinking through gathering data, facilitating conversations, and sharing promising practices from the field to those in a position to effect change.

Source: Community Schools Forward (2023) a collaboration of the Center for Universal Education at the Brookings Institution (CUE), the Children’s Aid National Center for Community Schools (NCCS), the Coalition for Community Schools (CCS) at IEL and the Learning Policy Institute (LPI)

MISSING: Built Environment and Physical Infrastructure

Our team of architects, designers, and education researchers focused on understanding the experiences of educators at school sites and districtlevel offices, nonprofit and government partners, and members of the community to understand the dynamics of the school/community relationship.

As much as we favor the community school model, we were, and are, interested in offering guidance to all schools—regardless of their adopted approach—to better position them to serve their communities holistically.

Our sequential, mixed-method exploration draws from a rich data set collected through literature reviews; virtual focus groups; national surveys of PK-12 parents, students, and staff; and one-on-one semistructured interviews with teachers, administrators, and community partners across the United States.

The findings from this research are geared towards school, school district, and community leaders, designers and architects, and policy makers, as we believe that the path forward for resilient and successful communities will be through partnerships to create supportive educational environments that stand the test of time while serving the needs of their families and communities.

Research Team

Recognizing the breadth of expertise required for, and complexity in, developing appropriate environmental design responses for a new generation of PostCOVID schools, we assembled an interdisciplinary team of architects from Perkins Eastman, academic researchers from Drexel University’s School of Education, and the University of Pennsylvania Graduate School of Education.

Collectively, we believe strongly in the value of public education, the power of community, and the ability of the built environment to help drive successful outcomes in both realms. We also acknowledge that every community and school has their own unique context and recognize this is an opportune moment to provide the research and data that helps optimize capital investments in order to make the education system more equitable and successful. There is national recognition of the dire need to ensure that infrastructure can, in all respects, maintain and improve the quality of life in the United States, and there is a widely-held understanding that the current educational system is not meeting the needs of our people.

Research Summary

Research Question

The purpose of this exploratory mixed-methods study is to develop an understanding of how PK-12 schools in the United States can better serve their communities and support students and families. With this purpose in mind we asked:

“How can school design and programming be tailored to meet the specific needs of a community, promoting resilience, wellness, and student learning and development?”

Framework: Building Resilient Communities & Students

The “whole child” educational approach has gained momentum over the last decade. This research-based model focuses on how students grow physically, psychologically, cognitively, socially, and emotionally within learning environments (Darling-Hammond & Cook-Harvey, 2018). Community schools focus on the “whole child” in a variety of ways, including integrated support services and expanded learning opportunities, enabling students to maximize their potential, access resources to navigate barriers, and receive support for life-long success. Within the community context, this creates resiliency, as both students and their families have their diverse needs met.

The Six Pillars of Community Schools

With increased interest and investment in the community schools model, it is important to understand the defining features of community schools. For this study we are using six pillars of the community school strategy from Community Schools Forward (2023), a collaboration of the Center for Universal Education at the Brookings Institution (CUE), the Children’s Aid National Center for Community Schools (NCCS), the Coalition for Community Schools (CCS) at IEL, and the Learning Policy Institute (LPI).

Pillars of Community Schools

Powerful student and family engagement

Collaborative leadership and shared power and voice

Expanded and enriched learning opportunities

Rigorous, communityconnected classroom instruction

Culture of belonging, safety, and care

Integrated systems of support

Source: Community Schools Forward, 2023.

Defining Community Resilience

Researchers have demonstrated that community schools are a key strategy for increasing community resilience. Herrenkohl et al. (2019) noted that FSCS in their case study significantly helped the community by “navigating fragility and building resilience” (p. 121). Schools have also been highlighted by the United Nations as an important mitigating factor in disaster response for communities (Takahashi et al., 2015).

Fay et al. (2020) noted that schools specifically are “sites and sources of community resilience in five distinct ways: they distribute social welfare

services, promote human development, care for children, provide stable employment, and strengthen democratic solidarity” (p. 2).

To refine the concept of community resilience, in a systematic literature review Patel et al. (2017), outlined nine core elements of community resilience that were common across definitions from the 80 relevant identified papers.

Elements of Community Resilience

Strengthening community networks and relationships Building local knowledge

Providing community resources

Bolstering emergency preparedness

Building economic investment

Creating a positive mental outlook

Source: Patel, S.S., Rogers, M.B., Amiot, R., & Rubin, G.J. (2017). What Do We Mean by “Community Resilience?” A Systematic Literature Review of How It Is Defined in the Literature, PLoS Currents, 9.

Many schools that perform some or all of the functions of Full Service Community Schools (FSCS) or self-designated Community Schools do not brand themselves as such. There is a continuum, then, that can be discerned. At one end, through identifying needs in their student body and broader community, schools may provide limited community support such as on-site medical care or after-school programming. At the other end, FSCS, by design, operate in ways that address all six pillars. For our study, community schools are defined in the broadest terms, encompassing any school in which the operation can be identified as being based in a significant manner on at least one of the six pillars.

While the concept of community resilience is complex and often defined differently across disciplines, the nine core elements outlined on the prior page are identified in the literature as providing vital support, flexibility, and structure for communities when faced with difficult situations such as pandemics, natural disasters, and human tragedies. Schools that manifest these nine core elements may afford their communities a greater probability of maintaining and recovering from such traumatic events.

Figure 3. Schools often act as a connector with community assets

SENIOR CITIZENS

DAYCARE CENTER

RELIGIOUS INSTITUTIONS

HIGHER ED. LOCAL RESIDENTS

SCHOOL

COMMUNITY ORGS. CIVIC ASSOC. MEDIA ARTISTS

SOCIAL SERVICE AGENCY

BUSINESS

BAKERY OR RESTAURANT

CULTURAL INSTITUTIONS

Community Schools as Key Components to Building Community Resilience

There are many overlaps between the six pillars of community schools and the nine elements of resilient communities (as seen in Figure 1). Community networks and relationships are a key component of community school models. Community networks support the development of strong partnerships and empower community members to become active in decision making within their schools and communities. Health-related services are another central component of schools providing wrap-around services, many of which are focused on physical

Figure 2. Attributes of a Community School that Align with Community Resilience

Powerful student and family engagement

Building local knowledge

Strengthening community networks and relationships

Supporting communication

Fostering health within the community

Promoting governance/ leadership

Providing community resources

Bolstering emergency preparedness

Building economic investment

Creating a positive mental outlook

and mental wellbeing. A significant body of research indicates that students’ health is directly correlated with student learning and success (Basch, 2011; Magzamen et al., 2013). In terms of emergency preparedness, schools frequently act as community shelters, offering safety from extreme weather events or infrastructure failures. In these ways and more, schools adopting these models enhance resiliency and future-proof their communities in the face of crises, including public health emergencies like COVID-19, climate change and associated extreme weather events, economic disruption, and socioeconomic inequality.

A matrix of the

Collaborative leadership and shared power and voice

Expanded and enriched learning opportunities

Rigorous communityconnected classroom instruction

Culture of belonging, safety, and care Integrated student services

Six key pillars of the community school model (Community Schools Forward, 2023)

community

(Patel et al., 2017)

commonalities between the six pillars of community schools (Community Schools Forward, 2023) and the nine elements of community resilience (Patel et al., 2017). Figure by the authors.

Judy Davis

Study Methodology + Design

To explore how schools can and have supported community and student resilience, we designed a study that employed an exploratory sequential mixed-methods design, consisting of two rounds of qualitative data collection (interviews and design charrettes) and a national survey.

First, we completed 17 semi-structured interviews with educators, school/district leaders, and community partners, across five regions of the United States. Each of these schools engaged in various types of community school models (Spring 2021–Fall 2022).

From what we learned in the interviews, we designed two interactive virtual charrettes bringing together school designers, educators, and district administrators (April 2022). These interviews and focus groups were then transcribed and coded in three rounds including:

(1) first using open in vivo coding (using the participants’ own words and ideas) for emergent themes;

(2) then using axial coding (organizing and re-categorizing) to identify relationships between the schools and six pillars of community schools; and

(3) finally, a priori (pre-determined) coding to identify the nine core elements of community resiliency in the participants’ stories and interviews. (Saldana, 2009).

Additionally, a national survey (n=200+) of community members, parents, and educators was conducted in spring of 2023 to glean a deeper understanding and increase generalizability of our findings.

The findings were triangulated and supplemented with data from three previous surveys of caregivers, students, and educators nationwide, conducted by the authors. As a final step, an integrated data interpretation was completed through joint displays and narratives for the creation of this report.

01

Interviews

Data Collection: One hour interviews

Key Takeaways

1. Understanding the needs of the community

• Conduct Joint Assessments: Perform both needs and asset assessments to identify critical gaps and leverage community assets.

• Community Mapping: Implement community mapping to pinpoint specific needs and available resources.

Participants: 17 school/district leaders & community partners across 5 U.S. regions

Timeline: October 2021 to April 2022

Process: interviews were recorded, transcribed, and analyzed for emergent themes open in vivo coding for emergent themes

• Family Engagement: Meeting family needs increases engagement and enhances students’ academic focus.

