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EF 000 470
Planning and Equipping Business Education Classrooms.California State Dept. of Education, Sacramento.Pureau of Pusiness Education.61370.
EDPS Price MF-cfi0.25 HC-$1.95*Business Education, Classrooms, EducationalFacilities, Educational Planning, EducationalSpecifications, Equipment, Laboratories, LearningLaboratories, School Design, *School Planning
ABSTRACTThe guide emphasizes methods of planning rather than
making special recommendations. Business education facilities ofPrimary concern are junior and senior high schools or four yearschools. The need for the cooperation of state planning agencies withlocal officials is mentioned. Noise factors, related activities andspace allocations are among the many requirements of the educationalspecifications. Facility lists are included as well as space adequacysurveys and special considerations for junior college facilities. (RH)
4:1MVINT
0
0O4-24
UJ
PLANNING AND EQUIPPING
BUSINESS EDUCATIONCLASSROOMS
Prepared by
THE BUREAU OF BUSINESS EDUCATION
California State Department of Education
U.S. DEPARTMENT OF HEATH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NO1 NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
FOREWORDThe rate at which :aew school buildings must be made available depends
upon (1) the growth of school population; and (2) the number of buildings
in use that must be replaced because of obsolescence. The type of new build-
ings needed (' Tends upon the educational program that is required to meetthe needs of our society. In planning new school facilities, including those for
business education, every known step should be taken to secure the facilities
required to meet the needs that exist and the flexibility essential to meeting
the needs that will likely arise during the years the facilities will be used.
The material in this publication was developed by the Bureau of Business
Education with the assistance of school administrators, curriculum directors,
business educators, personnel of the Bureau of School Planning of the Cali-
fornia State Department of Education, and architects. The suggestions and
guidelines presented should be most helpful in planning business educationfacilities that will be appropriate for the programs to be offered, adequate for
enrollments to be served, and sufficiently flexible that required adjustments
can be readily made as program changes are required..
iii
Superintendent of Public Instruction
PREFACE
Planning and Equipping Business Education Classrooms is designed to
assist school districts and architects in planning business education facilities
to meet the present and future needs in this important area of education.
Charles D. Gibson, Chief, Bureau of School Planning, California State
Department of Education, assisted in making this publication one that opens
new avenues for the type of educational planning that provides a sound basis
for all other essential planning of educational facilities. Conferences with
school personnel and architects were held throughout the state for the purpose
of gathering material to be included in this publication. The pictures used to
show desirable business education facilities were supplied by various school
districts. Nathan H. Boortz, Director of Technical and Vocational Education,
Foothill College, and Wayne L. Sorenson, Administrative Assistant in Charge
of Curriculum, Hayward Union High School District, reviewed the material
and suggested desired changes.The staff of the Bureau of Business Education planned and prepared this
publication. M. Claire O'Brien, Consultant in Business Education, Bureau of
Business Education, had major responsibility for assembling and organizing
the material.
RICHARD M. CLOWESAssociate Superintendent ofPublic Instruction; and ChiefDivision of Instruction
R. C. VAN WAGENENChief, Bureau of
Business Education
AC
KN
OW
LE
DG
ME
NT
S
The
Bur
eau
of B
usin
ess
Edu
catio
n ta
kes
this
oppo
rtun
ity to
ac-
know
ledg
e th
e w
ork
done
by
the
follo
win
g in
divi
dual
s an
dth
e st
affs
of s
choo
l dis
tric
ts a
nd a
rchi
tect
ural
fir
ms
in p
lann
ing
and
deve
lop-
ing
this
pub
licat
ion.
Phili
p A
shw
orth
, San
Die
go C
ity U
nifi
ed S
choo
l Dis
tric
tH
arry
IV
. Bag
gett,
Jr.
, Har
ry E
lls H
igh
Scho
ol. R
ichm
ond
Uni
on H
igh
Scho
ol
Dis
tric
tN
atha
n B
oort
z. F
ooth
ill C
olle
ge, M
ount
ain
Vie
wD
onal
d C
ampb
ell.
Los
Ang
eles
City
Sch
ool D
istr
icts
Mrs
. Ida
Cla
rke,
Mer
ced
Uni
on H
igh
Scho
ol D
istr
ict
Fred
Coo
k, S
tanf
ord
Uni
vers
ityG
ilber
t Eck
ern,
Am
eric
an R
iver
Jun
ior
Col
lege
, Sac
ram
ento
Cou
nty
Law
renc
e E
rick
son,
Uni
vers
ity o
f C
alif
orni
a, L
os A
ngel
esM
cKee
Fis
k. F
resn
o St
ate
Col
lege
Alb
ert C
. Fri
es, C
hico
Sta
te C
olle
geL
ouis
J. G
entil
e, C
haff
ey J
unio
r C
olle
ge, O
ntar
ioW
illia
m G
oss.
Col
lege
of
San
Mat
eoJe
ssie
Gus
tafs
on. L
os A
ngel
es S
tate
Col
lege
Geo
rge
Han
ley,
Ana
heim
Uni
on H
igh
Scho
ol D
istr
ict
Ric
hard
Hel
m. F
resn
o C
ity U
nifi
ed S
choo
l Dis
tric
tW
illia
m H
imst
reet
, Uni
vers
ity o
f So
uthe
rn C
alif
orni
a, L
os A
ngel
esG
eorg
e H
inkl
e, W
estm
oor
Hig
h Sc
hool
, Jef
fers
on U
nion
Hig
h Sc
hool
Dis
tric
t.Sa
n M
ateo
Cou
nty
Heb
er H
. Hol
low
ay, W
hitti
er U
nifi
ed H
igh
Scho
ol D
istr
ict
Ral
ph J
ohns
on, P
acif
ica
Hig
h Sc
hool
, Mt.
Dia
blo
Uni
fied
Sch
ool D
istr
ict,
Con
tra
Cos
ta C
ount
yR
ober
t M. J
ohns
ton,
San
Fra
ncis
co S
tate
Col
lege
Erw
in K
eith
ley,
Uni
vers
ity o
f C
alif
orni
a, L
os A
ngel
esM
ildre
d L
ee. S
an G
abri
el H
igh
Scho
ol, A
lham
bra
City
Hig
hSc
hool
Dis
tric
tM
urra
y L
ewis
, San
ta M
onic
a C
ity C
olle
geJo
hn H
. Lin
n. S
an F
ranc
isco
Sta
te C
olle
geH
enri
etta
Mar
tin. E
l Cam
ino
Col
lege
Dru
mm
ond
McC
unn,
Con
tra
Cos
ta J
unio
r C
olle
ge D
istr
ict
Gle
nn M
erce
r, S
an F
ranc
isco
City
Col
lege
Mrs
. Eliz
abet
h Pe
l let
t, W
hitti
er U
nion
Hig
h Sc
hool
Dis
tric
tL
este
r Sc
hwar
tz. S
an. J
uan
tnif
ied
Scho
ol D
istr
ict,
Sacr
amen
to C
ount
yH
arry
Sch
wilk
e, S
an J
uan
tnif
ied
Scho
ol D
istr
ict,
Sacr
amen
to C
ount
yH
. H. S
eman
s, F
ooth
ill C
olle
ge. M
ount
ain
Vie
wW
ayne
Sor
enso
n. H
ayw
ard
Uni
fied
Hig
h Sc
hool
Dis
tric
t
V
Edw
in A
. Sw
anso
n, S
an J
ose
Stat
e C
olle
geD
ean
E. T
rigg
s, C
ount
y Su
peri
nten
dent
of
Scho
ols,
Ven
tura
Cou
nty
Mrs
. Eve
lyn
Tw
addl
e, S
hast
a Ju
nior
Col
lege
, Red
ding
Rob
ert W
alke
r. S
an J
ose
Stat
e C
olle
geH
erbe
rt W
arne
, Col
lege
of
San
Mat
eoM
rs. C
ora
War
ner.
Los
Ang
eles
City
Sch
ool D
istr
icts
Mar
y A
lice
Witt
enbe
rg. L
os A
ngel
es C
ity S
choo
l Dis
tric
tsG
. H. W
ombl
e, L
os A
ngel
es C
ity S
choo
l Dis
tric
tsB
ryce
You
rd, H
ighl
ands
Hig
h Sc
hool
, Gra
nt U
nion
Hig
h Sc
hool
Dis
tric
t,Sa
cram
ento
Cou
nty
And
rew
P. H
ill H
igh
Scho
ol, E
asts
ide
Uni
on H
igh
Scho
olD
istr
ict,
Sant
aC
lara
Cou
nty
Cup
ertin
o H
igh
Scho
ol, F
rem
ont U
nion
Hig
h Sc
hool
Dis
tric
t, Sa
nta
Cla
raC
ount
yH
arry
Ells
Hig
h Sc
hool
. Ric
hmon
d U
nion
Hig
h Sc
hool
Dis
tric
tW
estm
oor
Hig
h Sc
hool
, Jef
fers
on U
nion
Hig
h Sc
hool
Dis
tric
t,Sa
n M
ateo
Cou
nty
Paci
fica
Hig
h Sc
hool
, Mt.
Dia
blo
Uni
fied
Sch
ool D
istr
ict,
Con
tra
Cos
taC
ount
ySa
n Ju
an U
nion
Hig
h Sc
hool
Dis
tric
t, Sa
cram
ento
Cou
nty
Whi
ttier
Uni
on H
igh
Scho
ol D
istr
ict
Mer
ced
Uni
on H
igh
Scho
ol D
istr
ict
Los
Ang
eles
City
Sch
ool D
istr
icts
Hay
war
d U
nion
Hig
h Sc
hool
Dis
tric
t
Ree
d le
y Ju
nior
Col
lege
, Ree
d le
y Jo
int U
nion
Hig
h Sc
hool
Dis
tric
tE
l Cam
ino
Juni
or C
olle
ge, E
l Cam
ino
Col
lege
Shas
ta J
unio
r C
olle
ge. S
hast
a U
nion
Hig
h Sc
hool
Dis
tric
t, R
eddi
ngA
mer
ican
Riv
er J
unio
r C
olle
ge, S
acra
men
to C
ount
yO
rang
e C
oast
Jun
ior
Col
lege
San
Fran
cisc
o C
ity C
olle
geSa
n M
ateo
Jun
ior
Col
lege
Foot
hill
Juni
or C
olle
ge, M
ount
ain
Vie
wSa
nta
Mon
ica
City
Col
lege
Ant
elop
e V
alle
y Ju
nior
Col
lege
, Ant
elop
e V
alle
y Jo
int U
nion
Hig
h Sc
hool
Dis
tric
t, L
anca
ster
Bum
p A
ssoc
iate
s, A
rchi
tect
s fo
r Fo
othi
ll Ju
nior
Col
lege
John
Car
l War
neck
e, A
rchi
tect
s fo
r C
olle
ge o
f Sa
n M
ateo
H. L
. Gog
erty
Ass
ocia
tes,
Arc
hite
cts
for
Ant
elop
e V
alle
y Ju
nior
Col
lege
CON TENTSPage
FOREWORDill
PREFACEiV
ACKNOWLEDGMENTS
Introduction1
Basic Considerations in Planning Business Education Facilities. 3
General Planning Procedure 6
Special Considerations in Planning Business Education Facilities
Educational Specifications
Educational Specifications for Business Education
Business Education Facilities
Planning Junior College Business Education Classrooms
Business Education Facilities in the Junior ..... ......
Selected Bibliography.
vi
11
13
15
19
23
29
33
INTRODUCTION
Each school district should make decisions regarding the business educa-
tion facilities to be provided on the basis of studies made relative to the
needs of the student's and of the community. These studies will have signifi-
cance if they are made by the people who will be utilizing the facilities
planned.This publication is designed to provide a guide for school personnel and
architects to work together in developing plans for business education
facilities.Therefore, the emphasis in this guide is on methods of planning rather
than on specific recommendations. The reason for this approach is the im-
portance of local planning in meeting the needs of the students in the schools
of the district.This guide is designed primarily for use in planning business education
facilities for junior high schools, and four-year and senior high schools.
However, since the facilities needed for business education depend more
upon the program offered than upon the educational level or the age-group
for which they are provided, the guide may be used to advantage in plan-
ning facilities for junior colleges and for adult education purposes.
M. CLAIRE O'BRIENConsultant in Business EducationBureau of Business Education
-
0.
'111.t#44- 41111nor.
NJ
14Aitsurmaiy
;IP
r
Desk space sufficient for taking dictation and for typewriters used in transcribing shorthand is essential in the shorthand classroom.
BA
SIC
CO
NSI
DE
RA
TIO
NS
IN P
LA
NN
ING
BU
SIN
ESS
ED
UC
AT
ION
FA
CIL
ITIE
S
In p
lann
ing
faci
litie
s fo
r an
y ph
ase
of th
e to
tal p
rogr
am o
f ed
u-ca
tion
offe
red
by C
alif
orni
a pu
blic
sch
ools
, ful
l con
side
ratio
n m
ust
be g
iven
to th
e ph
iloso
phy
upon
whi
ch th
e pr
ogra
m is
built
, the
obje
ctiv
es th
at a
re s
ough
t, an
d th
e pr
oced
ures
that
are
em
ploy
ed.
