A15_IA_Design_Handbook_for_BIE_School_Facilities.pdf

Indian Affairs (IA)

IA Design Handbook for BIE School Facilities US Department of the Interior Washington D.C. 20240

Issued: September 18, 2025

PREPARED FOR

U.S. Department of the Interior | Indian Affairs

ASSEMBLED BY

Bodwé Professional Services Group In consultation with: Alliance Consulting Group, Communications By Design, DavEnergy, Indigenous Design Studio + Architecture, JRA Food Service Consultants, Oneida Total Integrated Enterprises, The Steelhead Engineering Company, WBK, and WLA Studio

IA DESIGN HANDBOOK

FOR BIE SCHOOL FACILITIES

SEPTEMBER 18, 2025

IA DESIGN HANDBOOK for BIE SCHOOL FACILITIES SECTION - PAGE NO. 1.1-1 September 18, 2025

PART ONE | HANDBOOK INTRODUCTION

PART ONE | HANDBOOK INTRODUCTION .................................................................................1.1-1

1.1 HANDBOOK FOREWORD ....................................................................................................................... 1.1-6

1.1.1 Introduction ................................................................................................................................. 1.1-6

1.1.2 Community Engagement and Building Trust .............................................................................. 1.1-6

1.1.3 Land Acknowledgement ............................................................................................................. 1.1-6

1.1.4 Indigenous Thought .................................................................................................................... 1.1-7

1.1.5 BIE and Its Role in Indigenous Education in the United States .................................................. 1.1-7

1.1.6 Indigenous Community and Family Values................................................................................. 1.1-8

1.1.7 Indigenous Design Principles ..................................................................................................... 1.1-9

1.1.8 Handbook Organization ............................................................................................................ 1.1-10

PART TWO | INDIGENOUS EDUCATIONAL PLANNING AND DESIGN........................................2.1-1

2.1 BIE SCHOOL FACILITIES DESIGN HANDBOOK PURPOSE ................................................................. 2.1-2

2.1.1 Indigenous Educational Facility Design and Planning ................................................................ 2.1-2

2.1.2 Campus Safety and Security ...................................................................................................... 2.1-4

2.1.3 School Safety and Security ........................................................................................................ 2.1-5

2.1.4 Healthy and Universal Learning Environments ........................................................................... 2.1-7

2.2 FEDERAL LAWS, REGULATIONS, AND STANDARDS ....................................................................... 2.2-10

2.2.1 Design Resources, Codes, Standards, and Laws .................................................................... 2.2-10

2.2.2 Design and Technical Guidance, References, and Standards ................................................. 2.2-10

2.2.3 Applicable Laws, Federal Directives, Executive Orders, and Agency Requirements ............... 2.2-10

2.2.4 Nationally Recognized, State, Tribal, and Local Codes ............................................................ 2.2-12

2.3 SUSTAINABLE DESIGN AND VERIFICATION PATHWAYS ................................................................ 2.3-14

2.3.1 Regenerative Design, Building Decarbonization, and Site-Based Renewable Energy ............. 2.3-14

2.3.2 Guiding Principles for Sustainable Federal Buildings ............................................................... 2.3-15

2.3.3 Third-Party Verification and Certification Pathways .................................................................. 2.3-15

2.4 INDIGENOUS DESIGN AND PLANNING ............................................................................................... 2.4-17

2.4.1 Relationship Between Cultural and Environmental Sustainability ............................................. 2.4-17

2.4.2 Community and Building Resilience ......................................................................................... 2.4-18

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PART THREE | CAMPUS PLANNING, INFRASTRUCTURE, AND LANDSCAPE DESIGN .............3.1-1

3.1 CAMPUS AND SITE DESIGN ................................................................................................................... 3.1-2

3.1.1 Site Design Requirements .......................................................................................................... 3.1-2

3.2 CIVIL ENGINEERING................................................................................................................................ 3.2-6

3.2.1 Discipline Goals and Objectives ................................................................................................. 3.2-6

