Educational Specifications (EDSPECS) For Elementary Schools Forms/Facilities...New trends in...

Educational Specifications (EDSPECS) For Elementary Schools

Department of Education, State of Hawaii

January 2008

EDSPECS for Elementary Schools Table of Contents

Table of Contents Page 1

Table of Contents Pages Cover Page .....................................................................................................................1 Table of Contents............................................................................................................1 - 3 Acknowledgments...........................................................................................................ii Preface............................................................................................................................iii Chapter 1: Introduction Section 101 General .......................................................................................101-1 Section 102 Background .................................................................................102-1 Section 103 Description of the Educational Specifications.............................103-1 Section 104 Format of the Educational Specifications ...................................104-1 - 2 Chapter 2: Planning Section 201 Planning Guidelines, Site Considerations, and Site Concepts for Elementary Schools.............................................................201-1 - 4 Section 202 Functional Relationships.............................................................202-1 Section 203 The Charette Process Guide ......................................................203-1 - 4 Section 204 Preparation for the Charette .......................................................204-1 Section 205 The Process Before and During the Charette.............................205-1 - 2 Section 206 Process Diagrams.......................................................................206-1 - 5 Section 207 Program and Academic Support Elements and Design .............207-1 - 5 Chapter 3: Guidelines for Spaces Section 301 Explanation of Section Format....................................................301-1 - 2 Instructional Spaces Section 302 General Classroom .....................................................................302-1 - 5 Section 302A Breakout Room .........................................................................302A-1 - 3 Section 303 Special Education Classroom.....................................................303-1 - 8 Section 304 Supplemental Classroom............................................................304-1 - 4 Section 305 Co-Curricular Flex Space (Hold on implementation of this component at this time)............................................................305-1 - 3 Section 306 Instructional Commons (Hold on implementation of this component at this time)............................................................306-1 - 2 Section 307 Exterior Commons ......................................................................307-1 - 2 Section 308-340 (RESERVED) Support Spaces Section 341 Administrative Center..................................................................341-1 - 10 Section 341A Comprehensive Student Support System (CSSS) Space ........341A-1 - 5 Section 341B Receiving/Storage Room ..........................................................341B-1 - 2 Section 341C Safety Office..............................................................................341C-1 - 3 Section 341D Student Services Coordinator/Educational Assistant (SSC/EA) Office .......................................................................341D-1 - 3 Section 341E Student Activities Spaces .........................................................341E-1 - 4 Section 342 Cafeteria/Food Service Center ...................................................342-1 - 17 Section 343 Custodial Service Center ............................................................343-1 - 3 Section 344 Library/Information Resource Center..........................................344-1 - 8 Section 345 Computer Resource Center ........................................................345-1 - 4 Section 346 Faculty Center.............................................................................346-1 - 3 Section 347 Teacher Planning Center ............................................................347-1 - 3



Chapter 3: Guidelines for Spaces (Cont'd) Section 348 Storage Space ............................................................................348-1 - 2 Section 349 Toilets..........................................................................................349-1 - 3 Section 350 General Utility Closet ..................................................................350-1 - 3 Section 351 Mechanical/Electrical/Media-Communication Rooms.................351-1 - 3 Section 352–370 (RESERVED) Physical Education Section 371 Covered Playcourt.......................................................................371-1 - 4 Section 372 Playfields.....................................................................................372-1 - 2 Section 373 Playground Equipment................................................................373-1 - 3 Chapter 4: Sustainable Design Criteria Section 401 Sustainable Design Criteria ........................................................401-1 - 2 Chapter 5: Acoustic Design Criteria Section 501 Acoustic Criteria ..........................................................................501-1 - 16 Chapter 6: Mechanical Design Criteria Section 601 Air Conditioning and Ventilation Systems...................................601-1 - 5 Section 602 Plumbing .....................................................................................602-1 - 4 Chapter 7: Electrical Design Criteria Section 701 Exterior Electrical Distribution Systems ......................................701-1 - 3 Section 702 Interior Electrical Distribution Systems .......................................702-1 - 4 Chapter 8: Multi-Media Design Criteria Section 801 Multi-Media Systems...................................................................801-1 - 10 Section 802 Utilities.........................................................................................802-1 - 4 Section 803 Media System Conduit Identification...........................................803-1 - 2 Section 804 Telecommunication Infrastructure...............................................804-1 - 4 Section 805 Cabling Specifications.................................................................805-1 - 6 Section 806 Testing and Inspection................................................................806-1 - 2 Chapter 9: Safety and Security Design Criteria Section 901 Safety and Security .....................................................................901-1 - 2 Chapter 10: Traffic, Bus, and Parking Design Criteria Section 1001 Traffic ..........................................................................................1001-1 - 3 Section 1002 Bus Safety...................................................................................1002-1 - 2 Chapter 11: Landscape Design Criteria Section 1101 Planting and Irrigation System....................................................1101-1 - 5 Chapter 12: Other Design Criteria Section 1201 Graphics and Signage ................................................................1201-1 - 2 Section 1202 Master Key System – Implementation ........................................1202-1



Appendices Appendix 1 Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students ......................................1 – 14 Appendix 2 Glossary of DOE Acronyms ........................................................1 – 17 Appendix 3 Educational Specifications Development/Revision Process.......1 - 3 Appendix 4 Hawaii High Performance School Guidelines .............................1 - 83 Appendix 5 Life Cycle Cost Calculations .......................................................1 - 2 Appendix 6 Commissioning for Schools ........................................................1 - 2 Appendix 7 High Performance Hawaii Classroom Prototypes.......................1 - 8 Appendix 8 Typical Millwork Details...............................................................1 - 8

EDSPECS for Elementary Schools

Acknowledgements ii

Acknowledgments The revised Educational Specifications and Standards for Facilities for the elementary, middle/intermediate and high school was formulated with the assistance and involvement of school, district, and State Department of Education staff members, staffs of the Department of Accounting and General Services, Planning and Economic Development, Budget and Finance, and professionals in the private sector. We thank the following participants for the invaluable knowledge and assistance in this effort along with all others who may have been inadvertently left out of the list below:

Helen Gokan – DOE/DLTSS/Systems Francine Grudzias – DOE/DLTSS Carol J. Ching – DOE/Facilities Branch Nick Nichols – DOE/Facilities Branch Ken Kajihara – DOE/Facilities Branch Brenda Lowrey – DOE/Facilities Branch Clifford Yamanouchi – DOE, Network Support Services Ralph Morita – DAGS Planning Branch Kerry Koide – DOE/ATR/DLTSS Ron Toma – DOE/DLTSS/Oasis Bob Golden – DOE/SSSB K. Kim –DOE/Network Support Services Lester Chuck – DOE/Facilities Branch Carey Isobe – Dags Planning Branch Puanani Wilhelm – DOE/Hawaiian Studies Debra Farmer – DOE/Special Education Mike Fahey – DOE/Special Education Mel Seo – DOE/Safety Rodney Goo – DOE/Safety Annette Nishikawa – Principal, Kapolei Middle School Al Nagasako – Principal, Kapolei High School Sylvia Lee – Vice Principal, Keaau High School Jaqueline Heupel – Moanalua High School Bob Eggerston – Moanaloa High School Caroline Wong – DOE/Student Support Services Diana Oshiro – DOE/DLTS Diane Matsuoka – Principal, Waikele Elementary

