L O N G R A N G E F A C I L I T I E S P L A N Elementary School - - PowerPoint PPT Presentation

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L O N G R A N G E F A C I L I T I E S P L A N Elementary School - - PowerPoint PPT Presentation

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1 FREMONT USD L o n g R a n g e F a c i l i t i e s P l a n L O N G R A N G E F A C I L I T I E S P L A N Elementary School Focus Group April 24, 2013 Educate Challenge Inspire 2 FREMONT USD L o n g R a n g e F

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Elementary School Focus Group April 24, 2013

L O N G R A N G E F A C I L I T I E S P L A N

“Educate Challenge Inspire”

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LPA

welcome / Elementary School Focus Group

April 24, 2013 8:30 am – 2:30 pm

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LPA

agenda / Morning Session

Introductions 10 minutes Outline of the LRFP Planning Process 15 minutes Needs Assessment Findings 15 minutes Thought Starters / Visioning Themes 35 minutes BREAK 15 minutes Small Group Activity 60 minutes Small Group Reports 30 minutes Development of Guiding Principles 30 minutes
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LPA

agenda / Afternoon Session

LUNCH 60 minutes Program Focus Area – Topic 1 30 minutes Thematic Group 1 Reports 15 minutes Program Focus Area – Topic 2 30 minutes Thematic Group 2 Reports 15 minutes Closing Thoughts 15 minutes
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LPA

Architecture Landscape Interiors Engineering Graphics Planning

who is lpa /

Founded 1965 Multi-Disciplined Service Recognized Educational Specialists Over 50% of Firm’s Total Workload 250 K-12 Projects in 15 Years 35+ District Facilities Master Plans Extensive Experience in Designing CHPS and LEED Schools

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LPA

Fremont Unified School District Donald Pender, AIA/REFP/LEED AP BD+C Principal-in-Charge Jim Kisel, AIA/LEED AP BD+C Principal Director of School Planning Steve Newsom, AIA/LEED AP BD+C Project Director Kim Coffeen, REFP/LEED AP BD+C Education Facility Master Planner Specialty Consultants (LPA) Technology PlanNet Consulting Cost Estimator Blach Construction LPA Integrated Design Team Lindsay Hayward Design/Master Plan Support Kate Mraw, CID Interior Designer Karen Folsom, ASLA Landscape Architect Daniel Wang, PE Structural Engineer Erik Ring, PE Mechanical Engineer Jim Montrose, PE Electrical Engineer Specialty Consultants (District) Financial Keygent Community Outreach Lew Edwards Group Demographics Schoolworks
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experience /

Over $7.6 billion in comprehensive Facilities Master Plans in 10 years

Pleasanton USD Paramount USD Alameda USD Beverly Hills USDSD Lake Tahoe USD Irvine USD Norris SD Long Beach USD Temple City USD Huntington Beach UHSD Davis USD Chino Valley USD Merced City SD Azusa USD San Marcos USD Norwalk-La Mirada USD Grossmont UHSD Placentia-Yorba Linda USD Westminster SD Arcadia USD Oxnard USD Western Placer USD Chino Valley USD

Building trust and consensus …. resulting in $3.265 billion successful bond campaigns

LPA

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People Driven

1

Research Informed

2

Learner Centered

3

Exploratory

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Transparent

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Implement-able

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Long Range

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We believe that a Long Range Master Plan is…

LPA

District & Community Stakeholder Groups Engaged Building on work done to date High Performance Learning Environments Goal Holistic Analysis of Opportunities Consensus Building Process Prioritized Projects Tied to Funding Forward Looking Recommendations

lpa & district master plan values /

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STAKEHOLDER ENGAGEMENT & PRELIMINARY MASTER PLAN

LPA

Cost Estimating & Prioritization Confirm Needs Assessment

  • Field Inspection Survey
  • Maintenance Needs
  • Healthy/Life Safety Issues
  • Code Compliance

Confirm Demographic Projections

  • Enrollment Growth
  • Attendance Boundaries
  • Site Capacities
  • Student Housing Options
  • Program Typologies
  • Technical Criteria
  • Technology Goals
  • Community Needs

Confirm Educational Standards Confirm Financial Analysis

  • State Eligibility
  • Alternative Funding Sources
  • Local Revenue
  • Cash Flow Analysis
  • Site Master Plan Diagrams
  • Proposed Program Scopes
  • Cost Estimating Prioritization & Scope
  • Financial Analysis