• Idea in action: New Orleans K-8 school employs social workers and a counselor for SEL support and provides food for families in need.

2. Thinking creatively to identify needs and fill gaps

• Dual-Use Facilities: Design school buildings to serve as community centers during and outside school hours.

• Health Clinics and Pantries: Include community-based health clinics and food/clothing pantries with dedicated entries for easy access.

• Flexible Space Use: Allow community groups to use school spaces during non-school hours with proper separation.

• Idea in action: InspireNOLA Charter Schools utilize creative architectural solutions to make school buildings community anchors.

3. Prioritizing partnerships

• Form Reliable Partnerships: Identify and secure partners to meet community needs that the school or district cannot fulfill alone.

• Align Goals: Ensure mutual alignment of goals and resources (personnel, facilities, finances) between schools and partners.

• Personal Relationships: Build partnerships around personal relationships between community school coordinators and representatives.

• School-Family Partnerships: Encourage parental involvement through practices that build mutual trust, respect, and shared goals.

• Additional Support: Address family needs through partnerships with external resources.

Research Insight: School practices that engage parents are more influential than family dynamics in promoting involvement and student success.

There’s lots of ways ... in the city where school buildings service community centers, even during the academic day. ... One of our high schools has a walk-in community-based health clinic that’s open during the academic day [and] has an exterior dedicated entry. Other networks in town are running food or clothing pantries in school buildings that are open ... a typical academic day that just have kind of separation of space and dedicated exterior or entry points for communities, community members.

SAM BEAR, DIRECTOR OF FACILITIES INSPIRENOLA CHARTER SCHOOLS

There are so many beautiful agencies out here, let’s get together. We’re all on the same team. We all want to help families. So, let’s make it easy for everyone.

KATHY BEHREN, FAMILY SUPPORT COORDINATOR DIOCESE OF OGDENSBURG, TRINITY CATHOLIC SCHOOL

I don’t see how any school can define success without input from the community... I can’t say that I’m successful in my role or our organization is successful unless I know what the needs of the community are. Then building out plans to improve and to strengthen around those needs has to happen.

JOLENE GALPIN, PRINCIPAL DISTRICT OF COLUMBIA INTERNATIONAL SCHOOL

...Our school buildings are not made to be community buildings…[For example] we’ve opened…about 15 satellite offices within school buildings. But that’s been a struggle. It’s a lot of shared space. It’s a lot of juggling.

MELISSA ROYS, EXECUTIVE DIRECTOR ROME ALLIANCE FOR EDUCATION

Design Charrettes 02

Data Collection: two, hour-and-a-half virtual sessions

Key Takeaways

1. Welcoming Spaces for Seamless Transitions

• Importance of Transitions: Emphasize creating welcoming, comfortable, and “homey” spaces to reduce stress and support wellbeing.

Participants: 20+ nationwide designers, researchers, parents, school/district leadership, and education policy makers

Timeline: April 2022

Process: Zoom and Miro boards, catalyzed generative brainstorming; axial coding for six community school pillars and a priori coding for nine community resilience elements

• Morning Entry Spaces: Design areas for students, teachers, and staff to gather, considering weather, late arrivals, and security.

• Amenities: Include gender-inclusive bathrooms, kitchens, food pantries, childcare centers, and public art.

2. Trauma-Informed and Inclusive Design Principles

• Inclusive Design Process: Engage historically marginalized voices (students, parents, staff, community) in the design process.

• Equitable Engagement: Ensure designs reflect the needs and identities of the local community.

• Promoting Safety and Self-Worth: Design environments that support healing and prevent worsening of physical and mental health concerns.

3. Social and Emotional Regulation Spaces

• Mental Health Focus: Create spaces for students and staff to use when stressed or overwhelmed.

• Variety of Options: Provide different environments (bright vs muted, small vs large, contained vs open) to meet diverse needs.

4. Privacy and Dignity in Service Access

• Discreet Access: Design facilities like food pantries, clothes closets, laundry facilities, and showers to offer privacy and dignity.

• Removing Economic Signifiers: Ensure service areas (e.g., food service) do not reveal economic status to reduce stigma.

• Encouraging Use: Design spaces to promote a sense of belonging and make services more likely to be used.

Survey 03

Data Collection: Online Survey

Key Takeaways

1. Relationship Between Community School Pillars and Resilience Practices

• Strong Correlation: There is a significant positive correlation between community school pillars and practices for increasing community resilience (r(211) = .73, p < .001).

Participants: 200+ respondents from various U.S. regions

Timeline: Spring 2023

• Note: Participants frequently noted how well these pillars and practices are exemplified in their own schools and communities.

2. Programming and Services Needs

• Mental Health Counseling: There is a high need for programming resources (38%) and social work services (41%).

• Physical Space Needs: There is significant demand for physical spaces dedicated to student/community health clinics (35%), dental & health care clinics (44%), and substance abuse counseling (28%).

3. Community Resources Needs

• Community Spaces Demand: There is a large demand for various community spaces, including:

◦ Meal/prep kitchen spaces (52%)

◦ Offices for community partners (52%)

Process: Triangulation with qualitative findings and integrated interpretation

◦ Child care facilities (44%)

◦ Laundry services (57%)

◦ Clothing/furniture assistance (54%)

◦ Food pantries (47%)

◦ Housing support (60%)

• Event Space: There is comparatively less demand for event spaces.

4. Student Enrichment Activities

• Athletics: There is sufficient programming and space dedicated to athletics (50%).

• Other Activities: There is high demand for more space for various student enrichment activities beyond athletics.

5. Overall Space Needs

• General Concern: The need for more and better space is the most frequently mentioned concern among respondents.

• Note: Many respondents highlighted the importance of improving and expanding physical spaces to support diverse uses in schools.

What do you think is the biggest spacial need in schools?

Laundry service is important so that students continue to come to class.

We have a lot of volunteers and student support staff and not enough space to house them all at a given time.

Community access to a section of the building that helps with food, mental health, and social services.

Need an event space to hold lectures, community gatherings, etc.

Help with childcare so that pregnant teen moms finish their education.

Offices/rooms/spaces with external only access. This would allow for more community and business use without introducing security risks.

We need more room for individual pull outs, separate setting testing, and nicer spaces for teachers to relax in during breaks.

A sensory room should be mandated in any school with an autism program.

© Perkins Eastman / photo by Andrew Rugge.

Design Principles

This section outlines essential recommendations for creating communityoriented schools that effectively serve students, families, and the broader community. These practices are based on research and input from educators, school administrators, and community stakeholders.

PRINCIPLES

2 3 4 1

Prioritize

© Perkins Eastman / photo by Andrew Rugge.

Understand the Current Context 1

Initiate the process by conducting thorough needs and asset assessments within the school and the surrounding community. This should include SWOT analyses to identify strengths, weaknesses, opportunities, and threats. Community mapping can help visualize existing resources and pinpoint gaps in services that schools can address.

Actively involve a diverse range of community members through surveys, interviews, and design charrettes. Establish ongoing communication channels that accommodate multiple languages and ensure that families, students, and community members can voice their needs and aspirations.

Understand the Current Context

† Conduct Comprehensive Assessments

† Perform needs and asset assessments.

† Utilize SWOT analysis to identify strengths and weaknesses.

† Implement community mapping to visualize resources and gaps.

† Engage Stakeholders

† Conduct surveys, interviews, and design charrettes.

† Establish ongoing communication channels in multiple languages.

† Involve diverse community voices to ensure all needs are represented.

Alexandria City High School’s Minnie Howard campus features distinct entrances for the high school and community-oriented programming including: the Teen Wellness and Family Resource Centers, the Early Childhood Center, and the Pool and Gym complex.

© Judy Davis

© Judy Davis

Build Strong Partnerships 2

Building partnerships with local health providers, family support services, and community organizations is vital. By aligning goals and sharing resources, these partnerships can effectively address community needs and enhance the support network available to students and families.

The design of community-oriented schools should enhance and integrate with local resources. This involves creating spaces that respond to the unique characteristics of each community, helping schools become central hubs that foster collaboration and community engagement.

Build Strong Partnerships

† Foster Collaborative Relationships

† Develop partnerships with local health providers and family support services.

† Align goals to effectively address community needs.

† Design for Integration

† Create architectural designs that enhance local resources.

† Ensure schools serve as central hubs for community engagement.

© Judy Davis

Prioritize Safety and Accessibility 3

Safety is paramount in school design. Create welcoming and secure entry points that facilitate smooth transitions for students, staff, and visitors. This includes maintaining visibility through strategic placement of windows and open sightlines, as well as incorporating emergency preparedness measures such as communication systems and clearly marked evacuation routes.

Access to integrated student support services should be convenient and respectful of privacy. Design spaces that allow discreet entry for students accessing health and counseling services while maintaining secure separation from traditional school activities. Additionally, consider various modes of transportation to ensure accessibility for all community members.