School Dale Castro – Vice Principal, Waikele Elementary

School Anita Bruce – DOE/NSSB Neil Tomita – DOE/SRB Mary Sobelski – DOE/SRB Lana Mito – DOE/SRB (Student Activities) Michael Barros – DOE/SRB (Voc Ed) Valerie Kurizaki – Teacher, Kapolei Middle School Kathy Nishimura – DOE/SRB (Math) Athony Calabrese – DOE/SRB (Voc Ed) Andres Libed – DOE/SRB/DLTSS (Music) Stephen Kow – DOE/SRB/DLTSS (Computer

Education) Aileen Hokama – DOE Justin Mew – DOE (Science) Anthony Chun – DOE/Leeward SRB Randall Higa – DOE/Safety Debbie Hatada – Vice Principal, Kapolei High School Stanley Seki – DOE/Leeward District Paul Kodama – DOE/Teleschool Gillian Hong – DOE/Teleschool

Gerald Sake – Teacher, Moanalua High School Malia Melemai – RT – Hawaiian Immersion

Studies Russell Yamanouchi – ES/DLTSS/CSAP Glenn Tatsuno – ES/DLTSS (Counseling) Betsy Moneymaker – ES/DLTSS Amy Ng – ES/DLTSS Gracie Matsuo – ES/DLTSS Verna Chinn – DOE/DLTSS Dee Helber – DOE/SSSB Dwight Toyama – DOE/DLTSS (Athletics) Gene Kaneshiro – DOE/School Food Services George Okano – DOE/Transportation Dan Yahata – DOE/DLTSS Bert Yamamoto – DOE/OMS Russell Mau – Hawaii Sound Systems Bob Henniger – Hawaii Sound Systems Don Smith – Alert Alarm of Hawaii Doug Schlief – Alert Alarm of Hawaii Henry Lott – Alert Alarm of Hawaii William Baum – The Audio Visual Co. Ainsley Mahikou – The Audio Visual Co. Patrick Lee – the Audio Visual Co. Karl Yoshida – DOE/RM Larry Gaddis – DOE/NSSB Bernie Asakura – DOE/NSSB Les Goto – DOE/NSSB Ron Sodetani – DOE/NSSB Lance Mitsuda – DOE/NSSB Daijo Kaneshiro – DOE/School Library Services Vickie Kajioka – DOE/Systems Mike Miyamura – Principal, Kapolei Elementary

School Stanley Kayatani – DOE/Kalihi Kai Kevin Boggs – DOE/Dole Middle School Keith Tomishima – DOE/OMS Daniel Hamada – DOE/Kauai District

Superintendent Maggie Cox – Principal, Chiefess Kamakahelei

Middle School Lucretia Leong – DOE/TSS/Library Darryl Galera – Principal, Moanalua High School Ray Minami – DOE/Facilites Branch Jerry Nishida – DAGS/Project Management

Branch Allan Yamanoha – DAGS/Project Management

Branch

EDSPECS for Elementary Schools

Preface iii

Preface

“We Shape Our Schools and Thereafter, They Shape Us.” – Winston Churchill No building type has undergone greater change, in recent years, than the schoolhouse. These changes in the building are, for the most part, the symptoms of changing trends in student learning. As a dynamic reflection of the culture in which we live, the specific educational needs of each community must continually change to meet the demands of the present and to support the projections of the future. So too must facilities for education – rather than being merely a shelter in which the elements of education are delivered and received, they now have become a complete educational tool, capable of supporting a wide variety of learning experiences for citizens of all ages, abilities, and needs. These educational specifications have been developed to permit teachers, staff, students and the community an opportunity to experience a 21st century state of the art educational program within a 21st century facility.

Chapter 1 Introduction

EDSPECS for Elementary Schools Chapter 1: Introduction

General Section 101-1

Chapter 1: Introduction Section 101 – General

“The Educational Specifications and Standards for Facilities” shall control and provide the basic guidelines in the acquisition and development of school sites and in the master planning, designing and construction of facilities for all public schools in the State of Hawai'i.1 This document, referred to as the EDSPECS, was developed to meet the need for a comprehensive guide for consultants, the Department of Education (DOE), the community, other government agencies, and the public in the design and planning of new schools and additions to existing schools.

The EDSPECS are divided into three volumes, for use at each of the three educational levels: elementary, middle/intermediate and high. Although much of the information for school design is the same across levels, the volumes are meant to be used independently. Each volume is categorized into various chapters which provide the appropriate design criteria for a school. To the extent possible, non-technical language is used throughout the guide so that it can be easily understood by all stakeholders: educators, community leaders, parents and students, as well as technical experts in school facilities. A glossary is also included for the many acronyms frequently used within the DOE (see Appendix 2 – Glossary of DOE Acronyms).

END OF SECTION 101

1 Board of Education Policy 6700: Facilities Standards


Background Section 102-1

Section 102 – Background

Originally developed in the 1970s and revised by means of memorandums over the next 20 years, the EDSPECS had gotten very difficult to use and harder to maintain. In 2000 the process began to gather information, validate the needs of schools and comprehensively update the document. New trends in teaching and learning were considered along with technology advances and lessons learned over the history of the DOE’s building program. While the DOE continues to have both “intermediate” schools and “middle” schools, the middle school philosophy has been a major driver behind the changes in this volume. The same types of instructional and support spaces are recommended for both types of schools, so for consistency throughout the document when the term “middle school” is used it will represent both types of schools.

END OF SECTION 102


Description of the Educational Specifications Section 103-1

Section 103 – Description of the Educational Specifications

The EDSPECS is a guide for the planning of school facilities that takes into account a collection of objectives relating to the needs of the community, educational goals, policies, processes, and statements of various support programs. In order for a school to meet the needs of a community, questions have to be answered during the initial programming phase. The EDSPECS provides a framework with a process and format for planners to collect and analyze pertinent information such as teaching styles and student learning styles, before moving on to technical facility requirements. This participatory process provides the means of involving educators and the community in acquiring greater knowledge of how everyone uses their facilities, in becoming better informed about the successes taking place in their schools, and instilling a sense of pride and ownership in their school. This document provides the basic data and information essential for a clear understanding of how the physical plant should support instructional objectives. The EDSPECS are intended to be used as a guide when designing and building new schools. When renovating older schools, the EDSPECS shall be used a reference and followed where economically, structurally, and instructionally feasible. In addition to the EDSPECS, all applicable codes and regulations must be followed in the construction of school facilities. These include, but are not limited to: applicable local and State building codes, fire safety requirements, and Americans with Disabilities Act Architectural Guidelines (ADAAG). In many cases, due to outcomes of the design charette process, there will be variances to the standards set forth within this document. Documentation of the decisions made during the participatory charette process is essential. See Section 203 for the Charette Process Guide. When considering formal changes to the EDSPECS, refer to the procedures outlined in Appendix 3 – Educational Specifications Development/Revision Process.

END OF SECTION 103


Format of the Educational Specifications Section 104-1

Section 104 – Format of the Educational Specifications

Each of the three volumes (for Elementary, Middle/Intermediate, and High Schools) is divided into a number of chapters.

Preface: This section provides acknowledgements to all those who assisted in the

preparation of the EDSPECS - with sincere regret and thanks for any names that may have inadvertently been omitted. The preface provides the global framework for why an up-to-date EDSPECS document is important.

