DOCUMENT RESUME

ED 082 353 EA 005 469

AUTHOR Pearson, Douglas L.TITLE Planning for Education: People and Processes. School

Planning Guide Series -- 1R.INSTITUTION North Carolina State Dept. of Public Instruction,

Raleigh. Div. of School Planning.PUB DATE Mar 73NOTE 54p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Consultants; *Cooperative Planning; *Critical Path

Method; Data Collection; Decision Making; EducationalObjectives; *Educational Planning; EducationalStrategies; *Information Utilization; Staff Role

IDENTIFIERS PERT;'Program Evaluation and Review Technique

ABSTRACTIn the process of planning for the needs of all

students, local school officials could use a linear planning guide.Such a procedure calls for moving through several phases: preparationfor planning, analysis of the situation, development of alternatives,selection of a plan, implementation of the plan, and evaluation ofthe plan and of the process. Program Evaluation and Review Technique(PERT) diagrams assist in the utilization of a totally cooperativeprocess, comprising bo'tkqh in-house involvement of staff andout-of-house objectivity and resources. The process appears to beapplicable to any planning need regardless of its dimenSions.-It canapply to the development of long range, systemwide plans affectingthe community's total educational program, as well as to the.renovation of existing facilities, or to short-range planning for theutilization of a single school or site. (Some small print mayphotograph poorly.) (Author/WM)

k I te 4(%$.14.)

FILMED FROM BEST AVAILABLE COPY

En 082393

NORTH CAR( INA DEPARTMENT OF PUBLIC INSTRUCTIONDIVISION OF ,CHOOL PLANNING, RALEIGH, N.C.

PLA

NN

ING

FO

R E

DU

CA

TIO

N

people andprocesses

A. C

RA

IG P

HILLIP

S, S

tate Superintendent

North C

arolina Departm

ent of Public Instruction

W. 0. F

IELD

S, -IR

., Assistant S

uperintendentA

dministrative S

ervices Area

J. L. PIE

RC

E, D

irectorD

ivision of School P

lanning

FO

RE

WO

RD

In th

e S

tate

of N

orth

Car

olin

a, th

e st

atut

ory

resp

onsi

bilit

y fo

r op

erat

ing

the

loca

lpu

blic

sch

ools

is d

eleg

ated

to c

ount

y an

d ci

ty b

oard

s of

edu

catio

n. S

ince

a b

oard

of

educ

atio

n is

a p

olic

y-m

akin

g bo

dy, t

he le

gal r

espo

nsib

ility

and

aut

horit

y fo

r th

e ad

min

is-

trat

ion

of th

e lo

cal p

ublic

sch

ool s

yste

m is

ves

ted

in th

e pr

ofes

sion

al .e

xecu

tive

offic

eror

sup

erin

tend

ent e

mpl

oyed

by

the

loca

l boa

rd o

f edu

catio

n:C

harg

ed w

ith th

is r

espo

nsib

ility

, the

suc

cess

ful s

uper

inte

nden

t kee

ps a

brea

st o

fre

r.en

t dev

elop

men

ts a

nd tr

ends

in p

ublic

edu

catio

n, u

tiliz

es e

very

pos

sibl

e so

urce

ofpr

ofes

sion

al in

form

atio

n, a

nd p

lans

con

tinuo

usly

for

the

impr

ovem

ent o

f the

edu

catio

nal

prog

ram

. To

insu

re th

e hi

ghes

t qua

lity

of e

duca

tiona

l dec

isio

n-m

akin

g an

d to

gua

rant

eea

cond

ition

of p

repa

redn

ess,

the

aler

t sup

erin

tend

ent m

aint

ains

aw

ell-d

efin

ed a

nd c

on-

tinuo

us p

lann

ing

proc

ess.

Effe

ctiv

e an

d in

telli

gent

pla

nnin

g do

es n

ot o

ccur

acc

iden

tally

but

thro

ugh

a ca

refu

llyde

sign

ed p

roce

ss th

at is

isen

sitiv

e to

loca

l con

ditio

ns. T

his

publ

icat

ion

pres

ents

six

pha

ses

that

are

inhe

rent

in th

e pl

anni

ng p

roce

ss. T

hese

pha

ses

are:

(1)

Pre

para

ttun

for

plan

ning

,(2

) A

naly

sis

of s

ituat

ion,

(3)

Dev

elop

men

t of a

ltern

ativ

es, (

4) S

elec

tion

of a

pla

n, (

5) Im

ple-

men

tatio

n of

the

plan

, and

(6)

Eva

luat

ion

of th

e pl

an a

nd th

e pr

oces

s. T

his

proc

ess

prov

ides

a fr

amew

ork

for

syst

emat

ic, p

urpo

sefu

l pla

nnin

g an

d pe

rmits

the

flexi

bilit

y ne

cess

ary

for

adap

tatio

n to

any

pla

nnin

g ne

ed o

r lo

cal c

ondi

tion.

We

com

men

d th

is p

ublic

atio

n to

you

r at

tent

ion.

It, a

long

with

the

Han

dboo

k fo

rP

lann

ing

in th

e Lo

cal S

choo

l Sys

tem

, iss

ued

in O

ctob

er, 1

972

by th

e P

lann

,.%g

Div

isio

nof

the

Sta

te A

genc

y, a

nd th

e 19

72 S

tate

Boa

rd o

f Edu

catio

n P

olic

y S

tate

men

t whi

chem

phas

izes

pla

nnin

g as

the

basi

s fo

r un

it-w

ide

scho

ol a

ccre

dita

tion,

sho

uld

serv

e as

the

base

s fo

r an

effe

ctiv

e an

d ef

ficie

nt p

lann

ing

proc

ess

to th

e en

d th

at y

our

prog

ram

of

educ

atio

n is

str

engt

hene

d an

d im

prov

ed. T

he S

taff

of th

e D

epar

tmen

t of P

ublic

Inst

ruct

ion

is a

vaila

ble

for

cons

ulta

tion

and

assi

stan

ce in

any

or

all a

spec

ts o

f the

pla

nnin

g pr

oces

s.

Mar

ch 1

973

A. C

raig

Phi

llips

, Sta

te S

uper

inte

nden

tD

epar

tmen

t of P

ublic

Inst

ruct

ion

PR

EF

AC

E

This publication is a descendant of E

ducational Planning w

hich was published in

1964. Planning for education is not som

ething new; it has been going on to a greater or

lesser degree as long as there have been organized systems of education. W

hen a school.board and its staff m

ake decision's regarding future programs for curricula, for staff, for

organization..-Or for facilities, they do so on the basis of som

e degree of planning. The

purpose of this publication is to clearly define, to better organize, and to encourage theprocess of plannirj for education to the end that m

ore effective results accrue.P

lanning for the future obviously requires continuous appraisal of existing programs,

resources, and facilities. The planning process is m

ore accurately described as a circularprocess than as a linear process. In this publication for purposes of sim

plicity, the planningprocess has been dealt w

ith in a linear manner. T

he reader is encouraged to envision thew

hole process as ongoing, circular, or spiral, and with perpetual revision of inforM

ationw

hich is used for decision making.

Many people have m

ade contributions in the revision of this publication. At three

workshops, held in the fall of 1972, a prelim

inary draft of this publication along With an

evaluation foie was distributed to school superintendents throughout N

orth Carolina. In

addition to the distribution of the preliminary draft at the w

orkshops, copies were m

ailedto all local education agencies and to several colleges and universities. T

he Division

requested that all readers submit suggestions for deletions, additions, or changes w

hich.w

ould improve the prelim

inary draft. This publication represents the input of all the

responses received from these distributions.

This publication w

as.-4prepared under the direction of Lacy M. P

resnell, Jr., Educa-

tional Consultant, D

ivision of School P

lanning and was w

ritten by Dr. D

ouglas L.P

earson, Educational C

onsultant, Division of S

chool Planning. A

cknowledgm

ent is alsom

ade of the contribution of Marvin R

. A. Johnson, D

esign Consultant, and D

r. T. D

arrellS

pencer, Educational C

onsultant of the Division of S

chool Planning, w

ho served on theP

lanning for Education w

orking comm

ittee. The assistance of P

atricia Mann, D

raftsman-

Artist, and C

heryl Wallace, S

ecretary, was invaluable in the illustration and production

of the publication. Appreciation is also extended to the m

any North C

arolina superin-tendents and professors w

ho read, evaluated, and offered cG:istructive suggestions for

the improvem

ent of the publication's preliminary draft.

J. L. Pierce, D

irectorD

ivision of School P

lanning

ii

TA

BLE

OF

CO

NT

EN

TS

For

ewor

d

Pre

face

ii

Intr

oduc

tion

1

Bac

kgro

und

1T

he P

lann

ing

Pro

cess

2O

rgan

izat

ion

of th

e G

uide

3

PH

AS

E I:

Pre

para

tion

for

Pla

nnin

g7

Tas

k 1S

taff

reco

gniz

es n

eed

for

and

mak

es d

ecis

ion

to p

lan

7T

ask

2Sta

ff or

gani

zes

for

in-h

ouse

pla

nnin

g9

Tas

k 3

Sta

ff up

date

s ph

iloso

phy,

goa

ls, a

nd o

bjec

tives

11T

ask

4Boa

rd c

ontr

acts

for

out-

of-h

ouse

con

sulta

tion

14

PH

AS

E II

: Ana

lysi

s of

Situ

atio

n15

Tas

k 5-

-Sta

ff co

mpl

etes

situ

atio

n an

alys

is15

Tas

k 6C

onsu

ltant

s co

mpl

y .$

) 'z

ituat

ion

anal

ysis

-.1

5

PH

AS

E II

I: D

evel

opm

ent o

f Alte

mat

ive,

-,26

Tas

k 7S

taff

deve

lops

alte

rnat

ive

plan

s26

Tas

k 8C

onsu

ltant

s de

velo

p al

tern

ativ

e pl

ans

26

PH

AS

E IV

: Sel

ectio

n of

a P

lan

30T

ask

9Sta

ff m

akes

rec

omm

enda

tions

30T

ask

10C

onsu

ltant

s m

ake

reco

mm

enda

tions

30T

ask

11A

dmin

istr

atio

n re

com

men

ds to

Boa

rd31

Tas

k 12

Boa

rd a

dopt

s a

plan

34

PH

AS

E V

: Im

plem

enta

tion

of th

e P

lan

Tas

k 13

The

pla

n is

impl

emen

ted

35

PH

AS

E V

I: E

valu

atio

n of

the

Pla

n an

d th

e P

roce

ss45

Tas

k 14

The

pla

n an

d th

e pl

anni

ng p

roce

ss a

re e

valu

ated

45

App

endi

ces

AF

ootn

otes

49B

Div

isio

n of

Sch

ool P

lann

ing

Pub

licat

ions

49

INT

RO

DU

CT

ION

This publication w

as prepared by the Division of S

chool Planning to provide

a

planning guide that gill be useful to local school officialsin theprocess of planning for

the needs, of all students. The D

ivision's original Planning G

uide, printed in 1958,w

as

an eight page publication which adm

ittedly was not intended to be a com

plete treatise

but was intentionally kept brief and sim

ple, although it dealt with

a complex subject.

The second publication, S

chool Planning G

uideS

eries 1 published in July of 1964,

was a narrative docum

ent which described certain areas of the planning process in

depth. Users have reported that the 1964 publication has been useful and helpful. S

ince

no additional copies are available from the D

ivision for distribution, it was suggested by

several superintendents that the 1964 publication be reprinted, revised,or rew

ritten.

In response to this request, this revision was prepared.

An attem

pt has been made in this publication to organize the inform

ationdifferently

and to further refine the explanation of the planning process. Much of the detail

present in

the former publication, in addition to a w

ealth ofm

ore current information, is included in

this revision. The m

ajor changes are reflected in the organization, the mode

of presentation,

and the refinement of the total planning process. T

he improved revision is intended

for use

by a more sophisticated clientele than the planners of the 1950's and 1960's.

partly due to

the utilization of portions or all of the planning processes suggested in earlierpublications.

1

Thi

s pu

blic

atio

n is

inte

nded

to b

uild

upo

n th

e ex

perie

nce

and

know

ledg

e ga

ined

in r

ecen

t

year

s an

d to

cha

lleng

e lo

cal p

lann

ers

to c

ontin

ually

wor

k fo

r im

prov

emen

ts.

_In

atte

mpt

ing

to d

efin

e th

e st

eps

that

app

ear

to b

e in

here

nt in

the

proc

ess

of e

duca

-

tiona

l pun

ning

. the

DiV

i SiO

rlci S

choo

l Pla

nnin

g ha

s id

entif

ied

a-lin

ear

proc

edur

e co

ntai

ning

the

follo

win

g ph

ases

:

Pha

se IP

repa

ratio

n fo

r pl

anni

ng

Pha

se II

Ana

iy.s

is o

f situ

atio

n

Pha

se II

IDev

elop

men

t of a

ltern

ativ

es

Pha

se IV

Sel

ectio

n of

a p

lan

Pha

se V

Impl

emen

tatio

n of

the

plan

Pha

se V

IEva

luat

ion

of th

e pl

an a

nd th

e pr

oces

s

2

This process seenis to be applicable to

any planning need regardless of its dimensions. It

will apply to the developm

ent oflong-range, system

-wide plans affecting the

comm

unity's

total educationalprogram

including the instructional program, organization and adm

inistra-

tion,personnel, facilities, com

munity/school interactions, and

special services.

The process is also applicable to renovation

or rehabilitation of existing facilities or to short-

range planning for the utilization of single school or site.

In order to provide a well defined and functional

structure for the publication, the

following P

ER

T (P

rogram E

valuation and Review

Technique)

diagram of the planning process

is located on alternatepages. T

he diagram is located in this m

anner so that the reader can

view and relate the printed inform

ation to thediagram

at any time w

hile reading the pub-

lication. The step or steps under consideration

on a particular page will be highlighted on the

diagram so that-progress through the planning

process is readily apparent.

3

t. S

taff

reco

gnis

es n

eed

for

and

mak

esde

cisi

on to

pla

n.2.

Sta

ff or

gani

zes

for

in-h

ouse

pla

nnin

g.3.

Sta

ff up

date

s ph

iloso

phy,

goa

ls, a

ndob

ject

ives

.4.

laur

el c

ontr

acts

for

cut-

of-h

ouso

cons

uhot

ion.

5. S

taff

com

plet

es s

ituat

ion

anal

ysis

.

6. C

onsu

ltant

s co

mpl

ete

situ

atio

nan

alys

is.

7. S

taff

deve

lops

alte

rnat

ive

plan

s.

S. C

onsu

ltant

s de

velo

pal

tern

ativ

e pl

ans.

9. S

taff

mak

es r

etom

mon

datio

ns.

10. C

onsu

ltant

s m

ake

reco

mm

enda

tions

.U

. Adm

inis

trat

ion

reco

mm

ends

to B

oard

.12

. Lew

d ad

opts

o p

lan.

13. T

he p

lan

is im

plem

ente

d.14

. The

pla

n an

d th

e pl

anni

ngpr

oces

s ar

e ev

alua

ted

PE

RT

is a

met

hod

for

sequ

entia

lly o

rder

ing

task

s th

at m

ust b

eac

com

plis

hed

tom

ove

a pr

ojec

t in

an o

rder

lym

anne

r an

d to

cur

tail

omis

sion

s an

d du

plic

atio

ns.

In s

hort

, it i

sa

met

hod

for

orga

nizi

ngan

d pl

anni

ng to

prod

uce

max

imum

effic

ienc

y. T

he n

umbe

rsth

atap

pear

in e

ach

circ

lear

e ne

cess

ary

for

iden

tifyi

ng th

e va

rious

task

s. T

he c

ircle

sre

pres

ent

the

com

plet

ion

ofta

sks.