Prioritize Safety and Accessibility

† Design for Safety

† Create welcoming, secure entry points with controlled access.

† Incorporate visibility features and emergency preparedness measures.

† Provide Convenient Access

† Provide discreet access for students to health and counseling services.

† Consider multiple transportation modes for community accessibility.

The health clinic and the physical education complex at Roosevelt High School share a separate community entrance.

© Joseph Romeo © Judy Davis

Protect Privacy and Dignity 4

To reduce stigma and encourage utilization of essential services, design separate entrances for community services like food pantries and counseling centers. This promotes a sense of dignity for users and ensures their privacy is respected.

Use design elements that foster inclusivity and comfort, avoiding features that may highlight economic status. For example, avoid visible signage indicating low-income services or failing to represent the cultural diversity of the student body in decor or artwork which may be stigmatizing. Incorporate biophilic elements, comfortable seating, and ample natural light to create a welcoming environment that invites all community members.

Protect Privacy and Dignity

† Create Discrete Access Points

† Design separate entrances for community services to minimize stigma.

† Confirm privacy is respected in service access.

† Implement Non-Stigmatizing Design

† Use inclusive design elements that foster a sense of dignity.

† Incorporate biophilic elements and comfortable furnishings.

© Joseph Romeo © Judy Davis

Prioritize Mental Health and Wellness

Integrating mental health counseling and social work services within the school is crucial for promoting overall wellness. Design flexible classrooms and dedicated spaces for social-emotional learning (SEL) activities that can adapt to various needs.

Create calm and inviting environments, such as convenient sensory and/or respite rooms, where students can manage stress and regulate emotions. These spaces can play a significant role in supporting mental health by providing a safe haven for students during challenging times.

Prioritize Mental Health and Wellness

† Expand Support Services

† Integrate mental health counseling and social work within the school.

† Design flexible spaces for socialemotional learning (SEL) activities.

† Establish Restorative Areas

† Create calming environments for stress management.

† Provide convenient sensory and/ or respite rooms for emotional regulation.

© Judy Davis

Support Family and Community Needs

Designate areas within the school as resource hubs that provide food pantries, laundry facilities, and housing support. These supportive spaces should be equipped with the necessary resources and staffed to assist families effectively.

A holistic approach to wellness should address the physical, mental, emotional, social, and spiritual components of health. This may require appointing a Community School Coordinator to ensure cohesive service delivery and effective communication among various stakeholders.

Support Family and Community Needs

† Create Resource Centers

† Designate areas for food pantries, laundry, and housing support.

† Equip supportive spaces to assist families effectively.

† Provide Coordinated Health Services

† Address physical, mental, emotional, social, and spiritual health.

† Appoint a Community School Coordinator for cohesive service delivery.

© Judy Davis

Design for Flexibility 7

Spaces should be designed with future needs in mind, allowing for changes in programming without significant capital investment. This flexibility can be achieved through a “loose fit” design that accommodates reconfiguration and repurposing as community needs evolve.

Promote resource sharing among different programs and agencies. Counselors working part-time at a location can, for example, share office space. This not only maximizes the utility of available facilities but also fosters collaboration among various support services.

Design for Flexibility

† Plan for Adaptability

† Design spaces that accommodate future programming needs.

† Allow for “loose fit” designs that can be reconfigured easily.

† Encourage Shared Use of Resources

† Promote sharing of office space and facilities among programs.

† Maximize resource utility to enhance collaboration.

© Perkins Eastman /

photo by Andrew Rugge

© Perkins Eastman / photo by Andrew Rugge.

Design Guidelines

This section provides design guidelines drawn from precedent facilities. They are intended to provide people planning or evaluating similar facilities tools to understand what has been provided in similar circumstances. As local codes, accreditation, and other criteria may vary from location to location, necessitating differences in the specifics contained within these guidelines, they should not be used as is to design or construct a facility. A competent professional should be engaged to develop site specific educational specifications tailored to your particular circumstance.

The guidelines for the clinic delineated in this section were drawn from a statefunded, city-operated facility co-located in a high school. The clinic was created to provide accessible health services to anyone between the ages of 12-19 living in the city. The clinic is open year-round and provides a variety of health and confidential services to teens.

As the following spaces list suggests, this suite provides space for the provision of both physical and mental health services.

Health Clinic Space Guidelines

• Reception/ Waiting Area/ Admin Assistants

• Medical Exam Room

• Dental Exam Room

• Office

• Storage

• Prep Area (Alcove)

• Student/ Staff Toilet

• Lab/ Pharmacy

• Counseling

MEDICAL

OFFICE

CLASSROOM

STORAGE

CHECK IN STATION

VISITOR SEATING

CONFERENCE ROOM

EXTERIOR ENTRY AND SCHOOL

ACCESSIBLE RECEPTION COUNTER

EXAM ROOMS

MEDICAL FILE STORAGE

CONFERENCE ROOM

FAMILY RESOURCE SUITE

RECEPTION OFFICE

RECEPTION CONFERENCE ROOM TOILETS

VISITOR SEATING

CHILDREN'S PLAY AREA

ACCESSIBLE RECEPTION COUNTER

CAPACITY/USERS:

• 1–2 staff

• 3–6 visitors

APPROXIMATE AREA:

• 300 sf

ANCILLARY SPACES:

• counseling

SPATIAL RELATIONSHIPS:

• near school health suite

• direct access to exterior of building

• maximize view to exterior and clinic entry

• secure access to students coming from the school

• near two single user restrooms

• adjacent with access to storage

• adjacent with access to a conference room

GOALS:

• to provide a space designed to help students and public feel welcome and

• to provide information on the services offered

ACTIVITIES:

• greeting visitors/patients

• storing health records

• workstation for administrative assistants

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• electrical outlets for equipment

• adequate ventilation

• windows to provide natural light

• administrative area should be mechanically zoned for year-round use

• interior glazing should provide visibility to the exterior

• provide blinds/shades on exterior windows

• no visual access from public to computer screens and health records

• separate secure access to school distinct from public access

• secure record storage behind counter, however, increasingly files are electronically stored

• configure seating at reception to offer privacy to people that are signing in/checking in

• provide plexiglass/protection between staff members behind reception counter and students

• reception counter needs to conform with ADA regulations

• space for staff to perform student take-ins

• all surfaces and furnishings should be non-porous for easy cleaning

• provide high-top table to fill out check-in/signin form, and allow patients to offer a non-verbal response for reason of visit

Fixed Furnishings

• casework

• accessible reception counter with undercounter file cabinets

• data drop

Loose Furnishings

• medical file storage

• small table

• task chair (2)

• chair with arm rests (4)

• chair without arm rests (2)

• high top table for check-in station

AV & IT Equipment

• printer

• laptop and desktop computers

• TV with DVD

Health Clinic—Dental Exam

CAPACITY/USERS:

• 1–2 staff (dentist/technician)

• Students

APPROXIMATE AREA:

• 225 sf

SPATIAL RELATIONSHIPS:

• located within health clinic suite

• near waiting area

• sub areas within suite

• operatory (chair and dental unit w/light, small workstation, X-Ray machine) 120 sf

• sterilization area w/equipment Compressor (17″: 24.5″) and Vacuum system (27″: 24.5″ (height: width). 80 sf

• storage 25 sf

GOALS:

• provide school-based dental health services

DENTAL EXAM ROOM

ACTIVITIES:

• dental exams and treatments

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control:

◦ wall minimum: STC 45

◦ ceiling minimum: CAC 35

• sink with hot and cold water

• adequate ventilation

• electrical outlets for equipment

• auditory privacy

• stain-resistant floor covering

• ceiling: (8′ high minimum) - Suspended, acoustical

• refrigerator (under the counter)

• supply/return air system

• vacuum system

• compressor

• duplex receptacles

• TVSS protected quad receptacle adjacent to each data port

• single-level switching

• clock

Fixed Furnishings:

• soap dispenser

• towel dispenser

• casework: base/wall cabinets

OFFICE

Loose Furnishings:

• autoclave

• vacuum system

• compressor

• portable patient chair

• portable light

• X-ray unit

• mouth camera

• small refrigerator

AV & IT Equipment

• voice port and phone

• data port

• life safety devices per code

Health Clinic—Medical Exam Room

CAPACITY/USERS:

• 1–2 staff members (doctor, nurse practitioner and/or nurse)

• 1 student

• parent

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

• counseling

• lab/pharmacy

• offices

• toilets

SPATIAL RELATIONSHIPS:

• out of view from reception/waiting area

• near offices and prep area

GOALS:

• to provide school-based and public health services

ACTIVITIES:

• first aid

• consultation with students

• health screening and school/sport physical exams

• medical treatments

• immunizations

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control

• electrical outlets for equipment

• stain-resistant floor covering and surfaces

• adequate ventilation

• locate away from noisy spaces as it can interfere with hearing screening

• provide auditory and visual privacy

• all surfaces and furnishings should be non-porous for easy cleaning

• all doors should be lockable for privacy, but should be (un)lockable from the outside with a key

