teach to one: math center design guide

Teach to One: Math CenterDesign Guide

TABLE OF CONTENTS

TEACH TO ONE: MATH CENTER 3

Teach to One: Math Center

Preface ..............................................................................................5

Project Team .....................................................................................6

Partners .............................................................................................7

About Teach to One: Math ............................................................8

Space Design ............................................................................10

Operations .................................................................................11

Design Your Teach to One: Math Center ...................................12

Selecting Your Site .....................................................................12

Prototype at William P. Gray School ..........................................12

About the Learning Module System .......................................13

System Assembly .......................................................................16

Finishes and Graphics ..............................................................18

Sustainabilty ..............................................................................19

Code Compliance ...................................................................20

Security ......................................................................................20

Power and Data ........................................................................20

Lighting ......................................................................................21

Acoustics ...................................................................................21

Loose Furniture ..........................................................................22

Learning Area Descriptions ......................................................23

Support Area Descriptions .......................................................26

Teach to One: Math Center Evaluation ......................................27

Appendix ........................................................................................28

Technology ................................................................................28

Hardware Configuration ...........................................................28

Learning Module Component Details ....................................30

Loose Furniture Details ..............................................................33

William P. Gray School Furniture Plans......................................34

Sample Furniture Plans .............................................................35

ADDITIONAL INFORMATION AND/OR IMAGERY


PREFACE

A student’s success depends on many factors. In this Design Guide, we encourage you to consider the importance of the classroom environment itself. Thoughtful design will make your Teach to One: Math Center an effective place for learning and an inspiring focal point for your school.

The prototype Teach to One: Math Center presented here integrates best practices developed over several years to help you create the most effective and attractive learning environment for your school community. The prototype features a set of finishes and furniture standards and custom furniture components—together called Learning Modules—that are specially designed to support the Teach to One: Math program and meet the unique needs of each school. Included you will find sample layouts, descriptions of learning areas and support areas, technical requirements, color palettes, furniture recommendations, and more.

The Learning Module system featured here has many attributes:• Efficientlayoutsmaximizetimespentonlearning;• Livelyandwarmdesigninspiresandempowersstudentsandteachers;• Durablecomponentshavenoorlowmaintenancerequired;• Componentsaresimpletoorderandquicktoassembleinavarietyofconfigurations;• Pre-fabricatedcomponentsmitigatedisruptiveandcostlyonsiteconstructionwork;and• Cost-effectiveoptionsaddressarangeofschoolbudgets.

The American Architectural Foundation and New Classrooms, with support from Target, are pleased to offer this Design Guide to support the innovative instructional model of the Teach to One: Math program.Wehopetheinformationcontainedherewillhelpyourschooltodevelopacost-effectiveand beautiful facility with transformative impact.

Ronald E. BoglePresident & CEOAmerican Architectural Foundation

PROJECT TEAM

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Partners

American Architectural FoundationRon Bogle, Scott Lauerarchfoundation.org

New ClassroomsJoel Rose, Chris Rush, Blair Heisernewclassrooms.org

Architect

anderson architectsCaroline Ottoandersonarch.com

Learning Module Design Development & Fabrication

Milder OfficeJonas Mildermilderoffice.com

Graphic Design

ViromareEmy Gargiuloviromare.com

Classroom Design Consultant

HMA2Henry Myerberghma2.com

Thank You…

Shell Design & Project Management: Chicago Public Schools Photography: Darris Harris Photography, darrisharris.com

Design Guide Graphic Design: Jeff Hand Studio, jeffhandstudio.com/design

Staff, Faculty, and Students of Williams P. Gray School

PARTNERS


New Classrooms

New Classrooms Innovation Partners (New Classrooms) was born from the belief that today’s model for delivering education—one teacher and an average of 28 students in a classroom—does not sufficiently account for each student’s needs. It assumes that each student arrives on the first day of school with the same academic foundation and way of learning. For a teacher, this presentsthenearlyimpossiblechallengeofteachingagrade-levelcurriculumwhilealsomeetingthe unique academic needs of each student. To address this challenge, New Classrooms designs innovative instructional models that reimagine the role of educators, the use of time, the configuration of physical space, and the use of data and technology to better meet the needs of each student. We then collaborate directly with educators to support the implementation of these models. For more information, visit www.newclassrooms.org

The American Architectural Foundation The American Architectural Foundation (AAF) is dedicated to the vibrant social, economic, and environmental future of cities. AAF has provided design leadership training and technical assistancetohundredsofelectedofficials,public-privatepartnerships,educationleaders, business leaders, and other key local decision makers in the design process. The overarching goal is to equip these leaders with the knowledge, inspiration, and resources they need to lead their communities to transformative change through design.

Since its creation, AAF’s Great Schools by Design program has engaged hundreds of superintendents, local government officials, and design professionals, as well as parents, teachers,students,andotherstakeholders,inafar-reachingconversationaboutwhatmust be done to improve our schools. We strive to help create learning environments that support student achievement and serve as centers of community.For more information, visit www.archfoundation.org

With support provided by:

Target

Education is at the heart of Target’s giving. Since 1946, Target has given 5 percent of its profit—which today equals more than $4 million a week—to local communities. As part of its commitment to education, Target is on track to give $1 billion for education by the end of 2015. A significant portion of this giving will go toward helping more U.S. children read proficiently by the end of third grade.