The

line

sre

pres

ent a

ctiv

ities

that

beg

anat

the

prec

edin

gci

rcle

and

end

at th

e fo

llow

ing

circ

le. F

or in

stan

ce,

line

2 -

5 in

dica

tes

that

afte

r st

aff

orga

niza

tion

is a

ccom

plis

hed

(Tas

k2)

, situ

atio

n an

alys

isis

beg

un b

y th

est

aff a

nd is

acco

mpl

ish

. at

Tas

k 5.

4

In a technically correct PE

RT

chart, the relationship of the various tasksare apparent

as well as the sequence. F

or instance, Task 7 (developing alternative plans) should not be

initiated until Task 5 (situation analysis) and T

ask 3 (updating philosophy, goals, and objec-

tives) have been completed. S

ince the diagram is intended to be flexible, there w

ill be in-

stances when the local board w

ill prefer to utilize the local-staff-directed route without

using out-of-house consultants. The process w

ould then become a linear one as follow

s:

1. Staff recognizes need for and m

akes decision to pion.2. S

taff organizes for in-house planning.3. S

taff update* philosophy, goal*, and objectives.S

. Sluff com

pletes situation analysis.

7. Staff develop alternative plans.

it. Staff m

akes recomm

endations.

11. Adm

inistration recomm

ends to Board.

11. Suard adopts a plan.

13. The plan is im

plemented.

14. She plan and the planning proem

sare evaluated.

There w

ill be other instances, however, w

hen the Iocai administration w

ill choose to

utilize only the objective out-of-house route as follows:

i. Staff rerognises need for and m

akes decision to plan.W

ard contracts for out-ofhouse ccccc hation.

6. Consultants com

plete situation analysis.S

. Consu hang develop alternative plans.

10. Consuhants m

ake recomm

endations.U

. Adm

inistration recomm

ends to Ward.

11. Board adopts a plan.

11. the plan is implem

ented.14. T

he plan and the planning process are evaluated.

5

How

ever

, to

real

ize

the

adva

ntag

es o

f bot

h ro

utes

, in-

hous

e in

volv

emen

t of s

taff

and

out-

of-h

ouse

obj

ectiv

ity a

nd r

esou

rces

, the

Div

isio

n re

com

men

ds th

at th

e to

tal c

oope

rativ

e

proc

ess

be u

tiliz

ed w

hene

ver

feas

ible

.

The

maj

or c

onte

nt o

f thi

s gu

ide

is in

out

line

form

e.ld

will

be

foun

d on

the

left

side

of

each

pag

e. T

he c

olum

n on

the

right

sid

e of

eac

h ra

ge c

onta

ins

expl

anat

ory

stat

emen

ts

desi

gned

eith

er (

1) to

exp

lain

furt

her

the

outli

ne c

onte

nt, (

2) to

pro

vide

add

ition

al in

form

a-

tion

that

is n

ot s

uita

ble

to o

utlin

e fo

rm, o

r (3

) to

ref

er th

e re

ader

to o

ther

pub

licat

ions

of t

he

Div

isio

n of

Sch

ool P

lann

ing

whe

re m

ore

deta

iled

info

rmat

ion

on th

e su

bjec

t may

be

loca

ted.

6

.....

Preparationor

Planning.

Task

If t

ili1V

014014010%

Analysis t

D.V

.14:4U

M0 '

ifimPl.m

ent; of the...

...Sitnalionlim". "

.....;itelli" 6f I! Plan anal

....../A

lkanatiess ; '..... ..... ' I the men

...

...the Prw

eess

.....................

1. Stair rocognises need for and makes decision to plan.

2. Staff organises for in-house planning.3. W

aif ts10412104 philosophy. goals, and elslodives.4. board contracts for out-ef.house consultation.g Staff com

pletes situation analysis.0. C

onsultants nunlike* situation analysis.7. Staff develops otherrativo Plans.

PH

AS

E I - P

RE

PA

RA

TIO

N F

OR

PLA

NN

ING

Staff recognizes need for and m

akesdecision to plan.

Local school officials recognize a need for and decide to plan as aresult

of many factors:

Realization that long-range plans need revision

Changes in the school population

Changes in the financial structure by type or degree,

e.g.

Recent judicial precedents

. Attitude of local citizenry

Changes in attitude and/or com

positionof agency on w

hich educationfiscally dependentR

evenue sharingO

ptic:dial sales taxC

hanges in bonding capacity

is

S. Cm

tsvitants develop alktrnaliter pans.9. Staff m

akes recomm

ondallans.10. C

onsultants make rocaram

ondations.11. A

dministration rocanunonds to board,

12. board adapts a plan.13. T

he plan is intplentoread.14. the plait -and the planning proem

s am evaluated.

While planning is a continuous, never-

ending. and dynamic process, there are

times

when

theneed

forincreased

planningactivity becom

es mandatory. T

heseinstances

often occur whenca variety of related but non-

coordinated forces produce a concertedin-

fluence on the status quo of the system.

Other

situationssuch

asrapid,

unanticipatedchanges in the school population,

substantialchanges

inthe financial

structure of thesystem

, or even unexpecte' crises(arson or

natural disaster) may create

; serious needfor increased planning activity.

7

cont

d

Impa

ct o

f cur

ricul

um a

nd o

rgan

izat

ion

inno

vatio

ns a

nd th

e im

plic

atio

ns o

f cur

rent

rese

arch

and

lite

ratu

re, e

.g.

Mos

t eco

nom

ical

and

effi

cien

t siz

e of

sch

ools

and

scho

ol s

yste

ms

Mid

dle

scho

ol c

once

ptO

pen

clas

sroo

m c

once

ptE

arly

chi

ldho

od e

duca

tion,

-K

-3C

orr

lute

r te

chno

logy

and

sim

ulat

ion

Car

eer

educ

atio

nC

ompe

nsat

ory

educ

atio

nE

xten

ded

scho

ol y

ear

Fle

xibl

e sc

hedu

ling

and

inde

pend

ent s

tudy

Tea

m te

achi

nga

Non

-gra

ded,

con

tinuo

us p

rogr

ess,

and

indi

vidu

aliz

ed in

stru

ctio

nD

iffer

entia

ted

staf

tng

Alte

rnat

iVe

scho

ols

Exp

erie

nce

curr

icul

umC

oope

rativ

e pr

ogra

ms

(DE

, IC

T, e

tc.)

Incr

easi

ng d

eman

d fo

r ed

ucat

iona

l acc

ount

abili

ty

Cha

nges

in s

ocie

ty's

atti

tude

s an

d va

lues

Cha

nges

in th

e co

mpo

sitio

n an

d at

titud

e of

the

teac

hing

per

sonn

el

Une

xpec

ted

avai

labi

lity

of fu

nds

Rea

lizat

ion

that

faci

litie

s ar

e in

adeq

uate

Loss

of o

r da

mag

e to

faci

lity

due

to a

rson

or

natu

ral c

ause

s

Whe

neve

r th

ese

situ

atio

ns o

ccur

, the

scho

ol s

yste

m th

at h

as a

wel

l def

ined

and

activ

epl

anni

ngpr

oces

ses

tabl

ishe

dw

illre

act n

aiur

ally

ana

effe

ctiv

ely

to m

eet t

hese

need

s in

strid

e. H

owev

er, t

he s

yste

m th

athe

sita

tes

for

lack

of a

n es

tabl

ishe

d pr

oced

ure

will

not

onl

y lo

se ti

me

and

mon

ey b

ut m

ayca

use

the

stud

ents

and

teac

hers

to :e

arn

and

wor

k in

a le

ss-t

han-

desi

rabl

e en

viro

nmen

t.In

any

eve

nt, t

he p

rice

of in

adeq

uate

pla

nnin

gis

mos

t cer

tain

ly p

aid

by th

e st

uden

ts.

.....O 0

Q000

O 0 0 0an

w

AnsiT

s"giihnoe""m

ilni

?or Planning

.....A

nn andthe P

umas

Task

.......;

6... ..................

Staff organizes for in-house planning.

1. Staff retortion' need for and m

akes rad8an to plan.2. raft oreenizes for lo-itoose planning.3. S

hoff updates philosophy. soak and ohledIva.4. hoard contraos for eta-of-hew

. consoketien.L S

elf coompletes situation analysis.

6. Consultants tannins shvation analysis.

7. Staff develops eihonativ, plans.

Staff begins internal organization for in-house planning

Appoint steering com

mittee w

hich may include:

Citizens at large

Central office staff

Principals

Instructional personnelN

on-professional staffS

tudentsP

.T.A

. mem

bersA

dvisory comm

ittee mem

bersM

embers of local new

s media

County com

missioners

School B

oard mem

bersC

onsultants (in an advisory capacity)

Subcom

mittees selected from

/or by steering comm

itteefacets of the educational com

munity such as:

Com

munity data

School system

dataP

resent mem

bership and projectionsP

ersonnelInstructional programS

pecial services

to evaluate the various

L Consultenns develop ahernadve peons.

9. Staff m

akes reconanendolions.10. C

onsollanb make reannetendations.

11. dnitninistrOen recoaunends to B

eard.11. heard todepb a plan.13. T

he oleo is hnpioniewed.

14. The plan and the planning proem

are avalustod.

There are several reasons w

hy thesteering com

mittee should be com

posed ofrepresentP

.ives from various segm

ents of thecom

munity. T

he most obvious reason is that

the school is a social institution and as suchshould strive to m

eet the needs of the com-

munity. A

n assessment of these needs and

the determination of how

best to meet them

should naturally involve as many people as

possible. A second reason is that, in order for

citizensof the com

munity to understand

how proposed

changesare

tohelp

inachieving the purposes and goals of theschool program

, the citizens must first be

knowledgeable

concerningthe

, directionand the content of these purposes and goals.If they w

ere established through wide com

-m

unityparticipation,

the knowledge and

resultant understanding might w

ell be realizedm

ore easily than if the participation had notoccurred.

9

cont

d

Org

aniz

atio

n an

d ad

min

istr

atio

nM

isce

llane

ous

Fin

anci

al d

ata

Fac

ility

dat

aS

choo

l/com

mun

ity in

tera

ctio

n

Ten

tativ

e iir

ne ta

ble

with

due

date

s fo

r va

rious

ste

ps in

the

plan

ning

pro

cess

is

deve

lope

d

10

A th

ird r

easo

n is

clo

sely

rela

ted

to th

ese

cond

. Mos

t pla

nnin

g in

volv

ing

capi

tal o

utla

yin

the

impl

emen

tatio

n ph

ase

will

nec

essi

tate

a ne

w s

ourc

e of

fund

s. T

he p

ossi

bilit

y of

asu

cces

sful

cam

paig

n is

muc

hgr

eate

r if

ala

rge

num

ber

of p

eopl

ere

pres

enV

ng m

any

inte

rest

s gr

oups

hav

e be

en in

volv

edin

de-

sign

ing

the

prog

ram

for

Whi

chth

e ne

w fu

nds

are

inte

nded

.T

he n

ext r

easo

n fo

r in

volv

ing

anu

mbe

rof

peo

ple

is p

rimar

ily o

neof

com

mun

icat

ion.

In T

he S

ocia

l Psy

chol

ogy

of O

rgan

izat

ions

,D

anie

l Kat

z an

d R

ober

tK

ahn

stat

e th

at th

e"o

rgan

izat

iona

l spa

ce"

sepa

ratin

gth

ose

atth

e "t

op"

of th

eor

gani

zatio

n fr

om th

ose

atth

e "b

otto

m"

and

from

thos

e th

ey a

re in

-te

nded

tose

rve

impe

des

com

mun

icat

ion

grea

tly.'

In o

ther

wor

ds, b

ecau

seor

gani

za-

tions

are

gro

win

g an

dbe

caus

e co

mm

uniti

esar

e be

com

ing

mor

edi

vers

e, th

e st

eerin

gco

mm

ittee

ext

ends

the

repr

esen

tativ

e fu

nc-

tion

of th

e bo

ard

ofed

ucat

ion

and

prov

ides

aco

mm

unity

sen

sitiv

ity th

at is

so

vita

lly n

eede

d.

Whe

ther

a s

impl

e ca

lend

ar o

f due

date

sor

com

plet

e P

ER

Tne

twor

k of

task

s an

dtim

e al

lotm

ents

is e

mpl

oyed

,th

ere

shou

ldbe

a s

et o

f cle

arly

und

erst

ood

time

limits

for

each

act

ivity

. Ope

n-en

ded

assi

gnm

ents

hav

ea

tend

ency

to b

ede

laye

d an

d ex

tend

ed a

din

finitu

m.

Preparation

for Planning.

Task

Analysis %

ID...lop...,

Plan

ofS

ituceion:-.

.........111.11entatives

...................

*".

VV

I.

of .Iva kettle:6

SIm

plemeni of tho

Laden of i; Non od

the Plan

lb. promos

............

1. Staff recognizes need for and m

akes docisien to plan.

2. Staff organizes for in-house planning.

3. Sae updates philosophy, peals, and ebleclives.

4. Board contracts for out-of-house consultation.

5. Wolf cantpletes A

lvatian analysis.6. C

onsultants complete sheathes analysis.

7. Staff develops alternative plans.

Staff updates philosophy, goals, and objectives.

Subcom

mittee updates purposes and goals of the system

Establish a statem

ent of the purposes of publiceducation as suggested below

:

Prepare a tentative w

ritten statement

of the purposes by one or a combination

of techniquesG

roup discussions are held with som

eone recordingindividual statem

entsE

ach mem

ber writes one or m

ore purposes and the listis com

piledS

mall groups discuss purposes and com

pile listsC

omm

unity planning charrette is held

Determ

ine the validity of the purposes by considering:T

he needs of the childrenT

he characteristics of the comm

unityT

he support for the statement found in current

literature and researchM

andated program (law

s and minim

um standards)

Develop a procedure for continuous

evaluation and revision of the statement

Make adjustm

ents indicated by changes in thecom

munity and the pupil

population

O. C

onsullants develop aliameeive pions.

e. Staff m

akes reenntreartWallw

if10. C

onsultants make rorensalendseiens.

n. Adoolnishraffen recom

mends to B

eard.12. board adapts

plan.13. T

he plan is implassontod.

14. no plan and the planning process are evaluated.

The developm

ent of purposes and goalsis perhaps the m

ost important step in the

planning process since every succeeding stepis

evaluatedin

terms of w

hat has beenestablished here.

Itis at this point that the

following types of questions need to be an-

swered:

"The term

charrette' is borrowed from

thearchitectural profession, w

here itindicates

an intensive effort to finish a projectbefore a

deadline.In school planning,

it denotes asession of intensive group planning, w

ithcom

munity representatives, school officials,

teachers, students, and designers each con-tributing

suggestions andall

working to

resolve conflicting desires. This process has

been used in dozens of comm

unities acrossthe country."2

11

cont

d

Mak

e ad

just

men

ts in

dica

ted

by th

e gr

owin

g bo

dy o

f lite

ratu

rean

d re

sear

chM

ake

defin

ite p

lans

for

perio

dic

revi

ews

of th

epu

rpos

es

WhA

T ?

12

/V)

Why

are

we

inth

is b

usin

ess

calle

ded

ucat

ion?

Wha

t are

we

tryi

ng to

acc

ompl

ish

and

why

?W

ho is

to b

enef

it an

d ho

w?

Sho

uld

educ

atio

n re

flect

soc

iety

,re

-st

ruct

ure

soci

ety,

or

igno

re s

ocie

ty?