Chapter 1: Introduction An introduction to the EDSPECS. Chapter 2: Planning This chapter explains the planning process for the design of new schools

and/or major additions to existing schools. Section 202 – Functional Relation-ships provides the planning guidelines for site selection and specific guidelines for middle/intermediate schools. This chapter explains the charette process used by the DOE, how to prepare for the process, the participants that should be involved, goals that need to be achieved, the expected products for each phase of the charette, and provides a list of design questions that the consultant may utilize during the process. The EDSPECS are meant to provide a guide to planners in understanding the process and asking and answering the critical variables and questions in the design of educational facilities.

Chapter 3: Guidelines for Spaces This Chapter begins the individual space guidelines of the EDSPECS. Section

301 – Explanation of Section Format provides an explanation of the section template used to describe the requirements of each space. Starting with Section 302 – General Classroom, each space in the middle/intermediate school is given its own section for room data information such as the square foot requirement, a description of the space and its activities, the recom-mended furniture and equipment, specific technical requirements including acoustic, air conditioning and ventilation, plumbing, electrical, lighting, multi-media and communications criteria, and any special considerations.

Chapter 4: Sustainable Design Criteria Provides the DOE’s philosophy on incorporating sustainable design criteria

within the design of schools. Chapter 5: Acoustic Design Criteria Provides acoustic design criteria for various spaces. Chapter 6: Mechanical Design Criteria Provides mechanical design criteria for various spaces including air

conditioning and ventilation systems and plumbing design. Chapter 7: Electrical Design Criteria Provides electrical design criteria. Chapter 8: Multi-Media Design Criteria Provides multi-media design criteria.


Format of the Educational Specifications Section 104-2

Chapter 9: Safety and Security Design Criteria Provides safety and security design criteria. Chapter 10: Traffic, Bus, and Parking Design Criteria Provides school traffic, bus and parking design criteria. Chapter 11: Landscape Design Criteria Provides landscape design criteria. Chapter 12: Other Design Criteria Provides other design criteria such as graphics and signage design and the

master key system. Appendices: Appendix 1 Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Appendix 2 Glossary of DOE Acronyms Appendix 3 Educational Specifications Development/Revision Process Appendix 4 Hawaii High Performance School Guidelines Appendix 5 Life Cycle Cost Calculations Appendix 6 Commissioning for Schools Appendix 7 High Performance Hawaii Classroom Prototypes Appendix 8 Typical Millwork Details

END OF SECTION 104

Chapter 2 Planning

EDSPECS for Elementary Schools Chapter 2: Planning

Planning Guidelines, Site Considerations, Section 201-1 and Site Concepts for Elementary Schools

Chapter 2: Planning

Section 201 – Planning Guidelines, Site Considerations, and Site Concepts for Elementary Schools 201.1 Planning of New Schools

Scope, Timing, Notification: Plans for a new school will show the geographical area to be served, the proposed grade structure, the projected opening date, and the design enrollment.

201.2 Enrollment Guidelines for Planning New Schools

Type of School Minimum Enrollment Elementary 550 Middle/Intermediate 600 High 1,000

201.3 Site Selection Criteria

A detailed study is required before a new school site is selected and acquired. The selected site should meet the following general guidelines (additional criteria may apply depending on specific site conditions):

a. Usable Acreage: To be determined in a case by case basis, using the following as a

guide:

Elementary School 12 acres Middle/Intermediate School 18 acres High School 50 acres

b. Shape: The length to width ratio of the site should not exceed 2.5 to 1. c. Slope: Ideally the campus site should have a maximum slope of 5 percent. d. Hazard Areas: The site should not be in a tsunami inundation zone; a major flood plan; or

a potential landslide area. e. Traffic: The site should not be located in an area hazardous to pedestrian or vehicular

traffic safety. The site should have a minimum of two vehicular access points each on a different side of the property. Location of access points subject to DOE approval.

f. Timing: The school site should be conveyed to the State prior to the start of construction

on the school site. g. Exclusivity: The use of the school site shall be limited to public school and ancillary school

recreational uses. h. Availability of Utilities: Appropriate utility infrastructure needs to be in place prior to the

start of school construction.



201.4 School Land Donated to Meet a Fair-Share Condition

When the DOE is the recipient of a school site to meet a school fair-share condition, the Educational Contribution Agreement between the DOE and the donor of the land shall spell out specific requirements to address subdivision infrastructure, service allocations, easements, land title issues, hazardous waste, and conveyance requirements.

201.5 Site Development Plan

Aesthetic and functional considerations in development of a school site are important to both users and observers. The proper siting of buildings within a good overall campus site plan facilitates and encourages use by students, staff and community; it enhances the appearance of buildings; it is less subject to vandalism; and it can facilitate energy conservation. Thoughtful and imaginative site development is a way of demonstrating respect for the natural environment and its significance in the educational process. Because of the importance of site development, attention should be directed to the following site-related matters:

a. Orientation of the Buildings: The location of the facility should be attractive and should

allow for the desired development of athletic fields, recreational areas, and learning areas. Orientation of the buildings shall take advantage of natural light and minimize distracting early morning and afternoon sun. Proper orientation is essential for both comfort and energy conservation. Windows and doors shall be protected with adequate eave overhangs. Buildings should be sited to take advantage of the prevailing trade winds. Window design should avoid protrusions into the pedestrian paths. The site layout should avoid hazardous entrances on main thoroughfares. Approaches to sites should not require students on foot to cross main traffic arteries or bus and car loading drop offs.

b. Walks: Walkways should be designed to handle the volume and type of pedestrian traffic

anticipated. Walkways should provide accessible, direct, and convenient access to and from each facility at all points of entry and exit. Walks should be free of obstacles and support natural/common paths of travel.

c. Parking: Adequate parking should be well designed for safe entrance and exit of traffic at

peak hours. Appropriate entrances, landscaping and grading shall be provided at all parking areas. Circulation patterns should be analyzed to insure that arrival and departure of students, staff, visitors and service vehicles are separated from bus arrival and departure areas and pedestrian walkways.

d. Bicycles: Safe travel and parking for bicyclists should be provided. A recommended

minimum number of bike racks to provide shall be based upon accommodation of 6 percent of the design enrollment. However, the actual number needs to be verified during design. Bike racks should be located in visibly securable areas near site entrances to keep bicycle traffic away from pedestrians. Exact locations to be determined during design.

e. Lighting: Lighting of the site should be provided to promote safety and enhance the

appearance and security of the buildings. Parking areas, pedestrian walkways, entrances and steps should be clearly illuminated.

f. Flagpole: Every school site shall have a flagpole to prominently display both the U.S. flag

and the State of Hawaii flag. The flagpole should be a minimum of 35 feet high, with a tilting or pivoting base to allow for easy service. The flagpole must meet ADAAG requirements. Actual height of flagpole to be determined during design for proper proportion.



g. Grading: Creative, functional grading of the site can improve the appearance of the buildings and provide screening from noise, wind and other climatic conditions. Use of earth berms, hula mounds, and other earth forms can create areas for performance, gathering or recreational opportunities. Grading design shall include accommodation for safe and proper retention/detention measures per all code requirements.

h. Vegetation and Landscaping: Landscaping should discourage land erosion, mark

boundaries, provide shade and shelter, channel pedestrian traffic, and provide visual and aural screening. Landscaping and vegetation that are clearly marked with signage can establish a learning opportunity for students.

i. Outdoor Learning Spaces: Soil, water, air, rocks, insects, and plant life on the site can be

studied, measured, sampled and experimented with. These features help students learn about the natural environment and its interrelationship with human beings.

j. Gathering Places: Areas where people, students, staff, and community can gather, sit and

socialize should be considered in the site development plan. These spaces should be designed as comfortable and attractive areas allowing for extended use of the school site.

k. Community Use: The site development plan should explore all opportunities for use by the

community. The educational facility and site is a community resource that can operate as such without disrupting the educational program.