The
fun
ctio
n of
pub
lic e
duca
tion
is to
pro
vide
for
eac
h in
di-
vidu
al th
e ed
ucat
iona
l opp
ortu
nity
he
need
s to
bec
ome
a go
odci
tizen
one
who
is c
apab
le o
f ut
ilizi
ng h
is f
ull a
bilit
y in
con
stru
c-tiv
e w
ays,
bot
h fo
r hi
s ow
n w
elfa
re a
nd f
or th
e w
elfa
re o
f ot
hers
.In
car
ryin
g ou
t thi
s fu
nctio
n, th
e pu
blic
sch
ools
mus
t off
er a
pro
-gr
am th
at p
rovi
des
for
all p
upils
the
oppo
rtun
ities
they
nee
d(1
)to
dev
elop
the
degr
ee o
f pr
ofic
ienc
y in
usi
ng th
e ba
sic
skill
s of
lear
ning
that
thei
r ab
ilitie
s pe
rmit;
(2)
to a
cqui
re a
n un
ders
tand
-in
g of
the
basi
c pr
inci
ples
of
Am
eric
a's
dem
ocra
cy; a
nd (
3) to
acqu
ire
the
know
ledg
e, a
ttitu
des,
and
soc
ial s
kills
that
are
ess
en-
tial t
o fu
ll an
d w
hole
som
e liv
ing.
The
pro
gram
off
ered
mus
t, ho
w-
ever
, als
o pr
ovid
e su
ffic
ient
dive
rsif
icat
ion
so th
at e
ach
indi
vidu
alha
s op
port
unity
to a
cqui
re th
e sp
ecia
l ski
lls a
nd k
now
ledg
e he
need
s to
pur
sue
the
goal
he
has
set f
or h
imse
lf. I
f th
e at
tain
men
tof
his
goa
l dep
ends
in p
art u
pon
colle
ge tr
aini
ng, t
he s
choo
ls m
ust
prov
ide
for
him
the
acad
emic
fou
ndat
ion
requ
ired
for
col
lege
en-
tran
ce; i
f it
requ
ires
voc
atio
nal s
kills
, the
scho
ol m
ust p
rovi
de a
tle
ast s
ome
of th
e tr
aini
ng r
equi
red.
Bri
efly
sta
ted,
the
func
tion
ofed
ucat
ion
is to
mee
t the
nee
ds o
f so
ciet
y as
a w
hole
and
of
each
mem
ber
of s
ocie
ty.
Bus
ines
s ed
ucat
ion
is ta
ught
in C
alif
orni
a pu
blic
sch
ools
as
anin
tegr
al p
hase
of
the
tota
l pro
gram
of
educ
atio
n of
fere
d at
the
juni
or h
igh
scho
ol, h
igh
scho
ol, a
nd ju
nior
col
lege
leve
ls. A
tea
ch o
fth
ese
leve
ls e
mph
asis
is p
lace
d up
on th
e ge
nera
l val
ues
ofbu
sine
ssed
ucat
ion;
that
is, b
usin
ess
educ
atio
n is
taug
ht in
som
e m
easu
reas
a p
hase
of
gene
ral
educ
atio
n. B
ut in
add
ition
to b
eing
taug
htfo
r th
is p
urpo
se, b
usin
ess
educ
atio
n is
taug
ht a
spr
epar
atio
n fo
rem
ploy
men
t in
busi
ness
, and
as
prep
arat
ion
for
cond
uctin
g on
e's
pers
onal
aff
airs
. In
that
pha
se o
f th
e bu
sine
ss e
duca
tion
prog
ram
that
is d
esig
ned
as p
repa
ratio
n fo
r em
ploy
men
t in
busi
ness
,th
eem
phas
is o
n es
sent
ial s
kills
and
bus
ines
s pr
actic
es is
incr
ease
d pr
o-gr
essi
vely
thro
ugho
ut th
e gr
ades
at e
ach
educ
atio
n le
vel.
The
bus
i-ne
ss e
duca
tion
prog
ram
,ho
wev
er, i
s pl
anne
d at
eac
h ed
ucat
iona
lle
vel s
o th
at e
very
pup
il w
ho w
ishe
s to
take
a c
ours
e th
at w
illin
som
e w
ay m
eet h
is p
erso
nal n
eeds
may
do s
o.
The
obj
ectiv
es f
or th
e bu
sine
ss e
duca
tion
prog
ram
mus
tpr
ovid
efo
r (1
) fu
rthe
ring
the
gene
ral e
duca
tion
of a
ll w
hopa
rtic
ipat
ein
it;
(2)
deve
lopi
ng th
e sk
ills
and
acqu
irin
g th
e kn
owle
dge
and
unde
rsta
ndin
gs e
ssen
tial t
o em
ploy
men
t in
busi
ness
;an
d (3
) de
-ve
lopi
ng th
e sk
ills
and
acqu
irin
g th
e kn
owle
dge
and
unde
rsta
ndin
gsde
sire
d fo
r pe
rson
al r
easo
ns. T
he o
bjec
tives
may
be s
tate
d as
follo
ws:
To
prov
ide
oppo
rtun
ity f
or a
ll st
uden
ts to
ext
end
and
enri
ch th
eir
back
-gr
ound
s of
gen
eral
edu
catio
n, e
spec
ially
thos
e ph
ases
that
pert
ain
tona
tiona
l and
wor
ld e
cono
my
and
curr
ent b
usin
ess
prac
tices
To
prov
ide
for
stud
ents
who
wis
h to
acc
ept e
mpl
oym
ent
in b
usin
ess
afte
rth
ey h
ave
grad
uate
d fr
om h
igh
scho
ol th
e op
port
unity
they
nee
d to
acqu
ire
the
skill
s, in
form
atio
n, a
nd u
nder
stan
ding
ess
entia
l to
such
em
-pl
oym
ent
To
prov
ide
for
stud
ents
who
wis
h to
bec
ome
incr
easi
ngly
prof
icie
nt in
con
-du
ctin
g th
eir
pers
onal
aff
airs
the
oppo
rtun
ity th
ey n
eed
toac
quir
e th
esk
ills,
info
rmat
ion.
and
und
erst
andi
ng n
eede
d
To
prov
ide
for
stud
ents
who
wis
h to
pur
sue
a co
llege
cou
rse
in b
usin
ess
the
oppo
rtun
ity th
ey n
eed
to a
cqui
re th
e sk
ills,
info
rmat
ion,
and
unde
r-st
andi
ng th
at w
ill h
elp
them
pro
fit m
ost f
ully
fro
m th
eir
colle
getr
aini
ng
All
of th
ese
obje
ctiv
es m
ay b
e fu
rthe
red
in s
ome
mea
sure
at
each
educ
atio
nal l
evel
; how
ever
, the
em
phas
is g
iven
at e
ach
leve
l is
dete
rmin
ed in
rel
atio
n to
the
stud
ents
' abi
lity
to p
rofi
t fro
mit.
The
mat
eria
l tha
t fol
low
s is
con
cern
ed w
ith (
1) th
ebu
sine
ss e
du-
catio
n pr
ogra
m a
s it
is g
ener
ally
off
ered
at
each
of
the
vari
ous 3
I.
ae1,
To v.
educ
atio
n le
vels
; (2)
iden
tifie
s th
e pr
ogra
mem
phas
is a
t eac
h le
vel;
and
(3)
mak
es a
ppar
ent t
hesh
ift a
nd in
tens
ific
atio
n of
emph
asis
as th
e pr
ogra
m p
rogr
esse
sfr
om th
e ju
nior
hig
h sc
hool
leve
l thr
ough
the
juni
or c
olle
ge le
vel.
The
pro
gram
of
busi
ness
educ
atio
n of
fere
d in
the
juni
or h
igh
scho
ol is
gen
eral
ly li
mite
d to
type
wri
ting
and
gene
ral b
usin
ess
but
in a
few
inst
ance
s su
ch c
ours
es a
sec
onom
ic g
eogr
aphy
and
con
-
sum
er e
duca
tion
are
incl
uded
in th
e pr
ogra
m. T
he c
ours
ein
gen
-
eral
bus
ines
s is
taug
htpr
imar
ily f
or it
s co
ntri
butio
n to
the
gene
ral
educ
atio
n of
stu
dent
s. T
he c
ours
e,ho
wev
er, a
lso
offe
rs s
tude
nts
oppo
rtun
ity to
exp
lore
thei
rin
tere
sts
in b
usin
ess
and
in s
odo
ing
serv
es a
n im
port
ant
guid
ance
fun
ctio
n in
the
tota
lsc
hool
pro
gram
.
The
cou
rse
in ty
pew
ritin
g se
rves
atw
ofol
d pu
rpos
e. I
t pro
vide
sal
l
stud
ents
opp
ortu
nity
toac
quir
e a
skill
that
has
cons
ider
able
val
ue
for
pers
onal
use
, bot
h in
scho
ol a
nd in
the
year
sfo
llow
ing
grad
-
uatio
n. A
nd in
add
ition
toth
is v
alue
, typ
ewri
ting
offe
rsst
uden
ts
oppo
rtun
ity to
det
erm
ine
the
exte
nt o
f th
eir
abili
ty in
acqu
irin
g
14.
rr
At'
Sin
ce r
epro
duct
ion
wor
kfr
eque
ntly
in-
volv
es th
e us
e of
the
mim
eosc
ope,
prov
isio
n sh
ould
be
mad
efo
r st
uden
tsto
hav
e in
stru
ctio
nan
d pr
actic
e in
the
requ
ired
wor
k.
one
skill
that
is o
ften
ess
entia
l to
empl
oym
ent i
n th
e of
fice
pha
se
of b
usin
ess
oper
atio
ns,
and
to e
xplo
re th
eir
inte
rest
s in
off
ice
wor
k, a
nd in
this
way
ser
ves
anim
port
ant g
uida
nce
func
tion
in th
e
tota
l sch
ool p
rogr
am. E
ach
of th
e co
urse
s, g
ener
albu
sine
ss a
nd
type
wri
ting,
pro
vide
s st
uden
tsop
port
unity
to b
egin
layi
ngth
e
foun
datio
n fo
r su
cces
sful
part
icip
atio
n in
the
busi
ness
educ
atio
n
prog
ram
off
ered
in th
e hi
gh s
choo
l.T
he p
rogr
am o
f bu
sine
ssed
ucat
ion
offe
red
in f
our-
year
and
seni
or h
igh
scho
ols
incl
udes
cou
rses
in g
ener
albu
sine
ss a
nd ty
pe-
wri
ting;
eac
h of
thes
e co
urse
sis
taug
ht f
or th
e sa
me
purp
oses
they
are
taug
ht in
the
juni
or h
igh
scho
ol.
How
ever
, the
cou
rse
in ty
pe-
wri
ting
is e
xten
ded
toin
clud
e a
seco
nd y
ear
of w
ork
for
stud
ents
who
wis
h to
atta
in th
ede
gree
of
prof
icie
ncy
inty
pew
ritin
g th
at is
requ
ired
for
bus
ines
sem
ploy
men
t.In
add
ition
to ty
pew
ritin
gan
d ge
nera
l bus
ines
s, th
ebu
sine
ss
educ
atio
n pr
ogra
m in
clud
esth
e ot
her
cour
ses
that
are
requ
ired
to
give
stu
dent
s th
eop
port
uniti
es th
ey n
eed
to b
epr
epar
ed f
or a
t-
tain
ing
the
goal
s th
ey h
ave
set f
or th
emse
lves
.G
ener
ally
, bus
ines
sed
ucat
ion
prog
ram
s of
fere
d by
hig
h sc
hool
s in
clud
e co
urse
sin
gen
-er
al b
usin
ess,
type
wri
ting,
sho
rtha
nd, b
ookk
eepi
ng,
reco
rdke
epin
g,cl
eric
al p
ract
ice,
sec
reta
rial
pra
ctic
e, b
usin
ess
mac
hine
s, m
erch
an-
disi
ng, b
usin
ess
Eng
lish,
bus
ines
s m
athe
mat
ics,
busi
ness
law
, eco
-no
mic
s, a
nd s
ales
man
ship
. And
in a
ll in
stan
ces
the
cour
ses
are
taug
ht s
o th
at th
ey m
ake
full
cont
ribu
tions
to th
ege
nera
l edu
ca-
tion
of th
e st
uden
ts w
ho c
ompl
ete
them
. How
ever
,in
mos
t ins
tanc
esth
e pr
ogra
m f
or s
tude
nts
prep
arin
g fo
rem
ploy
men
t fol
low
ing
high
scho
ol g
radu
atio
n is
des
igne
d to
pre
pare
them
for
job
open
ings
mos
t lik
ely
to p
reva
il in
the
com
mun
ity.
Stu
dent
s ar
e ta
ught
indi
vidu
ally
or
insm
all g
roup
s to
ope
rate
the
vario
usty
pes
of b
usin
ess
mac
hine
s.
The
bus
ines
s ed
ucat
ion
prog
ram
s of
fere
d by
juni
or c
olle
ges
are
plan
ned
to c
ontr
ibut
e to
the
gene
ral e
duca
tion
of a
ll st
uden
ts.H
ow-
ever
, the
y ar
e ge
nera
llypl
anne
d w
ith e
mph
asis
on
prep
arat
ion
for
busi
ness
em
ploy
men
t and
for
adv
ance
d st
udy.
