Educational Specifications

Educational Specifications, otherwise known as "Ed Specs," are intended to be used as design and programming standards to inform school facility construction, renovation, and modernization.

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— A Vision for Educational Environment— Six Focus Areas of the Vision for the Educational Environment— The Purpose of Educational Specifications— Educational Specifications

Creating a responsive school environment isn’t rigidly defined by square footage, a construction budget, or a design aesthetic. More importantly, it’s about establishing a thoughtful connection between learning and educational facilities. This document is intended to be used to achieve the educational goals of the Manhattan Beach Unified School District by creating supportive and enhanced physical learning environments. Whether building new facilities or modernizing and reconfiguring existing structures, the educational facility should be agile and flexible enough to fulfill the current programmatic requirements of the District, while being easily adaptable to changes in the educational, social, economic, and political landscape and the effects these factors have on learning.  

With a concentration on the 21st-century learning environment, MBUSD facilities should support the concept of a student-centered learning environment and the efforts of the District to ensure that every student succeeds. These guidelines are not intended to restrict the efficient design of school buildings and campuses. Flexibility to allow for minor deviations in spatial requirements is expected. Flexibility is essential to good design, but caution should be exercised to ensure that the educational programs are not compromised.

A Vision for the Educational Environment

As part of its facility master plan development process, the Manhattan Beach Unified School District invited “Innovators in Education” from varying disciplines to help craft its Educational Specifications to support its vision for how learning takes place in its current and future facilities. The group identified, during three 2-hour visioning sessions focusing on the various grade configurations of the District’s educational team, the essential qualities of 21st-century learners and the built environment. The Guiding Principles represent the vision, and these Specifications are intended to pave the road to a successful learning experience for all of Manhattan Beach Unified School District’s students in the decades to come.

In the summer of 2024, the Manhattan Beach Unified School District Ed Specs were revisited and revised based on the following space area types: Kindergarten Classrooms, General Classrooms (ES, MS, HS), Multipurpose Rooms, Food Service, Administration, Student Support/Wellness Center, Art Lab/Studio (Middle School), Specialized Learning (Elementary Innovation Suite, Art, Music, STEM, etc.), Special Education (SPED), Library/Media Center (ES + HS), and Outdoor Learning.

The following explains the importance of the various aspects of the learning environment that are deemed critical for students’ success. As the paradigm of learning continues to shift, the agility of the learning spaces must provide the necessary flexibility to accommodate change and creativity. Whether it’s the ability of a space to be transformed from a group environment to a project-based learning environment or to foster group or individual learning, these learning spaces for 21st-century learning require a varied and multi-functional approach.

These standards are informed by the...

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Six Focus Areas of the Vision for the Educational Environment

Bruce-Monroe Elementary School

Learner Centered

We believe that learner-centered education must provide safe, engaging and challenging environments that focus on inquiry and problem solving, accommodating various approaches to individualized and collaborative learning. They should foster innovation, persistence and curiosity, inspiring students to be lifelong learners who contribute responsibly to their community and the world. Our schools should offer a variety of gathering spaces and learning opportunities, both indoor and outdoor, to display and celebrate students’ work and achievements.
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Storm Lake Early Elementary School

Nurturing the Whole Child

We believe in creating a comprehensive educational experience that reflects the critical importance of and interrelationship among all disciplines, including athletics, foreign language, language arts, math, science, social science, and the visual and performing arts. Our schools must reflect the importance of providing learners with a variety of academic, artistic, and athletic performance experiences to facilitate an understanding of the synergies between areas of study.
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Smothers Elementary School

Community Partner

We believe we are partners in upholding the high quality of the Manhattan Beach community. We benefit from the tremendous support of our community members and, therefore, our campuses must continue to be community centers as much as centers for learning. With this commitment comes the responsibility of campus design to find a balance between openness and safety and security.
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Madrid Elementary School

Aesthetics Matter

We believe that through cost-conscious design we must convey the high value we put in education to our learners, our staff, and the greater community while respecting historic architectural character. Whether an educator, learner, or neighbor, all need to feel a sense of dignity and ownership of their surroundings that inspires imagination and exploration. Safety and security measures will be integrated into the campus designs while maintaining a welcoming aesthetic experience.
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Gretna New High School No. 2

Leverage Technology

We believe our learning spaces must remain relevant by leveraging technology to allow our learning environments to adapt, evolve, and grow as learning strategies change over time. Our schools must facilitate learning that can take place anywhere, at any time, using various media and devices. Technology connects our learners to global knowledge beyond the learning space, and provides academic equity and parity for all learners.
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Petersen Elementary School

Sustainability

We believe that our schools must be models of sustainability and energy efficiency to be good stewards of global resources and taxpayer dollars, encouraging lifelong awareness and ecologically responsible practices for our learners. Design must consider conservation of resources and durability and maintainability of materials and systems.
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Intro
Vision

The Purpose of Educational Specifications

Educational Specifications provide a framework to ensure equity for new facilities and guidance for the renovation of existing facilities.