• allow space for a wheelchair

• allow patients to sit in a chair before going to exam table

• some equipment may need more than 120v power

Fixed Furnishings

• base/wall cabinets and shelving

• casework (seamless, non-porous counter)

• adjustable exam table with stirrups

• tackable/magnetic wall surface (4 LF)

• soap dispenser

• towel dispenser

• data drop

• IEP fax line

Loose Furnishings

• lockable wardrobe

• hazardous waste receptacle

• side chair

• small desk on casters with a drawer

• wall mounted or portable otoscope/ ophthalmoscope with insulator

MEDICAL EXAM ROOM DENTAL

• family planning services, STD testing

• mental health and substance abuse services

RECEPTION LAB/ PHARMACY OFFICES TOILETS

• stethoscope

• reflex hammer

• exam light

• mouth guard and/or ambu bag

• audiometer

• nebulizer

• blood pressure cuffs (wall-mounted or portable)

• sharps containers

AV & IT Equipment

• laptop

• wall mounted monitor for student videos

• phone

Health Clinic—Office

CAPACITY/USERS:

• shared office for doctor, nurse practitioner and/or nurse

• shared office for mental health counselor and health educator

APPROXIMATE AREA:

• 120 sf

ANCILLARY SPACES:

• prep area

• storage

• counseling

• lab/pharmacy

SPATIAL RELATIONSHIPS:

• visual oversight of the entry to the clinic if possible

• toilet rooms and exam rooms

• near exam rooms

• near prep area

• near counseling space

DENTAL EXAM ROOM

GOALS:

• administrative area for health staff

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control

• electrical outlets for office equipment

• visual control to exam rooms, toilet and health suite reception/waiting area

• visual and auditory privacy

• wipeable nonporous surfaces

Fixed Furnishings

• base/wall cabinets and shelving

• casework (seamless, non-porous counter)

• magnetic marker board

• tackable/magnetic wall surface

Loose Furnishings

• desk(s)

• adjustable height bookshelves

• task chair

• side chair

• 2-drawer desk height file cabinet

AV & IT Equipment

• laptop or desktop computer

• access to printer/photocopy machine/fax machine

• data drop

OFFICE

PREP AREA COUNSELING LAB/ PHARMACY

ACTIVITIES:

STERILIZATION AREA

STORAGE

• administrative activities

• private conversations/phone calls

• writing prescriptions

RECEPTION LAB/ PHARMACY OFFICES TOILETS

Health Clinic—Storage

CAPACITY/USERS:

• n/a

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

• located near the toilet in the clinic

SPATIAL RELATIONSHIPS:

• adjacent and access to the reception/waiting area

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• security of equipment and supplies

• security of door (locked at all times)

• ventilation and temperature control

• emergency equipment may be located in this space

• medications are not stored here

Fixed Furnishings

• n/a

Loose Furnishings

• rust-resistant shelving

• rust-resistant deep shelving and dunnage racks

AV & IT Equipment

• n/a

OFFICE STORAGE PREP AREA COUNSELING

GOALS:

PHARMACY

• to provide storage for medical supplies and equipment

ACTIVITIES:

• storing chemicals, equipment, and supplies

Health Clinic—Prep Area (Alcove)

CAPACITY/USERS:

• 1–2 staff members (nurse/practitioners)

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• within clinic

• adjacent to health suite toilet with pass-through specimen cabinet

GOALS:

• administrative area for health staff to assess patients before entering exam room

ACTIVITIES:

• health screening/analysis

• medical treatments

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• electrical outlets for equipment

• VOIP and data ports

• stain resistant floor covering and surfaces

• sink with hot and cold water

• adequate ventilation per Dept. of Health regulations

• life safety equipment per code

• individually zoned for HVAC

• similar to a small office without a door

Fixed Furnishings

• tackable/magnetic wall surface (4 LF)

• data drop

• Snellen chart/E chart/Titmus machine

• wall mounted pamphlet rack

Loose Furnishings

• nurse’s stool

• hazardous waste receptacle

• waste receptacle

• rectangular desk with chair

• side chair

• scale with height bar

AV & IT Equipment

PREP AREA(ALCOVE)

• laptop

Health Clinic—Student/Staff Toilet (2)

CAPACITY/USERS:

• 1 person (in each)

APPROXIMATE AREA:

• 65 sf

ANCILLARY SPACES:

• lab/pharmacy

SPATIAL RELATIONSHIPS:

• located within clinic

• near waiting area

• adjacent to lab/pharmacy

• w/pass-through specimen cabinet in student toilet

• staff toilet, near offices

GOALS:

• to provide a private bathroom for patients receiving school-based health services and for clinic staff

ACTIVITIES:

• collect specimens

• relieve sickness and/or bowels

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• auditory and visual privacy

• adequate exhaust/ventilation per Dept. of Health regulations

• moisture and stain resistant finishes

• life safety equipment per code

Fixed Furnishings

• casework (wall cabinets, 4 LF)

• soap dispenser

• towel dispenser

• grab bars (36″ and 42″)

• toilet tissue holder

• hand sink

• sanitary napkin dispenser

• sanitary napkin disposal

• toilet

• floor drain

• pass-through specimen cabinet

• condom dispenser

Loose Furnishings

• n/a

AV & IT Equipment

STUDENT/ STAFF TOILETS

• n/a

Health Clinic—Lab/Pharmacy

CAPACITY/USERS:

• 1–2 staff

• 1 student

APPROXIMATE AREA:

• 150 sf

ANCILLARY SPACES:

• exam rooms

SPATIAL RELATIONSHIPS:

• within clinic

• out of view from waiting area

• adjacent to student and public bathroom with pass-through specimen cabinet

• close to exam rooms

• adjacent to offices

GOALS:

• to provide lab facilities for school and public health services

ACTIVITIES:

• collect specimens

• storage of specimens

• medical treatments

• drawing up medications or preparing medications

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control

• electrical outlets for equipment

• VOIP and data ports

• auditory and visual privacy

• stain resistant floor covering and surfaces

• sink with hot and cold water

• adequate ventilation per Dept. of Health regulations

• life safety equipment per code connected to emergency power

• individually zoned for HVAC

• refrigerator on backup power – for vaccine and immunization storage

• door to be half-door with small shelf for patients to wait outside during medication preparation

• door to be locked at all times

Fixed Furnishings

• casework: long counter, base/wall cabinets and shelving (lockable)

• soap dispenser

• towel dispenser

• hand sink

• pass-through specimen cabinet

• data drop

• sink mounted eye wash station

Loose Furnishings

• nurse’s stool

• hazardous waste receptacle

• phlebotomy/patient chair

• centrifuge (1)

• microscope (1)

• other medical/lab equipment

• medical culture freezer

• under cabinet refrigerator

• defibrillator

• trans-illuminate light for specula

• oxygen tank

• glucometer

• specula (disposable or metal; if metal must have autoclave)

• receptacle to discard specimens

AV & IT Equipment

• laptop

Health Clinic—Counseling

CAPACITY/USERS:

• 1 staff

• 2–4 patients + family

APPROXIMATE AREA:

• 120 sf

ANCILLARY SPACES:

• storage

SPATIAL RELATIONSHIPS:

• near entry of center

• near reception and file storage

• near offices

GOALS:

• conference area for health staff and public/ students/families

ACTIVITIES:

• administrative activities

• private conversations/phone calls

• group counseling

• one-on-one counseling

• mental health services

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control

• electrical outlets for equipment

• visual and auditory privacy

• wipeable nonporous surfaces

• controllable lighting

• comfortable setting

• sound machine to eliminate sound to help mask conversation

Fixed Furnishings

• tackable/magnetic wall surface

Loose Furnishings

• 4 drawer file cabinet (2)

• small desk/tabletop counter (1)

• small conference table

• task chairs (5)

• sound machine

AV & IT Equipment

• credit card machine

• VOIP and data drop

• computer

COUNSELING

Family Resource Suite

The guidelines for the Family Resource Suite delineated in this section was drawn from a facility operated by a city agency co-located in a high school. That center provides services to adolescents and families seeking support, including:

• Outreach for Benefit Program

• Youth Development

• Children and Youth Master Plan

• Domestic Violence/Sexual Assault

This suite should be able to serve families after hours without the need for access to the rest of the school facility.

Spaces within the suite include:

• Reception

• Office

• Conference Room

• Restroom

• Pantry & Break Room

• Storage

• Therapist

• Workforce Office

MEDICAL OFFICE

CLASSROOM

STORAGE

Family Resource Suite—Reception

RECEPTION CONFERENCE ROOM TOILETS

CONFERENCE ROOM

CHILDREN'S PLAY AREA

ACCESSIBLE RECEPTION COUNTER

EXTERIOR ENTRY AND SCHOOL

VISITOR SEATING

OFFICES

EARLY CHILDHOOD PROGRAM

CLASSROOMS CHILDREN'S

CAPACITY/USERS:

• 1 staff

• 2–4 persons

APPROXIMATE AREA:

• 150 sf

ANCILLARY SPACES:

• pantry

• restroom

• conference room

SPATIAL RELATIONSHIPS:

• directly accessible from separate entry

• near public restrooms

• maximize view to exterior and entry

• adjacent to administrative offices

• adjacent with access to storage

• adjacent with access to conference room

GOALS:

• to provide a space designed to help students and public feel welcome and to provide information

ACTIVITIES:

• greeting visitors

• intake/wait list services

• administrative services

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• electrical outlets for equipment

• adequate ventilation

• windows to provide natural light

• suite should be mechanically zoned for year-round use

• interior glazing to provide visibility to circulation areas

• no visual access from public to computer screens, paperwork, etc.