The
sco
pe o
fth
epr
ogra
m is
det
erm
ined
bot
h in
rela
tion
to c
olle
ge r
equi
rem
ents
for
degr
ees
in b
usin
ess
educ
atio
n an
d to
the
voca
tiona
l goa
lsof
stu
-de
nts
who
will
term
inat
e th
eir
prof
essi
onal
edu
catio
nsw
ith th
eco
mpl
etio
n of
juni
or c
olle
ge. T
he p
rogr
ams,
how
ever
, con
tain
pro
-vi
sion
for
stu
dent
s w
ho w
ish
to s
tudy
cer
tain
sub
ject
s fo
rpe
rson
alre
ason
s to
do
so, a
nd, a
s ne
cess
ary,
oppo
rtun
ities
to p
ract
ice
usin
gsk
ills
to a
cqui
re th
e de
sire
d sp
eed
and
prof
icie
ncy.
GE
NE
RA
L P
LA
NN
ING
PR
OC
ED
UR
E
The
lega
l res
pons
ibili
ty o
f th
e C
alif
orni
a St
ate
Dep
artm
ent o
fE
duca
tion
rela
tive
to th
e pl
anni
ng a
nd c
onst
ruct
ion
of s
choo
l fac
il-iti
es f
or s
choo
l dis
tric
ts f
allin
g un
der
its ju
risd
ictio
n is
out
lined
in d
etai
l in
the
Edu
catio
n C
ode,
Div
isio
n 11
, Cha
pter
2. T
he D
ivi-
sion
of
Adm
inis
trat
ion,
Bur
eau
of S
choo
l Pla
nnin
g, is
the
offi
cial
agen
cy d
esig
nate
d to
car
ry o
ut th
e po
wer
s an
d du
ties
set f
orth
inth
is C
ode
chap
ter.
The
Bur
eau
of S
choo
l Pla
nnin
g ba
sica
lly is
a p
lann
ing
agen
cy,
alth
ough
it a
lso
is d
esig
nate
d as
the
sole
sch
ool p
lan
appr
oval
agen
cy in
the
Dep
artm
ent o
f E
duca
tion.
The
pro
cess
es o
f go
od s
choo
l pla
nnin
g re
quir
e th
e co
-ope
ratio
nan
d co
mpe
tenc
y of
man
y ag
enci
es a
nd p
eopl
e. T
he p
rope
r tim
ing
of th
e in
volv
emen
t of
com
pete
nt r
esou
rces
det
erm
ines
to a
larg
ede
gree
the
adeq
uacy
of
the
solu
tions
to p
lann
ing
prob
lem
s.Fi
eld
repr
esen
tativ
es o
f th
e B
urea
u of
Sch
ool P
lann
ing,
as
re-
spon
sibl
e D
epar
tmen
t of
Edu
catio
n ag
ents
for
the
appr
oval
of
scho
ol b
uild
ing
plan
s, a
re m
ost a
nxio
us to
invo
lve
all o
ther
Dep
art-
men
t of
Edu
catio
n pe
rson
nel w
ho h
ave
com
pete
ncy
to c
ontr
ibut
eto
par
ticip
ate
in th
e pl
anni
ng o
f th
e C
alif
orni
a sc
hool
fac
ilitie
s ov
erw
hich
they
hav
e ju
risd
ictio
n. B
y w
orki
ng w
ith r
espo
nsib
le s
choo
ldi
stri
ct o
ffic
ials
, sch
ool a
rchi
tect
s an
d en
gine
ers,
the
dist
rict
sta
ffco
ncer
ned
with
spe
cifi
c ph
ases
of
scho
ol d
esig
n, g
over
ning
boa
rds
and
othe
rs, p
lann
ing
conf
eren
ces
arra
nged
by
Bur
eau
of S
choo
lPl
anni
ng p
erso
nnel
can
dev
elop
fac
ilitie
s w
hich
not
onl
y re
pres
ent
the
best
thin
king
for
bal
ance
d an
d ad
equa
te e
duca
tiona
l hou
sing
,bu
t als
o w
ill r
esul
t in
the
scho
ol d
istr
ict r
ecei
ving
the
mos
t val
uepo
ssib
le f
or th
e bu
ildin
g do
llars
exp
ende
d.T
here
is n
o se
t pla
nnin
g pa
ttern
whi
ch c
an b
e ap
plie
d in
all
situ
atio
ns. E
ach
situ
atio
n pr
esen
ts a
dif
fere
nt n
umbe
r an
d ar
rang
e-m
ent o
f fa
ctor
s im
port
ant t
o co
nsid
er a
nd o
rgan
ize
into
a "
cust
om"
patte
rn ta
ilore
d to
fit
a sp
ecif
ic s
ituat
ion.
Fie
ld r
epre
sent
ativ
es o
fth
e B
urea
u of
Sch
ool P
lann
ing,
wor
king
with
sch
ool d
istr
ict p
er-
6
sonn
el, r
evie
w th
e pe
rtin
ent f
acto
rs a
nd d
evel
op a
seq
uenc
e of
plan
ning
ste
ps to
fol
low
to a
logi
cal c
oncl
usio
n in
eac
h in
stan
ce.
Sinc
e it
is p
ossi
ble
to a
chie
ve a
dequ
ate
and
bala
nced
edu
catio
nal
hous
ing
only
thro
ugh
plan
ning
com
pete
nce
and
com
prom
ise,
all
spec
ial i
nter
ests
may
not
rec
eive
the
cons
ider
atio
n th
ey b
elie
veid
eal.
One
of
the
impo
rtan
t pla
nnin
g st
eps
nece
ssar
y to
ach
ievi
ng b
al-
ance
d ed
ucat
iona
l hou
sing
for
sec
onda
ry s
choo
ls a
nd ju
nior
col
-le
ges
is th
e co
mpl
etio
n of
a S
pace
Ade
quac
y Su
rvey
. Thi
s su
rvey
proc
edur
e w
as d
evel
oped
by
the
Bur
eau
of S
choo
l Pla
nnin
g to
elim
i-na
te m
uch
of th
e gu
ess
wor
k co
mm
on in
the
plan
ning
of
scho
olbu
ildin
g fa
cilit
ies.
Bas
ical
ly, i
t is
a m
eans
whe
reby
any
giv
en e
du-
catio
nal p
rogr
am c
an b
e tr
ansl
ated
into
teac
her
stat
ion
need
s fo
ran
y es
timat
ed s
tude
nt e
nrol
lmen
t. It
use
s on
e-st
uden
t-in
-one
-stu
-de
nt s
tatio
n-on
e-ho
ur a
s th
e ir
redu
cibl
e un
it fo
r de
term
inin
g bu
ild-
ing
spac
e ne
eds.
The
Spa
ce A
dequ
acy
Surv
ey ta
kes
curr
ent a
nd f
utur
e lo
cal n
eeds
into
con
side
ratio
n. P
roje
ctio
ns o
f cl
ass
enro
llmen
ts a
re b
ased
upo
nth
e pr
edic
ted
tota
l enr
ollm
ent o
f th
e sc
hool
. Dec
isio
ns o
n sp
ace
adju
stm
ents
are
mad
e by
con
fere
nces
bet
wee
n ad
min
istr
atio
n an
dst
aff
and
shou
ld in
clud
e pi
vis
ions
for
the
proj
ecte
d ch
ange
s in
the
curr
icul
um.
On
the
juni
or h
igh
scho
ol a
nd s
enio
r hi
gh s
choo
l lev
els,
ther
ear
e fo
ur f
orm
s (A
, B, C
, and
D)
to b
e fi
lled
out i
n a
spac
e ad
equa
cysu
rvey
. For
m A
sho
ws
the
depa
rtm
ent,
teac
her,
nam
e of
cou
rse,
and
pupi
l-pe
riod
enr
ollm
ent.
The
ave
rage
cla
ss s
ize
show
n on
For
m A
is c
ompu
ted
by d
ivid
ing
the
num
ber
of p
upils
enr
olle
d by
the
num
-be
r of
cla
sses
rep
orte
d in
eac
h co
urse
. Thi
s in
form
atio
n w
ill b
eus
ed to
det
erm
ine
the
tota
l num
ber
of c
lass
es in
eac
h su
bjec
t of-
fere
d in
the
scho
ol a
t the
pre
sent
tim
e.Fo
rm B
is a
sum
mar
y sh
eet o
f pu
pil-
peri
od e
nrol
lmen
ts b
y de
-pa
rtm
ents
. The
tota
ls s
how
n on
For
m B
are
take
n fr
om th
e da
ta
cont
aine
d in
For
m A
. Thi
s in
form
atio
nw
ill b
e us
ed to
det
erm
ine
the
tota
l num
ber
of c
lass
es in
all
subj
ects
off
ered
in th
e sc
hool
at th
e pr
esen
t tim
e.Fo
rm C
pro
vide
s in
form
atio
n to
dete
rmin
e th
e te
achi
ng s
pace
need
s on
the
basi
s of
the
pres
ent
curr
icul
um, t
he p
redi
cted
en-
rollm
ent,
and
the
plan
s fo
r fu
ture
expa
nsio
n. T
his
info
rmat
ion
will
CA
LIF
OR
NIA
ST
AT
E D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NB
UR
EA
U O
F S
CH
OO
L P
LAN
NIN
GF
OR
M A
SP
AC
E A
DE
QU
AC
Y S
UR
VE
Y
XYZ
Sch
ool D
istr
ict
XYZ
Sch
ool
Business
Dep
artm
ent
be u
sed
to d
eter
min
e th
e nu
mbe
rof
roo
ms
need
ed f
or e
ach
subj
ect
for
the
pred
icte
d en
rollm
ent.
Form
D c
onta
ins
a su
mm
ary
ofth
e te
achi
ng s
pace
req
uire
d by
each
dep
artm
ent,
a de
scri
ptio
n of
the
teac
hing
spa
ces,
and
the
net
squa
re f
eet
assi
gned
for
eac
h de
part
men
t. T
his
info
rmat
ion
will
be
used
to a
lloca
te te
achi
ng s
pace
.
PU
PIL
-PE
RIO
D E
NR
OLL
ME
NT
(Use
at l
east
one
line
for
each
teac
her.
Sep
arat
e sh
eet f
or e
ach
depa
rtm
ent)
For
m A
Spa
ce A
dequ
acy
Sur
vey
Sec
onda
ry S
choo
l
October 19_
Dat
e
Pre
pare
d by
M. 0
.
12
34
56
Tea
cher
(Nam
e)C
ours
e(N
ame)
Enr
ollm
ents
by
perio
dP
upil
enro
ll-m
ent (
Tot
alC
ol. 3
)
Num
ber
ofcl
asse
s re
port
edea
ch c
ours
e
Ave
rage
clas
s si
zeC
ol. 4
÷ C
ol. 5
Firs
tS
econ
dT
hird
Fou
rth
Fift
hS
ixth
Miss H. P.
Bookkeeping
25
17
17
20
22
--
101
520
Mr. V. W.
Business Arithmetic
18
--
--
--
--
--
18
118
General Business
--
--
32
--
35
--
67
233
Sales. and Law
--
17
15
--
32
216
Mrs. D. S.
Business Machines
25
16
--
--
17
22
80
420
Typing
36
--
36
135
Mr. G. C.
Office Practice
17
18
21
14
--
70
418
Shorthand
9--
91
9
Mr. L. B.
Typing
35
36
--
40
35
22
168
534
Mr. D. C.
Shorthand
--
--
--
23
--
23
123
Transcription
--
--
--
33
--
33
133
Typing
37
35
--
--
32
104
335
Mr. L. A.
Typing
36
37
34
--
32
139
430
Total period enrollments)
157
166
140
153
156
108
880
34
26
1 T
hese
tota
ls s
houl
d be
tran
sfer
red
to F
orm
B.
7
CA
LIF
OR
NIA
ST
AT
E D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NB
UR
EA
U O
F S
CH
OO
L P
LAN
NIN
GF
OR
M B
SP
AC
E A
DE
QU
AC
Y S
UR
VE
Y
XYZ
Sch
ool D
istr
ict
XYZ
Sch
ool
Business
Dep
artm
ent
SU
MM
AR
Y B
Y D
EP
AR
TM
EN
TS
Tot
al p
erio
d en
rollm
ents
(C
ol. 4
, For
m A
) fo
r al
l dep
artm
ents
6828
For
m B
Spo
ce A
dequ
acy
Sur
vey
Sec
onda
ry S
choo
l
October 19__
Pre
pare
d by
_M
.O.
Dat
e
12
34
56
Sch
ool s
ubje
cts
.Enr
ollm
ents
by
perio
ds(F
rom
For
m A
)T
otal
pup
ilen
rollm
ents
Col
. 4, F
orm
A
Per
cen
t Col
. 3is
of t
otal
enro
llmen
ts
Num
ber
ofcl
asse
s re
port
edC
ol. 5
, For
m A
Ave
rage
cla
ss s
ize
Col
. 3 +
Col
. 5
Firs
tS
econ
dT
hird
Fou
rth
Fift
hS
ixth
English
Languages
Mathematics
Business Education
Totals
157
166
140
153
156
108
880
12.88
34
26
Bookkeeping
25
17
17
20
22
--
101
1.47
520
Business Arithmetic
18
--
--
--
--
18
.26
118
Business Machines
25
16
--
--
17
22
80
1.17
420
General Business
--
--
32
--
35
22
67
.98
234
Office Practice
17
--
18
21
14
--
70
1.02
418
Sales. and Law
--
17
--
15
--
--
32
.46
216
Shorthand
--
9--
23
--
--
32
.46
216
Transcription
--
--
--
--
33
--
33
.48
133
Typing
72
107
73
74
35
86
447
1
6.54
13
34
8
CA
LIF
OR
NIA
ST
AT
E D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NB
UR
EA
U O
F S
CH
OO
L P
LAN
NIN
GF
OR
M C
SP
AC
E A
DE
QU
AC
Y S
UR
VE
Y
XY
Z_S
choo
l Dis
tric
t
XY
ZS
choo
l
Business
Dep
artm
ent
6
1.P
redi
cted
enr
ollm
ent
Pre
sent
enr
ollm
ent
3.P
redi
cted
incr
ease
2000
1650
350
date
1965
4.W
orki
ng fa
ctor
(Li
ne 1
-: L
ine
2)1.21
For
m C
Spa
ce A
dequ
acy
Sur
vey
Sec
onda
ry S
choo
l
October 19_
Dat
e
Pre
pare
d by
M. 0
.
