Educational Specifications

Purpose of CUSD K-8 Educational Specifications

The Compton Unified School District K-8 Educational Specifications outlines the academic vision and programmatic guidelines based on how instruction is delivered today and provides flexibility to embrace changes to educational pedagogy in the future.

While the CUSD Educational Specifications are developed to support a K-8 Program, flexibility has been built within to define the criteria for middle school, K-5, and K-6 programs. An example of a middle school program of spaces has been included within the ed specs as an example. In addition, the content describing the different spaces within a school facility provides further flexibility to support a K-5 and K-6 arrangement.

They are a direct reflection of the CUSD Board of Education’s goals and core beliefs. A fundamental purpose of the development of educational specifications is to ensure equity so that each student can reach their fullest potential.

The information contained within these K-8 Educational Specifications provide a framework for how new schools should be constructed and existing facilities modernized during the next thirty years. While these Educational Specifications are intended to serve as a long-term guide for decision-making, they should be regarded as a living document requiring ongoing review and update to respond to constant changes to educational delivery, practices, strategies, and models.

The Educational Specifications are a guide, and as such, should be applied to each school project in the context of site-specific circumstances and nuances. These Educational Specifications are to be applied district-wide taking into considerations site specific details and factors. Please note that some existing school facilities in their entirety and components thereof may be unable to undergo modifications to meet the standards outlined in these Educational Specifications. In these circumstances, deviations should be explicitly reviewed by CUSD project staff. In some cases, decisions will need to be made on whether a new facility should be constructed.

Special Education

The Compton Unified School District and Special Education Local Plan Area (SELPA) provide a continuum of support to students with disabilities who reside within the boundaries of Compton. Students become eligible for Special Education services through a formalized evaluation process. Students may be found eligible in one or more of 13 categories per the California Education Code.

1. Autism
2. Deaf-Blindness
3. Deafness
4. Emotional Disturbance
5. Hard of Hearing
6. Intellectual Disability
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health Impairment
10. Specific Language Impairment
11. Speech Language Impairment
12. Traumatic Brain Injury
13. Visual Impairment

Preschool

The Compton Unified School District Preschool Program is committed to providing a quality educational program that will serve as a bridge to a bright and successful future in school and ultimately in life. At the same time, it aims to provide positive educational experience in a safe, engaging, and active learning environment. The program serves two to four-years-old children. Eligibility for the program is based on documentation and verification of at least one of the following: Income, Current Aid Recipient, Homelessness, Child Protective Services, or At Risk of Abuse Neglect, and/or Exploitation.

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General Requirements

The CUSD K-8 Educational Specifications are based on the requirements of the California Department of Education and Title 5 Standards. The most significant of these requirements regarding site design are summarized below.

Placement of Buildings

• Locate buildings to optimize the compatibility of the various functions on campus and the patterns of pedestrian flow around and within buildings
• Ensure that the site layout meets the instructional, security and service needs of the educational programs
• Locate restrooms for convenient access from learning spaces, to minimize the need for supervision
• Buildings should be oriented to maximize natural daylighting and passive heating and cooling techniques to reduce the mechanical heating and cooling systems and enhance energy performance

Drop-off, Pick Up and Parking Planning Principles

Below is a list of best practices when renovating campuses to improve drop-off, pick-up, and parking keeping pedestrians safe.

• Include at least one designated student drop-off and pick-up area with a passing lane, no shorter than 200 feet in length clearly labeled with appropriate curb striping, pavement markings, and signage
• Separate parking, drop-off / pick-up, bus loading areas, and parking areas to ensure the safety of students entering and exiting a school
• The design of pedestrian areas should be more developed in targeted areas, such as drop-off locations and waiting area where students can gather before class begins
• Provide enough parking spaces for staff and visitors: a minimum of 2.25 parking stalls per teaching station, and accessible spaces to meet ADA code
• Reducing pedestrian and vehicular crossing
• Use appropriate barriers
• Clearly mark pedestrian walking zones and vehicular driving zones
• Speed bumps are recommended for moderating vehicular speed in drop-off and parking areas to further protect pedestrians
• Provide signage at relevant locations for simple wayfinding

Service Areas and Maintenance Service Points

Service areas are crucial to the functions of the campus. Such areas include:

• Storage areas
• Parking for CUSD vehicles
• Parking for maintenance equipment
• Delivery zones for food service and supplies
• Waste and recycling closures
• Compost areas (if a campus has a composting program)

Service areas should be designed for high traffic, heavy equipment, storage and removal of waste and recycling. These areas should be dispersed throughout the campus and be adjacent to the buildings they serve. Because deliveries are typically scheduled for early mornings or in the evening, adequate lighting should be provided to these areas.

One service point should be located at the front of the campus and other service points throughout the campus should be contained to maintain student safety and promote circulation efficiency. Below is a list of guidelines:

• Provide direct access from the street to delivery/utility vehicles area minimizing crossing over outdoor learning areas or student gathering areas, the field areas, or the drop-off zone.
• Provide adequate space for large vehicles to maneuver in and out for waste/recycling pick up and food service and supply deliveries.
• Durable “Heavy Traffic” vehicular pavement and/or asphalt, concrete pavement should be installed for the entire access way.
• Maintenance service points should include a covered storage area for equipment and machinery that is separated from the campus center.
• Isolate the trash pickup area with fencing or other barriers from foot traffic areas.
• Trash and recycling enclosures must be covered and include proper drainage.
• A covered trash bin washing area should be included in the trash enclosures with a curb enclosed drain and hose bib.
• Trash and recycling bins should have their own lids so that odors do not flow to other areas.
• To encourage students and faculty recycling efforts and to create an easy pick up route for maintenance staff, recycling collection areas should be placed at the edges of buildings.