Targetworkscloselywithorganizationsandexpertstodesignsolutionsthathelpstudentsreachtheir full potential, including innovative programs like Target School Library Makeovers, Target Field Trip Grants, Take Charge of Education, and Meals for Minds. For greater impact, Target also connects to education in other giving areas, including the arts, social services and volunteerism. For more information about Target’s commitment to education, visit Target.com

ABOUT TEACH TO ONE: MATH

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Nearly 170 years ago, Horace Mann successfully argued for universal public education. The classroom he introduced—28 children and one teacher in a box—became the standard in U.S. education. Since Mann’s time, American innovation has put people on the moon, created and reinventedentireindustries,anddevelopedtechnologiesthathaverevolutionizedhowwework and play. Yet the ingenuity that repeatedly transforms our lives has bypassed the classroom. We still have 28 children and one teacher in a box—not because it is effective, but because no one has stopped to question it.

U.S. education desperately needs thinking outside this box. In the 30 years since the publication of A Nation at Risk, multiple reforms—from standards to accountability to choice—have had a positive but limited impact. The time is ripe to supplement these efforts by more directly addressing thefundamentalprobleminoursystem:Educationisnotone-size-fits-all.Unlesswemakeinstructionmore personal—the right content and instructional model for each student during each class meeting—too many students will continue to fall behind, grow bored, drop out, and not live up to their potential. Countless time and resources will continue to be wasted.

Reimagining education through personalized instruction

NewClassroomsInnovationPartnersisanonprofitorganizationmadeupofleadingeducators,operators, and technologists committed to turning Mann’s model on its head. Our founding team is comprised of many leaders, including original members of School of One,NewYorkCity’saward-winning,personalizededucationalprogramnamedoneofthetop50inventionsof2009byTIME.

Rather than proposing a new teaching method, governance structure, or product, New Classrooms created Teach to One: Math, an approach that reinvents the classroom itself.

Teach to One: Math uses resources from multiple classrooms, combined in an open space, to give eachstudentatargeted,individualizedlearningexperience,withinstructiondeliveredattherightacademic level, using the most suitable instructional format. Each student. Each day.

Traditionalteacher-ledclassinstructionisjustonemodality/instructionalapproach.Teach to One: Math usesavarietyofmodalities—includingteacher-ledinstruction,studentcollaboration,software,andvirtualinstructors—topersonalizeinstruction.

A complex set of algorithms, based on each student’s understanding at the end of the previous lesson,createsacustomizedscheduleforthefollowingday.Thisschedule,inturn,driveshow teachers allocate their time so that each teacher can better leverage his or her time and expertise.Theresult:Eachstudentmovesthrougharich,individualizedlearningexperienceat his or her own pace.

ABOUT TEACH TO ONE: MATH


A variety of modalities—including teacher-led instruction, student collaboration, online lessons, and virtual instructors—are used in one classroom to personalize instruction.

Locations powered by Teach to One: Math as of September 2012Peter Rouget Middle School (MS 088), Park Slope, Brooklyn, NYMiddle School for the New Millennium (I.S. 381), Midwood, Brooklyn, NYDavid A. Boody School (I.S. 228), Gravesend, Brooklyn, NYGeorge L. Egbert Intermediate School (I.S. 002), Mid-Island,StatenIsland,NYBerta A. Dreyfus School (I.S. 049), North Shore, Staten Island, NYWilliam P. Gray Elementary School, Portage Park, ChicagoSpencer Elementary Technology Academy, West Garfield Park, ChicagoCharles Hart Middle School, Congress Heights, Washington, DC

Let’s say a school has four classes of 25 seventh graders. Rather than defaulting to four rooms, each with 25 students and one teacher, Teach to One: Math reimagines instruction for the full group: 100 students and four teachers. During the first part of one class period:

• TwelvestudentsmightworkwithMs.Greentoclassifyquadrilateralsbypropertiesoftheirangles andsides;•NinestudentsmightworkwithMr.Browntodistinguishbetweenvarioussubsetsofrealnumbers;• FourteenstudentsmightworkwithMs.Bluetodeterminetheprobabilityofdependentevents;• Eighteenstudentsmightworkincollaborativeactivities,allsupervisedbyMr.Black,todetermine thevalidityofsamplingmethodstopredictoutcomes;• Twenty-eightstudentsmightworkwithsoftwareonthespecificskillstheyarereadytolearn,all withthesupportofastudentteacher;• Ninestudentsmightworkonlinewithvirtualinstructorslocatedaroundtheworld;and• Tenstudentsmightworkindependentlywithprintedmaterials.

In each of these learning groups, students will be learning a skill or set of skills that is aligned to thestateand/orCommonCorestandards.Someseventhgradersmaybeworkingonfifth-gradestandards,othersoneighth-gradeskills.Becauseregroupinghappensonetotwotimesaday, students are not tracked into affixed academic levels and are free to move through the program as quickly and efficiently as they can.

ABOUT TEACH TO ONE: MATH CENTER

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Teach to One: Math Space Design

A core feature of the Teach to One: Math model is a redesigned classroom space that enables multiple learning experiences to take place within a single classroom environment. Instead of individual classrooms that fit 25–30 students, Teach to One: Math asks schools to break down traditional classroom spaces to create one large open instructional space, known as the Teach to One: Math Center,wherelearningissubdividedintodifferentzones.Theselearningzonesare configured to support Teach to One: Math’s multiple instructional modalities.

Having a large, open classroom space allows multiple skills to be taught simultaneously, whichinturn,fosterstruepersonalizationofstudentlearning.Theopenspacedesignhelpsto:

• Provide flexibility in instructional layout. To enable students to be scheduled each day, there mustbearangeofsmallerandlargerlearningzoneswithinthelargerTeach to One: Math Center.

• Increase student learning time. Students transition multiple times throughout their math block. Anopenspacedecreasestimeoff-taskandallowsstudentstomovefluidlyfromone space to another.