12
34
56
78
9
Sch
ool s
ubje
cts
Cur
rent
pupi
l-per
iod
enro
llmen
ts(C
ol. 3
, For
m B
)
Ave
rage
clas
s si
ze(d
istr
ict
polic
y)
Cla
ss g
roup
sre
quire
d(C
ol. 2
+ C
ol. 3
)
Cla
ss g
roup
sre
quire
d fo
rpr
edic
ted
enro
llmen
t(C
ol. 4
X fa
ctor
)
Tea
chin
g sp
ace
need
s co
mpu
ted
for
pred
icte
den
rollm
ent
(Col
. 5+
6)
Tea
chin
gsp
ace
need
sad
just
ed b
yco
nfer
ence
Num
ber
ofad
equa
tete
achi
ngsp
aces
now
avai
labl
e
Num
ber
ofad
ditio
nal
teac
hing
spa
ces
reco
mm
ende
d
English
Lo.nguages
.....
.
Business Education
Totals
880
28
32
39
6.5
7--
7
Num
ber
of te
achi
ng p
erio
ds in
doi
ly s
ched
ule_
9
..Mill
igni
alIM
M...
1.4.
1111
111.
1111
1111
WIN
INIM
MFa
mm
aarn
iMM
EM
IN--
-^,
CA
LIF
OR
NIA
ST
AT
E D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NB
UR
EA
U O
F S
CH
OO
L P
LAN
NIN
GF
OR
M D
SP
AC
E A
DE
QU
AC
Y S
UR
VE
Y
XYZ
Scho
ol D
istr
ict
XYZ
Scho
ol
Business
Department
For
m D
Spa
ce A
dequ
acy
Sur
vey
Sec
onda
ry S
choo
l
October 19__
Dat
e
M. 0
M.O.
Pre
pare
d by
BU
ILD
ING
AR
EA
AS
SIG
NM
EN
T S
UP
PLE
ME
NT
ING
SP
AC
E A
DE
QU
AC
Y S
UR
VE
Y
Dep
ortm
ent
Tea
chin
g sp
aces
(For
m C
, Col
. 7)
Des
crip
tion
of te
achi
ng s
pace
sN
et s
q. f
t. as
sign
ed
Business Education
71 - General Classroom and
Merchandising Classroom
1278
3 - Typewriting (3 4 1080 sq. ft.)
3240
1 - Business Machines Laboratory
1560
1 - Office Practice
1200
1 - Bookkeeping
1080
Total
8358
SPE
CIA
L C
ON
SID
ER
AT
ION
S IN
PL
AN
NIN
GB
USI
NE
SS E
DU
CA
TIO
N F
AC
ILIT
IES
Bus
ines
s ed
ucat
ion
faci
litie
s sh
ould
be
desi
gned
to f
acili
tate
the
plan
ned
prog
ram
of
inst
ruct
ion,
but
in d
esig
ning
them
full
atte
ntio
nsh
ould
be
give
n to
a d
esig
n th
at p
erm
its e
ssen
tial c
hang
esin
the
prog
ram
subj
ect c
hang
es, c
lass
room
pra
ctic
es, a
nd in
stru
ctio
nal
proc
edur
es. I
t sho
uld
then
be
poss
ible
to c
hang
e ro
om a
rran
gem
ents
to a
ccom
mod
ate
incr
ease
d en
rollm
ents
and
to in
trod
uce
prog
ram
chan
ges
at m
inim
um c
ost a
nd in
conv
enie
nce.
The
bus
ines
s ed
ucat
ion
unit
shou
ld b
e lo
cate
d w
here
the
nois
eca
used
by
offi
ce m
achi
ne o
pera
tions
will
not
dis
turb
cla
sses
in o
ther
room
s: a
ctiv
ities
oth
er th
anth
ose
of r
egul
ar c
lass
es c
ondu
cted
inth
em c
an b
e ea
sily
sup
ervi
sed:
and
they
can
be
used
toad
vant
age
for
scho
ol a
ctiv
ities
suc
h as
edi
ting
the
scho
ol n
ewsp
aper
and
an-
nual
. If
adul
t eve
ning
cla
sses
are
to b
e ta
ught
, the
uni
tsh
ould
be
loca
ted
so th
at it
is r
eadi
ly a
cces
sibl
e fr
om th
e pa
rkin
g ar
eas.
Sin
ce s
ecre
taria
l dut
ies
freq
uent
ly in
-vo
lve
the
use
of v
oice
dic
tatio
n m
a-ch
ines
, the
bus
ines
s ed
ucat
ion
faci
litie
ssh
ould
pro
vide
opp
ortu
nity
for
stud
ents
to h
ave
expe
rienc
e w
ith th
e va
rious
type
s of
mac
hine
s us
ed in
bus
ines
s.
4%.1
%C
.Att
.
The
tota
l num
ber
of r
oom
s re
quir
ed f
or b
usin
ess
educ
atio
n an
dth
e nu
mbe
r of
roo
ms
requ
ired
for
eac
h su
bjec
t will
be
dete
rmin
edby
the
spac
e ad
equa
cy s
urve
y. T
he s
ize
and
arra
ngem
ent
of th
ero
oms
will
be
dete
rmin
ed o
n th
eba
sis
of th
e ty
pes
of in
stru
ctio
n to
be o
ffer
ed a
nd th
e eq
uipm
ent r
equi
red
for
inst
ruct
iona
l pur
pose
san
d pr
actic
e.C
lass
room
spa
ce a
lloca
tions
sho
uld
prov
ide
for
the
follo
win
g:In
divi
dual
stu
dent
tabl
es a
t lea
st24
inch
es w
ide
by 3
6 in
ches
long
. Spa
ce b
etw
een
stud
ent s
tatio
ns a
ppro
xim
atel
y 30
inch
es in
wid
th.
An
area
app
roxi
mat
ely
9 fe
et in
dep
th a
nd 1
2 fe
et in
wid
th f
orth
e te
ache
r's d
esk,
sea
ting,
and
ess
entia
l cle
aran
ce.
In s
ome
in-
stan
ces
a de
mon
stra
tion
stan
d eq
uipp
edw
ith a
n el
ectr
ical
out
let
may
be
loca
ted
in th
is a
rea.
1111
1000
.
kkkk
akk
k%
pe.
Bus
ines
s ed
ucat
ion
cour
ses
may
be
taug
ht b
y
a te
am o
ftea
cher
s. B
y us
ing
this
met
hod
ofin
stru
ctio
n tw
o or
mor
ete
ache
rs p
lan
the
inst
ruct
iona
l pro
gram
of th
e co
urse
. Eac
hte
ache
r as
sum
esre
spon
sibi
lity
for
pres
entin
g
cert
ain
diffe
rent
phas
es o
f the
larg
e gr
oup
inst
ruct
ion,
and
all
shar
e re
spon
sibi
lity
for
smal
l gro
up in
stru
ctio
nan
d su
perv
isin
gin
di-
vidu
al s
tudy
.
14. ,
- -
..111
110
,
ED
UC
AT
ION
AL
Scho
ol f
acili
ties
shou
ld b
e pl
anne
d so
that
they
pro
vide
for
the
succ
essf
ul o
pera
tion
of th
e pr
ogra
m o
f ed
ucat
ion
that
is to
be
of-
fere
d. I
t is
ther
efor
e ne
cess
ary
for
thos
e re
spon
sibl
e fo
r th
epr
o-gr
am to
pro
vide
a c
ompl
ete
and
deta
iled
desc
ript
ion
of it
. Thi
sde
scri
ptio
n sh
ould
be
intr
oduc
ed b
y a
stat
emen
t reg
ardi
ng th
e ad
-m
inis
trat
ive
proc
edur
es th
at w
ill b
e ca
rrie
d on
in th
e fa
cilit
ies
and
the
spec
ial s
ervi
ces
that
will
be
offe
red.
The
pra
ctic
es e
mpl
oyed
inpr
ovid
ing
serv
ices
for
whi
ch s
peci
al f
acili
ties
are
requ
ired
sho
uld
be d
escr
ibed
in d
etai
lT
his
intr
oduc
tion
shou
ld b
e fo
llow
ed b
yde
scri
ptio
ns o
f ea
ch p
hase
of
the
tota
l pro
gram
of
educ
atio
n. E
ach
Inst
ruct
ion
and
sugg
estio
ns fo
r go
odof
fice
prac
tices
sho
uld
be d
ispl
ayed
whe
re th
ey m
ay b
e vi
ewed
by
stud
ents
over
rea
sona
bly
long
per
iods
of t
ime.
Bul
letin
boa
rds
for
this
pur
pose
sho
uld
be p
rovi
ded.
SPE
CIF
ICA
TIO
NS
part
of
the
prog
ram
can
then
be
stud
ied
sepa
rate
ly a
nd in
rel
atio
nto
all
its o
ther
par
ts. T
he in
form
atio
n th
at m
ay b
e as
sem
bled
thro
ugh
this
stu
dy s
houl
d m
ake
appa
rent
to th
ose
resp
onsi
ble
for
plan
ning
the
requ
ired
fac
ilitie
s th
e ty
pe o
f fa
cilit
ies
that
are
need
edfo
r ea
ch p
hase
, and
way
s in
whi
ch s
hare
dus
e m
ay b
e m
ade
of c
er-
tain
fac
ilitie
s, s
uch
as r
egul
ar c
lass
room
s, m
imeo
grap
hing
room
s,an
d th
e lik
e. T
his
is o
ne m
eans
whe
reby
the
faci
litie
sm
ay b
epl
anne
d so
as
to p
erm
it th
e fl
exib
ility
inpr
ogra
m p
lann
ing
that
isre
quir
ed in
kee
ping
eac
h ph
ase
of th
epr
ogra
m a
brea
st o
f cu
rren
tde
velo
pmen
ts.
1.-
TO
U3
DO
TO
u
HE
LPE
D
POST
UR
E
0 v
E.R
D R
5
s1
1' m
it(f
irm
raP
AN
YO
NE
Pro
visi
on s
houl
d be
mad
e fo
rst
uden
ts to
lear
n ho
w to
use
the
vario
us ty
pes
of r
epro
-du
cing
mac
hine
s co
mm
only
use
d in
bus
ines
s.T
here
sho
uld
be p
rovi
sion
for
prac
tice
inus
ing
such
mac
hine
s as
the
mim
eogr
aph,
the
fluid
pro
cess
dup
licat
or, a
nd th
em
ultil
ith.
1111
.
HIK
E
ED
UC
AT
ION
AL
SPE
CIF
ICA
TIO
NS
FOR
BU
SIN
ESS
ED
UC
AT
ION
The
edu
catio
nal s
peci
fica
tions
for
eac
h ph
ase
of th
e ed
ucat
ion
prog
ram
sho
uld
be in
trod
uced
by
a st
atem
ent o
f th
e ob
ject
'th
at a
re e
mph
asiz
ed. T
he o
bjec
tives
for
Bus
ines
s E
be s
tate
d as
fol
low
s:
ves
duca
tion
may
To
prov
ide
oppo
rtun
ity f
or a
ll st
uden
ts to
ext
end
and
enri
ch th
eir
back
-gr
ound
s of
gen
eral
edu
catio
n. e
spec
ially
thos
e ph
ases
that
per
tain
tona
tiona
l and
wor
ld e
cono
my
and
curr
ent b
usin
ess
prac
tices
To
prov
ide
for
stud
ents
who
wis
h to
acc
ept e
mpl
oym
ent i
n bu
sine
ss a
fter
they
hav
e gr
adua
ted
from
hig
h sc
hool
the
oppo
rtun
ity th
ey n
eed
to a
c-qu
ire
the
skill
s. in
form
atio
n, a
nd u
nder
stan
ding
ess
entia
l to
such
em
ploy
-m
ent
To
prov
ide
for
stud
ents
who
wis
h to
bec
ome
incr
easi
ngly
pro
fici
ent i
n co
n-du
ctin
g th
eir
pers
onal
aff
airs
the
oppo
rtun
ity th
ey n
eed
to a
cqui
re th
esk
ills.
info
rmat
ion.