• buzzer system with camera and electronic card access to limit access to school

• use of computer for enrollment and looking at job opportunities

• print resources for families

• no storage needed in this space

Fixed Furnishings

• casework

• tackable/magnetic wall surface

• kiosk (for computer)(1)

• data drops

• wall hung monitor (for announcements) (1)

Loose Furnishings

• task chairs (2)

• soft seating (4)

• brochure rack (1)

• children’s play table w/ chairs

AV & IT Equipment

• color printer

• laptop/desktop computers

Family Resource Suite—Office

CAPACITY/USERS:

per office:

• 1–2 staff

• 1–3 persons

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

• within family resource suite

FAMILY RESOURCE SUITE

ENVIRONMENTAL

• uniform lighting

CONSIDERATIONS:

• environmental sound control

• electrical outlets for equipment

• visual and auditory privacy

Fixed Furnishings

• tackable/magnetic wall surface

• data drop

Loose Furnishings

• adjustable height bookshelves

• desk

• side chair (2–3) per clinician office

AV & IT Equipment

RECEPTION OFFICE

SPATIAL RELATIONSHIPS:

• close to entry

• close to conference room, toilet rooms and exam rooms

GOALS:

• provide a space for small meetings and administrative work

ACTIVITIES:

EXTERIOR ENTRY AND SCHOOL EXTERIOR

• administrative activities

• private conversations/phone calls

• laptop or desktop computer

RECEPTION CONFERENCE ROOM TOILETS

CHILDREN'S PLAY AREA

• private meetings with students/families

Family Resource Suite—Conference Room

CAPACITY/USERS:

• 8–10 persons

APPROXIMATE AREA: •

ANCILLARY SPACES:

• family resource offices

• family resource reception

SPATIAL RELATIONSHIPS:

• near family resource reception

• near family resource offices and pantry

GOALS:

SHARED ASSESSMENT COORDINATOR OFFICE

• to provide a place for administrative conferences or meetings

ACTIVITIES:

• conferences with students, parents, and visitors

• group therapy

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• electrical outlets for equipment

• windows to provide natural light, desirable

• auditory privacy

• window treatments to eliminate/reduce glare

• video conferencing capabilities

• able to reconfigure separate tables

Fixed Furnishings

• credenza (counter with storage below)

• magnetic marker board (8LF)

• interactive electronic presentation device

• data drop

Loose Furnishings

• 2-person table (4–5)

• task chair (8–10)

AV & IT Equipment

• technology installations - A/V jacks, data outlets, power outlets, etc.

Family Resource Suite—Restroom

RECEPTION LAB/ PHARMACY OFFICES TOILETS

CAPACITY/USERS:

• 1 person

APPROXIMATE AREA:

• 65 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• located within family resource suite

• near family resource reception

GOALS:

• to provide a private bathroom for patrons

CONFERENCE ROOM

ACTIVITIES:

• n/a

RECEPTION OFFICES PANTRY

ELECTRONIC PRESENTATION DEVICE

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• auditory and visual privacy

• adequate exhaust/ventilation per Dept. of Health regulations

• moisture and stain resistant finishes

• life safety equipment per code

Fixed Furnishings

• casework (wall cabinets, 4 LF)

• soap dispenser

• towel dispenser

• grab bars (36″ and 42″)

• toilet tissue holder

• hand sink

• sanitary napkin dispenser

• sanitary napkin disposal

• toilet

• floor drain

Loose Furnishings

• n/a

AV & IT Equipment

RESTROOM

• n/a

Family Resource Suite—Pantry & Break Room

CAPACITY/USERS:

• varies

APPROXIMATE AREA:

• 140 sf

ANCILLARY SPACES:

• family resource reception

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

Fixed Furnishings

• casework: counter, base/wall

• cabinets and shelving

• sink

• data drop

• water and ice dispenser

Loose Furnishings

• microwave

• coffee maker

• refrigerator

RESTROOM PANTRY & BREAK ROOM

SPATIAL RELATIONSHIPS:

• n/a

GOALS:

• to provide a space for food prep and storage

ACTIVITIES:

• food prep services

• storage of snacks

• making coffee

AV & IT Equipment

• n/a

Family Resource Suite—Storage

CAPACITY/USERS:

• n/a

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

• n/a

PANTRY & BREAK ROOM

SPATIAL RELATIONSHIPS:

• near reception of family resource suite

• adjacent to family resource conference

GOALS:

• to provide secure storage for supplies

ACTIVITIES:

• storage of brochures and forms

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• electrical outlets

• food storage

Fixed Furnishings

• N/A

Loose Furnishings

• storage shelving 12″ deep (2)

• storage shelving 18″ deep (1)

AV & IT Equipment

• data drop

• printer/copier

Family Resource Suite—Workforce Office

CAPACITY/USERS:

• 1–2 Staff

• 1–2 visitors

APPROXIMATE AREA:

• 140 sf

ANCILLARY SPACES:

• career center

SPATIAL RELATIONSHIPS:

• near career center

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting with an appropriate visual comfort level

• environmental sound control

• electrical outlets

• outside of office:

◦ display cabinet/case for materials

◦ flat screen monitor for upcoming events

Fixed Furnishings

• data drop

• magnetic marker board (8LF)

Loose Furnishings

• 4 drawer file cabinet (2)

• administrative desk (2)

• task chairs (2)

• side chairs (4)

• small table

AV & IT

• laptop

STORAGE WORKFORCE OFFICE

GOALS:

• to provide administrative and small meeting space for this program

ACTIVITIES:

• confidential conversations

• coordination with college and career center

• printer

Family Resource Suite—Distributed Offices—Therapist

CAPACITY/USERS:

• 1–2 Staff

• 1–3 guests

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• located within family resource suite

GOALS:

• to provide office and conference space for the therapist

ACTIVITIES:

• group and individual counseling

• student assessment

• documentation

• phone calls

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• auditory and visual privacy

• VOIP/electrical outlets and data ports

• fax port

• life safety equipment per code

Fixed Furnishings

• magnetic marker board (4 LF)

• tackable/magnet wall surface (4 LF)

• data drop

Loose Furnishings

• four drawer lateral file cabinet

• adjustable height bookshelves (12 LF)

• admin. workstation and chair

• small table

• task chair (2–3)

AV & IT Equipment

• laptop computer

Early Childhood Program

This Early Childhood Center is sized to accommodate 80 to 100 students between the years of 2½ to 5 years old. The center should have direct access by families using the facility and it should be able to operate outside of school hours.

A multi-purpose/gross motor room has also been projected to allow for activity during inclement weather.

Early Childhood Spaces include:

• Classrooms

• Children’s Bathrooms

• Office (Share: Director and Assistant Director)

• Pantry

• Reception

• Staff Bathroom

• Stroller Storage

• General Storage

• Mudroom

• Laundry

• MPR/Gross Motor Room

• Shared Assessment Coordinator Office

• Small Conference

Early Childhood Program—Reception

EARLY CHILDHOOD CENTER OFFICES CONFERENCE ROOM

EXTERIOR ENTRY AND SCHOOL

SMALL CONFERENCE ROOM

CAPACITY/USERS:

• 10–15 people

• administrative assistant

• children

• visitors/parents

APPROXIMATE AREA:

• 150 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• directly accessible from exterior and corridor of early childhood center

• near staff bathroom

• direct access to security area

• maximize view to exterior, main entry and playground

• public address alcove

• adjacent to mud room, laundry and shared assessment coordinator office

• adjacent with access to storage

• adjacent with access to conference room

GOALS:

• to provide a space designed to help parents and their children feel welcome

• to provide information

ACTIVITIES:

• greeting visitors

• child waiting/pick-up area

• workstation for administrative assistants

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• electrical outlets for equipment

• adequate ventilation

• windows to provide natural light

• administrative area should be mechanically zoned for year round use

• interior glazing to provide visibility to circulation areas

• no visual access from public to computer screens, paperwork, etc.