3.2.2 Civil Design Requirements ......................................................................................................... 3.2-6

3.2.3 Certification and Commissioning: Civil Design Performance ...................................................... 3.2-7

3.2.4 Campus Circulation and Wayfinding ......................................................................................... 3.2-10

3.2.5 Water Design ............................................................................................................................ 3.2-14

3.3 LANDSCAPE ARCHITECTURE ............................................................................................................. 3.3-25

3.3.1 Discipline Goals and Objectives ............................................................................................... 3.3-25

3.3.2 Landscape Architecture Design Requirements......................................................................... 3.3-25

3.3.3 Landscape Architecture Codes, Standards, and Laws ............................................................. 3.3-29

PART FOUR | STRUCTURAL, ARCHITECTURAL AND INTERIOR DESIGN ................................4.1-1

4.1 STRUCTURAL ENGINEERING ................................................................................................................ 4.1-2

4.1.1 Discipline Goals and Objectives ................................................................................................. 4.1-2

4.1.2 Structural Engineering Design Requirements ............................................................................. 4.1-2

4.2 ARCHITECTURAL AND INTERIOR DESIGN ........................................................................................... 4.2-3

4.2.1 Discipline Introduction: Architecture ........................................................................................... 4.2-3

4.2.2 Applicable References, Codes, Standards, and Laws ................................................................ 4.2-3

4.2.3 Design for Integration ................................................................................................................. 4.2-3

4.2.4 Design for Equitable Communities ............................................................................................. 4.2-6

4.2.5 Design for Wellbeing .................................................................................................................. 4.2-6

4.2.6 Design for Resources, Energy, and Water ................................................................................. 4.2-9

4.2.7 Design for Ecosystems ............................................................................................................. 4.2-11

4.2.8 Design for Economy ................................................................................................................. 4.2-11

4.2.9 Design for Change .................................................................................................................... 4.2-12

4.2.10 Design for Discovery ................................................................................................................ 4.2-12

4.3 INTERIOR DESIGN ................................................................................................................................. 4.3-13

4.3.1 Discipline Introduction: Interior Design ..................................................................................... 4.3-13

4.3.2 Discipline Goals and Objectives ............................................................................................... 4.3-13

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4.3.3 Applicable Codes, References, Standards, and Law ................................................................ 4.3-13

4.3.4 Interior Design Principles .......................................................................................................... 4.3-14

4.3.5 Healthy and Durable Materials ................................................................................................. 4.3-15

4.3.6 Educational Planning Programming ......................................................................................... 4.3-15

PART FIVE | BUILDING SYSTEMS AND SECURITY DESIGN .....................................................5.1-1

5.1 MECHANICAL ENGINEERING AND DESIGN ......................................................................................... 5.1-3

5.1.1 Discipline Goals and Objectives ................................................................................................. 5.1-3

5.1.2 Mechanical Design Requirements .............................................................................................. 5.1-3

5.1.3 Certification and Commissioning: Mechanical Design Performance ........................................... 5.1-5

5.2 PLUMBING ENGINEERING AND DESIGN .............................................................................................. 5.2-6

5.2.1 Discipline Goals and Objectives ................................................................................................. 5.2-6

5.2.2 Plumbing Engineering Design Requirements ............................................................................. 5.2-6

5.2.3 Certification and Commissioning: Plumbing Design Performance .............................................. 5.2-7

5.3 FIRE PROTECTION DESIGN ................................................................................................................... 5.3-9

5.3.1 Discipline Goals and Objectives ................................................................................................. 5.3-9

5.3.2 Fire Protection Design Requirements ....................................................................................... 5.3-11

5.3.3 Certification and Commissioning .............................................................................................. 5.3-20

5.4 FOOD SERVICE DESIGN ....................................................................................................................... 5.4-22

5.4.1 Discipline Goals and Objectives ............................................................................................... 5.4-22

5.4.2 Food Service Design Requirements ......................................................................................... 5.4-22

5.4.3 Design Analysis and Evaluation ............................................................................................... 5.4-27