and
und
erst
andi
ng n
eede
d
To
prov
ide
for
stud
ents
who
wis
h to
pur
sue
a co
llege
cou
rse
in b
usin
ess
the
oppo
rtun
ity th
ey n
eed
to a
cqui
re th
e sk
ills,
info
rmat
ion,
and
und
erst
and-
ing
that
will
hel
p th
em to
pro
fit m
ost f
ully
fro
m th
eir
colle
ge tr
aini
ng
The
obj
ectiv
es f
or e
ach
phas
e of
the
tota
l pro
gram
sho
uld
befo
llow
ed b
y a
list o
f th
e su
bjec
ts th
at a
re ta
ught
to m
ake
the
obje
ctiv
es a
ttain
able
. The
fol
low
ing
subj
ects
are
gen
eral
ly o
ffer
edin
a w
ell-
roun
ded
Bus
ines
s E
duca
tion
prog
ram
:
Typ
ewri
ting
Shor
than
dB
ookk
eepi
ngR
ecor
dkee
ping
Gen
eral
Bus
ines
sC
leri
cal P
ract
ice
Secr
etar
ial P
ract
ice
Bus
ines
s M
achi
nes
Mer
chan
disi
ngB
usin
ess
Law
Eco
nom
ics
Sale
sman
ship
Bus
ines
s E
nglis
hB
usin
ess
Mat
hem
atic
s
The
list
of
subj
ects
off
ered
in e
ach
phas
e of
the
prog
ram
sho
uld
be f
ollo
wed
by
a de
scri
ptio
n of
the
equi
pmen
t use
d an
d in
stru
c-tio
nal p
roce
dure
s em
ploy
ed in
teac
hing
eac
h su
bjec
t. T
his
desc
rip-
tion
shou
ld b
e in
trod
uced
by
a st
atem
ent o
f th
e ob
ject
ives
to b
e
stre
ssed
. The
n th
e in
stru
ctio
nal p
roce
dure
s sh
ould
be
outli
ned
and
the
spec
ial e
quip
men
t or
prov
isio
ns n
eede
d en
umer
ated
. For
exa
m-
ple
the
subj
ect,
Bus
ines
s M
achi
nes
may
be
desc
ribe
d as
follo
ws:
OB
JEC
TIV
ES
To
prov
ide
oppo
rtun
ity f
or s
tude
nts
(1)
to b
ecom
e in
form
edre
gard
ing
the
vari
ous
uses
mad
e of
bus
ines
s m
achi
nes;
(2)
tobe
com
e in
form
ed r
egar
ding
the
vari
ous
type
s of
bus
ines
sm
achi
nes
that
may
be
used
for
dif
fere
nt p
urpo
ses;
and
(3)
to a
cqui
resk
illin
ope
ratin
g bu
sine
ss m
achi
nes
with
the
degr
ee o
fpr
ofic
ienc
yne
eded
in b
usin
ess
empl
oym
ent.
INST
RU
CT
ION
AL
PR
OC
ED
UR
ES
1. I
ntro
duct
ions
to e
ach
phas
e of
the
subj
ect a
ndal
l inf
orm
a-tio
n of
gen
eral
inte
rest
to th
e cl
ass
is p
rese
nted
to th
e gr
oup
as a
who
le.
2. C
lass
inst
ruct
ion
is f
ollo
wed
by
divi
ding
the
stud
ents
into
grou
ps a
nd a
ssig
ning
eac
h gr
oup
wor
kw
ith a
par
ticul
ar ty
peof
mac
hine
. The
gro
ups
are
then
alte
rnat
ed a
t int
erva
ls u
ntil
the
stud
ents
in e
ach
grou
p ha
ve h
ad e
xper
ienc
e in
ope
ratin
gea
ch ty
pe o
f m
achi
ne.
3. A
fter
the
stud
ents
in a
gro
up h
ave
had
expe
rien
ce in
ope
r-at
ing
a pa
rtic
ular
type
of
mac
hine
, pro
visi
on is
mad
e fo
r th
emto
pra
ctic
e us
ing
the
mac
hine
in o
ther
than
the
regu
lar
clas
spe
riod
.
4. A
s st
uden
ts a
cqui
re th
e pr
ofic
ienc
y in
ope
ratin
g th
em
achi
neth
at is
nee
ded
for
doin
g ce
rtai
n ty
pes
of w
ork
they
are
as-
sign
ed c
erta
in jo
bs. F
or e
xam
ple,
stu
dent
s m
ay b
e as
sign
ed*l
ie ta
sk o
f re
prod
ucin
g co
py f
or v
ario
us te
ache
rs, s
choo
l an-
noun
cem
ents
, and
cer
tain
mat
eria
l nee
ded
in th
e sc
hool
offi
ce.
15
Cer
tain
of
thes
e ta
sks
may
be
com
plet
eddu
ring
the
clas
spe
riod
, oth
ers
may
be
star
ted
duri
ng th
e cl
ass
peri
od a
nd th
enco
mpl
eted
at o
ther
tim
es, a
nd o
ther
s m
ay b
est
arte
d an
d co
m-
plet
ed o
utsi
de th
e cl
ass
peri
od.
MA
CH
INE
S U
SED
Man
ual t
ypew
rite
rsE
lect
ric
type
wri
ters
Ten
-key
add
ing
mac
hine
sFu
ll ke
yboa
rd a
ddin
g m
achi
neB
ookk
eepi
ng m
achi
nes
Tra
nscr
ibin
g m
achi
nes
Dic
tatin
g m
achi
nes
Prin
ting
calc
ulat
ors
Rot
ary
calc
ulat
ors
Key
-dri
ven
calc
ulat
ors
Key
pun
ch w
ith s
tand
Mim
eogr
aph
with
sta
ndFl
uid
dupl
icat
or w
ith s
tand
Mim
eosc
ope
with
sta
nd
Man
y of
the
mac
hine
s us
ed a
re e
lect
rica
llydr
iven
, and
mos
t of
them
are
ope
rate
d at
the
stud
ents
'st
atio
ns a
s w
ell a
s in
spe
cifi
edar
eas
of th
e cl
assr
oom
.E
lect
ric
outle
ts a
re r
equi
red.
FUR
NIT
UR
E U
SED
Des
ks o
r ta
bles
and
cha
irs
for
stud
ents
Filin
g ca
bine
tD
emon
stra
tion
stan
dD
esk
and
chai
r fo
r te
ache
r
MA
TE
RIA
LS
STO
RE
DPa
per,
tape
, car
ds, i
nk, a
nd o
ther
sup
plie
s us
ed in
oper
atin
g th
eva
riou
s ty
pes
of m
achi
nes,
in s
uffi
cien
t am
ount
s fo
r a
mon
th
Stud
ents
' unc
ompl
eted
wor
kM
ater
ials
req
uire
d fo
r m
aint
aini
ng m
achi
nes
in c
ondi
tion
requ
ired
for
oper
atio
nrag
s, c
lean
ing
flui
ds, a
nd th
e lik
e
INFO
RM
AT
ION
AN
D M
AT
ER
IAL
S D
ISPL
AY
ED
Inst
ruct
ions
are
fre
quen
tly p
rese
nted
on
the
chal
kboa
rd.S
omet
imes
,se
para
te s
ets
for
the
oper
atio
n of
the
vari
ous
mac
hine
s ar
e m
ain-
tain
ed f
or s
ever
al d
ays.
16
.44
Dra
wer
s pr
ovid
e th
e be
st s
tora
ge s
pace
for
cert
ain
type
sof
inst
ruct
iona
l mat
eria
ls.
Ann
ounc
emen
ts o
f sc
hool
act
iviti
es a
nd o
f ac
tiviti
es a
nd d
evel
op-
men
ts o
f sp
ecia
l con
cern
to b
usin
ess
educ
atio
nst
uden
ts a
re d
is-
play
ed o
n a
bulle
tin b
oard
.
AU
DIO
-VIS
UA
L R
EQ
UIR
EM
EN
TS
Prov
isio
n sh
ould
be
mad
e fo
r th
e us
e of
aud
io-v
isua
l equ
ipm
ent
such
as
the
tape
rec
orde
rs, p
hono
grap
hs, o
verh
ead
proj
ecto
rs,m
ovie
and
slid
e pr
ojec
tors
, and
tele
visi
on w
hich
cou
ld b
e us
ed to
adva
n-ta
ge in
cla
ssro
om in
stru
ctio
n.
CL
EA
N-U
P R
EQ
UIR
EM
EN
TS
FOR
ST
UD
EN
TS
Cer
tain
mac
hine
ope
ratio
ns, e
spec
ially
thos
e of
dup
licat
ing
ma-
chin
es, a
re s
uch
that
fac
ilitie
s fo
r w
ashi
ng h
ands
are
use
d fr
e-qu
ently
. Als
o in
get
ting
cert
ain
mac
hine
s re
ady
for
use
the
wor
kis
suc
h th
at th
e op
erat
or m
ust w
ash
his
hand
s be
fore
the
actu
alop
erat
ion
may
be
star
ted.
LIG
HT
ING
RE
QU
IRE
DSa
fety
and
eff
icie
ncy
in o
pera
ting
busi
ness
mac
hine
s re
quir
elig
ht-
ing
cond
ition
s th
at p
erm
it go
od v
isio
n an
d th
at a
re c
ondu
cive
to e
yeco
mfo
rt.
SUPE
RV
ISIO
NSt
uden
ts a
re s
uper
vise
d w
hile
they
are
doi
ng r
egul
ar c
lass
room
assi
gnm
ents
, pra
ctic
ing,
and
pro
duct
ion
wor
k.
PRO
VIS
ION
S FO
R S
TU
DE
NT
PR
AC
TIC
ESi
nce
stud
ents
are
req
uire
d to
pra
ctic
e m
achi
ne o
pera
tions
out
-si
de th
eir
regu
lar
clas
s pe
riod
s, p
rovi
sion
s m
ay b
e ne
eded
for
the
stud
ents
to p
ract
ice
at a
tim
e w
hen
the
regu
lar
clas
sroo
m is
bein
gus
ed f
or c
lass
es. T
he e
xten
t of
thes
e pr
ovis
ions
will
dep
end
upon
the
num
ber
of p
erio
ds th
e cl
assr
oom
is u
sed
for
clas
ses.
Whe
n th
ese
prov
isio
ns a
re m
ade,
con
side
ratio
n sh
ould
be
give
n to
loca
ting
the
prac
tice
area
whe
re it
can
be
supe
rvis
ed b
y th
e te
ache
r w
ith r
easo
n-ab
le e
ase.
PRO
VIS
ION
S FO
R P
RO
DU
CT
ION
WO
RK
If m
ater
ial f
or th
e sc
hool
off
ice
and
teac
hers
is to
be
proc
esse
din
the
faci
litie
s fo
r B
usin
ess
Mac
hine
s, th
e re
quir
edeq
uipm
ent
shou
ld b
e lo
cate
d w
here
its
use
will
not
cau
se u
nnec
essa
ry d
istu
rb-
ance
of
clas
ses
that
are
in s
essi
onan
d w
here
the
stud
ents
usi
ng th
eeq
uipm
ent c
an b
e su
perv
ised
by
the
teac
her
with
rea
sona
ble
ease
.So
me
cons
ider
atio
n m
ay b
e gi
ven
to lo
catin
g th
e pr
oces
sing
roo
m a
sne
ar th
e sc
hool
off
ice
aspo
ssib
le.
PRO
VIS
ION
S FO
R C
OU
RSE
S T
AU
GH
T I
NR
EG
UL
AR
CL
ASS
RO
OM
S
Cou
rses
suc
h as
Gen
eral
Bus
ines
s, B
usin
ess
Eng
lish,
Bus
ines
sM
athe
mat
ics,
Bus
ines
s L
aw, a
nd E
cono
mic
s ar
e ta
ught
in r
egul
arcl
assr
oom
s. T
hese
cla
ssro
oms
shou
ld c
onta
in f
acili
ties
for
disp
lay-
ing
mat
eria
ls p
ertin
ent t
o th
e co
urse
s. T
he r
oom
s sh
ould
be
equi
pped
for
the
use
of a
udio
-vis
ual e
quip
men
t. C
halk
boar
d an
dbu
lletin
boar
d sp
ace
shou
ld b
e pr
ovid
ed s
o th
at m
ater
ial c
ould
be
reta
ined
for
the
num
ber
of d
ays
requ
ired
and
stil
l be
adeq
uate
for
othe
rcl
asse
s us
ing
the
clas
sroo
m.
Cle
an-u
p fa
cilit
ies
are
esse
ntia
l in
room
s w
here
mac
hine
sar
e op
erat
ed, a
nd s
tora
ge c
abin
ets
equi
pped
with
tote
tray
s m
ay b
e us
ed to
adv
anta
ge fo
r st
orin
g st
uden
ts'
mat
eria
ls.
17
ii
),r
4.
t-;
On
; 'Iz
i***
*';-
1777
iii
9,s
44:
4
Typ
ewrit
ing
may
be
taug
ht to
ala
rge
grou
p by
a te
amof
teac
hers
ass
iste
dby
a c
lerk
. One
teac
her
may
hel
pin
di-
vidu
al s
tude
nts
as th
e ot
her
teac
her
inst
ruct
s th
e cl
ass,
or
both
teac
hers
may
hel
p st
uden
ts a
sin
stru
ctio
ns a
regi
ven
to th
e cl
ass
by m
eans
of a
tape
ecor
der
or a
pho
nogr
aph.
The
cla
ssy
be d
ivid
ed in
tosm
all g
roup
s fo
rai
n ty
pes
of in
stru
ctio
n.1,
r ma
cert
66
1'
A
'ob
.-
.
BU
SIN
ESS
ED
UC
AT
ION
FA
CIL
ITIE
S
The
fol
low
ing
mat
eria
l con
tain
s su
gges
tions
reg
ardi
ng c
erta
infe
atur
es in
eac
h ty
pe o
f bu
sine
ss e
duca
tion
faci
lity.