Fixed Furnishings

• casework

• wall shelving

• tackable/magnetic wall surface

• reception counter

• data drops

• monitor (for announcements)

Loose Furnishings

• small side table

• task chair

• lounge chairs (8–10)

• work table for check-in station

AV & IT Equipment

• color printer

• laptop/desktop computers

Early Childhood Program—Classrooms

LAUNDRY MPR/ GROSS MOTOR ROOM

CAPACITY/USERS:

• 20 students (ages 2 1/2–5)

• 2 teachers

APPROXIMATE AREA:

• 900 sf

ANCILLARY SPACES:

• bathroom

• space for changing

SPATIAL RELATIONSHIPS:

• within the early childhood center

• near mudroom

GOALS:

• to provide an appropriate learning environment for children (ages 2 1/2–5)

ACTIVITIES:

• small group instruction and group work

• independent work and play

• individualized instruction

• circle time

• quiet time

• hands-on learning/arts and crafts

ENVIRONMENTAL CONSIDERATIONS:

• environmental sound control

• uniform and controllable lighting

• electrical outlets that have a child protection cap

• good ventilation

• proportion classroom for effective viewing and listening from all areas of the classroom

• windows to provide natural light

• window treatment to darken room for nap times

• lite in door for visual access and security purposes

• multi-age classroom of 2 1/2–5 year olds

• self-motivated learning

• everything designed for the scale of the children: window sills, window seats, sinks, toilets, etc.

• displays for student work

Fixed Furnishings

• base/wall cabinets and shelving (12–24 LF)

• student cubbies (20)

• wall shelving (attached to wall) (8 LF)

• magnetic marker board (on 2 walls, 16 LF)

• soap dispenser

• towel dispenser

• tackboard

• child-scaled sink with bubbler

• adult-scaled sink with bubbler

• storage closet

Loose Furnishings

• child-scaled stackable/nesting chairs (20)

• child-scaled stackable/nesting tables (5)

• teacher work surface with mobile storage

• low shelves

• adult size chairs (2)

• teachers lockable wardrobe (18″x18″)

• rug for circle time and defining subject areas

• book shelf (12 LF)

• art easel

• nap time mats - stackable

AV & IT Equipment

• interactive electronic presentation device

• data drop/access point

Early Childhood Program—MPR/Gross Motor Room

CAPACITY/USERS:

• 20 students

• 2 teachers

APPROXIMATE AREA:

• 1,500 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• within the early childhood center

• near classrooms

GOALS:

• to provide an activity space and learning environment for children (ages 2 1/2–5)

ACTIVITIES:

• small group instruction and group work

• independent work and play

• individualized instruction

• circle time

• hands-on learning/arts and crafts

ENVIRONMENTAL

CONSIDERATIONS:

• environmental sound control

• uniform and controllable lighting

• electrical outlets that have a child protection cap

• good ventilation

• proportioned for effective viewing and listening from all areas of the room

• windows to provide natural light

• window treatment to darken room

• lite in doors for visual access and security purposes

• multi-age room of 2 1/2–5 year olds

• padded floor mat areas, children sit on the floor

• acoustics

• containers for weekend use materials

Fixed Furnishings

• filtered water fountain with bubbler and goose neck bottle filler

Loose Furnishings

• tumbling mats

• mobile table

• storage cabinets

• storage shelving 18″ deep

AV & IT Equipment

• phone with PA and callback

• retractable projection screen

• projector

• data drop

Early Childhood Program—Children’s Bathrooms

CHILDREN'S

CAPACITY/USERS:

• 1 student

• 1 staff

• 65 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• adjacent and accessible from classroom

EARLY CHILDHOOD PROGRAM

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• storage for tooth brushes

• “Dutch” or half height door

• visibility from the classroom

Fixed Furnishings

• soap dispenser

• towel dispenser

• 36″ and 42″ grab bars

• mirror

• toilet tissue holder

• bathroom sink

• toilet

• shelving for supplies (above sink)

• changing table

Loose Furnishings

• n/a

AV & IT Equipment

GOALS:

• provide an in-classroom bathroom for students

ACTIVITIES:

• private health needs

• assisting students with toileting needs

• brushing teeth

• n/a

CLASSROOMS CHILDREN'S BATHROOM

Early Childhood Program—Staff Bathroom

CAPACITY/USERS:

• 1 person

APPROXIMATE AREA:

•

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• near reception

GOALS:

• to provide a private bathroom for early childhood staff-based services

RECEPTION

ACTIVITIES:

• n/a

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• auditory and visual privacy

• adequate exhaust/ventilation per Dept. of Health regulations

• moisture and stain resistant finishes

• life safety equipment per code

Fixed Furnishings

• soap dispenser

• towel dispenser

• grab bars (36″ and 42″)

• toilet tissue holder

• hand sink

• sanitary napkin dispenser

• sanitary napkin disposal

• toilet

Loose Furnishings

• n/a

AV & IT Equipment

• n/a

STAFF BATHROOM

Early Childhood Program—Pantry

CAPACITY/USERS:

• 4–6 staff

APPROXIMATE AREA:

• 140 sf

ANCILLARY SPACES:

• within early childhood office suite

SPATIAL RELATIONSHIPS:

• adjacent and direct access of early childhood office suite reception

• near early childhood office, staff bathrooms and general storage

OFFICE

GOALS:

• provide a shared food prep space between 5 Classrooms for snacks, cooking activities, washing toys

ACTIVITIES:

• food prep for snacks and cooking activities

• washing toys

• storing of staff lunches

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control

• electrical outlets for equipment

• open to reception

• milk storage

• meals are catered on carts and delivered to each classroom - family-style servings

Fixed Furnishings

• casework: (seamless, non-porous counter with sink, base/wall cabinets and shelving)

• counter for staff to work with seated or standing students

• refrigerator

• microwave

• stove

• tackable/magnetic wall surface

• data drop

Loose Furnishings

• task chair (10)

PANTRY

AV & IT Equipment

• n/a

Early Childhood Program—Office

CAPACITY/USERS:

• director and assistant director

APPROXIMATE AREA:

• 140 sf

ANCILLARY SPACES:

• within early childhood office suite

SPATIAL RELATIONSHIPS:

• visual of early childhood suite reception

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control

• electrical outlets for equipment

• visual control to reception and small conference room

• visual and auditory privacy

Fixed Furnishings

• tackable/magnetic wall surface

• data drop

Loose Furnishings

• four drawer lateral file cabinet

• adjustable height bookshelves

• desk (2)

• task chair (2)

• side chair (4)

• small table

CHILDREN'S BATHROOM OFFICE

• near early childhood office suite pantry, staff bathrooms and general storage

• adjacent and direct access to small conference room

GOALS:

• provide a safe and private space to meet parents and their child/children

ACTIVITIES:

• administrative activities

• private conversations/phone calls

• private meeting with parents

AV & IT Equipment

• laptop or desktop computer

Early Childhood Program—General Storage

CAPACITY/USERS:

• 1–2 people intermittently

APPROXIMATE AREA:

• 150 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• near reception of early childhood office

• adjacent to stroller storage

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• electrical outlets

• storage of:

◦ large developmental toys

◦ linens for napping

◦ balls

◦ paint

◦ paper

Fixed Furnishings

• n/a

Loose Furnishings

• storage shelving 12″ deep

• storage shelving 18″ deep

AV & IT Equipment

• data drop

• direct access from corridor

STROLLER STORAGE GENERAL STORAGE

GOALS:

• to provide secure storage for the ECC

ACTIVITIES:

• storage of early childhood related supplies

• storage of cleaning supplies

Early Childhood Program—Stroller Storage

CAPACITY/USERS:

• 1–2 people intermittently

APPROXIMATE AREA:

• 50 sf

ANCILLARY SPACES:

• n/a

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• electrical outlets

Fixed Furnishings

• n/a

Loose Furnishings

• storage shelving 12″ deep

• storage shelving 18″ deep

AV & IT Equipment

• data drop

STAFF BATHROOM STROLLER STORAGE

SPATIAL RELATIONSHIPS:

• near reception

• adjacent to general storage

• direct access from corridor

GOALS:

• to provide secure storage for strollers and outdoor trips

ACTIVITIES:

• storage of children’s outdoor travel equipment

Early Childhood Program—Laundry

CAPACITY/USERS:

• 1–2 people intermittently

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

• n/a

SPATIAL RELATIONSHIPS:

• near early childhood office

• adjacent to stroller storage

• direct access from corridor

• near early childhood classrooms

GOALS:

• to provide a space to clean clothing and other materials used for early childhood based services

ACTIVITIES:

• washing materials and clothes

• drying materials and clothes

• hanging materials and clothes

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• electrical outlets

• adequate ventilation

Fixed Furnishings

• washing machine

• dryer

Loose Furnishings

• storage shelving 12″ deep

• storage shelving 18″ deep

• ironing board

• laundry carts/baskets

AV & IT Equipment

• data drop

LAUNDRY

Early Childhood Program—Mudroom

CAPACITY/USERS:

• 1–2 people intermittently

APPROXIMATE AREA:

• 100 sf

ANCILLARY SPACES:

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• adequate ventilation

Fixed Furnishings

• coat hooks

Loose Furnishings

• storage shelving 12″ deep

• storage shelving 18″ deep

AV & IT Equipment

GENERAL STORAGE MUDROOM

• n/a

SPATIAL RELATIONSHIPS:

• near reception of early childhood office

• adjacent to general storage

• direct access from corridor

GOALS:

• to provide storage for children’s personal belongings

ACTIVITIES:

• wiping off shoes

• storing coats and boots

• n/a

Early Childhood Program—Conference Room

CAPACITY:

• 10–15 staff

APPROXIMATE AREA:

• 240 sf

SIZE:

• n/a

SPATIAL RELATIONSHIPS:

• near early childhood reception

• near early childhood pantry

• adjacent and direct access to director and assistant director office

GOALS:

SHARED ASSESSMENT COORDINATOR OFFICE

ENVIRONMENTAL CONSIDERATIONS:

• uniform and controllable lighting

• environmental sound control

• electrical outlets for equipment

• windows to provide natural light desirable

• auditory privacy

• window treatments to eliminate/reduce glare

Fixed Furnishings

• casework (counter with storage below)

• magnetic marker board (8LF)

Loose Furnishings

• conference table (with table technology installations - A/V jacks, data outlets, power outlets, etc.)