Finalized Master Plan Recommendations Community Outreach Strategies

master plan components /

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LPA

# Number of Meetings/Interactions TBD Fremont USD Board of Trustees Executive Steering Committee Long Range Facilities Plan Committee (LRFPC) Elementary Schools Specialized Programs

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1 Day 1 Each Group Secondary Schools MOT & District Office 1 Food Services/ Nutrition 1 PRAA/Parents COMMUNITY OUTREACH Town Halls ONLINE

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Community Surveys FOCUS GROUPS TBD SCHOOL SITES INPUT School Sites Focused Interactions 1+1
  • District-wide Orientation by High
School attendance area
  • Follow-up meetings with school
site committee representatives Teacher & Staff Surveys ONLINE 1 Day TBD Community Speaker Bureaus

participants / committee groups & stakeholder input

Executive Steering Committee Nominations
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Long Range Facilities Plan Committee Meetings School Site Committee Meetings Focus Groups & Staff Interviews Parent Stakeholders Student Organizations (ASB) Community Outreach Online Questionnaires Building Upon Needs Assessment Done to Date

engagement tools /

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EXPLORE GATHER INPUT VALIDATE

Program Vision

Educational Goals FOCUSED DISCUSSION w/ COMMITTEE GROUPS

What If Scenarios

Visioning Future Teaching & Learning Policies, Programs, Facilities, Operations

Guiding Principles

Growing from District’s Strategic Plan EDUCATION SPECIFICATIONS

master plan visioning process /

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13 2013 BoE Board of Education Executive Steering Committee Long Range Facilities Plan Committee LRFP ES ES BoE ES LRFP LRFP 02/27/13 02/13/13 PRESENTATION (LRFP PROCESS) STUDY SESSION (PROGRAM VISION & STANDARDS) Summer Break School Site Walks Educational Focus Groups Community Speaker Bureaus FEB APR MAY JUN JUL AUG MAR Data Collection Site Walks Focus Groups Visioning & Program Standards School Site Master Plan Concepts ES
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14 2013 BoE Board of Education Executive Steering Committee Long Range Facilities Plan Committee Site Committees Online Surveys Estimating & Prioritization ES BoE ES LRFP LRFP 2014 STUDY SESSION (DRAFT LRFP) ACTION ITEM (FINAL LRFP) LRFP Town Hall Orientations AUG OCT NOV DEC JAN FEB SEP Summer Break School Site Committees Educational Focus Groups School Site Master Plan Concepts Deliverables Community Speaker Bureaus ES LRFP LRFP ES
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15 Campus Overview Campus Observations (LPA Site Walks and District’s Recent Needs Assessment) Campus Site/ Floor Plan (Updated CADD files) School Statistics Classroom Counts and Groupings Measures of Quality Matrix Exterior/ Interior Photographs

Educational Standards

Program vision and program criteria Elementary and Secondary Schools

deliverables /

Facilities Needs Assessments

(validating process underway)

Existing Data

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deliverables /

Proposed School Site Master Plans

(Educational Standards & Needs Assessment findings overlaid on each school site)

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17 Define Scope of Work at Each Campus Measure Areas for Building Modernization and Site Improvements Develop New Construction Programs

cost development process /

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18 3.3 PROJECT IMPLEMENTATION Construction Cost Mark ups: % Mark-up General Contractor, Overhead &Profit 13.50% Bonds & Insurance 2.00% Design/Phasing Contingency 10.00% Subtotal Mark-ups (Compound) 27.35% Soft Cost Mark ups: Architect/Engineer Design Fee 9.00% Division of State Architect Plan Check Fee 0.75% Printing/Advertising 0.05% Test/Survey 1.75% Inspection 1.75% Project/Construction Management Fees 6.50% Change Order Contingency 10.00% Relocation Costs 0.80% Labor Compliance 0.20% Builders Risk Insurance 0.80% Legal 0.03% Commissioning 0.08% Program Administration 2.00% Subtotal Soft Costs (Additive) 33.71% Apply Hard and Soft Cost Mark Ups Itemize Scope into Categories Detail Scope Items under each Category 1. Technology Infrastructure 2. Science & Classroom Technology 3. HVAC and Lighting 4. Plumbing and Restrooms 5. Alarms & Communications Systems 6. Roofs, Walls, Window, Doors, Floors, Ceilings 7. Safety & Security 8. Utilities 9. New & Replacement Classrooms 10. Multi-use Rooms, Auditoriums & Lunch Shelters