BU
SIN
ESS
MA
CH
INE
S L
AB
OR
AT
OR
YT
he b
usin
ess
mac
hine
s la
bora
tory
may
be
used
for
a v
arie
ty o
fpu
rpos
es. I
n sm
all h
igh
scho
ols,
whe
re th
e la
bora
tory
may
be
the
only
roo
m e
quip
ped
with
bus
ines
s m
achi
nes
and
type
wri
ters
, it m
aybe
use
d fo
r co
urse
off
erin
gs in
off
ice
prac
tice,
bus
ines
s m
achi
nes,
type
wri
ting,
sho
rtha
nd, a
nd b
ookk
eepi
ng. I
t sho
uld
have
the
fol-
low
ing
feat
ures
:
Prov
isio
n fo
r th
e op
erat
ion
of e
lect
ric
mac
hine
sE
ssen
tial f
acili
ties
for
keep
ing
hand
s cl
ean
Ade
quat
e w
orki
ng s
urfa
ces
Prov
isio
n fo
r m
ultip
le li
sten
ing
for
shor
than
d di
ctat
ion
Prov
isio
n fo
r th
e us
e of
aud
io-v
isua
l equ
ipm
ent
Prov
isio
n fo
r st
uden
ts to
pra
ctic
e th
e us
e of
the
mac
hine
s in
som
ear
ea a
djac
ent t
o th
e la
bora
tory
Stor
age
faci
litie
s fo
r st
uden
t wor
k an
d fo
r m
ater
ials
of
inst
ruct
ion
Mas
ter
switc
h fo
r te
ache
r co
ntro
l of
elec
tric
cir
cuits
to m
achi
nes
Bul
letin
boa
rds
and
chal
kboa
rds
for
disp
lays
and
cla
ssro
om in
stru
c-tio
n
FUR
NIT
UR
E
A li
st o
f th
e fu
rnitu
re n
eede
d fo
llow
s:
Stud
ent s
tatio
ns e
quip
ped
with
wor
king
sur
face
s ap
prox
imat
ely
24"
x 36
" an
d ad
just
able
in h
eigh
t; al
so s
uita
ble
chai
rsT
each
er s
tatio
n w
ith a
ppro
pria
te w
orki
ng s
urfa
ce a
nd d
raw
ers;
als
oa
suita
ble
chai
r, s
wiv
el ty
pe d
esir
able
Dem
onst
ratio
n st
and
with
req
uire
d ou
tlets
for
ope
ratin
g el
ectr
icm
achi
nes
Suita
ble
file
cab
inet
s
EQ
UIP
ME
NT
The
num
ber
and
kind
of
mac
hine
s w
ill v
ary
acco
rdin
g to
the
ob-
ject
ives
of
the
cour
se o
r co
urse
s ta
ught
in th
e ro
om. C
onsi
dera
tion
shou
ld b
e gi
ven
to th
e re
ntal
of
equi
pmen
t whi
ch is
to b
e us
ed o
nly
for
a sh
ort t
ime.
A li
st o
f th
e ty
pe o
f m
achi
nes
need
ed f
ollo
ws:
Add
ing
mac
hine
, 10-
key
Boo
kkee
ping
mac
hine
Dic
tatin
g m
achi
nes
Tra
nscr
ibin
g m
achi
nes
Key
-dri
ven
calc
ulat
orR
otar
y ca
lcul
ator
Prin
ting
calc
ulat
orT
ypew
rite
rs, e
lect
ric
Typ
ewri
ters
, man
ual
Typ
ewri
ter,
long
car
riag
eK
ey p
unch
for
pre
pari
ng d
ata
for
data
pro
cess
ing
ma-
chin
es
Mim
eosc
ope
with
sty
lus
set a
ndle
tteri
ng g
uide
sPa
per
cutte
rD
uplic
atin
g m
achi
ne, f
luid
proc
ess
Dup
licat
ing
mac
hine
, ste
ncil
Tap
e re
cord
erC
olla
tor
Stap
ling
mac
hine
and
sta
ple
rem
over
Inte
rval
tim
erSt
op w
atch
Pape
r pu
nch
Filin
g se
ts
TY
PEW
RIT
ING
CL
ASS
RO
OM
The
type
wri
ting
clas
sroo
m m
ay b
e us
ed f
or c
lass
es in
type
wri
t-in
g, s
hort
hand
, and
tran
scri
ptio
n. I
t sho
uld
have
the
follo
win
g fe
a-tu
res
Prov
isio
n fo
r op
erat
ion
of e
lect
ric
type
wri
ters
Ess
entia
l fac
ilitie
s fo
r ke
epin
g ha
nds
clea
nA
dequ
ate
wor
king
sur
face
sB
ulle
tin b
oard
s an
d ch
alkb
oard
s fo
r di
spla
ys a
nd c
lass
room
inst
ruct
ion
Prov
isio
n fo
r th
e us
e of
aud
io-v
isua
l equ
ipm
ent
19
Prov
isio
n fo
r st
uden
ts to
lear
n th
e va
riou
sm
etho
ds u
sed
infi
ling
is a
n,es
sent
ial p
hase
cr
the
busi
ness
educ
atio
n pr
o-gr
am. T
he b
usin
ess
educ
atio
n fa
cilit
ies
shou
ld c
onta
in th
esp
ace
requ
ired
for
the
plac
emen
t of
the
equi
pmen
t for
vari
ous
type
s of
fili
ng.
Prov
isio
n fo
r st
uden
ts to
pra
ctic
e th
e us
e of
type
wri
ters
in s
ome
area
in c
lose
pro
xim
ity to
the
type
wri
ter
room
if th
e cl
assr
oom
is to
be
used
thro
ugho
ut th
e sc
hool
day
for
clas
ses.
In
mak
ing
this
pro
visi
on s
ome
cons
ider
atio
n sh
ould
be
give
n to
the
use
that
may
be
mad
e of
the
extr
afa
cilit
ies
espe
cial
ly f
or in
divi
dual
ized
inst
ruct
ion
and
prod
uctio
n w
ork.
FUR
NIT
UR
EA
list
of
the
furn
iture
nee
ded
follo
ws:
Stud
ent s
tatio
ns e
quip
ped
with
wor
king
surf
aces
app
roxi
mat
ely
24"
x 36
" an
d ad
just
able
in h
eigh
t;al
so s
uita
ble
chai
rs
Tea
cher
sta
tion
with
app
ropr
iate
wor
king
surf
ace
and
draw
ers;
also
a s
uita
ble
chai
r, s
wiv
el ty
pede
sira
ble
Dem
onst
ratio
n st
and
with
req
uire
d ou
tlets
for
oper
atin
g el
ectr
icty
pew
rite
rs
EQ
UIP
ME
NT
A li
st o
f th
e eq
uipm
ent n
eede
dfo
llow
s:
Typ
ewri
ters
, man
ual a
nd e
lect
ric
Tap
e re
cord
erIn
terv
al ti
mer
Pape
r cu
tter
Stop
wat
chSt
aplin
g m
achi
ne a
nd s
tapl
e
Phon
ogra
phre
mov
er
GE
NE
RA
L B
USI
NE
SS C
LA
SSR
OO
MA
ND
ME
RC
HA
ND
ISIN
G L
AB
OR
AT
OR
YT
he c
lass
room
and
mer
chan
disi
ngla
bora
tory
may
be
used
as
age
nera
l cla
ssro
om a
nd a
s a
mer
chan
disi
ng la
bora
tory
. It s
houl
d co
n-
tain
the
follo
win
g fe
atur
es:
The
dis
play
are
a sh
ould
be
sepa
rate
d fr
om th
e cl
assr
oom
by
mov
-
able
par
titio
nsB
ulle
tin b
oard
s an
d ch
alkb
oard
sfo
r di
spla
ys, c
lass
room
inst
ruct
ion
The
dis
play
are
a sh
ould
cont
ain
faci
litie
s su
ch a
s ta
ckbo
ards
, peg
-bo
ards
, she
lves
, and
the
like.
**,
A d
emon
stra
tion
stan
d pl
aced
whe
re s
tude
nts
can
see
it w
ith e
ase
may
be u
sed
by th
e te
ache
r to
giv
e gr
oup
inst
ruct
ion
and
to il
lust
rate
eac
hph
ase
of th
e in
stru
ctio
n th
at p
erta
ins
to ty
pew
ritin
g te
chni
ques
.
Stor
age
faci
litie
s fo
r di
spla
y eq
uipm
ent
A d
ispl
ay w
indo
w lo
cate
d w
here
stu
dent
traf
fic
pass
esPr
ovis
ion
for
the
use
of a
udio
-vis
ual e
quip
men
tPr
ovis
ion
for
oper
atio
n of
ele
ctri
c eq
uipm
ent
FUR
NIT
UR
EA
list
of
the
furn
iture
nee
ded
follo
ws:
Stud
ent s
tatio
ns e
quip
ped
with
wor
king
sur
face
s ap
prox
imat
ely
24"
x 36
" an
d ad
just
able
in h
eigh
t; al
so s
uita
ble
chai
rsT
each
er s
tatio
n w
ith a
ppro
pria
te w
orki
ng s
urfa
ce a
nd d
raw
ers;
also
a s
uita
ble
chai
r, s
wiv
el ty
pe d
esir
able
Suita
ble
file
cab
inet
sIs
land
dis
play
cas
eIs
land
cou
nter
Mag
azin
e an
d pa
mph
let r
ack
EQ
UIP
ME
NT
A li
st o
f th
e eq
uipm
ent n
eede
d fo
llow
s:C
ash
regi
ster
Man
ikin
sSm
all t
ools
Pape
r ro
ll cu
tter
BO
OK
KE
EPI
NG
CL
ASS
RO
OM
The
boo
kkee
ping
cla
ssro
om m
ay b
e us
ed f
or o
ther
gen
eral
clas
ses.
It s
houl
d co
ntai
n th
e fo
llow
ing
feat
ures
:Pr
ovis
ion
for
the
use
of e
lect
ric
addi
ng m
achi
nes
Ade
quat
e w
orki
ng s
urfa
ces
Prov
isio
n fo
r th
e us
e of
aud
io-v
isua
l equ
ipm
ent
Stor
age
faci
litie
g fo
r st
uden
t wor
k an
d fo
r m
ater
ials
of
inst
ruct
ion
Bul
letin
boa
rds
and
chal
kboa
rds
for
disp
lays
and
cla
ssro
om in
-st
ruct
ion
in s
tudy
ing
book
keep
ing,
stu
dent
s ne
ed w
orki
ng s
urfa
ces
for
doin
g th
ere
quir
ed w
ritte
n w
ork
and
mac
hine
s av
aila
ble
for
mak
ing
esse
ntia
lco
mpu
tatio
ns.
-4-
4
She
lvin
g, d
ispl
ay c
ases
, cou
nter
s,dr
awer
s, a
nd d
ispl
ay b
oard
s pr
ovid
esp
ace
for
stud
ents
tost
udy
diffe
rent
met
hods
of
disp
layi
ng m
ater
ial.
FUR
NIT
UR
EA
list
of
the
furn
iture
need
ed f
ollo
ws:
Stud
ent s
tatio
ns e
quip
ped
with
wor
king
sur
face
sap
prox
imat
ely
24"
x 36
" an
d ad
just
able
in h
eigh
t; al
so s
uita
ble
chai
rs
Tea
cher
sta
tion
with
app
ropr
iate
wor
king
sur
face
and
dra
wer
s;al
so a
sui
tabl
e ch
air,
sw
ivel
type
desi
rabl
e
Suita
ble
file
cab
inet
s
22
EQ
UIP
ME
NT
A li
st o
f th
e eq
uipm
ent n
eede
dfo
llow
s:
Add
ing
mac
hine
sSe
t of
book
keep
ing
char
ts
OFF
ICE
AN
D S
TO
RA
GE
SPA
CE
The
off
ice
and
stor
age
spac
e m
aybe
use
d fo
r m
eetin
gs o
fsm
all
grou
ps a
s w
ell a
sfo
r of
fice
spa
ce f
or te
ache
rsan
d fo
r st
orag
e of
mat
eria
ls o
f in
stru
ctio
n. I
tsh
ould
con
tain
the
follo
win
gfe
atur
es:
Prov
isio
n fo
r th
e op
erat
ion
ofel
ectr
ic m
achi
nes
Ess
entia
l fac
ilitie
s fo
r ke
epin
gha
nds
clea
nA
dequ
ate
wor
king
sur
face
sSt
orag
e fa
cilit
ies
for
mat
eria
lsof
inst
ruct
ion
used
inbu
sine
ss e
du-
catio
n cl
asse
sPr
ovis
ions
for
teac
hers
to d
uplic
ate
mat
eria
ls o
f in
stru
ctio
n
FUR
NIT
UR
EA
list
of
the
furn
iture
need
ed f
ollo
ws:
Tea
cher
s' d
esks
with
app
ropr
iate
wor
king
sur
face
s; a
lso
suita
ble
chai
rsSu
itabl
e fi
le c
abin
ets
Prov
isio
n fo
r ad
equa
te w
orki
ngsu
rfac
es
EQ
UIP
ME
NT
A li
st o
f th
e eq
uipm
ent
need
ed f
ollo
ws:
Flui
d pr
oces
s du
plic
ator
Typ
ewri
ter
PLA
NN
ING
JU
NIO
R C
OL
LE
GE
BU
SIN
ESS
ED
UC
AT
ION
CL
ASS
RO
OM
S
The
juni
or c
olle
ge o
ffer
s co
urse
s to
car
ry o
ut th
e ge
nera
l edu
ca-
tion
and
voca
tiona
l edu
catio
n ob
ject
ives
of
busi
ness
edu
catio
n in
the
colle
ge tr
ansf
er p
rogr
am a
nd in
the
term
inal
edu
catio
n pr
ogra
m.