• Address the needs of all students simultaneously. An open layout allows for students to work in smaller groups and enables teachers and school administrators to address all students simultaneously when necessary.

• Reconfigure the space without needing new construction. As the program continues to evolve, the open space configuration allows adjustments to be made from year to year without further construction. Variations in enrollment may also be accommodated in this manner.

• Empower students to take greater ownership of their learning. Each day, students are scheduled into different spaces based on what they individually need to learn. As a result, students function as independent learners within the space. They become responsible for knowing what learning area they need to go to, what materials they need to take with them for certain modalities (e.g. independent learning), and when they need to be ready to completeself-directedlearningactivities.

• Encourage increased teacher collaboration. In the Teach to One: Math Center, teachers must share accountability for student learning. Teachers may be scheduled to support a different instructional modality each day and are therefore exposed to different sets of students rather than a group over the course of a year. As a result, teachers must collaborate with one another to support the needs of every learner. Teachers must agree to a common set of Math Center procedures, protocols, and routines for students to follow.

ABOUT TEACH TO ONE: MATH CENTER


Teach to One: Math Center Operations

The Teach to One: Mathprogramtypicallyfeatures90-minuteclassperiods.Beforeclass,studentsvisit their lockers to pick up any necessary materials such as notebooks. Lockers are often located in the hallway outside the classroom but may be located within the Teach to One: Math Center if necessary.Atthebeginningofeach90-minuteperiod,studentsentertheMathCenterandlookat large monitors to see in which learning area they are scheduled to work for their first session. At the William P. Gray School, each learning area is named after a local college or university. These are identified by brightly colored signs mounted on top of the Learning Module so they may be seen from across the room. Students then pick up their assigned laptops or computer notebooks and go to their scheduled learning spaces for their first instruction blocks. Laptop charging carts arelocatednearMathCenterentrancestofacilitatelaptoppick-upandreturn.Studentscanalsolog onto the Teach to One: Math student portal to view their schedules on their laptops and see where they need to be.

Theclassperiodincorporatesseveralinstructionalblocksandcloseswithaten-minuteblock during which students take their daily assessments. Students transition to their next scheduled blockutilizingclearcirculationroutesasmusicplaysinthebackground.Providingclearrouteshelps make these transitions more efficient and preserves time for learning.

Students look at monitors to determine which learning area they have been assigned to for the upcoming period.

DESIGN YOUR TEACH TO ONE: MATH CENTER

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Selecting Your Site

Several factors should be considered when locating your Teach to One: Math Center within your school. They include having a contiguous space large enough to accommodate the program, a quiet location within the building, access in compli-ance with the Americans With Disabilities Act, and natural light. New Classrooms staff can provide help with this process to find a space that is optimal for both the school and the program.

Each Teach to One: Math Center isanextra-large,openroom.ExistingMathCentersrangeinsizefrom2,400–7,500squarefeetand serve 230–800 students in each school. Typically, the room is created by joining several adjacent classrooms or is carved outofanevenlargerspace.Insomeschools,underutilizedspace has been leveraged. The number of eligible students that a school expects to serve at one time is a key factor in determiningthesizeoftheroom.

William P. Gray School

The prototype Teach to One: Math Center was built at the William P. Gray School in Chicago. Five classrooms were joined to form the Math Center. This entailed some demolition work as well as adjustments to sprinkler, fire alarm, mechanical, electrical, and lighting systems.

Therenovatedclassroomwasthensub-dividedintosmallerlearningzonesusingLearning Module shelving units and rollingwhiteboards.Requirementsforeachlearningzonewereconsidered at a detailed level. In the scheme for the William P. Gray School, locating circulation at the perimeter of the room helped people move quickly around the room and eliminated dead ends. This reserves more time for teaching. Pulling the Learning Modules away from the walls also improved sightlines andhelpedmaximizedaylight.

Additional items that may be required for the renovation of a space, but are outside the scope of this Design Guide, include asbestos abatement, new lighting, new ceiling finishes, air conditioners, and window shades. Other site improvements may be required as a result of a renovation project.

Math Center space after demolition

Clear circulation paths

Before

LEARNING MODULE SYSTEM


About the Learning Module System

In order to meet the unique needs of the Teach to One: Math program, the project team developedasystemofpre-fabricatedshelvingunitscalledLearning Modules. The system is available for purchase from New Classrooms vendors. They will work with you to design and build a system tailored to your school’s needs. New Classrooms works collaboratively with each school on the layout of their Teach to One: Math Center classroom to help ensure the success of the program. The components may be configured to suit the unique spatial and educational needs of each school. Due to changes in enrollment numbers, teachers’ preferences, and the program’s needs, the Teach to One: Math Centerlayoutiscontinuallyre-assessedtodeterminehowthe modelmaybestsupporttheprogram.Thecomponentsmaybere-configuredwithstandardtools.


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There are many benefits to using the Learning Module System:

• Pre-assembledcomponentsaredesignedexpresslyfora Teach to One: Math Center.• Efficienttoorder,fabricate,andassemble.• Fabricationinthecontrolledconditionofamillworkshop results in higher quality as well as quick assembly onsite.• Designedtobedurable,flexible,andmulti-functional.• Unitsmaybere-assembledtochangeconfigurationsas needs change.• Modern,colorfullookcreatesaninvitingandinspiring environment.• Optionalfeaturesaccommodatedifferentbudgets.

The design and location of each Learning Module component isconsideredinordertomaximizetimespentonteachingandlearning. By integrating support functions such as whiteboards, there are fewer freestanding pieces in the room. This reduces trippinghazardsanddistractingvisualclutterandmaximizesspaceforstudents.Unitsaresecuredtothefloortopreventtheunits from being knocked or pulled over. At the Teach to One: Math Center in the William P. Gray School, the components werejoinedtoformsix78-inch-tallunitstosubdividethe3,400square-footspace.