5.5 ELECTRICAL ENGINEERING AND DESIGN ......................................................................................... 5.5-28

5.5.1 Discipline Goals and Objectives ............................................................................................... 5.5-28

5.5.2 Electrical Design Requirements................................................................................................ 5.5-28

5.5.3 Certification and Commissioning .............................................................................................. 5.5-37

5.6 INFORMATION, COMMUNICATION, AND EDUCATIONAL TECHNOLOGY ....................................... 5.6-38

5.6.1 Discipline Goals and Objectives ............................................................................................... 5.6-38

5.6.2 Design Requirements ............................................................................................................... 5.6-38

5.6.3 Design Analysis and Evaluation ............................................................................................... 5.6-39

5.6.4 Design Submittal Requirements ............................................................................................... 5.6-39

5.6.5 Submittal Requirements ........................................................................................................... 5.6-40

5.6.6 Certification and Commissioning .............................................................................................. 5.6-40

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5.7 SECURITY AND ACCESS CONTROL ................................................................................................... 5.7-41

5.7.1 Discipline Goals and Objectives ............................................................................................... 5.7-41

5.7.2 Design Requirements ............................................................................................................... 5.7-41

5.7.3 Design Analysis and Evaluation ............................................................................................... 5.7-43

5.7.4 Design Submittal Requirements ............................................................................................... 5.7-43

5.7.5 Submittal Requirements ........................................................................................................... 5.7-44

5.7.6 Certification and Commissioning .............................................................................................. 5.7-44

PART SIX | APPENDICES............................................................................................................6.1-1

6.1 COST ESTIMATING .................................................................................................................................. 6.1-3

6.1.1 Cost Estimates and Their Use .................................................................................................... 6.1-3

6.1.2 Special Cost Considerations for Indian Reservations ................................................................. 6.1-3

6.1.3 Estimate Format ......................................................................................................................... 6.1-3

6.1.4 Cost Estimate Class Standards .................................................................................................. 6.1-4

6.2 COMMISSIONING AND PERFORMANCE VERIFICATION ..................................................................... 6.2-6

6.2.1 Discipline Introduction: Commissioning ...................................................................................... 6.2-6

6.2.2 Applicable References, Codes, Standards, And Laws ............................................................... 6.2-6

6.2.3 Pre-Design Phase (PD 10%) ...................................................................................................... 6.2-6

6.2.4 Schematic Design (SD 20%) ...................................................................................................... 6.2-7

6.2.5 Design Development (DD 40%) .................................................................................................. 6.2-7

6.2.6 Preliminary Construction Documents (CD 70%) ......................................................................... 6.2-8

6.2.7 Complete Construction Documents (CD 99%) ........................................................................... 6.2-8

6.2.8 100% Final Construction Documents (CD 100%) ....................................................................... 6.2-9

6.2.9 Construction Phase .................................................................................................................... 6.2-9

6.2.10 Acceptance Phase .................................................................................................................... 6.2-10

6.3 GENERAL SUBMISSION REQUIREMENTS .......................................................................................... 6.3-11

6.3.1 Design Analysis ........................................................................................................................ 6.3-11

6.3.2 Drawing Requirements ............................................................................................................. 6.3-14

6.3.3 Specifications ........................................................................................................................... 6.3-16

6.4 DESIGN PHASE SUBMISSION REQUIREMENTS BY DISCIPLINE [SUMMARY] ............................... 6.4-18

6.4.1 Submission Requirements Table .............................................................................................. 6.4-18

6.5 DESIGN PHASE SUBMISSION REQUIREMENTS [BY PHASE] ........................................................... 6.5-29

6.5.1 Pre-Design (PD 10%) ............................................................................................................... 6.5-29

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6.5.2 Schematic Design (SD 20%) .................................................................................................... 6.5-32

6.5.3 Design Development (40%) ...................................................................................................... 6.5-39

6.5.4 Preliminary Construction Documents (70%) ............................................................................. 6.5-47

6.5.5 Completed Construction Documents (99%) ............................................................................. 6.5-51