Onc

e th

ese

ques

tions

hav

e be

en s

atis

-fa

ctor

ily a

nsw

ered

, it i

s ne

cess

ary

topr

epar

ea

rath

er d

efin

itive

sta

tem

ent o

f the

des

irabl

ego

als

for

the

vario

us fa

cets

of t

he e

duca

tiona

lpr

ogra

m. B

ased

upo

n th

e st

ated

pur

pose

s an

dup

on a

stu

dy o

f cur

rent

res

earc

h an

d lit

era-

ture

, wha

t do

we

belie

ve to

be

the

best

in-

stru

ctio

nal p

rogr

am w

e ca

n of

fer

our

futu

reci

tizen

s? H

ow c

an th

e or

gani

zatio

n an

dpe

r-so

nnel

bes

t be

Uc.

..plo

yed

to fa

cilit

ate

that

prog

ram

? H

ow c

an th

e fa

cilit

ies

best

ref

lect

that

pro

gram

and

pro

vide

the

flexi

bilit

yit

requ

ires?

Wha

tis

the

desi

rabl

e fin

anci

alst

ruct

ure

and

leve

l of s

uppo

rt r

equi

red?

The

se a

re th

e ty

pes

of q

uest

ions

that

mus

t be

cons

ider

ed in

dev

elop

ing

the

desi

rabl

ego

als

for

the

educ

atio

nal p

rogr

am.

Preparation

for Planning

IVv

VI

Nvaluatioci

Argots:pis

IMP

Man.!! of the

iltvalisa;'ntms of

tail"a

Plan and

ofA

lternatives....

I the Plan

the pro.". .............

..............

contd

.....

1. Staff roconises m

od for and make. derision to plan.

2. Staff organism

for ihouso planning.3. S

taff updates philompity, goals, and tallostivm

.4. B

oard contrasts for outsof-houso consultation.3. S

taff somplatos situation analysis.

6. Consultants am

ply. situation analysis.7. S

taff develops alternative plans.

Based upon the agreed-upon purposes, develop a tentative statem

ent of the goalsof the system

as they relate to what is desirable in:

Instructional programP

ersonnelO

rganizationF

inanceF

acilitiesC

omm

unity/school interactionS

pecial services

Locate and study current literature and research _related to each of the above

Evaluate and refine the tentative statem

ent into a set of desirable goals for eachof the above

3. Consukonts develop alisenalivo plans.

9. Staff m

esas rumarnondations.

10. Consultants m

ake rocomm

ondations.O

. Adm

inistration rematm

ando to Board

12. Sem

i adopb a plan.13. T

he plan is implam

entad.14. M

ut plan and tho planning proems aro *valuated.

The subcom

mittees assigned to w

orkw

ith the various areas should be challengedto describe the ideal in each area. W

hile theseideals m

ay never be realized, the develop-m

ental process and the resultant direction areprofitable.

Tas

kB

oard

con

trac

ts fo

r ou

t-of

-hou

se c

onsu

ltatio

n.

Writ

ten

requ

est f

or o

ut-o

f-ho

use

cons

ulta

tion

forw

arde

d

The

Div

isio

n of

Sch

ool P

lann

ing

ofth

e S

tate

Dep

artm

ent o

f Pub

licIn

stru

ctio

npr

ovid

es c

onsu

lting

ser

vice

s up

on w

ritte

nre

ques

t fro

m lo

cal b

oard

s of

edu

catio

n

Oth

er s

ourc

es fo

r ou

t-of

-hou

se c

onsu

ltatio

n m

aybe

con

trac

ted,

i.e.

Sur

vey

team

com

potP

ii of

rec

ogni

zed

educ

atio

nal s

peci

alis

tsP

rivat

e ag

enci

es th

at s

peci

aliz

e in

scho

ol s

urve

ys

14

The

Div

isio

n of

Sch

ool P

lann

ing

isav

aila

ble

with

out

cost

tose

rve

loca

lbo

ards

of e

duca

tion

in a

var

iety

of w

ays.

The

Div

isio

n co

mpi

les

exte

nsiv

e re

sear

ch d

ata;

orga

nize

s an

d di

rect

s lo

cal,

com

preh

ensi

vesu

rvey

s; c

ondu

cts

surv

eys

limite

d to

spe

cific

area

s; a

ssis

ts in

the

deve

lopm

ent o

f edu

ca-

tiona

l spe

cific

atio

ns; c

oord

inat

es th

e in

volv

e-m

ent o

f oth

er S

tate

Dep

artm

ent o

f Pub

licIn

stru

ctio

n di

visi

ons

in s

urve

ys a

nd in

the

deve

lopm

ent o

f edu

catio

nal s

peci

ficat

ions

;an

d co

ordi

nate

s th

e in

volv

emen

t of o

ther

Sta

te a

genc

ies

such

as

the

Hig

hway

Com

-m

issi

on, t

he B

oard

of H

ealth

, the

Insu

ranc

eD

epar

tmen

t, an

d th

eD

ivis

ion

of N

atur

alan

d E

cono

mic

Res

ourc

es.

The

Div

isio

n .p

rovi

des

arch

itect

ural

and

engi

neer

ing

serv

ices

whi

ch, i

nclu

de r

e-vi

ew a

nd a

ppro

val o

f all

plan

s fo

r ne

w c

on-

stru

ctio

n (G

.S. 1

15-1

3e'.;

con

sulta

tions

with

loca

l sch

ool a

dmin

istr

ator

s an

d th

eir

arch

i-te

cts

and

engi

neer

s; b

uild

ing

and

site

in-

vest

igat

ions

and

eva

luat

ions

; int

erim

and

fina

lin

spec

tions

of s

choo

l con

stru

ctio

n pr

ojec

ts(G

.S. 1

15-1

30)

and

assi

stan

ce in

pla

nnin

gin

the

area

of e

nviro

nmen

tal p

ollu

tion

con-

trol

.

.....................

Preparation :for Plonnissij

Task

Task

tv

Analysis \poym

op::::.. a Planof

.: mat of

11situation::.......

...........

tSt

1

Evalw

atie;i:- im

plemen.: of the

talk° ofPlan and

the Planthe prom

s'

1. Staff recegabes need for and makes decision tco plan.

2. staff organises fey itohmse planning.

3. Staff updates philosophy, gods, and ebiectives.4. aoard contrads for out-of -house consultation.5. Stuff com

pletes situation analysis.6. C

onsultants complete situation analysis.

7. Staff develops alternative piano.

PH

AS

E II - A

NA

LYS

IS O

F S

ITU

AT

ION

Staff com

pletes situation analysis.

Consultants com

plete situation analysis.

Local comm

ittees and/or consultants develop information base

Cuntaltanto develop ediernady* piano.

9. Staff makes recem

mendetistm

.10. C

onsultants makeroid;ndationi.

11. Adm

inigrallea monis

to heard.12. B

eard °deals a plan.13. T

he plan is implem

ntd.14. T

he plan and the planning premiss are evaluated.

The item

s listed in the left column

that

may be

examined are only suggested com

-ponents of the situation

analysis and are byno m

eansall-inclusive. M

any of theitem

s

would require only an updating

of the informa-

tion base normally m

aintained bythe super-

intendent.O

therdata,

particularlycom

-paring the local school system

with other

units, can best be obtained throughthe D

ivi-sion of S

chool Planning and

is available uponrequest w

hether or notD

ivision consultantsare actively involved

in the situation analysis.P

hase Iof the planning process is in-

tended to answer the question,

"What w

ouldw

e like to provide in ourtotal program

?"P

haseII

entertains the question, "What

do

we now

have?"T

he ultimate objective of

the situation analysis is to so thoroughlydefine15

cont

d

Com

mun

ity in

form

atio

n is

com

pile

d

Map

s Bou

ndar

ies

of u

nit

i_oc

atio

n of

sch

ools

and

oth

er s

choo

l boa

rd p

rope

rtie

sA

djac

ent u

nits

with

loca

tion

of s

choo

lsT

opog

raph

ic in

form

atio

nW

ater

(oc

eans

, lak

es, s

trea

ms,

pon

ds)

Tra

nspo

rtat

ion

(hig

hway

s, r

ailro

ads,

airp

orts

, etc

.)La

nd u

se p

atte

rns

Zon

ing

Util

ities

(pr

esen

t and

futu

re e

xpan

sion

)P

ropo

sed

deve

lopm

ents

(hi

ghw

ays,

sho

ppin

g ce

nter

s, h

ousi

ng, e

tc.)

16

the

para

met

ers

of th

e pr

esen

t pro

gram

that

alte

rnat

ive

cour

ses,

of a

ctio

n ca

n be

iden

ti-fie

d.A

s in

Pha

se I,

the

num

ber

of a

reas

tobe

stu

died

will

be

dete

rmin

ed b

y th

e si

tua-

tion

and

the

spec

ific

need

s. It

is s

ugge

sted

that

an

initi

al s

ituat

ion

anal

ysis

sho

uld

be a

sco

mpr

ehen

sive

as

poss

ible

, whe

reas

follo

w-

up s

tudi

es m

ay b

e lim

ited

to s

peci

fic p

robl

ems.

For

exa

mpl

e, th

ere

may

be

occa

sion

s w

hen

the

imm

edia

te p

robl

em d

eals

ent

irely

with

faci

litie

s; th

is m

ay r

equi

re a

n an

alys

is a

ndev

alua

tion

of o

nly

the

area

s of

fina

nce

and

faci

lity. A

stu

dy o

f the

com

mun

ity's

his

tory

,tr

aditi

ons,

cul

ture

, geo

grap

hy, a

nd e

cono

my

is im

port

ant i

n de

term

inin

g its

edu

catio

nal

asse

ts a

nd li

abili

ties.

Pub

lic s

choo

ls a

re n

otth

e on

ly a

genc

ies

that

edu

cate

you

ng p

eo-

ple.

The

soc

ial e

nviro

nmen

t, th

e ec

onom

icre

sour

ces,

the

busi

ness

ente

rpris

e..,

the

indu

strie

s, a

nd th

e cu

ltura

l res

ourc

es o

f aco

mm

unity

als

o af

fect

the

24-h

our

deve

lop-

men

t of y

oung

citi

zens

. Com

mun

icat

ions

med

iate

levi

sion

,m

otio

npi

ctur

es,

radi

o,an

d pr

inte

d m

ater

iala

s w

ell a

s tr

avel

all

preparation.... 'fig :.. solooffoo of ...4.m

pi....g. svaath.itmtim

i.. :IIA

nalysis ...:parole:1%4%

a Nan

ler eleening!of

i.:ir000f of...

...f

i cation ofI:

Man and

Sieueicm

/Akernatives ;:-....***

ths Plan

.the P

romos

.....,

. ''

........ - ............

contd

1. Staff recognises need for and m

akes derision toplan.

2. Staff organizes for in -Louse planning.

S. gaff updates philosophy, goals, and abiedives.

4. lewd asntrads ler eut-ethouse consultation.

3. Staff com

pletes situation analysis.6. C

onsultants complete situation analysis.

I. Staff develops alternative plans.

Public and institution lands

Educational (private and parochial) and cultural installations

Student residences coded according to ages

Higher education and preschool centers

Location of correctional centersH

ealth services centersP

opulation dataIncrease or decrease by m

inor civil subdivisionsC

ounty-wide population by age

County-w

ide population projections by ageC

omparison of county births and deaths

Com

parative growth of adjoining counties

Com

parative growth of adjoining cities

Cultural resources available

LibrariesM

useums

Theatres (film

and drama)

Resource persons

Em

ployment O

tternsB

y selected industriesA

nnual average work force estim

atesC

omm

uting patterns

S. C

ans:Wants develop alternative plans.

9. Staff m

ake recomm

endations.10. C

onsultants make recem

mendsdiern.

U. A

dministration recom

mends to S

eard.

12. Beard adepts

plan.13. T

he plan It implem

ented.14. T

he plan and the planning process are evaluated

affect the child, perhaps as much as the school

he attends. The public schools, in analyzing

their comm

unity and inestablishing their

programs, cannot ignore these

other in-fluences in the lives of their children. R

ecog-nizing the context in w

hich they exist andfunction, the public schools m

ust utilize andcoordinate their services w

ith these other re-sources for the benefit of the students.

17

cont

d

Eco

nom

ic d

ata

Per

cap

ita r

etai

l sal

es fo

r co

unty

and

sur

roun

ding

cou

ntie

sP

er c

apita

inco

me

for

coun

ty a

nd s

urro

undi

ng c

ount

ies

Per

cap

ita a

nd/o

r pe

r pu

pil p

rope

rty

valu

atio

nT

otal

trav

eler

s' e

xpen

ditu

res

in c

ount

yH

ousi

ng c

hara

cter

istic

s

Rec

reat

iona

l fac

ilitie

s av

aila

ble

Oth

er e

duca

tiona

l ins

titut

ions

Com

mun

icat

ion

med

iaP

rivat

e an

d in

dust

rial r

esou

rce

pers

ons

avai

labl

eS

ocio

logi

cal d

ata

Num

ber

of b

roke

n ho

mes

Num

ber

of fe

ma,

e-he

ad-o

f-ho

useh

olds

Per

cent

age

of p

opul

atio

n re

ceiv

ing

wel

fare

ass

ista

nce

Crim

e ra

teS

ocio

-eco

nom

ic tr

ends

Num

ber

of w

orki

ng m

othe

rs

Hea

lth a

nd s

ocia

l ser

vice

s

18

Whi

le it

is d

iffic

ult t

o es

tabl

ish

a di

rect

caus

e an

d ef

fect

rel

atio

nshi

p be

twee

nth

eso

ciol

ogic

al d

ata

and

the

scho

ol p

rogr

am, t

hein

sigh

t int

o an

d fe

elin

g fo

r th

e co

mm

unity

that

res

ults

from

an

unde

rsta

ndin

g of

suc

hda

ta is

inva

luab

le. F

or e

xam

ple,

if a

larg

enu

mbe

r of

bro

ken

hom

es a

nd fe

mal

e-he

ad-

of-h

ouse

hold

sex

ist

inth

eco

mm

unity

,in

crea

sed

time,

effo

rt, a

nd m

oney

cou

ld b

eju

stifi

ed to

loca

te a

nd to

rec

ruit

addi

tiona

lm

ale

teac

hers

for

the

elem

enta

ry s

choo

ls.

...................

egqiftie44414PIPC

. 0° 0 0

IV

Solom

onto

Preparation

Pit""wl

An:flY

`ism

ootPia"

contd

0 eQV

I

of eiilloolusdies6

gInspionunl of thetatiD

nPlan and

....................

School system

data areassem

bled

Present m

embership

By grade

By school

By area

System

-wide total

3C

ounty-wide total if different

Pupil population projections

By grades

By attendance area

By special program

Drop-out data

Follow

-up of graduates anddrop-outs

Private school m

embership

Num

ber of comm

uting studentsInto the system

.O

ut of the system

Personnel data

Certification level of professional staff

Experience of professional staff

Personnel turnover

Sum

mary of all personnel data

Sum

mary data for non-professional

staff

1. Staff resegnises roped ter antm

akes decision to plan.

2. Staff organism, for irs-betue planning.

3. Matt updates philosophy,

and obledives.

4. heard contreas for wt-el-lsouse

consulteden.

S, golf completes sim

ationanalysis.

6. Cansultents ceroploto situation

analysis.

7. Wool develops oitornativo plans.

2. Consultants develop alternative plans.

9. fluff makes recom

mendations.

10. Consultants m

ak. recomm

endellens.71. A

dministseden recom

emndi te B

eard.12. D

otard elope a lami-

13- The plies b Ineplem

ented.14. T

he plan and the Ana in. process aro

etraluated.

A prediction of the future school popula-

tion is an integral part of planning forthe fu-

ture. Information that w

ill lendvalidity to

projections should be collected and interpretedannually.

Pupil population projections are use-

fulw

ithin certainlim

itations. The pr6iec-

tions are normally based on an

analysis ofthe pupil population during past years

and arem

ade on the assumption that no

significantchange w

ill occur in the birth rate,holding

power of the schools, or

migration patterns.