The Learning Modules provide teaching surfaces, storage, signage, and power and data connectivity. The use of open shelvingandclosedstorageturnstheunitsintospace-dividingscreens that break down the larger classroom into smaller, more intimate learning environments. The units are visually permeable and enable the teachers and students to remain connected. A rolling whiteboard may be mounted on either side of the unit to provide additional functionality. Depending on the location of power and data access in your Teach to One: Math Center, integrated power and data poles may be incorporated.

System Assembly

The Learning Module system is comprised largely of pre-assembledcomponentsthatcanbeeasilyshipped andquicklyinstalledonsitewithstandardtools.Thesizeofthecomponents is modest. Each can be handled by two people, evenwithcurbsidedeliveryandwalk-upconditions.Tominimizestaging and installation time onsite, components may even be shippedpre-assembled.

Sliding whiteboard

Transparency and privacy

Metal base bolted to floor

Integrated power/data pole



A typical Learning Module unit sits on a metal or wood base thatmaybeeasilyleveledandfastenedtothefloor.Storagecomponents may be attached to the base and additional components may be added. These include storage compo-nents, sliding whiteboards on rails, power poles affixed between units, and wire bins to house teaching materials and supplies. A palette of durable materials combined with strategically placed accent colors helps the Learning Module turn the blandest classroom into a warm and lively environment. The colored laminate accents also indicate removable shelf components. Thesemayberemovedtoincreasethesizeoftheshelvingbays.

Learning Modulesareavailableinapproximatelyfour-footandsix-footlengthstoallowforassemblyofseveralunitstosuita varietyofclassroomsizes.TheinstallationattheWilliamP.GraySchool uses overall unit lengths of six feet, 12 feet, 16 feet, and 18 feet. Assemblies of four, eight, ten, and 20 feet are also possible usingthesamemodules.Theymaybesingleordouble-sided.

The primary material used for the construction of the Learning Moduleispre-finishedbirchmulti-plyfromFinland.Birchtrees are carefully farmed in Finland, where sustainable methods of forestingareanage-oldtradition.Afilmfinishisappliedinthefactory to the wood sheets under environmentally responsible conditions. At this stage of the process, the plywood sheets are free from offgassing and their overall emission level is comparable to that of untreated wood. FSC Chain of Custody certification and a material data sheet are available upon request.

IfyouareorderingcomponentsforaLEED-registeredproject,please note that Learning Modules are manufactured using renewable materials in upstate New York. LEED credit may be available depending on the location of your project.

Once your Learning Module requirements are confirmed, production documents are signed, and a deposit is received, orders ship typically within four to six weeks. New Classrooms staff will help each school to determine the unique needs of your school and guide you through these steps.

The Learning Module system provides both durability and added functionality designed specifically to support the Teach to One: Math program. This includes storage for learning materials thatmaybeclosedand/orlocked,way-finding,andgraphics.Learning Modules create an inviting and sophisticated environmentreflectingtheprogram’sadvancedtechnologyandlevel of innovation. The system costs are similar to custom millwork built for other Teach to One: Math Centers and are easier to deliver and assemble.

Easy access to teaching materials

Removable panels provide flexibility

Fin-ply edge and colored accents

LEARNING MODULE SYSTEM ASSEMBLY

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1. Metal Base (six-foot width)

3. Upper Storage (six-foot width)

5. Lower Storage (four-foot width)

2. Lower Storage (six-foot width)

4. Metal Base (four-foot width)

6. Upper Storage (four-foot width)

LEARNING MODULE SYSTEM ASSEMBLY


7. Power/Data Pole

9. Lower Storage (six-foot width)

11. Sliding Whiteboard

8. Metal Base (six-foot width)

10. Upper Storage (six-foot width)

12. Signage


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Finishes and GraphicsCreating a classroom environment that is inviting and easy to maintain is determined in part by the selection of carpet, paint colors, ceiling tiles, and other finishes. At the William P. Gray School, the architect used accent colors in the carpet to create “islands” of activity in each learning area. Carpet should be durable and designed for educational use. The color palette createsacalmatmosphereinwhichtolearnthatreflectsthesophistication of a college or university setting. A dark accent wall paint provides a calming background for students working in the Virtual Learning Instruction area.

Colorful graphic design components are used throughout the Teach to One: Math Centertoprovideway-findingandmessaging relating to the program.

Large-scalesignsaremountedtothetopoftheLearning Modules and perimeter walls and designate the different learning spaces.

Signage helps orient students

Dark accent wall is a calm backdrop for the Virtual Learning Area.

Sophisticated and lively palette



Learning Module end panels are engraved with math vocabulary words and formulas. They serve as billboards for key terminology and provide visual interest. A range of wood finishes is available.Opaque acrylic panels may also be used to provide bold colors.

At the William P. Gray School, an aluminum recognition plaque, visible from the main entry, was mounted to acknowledge Teach to One: Math supporters. SustainabilitySchool communities have become increasingly aware of the importance of sustainability in the design of their facilities, selection of furniture and finishes, energy usage, and selection ofcleaningmaterials.“Green”classroomsemphasizedaylightandminimizingglare,usingenergyefficientlightingandequipment, eliminating the use of construction materials that contain harmful ingredients, taking measures to improve indoor airqualityandacoustics,andusingeco-friendlycleaning products to maintain the classroom.

In the William P. Gray School, products of sustainable derivation were specified including Learning Module components. These have a high level of recycled content and/or high recycleability, with no offgassing.