6.5.6 Final Construction Documents (CD 100%) ............................................................................... 6.5-53

6.6 DESIGN REFERENCES BY DISCIPLINE ............................................................................................... 6.6-55

6.6.1 Sustainable Design ................................................................................................................... 6.6-55

6.6.2 Universal Design ...................................................................................................................... 6.6-55

6.6.3 Civil Engineering References ................................................................................................... 6.6-55

6.6.4 Landscape Architecture Design References ............................................................................ 6.6-56

6.6.5 Structural Design References ................................................................................................... 6.6-56

6.6.6 Architectural Design References .............................................................................................. 6.6-56

6.6.7 Interior Design References ....................................................................................................... 6.6-57

6.6.8 Mechanical, Electrical and Plumbing Design References ......................................................... 6.6-57

6.6.9 Fire Protection .......................................................................................................................... 6.6-57

6.6.10 Information Technology ............................................................................................................ 6.6-57

6.6.11 Safety, Security & Access Control ............................................................................................ 6.6-58

6.7 ABBREVIATIONS AND GLOSSARY ..................................................................................................... 6.7-59

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1.1 HANDBOOK FOREWORD

1.1.1 Introduction

The information presented in the Bureau of Indian Education (BIE) School Facilities

Handbook is intended to assist architects, designers, and engineers in creating safe, supportive, modern, code-compliant, culturally responsive, and community-focused learning environments for Native youth. This version of the Handbook is especially focused on enhancing equity, cultural reflectivity, and safety across BIE schools.

Spaces, at their best, communicate the values of those being served. Educational environments designed for the Bureau of Indian Education are formative spaces for a diverse constituency that must support teaching and learning in a culturally responsive way that recognizes and uplifts how Native students learn. The importance of matching the messages of the environment with pedagogy reinforces the role culture plays in learning and student success. Spaces that are both varied and flexible offer opportunities for experiential learning, storytelling, and arts/dance to engage the learner in ways that resonate with and respect the whole student, their relatives, and their entire community.

1.1.2 Community Engagement and Building Trust

As such, seeking genuine community engagement is a prerequisite for designing culturally reflective spaces. Because community participation is essential in school design and because it has been denied for many generations of Indigenous students, genuine involvement of community members in the decision-making process, problem-solving, and collective action fosters collaboration, inclusivity, and active contribution from all community members.

The approach of all Architecture and Engineering (A/E) teams embarking on the design or renovation of a BIE facility must begin with curiosity paired with design humility. To the collaboration, the Designer of Record brings their talents, skillsets, and abundant technical knowledge. The community brings their deep knowledge of self and place. The result is a building that feels at once a part of the community because it was designed with instead of for a community.

1.1.3 Land Acknowledgement

So much of Indigenous thought is grounded in place. It is important to understand the longstanding history that has brought you to reside on the land and to seek to understand your place within that history. Land acknowledgments are not simply a statement; they are a state of mind in which A/E teams must approach their work. They do not exist in a past tense or historical context: colonialism is a current and ongoing process, and designers need to build acknowledgment of the land into each facility.

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“When we talk about land, land is part of who we are. It’s a mixture of our blood, past, current, and future. We carry our ancestors in us, and they’re around us. As you all do.”

- Mary Lyons (Leech Lake Band of Ojibwe).

1.1.4 Indigenous Thought

Indigenous philosophies are underlain by a worldview of interrelationships among the spiritual, the natural, and the self, forming the foundation or beginnings of Indigenous ways of knowing.

1.1.5 BIE and Its Role in Indigenous Education in the United States

Learning Environments and the Traditional Transmission of Knowledge

Traditionally, necessary and often place-based information and life skills were passed on from parents, grandparents, or the community to children outside the confines of formal schooling. This is where history, culture, religion, mores, traditions, and lifeways are imparted to the next generation. Today, Bureau of Indian Education (BIE) facilities play a critical role in the maintenance, transmission, and sustainability of cultural knowledge.