201.6 Elementary School Considerations

a. Spaces for Elementary School Students: Elementary school design means structuring a

school that is sensitive to children’s first experiences at a being a student and their growing need for independence while still being supervised. Students need to be able to strengthen their social skills, discover their abilities, and strive for excellence, while growing into citizens prepared for the future.

Essential elements of an Elementary School are: • A safe and supportive environment • Educators knowledgeable about and committed to young children. • A balanced curriculum based on the needs of young children. • Varied instructional strategies. • Comprehensive advising and counseling. • Continuous progress for students. • Evaluation procedures compatible with the nature of young children. • Collaborative planning. • Positive school climate.

b. Spaces for Elementary School Learning: In Elementary schools, there is a strong

emphasis on hands-on learning and providing a strong foundation and appreciation of learning. The age range of elementary school students needs to be considered in the design of the school. Thoughtful wayfinding is needed to help in the transition to school for the younger students. Flexible spaces are important along with strong connections between the indoors and outdoor environment. The school should be able to foster opportunities for the elementary school student to form positive peer relationships within the school environment. Lastly, the school must be able to support parent and community partnerships in order to allow the success of the student’s future.



c. The Environment For Learning: Clearly, the school environment affects learning. A

thoughtful well designed educational setting is a major contributor to the development of appropriate behavior among students.

Environmental Features with the Potential to Enhance Learning:

1. Reflecting the Community:

• Quality facilities permitting the development of ownership and pride by all in the community.

• Dedicated spaces for use by both teacher and parent groups. • Spaces designed to present the community values on a continual basis. • Community use of facilities during after school hours.

2. Adapting to User’s Needs:

• A level of illumination consistent with task and consideration of multi-level illumination (stepped switching) or dimming where tasks will vary.

• Ample storage nearby to learning. • Availability of fixed, semi-fixed, and informal space in every learning area. • Flexible wall arrangements provided for variation in learning. • Natural lighting, use of daylighting and possible use of multi-directional lighting

rather than repetitive and static fluorescent lighting.

3. Spaces to Allow Teachers to be Professionals: • Teacher and Faculty work centers equipped with voice/video and data outlets to

encourage professional development and practices. • Preparation space provided other than the classroom. • Quality conditions that reflect a high priority for education. • Available spaces for teachers to assemble, converse, and coordinate learning

activities.

4. Fostering Communication: • State of the art provisions for existing and future technology. • Walls in every learning area that can be utilized as “learning surfaces”. • Common areas that communicate the philosophy and importance of learning. • Student presentation areas are provided.

5. Creating a Positive Behavior Setting:

• Creating a setting for cultural landscaping. • Creating spaces to permit interaction between students and teachers. • Use of color consistent with desired psychological impact.

6. Accommodating Learning Styles:

• A variety of space for hands on learning in every content field. • Arrangements for student groups for both assigned and informal student

activities. • Places for students to do individual work rather than at a desk. • Spaces for a variety of teaching methods.

END OF SECTION 201


Functional Relationships Section 202-1

Section 202 – Functional Relationships

The following matrix provides a guide to the designer for proximity relationships of various spaces. It should be used as a starting point for discussions during the design process. See also the Special Considerations subsections in Chapter 3 for more specific information. Final relationships to be determined during design.

Elementary School Relationship Matrix 1 = ADJACENT 2 = NEAR 3 = ACCESSIBLE 4 = NO RELATIONSHIP

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Administration 1 2 3 4 1 3 3 4 4 4 4 4 4 4 4 2 4 4 4 4 4Parent/Comm./Networking Ctr 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4Counseling 2 4 3 4 4 4 3 4 3 4 3 4 4 1 4 4 4 4 4Student Activities 3 4 3 4 4 3 4 4 4 3 4 4 4 4 4 4 4 4Before/After School Prog.* 4 2 4 4 4 4 4 4 4 4 4 4 4 2 3 3 3Health Services 4 4 4 3 4 3 3 3 3 4 4 4 3 3 3 4Food Service/Dining 4 4 3 4 3 4 3 3 4 4 1 3 3 3 3Library/Information Res. 2 2 4 3 4 3 4 4 4 4 4 4 4 4Technology Instruction 2 4 3 4 2 4 4 4 4 4 4 4 4General Classrooms 1 2 2 1 4 1 3 4 3 3 3 3Break-Out Rooms 4 4 4 4 4 4 4 4 4 4 4Specialties (Art/Sci./Music/PE) 3 2 4 4 4 4 4 4 4 4Special Ed. Self Contained 2 4 4 3 4 3 3 3 3Special Ed. Resource 4 2 3 4 3 3 3 3Preschool SpEd Classroom 4 3 4 4 4 3 1Faculty Center 3 4 4 4 4 4CSSS 4 4 4 4 4Custodial Service Center 3 4 4 4Covered Playcourt 2 2 4Outside Playcourt 3 4Playfield 4Play Equipment Areas* Number and location of Before and After School Programs are site specific

END OF SECTION 202


The Charette Process Guide Section 203-1

Section 203 –The Charette Process Guide

This Section provides a general overview of the entire charette process, participants, and goals. 203.1 Introduction The DOE’s Charette Process is a series of focused planning and intensive on-site decision-

making sessions to design new schools or to design major renovations to existing schools. A team of interested “stakeholders” concentrates their efforts and energies on specific design problems and arrives at solutions during these sessions. The charette process accomplishes four main goals: (1) It provides an opportunity for all those influential to the project to develop a common vested interest in the design and support its vision; (2) The input of all the players is gathered during these sessions so that prudent decisions can be made. This minimizes future redesign which is costly and can delay the process of conventional planning and design projects; (3) The team members work in a complementary fashion to produce a set of documents that address all aspects of design; and (4) A better product is produced more efficiently and more cost effectively because of this collaborative process.

203.2 Background The term “charette” originated in France and comes from the French word for a small-wheeled

cart, a “charette”. This particular usage of the term is from the Ecole des Beaux-Arts, a famous Parisian architectural school. When an architectural student’s work was due, a cart (or “charette”) came through the student communities to collect project drawings and take them back to be judged. Students were often unfinished with their drawings, so they got on the cart to finish their designs in a very concentrated effort. They were “on charette.” To this day, designers working intensely on a project often say they are “on charette.” Thus, the Depart-ment of Education has adopted this term for the process of producing quality conceptual designs in a timely manner.

203.3 Purpose The following description of the charette process is to provide designers with a guide to follow

and to provide detail and specific procedures and processes to be followed, without being too prescriptive. The good points are highlighted to avoid missteps. Participants should be able to use this information to determine their roles and responsibilities.

203.4 Benefits There are many benefits to this process which are:

• Customer satisfaction • Validation of scope • Consensus of design decisions • Functional design product outcome is formulated



203.5 Participants and Responsibilities 203.5.1 The Project Delivery Team The project delivery team shall consist of the architect and his consultants. Consultants shall

include the mechanical, electrical, structural, and civil engineers, and landscape architect. Specialty consultants could include the food service consultant, traffic engineer, soils engineer, cost estimator, sustainable schools design consultant, and others. The decisions on what consul-tants to invite shall be the responsibility of the project delivery team in order to formulate a complete project.