Ifproperly developed, the projections are

highly reliable for the first year butbecom

eless reliable w

ith successive years.C

onse-quently, the projections should be

updatedeach year or evaluated in term

sof actual

pupil counts.

19

cont

d

Inst

ruct

iona

l pro

gram

Cou

rse

offe

rings

Tea

chin

g m

etho

dsM

edia

ser

vice

s (li

brar

y)B

ooks

/chi

ldM

ater

ials

and

equ

ipm

ent

Exp

endi

ture

s/ch

ildC

ircul

atio

n an

d pa

rtic

ipat

ion

Spe

cial

pro

gram

sH

omeb

ound

Lear

ning

dis

abili

ties

Edu

cabl

e m

enta

lly r

etar

ded

Tra

inab

le m

enta

lly r

etar

ded

Gift

ed a

nd ta

lent

edP

hysi

cally

han

dica

pped

Rem

edia

tion

prog

ram

sA

dult

educ

atio

nT

estin

g an

d ev

alua

tion

Co-

curr

ictir

act

iviti

esS

peci

al s

ervi

ces

Sch

ool f

ood

Hea

lthG

uida

nce

and

coun

selin

gC

linic

alP

sych

olog

ical

Atte

ndan

ceS

ocia

l

20

An

anal

ysis

of t

he in

stru

ctio

nal p

rogr

am,

incl

udin

g th

e de

pth

and

scop

e of

the

curr

icul

umco

nten

t, is

impe

rativ

e to

insu

re th

at th

e ed

uca-

tiona

l pro

gram

is,

in fa

ct, p

rovi

ding

for

the

educ

atio

nal n

eetib

of t

he s

tude

nts.

A p

rinci

ple

of e

duca

tion

that

is r

eadi

lyem

brac

ed b

y ev

ery

educ

ator

is th

e ne

cess

ityto

pro

vide

for

the

indi

vidu

al. H

owev

er,

itsim

plem

enta

tion

is m

uch

mor

e di

fficu

lt th

anits

end

orse

men

t. A

spe

cial

effo

rt s

houl

d be

mad

e to

det

erm

ine

how

effe

ctiv

ely,

if a

tal

l,th

e ne

eds

of s

peci

al o

r de

vian

t stu

dent

s ar

ebe

ing

met

.

Preparation :

:nevea

tor Planning!

Analysis

..of

'.Situation;:

ofS

ituation::....*:A

lternatives

contd

Plan

if fraflism":;"

efthe P

lan

VI

Svoluatiolil

of theP

lan andthe P

rocess;...........

...........

I. Staff recognises

need for and makos decision

to plan.

2. Staff organises for in -house

planning.

3. Staff updates

phlsophy, goals, and objectives.

4. beard contracts forout-af-hous. consultation.

5. Staff com

pletessituation analysis.

6. Consultants com

pletesituation analysis.

7. Staff develops alternative

plans.

Organization and adm

inistrationV

ertical organization(graded, m

ultigraded,nongraded, or a com

bina'on)

Horizontal organization

(self-contained classrooms,

departmentalizati_m

,

Joplin plan, homogeneous or

heterogeneous grouping,'open", etc.)

Adm

inistrative. pr:r:-_:es andpractices

Coordination of central office

Channels of com

munication

Authoritarian, dem

ocratic, orlaissez-faire in practice

Classroom

teacher/pupilratio

Professional staff/pupil

ratioS

tate and regional accreditationstatus of ,ndividual

schools

High school graduates

five-year summ

aryP

ercentage going to four-yearcollege

Percentage going to tw

o-yearcollege

Percentage going to technical or

vocational school

Percentage accepting

imm

ediate employm

entP

ercentage in military

serviceP

erveitage unaccountedfor

Transporzazioti

Num

ber and pe-centage of pupils transportedN

umber of buses

Mileage

Maxim

um tim

e a pupil is on abus per day

S. C

onsultants developakernative plans.

9. Shift m

akes recomm

endations.10. C

onsultants make

riscomseam

iaitans.

It. Adm

inistration recomm

ends toboard.

12. board adepb a plan.13. T

he plan is implem

ented.T

ivo plan and the planning prestos areevaluated.

One can hardly overlook the

effect thatthe organization and the

administration of a

system or individtri school

has in stifling orenhancing the realization of goals

and objec-tives. T

o determine w

hetherthe organization

and administration truly

reflect the philosophyof the system

, answers to the

following sug-

gested types of questions arevaluable:

How

are students advancedthrough

the program from

year to year(vertical

organization)?H

ow are students organized

in groups(horizontal organization)?A

re administrative policies

clearly un-derstood by all w

ho areaffected by

them?

Are

administrative

practicesconsis-

tent?Is the authority and

responsibility ofthe central office staff w

ellcoordinated

or dotheir

functionsoverlap and

conflict?

21

cont

d

Sch

ool f

inan

ce d

ata

are

accu

mul

ated

Inst

ruct

iona

l per

sonn

el b

y m

ajor

sou

rce

of fu

nds

Cur

rent

exp

ense

per

pup

il(c

ompa

rativ

e)C

urre

nt e

xpen

se d

isbu

rsem

ents

Cur

rent

exp

ense

exp

endi

ture

san

d pe

r pu

pil c

ost

Tot

al c

ount

y-w

ide

tax

rate

sfo

r sp

ecifi

ed p

urpo

ses

for

the

sele

cted

fisc

al y

ears

Per

pup

il ex

pend

iture

sfo

r in

stru

ctio

nal s

uppl

ies,

libra

ry b

ooks

, and

text

book

s

from

loca

l and

fede

ral s

ourc

esC

ompa

rativ

e ef

fect

ive

coun

ty-w

ide

prop

erty

tax

levy

Tot

al p

rope

rty

taxe

s le

vied

coun

ty-w

ide

for

the

sele

cted

fisca

l yea

rs

Cap

ital o

utla

yA

five

-yea

r co

mpa

rison

of th

e am

ount

of l

ocal

fund

s ex

pend

ed fo

r cu

rren

t

expe

nse,

cap

ital o

utla

y,an

d de

bt s

ervi

ce le

vied

for

scho

ols

Com

para

tive

loca

l sal

ary

supp

lem

ents

pai

d te

ache

rsC

ompa

rativ

e ap

prai

sed

valu

atio

npe

r A

DM

Bon

ding

cap

acity

, bon

ded

inde

bted

ness

, and

am

ortiz

atio

nsc

hedu

le

22

Are

the

chan

nels

c'

open

or

clos

ed?

Doe

s co

mm

unic

atio

nw

ell a

s do

wnw

ard?

How

ope

n or

clo

sed

mak

ing

proc

ess?

Doe

s th

e or

gani

zatio

nsi

rabl

epu

pil/t

each

ersc

hool

s?

com

mun

icat

ion

flow

upw

ard

as

is th

e de

cisi

on-

prov

ide

a de

-ra

tioin

all

The

re a

re v

ery

few

edu

catio

nalp

robl

ems

who

se s

olut

ions

do

not

invo

lve

finan

cial

de-

cisi

ons;

edu

catio

nal

plan

ning

and

fina

ncia

lco

nsid

erat

ions

are

diff

icul

t to

sepa

rate

. Bot

hth

e sc

ope

and

qual

ity o

fth

e ed

ucat

iona

l pro

-gr

am a

ffect

and

in tu

rn a

rein

fluen

cec;

Jy

the

finan

cial

par

amet

ers

ofth

e sc

hool

sys

tem

.T

here

fore

, situ

atio

n an

alys

ism

ust i

nclu

de a

thor

ough

inve

stig

atio

n of

the

exte

nt o

f fun

dscu

rren

tly a

vaila

ble

how

thes

e fu

nds

are

bein

g us

edpo

tent

ial s

ourc

es o

f add

ition

alfu

nds

the

impl

icat

ions

of

judi

cial

pre

cede

nts

and

pend

ing

Sta

te a

ndF

eder

al le

gisl

a-tio

n fo

r th

e lo

cal

finan

cial

str

uctu

re.

.. *****

....................

.Preparation

Ifor Planning

ry....

:.vi

.:.'II

iEvaluatiod-

- .III

... Selection of

.-..:A

nalysis V:D

evelop:::.:..a P

lan;fin' P

iem."1.: 0 the

.:°'

i:moot of

.;::tation of :: plan and

Situation:.

..

.:.

:Alternatives :%

......., i the Plan::: the proum

s....... .

.

(3) contd

.....................

1. Staff recognizes need for and m

akes dly.klon to plan.2. S

taff organises for in-house planning.3.

Staff updates philosophy, gook, and objectives.

4. Board contracts for out -of -house consultation.

5. Staff com

pletes situation analysis.6. C

onsultants comply.* situation analysis.

7. Staff develops alternative plans:

Com

parison of uses of tax funds with neighboring

averagesC

omparative uses of a one percent sales tax

Non-property revenues

Sales tax

Revenue sharing

Endow

ments or gifts

Special use taxes (privilege)

income tax

Student fees

Regional funds (A

ppalachian, Coastal, etc.)

Federal funds

Alcoholic B

everage Conirul funds

Fines and forfeitures

Tax base data

Appraised valuation

Assessed valuation

Date of last revaluation

Tax levy

Effecti,,ie tax levy

Reserves

Potential sources of funds for pay -as- you -go

counties and with S

tate

8. Consultants develop alternative plcins.

9. Staff m

akes recomm

endations.10. C

onsultants make recom

mendations.

Adr0listration recom

mends to bard.

12. Hoard adopts a plan.

13. The plan is Im

plemented.

14. The plan and tits, planning process are evaluated.

While a com

parison of local financialdata w

ith State averages is useful and to be

encouraged, a comparison of local data w

ithgeographically adjacent system

s or those with

similar characteristics

is more revealing in

terms of the level of local support. C

ompara-

tive fiscal data, although difficult for localagencies to secure on their ow

n, may be ob-

tained through the Division of S

chool Planning

upon written request from

the local board ofeducation.

OU

RS

YS

TE

MS

TA

TE

NE

IGH

BO

RS

AV

ER

AG

ES

YS

TE

M

23

cont

d

Fac

ilitie

s ar

e ev

alua

ted

Pro

pert

y ac

coun

ting

data

are

upd

ated

and

che

cked

for

accu

racy

:P

lot p

lan

of e

ach

scho

ol-o

wne

d pr

oper

ty s

how

ing

topo

grap

hy, d

rivew

ays

and

park

ing,

util

ities

, bui

ldin

gs, d

evel

oped

pla

ygro

unds

, sta

dium

s, w

oode

dar

eas,

nor

th p

oint

, gra

phic

sca

leA

crea

ge o

f eac

h si

teP

lan

of e

ach

build

ing

show

ing

room

arr

ange

men

t and

roo

m s

izes

, con

-st

ruct

ion

char

acte

ristic

s, d

ates

of c

onst

ruct

ior,

gen

era:

con

ditio

n, u

tiliz

a-tio

nA

vaila

bilit

y of

adj

acen

t pro

pert

yR

evie

w m

ost r

ecen

t arc

hite

ctur

al a

nd e

ngin

eerin

g re

port

sR

evie

w a

nd r

evis

e da

ta fr

om p

rope

rty

acco

untin

g re

cord

sE

valu

ate

each

sch

ool i

nclu

ding

Num

ber

of te

achi

ng s

tatio

ns o

r cl

assr

oom

sS

hort

-ran

ge p

upil

capa

city

Long

-ran

ge p

upil

rapa

city

Edu

catio

nal a

dequ

acy

in te

rms

of n

atio

nal a

nd s

tat

stan

dard

sC

apac

ity a

nd/o

r ad

equa

cy o

f ser

vice

sys

tem

s (h

eatin

g, c

oolin

g, e

lect

rical

,.se

wer

, wat

er, e

tc.)

Cap

acity

and

/or

adeq

uacy

of s

pec;

31 a

rea3

(lu

nchr

oom

, gym

nasi

um, a

udi-

toriu

m, m

ecT

h ce

nter

, etc

.)Lo

catio

n an

d ad

equa

cy o

f pup

il, s

taff,

pub

lic a

nd s

ervi

ce e

ntra

nces

Tra

ffic

patte

rns

to a

nd a

roun

d sc

hool

sLo

catio

n re

lativ

e to

stu

dent

sA

vaila

bilit

y of

foun

d sp

ace

24

Whi

le th

ere

are

no c

lear

def

initi

ons

that

can

be a

pplie

d in

eve

ry s

ituat

ion

rega

rdin

gth

e lo

ng o

r sh

ort-

rang

e ut

iliza

tion

of a

bui

ld-

ing

or a

dditi

on, t

he fo

llow

ing

fact

ors

shou

ldbe

take

n in

to c

onsi

dera

tion:

Age

of b

uild

ing

and/

or a

dditi

ons

Gen

eral

str

uctu

ral c

ondi

tion

San

itatio

n co

de r

equi

rem

ents

Life

saf

ety

code

req

uire

men

tsLo

catio

n of

site

Ade

quac

y of

site

Edu

catio

nal a

dequ

acy

Con

stru

ctio

n ty

peR

epla

cem

ent c

ost

Tot

al c

ost o

f ow

ners

hip

"Fou

nd s

pace

is th

e ju

dici

ous

use

of s

ocie

ty's

unw

ante

d ar

chite

ctur

e.It

ofte

n ca

rrie

s an

addi

tiona

l bon

us fo

r th

e us

er, s

ince

it c

an b

ele

ased

on

a 'p

ay-a

s-yo

u-go

' pla

n w

ith fu

nds

from

an

oper

atin

g bu

dget

inst

ead

of fr

omca

pita

l exp

endi

ture

s. F

ound

spa

ce c

an b

eac

quire

d fa

st, t

oo. M

ore

ofte

n th

an n

ot, i

t is

only

a m

atte

r of

mon

ths

betw

een

findi

ng a

nol

dbu

ildin

g ar

id m

ovin

g in

toit.

But

the

proc

ess

of p

lann

ing

and

cons

truc

ting

a ne

wbu

ildin

g ca

n ta

ke y

ears

. Fou

nd s

pace

isre

lativ

ely

inex

pens

ive;

it r

ecyc

les

the

urba

nen

viro

nmen

t; it

shoo

ts li

fe a

nd a

ctiv

ity in

tool

d ne

ighb

orho

ods;

and

it is

app

licab

le to

ava

riety

of n

eeds

for

a va

riety

of c

lient

s.

...................

VI

preparationP

aratien

ititvoluatiod

for Planning!

::ment of

:latiof. ofP

lan and:S

ituation::.....

the planlb. process

....................

contd

i. Staff recognizes need for and m

akesducision to plan.

2. Staff organizes for in-house planning.

3. Staff updates phiiesephy: goats; find eldedieas.

4. bard centred, for out-of-house consultation.5. S

taff templates situation

analysis.

6. Consultants rum

ple. situation altelYsis

7. Staff develops alternative plans.

Localcom

mittees

and/orconsultants com

pare andanalyze

initialdata

Determ

ination is made relative to further

data that is needed

Tasks are cooperatively assigned for securing further data

Local comm

ittees and/or cr,risultantscom

plete situation analysis

Local comm

ittees and/or consultantssubm

it written reports to the S

uperintendent

S. C

ansukants develop alternative plans.9. S

taff makes recom

mendation..

10. Censuitatds m

ake recomm

endations.U

. Adm

inistration recomm

ends to Board.

12. Board adopts a P

lan-13. T

he plan I. Implem

ented.14. T

he plan and the planning process are *valuated.

After collecting, organizing, and

dis-playing the data in the m

ost appropriatem

anner (tables,figures,

narrative reports,m

aps, etc.), the information m

ustbe analyzed

to determine if further data is

needed andavailable. T

he local comm

ittee and consul-tants cooperatively determ

ine who is

in thebest position to secure the additional

dataand assignm

ents are made and

completed.

When all the data are in and expe-

ditiously recorded, written reports are

preparedand subm

itted to the Superintendent.