For more information about sustainable schools:

The American Architectural Foundation http://www.archfoundation.org/category/great-schools-by-design/

The Center for Green Schools at the U.S. Green Building Councilhttp://www.centerforgreenschools.org/main-nav/k-12/what.aspx

1190_New ClassroomA4A Right Side18mm - Natural(1) PcGSU / Flip

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1190_New ClassroomA4A Left Side18mm - Natural(1) PcGSU / Flip

A4 Side Panel W 3/4" x D 14 1/4" x H 72"

Sides panels, to be 18mm birch plywood,13 ply exterior glue, w/ clear melamine (Natural).

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1190_New Class RoomA4 Fin Side PanelsScale: 3/4" = 1'-0"12.12.2012Drawing 1 of 3

1190_New ClassroomA4B Right Side18mm - Natural(1) PcGSU / Flip

1190_New ClassroomA4B Left Side18mm - Natural(1) PcGSU / Flip

Side panels to have routed characters or holes.

Shipping : Attached via in field threaded inserts(Inserted by 4C) via fasteners provided by MOI.

Order of (12) - (1) of each


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Recognition plaque


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Code ComplianceTeach to One: Math Centers shall comply with all applicable local, state, and federal codes and regulations including, but not limited to, structural, mechanical, power, lighting, data, and plumbing. Furniture layouts shall meet ADA guidelines for clearances and accessibility. All furniture and materials shall be approved for institutional use. Learning Modules shall be fastenedtothefloortomeetsafetyandcoderequirements. These bolted connections may be removed as needed to change the layout of the modules.

SecurityTeach to One: Math Centers house an array of computers, flatscreens,photocopiers,andotherequipment.Someitems,suchasflatscreenTVmonitorsandinteractivewhiteboards,arebolted in place. Other equipment such as laptop computers are stored and charged in lockable, rolling carts. Some schools have chosen to augment security by building lockable rooms and adding security camera systems. We recommend that each school consider how equipment should be stored in a secure manner that is appropriate for its school community.

Power and DataPower and data connections may be provided for the interative whiteboard,orforotherteacher-operatedequipment(e.g.ateacher’s laptop or projector), through power poles mounted within the Learning Module assembly. This provision is a matter of safety as well as convenience and design—long cables trailingacrossthefloortowalloutletsaretrippinghazards,taketime to plug and unplug, and are unsightly. Power and data may be provided to sections of the divided raceway from the ceilingorfloor.Thepowerpolecoversareremovablefor installation of the wiring. The layout of Learning Modules may change over time as needs evolve. Power and data supplied from within a dropped ceiling, as was done at William P. Gray Elementary,orevenbyceiling-mountedconduit,maybe relocated as necessary to accommodate these changes. Student equipment is powered by charging carts and wireless connectivity and does not need to be plugged in during class. Integrated power/data pole



Theuniquestructuralconditionsofeachschoolwillinfluencehowbesttosupplypoweranddata.Methodsincluderunningcableswithinasuspendedceilingand/orraised-floorcavity;surface-mountconduitonconcrete-slabceiling;andcoredrillingthroughaconcrete-floorslaband surface-mountconduitontheceilingbelow.Determiningfactorsincludecost,time,andnoise.

The following suggestions are for reference only. We recommend that the overall power and data layout be developed in conjunction with licensed professionals familiar with your school’s unique needs and as per code.

• Poweranddataoutletsshouldbeprovidedregularlyattheperimeterofthespaceasper code or at a maximum spacing of 12 feet.• Poweroutletsshallbeprovidedforlaptopchargingcarts,accesspoints,interactive whiteboards,ceiling-mountedprojectors,monitors,andVirtualLiveTutoringlearningareas.• DataoutletsshallbeprovidedinbothlearningandsupportareassuchastheTeacher’s Area and Staging Area in order to accommodate printers, copiers, and other equipment.• Dataoutletsshallbeprovidedbeloworadjacenttoeachinteractivewhiteboardwhen wall-mounted.• WhenaninteractivewhiteboardismountedonaLearning Module, power shall be run throughapowerpolefedeitherthroughthefloororceiling.• Eachlaptopchargingstationshouldhaveitsowncircuitbreaker.• Poweroutletsforwall-mountedflat-screentelevisionsshouldbewall-recessedbehindthescreen.• Powerconnectionsshallbeabovetheceilingtilesiftheflat-screentelevisionisceiling-mounted.• Powershallbeprovidedfromthefloortopowerpolesiftheflat-screentelevisionis deck-mountedonaLearning Module.

LightingStudies have shown that good lighting can improve student performance. Light fixtures that minimizeglareshouldbespecifiedandlaidouttoprovideevendistribution.Lightingshould provideaminimumof30/50fcat30inchesaboveafinishedfloorontablesurfaces.Abalance between natural and artificial lighting should be sought. We recommend that new, operable blinds be purchased to support the need to darken sections of the classroom at times.

AcousticsEach Teach to One: Math Center may accommodate hundreds of students and five to ten teachers engaging with one another simultaneously. Creating an acoustically appropriate environment is particularly challenging. In order to mitigate the noise level, the installation of carpet tiles and sound-absorbingceilingtilesisstronglyrecommended. Learning Modulesalsoactassoundbafflesandhelp mediate some of the sound transmission across the space while still allowing for visual connectivity. Acoustically absorbent panels such as pin board may also be applied to the walls.

AttheWilliamP.GraySchool,theuseofcarpet,sound-absorbing ceiling tiles, and the Learning Modules helped mitigate sound and improve acoustics.