Cou
rses
con
cern
ed w
ith th
e ge
nera
l obj
ectiv
es in
clud
e su
ch s
ubje
cts
as b
usin
ess
law
, eco
nom
ics,
mon
ey a
nd b
anki
ng, m
arke
ting,
and
ad-
vert
isin
g. C
urri
culu
ms
are
prov
ided
for
occ
upat
ions
in th
e fi
eld
ofac
coun
ting,
sec
reta
rial
and
adv
ance
d cl
eric
al w
ork,
and
in m
er-
chan
disi
ng a
nd s
ellin
g. I
n ad
ditio
n, s
peci
aliz
ed c
urri
culu
ms
have
been
dev
elop
ed to
mee
t par
ticul
ar b
usin
ess
trai
ning
nee
ds in
suc
hfi
elds
as
tran
spor
tatio
n, g
over
nmen
t ser
vice
, mer
chan
disi
ng, s
ales
,in
sura
nce,
tax
acco
untin
g, s
mal
l bus
ines
s m
anag
emen
t, an
d bu
sine
ssda
ta p
roce
ssin
g.T
hese
cou
rses
are
taug
ht in
the
regu
lar
day
prog
ram
s an
d in
the
exte
nded
day
and
adu
lt pr
ogra
ms
of th
e ju
nior
col
lege
. Adu
lts o
fth
e co
mm
unity
are
off
ered
the
oppo
rtun
ity to
take
fur
ther
trai
ning
in th
e ar
ea o
f th
eir
inte
rest
.
SPA
CE
AD
EQ
UA
CY
SU
RV
EY
The
Spa
ce A
dequ
acy
Surv
ey F
orm
s fo
r ju
nior
col
lege
s sh
own
onth
e fo
llow
ing
page
s ha
ve b
een
deve
lope
d by
the
Bur
eau
of S
choo
lPl
anni
ng o
f th
e C
alif
orni
a St
ate
Dep
artm
ent o
f E
duca
tion
for
the
purp
ose
of d
eter
min
ing
the
num
ber
and
kind
of
clas
sroo
ms
to b
epr
ovid
ed f
or th
e en
rollm
ent i
n a
part
icul
ar s
choo
l. T
hey
prov
ide
a
mea
ns o
f pr
oces
sing
col
lege
cla
ss s
ched
ule
data
by
usin
g th
e on
e-st
uden
t-in
-one
-cla
ssro
om-o
ne-h
our
as th
e un
it of
nee
d fo
r te
achi
ngsp
ace.
Form
A o
f th
e Sp
ace
Ade
quac
y Su
rvey
For
ms
cont
ains
a r
ecor
dof
eac
h cl
ass
sect
ion,
the
num
ber
of s
tude
nts
enro
lled,
the
num
ber
of ti
mes
it m
eets
per
wee
k, a
nd th
e ho
ur it
mee
ts. A
vera
ge c
lass
size
and
stu
dent
hou
rs a
wee
k, b
y de
part
men
t and
by
cloc
k ho
ur,
are
com
pute
d fr
om th
ese
data
. ( S
ee p
age
24)
Form
B c
onta
ins
a de
part
men
t sum
mar
y of
the
data
incl
uded
inFo
rm A
, the
tota
l stu
dent
hou
rs p
er w
eek
and
the
per
cent
of
stud
ent h
ours
per
wee
k us
ed b
y ea
ch d
epar
tmen
t. T
his
form
isus
ed to
rec
ord
proj
ecte
d ch
ange
s in
cou
rse
emph
asis
, cha
nges
inba
lanc
e am
ong
cour
ses,
and
the
effe
ct o
f su
ch c
hang
es o
n st
uden
tho
urs
per
wee
k. (
See
page
25)
Form
C p
rovi
des
a m
eans
for
com
pari
son
of c
ours
e em
phas
isam
ong
sele
cted
juni
or c
olle
ges.
(Se
e pa
ge 2
6)Fo
rm D
pro
vide
s a
mea
ns o
f co
mpu
ting
the
num
ber
of te
achi
ngst
atio
ns r
equi
red.
A s
taff
con
fere
nce
is n
eces
sary
to d
eter
min
e co
m-
bina
tion
uses
for
roo
ms
whi
ch a
re n
ot u
sed
to th
eir
fulle
st p
oten
tial
in o
ne d
epar
tmen
t. C
olum
n 8,
For
m D
, sho
ws
the
num
ber
of e
ach
type
of
room
req
uire
d. C
olum
ns 9
and
10
are
fille
d ou
t onl
y w
hen
the
spac
e ad
equa
cy p
roce
dure
is u
sed
to p
rovi
de f
or a
dditi
onal
room
s to
be
adde
d to
exi
stin
g bu
ildin
gs. (
See
page
27)
CA
LIF
OR
NIA
ST
AT
E D
EP
AR
TM
EN
T O
FE
DU
CA
TIO
NB
UR
EA
U O
F S
CH
OO
L P
LAN
NIN
GF
OR
M A
SP
AC
E A
DE
QU
AC
YS
UR
VE
Y-1
958
AB
CCollege
Business
Dep
artm
ent
STU
DE
NT
-HO
UR
EN
RO
LL
ME
NT
(Use
at l
east
one
line
for
each
inst
ruct
orS
epar
ate
line
for
lab
cour
ses
Sep
arat
e sh
eet f
or e
ach
depa
rtm
ent)
For
m A
Spa
ce A
dequ
acy
Sur
vey
Juni
or C
olle
ge December 19
Dat
e
HLG
Prep
ared
by
23
45
67
Inst
ruct
or(N
ame)
Cou
rse
(Nam
e)
Enr
ollm
ents
by
hour
and
day
s pe
r w
eek'
Tot
alen
roll-
men
t(C
ol. 3
)
Nu
mb
erof
clas
ses
Ave
rage
size
(Col
s.4
+ 5
)
Stu
dent
hour
spe
rw
eek'
Firs
tS
econ
dT
hird
Fou
rth
Fift
hS
ixth
Sev
enth
Eig
hth
Nin
th
8:00
9:00
10:0
011
:00
12:0
01:
002:
003:
004:
00
Accounting
17-3
17-3
34
217
102
Bookkeeping
16-2
16-2
32
216
64
Introduction to
Business
21-3
21
121
63
Beginning Typing
14-5
14
114
70
Beginning Typing
10-5
10
110
Pn
,,
Advanced Typing
7-5
71
735
Shorthand
17-5
17
117
85
Business Machines
16-5
16
116
80
Commercial Law
18-3
18
118
54
Total hour enrollments
43
50
21
14
34
7169
11
15
603
(The
se to
tals
sho
uld
be tr
ansf
erre
dto
For
m B
.)
I Num
ber
of d
ays
doss
mee
ts p
er w
eek
show
naf
ter
dash
line
.2
Enr
ollm
ent f
or c
lass
mul
tiplie
d by
num
bero
f hou
rs d
oss
mee
ts p
ar w
eek.
24
CA
LIF
OR
NIA
ST
AT
E D
EPA
RT
ME
NT
OF
ED
UC
AT
ION
BU
RE
AU
OF
SCH
OO
L P
LA
NN
ING
FOR
M B
SPA
CE
AD
EQ
UA
CY
SU
RV
EY
AB
CC
olle
ge
Business
Dep
artm
ent
SU
MM
AR
Y B
Y D
EP
AR
TM
EN
TS
I.T
otal
stu
dent
hou
rs p
er w
eek
(Col
. 7, F
orm
A)
for
all d
epar
tmen
ts 7
291
For
m B
Spa
ce A
dequ
acy
Sur
vey
Juni
or C
olle
ge
December 19_
Dat
e
Prep
ared
by
HLG
12
34
56
Accounting, Book-
keeping
Typing, Shorthand
Office Training
(machines)
Law, Mathematics,
and the like
Distributive
Education,
Marketing
Enr
ollm
ents
by
perio
d an
d ho
ur (
Col
. 3, F
orm
A)
Stu
dent
hour
spe
rw
eek
Per
cen
tC
ol. 3
is o
fIte
m I
Col
. 4pe
r ce
nts
adju
sted
by
conf
eren
ce
Com
pute
dst
uden
t hou
rspe
r w
eek
(Col
. 5Ite
m I)
Firs
tS
econ
d.
Thi
rdF
ourt
hF
ifth
Six
thS
even
thE
ight
hN
inth
8:00
9:00
10:0
011
:00
12:0
01:
002:
003:
004:
00
33
10
33
17
21
14
16
18
7
166
240
80
117
2.3
3.3
1.1
1.6
--
2.6
3.7
1.4
1.7
1.5
190
270
102
124
109
43
50
21
14
34
7603
8.3
10.9
795
25
CA
LIF
OR
NIA
ST
AT
E D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NB
UR
EA
U O
F S
CH
OO
L P
LAN
NIN
GF
OR
M C
-SP
AC
E A
DE
QU
AC
Y S
UR
VE
Y
AB
CC
olle
ge
Business
Dep
artm
ent
For
m C
-Spa
ce A
dequ
acy
Sur
vey
Juni
or C
olle
ge
Pre
pare
d
PE
R C
EN
T C
OM
PA
RIS
ON
S-J
UN
IOR
CO
LLE
GE
PR
OG
RA
MS
December 19
Dat
e
by
HLG
Junior college
MN
0ABC
Student hours per week
39,962
23,394
5,491
7,291
Act
ual
Adj
uste
dA
ctua
lA
djus
ted
Act
ual
Adj
uste
dA
ctua
lA
djus
ted
Accounting, Bookkeeping
1.1
2,0
2.6
2.6
2.3
2.6
Typing, Shorthand
3.4
5.3
5.3
3.7
3.3
3.7
Office Training (machines)
.8
2.6
3.2
1.7
1.1
1.4
Law, Mathematics, and the like
4.3
.9
1.9
1.9
1.6
1.7
Distributive education, Marketing
1.8
.2
1.1
1.1
-1.5
11.4
11.0
14.1
11.0
8.3
10.9
CA
LIF
OR
NIA
ST
AT
E D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NB
UR
EA
U O
F S
CH
OO
L P
LAN
NIN
GF
OR
M D
SP
AC
E A
DE
QU
AC
Y S
UR
VE
Y
ABC
College
Business
Dep
artm
ent
1.Pr
edic
ted
enro
llmen
ts2500
date
1965
2.Pr
esen
t enr
ollm
ents
500
3.Pr
edic
ted
incr
ease
2000
4.W
orki
ng f
acto
r (l
ine
1 +
Lin
e 2)
5
5.H
ours
ava
ilabl
e/w
eek,
for
sch
edul
ing
35
TE
AC
HIN
G S
PA
CE
NE
ED
S
For
m D
Spa
ce A
dequ
acy
Sur
vey
Juni
or C
olle
ge
January 19
Dat
e
Prep
ared
by
HLG
12
56
78
910
Dep
artm
ent:
Cou
rse
Com
pute
dst
uden
tho
urs
per
wee
k(C
ol. 6
, For
m B
)
Ave
rage
clas
s si
ze(C
olle
gepo
licy)
Cla
ss g
roup
spe
r w
eek
(Col
2 ÷
Col
. 3)
Cla
ss g
roup
spe
r w
eek
for
pred
icte
den
rollm
ent
(Col
4 X
Item
4)
Per
cen
tof
spa
ceut
iliza
tion
(Col
lege
polic
y')
Com
pute
dte
achi
ngsp
ace
need
s:C
ol. 5
÷(it
em 5
X C
ol-
6)
Tea
chin
gsp
ace
need
sad
just
ed b
yco
nfer
ence
Ade
quat
ete
achi
ngsp
aces
avai
labl
e
Add
ition
alte
achi
ngsp
aces
requ
ired
Accounting, Book-
keeping
Typing, Shorthand
Office training
(machines)
Law, Mathematics,
and the like
Distributive
education,
Marketing
190
270
102
124
109
30
36
24
30
20
6.3
7.5
4.3
4.1
5.5
31.5
37.5
21.5
20.5
27.5
70
70
70
80
80
1.3
1.5
.9
.7
1.0
1 2 1 1 1
0 0 0 0 0
1 2 1 1 1
795
5.4
60
6
Day
stu
dent
s ta
king
12
or m
ore
units
.C
lock
hou
rs fr
om s
tart
to fi
nish
of s
ched
ulin
g da
y, le
ss 1
.
27
p
28
Pro
visi
on s
houl
d be
mad
e fo
r st
uden
ts to
take
dic
tatio
n at
a r
ate
of s
peed
com
men
-su
rate
with
thei
r ab
ility
. The
bus
ines
s ed
uca-
tion
faci
lity
shou
ld b
e eq
uipp
ed w
ith fa
cil-
ities
for
prov
idin
g fo
r di
ctat
ion
at v
ario
ussp
eeds
.