This function requires that the following be considered and understood as they apply to the design process of a new or renovated school.

The design of BIE facilities:

• Will support the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

• Will be focused on connectedness, reciprocal relationships, fostering and reflecting a sense of place.

• Will recognize the role and value of Indigenous Knowledge that is embedded in the physical world, memory, community history, and storytelling. The learning environment and, especially, community-facing spaces, play a significant role in education.

• Will encourage the exploration of one’s identity in a safe, supportive, and culturally reflective environment.

• Involves recognizing that some community-held knowledge is sacred, is only shared with permission, and utilized in ways that the community determines to be appropriate.

• Requires sensitivity when representing expressions of culture in the built environment. These include language, seasonal or gender-based knowledge, symbolism, and patterns.

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• Facilitates reciprocity in Student-Student and Staff-Student relationships.

Reciprocity, or giving back (to the plants, water, soil, animals, and each other) signifies a relationship of mutual obligation, respect, and support.

Trauma-Informed and User Centered School Design

Trauma-Informed Design (TID) and User-Centered Design (UCD) are design processes that acknowledge that building occupants bring their social, psychological, and cultural backgrounds with them when they enter designed spaces and that the built environment, in this case schools, has an impact on their ability to learn or teach. Trauma is recognized in many areas of design, the A/E team will need to familiarize themselves with the community they are working in prior to arriving onsite. TID and UCD resources are readily available from the Substance Abuse and Mental Health Services Administration

(SAMHSA) and the U.S. Dept. of Housing and Urban Development (HUD), among others.

Trauma-informed design must be a consideration in response to the aftereffects of the generational trauma from numerous sources unique to each Tribal community. Gun violence, substance abuse, poverty, and poor mental and physical health are examples of the impact of past and present traumas. The legacies of the Boarding School era have left a distrust of the institution of education in some communities. Designers working in these spaces must navigate the past to provide safe spaces, respectful spaces, to educate in the present.

Part of the A/E team’s role in Preliminary Design is uncovering, in collaboration with the school community, how the design can be responsive to their specific needs. This process starts with establishing a foundational understanding of both the physical and social context in which the project is being built through research and user engagement. From there the A/E team will be well positioned to build trust through the facility design and will make more informed decisions that result in a supportive learning environment for all.

1.1.6 Indigenous Community and Family Values

Values and community priories vary significantly across Indian Country. The following observations are based on a wide range of project types and geographic locations, but they may not be universal.

Clan, society, or family units are extensive networks of strong kinship that are not always determined by blood relationships and can include entire communities. This extends beyond the nuclear family and may include aunts, uncles, cousins, and grandparents.

Family and community structure is pivotal to identity formation, understanding one’s

IA DESIGN HANDBOOK for BIE SCHOOL FACILITIES SECTION - PAGE NO. 1.1-9 spiritual and cultural belonging, and assists in establishing strong links with the community.

Respect, reciprocity, and responsibility are related values that are often applied to human and non-human community members. To respect something is to feel an obligation toward it. Reciprocity is the recognition that receiving something requires the giving of one’s gifts: life knowledge, spiritual teachings, or sense of place. Reciprocity maintains balance. Every individual has overlapping responsibilities to themselves, their community including the past, present, and future generations.

1.1.7 Indigenous Design Principles

Like Indigenous knowledge or values discussed above, there is no singular list of

“Indigenous Design Principles.” As such, it is up to the A/E team to co-develop a set of

Guiding Principles with the community being served. This process is a necessary step in understanding the people's culture, history, relationship with place, and the resulting implications for the built environment. Indigenous design and planning use a culturally responsive and value-based approach to community development.

Exploring Indigenous architectures (historic and contemporary) in a project location can increase the designer’s understanding of how their built structures reflect culture, utilize regionally specific materials, respond to the environment, and may contain design strategies related to climate resilience.