Sound absorbing ceiling tiles and suspended baffles

LOOSE FURNITURE

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Cost-effective,durabletablesandchairswereselectedforuseattheTeach to One: Math CenterattheWilliamP.GraySchool.Tablesofdifferentshapesandsizeswerecombinedtofulfilltheseating requirements for each learning area. This furniture accommodates multiple instructional modalitiesandenablesflexiblelayouts.Alltablesfeaturethesamelight-colored,mar-resistanttopsto maintain consistency throughout the space even as the tables are moved and reconfigured. Whilethelightcolorisreflectiveandgivestheroomabrighterappearance,pencilmarksandmarksfromslidinglaptopsarevisible.Whiletheymaybecleanedeasily,amedium-coloredgreysurface may be more desirable.

Thelevelofcomfort,tip-resistantstability,durability,colorrange,andcostwereallconsideredwhenselecting chairs. Chair colors, in combination with varying carpet colors, were assigned to different learning areas to help distinguish them. The chair color palette relates to the larger Teach to One: Math Center color palette that is derived from the colors of the New Classrooms logo.

Refer to Appendix page 33 for details.

C1

T1

T8

C2

T2/T3/T4

M1

C3 C4/T6

T7 T5

F1 Bin

LEARNING AREA DESCRIPTIONS


Live Investigation (LIN) • Oneteacherworkswith15–20studentstoexplorea particularmathematicalconceptorskill;teacherscan use lessons provided by Teach to One: Math or use their own approaches.• AninteractivewhiteboardinacentrallocationisidealforLIN.• Ifaninteractivewhiteboardisnotavailable,acentrally located whiteboard is required. • Studentsneedaclearlineofsighttotheprimaryteaching location. • Studentscanbeseatedattablesoratindividualdesks grouped by four, six, eight, or ten. • Nopowerand/ordata(asidefromanythatfeedsan interactive whiteboard) are required for this area.

Small Group Collaboration (SGC) • Threetosixstudentsworkcollaborativelytosolvea math problem.• Activitytablesthatseatsixstudentspertablearerequired for this modality. • Teacherswillbefloatingbetweeneachofthetablesinthis area to support the students, so walkways and spacing between these tables should be comfortable.• Thereshouldbethreetofouractivitytablesinclose proximity to one another. • Teacherscanhaveawhiteboardspace,thoughnot required, to support students.• Therearenospecificpowerordataneedsforthislocation.

Outlined below are each of Teach to One: Math’s modalities and the corresponding space and furniture configurations required to support effective learning in each one.


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Peer-to-Peer (P2P) • Twotothreestudentsteachoneanotherstrategiestosolve a math problem.• Groupingsofdesksorsmalltablesthatseattwotothree students are needed.• Teacherscanhaveawhiteboardspace,thoughnot required, to support students.• Therearenospecificpowerordataneedsforthislocation.

Coached Virtual Instruction (CVI) • Ateacher-supporteddigitallessonprovidesinstruction related to a particular skill.• Studentscanbeseatedattablesoratindividualdesks grouped by four or six.• Teacherswillbefloatingbetweeneachofthetablesinthis area to support the students, so walkways and spacing between these tables should be comfortable.• Thespaceshouldpromoteindependentstudentwork even at an activity table.• Therearenospecificpowerordataneedsforthislocation.

Virtual Reinforcement (VR) • Anindependent,virtuallessonreinforcesspecificconcepts and allows students to practice skills.• Studentscanbeseatedattablesoratindividualdesks grouped by four, six, eight, or ten.• Thespaceshouldenablestudentstoworkindependently even at an activity table.• Therearenospecificpowerordataneedsforthislocation.

Virtual Live Tutoring (VLT) • Astudentworksone-to-onewithalivevirtualtutorlocated offsite;studentsandtutorsinteractthroughvoiceand online chats.• Thespaceshouldenablestudentstoworkindependently even at an activity table.• Computersinthisareamustbehardwiredandcharging atalltimes;thereforethisareaneedstobeflushwith a wall or a Learning Module in order to accommodate the associated wiring.



Tasks • Tasksessionstakeplaceovermultipledays.Studentsuse avarietyofrelatedskillsinreal-worldapplications.For example,studentsmightanalyzethecostsandbenefits of purchasing a hybrid car and use the skills they acquire through this work (e.g., multiplication, estimation, and calculating gas mileage) to defend a purchasing decision.• Overthecourseofeachtask,teacherscandrawona variety of modalities as well as their own approaches.• Aninteractivewhiteboardinacentrallocationisidealfor tasks. If an interactive whiteboard is not available, a centrally located whiteboard is required.• Studentsneedaclearlineofsighttotheprimaryteaching location. • Studentscanbeseatedattablesoratindividualdesks grouped by four, six, eight, or ten. • Nopowerand/ordata(asidefromanythatfeedsan interactive whiteboard) are required for this area.

Independent Practice (IP) • Studentsworkindependentlyonprintedlessonsand worksheets to practice specific skills.• Studentscanbeseatedattablesoratindividualdesks grouped by four, six, eight, or ten. • Thespaceshouldpromoteindependentstudentwork even if at an activity table.• Therearenospecificpowerordataneedsforthislocation.

SUPPORT AREA DESCRIPTIONS

26

Screen Area • Spacemustbeabletoaccommodate threelarge(~48inches)flat-screen televisions, either mounted to a bookshelf or mounted from the ceiling. Note: In some cases, New Classrooms has mounted TVs to a wall either near an entryway or in the exterior hallway of the space.• Screensshouldbeadjacent,sostudents can view their schedules for the entire day.• Entrywaymustbeatleastsixfeet,but preferably eight to ten feet from the entry doors.• Spacemusthavepoweranddata either through poles to ceiling outlets or fromfloorunits.• Screensmustbeataheightatwhichthey are easily readable for middle school students.