• executive chair (10–15)

AV & IT Equipment

• wall mounted interactive electronic presentation device

SMALL CONFERENCE ROOM EARLY CHILDHOOD CENTER

• to provide a place for administrative conferences or meetings

ACTIVITIES:

• conferences with students, parents, and visitors

• audio/video recording and playback equipment

• data drop

ECP—Shared Assessment Coordinator Office

CAPACITY/USERS:

• staff

• child/children

• parents

APPROXIMATE AREA:

• 140 sf

ANCILLARY SPACES:

• early childhood office

SPATIAL RELATIONSHIPS:

• near early childhood office reception

• adjacent to early childhood office small conference room

• near early childhood office suite pantry staff bathrooms and general storage

GOALS:

• provide a safe and private space to meet parents and their child/children

ACTIVITIES:

• administrative activities

• private conversations/phone calls

• private meeting with parents

ENVIRONMENTAL CONSIDERATIONS:

• uniform lighting

• environmental sound control

• electrical outlets for equipment

• visual control to reception and small conference room

• visual and auditory privacy

Fixed Furnishings

• base/wall cabinets and shelving

• casework (seamless, non-porous counter)

• desk

• tackable/magnetic wall surface

Loose Furnishings

• four drawer lateral file cabinet

• adjustable height bookshelves

• task chair (1)

• side chair (2)

AV & IT Equipment

• laptop or desktop computer

• data drop

SHARED ASSESSMENT COORDINATOR OFFICE

© Perkins Eastman / photo by Andrew Rugge

Appendix

Expanded Survey Results

Figure 7. Survey Results Related to Health Programs/Services

Figure 8. Survey Results Related to Family Programs/Services

Figure 9. Survey Results Related to Community Resource Programs

Figure 10. Survey Results Related to Student Enrichment

Example Interview Scripts

Interview Script for Coordinators & School Leaders

RESEARCH PURPOSE

The purpose of this exploratory mixed-methods study is to develop an understanding of how PK-12 schools in the United States can better serve their communities and support their students and families through an exploration of school services and infrastructure. Through this exploration, an assessment tool will be developed to understand the resources and services available in their given community. Based on the outcomes of the assessment, specific design guidelines will be developed to help inform decision making about programming and the built environment for the unique community setting of each school.

ABOUT YOU

Location:

School Name:

School Type (private, public, etc.):

Grades Served:

Typical Mode (online, hybrid, etc.):

Current Mode (online, hybrid, etc.):

Planned Future Mode (online, hybrid, etc.):

Tell us more about your school and the services offered beyond the regular academic curriculum:

Tell us about the community you serve:

DEFINING THE RELATIONSHIP BETWEEN SCHOOLS AND THEIR COMMUNITIES

1. Is your school’s definition of “success” influenced by your relationship with your community?

a. Probe: If so, how does the school define success in that regard?

i. Probe: For students?

ii. Probe: For the community?

iii. Probe: For the town/city?

b. Probe: Does this resonate with you personally?

c. Probe: Would you change or update your definition of “success” in any way?

2. With regard to the community serving programs offered at your school that you previously mentioned:

a. Probe: Which services have the most impact?

b. Probe: How is that impact measured?

c. Probe: Which services are the most commonly used?

3. Are there any services that you do not offer because the need for them is already adequately met by other providers in your community?

a. Probe: If so, how does the school or your community take advantage of these resources?

b. How do they become aware of these resources?

4. What needs exist for your students, their families and the community that are not met currently by the school or other providers?

5. How does the integration of the services you provide in your community impact student, families, and the community?

a. Probe: How do you measure this impact?

6. Describe the influence and/or impact that your current school facility (i.e. the building and grounds) has on student outcomes and “success” as defined earlier:

7. What community engagement processes were employed in order to develop your current school model, if any?

a. Probe: With regard to the physical facilities?

b. Probe: With regard to the programming?

c. Probe: Would you regard the processes as successful? If so, in what way?

d. Probe: How would you improve this in the future?

8. Is your school viewed as a positive presence in the surrounding community?

a. Probe: If so, in what way, and if not, why not?

9. Does the presence and operation of the school benefit businesses and/or community organizations? If so, how?

RESPONSE TO THE PANDEMIC

10. If your school switched to remote learning delivery during the pandemic, what difficulties did you face when implementing and providing services in this scenario?

a. Probe: What did you do to address these challenges?

b. Probe: What would you retain of the adaptive approaches going forward?

11. Through this experience, if you could change anything about how your school is designed, what would it be and why?

a. Probe: With regards to the physical facilities?

b. Probe: With regards to the programming?

THE FUTURE

12. What enhancements and innovations in PK-12 school programming do you expect to see over the long term?

a. Probe: How will this impact the design of schools?

b. Probe: How will this impact the design of a community?

c. Probe: What changes do you foresee in the way schools relate to their communities in the long term?

d. Probe: How will this impact the design of school buildings?

e. Probe: How will this impact the design of school programming?

13. Recognizing that context varies significantly between communities, how could your school facility be planned and designed to better support the unique needs identified within your community?

a. Probe: How would this enhance resiliency in your community?

14. In the future, what additional features, collaborations, and/or infrastructure could be utilized or created to further support school services and integration within your community?

15. What tools would you require to assess your needs, determine gaps, and recognize current assets in your efforts to integrate pk-12 school service and community models?

16. Do you have any additional comments that you would like to share?

Interview Script for District Level Superintendents

RESEARCH PURPOSE

The purpose of this exploratory mixed-methods study is to develop an understanding of how pk-12 schools in the United States can better serve their communities and support their students and families through an exploration of school services and infrastructure. Through this exploration, an assessment tool will be developed to understand the resources and services available in their given community. Based on the outcomes of the assessment, specific design guidelines will be developed to help inform decision making about programming and the built environment for the unique community setting of each school.

ABOUT YOU

Location:

School District Name:

Tell us more about your district and the services offered beyond the regular academic curriculum:

Tell us about the communities that your programs serve:

DEFINING THE RELATIONSHIP BETWEEN SCHOOLS AND THEIR COMMUNITIES

1. Is your district’s definition of “success” influenced by your relationship with your communities?

a. Probe: How does the district define success vis a vis these communities?

b. Probe: Would you change or update your district’s definition of “success” in any way?

2. With regard to the community serving programs offered in your district that you previously mentioned:

a. Probe: Which services have the most impact?

b. Probe: How is that impact measured?

c. Probe: Which services are the most commonly used?

3. Are there any services that you do not offer because the need for them is already adequately met or provided in your communities?

a. Probe: If so, how does your district or your communities take advantage of these resources?

b. Probe: How do they become aware of these resources?

4. What needs exist for your students, their families and the community that are not met currently by the school or other providers?

5. How does the integration of the services your district provides in your community impact student, families, and the community?

a. Probe: How do you measure this impact?

6. Describe the influence and/or impact that your current school facilities (i.e. the buildings and grounds) have on student outcomes and “success” as defined earlier.

7. What community engagement processes were employed in order to develop your current school model, if any?

a. Probe: With regard to the physical facilities?

b. Probe: With regard to the programming?

c. Probe: Would you regard the processes as successful? If so, in what way?

d. Probe: How would you improve this in the future?

8. Are your schools viewed as a positive presence in the surrounding communities?

a. Probe: If so, in what way, and if not, why not?

9. Does the presence and operation of your schools benefit businesses and/or community organizations? If so, how?

RESPONSE TO THE PANDEMIC

10. If your schools switched to remote learning delivery during the pandemic, what difficulties did you face when implementing and providing services in this scenario?

a. Probe: What did you do to address these challenges?

b. Probe: What would you retain of the adaptive approaches going forward?

11. Through this experience, if you could change anything about how your schools are designed, what would it be and why?

a. Probe: With regards to the physical facilities?

b. Probe: With regards to the programming?

12. Based upon the experience with remote learning during the pandemic, how much will educational delivery change the district?

THE FUTURE

13. What enhancements and innovations in pk-12 school programming do you expect to see over the long term?

a. Probe: How will this impact the design of schools?

b. Probe: How will this impact the design of a community?

c. Probe: What changes do you foresee in the way schools relate to their communities in the long term?

d. Probe: How will this impact the design of school buildings?

e. Probe: How will this impact the design of school programming?