BU
SIN
ESS
ED
UC
AT
ION
FA
CIL
ITIE
S IN
TH
E J
UN
IOR
CO
LL
EG
E
The
fol
low
ing
page
s co
ntai
n su
gges
tions
for
a ju
nior
col
lege
bus
i-ne
ss e
duca
tion
build
ing,
bus
ines
s di
visi
on o
ffic
es,
mer
chan
disi
ngla
bora
tory
, and
dat
a pr
oces
sing
labo
rato
ry. T
hese
sug
gest
ions
may
be s
tudi
ed s
o th
at th
e fe
atur
es th
at a
re m
ost a
dapt
able
to a
ny lo
cal
situ
atio
n m
ay b
e us
ed to
adv
anta
ge.
BU
SIN
ESS
ED
UC
AT
ION
BU
ILD
ING
Flex
ibili
ty in
cla
ssro
om s
ize
may
be
achi
eved
by
the
stru
ctur
alde
sign
of
the
build
ing.
The
bui
ldin
g m
ay b
e st
ruct
ural
ly s
uppo
rted
at th
e co
rner
s w
hich
allo
ws
for
the
relo
catio
n of
inne
r w
alls
with
out
mak
ing
stru
ctur
al c
hang
es. S
peci
al f
eatu
res
of th
e bu
ildin
g, in
ad-
ditio
n to
the
prov
isio
n fo
r fl
exib
ility
in c
lass
room
siz
e, in
clud
e th
efo
llow
ing:
the
dupl
icat
ing
labo
rato
ry s
houl
d be
rea
dily
acc
essi
ble
to th
e ro
oms
whi
ch w
ould
nor
mal
ly u
se s
uch
faci
litie
s an
d be
en-
tere
d fr
om th
e co
rrid
or s
o th
at d
uplic
ator
s m
ay b
e us
ed w
ithou
tpa
ssin
g th
roug
h a
clas
sroo
m; s
tora
ge s
pace
sho
uld
be lo
cate
d w
here
it is
acc
essi
ble
to a
ll of
the
room
s in
the
build
ing.
BU
SIN
ESS
DIV
ISIO
N O
FFIC
ES
The
bus
ines
s di
visi
on o
ffic
es s
houl
d be
loca
ted
adja
cent
to th
ebu
sine
ss e
duca
tion
clas
sroo
ms.
The
y sh
ould
hav
e th
e fo
llow
ing
feat
ures
:O
ne s
tatio
n of
fice
s fo
r fa
culty
mem
bers
Off
ice
for
the
divi
sion
cha
irm
anR
ecep
tion
room
incl
udin
g sp
ace
for
secr
etar
ies
Wor
kroo
mC
onfe
renc
e ro
om
FUR
NIT
UR
EA
list
of
the
furn
iture
nee
ded
follo
ws:
Des
ksFi
le c
ases
Boo
kcas
esW
ardr
obes
Tab
les
Cha
irs
EQ
UIP
ME
NT
A li
st o
f th
e eq
uipm
ent n
eede
d fo
llow
s:T
ypew
rite
rsD
uplic
ator
sT
ape
reco
rder
sSl
ide
proj
ecto
r
Mov
ie p
roje
ctor
Perm
anen
t scr
een
in c
onfe
renc
e ro
omC
halk
boar
d in
the
conf
eren
ce r
oom
Bul
letin
boa
rds
ME
RC
HA
ND
ISIN
G L
AB
OR
AT
OR
YT
he m
erch
andi
sing
labo
rato
ry, p
art o
f w
hich
cou
ld a
lso
be u
sed
as a
gen
eral
cla
ssro
om, h
as th
e fo
llow
ing
feat
ures
:T
he m
erch
andi
sing
are
a is
sep
arat
ed f
rom
the
clas
sroo
m a
rea
Dis
play
win
dow
s ar
e lo
cate
d at
the
corn
er o
f th
e la
bora
tory
whe
reth
e di
spla
ys m
ay b
e se
en f
rom
two
corr
idor
s. D
rape
s ac
ross
the
back
of
the
disp
lay
win
dow
for
m a
bac
kgro
und
for
disp
lays
.
!It
The
bus
ines
s m
achi
nes
room
may
be
equi
pped
with
des
ks e
spec
ially
cons
truc
ted
for
effic
ient
mac
hine
ope
ratio
n.
I'
Stu
dent
s ar
e ta
ught
how
to d
ispl
ay m
erch
andi
se to
the
best
adv
anta
ge.
App
ropr
iate
sto
rage
spa
ce f
or e
quip
men
tA
dequ
ate
wor
king
spa
ce f
or p
repa
ratio
n of
dis
play
sN
eede
d bu
lletin
boa
rds
and
chal
kboa
rds
for
the
clas
sroo
m
FUR
NIT
UR
EA
list
of
the
furn
iture
nee
ded
follo
ws:
Stud
ent s
tatio
ns e
quip
ped
with
wor
king
sur
face
s ap
prox
imat
ely
24"
x 36
" an
d ad
just
able
in h
eigh
t; al
so s
uita
ble
chai
rsT
each
er s
tatio
n w
ith a
ppro
pria
te w
orki
ng s
urfa
ce a
nd d
raw
ers;
also
a s
uita
ble
chai
r, s
wiv
el ty
pe d
esir
able
Suita
ble
file
cas
esSh
elvi
ngD
ispl
ay is
land
sC
ashi
er's
cou
nter
Slid
ing
chal
kboa
rds
prov
ide
the
requ
ired
writ
ing
surf
ace
and
perm
itm
ater
ial t
o be
ret
aine
d fo
r co
ntin
ued
use.
A d
ispl
ay r
ail,
inst
alle
d at
the
top
of th
e bo
ard,
pro
vide
s fo
r th
e di
spla
y of
inst
ruct
iona
l mat
eria
ls.
sk.
4
4
.#4
4.
`A.-
S:41
1rf
Sin
ce w
orke
rs in
an
offic
e fr
eque
ntly
mus
t ans
wer
the
tele
phon
e an
dop
erat
e a
priv
ate
boar
d ex
chan
ge (
PB
X),
it m
ay b
e ad
visa
ble
for
busi
ness
edu
catio
n fa
cilit
ies
to b
e eq
uipp
ed w
ith a
tele
phon
e an
d a
PB
X.
EQ
UIP
ME
NT
A li
st o
f th
e eq
uipm
ent
Man
ikin
sFo
rms
Vac
uum
cle
aner
Pape
r ro
ll cu
tter
need
ed f
ollo
ws:
Step
ladd
erIr
on a
nd ir
onin
g bo
ard
Smal
l too
ls
BU
SIN
ESS
DA
TA
PR
OC
ESS
ING
UN
ITT
he d
ata
proc
essi
ng la
bora
tory
sho
uld
be a
pra
ctic
al f
acili
ty in
whi
ch tr
aini
ng f
or th
e te
chni
cal o
ccup
atio
ns c
an b
e gi
ven
mos
tef
fect
ivel
y. I
t sho
uld
cont
ain
the
follo
win
g fe
atur
es:
31
pic
q,
41.
a.
Flex
ibili
ty o
f of
app
licat
ion
and
com
mon
use
in d
ata
proc
essi
ng s
houl
d
be th
e cr
iteri
a fo
r th
ese
lect
ion
of e
quip
men
t.
Equ
ipm
ent s
houl
d be
cho
sen
whi
ch w
ill g
ive
expe
rien
ce in
the
mos
t
com
mon
ly u
sed
data
pro
cess
ing
syst
ems.
The
dat
a pr
oces
sing
are
ash
ould
pro
vide
for
fle
xibi
lity
in a
rran
g-
ing
the
equi
pmen
t.A
dequ
ate
pow
er s
houl
d be
prov
ided
for
the
equi
pmen
t.
Ade
quat
e sp
ace
for
wor
king
shou
ld b
e pr
ovid
ed a
roun
dth
e da
ta
proc
essi
ng e
quip
men
t.
Spac
e sh
ould
be
prov
ided
for
dat
a pr
oces
sing
,da
ta p
repa
ratio
n,co
ntro
l pan
el w
irin
gan
d st
orag
e, c
ompu
ting,
libr
ary,
and
clas
s-
room
.
32
aT
he d
ata
proc
essi
ngla
bora
tory
is
equi
pped
topr
ovid
ein
stru
ctio
nin
mac
hine
ope
ratio
ns r
equi
red
inda
tapr
oces
sing
and
to g
ive
stud
ents
opp
or-
tuni
ty to
pra
ctic
e us
ing
the
mac
hine
s.
The
are
a sh
ould
be
read
ilyac
cess
ible
to a
ll de
part
men
ts w
hich
coul
d us
e th
e fa
cilit
ies.
EQ
UIP
ME
NT
A li
st o
f th
e eq
uipm
ent n
eede
dfo
llow
s:
Prin
ting
key-
punc
hSo
rter
Acc
ount
ing
mac
hine
(pr
inte
r)
Add
ition
al e
quip
men
t in
the
orde
rof
impo
rtan
ce w
ould
be
the
follo
win
g:C
olla
tor
Ele
ctro
nic
com
pute
rR
epro
duci
ng p
unch
Peri
pher
al e
quip
men
t for
com
pute
rC
alcu
latin
g pu
nch
SEL
EC
TE
D B
IBL
IOG
RA
PHY
CO
OK
, FR
ED
S.
"Pla
nnin
g T
omor
row
's B
usin
ess
Cla
ssro
om."
Bal
-an
ce S
heet
, XX
XV
III
(Nov
embe
r, 1
956)
, 100
-02.
Des
ign
for
ET
VPl
anni
ng f
or S
choo
ls w
ith T
elev
isio
n. N
ew Y
ork:
Edu
catio
nal F
acili
ties
Lab
orat
ory,
196
0.
FRE
EM
AN
, M. H
ER
BE
RT
, and
BIN
NIO
N, J
OH
N H
."T
he G
ood
Bus
i-ne
ss E
duca
tion
Dep
artm
ent I
s A
dequ
atel
yH
ouse
d an
d E
quip
ped.
"B
ulle
tin o
f th
e N
atio
nal A
ssoc
iatio
n of
Sec
onda
ry-S
choo
l Pri
nci-
pals
, XL
I (J
anua
ry, 1
957)
, 34-
41.
Gui
de f
or P
lann
ing
Scho
ol P
lant
s, 1
958
Edi
tion.
Nas
hvill
e, T
en-
ness
ee: N
atio
nal C
ounc
il on
Sch
oolh
ouse
Con
stru
ctio
n, 1
958.
HE
RR
ICK
, JO
HN
H.;
MC
LE
AR
Y, R
AL
PH D
.; C
LA
PP, W
ILFR
ED
F.;
and
BO
GN
ER
, WA
LT
ER
F. F
rom
Sch
ool P
rogr
am to
Sch
ool P
lant
:A
Dis
cuss
ion
of P
robl
ems
of P
lann
ing
Scho
ol B
uild
ings
. New
Yor
k 17
: Hen
ry H
olt &
Co.
, 195
6.
The
Hig
h Sc
hool
in a
Cha
ngin
g W
orld
.T
hirt
y-si
xth
Yea
rboo
k of
the
Am
eric
an A
ssoc
iatio
n of
Sch
ool A
dmin
istr
ator
s. W
ashi
ngto
n 6,
D.C
.: A
mer
ican
Ass
ocia
tion
of S
choo
l Adm
inis
trat
ors,
195
8.
Q98
494
6-61
3M
Lay
outs
and
Fac
ilitie
s fo
r B
usin
ess
Edu
catio
n.M
onog
raph
81,
Apr
il, 1
953,
Sou
thw
este
rn P
ublis
hing
Com
pany
. A r
epri
nt o
fB
usin
ess
Edu
catio
n Pu
blic
atio
n N
o. 6
8 of
the
Bur
eau
of B
usin
ess
Edu
catio
n, C
alif
orni
a St
ate
Dep
artm
ent o
f E
duca
tion,
Sep
tem
ber,
1952
. Cin
cinn
ati 2
7: S
outh
wes
tern
Pub
lishi
ng C
o., 1
953.
MC
GIL
L, E
. C.
"Bus
ines
s E
duca
tion
Faci
litie
s."
Am
eric
an S
choo
lB
oard
Jou
rnal
, CX
XX
IV (
May
, 195
7), 4
5-46
.M
oder
n Pl
anni
ng f
or B
usin
ess
Tra
inin
g. A
col
lect
ion
of n
ine
re-
prin
ts f
rom
Bus
ines
s E
duca
tion
Wor
ld. N
ew Y
ork
18: G
regg
Publ
ishi
ng D
ivis
ion,
McG
raw
-Hill
Boo
k C
o., I
nc.,
1956
.
Phys
ical
Lay
out,
Equ
ipm
ent,
and
Supp
lies
for
Bus
ines
s E
duca
tion.
The
Am
eric
an B
usin
ess
Edu
catio
n Y
earb
ook,
Vol
. V, 1
948.
New
Yor
k 3:
The
Eas
tern
Bus
ines
s T
each
ers
Ass
ocia
tion
and
the
Na-
tiona
l Bus
ines
s T
each
ers
Ass
ocia
tion,
194
8.
Prof
iles
of S
igni
fica
nt S
choo
ls: A
Con
tinui
ng S
erie
s.N
ew Y
ork:
Edu
catio
nal F
acili
ties
Lab
orat
ory,
196
0.
WE
SSM
AN
, RO
DN
EY
G.
"Bui
ldin
g fo
r B
usin
ess
Prog
ram
s."
Am
eri-
can
Voc
atio
nal J
ourn
al, =
CI
(Apr
il, 1
956)
, 25-
27.
0
prin
ted
inC
AL
IFO
RN
IA S
TA
TE
PR
INT
ING
01
VIC
E
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