25

......

......

......

..

VI

IV

,0

.iv

alua

tio;6

t'

Sel

"han

::kop

lorn

oni.

ofem

eara

tir.._

" *n

ail&

.::D

osol

oi:::

. a P

lan

:Je

t PID

"^"'1

7,of

ofto

ken

ofpi

on a

nti

Silu

dg":

.ltem

aA

tives

:...

Ihe

Pla

npr

ow*

......

....

. ......

....*

..

Tas

k

Tas

k

......

......

" ...

......

l Sta

ff ro

coan

isso

mod

for

anti

mas

ts d

oeis

ion

to p

lan.

2. S

taff

orga

nise

s fo

r in

-hou

se p

lann

ing.

3. S

taff

upda

tes

philo

soph

y, s

oak,

and

oblo

ctiv

as.

4. h

oard

con

tras

ts fo

r ou

t-ef

reas

ede

fitta

ulta

den.

5, S

taff

scom

ptst

essa

tiatio

n an

elyt

is.

6. C

onsu

ltant

s co

mpl

ete

situ

atio

n an

alys

is.

7. S

taff

deve

lops

sho

nsat

iso

plan

s.

PH

AS

E II

I - D

EV

ELO

PM

EN

TO

F A

LTE

RN

AT

IVE

S

Sta

ff de

velo

ps a

ltern

ativ

e pl

ans

Con

sulta

nts

deve

lop

alte

rnat

ive

plan

s.

Sta

ff an

d/or

con

sulta

nts

revi

ew p

urpo

ses

Sta

ff an

d/or

con

sulta

nts

revi

eww

hat w

as id

entif

ied

asde

sira

ble

rega

rdin

g

Igst

ruct

iona

l pro

gram

Per

sonn

elO

rgan

izat

ion

Fin

ance

Fac

ilitie

sC

omm

unity

/sch

ool i

nter

actio

nS

peci

al s

ervi

ces

26

Con

sulte

r**

deve

lop

alte

rnat

ive

plan

s.9.

Sta

ff m

akes

ros

onw

nond

atie

ns.

10. C

onsu

ltant

s m

ake

reso

ntat

anda

tions

.11

. Adm

inis

trat

ion

raso

nana

nds

so

12. h

oard

ade

pts

a pl

an.

13. T

han

plan

is in

tpla

mon

tod.

14. T

he p

lan

and

the

plan

ning

pro

cess

are

*val

uate

d.

Com

mun

ity p

artic

ipat

ion

cont

inue

sto

be

a w

orth

yob

ject

ive

in th

is p

hase

of

the

proc

ess;

but

from

a p

rac-

tical

sta

ndpo

int,

the

degr

ee o

f res

pons

ibili

tyde

lega

ted

to

com

mun

ityre

pres

enta

tives

mus

t be

limite

d.It

is

sugg

este

d th

at th

e m

ajor

burd

en o

f dev

elop

ing

alte

rna-

tives

be

assu

med

by

the

prof

essi

onal

staf

f with

lay

repr

esen

tativ

es s

ervi

ng in

an

advi

sory

cap

acity

and

as

aco

mm

unic

atio

ns li

nk w

ith th

e gr

eate

rco

mm

unity

.B

ecau

se o

f the

incr

easi

ng c

ompl

exity

of c

om-

mun

ities

and

of s

choo

l sys

tem

s,th

e "o

rgan

izat

iona

lsp

ace

"`se

para

ting

supe

rinte

nden

tsan

dth

eir

im-

med

iate

sta

ff fr

om th

e te

ache

rs is

also

incr

easi

ng; t

his

has

a te

nden

cy to

cre

ate

both

psyc

holo

gica

l and

be-

havi

oral

gul

fs b

etw

een

teac

hers

and

supe

rinte

nden

ts.

To

expe

ct c

entr

al o

ffice

staf

f int

uitiv

ely

to e

valu

ate

alte

rnat

ives

in te

rms

of th

eir

effe

ct u

pon

teac

hers

and

stud

ents

isfu

tile

in m

any

case

s. T

here

fore

,be

caus

e

of th

is p

heno

men

on o

f diff

eren

tial

perc

eptio

n, it

is a

l-

contd

Staff com

pares parameters of present situation w

ith the "desirable" statements in

light of agreed upon purposes

Staff m

anipulates the variables for each area to identify alternative ways to reach

the long-range goals

Instructional program options:

Required courses / m

ini courses / independent studyA

cademic, college-oriented program

/ vocational, career-oriented programC

omprehensive high school / high school w

ith tracks within the curriculum

Teachers and textbook dom

inated instruction / a child centered approach

Organization options:

Junior high/middle school

Self-contained / "open"

Non-graded / graded

Hom

ogeneous groups / heterogeneous groupsC

hronological age grouping / multi-age grouping

4-3-3-3 / 7-3-3 / 9-4 / 7-6 / 6-4-3 (including kindergarten)S

everal small schools / one or tw

o larger schoolsS

pecial schools, i. e. vocational, impaired, talented, etc.

most m

andatory to involve teachers in theprocess of developing alternatives.

In the broad sense, planning is a proc-ess of considering the likely consequencesof

actionsbefore

theyare

taken. More

specifically, planning is the selection of acourse of action by system

atically consideringthe alternatives. A

ll too frequently this, phaseof the planning process is om

itted or at bestabbreviated.

Inthe

pressureof

reactionplanning, that w

hich occurs in a crisis or asa result of poor prior planning, the first feasiblesolution is often adopted w

ithout consideringother possible solutions. W

hile this is a nat-ural response, it should be avoided; the first,m

ost obvious solution may or m

ay not be thebest solution.

Developing

alternativesinvolves the

purposeful and systematic m

anipulation ofthe

human,

technological,organizational,

financial, and social variables that comprise

the educational entity.It

is an attempt to

evaluate the effect of increasing one variableand decreasing another upon the clients ofthe system

the students.

27

Pre

para

tion

for

Pla

nnin

g

.....

IvIn

...

IIIv

alua

tiod-

%..-

.. S

elec

tion

of i

IDev

elop

::::.

a P

kniS

fIMP

1414

1,48

. of t

he:

Ana

lysi

s

oflim

ent o

f'tt

Situ

atio

n:-

::11

tert

ian

of ;.

1. g

ym ,,

,,,,d

......

...:(

Aite

rn.

i Ow

Pla

n :.:

.th

e 'm

any

%."

......

....

cont

d

I. S

taff

reco

gniz

es n

eed

for

and

mak

es d

ecis

ion

topl

an.

2. S

taff

orga

nise

s fo

r in

-hou

se p

lann

ing.

3. S

taff

upda

tes

philo

soph

y, g

oals

, and

abj

ectiv

es.

4. B

oard

con

trad

s fo

r ou

t-of

-hou

se c

onsu

ltatio

n.S

. Sta

ff co

mpl

etes

situ

atio

n an

alys

is6.

Con

sulta

nts

com

plet

e si

tuat

ion

anal

ysis

.7.

Sta

ff de

velo

ps a

ltern

ativ

e pl

ans.

Fin

ance

opt

ions

'B

ondi

ng /

pay-

as-y

ou-g

oC

hang

e as

sess

men

t rat

io /

chan

ge ta

x ra

teP

rope

rty

tax

/ loc

al o

ptio

n sa

les

tax

Con

solid

atio

n of

sm

alle

r sc

hool

sM

erge

r, p

artia

lly o

r to

tally

with

adj

acen

t uni

tS

alar

y su

pple

men

ts a

cros

s th

e bo

ard

/ sta

ff di

ffere

ntia

ted

sala

ry s

ched

ule

Stu

dent

fees

or

elim

inat

e st

uden

t fee

s

Per

sonn

el o

ptio

ns:

Diff

eren

tiate

d st

affin

g / t

radi

tiona

l sta

ff ut

iliza

tion

proc

edur

esC

oope

ratio

n w

ith a

djac

ent u

nit f

or s

peci

aliz

ed p

erso

nnel

utili

zatio

n of

gen

eral

ists

Rea

ssig

nmen

t of t

each

ers

out o

f fie

ldE

limin

atio

n of

sub

stan

dard

cer

tifie

d te

ache

rs

/ con

tinue

d.

Fac

ility

(gr

ound

s, b

uild

ings

, and

equ

ipm

ent)

opt

ions

:U

tiliz

e w

ith m

inor

rep

air

and

cont

inue

sam

e le

vel o

f mai

nten

ance

Ren

ovat

ion

and/

or r

ehab

ilita

tion

Raz

e ol

d an

d re

cons

truc

t on

sam

e si

teB

uild

on

new

site

and

util

ize

old

faci

lity

for

diffe

rent

func

tion

Util

ize

"fou

nd s

pace

"un

occu

pied

war

ehou

ses,

chu

rch

build

ings

, sto

refr

onts

, etc

.

28

S. C

onsu

ltant

s de

velo

p al

tern

ativ

e pl

ans.

9. S

taff

mak

es r

ecom

men

datio

ns.

10. C

onsu

ltant

s m

ake

reco

mm

enda

tions

.fl.

Adm

inis

trat

ion

reco

mm

ends

to b

ard.

12. b

ard

adop

ts a

pla

n.13

. The

pla

n is

impl

emen

ted.

14. T

he p

lan

and

the

plan

ning

pro

cess

' are

eva

luat

ed.

Afte

r re

view

ing

the

purp

oses

and

de-

sira

ble

goal

s es

tabl

ishe

d fo

r th

e va

rious

are

asof

the

syst

em, a

com

paris

on o

f the

pre

sent

prog

ram

with

the

desi

rabl

e pr

ogra

m is

mad

e.W

hile

con

side

ring

the

pres

ent a

nd a

ntic

ipat

edre

sour

ces

avai

labl

e to

the

syst

em, t

he q

uest

ion,

"Wha

t will

hap

pen

if.

?,"

is a

nsw

ered

for

each

var

iabl

e an

d co

mbi

natio

n of

var

iabl

esth

at a

re c

ompa

tible

with

the

purp

oses

and

obje

ctiv

es o

f the

sys

tem

. The

obj

ectiv

e at

this

poin

t in

the

proc

ess

is to

iden

tify

and

desc

ribe

as m

any

feas

ible

alte

rnat

ives

for

reac

hing

the

long

-ran

ge g

oals

as

poss

ible

.S

choo

l sys

tem

s w

ith a

cces

s to

com

-pu

ters

and

pro

gram

mer

s sh

ould

exp

lore

the

poss

ibili

ty o

f util

izin

g a

com

pute

r pl

anni

ngm

odel

or

cybe

rnet

ic te

chni

que;

thes

e ar

eva

luab

le in

sim

ulat

ing

the

effe

cts

of m

anip

ula-

ting

educ

atio

nal v

aria

bles

in te

rms

of c

ost

and

qual

ity. C

ompu

ter

plan

ning

mod

els

enab

leth

e lo

cal p

lann

ers

to p

redi

ct th

e im

med

iate

and

long

-ran

ge r

esou

rce

dem

ands

of i

m-

plem

entin

g sp

ecifi

c al

tern

ativ

es.

contd

Com

munity/school cooperation

and coordination options:S

hared instructionalservices

library (summ

er andadult), recreation,

post-secondary education,secondary equivalency,

resource persons, localindustry resources,

comm

unications media, cultural

resources, etc.S

hared special servicestransportation, m

aintenanceand operations,

cafeteria, health

School-m

anaged special serviceoptions:

Single bus system

for all/ dual bus system

for all/ dual for som

e andsingle for othersS

ystem-operated cafeterias /

outside catering / vendingLocal school-m

anagedcafeterias / D

entrally- managed

cafeteriasS

ystem-em

ployed nurses /C

ounty Health D

epartment

person7)elS

ystem-em

ployed psychologist/ C

ounty Health

Departm

ent personnel

NsolooL

Adult

classesT

h.-eclat7:8D

PK

fla

it

The alternatives listed

in the outlinesection are not intended

to he all-inclusive;they are included

only to suggestpossible

options.

3

I r1

29

Pre

para

tion

Ana

lysi

sfic

onyl

ania

nt,

Tvo

fttal

it4'

for

Pla

nnin

g: .

....

;:..O

fpl

an a

nd1

g:

......

the

sh.p

gss

......

......

Tas

k

Tas

k

1. S

taff

reco

gnis

es n

eed

for

and

mak

es d

ecis

ion

to p

lan.

2. S

taff

orga

nize

s fo

r in

-hou

se p

lann

ing.

3. S

taff

upda

te!,

philo

soph

y, g

oals

, and

obl

ediv

es.

4. B

oard

con

tras

ts fo

r lo

ft-of

-hou

se c

onsu

ltatio

n.5.

Sta

ff ce

rnpl

etrn

situ

atkm

ana

lysi

s.6.

Con

suka

nts

com

plet

e si

tuat

ion

anal

yds.

To

Sta

ff de

velo

ps a

ltern

ativ

e pl

ans.

PH

AS

E IV

SE

LEC

TIO

N O

F A

PLA

N

Sta

ff m

akes

rec

omm

enda

tions

.

Con

sulta

nts

mak

e re

com

men

datio

ns.

Loca

l com

mitt

ees

and/

or c

onsu

ltant

s m

ake

reco

mm

enda

-tio

ns to

sup

erin

tend

ent

One

rec

omm

ende

d an

d on

e or

mor

e al

tern

ate,

long

-ran

gepl

ans

(5-1

5 ye

ars)

are

sub

mitt

edE

ach

long

-ran

ge p

lan

is b

roke

n do

wn

into

pha

ses

or s

hort

-ra

nge

(1-5

yea

rs)

plan

sA

long

-ran

ge p

lan

may

be

pres

ente

d w

ith o

ne o

r m

ore

stra

tegi

es (

serie

s of

pha

ses)

eac

h ha

ving

the

sam

e ne

tef

fect

Rec

omm

enda

tions

are

mad

e in

writ

ing

A v

erba

l rep

ort m

ay b

e m

ade

to th

e B

oard

of E

duca

tion

At t

he r

eque

st o

f the

boa

rd, c

onsu

ltant

s m

ake

othe

r ve

rbal

and

med

ia p

rese

ntat

ion

to o

ther

aud

ienc

es

30

S. C

onsu

kant

s de

velo

p al

tern

ativ

e pi

ons.

9. S

taff

mak

es r

ecom

men

datio

ns.

10. C

onsu

kant

s m

ake

reco

mm

enda

tions

.11

. Adm

inis

trat

ion

reco

mm

ends

So

Boa

rd.

12. B

oard

ada

pts

a pl

an.

11. T

he p

lan

is im

plem

ente

d.14

. The

pla

n m

artia

l. pl

anni

ng p

roce

ss a

re e

valu

ated

.

Afte

r ca

refu

lly e

valu

atin

g th

e op

tions

ava

ilabl

e fo

r ea

ch v

aria

ble,

the

loca

l com

mitt

ee a

nd/o

r co

nsul

tant

s se

lect

sev

eral

alte

rnat

ive

plan

s w

hich

bes

t im

plem

ent t

he s

tate

d pu

rpos

es a

nd o

bjec

tives

of

the

scho

ol s

yste

m. T

he c

omm

ittee

may

sub

mit

the

acce

ptab

le p

lans

to th

e su

perin

tend

ent w

ith e

ach

carr

ying

equ

al w

eigh

t; th

eym

ay,

how

ever

, sel

ect o

ne p

lan

whi

ch s

eem

s to

be

mos

t com

patib

le w

ithth

e st

ated

pur

pose

s an

d go

als

whi

le p

rese

ntin

g th

e ot

her

plan

s in

orde

r of

thei

r pr

iorit

y.It

is r

ecom

men

ded

that

the

plan

s sh

ould

be

subm

itted

to th

e su

perin

tend

ent i

n a

writ

ten

repo

rt w

hich

exp

lain

sth

e ra

tiona

le fo

r th

e re

com

men

datio

ns a

nd d

efin

es th

e st

rate

gies

or

phas

es in

clud

ed in

eac

h pl

an. T

he s

ever

al p

ropo

sals

may

var

y in

deta

il; o

n th

e ot

her

hand

, the

long

-ran

ge o

bjec

tives

of t

he s

ever

alpl

ans

may

be

iden

tical

with

the

plan

s di

fferin

g on

ly in

the

stra

tegi

esre

quire

d. Sur

veys

and

rec

omm

enda

tions

pro

vide

d by

the

Div

isio

n of

Task

contd

Adm

inistration recomm

ends to Board.