Teacher Area • Eacheducatorwhoteachesintheprogram must have an individual desk area. • Additionally,NewClassrooms’on-sitestaff (one to two people) need to have a desk area as well as table space to be used as a staging area. • Storage(non-lockable)spaceisneeded fortheorganizationofmanipulatives.• Teachersmusthaveindividual,lockable storage both for personal items as well as for confidential student files.• Ideallythesestorageunitswouldalso accommodate hanging folders. • Ideallytherewouldbesomestorageunits thataccommodate11-inchx17-inchfiles.• Spaceshouldbeabletoaccommodatea high-speed,tabletopprinter.Thisshouldbe a network printer. • Spacemustbeabletoaccommodatea multifunctional printer/copier. This should be a network copier. • Communalspacetoaccommodate additional personnel resources (teaching residents, special education teachers, teachers of English language learners, etc.) should also be available.



Teach to One: Math Center Evaluation The Teach to One: Math Center is a dynamic model that is constantly being refined. In order to inform this process more than 300 students took part in a blind computer survey in February 2013. We appreciate the feedback shared by students and teachers at the William P. Gray School and include key findings below. As other schools set up their own Teach to One: Math programs we encourage them to involve all stakeholders in ways that are appropriate within their school communities.

• WhenaskedwhethertheypreferhavingclassintheMathCenterorinanyotherclassroom, 80% of students noted their preference for learning in the Math Center.

• TheLearning Modulelayouttosub-dividetheclassroom,comfortablefurniture,naturaland artificial lighting, and colors in the Math Center create a learning space that 67% of students say makes it “pretty easy” to “very easy” for them to focus on their lessons.

• 63%ofstudentsfindthefurnitureintheMathCentertobe“prettycomfortable”to“very comfortable,” with more than half of students remarking that the colors are “pretty nice to great.”

• Whenmovingfromonelessonortasktothenext,57%ofstudentssayitis“prettyeasy”to“very easy” to move around the Math Center, and 72% use the Teach to One standard signage (red signs or wall signs) to locate their next lesson.

APPENDIX

28

Technology StandardsEach school district New Classrooms partners with has its own set of technology standards, procurement rules, and vendor agreements. As a result, New Classrooms can only provide general standards and minimum operating requirements and cannot require specific hardware/software models. Included in these guidelines are recommended hardware models that districts can use as a reference point for final procurement decisions. Prior to purchase, New Classrooms and the district will collectively review each item to ensure that it meets Teach to One: Math program requirements and that sufficient quantities are ordered.

Hardware ConfigurationLaptops used for the Teach to One: Math program are the property of that school and/or district. Schools and school districts are responsible for imaging each computer. The factory standard is typically the initial standard image that all machines in that school or district use. New Classrooms will provide the following:

• Alistofrequiredsoftwareandplug-insthatmustbeinstalled onto each laptop. • Shortcutstospecificwebsitesthatneedtobeaddedtothe desktop, including the Teach to One: Math student portal. • Networktestingspecificationstoensurestudentsareable to access relevant digital content websites and watch instructional videos without being blocked by the district’s firewall.

Depending on the resource capacity at each district, this custom installation and testing can be done in partnership with NewClassrooms’technologysupportteam.Computersareup- dated and maintained throughout the year to address changes that New Classrooms’ digital content partners make to their programs and to provide for the addition of new partners’ content.

APPENDIX


Equipment Quantity Recommended Model Notes

Laptops 1 for every student in the program + 10% for spares

Prefer Windows OS

Tablet Laptops 8 for every 100 students Prefer Windows OS Currently using HPs and Lenovos

Black & White Multifunction Printer

1 for every site Sharp MX-M850 Need a finisher

High output printer, copy machine

Printer Supplies (toner, staples)

18 toners (2 per month, 9 packs of staples for the printer)

Dependent on purchased printers

Screens 3 screens for the Math Center*

*Depending on the number of students served and the space this number may vary

Mini-computers 1 per screen + 1 spare

Used to power and launch the Big Board website

Tablets 1 per staff member (including student teachers and math directors) + 1 spare for every 10

Apple iPad 2 or above May want to include covers with hand straps for easier teacher use

Access Points 1 per every 25 students in the space and adequate coverage for all classroom space

Cisco AIR-LAP1262N-A-K9 Aerohive HiveAP 120

Dual-band wireless N capable model —fastest; handle students faster

WAP Controller 1 per school Cisco AIR-LAP1210 or equivalent

Network Connections 30 for every Center More flexibility

Interactive Whiteboards 1 per every section of students served

SMARTBoard or Prometheum boards

Laptop Charging Carts 1 for every Math Advisory section in the Center

Bretford LAP30ULV-CT 30 Computer Intelligent Laptop Cart

Tablet Laptop Charging Carts

1 for every Center

Mobile Projectors 1 for every Center

Headphones 1 for every student in the largest cohort + 10% spares

Headsets 10 for every 100 students

Speakers 2 per screen

APPENDIX

30

BaseBaseshavebuilt-inlevelersandbracketsthatallowsecure fasteningtothefloor. (5 inches height x 44.5 or 72 inches length x 15.75 inches depth)

• OptionA:Steelbases,weldedinadarkgrey,powder-coated finish are raised several inches for easier cleaning below the units • OptionB:Plywoodbasewithdarkgreylaminatefinish• Bothcomewithlevelersandbracketsforconnectionto thefloor

Lower Storage Storageinthemulti-plybaseunitisavailablewithopenshelving,adjustableshelving,cabinetwithdoor,one-sideddrawer,andtwo-sideddrawer. (35 inches height x 44.5 or 72 inches length x 15.75 inches depth)