cost development process /

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LPA

prioritization /

a comprehensive examination
  • f the district’s total needs
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11.09.2011 Board of Education Authorizes FNA to Proceed 03.14.2012 Draft FNA Report Presented to Board of Education 03.28.2012 Final FNA Report Presented to Board of Education 07.16.2012 Scope Categories & District Bonding Capacity Discussed with the Board of Education

facilities needs assessment / process schedule

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  • 1. Technology Infrastructure
  • 2. Science & Classroom Technology
  • 3. HVAC & Lighting
  • 4. Plumbing & Restrooms
  • 5. Alarms & Communication Systems
  • 6. Roofs, Walls, Windows, Doors, Floors, Ceilings
  • 7. Safety & Security
  • 8. Utilities
  • 9. New & Replacement Classrooms

10.Multi-Use Rooms, Auditoriums & Lunch Shelters

facilities needs assessment / project scope categories

American HS Horner JHS Mattos ES
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district wide observations /

  • Large, Open Campuses with Hard Courts, Playfields and Appropriate Play
Structures
  • Limited Ability to Control Site Access
  • Generally Well Maintained and Cleaned Buildings Throughout the District
  • Dedicated Science Classrooms at Every Elementary School
  • ADA Issues at Nearly Every Site – Typically at Exterior Door Thresholds
  • Limited and Inconsistent Classroom Technology Upgrades
  • Sporadic Lighting and Energy Saving Upgrades
  • Fire Alarms Will Require Upgrades
  • Aging Portables Throughout District
  • Antiquated Furnishings Limiting Flexibility in Teaching Styles
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grimmer es /

Functional Observations
  • Minimal Changes Needed to Improve Site Security
  • Seismic Upgrades have been completed at this site
  • Good Solar Orientation
  • Recent Improvements to Science Lab
Needed Improvements
  • Technology and Power Distribution Improvements Needed
  • Fire Alarm Will Need to be Updated
  • Accessibility Upgrades
1. No Covering at Outdoor Eating Area. 2. Seismic Upgrades Completed. 3. Non-Compliant Thresholds Throughout. 4. Potential Outdoor Learning Environments.
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centerville jhs /

Functional Observations
  • Relatively Secure Campus, Due to Fencing and Building Placement
  • Some Lighting Retrofit Work has been completed at this site
  • Plastic Window Glazing Typical
  • Limited Indoor/Covered Eating Area
Needed Improvements
  • Technology and Power Distribution Improvements Needed
  • Fire Alarm Will Need to be Updated
  • Accessibility Upgrades
1. Non-Compliant Thresholds Throughout. 2. MPR Main Entry Does Not Comply with ADA. 3. Small Theater Stage & Seating Not DSA Approved. 4. Failing VCT in MPR Lobby.
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kennedy hs/

Functional Observations
  • Relatively Good Site Security Due to Building Placement
  • Adjacent to MVROP Facility
  • Limited Field Space
  • Outdoor Learning Space Opportunities
Needed Improvements
  • Technology and Power Distribution Improvements Needed
  • Fire Alarm Will Need to be Updated
  • Accessibility Upgrades
1. Non-Compliant Restroom Access. 2. Needed Acoustic Improvements. 3. Newer Cafeteria. 4. Inflexible Classroom Seating.
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26 http://theinnovativeeducator.blogspot.com/2010/08/what-dies-your-schools-21st-century.html

what could 21st century education look like? /

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27 It is the responsibility of the Fremont Unified School District to provide the best educational environment possible, according to the District's ability to provide materials, services, support systems, learning tools, and facilities for each student to:
  • Learn methods of critical, creative, and independent thinking at all grade levels and within all academic
disciplines.
  • Grow in the ability to express thoughts clearly; to speak, read, write, and listen with understanding.
  • Develop mathematical skills, concepts, and numerical reasoning.
  • Understand the methods of science, the influence of science on human life, the impact of changing technology,
and the main scientific principles concerning the nature of the world and humankind.
  • Develop an understanding of the rights, privileges, and obligations of citizens in a representative democracy.
  • Understand our American heritage and appreciate the diversity of cultures and their contribution to our nation.
  • Understand the significance of technological/sociological changes and their impact on changing roles within our
economic system.
  • Develop personal career capabilities and understand the values and responsibilities of the world of work.
  • Develop and practice sound principles of mental and physical health.
  • Develop interest in art, literature, music, and drama, leading to participation in and appreciation of the arts.