Superintendent selects a plan and m

akes recomm

endationsto the B

oard

Superintendent

reviews

thepurposes

establishedcooperatively by his staff and representatives of thecom

munity

Superintendent review

s the statements of desirable

characteristics identified in Phase I

for the areas thatfollow

:Instructional programP

ersonnelO

rganizationF

inanceF

acilitiesC

omm

unity/school interactionS

pecial servicesS

uperintendent reviews situation analysis for areas of

strength and weakness

School P

lanning are submitted to the superintendent in bound form

with a verbal report presented upon request. A

t the request of theboard of education, consultants of the D

ivision of School P

lanning areavailable at any tim

e following the report to interpret their recom

-m

endations.

While it iF

important to involve the com

munity and the staff in

the establishment of the purposes and goals, in the analysis of the

situation and in the development of alternatives, the final responsibility

for the recomm

endation resides in the office of the superintendent;how

ever, the board of education is responsible for the final decision.R

egardless of the involvement of m

any persons in the develop-m

ent of alternatives, decisions must be m

ade by individuals and aresubject to hum

an obstacles which often decrease the effectiveness

of the decision-making process. T

he first obstacle involves the com-

mitm

ert to make a decision. A

ll too often the human tendency to

postpone decisions is strong. By failing to decide, how

ever, delayedproblem

s will intensify and m

ore than likely multiply over a period

of time creating a larger problem

. While it

is true that individualproblem

s sometim

es disappear, -the decision not to decide may be very31

......

....

.. ...

......

.....

Prep

arat

ion

for

Plan

ning

...

IV..

VI

,11

iiSv

e tu

otic

r;t-

in .*

:.:..

Sel

octio

n of

:.A

naly

sis

t :ev

elop

.:::,

a pl

anif

ImP

loin

", O

f tho

of::m

eat o

f...

.

Situ

atio

n:. .:

illat

ion

of i:

Plan

me

.

..,:l

them

ativ

es:

......

: lite

Pla

n ;:.

the

proc

ess

.....

....*

....

......

.... .

......

. .

cont

d

I. S

taff

reco

gniz

es n

eed

for

and

mak

es d

ecis

ion

to p

lan.

2. S

taff

org

aniz

es f

or in

-ho

use

plan

ning

.3.

Sta

ffup

date

sph

iloso

phy,

goa

ls, a

nd o

bjec

tives

.4.

lew

d ce

ntre

d' f

or o

ut-o

f-ho

use

cons

ulta

tion.

S. S

taff

com

plet

es s

ituat

ion

anal

ysis

.6.

Con

sulta

nts

cona

rlot

e O

vatio

n an

alys

is-

7. S

taff

dev

elop

s al

tern

ativ

e pl

ans.

Sup

erin

tend

ent c

aref

ully

stu

dies

the

seve

ral a

ltern

ativ

es th

atar

e av

aila

ble

to th

e sy

stem

and

wei

ghs

the

pros

and

con

sof

eac

h ag

ains

t the

pur

pose

s of

the

syst

eman

d ag

ains

tth

e hu

man

, fin

anci

al, t

echn

olog

ical

,po

litic

al, a

nd s

ocia

lin

puts

that

influ

ence

the

deci

sion

-mak

ing

proc

ess

32

S. C

anso

ant

s de

velo

p A

te/n

ativ

e pl

ans.

9.St

uff

mak

es r

ecom

men

datio

ns.

10. C

ense

lim

its m

ake

reco

mm

enda

tions

.11

. Adm

inis

trat

ion

reco

mm

ends

to Il

lear

d.

12.

'Gar

d ad

opts

a p

lan.

13. T

he p

lan

is im

plem

ente

d.14

.T

he p

lan

and

the

plan

ning

pro

cess

are

eva

luat

ed

haza

rdou

s bo

th fo

r th

e or

gani

zatio

n an

d fo

r th

e in

divi

dual

.A

noth

er te

nden

cy th

at m

ust b

e av

oide

d by

the

supe

rinte

nden

tis

the

erro

neou

s re

ason

ing

that

, bec

ause

of t

hein

volv

emen

t of

staf

f mem

bers

and

com

mun

ity r

epre

sent

ativ

es, t

here

com

men

ded

alte

rnat

ive

mus

t be

acce

pted

unq

uest

ioni

ngly

as

the

supe

rior

plan

.A

lso,

the

supe

rinte

nden

t may

feel

pre

ssur

ed to

mak

e a

deci

sion

quic

kly

befo

re th

orou

ghly

ana

lyzi

ng th

e lik

ely

cons

eque

nces

of e

ach

alte

rnat

ive.

As

the

indi

vidu

al w

ho is

lega

lly a

nd p

rofe

ssio

nally

re-

spon

sibl

e fo

r th

e re

com

men

datio

n m

ade

toth

e B

oard

, the

sup

er-

inte

nden

t mus

t wei

gh a

nd a

naly

ze th

e pr

obab

le c

ost

and/

or b

enef

itsof

tho

alte

rnat

ive

cour

ses

of a

ctio

n as

thor

ough

ly a

sdi

d th

e co

mm

it-te

e w

ho r

ecom

men

ded

the

alte

rnat

ive.

Whi

le p

ress

ured

by

outs

ide

inte

rest

gro

ups

and

by h

is c

olle

ague

s to

mak

e a

deci

sion

and

whi

lein

fluen

ced

by th

e re

com

men

ded

solu

tions

, the

sup

erin

tend

ent

cann

ot a

bdic

ate

his

resp

onsi

bilit

y fo

r th

orou

ghly

ana

lyzi

ngan

dev

alua

ting

the

alte

rnat

ives

for

him

self.

All

com

plex

sys

tem

s th

at in

tera

ct w

ith th

eir

envi

ronm

ent

for

surv

ival

dev

elop

sub

syst

ems

for

the

oper

atio

n of

thei

r fu

nctio

n. In

orde

r to

sur

vive

, the

se s

yste

ms

mus

t mai

ntai

n a

stat

eof

equ

ilibr

ium

:

contd

After thorough consideration of the alternatives, the S

uper-intendent m

akes recomm

endations to the Board

STU

DE

NT

Orr

any internal or external force which disrupts the system

is counteredby another force from

within w

hich tends to bring it backto its

original state. This is especially true in school organizations w

heresubsystem

s inthe structure develop and attem

pt to maintain a

certain degree of security. For this reason, inform

ation that isgen-

erated purely from the inside should be checked periodically by

objective, outside experts to eliminate the possibility that vested in-

terests from w

ithin the organization are providing the superintendentw

ith information that w

ould tend to protect their position of security.T

herefore, several sources of information should be utilized by the

superintendent to insure that he does not become unduly influenced

by vested interest groups.A

third tendency that superintendents must avoid is to m

akedecisions based prim

arily upon the practical problems of im

plement-

ing those decisions. The first questions generally asked of

an alter-native are, "W

ill it work?" and "C

an it be put into acceptableopera-

tion easily with a m

inimum

of confusion?". The real m

erit ofan al-

ternative as a viable solution may never be realized sim

ply becauseit is found to be inconvenient for the adm

inistrator and therefore ruledim

practical. If the merits of an alternative are considered objectively

and found to be outstanding and if the alternative was established

through a process which elicited com

munity support, the m

eans forim

plementing the alternative can usually be found.

33

......

.....

......

......

......

..

l.

Ivi i

l:..

.S

elec

tion

of :f

ITP

aral

tee_

i Ana

lysi

s:Im

plem

ete:

:ter

plan

ning

; :,

Mov

elop

::....

GI p

lan

...t-

..!'

"inve

nt o

f-.

1.

natio

n of

Istr

uatio

n.::

Tas

k

cont

d

......

....

eval

uatiM

6of

the

Mon

and

the

Ple

e2:th..promes

...........

Boa

rd a

dopt

s a

plan

.

1. S

taff

reco

gnis

es n

eed

far

and

mak

es d

ecis

ion

to p

lan.

2. S

taff

orga

nism

for

in-h

ouse

pla

nnin

g.3.

Sta

ff up

date

s ph

iloso

phy,

goa

lsan

d ob

ject

ives

.

4. b

eard

cen

trad

s le

r ou

t-of

-hou

seco

nsul

tatio

n.

S. S

taff

ennp

lete

ssi

tuat

ion

anal

ysis

.

4. C

onsu

ltant

s co

mpl

ete

situ

atio

n an

alys

is.

1. S

taff

deve

lops

alte

rnat

ive

plan

s.

The

Boa

rd o

f Edu

catio

n, a

fterc

onsi

derin

g th

e da

ta a

ndth

e ra

tiona

le

behi

nd th

e re

com

men

datio

n, a

dopt

s a

plan

34

S. C

onsu

ltant

s de

velo

p ak

esat

ive

plan

s.9_

Z.1

.4ii

mak

e re

com

men

datio

ns.

10. C

onsu

kard

s m

ake

reco

mm

enda

tions

.0.

Adm

inis

trat

ion

mam

mon

& to

Soo

rd.

11. B

oard

ado

pts

a pl

an.

13. T

he p

lan

is im

plom

erm

rd.

14. T

he p

lan

and

Om

pla

nnin

g pr

oces

s ar

e*v

alua

ted.

Afte

r th

orou

ghly

con

side

ring

each

of t

he a

ltern

a-tiv

es in

term

s of

the

purp

oses

and

goal

s of

the

syst

eman

d in

term

s of

the

hum

an,

finan

cial

, tec

hnol

ogic

al,

polit

ical

, and

soc

ial r

esou

rces

that

are

ava

ilabl

e, th

e su

-pe

rinte

nden

t mak

es h

isre

com

men

datio

n to

the

Boa

rd

of E

duca

tion.

..........

1

Preparation :

"lot planning'w

elp

Task

IVy

VI

...piallofiltiorntiPoin.m

o.fnflpiolonthsand

Alternatives

the Plan

ilvoluatiolh

1. Staff recognizes m

ad for and makes decision to

pion.

2. Staff organizes for in-house planning.

3. Staff updates philosophy, opals, and abinttivas.

4, lewd (untruth for out -of-house consultation.

5, Staff annplates *W

alden analysts.6. C

onsultants complete situation analysis.

7. Staff develops alternative plans.

PH

AS

E V

- IMP

LEM

EN

TA

TIO

N O

F A

PLA

N

The plan is im

plemented.

Implem

entation of the adopted plan is begun

Implem

entation principles are:

Staff and com

munity should be involved w

henever possible.

Recognition should be given to staff and/or com

munity representatives for

exceptional service.

Consultants should be utilized w

henever needed.

A short-range calendar of due dates or a P

ER

T netw

ork for the completicn of

short-range tasks should be developed.

A continuous evaluation procedure for refining the on-going im

plementation

process should be designed and utilized.

Open lines of com

munication w

ith the staff and comm

unity should bem

aintained.

I. Consultants &

vision alternatith plans.9. S

taff snakes reatmeneadation

10. Consukants m

ak. ntonntnondations.11. A

dministration roconsm

ands to Baud.

12. Maul adopts a plan.

13. The plan is im

ploonontod.14. the plan and the planning process as evaluated.

Implem

entation of the adopted plan inall

areas(organization, program

, finance,personnel,

facilities, comm

unity/school in-teraction, and special services) is treated inthis publication in general term

s. The m

ethodof im

plementing the chosen options for each

of these variables is relative to many factors

such as:T

he options chosenT

he time span required

The personality and style of the adm

in-istratorT

he conditions upon which the plan

may be dependent.

How

ever, the principles listedin the

outline are suggested as applicable regard-less of the plan, the process, or the individualsinvolved.

35

cont

d

Loca

l, S

tate

, and

Nat

iona

l app

rova

l sho

uld

be s

ecur

ed a

t app

ropr

iate

tim

e.

Com

ply

with

Loc

al, S

tate

, and

Fed

eral

reg

ulat

ions

and

sta

ndar

ds.

Impl

emen

tatio

n of

inst

ruct

iona

l pro

gram

com

pone

nt

Impl

emen

tatio

n of

org

aniz

atio

n co

mpo

nent

Inip

lem

enta

tion

of fi

nanc

e co

mpo

nent

Impl

emen

tatio

n of

per

sonn

el c

ompo

nent

Impl

emen

tatio

n of

com

mun

ity/s

choo

l int

erac

tion

com

pone

nt

Impl

emen

tatio

n of

spe

cial

ser

vice

s co

mpo

nent

Impl

emen

tatio

n of

faci

litie

s co

mpo

nent

36

For

mor

e de

tails

, con

sult

the

Div

isio

nof

Sch

ool P

lann

ing

publ

icat

ion

Nor

th C

arol

ina

Law

s P

erta

inin

g to

Pub

lic S

choo

l Con

stru

ctio

n,re

cent

edi

tions

of P

ublic

Sch

ool L

aws

of N

orth

Car

olin

a an

d G

ener

al S

tatu

tes

of N

orth

Car

o-lin

a.

Impl

emen

tatio

n of

the

tota

l pla

nm

ayin

clud

e se

vera

l com

pone

nts

such

as o

rgan

iza-

tion,

reo

rgan

izat

ion,

fina

nce,

faci

litie

s,pr

o-gr

am, p

erso

nnel

, and

oth

ers.

Sin

ce im

ple-

mei

ttatio

n of

the

plan

may

be

done

inst

ages

with

one

or

mor

e co

mpo

nent

s be

ing

im-

plem

ente

d si

mul

tane

ousl

y, th

is p

ublic

atio

ndo

es n

ot a

ttem

pt to

iden

tify

proc

edur

esfo

rth

e im

plem

enta

tion

of e

ach

corn

oone

nt b

utra

ther

atte

mpt

s to

util

ize

for

illus

trat

ive

pur-

pose

s th

e de

tails

sug

gest

ed fo

r th

e fa

cilit

ies

phas

e of

the

plat

Pla

ns fo

r th

e im

plem

enta

-tio

n of

oth

er c

ompo

nent

s of

the

tota

lpl

anw

ould

logi

cally

nee

d to

be

tailo

red

to th

e lo

cal

situ

atio

n. Alth

ough

impl

emen

tatio

n of

the

faci

lity

com

pone

nt d

epen

ds u

pon

man

y re

lativ

efa

ctor

s al

so, t

here

isa

fairl

y w

ell e

stab

lishe

dpr

oced

ure

that

is a

pplic

able

reg

ardl

ess

of

IV

Preparation

:.:"S

o Wien of

:for planning; Ana

........:S

itvationiz 1"."1:

of

..:Alternatives

the Plan

Ilan

"1:-. the Process

oflotion of

smell th.and

***. ......... "'

contd

Select consultants

1. Staff recognises need for and

makes decision I. plan.

2. Staff organizes far in-house planning.

3. Staff updates philosophy, w

es, andskiedivas.

4. Sand sontrods for etn-of-iseissit consultation.

5. Staff eam

plates samatien

analysis.

d. Cantu.. A

nts complete sinsation analysis.

P. S

taff develops alternative plans.

>14- g

.and w

e can save 700 lira by not taking soil tests."

Legal consultants and theirbasic services

To advise on school law

To advise on contracts w

ithconsultants,

suppliers, etc.

builders, equipment-furniture

S. C

onsultants develop abentadve pions.9. S

taff makes ream

oviendatians.10. C

onsultants make recom

mendations.