14. Recognizing that context varies significantly between communities, how could your school facilities be planned and designed to better support the unique needs identified within your communities?

a. Probe: How would this enhance resiliency in your communities?

15. In the future, what additional features, collaborations, and/or infrastructure could be utilized or created to further support school services and community integration within your district?

16. What tools would you require to assess your needs, determine gaps, and recognize current assets in your efforts to integrate pk-12 school service and community models?

17. Do you have any additional comments that you would like to share?

Design Charrette Activities

EXERCISE 1: KEEP, TOSS, CREATE

This was formatted as discussion of the strengths and weaknesses of existing community school models, followed by a conversation on the opportunities for improving this model in the future. Ideas shared under the “create” category.

EXERCISE 2: USER JOURNEY

Participants were asked to craft the ideal user experience – including that of a student, parent, educator, staff, and community partner – throughout the duration of a day. Sketching to support these ideas occurred while notes were taken on the Miro board. This exercise developed a detailed understanding of the processes, flows, pain points and needs in a community school to help determine future strategies and design principles that promote desired output.

EXERCISE 3: DOLLARS FOR IDEAS

A list of spaces that are essential to supporting student’s education, health and wellbeing was shared with participants and built upon/discussed. Any missing spaces were added to the Miro board. Once complete, each participant was given 10 votes – each worth $100. They then choose which spaces to spend their money on – whether it is all on one space or spread amongst many.

EXERCISE 4: 4 C s

Participants were put into breakout groups by previously identified space types for this smaller group activity. The 4 Cs stand for “Components”, “Characteristics”, “Characters”, and “Challenges.” The group walked through each of the C’s, spending time gathering, analyzing and organizing information.

Example Surveys

Schools, Communities, and the Built Environment Survey

INTRODUCTION:

Perkins Eastman Architects and Drexel University’s School of Education are partnering on a research initiative to further understand the relationship between community schools, or schools providing integrated student supports, their respective communities, and the physical design of their schools.

In particular, we want to explore how buildings have contributed (or not) to schools’ fulfillment of their respective missions and to their serving as a central asset to the community.

As part of this process, we are asking educators, caregivers, and community members to complete the following survey. Your insights and experience are extremely valuable.

Your participation will be anonymous.

1. What is your role within your school community? Please check all that apply.

□ Teacher

□ Administrator

□ Caregiver / Parent

□ Community Member

□ Student Support Staff

□ Other, please specify _____

2. From your perspective, to what extent does your school do the following:

The school offers integrated systems of supports such as health care, nutrition support, and housing assistance for families.

The school offers expanded and enriched learning opportunities through after-school, weekend, and summer programs.

The school empowers student and family engagement in school decisions.

The school has collaborative leadership, shared power, and voice among parents, students, teachers, principals, and community partners.

The school offers rigorous, community-connected classroom instruction that emphasizes real-world learning and reflects lived experiences.

The school has a culture of belonging, safety, and care that inspires trust and a sense of community.

3. From your perspective, to what extent does your school engage with the following:

Never Rarely Sometimes Often Always Unsure

Building local knowledge of the factual knowledge base of the community, training and education to build capacity, and collective efficacy and empowerment.

Strengthening community networks and relationships for a connected and cohesive community.

Supporting diverse accessible tools, modes of communication, and trusted content through communication networks

Fostering health within the community through delivery of quality care for physical and mental health

Promoting governance/leadership through infrastructure and service development and public involvement and support

Providing community resources including natural, physical, human, financial and social resources

Bolstering emergency preparedness through actively involving the community in disaster-preparedness

Building economic investment through economic programming and development

Creating a positive mental outlook of community support, adaptability, and hope

4. To what extent does your school engage with the following programs or services:

This does not exist in our school and we would NOT benefit from this addition

HEALTH

Mental Health Counseling

Social Work Services

Student / Community

Health Clinic

Dental Health Care Clinic

Health Education Services

Substance Abuse Counseling

This does not exist in our school and we would benefit from this addition

This exists, but the programming resources (people, supplies, and funding) are inadequate

This exists, but the physical spaces are inadequate

Exists and has adequate programming resource and physical space for the needs of our school

FAMILY SERVICES

Parenting Education

Pre-employment Services

Career Counseling / Employment Programs

Adult Education Courses

Community Service

Opportunities / Learning

Immigration Support Services

COMMUNITY RESOURCES

Housing Support

Food Pantry

Clothing / Furniture Assistance

Laundry Services

Early Childhood Programming

Child Care

Office Spaces for Community Partners

Meal Prep / Kitchen Spaces for Community Education

Community / Alumni Lounge

Event Spaces

STUDENT FOCUS ENRICHMENT

Mentoring Services

Academic

Afterschool Programs

Arts + Enrichment

Afterschool Programs

Before School Programming

Athletic Programming

5. Out of the programs listed above that are not adequate or do not exist, what do you feel would be the top three to enhance? And why?

6. What would you prioritize as an improvement to your physical spaces in your school?

Community Assets Mapping Resources

Needs Assessment Toolkit

Authoring Information: This Toolkit was developed by the Children’s Aid Society National Center for Community Schools in partnership with the leadership and staff of the Chicago Public Schools Community School Initiative (CSI), an advisory group comprised of representatives from key CSI Lead Agencies and the New York-based research firm ActKnowledge.

Exemplar: This tool provides a general introduction with an eight-step process for completing your needs assessment structures around tasks, tips, and tools. The Toolkit builds on the collective strengths and experiences of all of the aforementioned and includes adaptations of the Plus 50 Needs Assessment Toolkit developed by the American Association of Community Colleges.

Link: https://drive.google.com/file/d/14n_MheTG7jSKkZAu6hoqYlqaeBzXH0o/view?usp=drive_link

Conducting a Comprehensive Needs Assessment

Authoring Information: Oregon Department

Exemplar: This guidance document is designed to provide Oregon school districts and schools information and resources to support engagement in a comprehensive needs assessment process. This resource is arranged by the questions of WHAT, WHY, WHEN, WHO, and HOW with resources suggested for use during the parts of the process, including root cause analyses tool, a transition lens tool, and resources to examine equity when making decisions and considering cultural paradigm shifts. In addition, a table that lists additional diagnostic assessments for teams that want to dive more deeply into specific areas is available at the end of this resource. Link: https://www.oregon.gov/ode/ schools-and-districts/grants/ESEA/IA/Documents/V%20 1.0%20Oregon%20Comprehensive%20Needs%20 Assessment%20Guidance%20Fall%202018.pdf

San Pablo Community School Needs Assessment Report

Authoring Information: Prepared by Kendall Heaton, MSW Hatchuel Tabernik and Associates. Sponsored by The San Francisco Foundation.

Exemplar: This completed report provides insight into the process, assessment, and recommendations involved in a full needs and assets assessment. The focus on research methodology and engaging with data provides exemplars for school districts aiming to make data informed and evidence based decisions in the community school process.

Link: https://drive.google.com/file/d/1p5_ S4LDo7NO5Koxpgk-KysabR-DGcrmy/view?usp=drive_link

Community Schools Forward Technical Assistance Needs Assessment

Authoring Information: Written by Dr. Stacey Campo, Senior Research Advisor with the National Center for Community Schools and Abe Fernández, Vice President of Collective Impact & Director of National Center for Community Schools at Children’s Aid. This report was published as part of the Community Schools Forward project. This project is a collaboration between the Center for Universal Education at the Brookings Institution (CUE), the Children’s Aid National Center for Community Schools (NCCS), the Coalition for Community Schools at IEL (CCS), and the Learning Policy Institute (LPI).

Exemplar: This report specifically is designed to not only recognize the needs and assets for community schools, but determine how to successfully build your capacity and strengthen your approach through technical assistance.

Link: https://drive.google.com/file/d/1MPDs8c6nPR2XT_ PTBJziPwfCgn0zqJTK/view?usp=drive_link

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The locations and names of the schools pictured in the photography used throughout this report are not identified because the schools participating in this study were anonymized for publication. In addition, the photographs herein are intended to be exemplars and, therefore, do not necessarily reflect the actual schools that participated in the study.

Research Team

Bruce Levine, JD Bruce Levine JD Clinical Professor + Director of Educational Policy Program, School of Education, Drexel University bl63@drexel.edu

Lindsay Fischer, RPP, MCIP Planner for Downtown Strategy, City of Calgary lindsay.fischer@ calgary.ca

Katrina Struloeff, PhD Director of Growth & Impact at Catalyst, University of Pennsylvania Graduate School of Education ks503@upenn.edu

Rebecca Milne, LEED Green Associate Associate Principal + Director of Design Strategy, Perkins Eastman r.milne@perkinseastman.com

Sean O’Donnell, FAIA, LEED AP Principal + K12 Practice Area Leader, Perkins Eastman s.odonnell@perkinseastman.com

Kerrie Frymire, CPSM Associate Principal, Perkins Eastman k.frymire@perkinseastman.com