Tahoe Truckee USD - Truckee Elementary School

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  1. Define elements of the built environment that will best serve educators and students to ensure the goals of the 6 Focus Areas of the Vision for Education Environments are achieved.
  2. Guide design teams in future construction, modernization, and major space renovation projects.
  3. Promote the development of equitable facilities across the District with an integrated academic and facility planning structure set forth by this website.

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How these documents support a stronger MBUSD

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The Educational Programs and Instructional Frameworks are the goals for learning and how they are being achieved.

‍The Educational Specifications articulate the physical spaces needed to support this learning and the Master Plan lays out what improvements need to be made to schools to provide these supportive environments.  All of this comes together under the umbrella of the District's Mission and Vision to support the long-term success of Manhattan Beach Unified School District.

Each document lays the groundwork for strategies and implementation plans for facility, student, and educational development.

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District Vision, Mission, and Goals

District Vision

The vision of the Manhattan Beach Unified School District is to prepare our students to become good citizens, parents, workers, and leaders in the complex, rapidly changing world they will inherit.  They will develop strong self-discipline, interpersonal skills, personal values, social and civic responsibilities, and respect for nature and for others.  They will be able to move beyond us, each prepared to earn a living, cultivate a dream and make a difference.

District Mission

The mission of the Manhattan Beach Unified School District is to prepare all of our students to meet the challenges of a rapidly changing, highly complex, technology-rich, global society.  We will continually strive for excellence in all aspects of the education process.  We will teach our students to understand and appreciate human and cultural diversity.  We will harness the resources of the entire community, including students, parents, teachers, staff, administrators, college and business leaders, and others.  We will empower students to be lifelong learners, demonstrate high achievement, and develop the skills and characteristics needed to enjoy happy and successful lives.

Goal 1: Maximize the academic success of all students
Goal 2: Continue to develop a climate of care in all MBUSD schools.
Goal 3: Monitor and maintain infrastructure/facilities districtwide.

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Educational Specifications

Spatial Requirements & Relationships

With an expected minimum life span of 50 years, a school will inevitably undergo changes throughout its life. Change may be technological, spatial, or academic. The design of educational facilities must consider how a facility will change over time.

This section of educational specifications contains detailed information about the spaces and components that should be provided in each school. Each component is provided with an adjacency diagram and a general description and goals followed by individual data sheets for each room or space within that component. The educational specification data sheets for each space contains the following information:

  • The total net recommended area of the space which corresponds to the spatial program.
  • The total number of occupants that will typically use the space.
  • A brief description of the activities and uses of the space.
  • The identification of support spaces needed to support the activity or use of the space, including any exterior areas.
  • A description of the building system requirements needed for the space including mechanical, plumbing, electrical/lighting, and technology.
  • Door and window recommendations for the space. A description of the amount of natural light, window coverings, transparency and security of the doors and windows is included.
  • A description of the type and number of furnishings that will be used in the space. Any built-in equipment and cabinetry needed is described with approximate quantities.
  • A description of any special considerations of the space including materials and finishes, ceiling height, acoustics, built-in instructional aids, aesthetics and flexibility of the space.
Grand View ES

Administration

The administrative office suite will oversee and coordinate all activities at the school. The public reception/welcome center should be near the drop-off and front of the school. Since all campuses need to be secured, this is the only point of entry at the exterior perimeter for visitors. The public must enter here before being allowed on the campus. Visitors will then be permitted on campus through the student reception area.
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Sioux Falls Jefferson High School

Art Lab/Studio (MS + HS)

All Middle and High School Art Labs should accommodate individual, small, and whole group instruction and art exploration. The space should be multi-functional to accommodate the creation of various forms of art projects, discussions of theory, and instruction in art history. The Art Lab should be able to accommodate 2D and 3D design, including hand-built and wheel-thrown clay work. The Art Lab should have direct access to support spaces including art supplies storage, a kiln room, and an outdoor patio.
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Boone Park Elementary School

Elementary School Core Learning (General Instruction 1-5)

Elementary School classrooms focus on creating welcoming and nurturing environments, encouraging curiosity and joy of learning. Although the configuration and special considerations vary between instructional communities, core learning spaces include areas for: whole group and small group lecture/discussion, individual study and practice, small group and whole group cooperative and collaborative learning activities, instructor-led individual and group tutoring, peer tutoring, and student testing.
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Savoy Elementary School

Food Service

The Food Service area should include a Social/Dining Commons, with direct adjacency to the school's Servery and Kitchen. Food preparation areas will need to be immediately adjacent to each of the designated food stations for easy stocking of food and drink items. Careful consideration should be given to the interior design to create an inviting dining facility that encourages students to use the space for not just eating but for collaboration and social interaction as well. An immediate connection to the outdoor central quad is desired to allow students the option to eat and congregate at the various social hubs now created or being envisioned for the campus.
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Gretna New High School No.2