11. Adm

inistration recomm

ends to Beard

12. board adoptsplan.

13. Ilse plan h impkw

aereed14. T

he plan and the plemrsksg process are

evaluateeL

whether the project is a

renovation, a re-habilitation, or a com

pletely newstructure.

While sm

aller projects may

omit som

e of theprocess outlined, the

employm

ent of com-

petent design professionalsis recom

mended;

those steps mandated by

law, how

ever, must

be followed explicitly.

Superintendents should

avoid using maintenance

personnel for major

construction projects or takingother short

cuts in an effort to save money

and time:

short cuts often prove tobe costly in the long

run.

Legal counsel should be availableto the

schoolofficials on a continuous

retainerbasis, but the services of attorneys are

impera-

tive during the planning andconstruction of

facilities.

37

cont

d

Edu

catio

nal c

onsu

ltant

s an

d th

eir

basi

cse

rvic

esT

o gi

ve c

ouns

el a

nd r

ecom

men

datio

nsre

gard

ing

educ

atio

n m

atte

rs s

uch

as: o

rgan

izat

ion,

tran

spor

tatio

n,fin

ance

, bui

ldin

g pr

ogra

ms,

edu

catio

nal

spec

ifica

tions

, equ

ipm

ent,

etc.

To

assi

st in

inte

rpre

ting

faci

lity

need

sT

o ev

alua

te p

roce

sses

and

res

ults

Des

ign

cons

ulta

nts

(arc

hite

ct, e

ngin

eer,

land

scap

ear

chite

ct, i

nter

ior

plan

ner)

and

thei

r ba

sic

serv

ices

To

assi

st in

pro

gram

min

g th

e bu

ildin

g pr

ojec

tsT

o as

sist

in s

ite s

elec

tion

To

prep

are

sche

mat

ic p

lans

and

con

stru

ctio

ndo

cum

ents

*To

assi

st in

obt

aini

ng b

ids

and

exec

utin

g co

ntra

ctdo

cum

ents

To

assi

st in

insp

ectio

n of

pro

ject

and

inad

min

iste

ring

cons

truc

tion

Te,

9._

:sis

t in

coor

dina

ting

func

tions

and

ser

vice

sof

oth

er a

genc

ies

(Fed

eral

,S

tate

, util

ities

, tra

nspo

rtat

ion,

etc

.)T

o as

sist

in s

elec

tion

of fu

rnis

hing

s an

d eq

uipm

ent

T' p

rovi

de a

dditi

onal

ser

vice

s, a

t add

ition

al c

ost,

such

as:

Spe

cial

ana

lysi

s an

d st

udie

s of

the

owne

r's n

eeds

,be

yond

thos

e ca

lled

for

in th

e sc

hem

atic

des

ign

phas

e of

the

basi

cse

rvic

esM

akin

g m

easu

red

draw

ings

' of e

xist

ing

build

ings

Rev

isin

g pr

evio

usly

app

rove

d dr

awin

gs to

mak

ech

ance

s no

t ini

tiate

d by

arch

itect

38

The

ser

vice

s of

edu

catio

nal c

onsu

l-ta

nts

may

hav

e be

en o

btai

ned

early

inth

epl

anni

ng p

roce

ss;

if no

t, th

ey m

ay b

e co

n-tr

acte

d to

ass

ist i

n m

ore

limite

d ac

tiviti

es a

tva

rious

sta

ges

of th

e pr

oces

s.

Whi

le d

esig

n pr

ofes

sion

als

may

be

re-

tain

ed o

n a

cont

inui

ng c

onsu

lting

bas

is, t

hey

shou

ld b

e ut

ilize

d to

a g

reat

er e

xten

tdu

ring

cons

truc

tion

or r

emod

elin

g of

faci

litie

s.In

any

even

t, th

e ag

reem

ent

betw

een

owne

rsan

d de

sign

pro

fess

iona

ls s

houl

d be

in w

rit-

ing

and

clea

rly u

nder

stoo

d. T

his

agre

emen

tbe-

twee

n th

e ad

min

istr

ativ

e un

it an

d co

nsul

tant

sde

scrib

eth

e re

latio

nshi

ps a

nd m

utua

l re-

spon

sibi

litie

s am

ong

the

part

ies

invo

lved

.

..................

IVt

VI

1.'..1E

valuatlea:11

.

for /fanning;S

e..11446":.m

lemen:'

/reparationA

nPIP

si.illevelep"::: a elan

I P.

of ritefallen of

Plan and

.........ituatkm

.:5.Alternatives

....it al P

lanthe P

rocess

............. .........

.."

contd

1. Staff recounixes nem

d for and metes decision to

plan.

2. Staff organises for in -house planning*.

3. Staff updates philosophy, goals, and eblectives.

4. beard mntrads for outef-lteum

consultation.3. S

taff completes situation analysis.

6. Consultants com

plete situation analysis.

7.S

taff develops alternative plans.

Furnishing additional services resulting from

events overw

hich thearchitect has no control yet involve for him

significant additional time

and costP

roviding specialized interior design and furnishing services

Factors to be considered in selecting consultants are:

Com

petence to provide complete services required

Capacity

the capability to provide all required services within a reason-

able agreed-upon time schedule

Sufficient experience

Locationw

ith present day transportation/comm

unicationpossibilities,

consultants and planners need not be "home-tow

n folks"

Select or enlarge sites as needed

Develop educational specifications and user

requirements

1. Consultants develop okernative plans.

9. Staff m

akes recentmanclations.

10. Consultants m

ake rconsmondadens.

11. administration niainanoada M

beard.12. board adopts a plan.13. T

he plan is implem

ented.14. T

he plan and dm planning pram

s. are evaluated.

Selecting

consultantsand planners

should not be unduly influenced by politicalfactors;

competence

andthoroughness,

imagination and resourcefulness are m

oreim

portant.

For detailed inform

ation on the processof selecting a site, consult the

Division of

School P

lanning publicationsP

lanning forN

ew S

chool Sites and P

ublicS

chools andH

ighways.

Educational

specificationsm

aybe

defined as a means of com

munication

be-tw

een the educator and the designprofes-

sions. For detailed inform

ation on the process39

cont

d

prep

are

arch

itect

ural

-eng

inee

ring

prog

ram

Pre

pare

, rev

iew

, and

app

rove

sch

emat

ic d

esig

n do

cum

ents

Arc

hite

ct a

nd e

ngin

eer

deve

lop

prel

imin

ary

draw

ings

Pre

limin

ary

draw

ings

are

rev

iew

ed a

nd s

ugge

stio

ns a

re m

ade

by:

Adm

inis

trat

ive

unit

Div

isio

n of

Sch

ool P

lann

ing

Sta

te In

sura

nce

Dep

artm

ent

Sta

te B

oard

of H

ealth

(w

hen

nece

ssar

y)U

SO

E if

Fed

eral

fund

s ar

e in

volv

edA

djus

tmen

ts a

re m

ade

to th

e pr

elim

inar

y' d

raw

ings

pur

suan

t to

the

sue?

estio

nsby

the

abov

e ag

enci

esA

fter

a pr

oces

s of

rev

iew

s an

d re

finem

ents

, pre

limin

ary

draw

ing

are

ap-

prov

ed b

y th

e ab

ove

agen

cies

The

des

ign

and/

or s

elec

tion

of fu

rnitu

re a

nd e

quip

men

t is

begu

n

40

of d

evel

opin

g ed

ucat

iona

l spe

cific

atio

ns c

on-

sult

the

Div

isio

n of

Sch

ool P

lann

ing

publ

ica-

tion

Edu

catio

nal S

peci

ficat

ions

Sch

ool

Pla

nnin

g G

uide

Ser

ies

3.

The

arc

hite

ctur

al p

rogr

am r

efle

cts

the

arch

itect

'sin

itial

com

preh

ensi

onof

the

desi

gn p

robl

em g

iven

to h

im b

y th

e cl

ient

.T

his

is n

ot a

pre

limin

ary

sket

ch fo

r a

build

-in

g pr

ojec

t, bu

t it m

ay in

clud

e sk

etch

es a

ndgr

aphi

cs a

s w

ell a

s ve

rbal

sta

tem

ents

whi

chco

mm

unic

ate

the

arch

itect

's r

espo

nse

to th

eow

ner's

sta

tem

ent o

f the

pla

nnin

g pr

oble

m.

For

add

ition

al in

form

atio

n co

nsul

t the

Div

isio

nof

Sch

ool

Pla

nnin

gpu

blic

atio

nP

roce

dure

sfo

rR

evie

w a

nd A

ppro

val o

fS

choo

l Bui

ldin

g P

lans

and

for

Insp

ectio

n of

Bui

ldin

g P

roje

cts.

ivvi

:.I.: II

1 Evoluatiori

*. tII

""... "lei Im

Plem

ent: of thediva of :.

.P

rsearati" :A

ncaTais ' tgevelo1;+

:-.0 P

lan: .

or Planning

of...

.::tation of

":" pi. and.

.:s;ivationilm

e of...:

: ..

.........:f Alternatives : -........' i the P

ion 1.:, the Process

%..'

... ......... '" .....

contd

1. Start recognises need for and m

ake* decision M plan.

2. Staff otitonizsts for in-house, planning.

3. Staff updates philosophy, goals, and obledives.

4. "Ward contract* for ovt-of-house, consultation.

S. S

taff completes situation analysis.

6. Cons.:kants com

plete siMatiose analysis.

7. Staff develops alternative plans.

Prepare, review

, and approve design development docum

ents

Architect and engineer prepare design developm

ent drawings and outline

specifications which indicate all basic decisions regarding:

Materials

Mechanical-electrical system

Structural system

Basic equipm

ent and servicesP

lan lay-outD

esign development docum

ents are reviewed and suggestions are m

ade byA

dministrative unit

Division of S

chool Planning

State Insurance D

epartment

State B

oard of Health

US

OE

if Federal funds are invol, 3d

Adjustm

ents are made to the design developm

ent documents pursuant to the

suggestions by the above agenciesA

fter a process of reviews and refinem

ents, design development docum

entsare approv1 by the above agencies

Prepare, review

, and approve construction documents w

hich include working

drawings, specifications, and other contract form

s

Consultants develop alternative pions.

9. Sluff m

akes recomm

endations.10. C

onsultant, make recom

mendations.

II. Adm

inistration recomm

ends to Board.

12. Board adopts a plan.

13. The plan is im

plemented.

14. The plan and the planning process are !valuated.

FIR

ST

FLO

OR

PLA

Y

The school officials are responsible for

acquiring approval of plans as required by laws

and regulations. This duty m

ay be assignedto design professionals.

41

cont

d

Arc

hite

ct b

egin

s to

pre

pare

wor

king

dra

win

gsan

d sp

ecifi

catio

nsT

he d

esig

n an

d se

lect

ion

of fu

rnitu

rean

d eq

uipm

ent p

rogr

esse

sW

orki

ng d

raw

ings

are

rev

iew

ed a

nd a

ppro

ved

by:

Boa

rd o

f Edu

catio

nD

ivis

ion

of S

choo

l Pla

nnin

gS

tate

Insu

ranc

e D

epar

tmen

tS

tate

Boa

rd o

f Hea

lth, w

hich

del

iver

sa

set o

f the

dra

win

gs to

thei

r lo

cal

or d

istr

ict r

epre

sent

ativ

e

Sta

te D

epar

tmen

t of I

nsur

ance

and

Sta

te B

oard

of H

ealth

com

men

t by

iltte

r to

the

Div

isio

n of

Sch

ool P

lann

ing

Act

ing

for

Sta

te S

uper

inte

nden

t of

Pub

lic In

stru

ctio

n, th

e D

ivis

ion

ofS

choo

lP

lann

ing'

forw

ards

cer

tific

ate

of a

ppro

val t

o ad

min

istr

ativ

eun

it an

dar

chite

ct

42

MIlm

mor

D1F

IMM

-- P

RE

-CA

ST

CO

NC

RE

TE

CA

NT

.--

CO

TT

ON

FA

BR

IC M

EM

BR

AN

E T

O F

.EG

LET

90 L

B. S

LAT

E F

LAS

HIN

G O

VE

R W

AT

ER

PR

OO

FIN

G

RA

IN-S

CR

EE

N P

RIN

CIP

AL

RO

OF

ING

r P

RE

-CA

ST

CO

NC

RE

TE

PA

VIN

G S

LAB

S

4' T

O Ir

DE

PT

H P

EA

GR

AV

EL

FIL

L %

." T

O 5

4G

RA

NU

LES

. SU

PP

LEM

EN

TE

D W

ITH

DR

AIN

WE

EP

TIL

ES

WA

TE

RP

RO

OF

ING

ME

MB

RA

NE

ON

RE

INF

OR

CE

D C

ON

CR

ET

E P

OU

RE

D IN

PLA

CE

RO

OF

SLA

B

r R

IGID

INS

ULA

TIO

N -

VA

PO

R B

AR

RIE

R T

O IN

TE

RIO

,,

LIN

EA

R F

LUS

H B

OR

DE

R C

EIL

ING

DIF

FU

SE

R F

OR

SU

PP

LYH

EA

TIN

G. A

IR-C

ON

DIT

ION

ING

E. H

UM

IDIF

ICA

TIO

N

RE

CE

SS

ED

MO

UN

TE

D D

OU

BLE

CIR

CU

ITE

D L

IGH

T T

RA

CK

150W

WA

LL W

AS

HE

R L

IGH

T F

IXT

UR

E (

RE

MO

VA

BLE

1

I RE

CE

SS

ED

LIG

HT

TR

AC

KS

@ 4

'0"

CE

NT

RE

S F

OR

120

"H

IGH

CE

ILIN

G G

ALL

ER

IES

@ 5

'0-

CE

NT

RE

S F

OR

14'0

^. A

ND

g P

O' C

EN

TR

ES

FO

R 1

8'0"

HIG

H

See

the

Div

isio

nof

Sch

ool P

lann

ing

publ

icat

ion

Pro

cedu

res

for

Rev

iew

and

Ap-

prov

al o

f Sch

ool B

uild

ing

Pla

ns a

nd fo

r In

-sp

ectio

n of

Bui

ldin

g P

roje

c:-

for

Sta

te la

ws.

regu

latio

ns, a

ndpr

oced

ures

for

obta

inin

gne

cess

ary

appr

oval

from

Sta

te,Ig

enci

es.

For

ass

ista

nce

in d

evel

opin

gpl

ans

and

tech

nica

l spe

cific

atio

ns, t

hesu

perin

tend

ent

and

his

arch

itect

are

invi

ted

to c

onsu

lt th

efo

llow

ing

Div

isio

n of

Sch

ool

Pla

nnin

g pu

b-lic

atio

ns:

Roo

fing-

Pla

nnin

g, S

peci

ficat

ions

.C

on-

stru

ctio

n, P

robl

ems,

Tec

hnic

al S

erie

s1 S

peci

ficat

ions

for

Str

uctu

ral

Con

cret

efo

r B

uild

ings

-- T

echn

ical

Ser

ies

2

Con

side

ratio

ns fo

r F

ire A

larm

Sys

tem

s.S

prin

kler

Sys

tem

s. a

ndV

anda

lism

Con

-tr

ol S

yste

ms

in P

ublic

Sch

ools

Tec

h-ni

cal S

erie

s 3

Moi

stur

e P

rote

ctio

nT

echn

ical

Ser

ies

4 Pre

-Fab

ricat

ed.

Pre

-Eng

inee

red

Rig

idF

ram

e B

uild

ings

Tec

hnic

al S

erie

s 5

....................%

.

1IV

v.

1/1'.

illivoluatiok-

..-.S

election of ::P

reparation ::for P

lanning:.0evelep:":. a P

lanif Im

Pkm

.°71 of theA

nalysis ...".