• OptionA:Openshelving• OptionB1:Cabinetwithone-sideddoor• OptionB2:Cabinetwithtwo-sideddoor• OptionC1:Drawer:one-sided• OptionC2:Drawer:two-sided• OptionC3:Largestoragecompartments• OptionD1:Adjustableshelvingin½inchmulti-plyormetal• OptionD2:Adjustableshelvinginaluminum• OptionE:Lockfordoorordrawer• OptionF1:Metalbins• OptionF2:Plasticbins

Learning Module Components

APPENDIX


Upper Storage Storageinthemulti-plyupperstoragemoduleisavailablewith removablepanelstoprovideflexibility. (43 inches height x 44.5 or 72 inches length x 15.75 inches depth)

• OptionD1:Shelvingin11/16-inchmulti-ply• OptionD2:Shelvinginaluminum• OptionE1:Metalbins• OptionE2:Plasticbins• OptionF:Removablepaneltoprovidelargerstorageareas

Power Pole Standard aluminum raceway to incorporate power and data. (72 inches height x 2 inches length x 2 inches depth)

Whiteboard Laminatedmulti-plypanel. (42 inches height x 70 inches length)

• OptionA1:Learning Module-mounted• OptionA2:Wall-mounted• OptionB1:Fixedinplace• OptionB2:Rail-mountedtoservedifferentgroupswithin learning area

Mount for Interactive Board• Option1:Multi-plysubstrateattachedtoLearning Module to accept interactive board• Option2:Multi-plysubstrateattachedtowall

End Panels11/16-inchmulti-plypanelstieloweranduppercomponents together and cap the sliding whiteboard rail and assembly. (72 inches height x 15.75 inches width)

• Option1:Routedmulti-ply;refertopage19forcolors• Option2:Laminateon11/16-inchmulti-ply• Option3:6mmopaqueacrylicon11/16-inchmulti-ply

APPENDIX

32

Signage 6mm acrylic bolted to sign posts. (Sign:9.5inchesheightx36incheslength; Post: 33.5 inches height x 2 inches length x 2 inches depth)

• Option1:Learning Module-mounted,mayaccommodate single or double conditions• Option2:Wallmounted,singlemountedonly

Shelf• Option1:Multi-ply½inchthickwithlaminatedfinish• Option2:Aluminumshelf,powder-coated

Material TraysStorage for class materials prepared before class to save time during class.

• Option1:Aluminumsheet• Option2:Aluminumwire• Option3:Plastic• Option4:Cardboard

Laptop TableMulti-plywithaluminumlegs. (36 inches height x 18 inches length x 18 inches depth)

Rolling CartsMulti-plyandaluminumcarts. (36 inches height x 18 inches length x 18 inches depth)

• OptionA1:Openshelves• OptionA2:Drawer• OptionA3:Cabinetdoor

APPENDIX


Code Item Qty(1) Manufacturer Model Model Number

C1 Student Chair 204 Hon Smartlink HSS4L-18B.(Color)(2).Y

alternate 1 KI Intellect Wave IW418

alternate 2 Vanerum Stelter Flow 4-leg SG.FL.4L.17

alternate 3 Vanerum Stelter Airley 4-leg SG.AY.4L.17

C2 Teacher Chair 8 Hon Smartlink HSSTK-18B.H.LM

alternate 1 KI Intellect Wave IW418C

alternate 2 Vanerum Stelter Flow 4-leg SG.FL.5A.SE

alternate 3 Vanerum Stelter Airley 4-leg SG.AY.5A.SE

C3 Armchair 4 Herman Miller Eames Armchair DAW-BKZ5ZE

C4/T6 Side Table / Stool 2 Artek Aalto Stool E60 (Natural Birch)

T1 Table (30” x 60”) 18 Hon Huddle HON MT3060E.N.B9.S(3)

alternate 1 Vanerum Stelter Fit TB.FIG.R.6030.F

alternate 2 Scholar Craft 8400 + 9400 series SC2140

alternate 3 Hon Utility Table HON UTM3060

alternate 4 Hon Activity Table HON ESR3060


alternate 1 Vanerum Stelter Fit TB.FIG.R.7230.F

alternate 2 Scholar Craft 8400 + 9400 series SC2140






T4 Table (26” x 60”) 4 Hon Activity Table EST3060.B9.5.X

T5 Laptop Table 4 Milder Office Laptop Table

T7 Table (48” x 48”) Hon Activity Table HESS48.B9.3.X

T8 Rolling Cart Milder Office Rolling Cart (Refer to page 34)

M1 Whiteboard - Mobile 3 Luxor MB4836WW

Fi Teacher’s File Cabinet 6 Hon Pedestal ‘N’ Pull H17723N (B/B)

Bin Material Tray 100 Rolodex Wire Mesh Bin 11-3/8" x 13-1/4" x 2-3/4"

Math Center Furniture

(1) Quantities for prototype built at William P. Gray School(2) Chair Colors: Tangelo (TG), Platinum (PT), Lime (LM), Shadow (SD); See floor plans for color distribution(3) With HMBPOST post base leg (casters on T1 & T2; glides on T3); Color: Charcoal

APPENDIX

34

Main Entry

Laptop Table at Wall-mounted Whiteboard

William P. Gray School Furniture Plan

Learning Area Signage

Table and Chairs

Laptop Charging Cart

Learning Module

Flat-Screen Monitors

Rolling Whiteboard

Interactive Whiteboard

Teacher’s Office

APPENDIX


Sample Furniture Plan, Type 1

APPENDIX

36

Sample Furniture Plan, Type 2

teach to one: math center design guide

Documents

math center evaluation

math centerpreface

gray school furniture

learning area descriptions

learning module system

loose furniture details

sample furniture plans

space design