Philosophy & Goals “Educate Challenge Inspire” Mission Statement

high standards great expectations bright futures

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thought starters

UNDERSTANDING TODAY’S STUDENT

LISTENING TAKING NOTES READING EXAM TAKING CRAMMING COLLABORATION PEER TO PEER MENTORING PROJECT BASED COACHING TODAY YESTERDAY
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program innovation

Adapted from Sugata Mitra’s TED Talk, Children Driven Education

If we can learn to let go a little, and allow children to take an active role in their education, learning may become more fun and engaging. We need to change how we traditionally think about school if we truly want to encourage experimentation, creativity, and problem solving.

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Leadership

the catalyst for CHANGE

Student Learning & Achievement Classroom Environment and Activities Professional Capacity School Learning Climate Innovative Instruction Community Connections Parent and School Connections

schools are collaborative ecosystems /

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31 Personalized Learning Intellectually Challenged Socially Supported Physically Healthy Emotionally Safe

Learner Centered

We believe that the “whole” child should be considered in a sustainable Master Plan.

Community & Global Awareness
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Today’s students learn in diverse ways and we value that learner needs will impact the overall Master Plan vision. Our Master Plans realize that the practice of teaching and learning are intrinsically linked with the physical environment. We acknowledge that quality learning environments and learner achievement should work in synergy.

We believe that the “whole” child should be considered in a sustainable Master Plan.

INTELLECT SOCIAL SUPPORT COMMUNITY HEALTH SECURE PERSONAL LEARNING

Learner Centered

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33 Psychological Perceptual Environmental Physiological Emotional Sociological LEARNING PATTERNS matching students’ learning style preferences with teaching methods has shown to increase academic achievement.* *The Search for Style: It all depends on where you look. National Forum of Teacher Education, 9(1), 1998-
  • 1999. Tendy & Geiser, The Building Excellent Survey – Rundle & Dunn, 1996-2004

learning styles /

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Lecture, Individual, Distance Learning

Soft, mobile furnishings; surfaces with absorptive fabric; acoustically isolated areas

Collaboration, Reflection, Presentations

Extensive horizontal & vertical surfaces; visual connections; varied focal length

Hands-On Activities, Peer-to-Peer Tutorial

Open areas for standing, movement, & active learning; adjustable- height furniture

Debate, Discussion, Critiques, & Reviews

Acoustically separate noisy & quieter areas; absorptive materials, mobile furniture, & noise barriers

T A C T I L E [ K I N E S T H E T I C ] A U D I T O R Y V I S U A L V E R B A L

[ I M A G E & T E X T ]

Design suggestions adapted from Learning Modalities and Space, CEFPI Educational Facility Planner, 44(2&3); Boone.
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active/passive zones varied sizes

Diverse Environmental Agile Personal Outdoor Resource Rich

Learner Responsive Spaces

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color texture

Learner Responsive Spaces

Diverse Environmental Agile Personal Outdoor Resource Rich

V I S I O N I N G TO P I C S

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Varied lighting levels Thermal comfort Good acoustical performance

Learner Responsive Spaces

Diverse Environmental Agile Personal Outdoor Resource Rich

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Flexible, varied furniture for group learning & personal comfort Agile spaces and amenities

Learner Responsive Spaces

Diverse Environmental Agile Personal Outdoor Resource Rich

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Personalized elements Changing displays Project cubbies Focus rooms

Learner Responsive Spaces

Diverse Environmental Agile Personal Outdoor Resource Rich

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Linkages to the outdoors and nature

Learner Responsive Spaces

Diverse Environmental Agile Personal Outdoor Resource Rich

V I S I O N I N G TO P I C S

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Resources readily available Seamless integration of technology