--...S

ituation::°

!moot of

:lotion of i: pi. and: .

:Alternatives : -.......," .7" the P

lan ::: sh. prpss%

.."............

--"

1. Staff recognises need for and m

akes decision to plan.2. S

taff organisms for in-house planning.

3. Staff updates 011ilesP

BY

goals, and obledives.4. B

oard contracts foi. out-of-house consultation.6. S

taff completes situation analysis.

6. Consultants com

plete sirntlion analysis.7. S

taff develops alternative plans.

Adm

inister and complete bidding and contracture! procedures

Adm

inistrative unit and architect advertise for bids and set up conferences for.prospective biddersC

onstruction documents are released to bidders

On the deadline date, adm

inistrative unit accepts bidsA

dministrative unit, architect, and engineer evaluate bids

Adm

inistrative unit selects successful biddersW

hen Federal and/or S

tate funds are involved, administrative unit m

akes anapplication to the S

tate Board of E

ducation through the Division of S

choolP

lanningA

dministrative unit, w

ith advice firm legal and design consultants, prepares

and executes contract documents

Consultants develop alternative plans.

9. Staff m

akes recenunendations.10. C

onsultants make recom

mendations.

U. A

dministration recom

mends to B

oard.12- B

oard *dein: a plan.13. T

he plan is implem

ented.14. T

he plan and the planning process are evaluated.

Facilities for E

arly Childhood E

duca-tion

School P

lanning Guide S

eries5T

ar Heel S

chool Food S

ervice Facility

Guide

Planning for S

hops and Laboratories

North

Carolina

statutesprescribe

procedures for obtaining and accepting bids,for executing contracts, for final inspections,and for acceptance of com

pleted projects.

For m

ore detailed information on the

formal procedure -for S

tate funded projects,consult the D

ivision of School P

lanning pub-lication P

ublic School F

acilities Fund of 1963

Step by S

tep Procedure.

43

cort

d

Adm

inis

ter

and

com

plet

e co

nstr

uctio

n pr

oces

s

Arc

hite

ct, e

ngin

eer,

and

pos

sibl

y ad

min

istr

ativ

e un

itob

serv

e an

d in

spec

t con

-st

ruct

ion

proc

ess

to c

heck

com

plia

nce

Adm

inis

trat

ive

unit

mak

es p

erio

dic

paym

ents

to c

ontr

acto

rsan

d co

nsul

tant

sac

cord

ing

to th

e w

ritte

n co

ntra

cts

Fur

nitu

re a

nd e

quip

men

t are

com

plet

ed o

r pu

rcha

sed

Upo

n co

mpl

etio

n of

the

cont

ract

s, a

dmin

istr

ativ

eun

it, a

rchi

tect

, eng

inee

r, a

ndD

ivis

ion

of S

choo

l Pla

nnin

g re

pres

enta

tives

mak

ein

spec

tions

Con

sulta

nts

prov

ide

adm

inis

trat

ive

unit

with

ope

ratin

gin

stru

ctio

ns fo

r th

e ut

ili-

zatio

n of

'ne

faci

lity

Arc

hite

ctur

al a

nd e

ngin

eerin

g co

nsul

tant

s of

the

Div

isio

nof

Sch

ool P

lann

ing

cond

uct a

'ina

l ins

pect

ion

of th

e ne

w c

onst

ruct

ion

befo

re a

ll S

tate

fund

s ar

ere

leas

edA

dmin

istr

ativ

e un

it ac

cept

s bu

ildin

g an

d m

akes

fina

l pay

men

t to

cont

ract

ors

and

to c

onsu

ltant

sA

dmin

istr

ativ

e un

it co

mpl

etes

pre

para

tion

for

usin

g th

e bu

ildin

g

44

...................

1IV

ii V; :

V1

--

:fori '...A

nalysts ..;". m , _ S

olealen ef Sr

:0,

.ilvaluatioii.

:for Planning!

'"'°"'" '.*:DoveloP

:;:;, a mar,

f Imidorm

",*: of the

':mans of

'-': :;laden of I: P

lan and.

of::

.. ...

.....:**A

lternatives ;*... .....i: the P

lan ::the pro....

"... ...........

........

Task

1. Staff recognizes need for

and makes decision to plan

2. Staff organizes for in -house planning.

3. Staff updates philosophy. B

eals.and oltiotflvet

4. Board centred' for 0W

-of-houseconsultation.

5. Staff com

pletessituation analysis.

G. C

onn/kends complete situation

analysis.

7. Staff develops alternative

plans.

PH

AS

E V

I - EV

ALU

AT

ION

OF

TH

E P

LAN

AN

D T

HE

PR

OC

ES

S

The plan and the planning process are

evalUated

Objectives of evaluation:

To assess the effectiveness of the

planning process and the plan in achiev-ing the stated goals (short- or

lcng-range) of the school system to date

To generate inform

ation for making

adjustments determ

ined to be desirableT

o further refine the planning processfor m

ore efficient operation in thefuture

S. C

onsultants develop alternative plans.

9. Staff m

akes recomm

endations.10. C

onsultants make recom

mendations.

11. Adm

inistration recomm

ends to Soard.

12. hoard adeptsplat.

13. The plan is im

plemented.

14. The plan and the planning process are

evaluated.

Evaluation is a part of every phase of the

planning process,not just a culm

inatingactivity that sym

bolizes termination.

Actually

the process was begun w

ith anevaluation

(situation analysis);it

is realistic to assume

that Phase V

I of one process may

be thebeginning of P

hase I of another.T

hroughout the planning procedure in-form

ationis gathered to assess progress

tows sat the goals of the system

, todeterm

inethe effectiveness of the procedure,

and torefine the procedure and/or the goals.

This

cannot be delayed until theend since each

phase is based upon the evaluation ofthe

preceding one and since information m

aybe

collected during the process that may not

be

available later.

45

cont

d

Prin

cipl

es o

f eva

luat

ion

Eva

luat

ion

mus

t be

prac

ticed

cont

inuo

usly

thro

ugho

ut th

e pr

oces

s,no

t res

erve

d

as a

cul

min

atin

g ac

tivity

.E

valu

atio

n is

a d

ynam

ic a

ctiv

ity.

Eva

luat

ion

is c

oope

rativ

e, in

volv

ing

man

y le

vels

of t

hesc

hool

sys

tem

.

Eva

luat

ion

is m

ost e

ffect

ive

whe

nth

ere

is a

def

inite

, wel

l-def

ined

chan

nel f

or

feed

back

to th

e ap

prop

riate

oper

atin

g le

vel.

Eva

luat

ion

shou

ld fo

cus

upon

stud

ents

and

upo

n th

ete

achi

ng/le

arni

ng s

ituat

ion.

Eva

luat

ion

may

be

criti

cal b

utsh

ould

alw

ays

be c

onst

ruct

ive.

Crit

eria

for

eval

uatio

n

Pur

pose

s of

the

scho

ol s

yste

mG

oals

(sh

ort-

and

long

-ran

ge)

of th

esc

hool

sys

tem

Edu

catio

nal s

peci

ficat

ions

(if

ther

e w

as a

faci

lity

con

.,tru

ctio

n co

mpo

nent

)E

ffect

upo

n an

d re

actio

n of

the

pers

ons

orgr

oups

affe

cted

Stu

dent

sT

each

ers

Par

ents

46

The

se e

valu

ativ

e pr

inci

ples

are

appl

i-ca

ble

at a

ny p

hase

of t

he p

lann

ing

proc

ess;

they

are

app

ropr

iate

for

asse

ssin

g pr

ogre

ssin

long

-or

sho

rt-r

ange

pla

nsre

gard

less

ofw

heth

er o

ne s

choo

l or

the

who

le s

yste

mis

invo

lved

.E

valu

atio

n sh

ould

be

a dy

nam

ic o

r ac

-tiv

e pa

rt o

f the

pro

cess

from

the

frst

pha

seth

roug

h th

e la

st. I

t is

sugg

este

d th

atth

e in

itial

time

and

effo

rt e

xpen

ded

in d

evel

opin

g a

wel

l-de

fined

eva

luat

ion

syst

em a

re w

ell

wor

th th

ein

vest

men

t in

term

s of

the

effic

ienc

yan

def

fect

iven

ess

of th

e to

tal p

lann

ing

proc

ess.

Pro

gres

s in

the

plan

ning

pro

cess

sho

uld

be e

valu

ated

in te

rms

of s

ever

al c

riter

ia;

thes

esh

ould

be

coop

erat

ivel

y de

velo

ped

in th

ebe

ginn

ing

and

shou

ld b

e fle

xibl

e en

ough

toal

low

for

addi

tions

and

del

etio

ns a

s th

epr

oces

s co

ntin

ues:

The

refo

re,

crite

ria li

sted

inth

e ou

tline

are

sug

gest

ions

and

sho

uld

notb

eco

nsid

ered

all-

incl

usiv

e. T

he fi

rst f

ive

crite

riaar

e ob

viou

s, n

eed

no e

xpla

natio

n,an

d ar

ere

lativ

ely

easy

to e

valu

ate.

The

last

two,

the

effe

ct o

f the

pla

n up

on th

e so

cial

inte

ract

ion

and

upon

the

info

rmal

str

uctu

re o

f the

sys

tem

,

Preparation

?or Planning:

:ItS

election"'

VI

of: E

va luotiod.A

nalysistl3ouoloP

.::::. a Plan

: Implem

ent . of theof

.......tS

itu:S

ituation; men"

ofteflon of

Plan

and

...11" P

lan I: tfis.......

...........

contd

Effed upon the form

al structure of the systemE

ffect upon the social interaction of the systemE

ffect upon the informal structure of the system

1. Staff recognises need for and snakes decision I. plan.

2. Stuff organises for in-house planning.

3. Staff updates philosophy. gook, and obletti-a

4. board contracts for out-of-house asnsultation.5. S

taff completes situation analysis.

6. Consultants com

plete Ovation eletysia

7. Staff develops alternative plans.

S. C

onsukants develop alternative plans.9. S

taff makes recom

mendations.

10. Consultants m

ake recomm

endations.U

. Adm

inistration recomm

ends to lewd.

12. Board adapts

Plat.

13. The plan la intplim

tentod.lc T

he plan end the planning protest are evaluated.

are less obvious and much m

ore difficult toascertain. T

hisis

true because both areelusive and intangible factors that becom

eapparent only if they are sought out. T

his isnot intended to m

inimize their im

portance.O

n the contrary, both factors and others likethem

may play a very im

portant rolein

determining the success

of theplan

ofim

provement.

Inreality, these factors are

actually side-effects of the planning processand its resultant changes. T

hey have a directbearing, how

ever, upon the morale of the

students, the teachers, and the comm

unityand therefore directly affect the acceptanceof the im

provements by these groups. T

hepoint is that evaluation should be concernednot only w

ith the obvious criteria but sensi-tive to intangible side-effects that are so im

-portant to the success of the plan.

47

cont

d

Tec

hniq

ues

for

gath

erin

g ev

alua

tive

data

Obj

ectiv

e da

ta m

ay b

e ob

tain

ed b

y:T

estin

g (t

each

er-m

ade

and

stan

dard

ized

)O

pini

on p

olls

Atti

tude

sca

les

or in

vent

orie

sO

utsi

de e

valu

atio

n te

am o

f pro

fess

iona

ls

Sub

ject

ive

data

may

be

obta

ined

by:

Pur

pose

ful a

nd s

yste

mat

ic o

bser

vatio

nS

e;f-

anal

ysis

by

the

indi

vidu

als

invo

lved

Gro

up d

iscu

ssio

nsIn

terv

iew

sP

ublic

rea

ctio

n (t

elep

hone

con

vers

atio

ns, n

ews

med

ia, l

ette

rs)

Writ

ten

eval

uatio

n of

faci

lity

proj

ects

by

prin

cipa

lsan

d se

nior

cus

todi

ans

durin

g fir

st y

ear

of u

tiliz

atio

n

48

Sin

ce e

valu

atio

n is

com

plex

, it s

houl

dem

ploy

a v

arie

ty o

f met

hods

, tec

hniq

ues,

and

inst

rum

ents

for

supp

lyin

g th

e sy

stem

with

the

volu

me

of o

bjec

tive

and

subj

ectiv

eda

ta th

at is

nec

essa

ry fo

r an

alyz

ing

both

the

prog

ress

and

the

proc

ess.

Whi

le o

bjec

tive

data

are

mor

e ea

sily

gen

erat

ed in

larg

e vo

lum

e,th

e su

bjec

tive

info

rmat

ion,

like

the

artis

t'sth

umb,

is n

eces

sary

to p

ut e

very

thin

g in

its

prop

er p

ersp

ectiv

e.

In s

umm

ary,

the

eval

uatio

n ph

ase

ofth

e pl

anni

ng p

roce

ss, w

hile

app

earin

g la

st,

shou

ld n

ever

be

cons

ider

ed th

e en

d of

the

proc

ess;

itis

a ti

me

for

refle

ctio

n an

d fo

rco

urse

-cor

rect

ion

for

the

begi

nnin

g of

the

subs

eque

nt p

roce

ss. P

lann

ing

for

educ

atio

nis

nev

er c

ompl

ete_

Itis

onl

y on

e se

gmen

t of

a ne

ver-

endi

ng s

pira

l tha

t will

con

tinue

as

long

as

ther

e ar

e ch

ildre

n an

d as

long

as

ther

e .

are

adul

ts w

ho fe

el a

n ob

ligat

ion

to h

elp

them

deve

lop

as s

ucce

ssfu

lly a

s po

ssib

le.

AP

PE

ND

ICE

S

Appendix A

FO

OT

NO

TE

S

Daniel K

atz and Robert K

ahn, The S

ocial Psychology of O

rganizations (New

York: John W

iley and Sons, Inc.

1966), pp. 63-64.2E

ducational Facilities Laboratories, P

laces and Things for E

xperimental S

chools. A joint report of E

ducationalF

acilities Laboratories, Inc. and Experim

ental Schools project of U

. S. O

ffice of Education (N

ew Y

ork: E.F

.L., 1972),p.111'Ibid., p. 15.

4Katz and K

ahn, op. cit., p. 63.

Appendix B

PU

BLIC

AT

ION

S O

F T

HE

DIV

ISIO

N O

F S

CH

OO

L PLA

NN

ING

School P

lanning Guide S

eriesE

ducational Planning

July, 1964A

Digest of E

ducational Planning

June, 1963E

ducational Specifications

May, 1968

Minim

um C

heck List for Mechanical and E

lectrical Plans and S

pecificationsA

ugust, 1969F

acilities for Early C

hildhood Education

March, 1970

Public S

chools and Highw

aysJune, 1971

North C

arolina Laws R

elating to Public S

chool Construction

1966

Planning for B

uilt-Up R

oofing (Prelim

inary Draft)

Information C

oncerning Renovations

January, 1971

Procedures for R

eview and A

pproval of School B

uilding Plans and for Inspection of B

uilding Projects by the D

ivisionof S

chool Planning

January, 1971

North C

arolina Schools of Interest

June, 1971

Planning for N

ew S

chool Sites

Novem

ber, 1971

Facilities for the A

rts (available 1973)

Planning for S

hops and Laboratories

Technical S

eries

1Roofing-P

lanning, Specifications, C

onstruction, Problem

sS

eptember, 1969

2Specifications for S

tructural Concrete for B

uildingsO

ctober, 19703C

onsiderations for Fire A

larm S

ystems, S

prinkler System

s, and Vandalism

Control S

ystems in P

ublicS

choolsM

arch, 19714M

oisture ProtectionA

ugust, 19715P

re-Fabricated, P

re-Engineered R

igid Fram

e Buildings

April, 1972

6Pre-C

oated Roofing F

eltsJune, 1972

49