203.5.2 The Facilitator The Facilitator is the impartial third party charged to assist the project delivery team in the

charette process. The Facilitator conducts the actual event and monitors the completion of the final documentation after the charette. It is critical that the facilitator understands the design process, the educational process, as well as having group dynamics and leadership skills. Keys to a successful charette depend on the facilitator’s ability to remain neutral on issues, ability to solicit input from all parties, and management of the time and resources of the event. Due to the strenuous process that the charette entails, it is important the facilitator has the ability to maintain the stakeholders’ interest over extended periods of time.

203.5.3 The Task Force Early in the process, a Task Force should be formed to represent the stakeholders of the

project. The Task Force members may include students, parents, teachers, school adminis-trators, staff, community and business people others responsible for representing the community’s ideas for the school. They would report back to their respective role groups on the progress of the plans. It is important that as many people as possible are aware of the decisions made and the progress of the developing plans.

203.5.4 Steering Committee The Steering Committee consists of a smaller group of people who will represent the role

groups of the Task Force and the Facilities Development Branch who will participate in the actual charette process on a full-time basis. This body is responsible for making all the design decisions throughout the charette sessions and will report back to the Task Force and the community at large.

203.5.5 Ad Hoc Educational or Curriculum Committee The Ad Hoc Educational or Curriculum Committee is comprised of teachers, educational

officers, and other DOE and non-DOE specialists with content knowledge, commitment to excellence in the classroom, knowledge of innovation and new concepts for learning, and competence in various other areas that effect/benefit the educational environment. They serve in an advisory capacity, providing input and recommendations to the Task Force and Steering Committee on curriculum issues and spatial functionality during the design charette.



203.5.6 Student Representatives The ultimate users of any school are the students. Student input on desired learning

environments is important. The student representatives shall participate in the charette process on a part time basis to provide input and critique the progress of the plans.

203.5.7 Government Agencies Representatives from other government agencies may be invited to participate in the charette

process. Selected agencies concerned with the approval process should also be included in the process. These would include but not be limited to both State and City agencies.

203.5.8 Empowerment and Commitment of Time The quality of the final charette product depends on having full participation and commitment of

dedicated members. Selected participants need to keep in mind a vision for the whole educational environment and be empowered to make clear decisions for their portion of this process. Likewise, all should understand and agree that the success of the charette depends in a large part on committed participation and a willingness to seek what is best for the total school. It is critical that all be available throughout the entire charette to ensure their involvement in the development of the history of the project and for productive and timely decision making.

203.6 Charette Products The ultimate product coming from a DOE design charette is a conceptual or pre-schematic

plan for the school. In effect, this plan becomes the basis for the master plan of the school. The project delivery team shall produce a Final Charette Report. This report would include the following:

a. An executive summary b. A description of the entire community design process for the particular project, including a

list of participants c. Program planning requirements which would consist of the following:

• Background of the project • Proposed budget and square footage parameters • Project site and location maps • Access (vehicular and pedestrian) and parking/loading • Noise control • Security

d. A description and summary of each of the charette sessions held. This description should

include narratives and pre-schematic drawings. e. Conceptual plans for the following areas:

• Architectural site and floor plans • Simple furniture layouts to depict scale and interior concepts where needed. • Civil plans to address grading and drainage, water and wastewater, roadways and site

access. • Landscape plan – description of proposed planting and irrigation system • Structural assessment for foundation, floors, wall and column systems • Mechanical plan – description of fire sprinkler and air conditioning systems when

appropriate, and plumbing system



• Electrical plan – description of electrical system, technology infrastructure, telephone system, cable television system, exterior lighting system, interior lighting system, fire alarm system, and security alarm system provisions.

f. Cost estimates. g. Exterior elevations and sections to show architectural character. h. Conclusion. i. In addition to the Final Charette Report, the project delivery team shall produce

presentation sized colored drawings which illustrate the site plan and capture the vision and character of the school.

Appendices to include the following:

• Facilities Assessment and Development Schedule (FADS) • Comparison of the FADS and any revised proposed space allocations (record of trade-

off SF) • Traffic studies (if any) • Basis of design for architectural, civil, landscape, structural, mechanical and electrical

consultants and any other specialty consultants • Charette session notes • Project news articles (if any)

203.7 Process Diagrams Diagrams are provided in Section 206 – Process Diagrams that explains how charettes are

started and when selected events most often occur in the typical process. They can be used to assist the project delivery team and all working groups to recognize their roles within the process. The chart also provides the planner and facilitator with the desired outcomes and goals expected by the DOE during the charette process.

END OF SECTION 203


Preparation for the Charette Section 204-1

Section 204 – Preparation for the Charette

This section explains how to prepare for a charette and the responsibilities and duties of the participants.

204.1 Introduction The key to a successful charette is the amount and focus of the pre-preparation. This process

consolidates key decisions into the early stages of the design timeline instead of waiting for them to happen over the normal course of the design.

204.2 Selection of the Facilitator and the Pre-Process A critical element of the charette process is the selection of a qualified educational facilitator.

Also critical is the identifying of all the participants, determining the location of the charette, agreeing on the length of commitment and obtaining adequate pre-charette information to allow for careful planning the charette sequences.

204.3 Responsibilities and Duties The following duties, information and responsibilities should be decided upon before the

charette proceeds: • DOE’s development of an educational program when appropriate. • Consultants’ (Delivery Team) review/study of educational program prior to start of charette. • Define the purposes/goals of the charette. • Gather information for the charette. The project manager or architect should gather

sufficient information for the design team. These would include but not be limited to any topographic information on the site, utility requirements, zoning and land use data, traffic studies and impacts, climate, geographical information etc.

• Understand and have the DOE FADS table available. • Develop a charette timetable. • Listing of the participants and facilitator. • Contact and have available all consultants.

204.4 Empowerment All charette participants need to be empowered to make decisions for their portion of the

process. Those attending the charette, which is usually the steering committee, are representing their organizations for the critical decisions pertaining to their school. The final charette product should be considered a quasi-contract and any changes made after the charette can only be made with the expressed approval of this steering committee.

END OF SECTION 204


The Process Before and During the Charette Section 205-1

Section 205 – The Process Before and During the Charette

This section explains the steps that should be done during the actual charette and the goals that should be reached at the conclusion.

205.1 Prior to the Charette

Prior to the charette, there should be community notification of the proposed project, a description of the charette process, and opportunity for input and involvement in the charette process if they choose. This would most likely be in the form of a public meeting.

205.2 Introduction

Charettes are led by an experienced educational facilitator. All start with introductions and an understanding of the roles and responsibilities and overview of the project requirements. Open and honest communications is balanced between intensive design solution study and decisive decision making. There are no “stupid” questions. It is crucial that the charette delivery team understands that their primary goal is to collaboratively solve a problem and to reach a conclusive design agreement on the strength of teamwork in a short compressed time.

205.3 Goals and Milestones During the Charette

Although the organization and length of the charette is usually set up by the facilitator, it is important that the following milestones are reached and discussed: • Exploration of the learning context, learning signature, learning expectations, learning

process, learning organization and learning environment for the school. • Thorough understanding and development of the site concept. • Thorough understanding and development of the building concepts. • Development of the conceptual design and master plan. The length of time necessary to accomplish the above tasks is determined by the complexity of each project and the experience of the facilitator.