Learner Responsive Spaces

Diverse Environmental Agile Personal Outdoor Resource Rich

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42 Linked Learning Education Model, Center for Advanced Research and Technology (CART), 2011

trends in education /

Flexible Learning Communities Project-Based Learning Technology Transparency Every Space a Learning Space Community Connections

the linked ed learni rning g appr proac ach “when students see a connection between what they’re learning today and what they’re earning tomorrow, they’re more successful in the classroom, in college, and ultimately, in the workplace.’
  • Tom Torlakson,
CA superintendent of public instruction
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43 Innovation Lab
  • Fully-functioning R&D shop
  • Two large bays containing prototyping
supplies
  • Custom, moveable assets specifically built for
design thinking activities For more info on education innovation, see also: Edutopia, FutureLab, School Designer Nueva School

project based learning /

Experiential learning, promoting the imaginative mind Two-tiered approach to Design Thinking Cross-grade level, interest-based electives Developing life-long learners

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technology can enable the personalization of learning experiences. with the advent of information surplus, the way in which students actively access information today is very different than the way they were given information in the past.

technology transparency /

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what are children saying about technology? Immersive Content Interactive Technologies Interface Extension Platform for Creation

38% 83% 37% 31%

Latitude 42s “Children’s ‘Future Requests’ for Computers and the Internet” http://www.life-connected.com/cms/wp-content/uploads/2010/07/Latitude-Research-42-KidsTech-Study-Summary.pdf Speak Up - website http://www.tomorrow.org/speakup/speakup_your_data.html

Want social-based, un-tethered, digitally-rich learning

FUTURE REQUESTS

Want to use their mobile devices at school (for reminders, e-textbooks, sharing docs) Are frustrated by unsophisticated use of technology in school

“The computer becomes 3-dimensional and, instead of a keyboard, it’s controlled by voice.” — Aisling, Age 11

technology transparency /

“I want to video kids on the other side of the world using a different kind of language” — Age 7
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Expanding

L E A R N I N G

  • u t s i d e t h e c l a s s r o o m

Encouraging

E N G A G E M E N T

Increasing

O W N E R S H I P

Active Learning

Facilitates multiple learning interactions: small group work; interactive, multi-sensory learning

Awareness of Individual Production

Customized learning plans

Flattens Classroom Time into Anytime, Anywhere Learning

Blended learning

technology transparency /

technology infrastructure supports the building of 21st century skills by:
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47 “outdoor learning environments are becoming more popular as curriculum innovation seeks to involve students in the study of ecology and greener environments”* *The Influence of School Architecture on Academic Achievement, Journal of Educational Administration, Tanner, 2000, p. 313
  • utdoors /
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  • D. CHAPARRAL
  • C. OAK WOODLAND
  • B. COASTAL SAGE
A . GRASSLANDS OPEN LAWN ACTIVITY SPACE NATIVE GARDEN EXPLORATION OUTDOOR CLASSROOM BREAKOUT OUTDOOR PERFORMANCE A B C D CLIMATE THEME OUTDOOR EDUCATIONAL SPACE STUDENT COMMUNITY ZONE
  • utdoors / gathering spaces
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Through play, “children acquire social, cognitive, and physical skills as well as opportunities for fun and a [necessary] break from school work.” Children see the outdoors as a place where they can be in control, unlike in traditional classrooms. Children want playgrounds that are challenging and novel, with a variety of options.

mazes ponds gardens swings slides Recommended reading: Designing Primary Schools for the Future. The Economic and Social Research Institute (ESRI). Darmody et al., 2010.
  • utdoors / play & fitness
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exploration

  • utdoors / play & fitness & curriculum links
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Expressions of cultural diversity District “brand” image Engage Partners Facility Joint-use Support Parental involvement Provide Social Services Instill a climate of respect and security

community connections /

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learning style PREFERENCES

INDIVIDUAL PAIRS SMALL GROUP LARGE GROUP (REALLY) LARGE GROUP OPEN PRIVATE VIRTUAL PHYSICAL SHARED OWNED AUDITORY VISUAL VERBAL TACTUAL/ KINESTHETIC

CHOICE

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traditional vs. non-traditional classrooms

looking ahead / the future of schools

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* * * *

student territory

student territory

looking ahead / the future of schools

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looking ahead / the future of schools

active learning

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WHITEBOARDS/ TECHNOLOGY

looking ahead / the future of schools

active learning POWER

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57 Innovation Lab Folding Wall Collaborative Commons Area Innovation Lab Innovation Lab Video Tech. Work. Stor. Story Telling Ctrl. Desk Stacks LIBRARY/ MEDIA CENTER Textbk. MDF
  • Sm. Break
Out CR CR CR CR CR CR SHARED COMMONS T. Staff Work Stor. Outdoor Learning To: LIBRARY/ MEDIA CENTER

looking ahead / the future of schools

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  • 1. Scalable Strategies
  • 2. Safety & Security
  • 3. Equitable Opportunities
  • 4. Supporting Innovation
  • 5. Professional Development
  • 6. Green & Self Sustaining