High School Core Learning (General Instruction 9-12)

At the High School level, students are given more autonomy for personalized or differentiated learning opportunities. Learning is more collaborative and connected. Students may work in small groups, pairs or independently on various projects and possibly even cross-subject. Although the configuration and special considerations vary between instructional communities, core learning spaces include classrooms and areas for whole group and small group lecture/discussion, individual study and practice, small group and whole group cooperative and collaborative learning activities, instructor-led individual and group tutoring, peer tutoring, and student testing.
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Olmsted Elementary School

Library / Media Center

The Library/Media Center (Learning Commons) is a multi-faceted space for wonder, investigation, discovery, and reflection. Flexibility at its core, the space supports research and development for individual exploration or as collaborative groups. There are areas for direct instruction, quiet focused research, personal choice reading, small group collaboration, informal gathering, and displays of knowledge throughout. The space is a home for students, with opportunities for hands-on learning looking toward the future.
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Columbus New High School

Middle School Core Learning (General Instruction 6-8)

Middle School classrooms allow students to explore and develop their own learning styles and interests, while developing core competency skills. Emotionally safe spaces are completely supervisable by caring staff, while starting to give students some moments of choice and agency over their own learning. Although the configuration and special considerations vary between instructional communities, core learning spaces include classrooms and areas for whole group and small group lecture/discussion, individual study and practice, small group and whole group cooperative and collaborative learning activities, instructor-led individual and group tutoring, peer tutoring, and student testing.
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Grand View ES

Multipurpose

The multipurpose space is the heart of the school and flexible to support a multitude of activities. It accommodates student dining on a daily basis. It also serves as an event space for assemblies, presentations and musical or theater performances. It is designed to meet these needs visually, spatially, and acoustically. It is able to be divided and acoustically sound-attenuated for events to occur simultaneously. Seating will be a combination of retractable theatrical seating and movable chairs. A stage shall be directly adjacent to the multipurpose room, as well as general storage for chairs and equipment, costume storage, dressing rooms, and other spaces to support musical and theatrical performance. The Multipurpose Building will also incorporate the food service function for the campus. The serving area for the food service should connect directly to an outdoor covered eating area. Additional spaces that may be considered part of the Multipurpose Building depending on its location on campus is an office for Physical Education (120 square feet), an office for Maintenance, and storage for custodial, maintenance, and outdoor play equipment.
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Leavenworth Intermediate Center

Outdoor Learning

Outdoor learning provides sensory stimulation and heightened educational experiences for students. Natural views, smells, textures, and sounds provided in structured outdoor learning areas let educators expand their immediate teaching environment. During non-curriculum times, designated outdoor areas shall encourage socialization and play. Being outside, active, and exposed to natural elements can empower learners to reimagine and ground their personal experiences.
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Rosedale School

Special Education

While the Special Education classrooms should create an area specifically for the Special Education learner, they should not be separated from the other campus communities to the point of being isolated. The location of these facilities should be as centrally located as possible for easy access and participation by the students in all of the various specialty functions and areas of the campus. The configuration of the area must sustain the security and foster the safety of the Special Education learner by allowing easy and constant supervision by teachers.
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Olmsted Elementary School

Specialized Learning (Elementary Innovation Suite)

The Innovation Suite is a combination of a Science Classroom, Technology Classroom and a Makerspace. The Science Classroom should include 4-6 sinks throughout the space and is intended to be used for non-digital art instruction as well. The Technology Classroom will be used to instruct students on the use of various software programs, from word processing to animation. These technologies are intended to assist the students with developing and collaborating on projects that would be implemented with the Makerspace.
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West Park High School

Student Support / Wellness Center

Ensuring student physical and emotional health needs are met is a critical component in student engagement in their learning and thus, academic success. Student Support / Wellness includes the following support spaces: student reception; offices for counselors, social workers, and psychologists; conference / group discussion room, and a Wellness Room. Activities include individual and small group conferences, meetings with students, families and staff, a supervisable Wellness Room for students to go to self-regulate then return to class to reengage in their learning. Wellness spaces at the secondary level should also be flexible to accommodate student-directed activities, individual or group study, social interactions with peers, workshops, and individual interactions with staff.
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Hawthorn SD #73

Transitional Kindergarten / Kindergarten

As students transition from preschool to the elementary grades, play-based play remains important, especially for the school’s youngest students. The TK-K Learning cluster should be configured as its own community within the larger campus structure. Outdoor learning environments and play areas are easily accessible to all classrooms. Ideally, the TK-K community is located with easy and close access to a parent drop-off/pick-up area that is separate from the school’s main drop-off/pick-up area.
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Manhattan Beach Unified School District
Facilities Master Plan