205.4 Charette Products

At the conclusion of the charette, a Final Charette Report and presentation documents are produced. These should include but not be limited to the following: • A colored campus architectural site plan. • Floor plans, sections, and exterior elevations. • Simple furniture layouts to depict scale and interior concepts where needed. • Renderings to capture the vision for the school • Civil plans which would include a grading and drainage plan, water and wastewater plan,

and roadways and access to the site. • Landscape plan. • Structural plans showing the building foundations, floor, walls and columns and roof. • Mechanical plans that describe any fire sprinkling, air conditioning and plumbing systems. • Electrical plans that describe the electrical system, technology infrastructure, telephone

system, cable television system, exterior and interior lighting systems, fire alarm system, and security alarm system provisions.

• DOE FADS schedule. • Comparison of the DOE FADS and revised space allocations. • Basis of design for all disciplines • Any other specialty studies, session notes etc.


The Process Before and During the Charette Section 205-2

205.5 Community Outreach

At the conclusion of the charette, the whole team should prepare a presentation to the community. This is intended to show “universal” commitment to the project and to solicit any community comments. A suggested outline for this presentation could include: • A brief project scope, requirements and functional diagrams. • Explanation of the vision statement for the school. • Design concepts – exhibit all the drawings and notes generated during the charette. • Presentation and explanation of the site plan. • Presentation and explanation of each building. Exhibitor may present the floor plan,

exterior elevations, and sections of the specific building being discussed. • Summary and explanation of what the future holds.

Each person on the steering committee as well as the project delivery team may be tasked to present a specific topic.

END OF SECTION 205


Process Diagrams Section 206-1

Section 206 – Process Diagrams

This section presents diagrams to graphically describe various processes that are utilized during the charette and design.

206.1 The Charette Process Diagram

Prior to the start of a charette for a new school, the DOE Facilities Development Branch facilitates the development of an educational plan with the district and local community stakeholders. The plan sets out the vision and mission for the school, and describes agreed upon curriculum focus areas, optimum instructional strategies and delivery methods, guidance for instructional settings, administrative areas, and support functions, and the desired overall general characteristics of the school.

Outline of Educational Plan

Vision (Example) __________________ Middle/Intermediate School where learners are inspired to explore

• Mission

(Example) Together we will: 1. Cultivate a safe, nurturing and rich environment through interactive

partnerships and symbiotic relationships 2. Engage in a dynamic, responsive curriculum to produce life-long

learners 3. Unify a sense of community pride by fostering partnerships

throughout the community 4. Be receptive to technological advancements while encouraging

the growth of positive, productive citizens.

• General Instructional Needs • Specialty Curriculum Focus Areas • Special Education Needs • Student Center • Student Activities • School / Community Connections • Administration • Library / Resource Center • Dining / Cafeteria • Outdoor Areas • Safety and Security • Other Considerations

The following diagram outlines the charette process and highlights the participants and goals for the various steps.



CCHHAARREETTTTEE PPRROOCCEESSSS DDIIAAGGRRAAMM

SSIITTEE AANNAALLYYSSIISS • Circulation • Topography • Street Access • Soil Analysis • Utilities • Sun Orientation

DDEEVVEELLOOPP DDEESSIIGGNN FFRROOMM EEDDUUCCAATTIIOONNAALL PPLLAANN

WWEEEEKK OONNEE

Steering Committee

• Educational Philosophy Discussion • Functional Relationships Discussion • Educational Concept Diagram

Final Goal • Conceptual Site Plan/s

WWEEEEKK TTWWOO Steering Committee

• Site Design Concept • Building Design Concept

Final Goal • Building Facility Design/Refined Site Plan

WWEEEEKK TTHHRREEEE Steering Committee

• Final Design Concept • Refinement of Building Design

Final Goal • Building Facility Design/ Final Site Plan

CCOONNCCEEPPTTUUAALL DDEESSIIGGNN • Finalization of Charette Products

• Identification of Next Steps Environmental Impact Statement/ Environmental Assessment

SITE SELECTION

Consultants Architect

Civil Engineer Archeologist

Traffic Engineer Soils Engineer

Site Survey Cost Estimator

Mechanical Engineer Electrical Engineer

Specialty Consultant

Review • Engineering Review • Single Line Plan • Massing Study • Code Analysis

Review • Refine Plan • Presentation Drawings • Initial Cost Estimation

Presentation •Master Plan Pre- Schematic Design •Value Engineering

Overview Concept Site Diagram to scale

DEVELOPMENT OF EDUCATION PLAN



206.2 The Facilities Design Process Diagram

This diagram outlines the design process for a school facility. The diagram illustrates the pre-planning, pre-design activities, schematic design, preliminary design, pre-final design, final design, bidding process and construction and completion of the project. The consultant and the DOE will coordinate these activities.



FFAACCIILLIITTIIEESS DDEESSIIGGNN PPRROOCCEESSSS DDIIAAGGRRAAMM (Involving DOE, User, and Consultants)

D Development of Educational Plan

Step 1: Creation of Task Force Step 2: Collection of Input from All Interested Parties Step 3: Selection of Steering Committee Step 4: Finalization of the Educational Plan

Pre-Design Activities

Step1: Decision on Design Process

Step 2: Development of Scope & FADS Based on Educational Plan

Step 3: Initiation of Project - Consultant Selection - Facilitator Selection if Needed

Conceptual Design Development Implementation of Charette or Standard Design Process

Proceed Through Design Development

Proceed through Bidding Process 1. Allotment Request for Construction Funds 2. Advertise 3. Bid Opening 4. Bid Award 5. Notice to Proceed (NTP)

Completion Date anticipated 1. Pre-final Inspection and Creation of Punchlist 2. Final Inspection 3. Completion of Punchlist 4. Turn Over to DOE 5. Certification of Occupancy

Step 1: Schematic - Code Requirements, Specific Locations, Step 2: Preliminary Design - Last Relocation of Elements or Modifications Step 3: Pre-Final Design - Specific Detail Development Step 4: Final Design - Ready for Bidding

General/ Abstract

Specific/ Finite

Det

ail

Des

ign

Form

Func

tion

Prog

ram

s

Philo

soph

y



206.3 Educational Specifications Development Process This diagram explains the process that will be used in implementing any changes to the Educational Specifications. See Appendix 3 – Educational Specifications Development/ Revision Process for diagram.

END OF SECTION 206


Program and Academic Support Elements and Design Section 207-1

Section 207 - Program and Academic Support Elements and Design

Concept Development Sequencing Guide This graphically itemizes the planning process and the milestones achieved on a step by step basis. Participation Strategy Philosophy Educational Concepts Management Concepts Facility Design Concept Site Design Concept Final Design Concept In developing the final design concept, there are a number of important questions that the planner or architect should ask during the planning process. The planner may expand on this list with additional questions depending on the specifics of each particular project



PARTICIPATION STRATEGY Organization

What expertise is appropriate? What community participation is appropriate? Who are the participants? Who participate in the core group design group?

Schedule What is the schedule for completion? What milestones are anticipated?

Location Where should each event take place? Who should participate in each event?



PHILOSOPHY Educational Philosophy

What are the goals of this school? What are the elements of this school that support these goals?

Who are the participants and what are their characteristics? What are their learning styles? What alternative learning models are applicable?

What unique programs are appropriate? How are elective elements incorporated? How will applied arts and sciences be incorporated into the design?

Organizational Structure What are the group sizes? What are appropriate academic groupings? Are there areas of special emphasis?

How can faculty and staff be used as mentors or for reference?

Administrative Concept What are administrative roles and responsibilities?

How is educational leadership provided? How is staff involved with students? What internal staff interaction is anticipated?