Initial visioning themes / LFMPC

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LPA

agenda / Morning Session

BREAK 15 minutes Small Group Activity 60 minutes Small Group Reports 30 minutes Development of Guiding Principles 30 minutes
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group activity

  • 1. What should the long range facilities planning process

examine?

  • 2. What are your highest educational goals for the near

and long range future?

  • 3. How should facilities support the program vision?
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  • A. Learning Styles / Learning Environments (K – 2nd)

group activity / 30 minutes

  • B. Learning Styles / Learning Environments (3rd - 6th)
  • C. Student & Staff Support Services
  • D. Whole Child
  • E. School Community
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present back / 15 minutes

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SLIDE 63

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Closing Thoughts / Putting Your Input into Action

Q & A

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LPA

creating sustainable places and spaces that enrich the lives of those who use them

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SLIDE 65

LEARNING STYLES

KINESTHETIC VERBAL

Seamless Technology

AUDITORY

Motor skills

Large, open spaces

communal gathering [group instruction] discourse area [lectern] research technology [resources] exploration discovery [projects] exterior learning teacher planning [access] quiet reflective [resources]

Diverse types

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SLIDE 66

STUDENT & STAFF SUPPORT SPACES

LIBRARY/MEDIA Music

MEDIA/TECHNOLOGY

Main Office Staff Support

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SLIDE 67

WHOLE CHILD

WHOLE Child

NATURAL SETTINGS Nutrition Reflection Flex Lab Innovation Studio MPR Fitness Lab

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SLIDE 68

SCHOOL COMMUNITY

Workrooms

Collaboration & Brainstorming

Parking Play Fields Adjacent Park

(Shared Fields)

HardCourts Park Parking

courtyard

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amphitheater GRADE K GRADES 3-4 GRADES 1-2 GRADES 5-6 CAMPUS ACTIVITY CENTER CAMPUS ADMIN. CAMPUS HUB kinder play yard child care

lunch shelter

Parking

Drop-off Drop-off

  • utdoor

learning court

  • utdoor

learning court

  • utdoor

learning court

lower grade play apparatus

trash enclosure bike/ skate board storage

  • K. covered

shade area

Parent Centers

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SLIDE 69

Initial Visioning Themes

  • 1. SCALABLE STRATEGIES
  • Take a Long Term View
  • Data Driven Process & Decisions
  • Consideration of the Future
  • Create Community Momentum
  • Schools are a Community Resource
  • 2. SAFETY & SECURITY
  • Students, Staff & Parents
  • Systems & Communication Protocols
  • Pedestrian & Vehicular Access
  • Protection of Facilities & Equipment
  • Non-Institutional Character
  • Community Embracing
  • 3. EQUITABLE OPPORTUNITIES
  • Balanced Distribution of Resources
  • Bring all Facilities up to “Acceptable” Standards
  • Address Hazardous Situations
  • Development of Common Baseline Technology & Facilities Standards
  • 4. SUPPORTING INNOVATION
  • Tie Facilities to Learning
  • Student Centered
  • Children Learn Differently (Different Ways, Speeds and Kinds of Teaching)
  • Enable Flexibility don’t Force It (Teachers Modify Environment to Fit Their Needs)
  • Access to and Optimal Use of Technology for Effective Collaboration & Exploration
  • Common Core
  • Distance Learning
  • Hands on Activities & Labs (Innovation Studios)
  • College & Career Preparation
  • Academics & Athletics
  • Development of Well Rounded Global Citizens
  • 5. PROFESSIONAL DEVELOPMENT
  • Insure Training to Implement & Maximize Use of Improvements
  • Provide Locations for Training
  • Adaptable for Future Technology Evolutions
  • 6. GREEN & SELF SUSTAINING
  • Facilities that Make the Best Use of Resources
  • Energy Efficient
  • Cost Effective & Easy to Maintain
  • Integrating Nature
  • School Buildings & Environment as Teaching Tools