Educational Concept What are the goals of this school? What are the curriculum elements that support these goals?

How should they be presented? What is the academic organizational concept? How does administration play a role? How will selection and placement of electives support desired interaction?

Community Involvement How is parent interaction encouraged?

How are businesses and other resources to be accommodated/involved with the school?

What community services are to be accommodated?

What inter-governmental programs are anticipated?



THE FACILITY DESIGN CONCEPT Site and Context

What are the influences of the community’s characteristics?

What are the impacts of the site’s physical characteristics?

What historic significance of the community can influence design?

Are there opportunities to incorporate cultural elements into the design? What are the adjacent traffic and circulation patterns influences?

What opportunities does the site configuration provide?

Physical Environment What lighting quality should be achieved?

How will daylighting or natural lighting be incorporated? What acoustical strategies will be incorporated?

What air quality strategies are anticipated? Social Environment

What social grouping sizes should be encouraged?

What social spaces should be incorporated? Psychological Environment

What color ranges are appropriate?

How important are textures and how should they be used?

Technology How will technology be used in the learning environment?

How will changes in technology affect the design?

Support Systems How should food services be presented?

How can maintenance be made more efficient?

How can maintenance be used in the educational process?

Administration How should staff be involved in the educational process?

Media and Information Center How should staff be involved in the educational process?

Function Concept Diagram How should the academic areas be arranged?

How should administrative areas be arranged?

How should support service areas be arranged?

How can interaction between the parts achieve more for the school?



THE FACILITY DESIGN CONCEPT (Cont'd)

Validate Concept Diagram How does arrangement meet the educational goals?

How does arrangement meet the administrative goals?

How does arrangement meet the support system goals?

How does arrangement meet the students’ social needs?

How does arrangement support energy efficiency?

How does arrangement provide flexibility?

How does arrangement accommodate future options?

Refine Concept Diagram What adjustments are necessary to enhance curriculum delivery?

How can efficiency be improved?

END OF SECTION 207

Chapter 3 Guidelines for Spaces

EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Explanation of Section Format Section 301-1

Chapter 3 - Guidelines for Spaces Section 301 – Explanation of Section Format

To assist the planner, Chapter 3 – Guidelines for Spaces provides a description of each specific space within a school in a standardized format. All of the Sections in this Chapter, starting with Section 302 - General Classroom follow the same format to present the requirements of a space. Each Section in Chapter 3 – Guidelines for Spaces is divided into the subsections described below. If the component contains more than one type of space/classroom with differing requirements, then the different space requirements are listed separately within the respective subsections. Section numbers have been reserved for the development of future components. 1. Classroom Area or Area: The square foot requirement for a particular space is indicated.

The user is also directed to check the latest update to the FADS (Facilities Assessment and Development Schedule) which may be updated on a separate basis from the EDSPECS.

2. Program Description and Philosophy: For each space a program description and philosophy of what is taught in the space is presented. Various activities that occur within the space are described. This write-up provides the designer with background information to give an idea of how to design and plan the room layout.

3. Space Description: Provides a general description of the major items required in this space. This information is intended to help the designer with an overall understanding of how the space will function. Reference is made to three websites, two for State office and classroom furniture ("C" and "P" items see paragraph 5. below) and one for DOE equipment listings ("E" items see paragraph 5. below), which should be reviewed for sizes of the various furniture and equipment items.

4. Built-Ins: A chart is provided listing the built-in items that are Contractor Furnished and Contractor Installed (CFCI items). Written descriptions are provided for all the items. Details have been included for some of these items and are located in Appendix 8 - Typical Millwork Details. If it is possible to substitute non built-in items for some of the built-ins this would be noted in the description column.

5. Non Built-in Furniture and Equipment: A chart is also provided for Non Built-in items. The items are listed as “CFCI,” “C,” or “P” items. “CFCI” items are Contractor Furnished/ Contractor Installed items that are in addition to the built-in items listed in the previous chart. “C” furniture items are position related (i.e. every staff member is provided with a desk, chair, and file cabinet) which need to be purchased with Cash/operating funds. “P” furniture items are initially purchased with project funds/bonded money and are typically student related. It is important for the designer to review the current on-line furniture price lists for specific manufacturer's information (URL address provided in Space Description, subsection 3XX.3 of each Section). Equipment or “E” items are typically not listed on the chart as the annually updated list can be found on the DOE’s website, (URL address provided in Space Description, subsection 3XX.3 in the various Sections in Chapter 3 - Guidelines for Spaces). It is important for the designer to review the current on-line list and coordinate all “E” items that have space implications or construction requirements.

6. Room Data Information: The materials and finishes for the space are listed here along with any special door or window requirements.


Explanation of Section Format Section 301-2

7. Utility and Room Data Requirements: A more detailed description is provided in this subsection of specific items such as electrical, plumbing, communications, lighting, air conditioning and ventilation, acoustics, safety, and security criteria for each space.

8. Special Considerations: Any special considerations for a space are listed here.

END OF SECTION 301

Instructional Spaces


General Classroom Section 302-1

Section 302 – General Classroom

302.1 Classroom Area 980 SF See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to General Classroom area.

302.2 Program Description and Philosophy

The general classroom at the Elementary School level provides the facilities to handle the language arts, mathematics, science, social studies, art, music, health/guidance, physical education, health and other programs. The programs offer opportunities to meet the developmental needs of the elementary school student: socially, emotionally, and physically. The general classrooms may be configured to allow interdisciplinary teaching and groupings. Various activities that occur within a elementary school general classroom involve:

• Class demonstrations using various media. • Group and committee work as well as individual work. • Viewing of multi-media productions. • Display of charts and exhibits.

302.3 Space Description

Within each general classroom the total area shall provide space for teachers to design large group, small group, and individual instructional areas to allow for a variety of curriculum activities, with ease of student movement from one activity to another. One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tack board space, and space for mounting a television (or locating a television on a cart). Additional whiteboards and tackboards need to be strategically located on other walls of the classroom. Adequate reserve space shall be provided for display and storage of student work. Provide the suggested location for the movable teacher storage cabinet when required per YRE-MT. Storage for portfolios should be discussed and addressed during the design phase. Space shall be allocated for seven permanent computer stations (one teacher and six student stations) and one printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves and storage units. The space requirements for most of these items are listed in subsection 302.5 Non Built-in Furniture and Equipment. Additional equip-ment items which may require either floor space or have construction implications need to be accommodated in the space layout. These items are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.



302.4 Built-ins

Built-ins for General Classroom

Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets. Verify height during design for age appropriateness and Children’s ADAAG requirements. Height may vary due to student age.

2 Tall Storage Cabinets

4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet

4 Bookcases 48 inches wide by 16 inches deep by 30 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 - Typical Millwork Details, Detail 7 - Bookcase.

4 Student Cubbies 48 inches wide by 16 inches deep by 30 inches high, movable unit on casters with 8 cubby holes per unit, See Appendix 8 – Typical Millwork Details, Detail 8 – Student Cubbies.

Chart Paper Storage Case

54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 drawers (for flat file storage of large sheets of paper). See Appendix 8 - Typical Millwork Details, Detail 4 - Chart Paper Storage Case.

Instructional Surfaces

Provide a minimum of 16 linear feet of whiteboard at the main instructional wall. Provide an additional 8 to 12 linear feet of whiteboard elsewhere in classroom. All whiteboards shall be magnetic. The main instructional whiteboard may be a horizontal sliding type. Verify height of whiteboard from finish floor during design. Recommend K-1 g.l. be 24-26”, 2-3 g.l. be 26-28”, and 4-6 g.l. be 28-30”.

Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the main whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. All boards to be 4 feet in height.

Television and VCR Mounting Bracket

Locate television mounting bracket with adjacent electrical/cable outlet at one end of main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Verify size of TV with school. School may opt for use of TV on a cart and delete need for mounting bracket during design.

Mounting for Projection Screen

Provide wall or ceiling mount for a 7 feet wide by 7 feet high projection screen (manually operated) to be purchased by the school.

Mounting for future projector

Provide ceiling mount for future LCD projector. Coordinate location of bracket, electrical and data connections, with light fixtures and screen location.



302.5 Non Built-in Furniture and Equipment

Furniture & Equipment for General Classroom

No. Req’d Item Dimensions

Legend: CFCI = Contractor Furnished / Contractor

Installed SFSI = State Furnished / State Installed –

these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project Purchase) E = Equipment (see current website)

Provided By: L W H CFCI SFSI Description / Comments

1 Teacher Desk With L–Return

66” 48”

30” 24”

30” C Verify Printer location on L-Return

1 Teacher Chair on Casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C

Choice of individual or double student desks: Final determination of the student desk arrangement and type will be made during design.

28 or Individual Desk 26” 20” adj. P w/book box below* 14 or Two Pupil Desk 48” 24” adj. P w/ 2 book boxes below*

28 Individual Tablet Arm Chair Desks

P Verify size with manufacturer*

Choice of 2 tables from the types listed below: Table – Kidney shaped 72” 48” adj. P Table – Rectangular 72”

72” 30” 36”

adj. adj.

P P

Table - Round 48” dia. adj. P Table - Trapezoidal 30”

30” 30” 60”

adj. P

36 Student Chair * P For Student Desks & Tables. Reduce no. to 8 if Tablet Arm Chair desks are selected

* Note: Classrooms for lower elementary and pre-school will require smaller chair sizes and may request desks without bookboxes to accommodate lower heights. Verify proposed grade levels of rooms before ordering desks and chairs.

6 Student Computer Chair adj. P On casters or glides, verify during design

6 Student Computer Workstation 36” 30” 30” P May consider built-in counter in lieu of furniture

Min. of 1

Movable Teacher Cabinet 48” 28” 66” P For YRE-Multi-Track Schools



302.6 Room Data Information a. Finish Information:

Floor: Resilient tile or sealed concrete For K-3 classrooms 230SF of carpeting is allowed. For sanitation

purposes, portable area rugs provided by the school may be preferred. Verify with the school during design.

Base: Rubber/vinyl or wood Walls: Painted CMU or painted gypsum board (double layer for durability and to

meet acoustical separation requirements) Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic

levels can be achieved)

b. Fenestration: Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a

solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.

Windows: Provide operable windows - type dependent on ventilation (natural or ac).

Follow recommended daylighting guidelines. Maximize security protection measures (i.e. use of laminated glass, minimize glass lite size, include window stops, security screens on jalousies.)

302.7 Utility and Room Data Requirements

a. Acoustics:

1. Room shall meet a background ambient noise level of 40 to 45 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6.

2. Interior partitions surrounding classrooms should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51.

3. Operable walls dividing classrooms should have a minimum STC of 48 when tested in accordance with ASTM E 90.

4. See Acoustical Design Criteria for additional requirements. b. Air Conditioning and Ventilation:

1. See Sustainable Design Criteria for guidance in the development of air conditioning and/or ventilation systems.

2. Provide individual thermostat control with range set points in each air-conditioned classroom. Locate thermostat near teacher station. Verify need for lockable protective thermostat cover during design.

3. See Mechanical Design Criteria’s for additional requirements. c. Plumbing:

1. One single compartment, large (31” x 22” x 6”D) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet and solids interceptor. Provide cold water only.

2. Provide accessible drinking fountains within reasonable distance to classrooms; locate in common circulation area on all floors – high/low type. If area is secured provide electric water coolers in place of drinking fountains.

3. See Mechanical Design Criteria for additional requirements.



d. Electrical:

1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum

number shall be two computer stations on one 20 amp branch circuit. 4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated

homeruns for these five circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD

projector. Location of bracket determined during design. (b) Provide one duplex outlet near the TV mount. Coordinate outlet location with

TV location, i.e. wall mounted, on cart,etc. 5. Provide battery powered quartz wall clock. 6. See Electrical Design Criteria for additional requirements.

e. Lighting:

1. Lighting design shall efficiently combine use of daylighting with artificial lighting. See Sustainable Design Criteria for additional guidance.

2. Fluorescent lighting with multi-level and/or zoned switching. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications:

1. Two way intercom in classroom with a speaker above the main instructional board for communication between classroom and administration. Locate call button near teacher’s desk or coordinate call-back feature with an integrated telephone system. Speaker is required with implementation of either option.

2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide multi-media outlets with conduit and data cabling at each permanent computer

station 6 for students and one for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting.

4. See Multi-Media Design Criteria for additional requirements.

302.8 Special Considerations:

Items to consider during design: a. Age appropriateness and student size need to be considered in the design of an

elementary classroom/school and for the furniture selection.. b. During the design phase, the general classrooms maybe re-configured/combined to create

more of a “studio approach” or "cluster" through the use of operable walls to provide learning environments that accommodate a variety of student groupings.

c. The access to water, accommodation of student computers, and handling of larger number

of students have become key components of the general classroom setting. d. All subjects are taught in the elementary general classroom.

END OF SECTION 302


Breakout Room Section 302A-1

Section 302A - Breakout Room 302A.1 Area 120 SF Recommended Size

Exact size and location shall be determined during the design, with the recommended maximum being 1 between every 2 classrooms. Square footage comes from adjacent classrooms and trade offs from other areas. Breakout Rooms are recommended to support general classrooms, supplemental classrooms, and special education resource classrooms.

302A.2 Program Description and Philosophy

This space supports differentiation of instruction by providing an area to break out into smaller work groups at various times with ease of supervision and immediate adjacency to the classroom setting. Size may vary depending on the direction of the school or steering committee and the particular educational need they are addressing.

Activities that occur in the breakout room could be individual studying/test taking, small group meetings, tutorial work sessions, practicing of presentations, and one-on-one teacher/student sessions.

302A.3 Space Descriptions

This space is designed to accommodate 1 to 6 people and provides an acoustically separated space from the adjacent classrooms while maintaining a visual connection for supervision.

302A.4 Built-Ins

Built-ins for Breakout Room Instructional Surface

Provide a minimum of 4 linear feet of magnetic whiteboard on one wall. Provide 4 linear feet of tackboard if space allows. Locate bottom of 4 foot high boards 30 inches from the finish floor.

1 Bookcase 48 inches wide by 16 inches deep by 30 inches high, movable (verify with school - casters or slides) bookcase, with adjustable shelves. See detail for typical classroom bookcase.


Breakout Room Section 302A-2

302A.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Breakout Room

No. Req’d Item Dimensions

Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current

website) Provided By:

L W H CFCI SFSI Description / Comments: Choice of 1 table from the types listed below:

Table – Rectangular 72” 72”

30” 36”

adj. P P

Table – Round 48” dia. adj. P Table – Trapezoidal 30”

30” 60” 60"

adj. P

4-6 Student Chair *18” P Number based on table size *Note: Classrooms for lower elementary and pre-school

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