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1.1.8 Handbook Organization

This Handbook is organized into five parts, followed by an appendix. They are as follows:

Part I: Handbook Introduction

Part II: Indigenous Educational Planning and Design

Part III: Campus Planning, Infrastructure, and Landscape Design

Part IV: Structural, Architecture and Interior Design

Part V: Building System and Security Design

Part VI: Appendix and Submission Checklists

IA DESIGN HANDBOOK for BIE SCHOOL FACILITIES SECTION - PAGE NO. 2.1-1

PART TWO | INDIGENOUS EDUCATIONAL PLANNING AND DESIGN

Part Two | Indigenous Educational Planning and Design…………………………………………………...2.1-1

2.1 BIE SCHOOL FACILITIES DESIGN HANDBOOK PURPOSE ...................................................... 2.1-2

2.1.1 Indigenous Educational Facility Design and Planning ............................................................ 2.1-2

2.1.2 Campus Safety and Security ....................................................................................................... 2.1-4

2.1.3 School Safety and Security .......................................................................................................... 2.1-5

2.1.4 Healthy and Universal Learning Environments ........................................................................ 2.1-7

2.2 FEDERAL LAWS, REGULATIONS, AND STANDARDS ............................................................. 2.2-10

2.2.1 Design Resources, Codes, Standards, and Laws .................................................................. 2.2-10

2.2.2 Design and Technical Guidance, References, and Standards............................................. 2.2-10

2.2.3 Applicable Laws, Federal Directives, Executive Orders, and Agency Requirements ....... 2.2-10

2.2.4 Nationally Recognized, State, Tribal, and Local Codes ........................................................ 2.2-12

2.3 SUSTAINABLE DESIGN AND VERIFICATION PATHWAYS ..................................................... 2.3-14

2.3.1 Regenerative Design, Building Decarbonization, and Site-Based Renewable Energy .... 2.3-14

2.3.2 Guiding Principles for Sustainable Federal Buildings ........................................................... 2.3-15

2.3.3 Third-Party Verification and Certification Pathways ............................................................. 2.3-15

2.4 INDIGENOUS DESIGN AND PLANNING ...................................................................................... 2.4-17

2.4.1 Relationship Between Cultural and Environmental Sustainability ...................................... 2.4-17

2.4.2 Community and Building Resilience ........................................................................................ 2.4-18

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2.1 BIE SCHOOL FACILITIES DESIGN HANDBOOK PURPOSE

2.1.1 Indigenous Educational Facility Design and Planning

Design and Planning in Indigenous Communities

The vision of IA and this Design Handbook is to allow Tribal communities served by new or renovated schools the ability to determine how education is delivered in a culturally reflective, student-focused, environmentally sustainable teaching and learning environment that is safe, secure, and compliant with all federal codes. Community engagement in the planning process is essential in formulating the vision of the school, the types of spaces within the school, and how education is delivered to the Indigenous learners. Students learn in different ways, and the design team shall work with the school administration, teachers, and community to understand the complexities of the specific needs of the school.

The design process requires engagement strategies that may include open forums, focus groups, talking circles, feedback sessions, and design review sessions as appropriate for the level of design. Additionally, the A/E, school, and IA shall work together to meaningfully engage a wide cross-section of community members, including, but not limited to: Students, Parents, Elders, Teachers, Tribal Employees, Bus Drivers, School

Maintenance & Custodial Staff, outside Health and Behavioral Health Student Support

Services providers, and the Culture Department.

Educational Philosophies

Understanding the educational philosophy of the school is the foundation for the success of how the building design provides the appropriate spaces for the teaching and learning environment. IA understands that pedagogy matters in the success of Indigenous learners' instruction. Spaces should be designed to allow multiple types of learning: lecture, hands-on, team or group, experiential, complex thinking, and others.

Incorporating traditional storytelling through engagement with tribal elders or spiritual leaders can positively affect the mental, physical, social, emotional lifeways, and education of the Indigenous student.

Supportive Learning Environments

As defined, a supportive learning environment is a safe, inclusive, and respectful space where students feel valued and can thrive academically, socially, and emotionally. Positive relationships, sense of belonging, inclusion, and treating students as individuals is the role of the school administration and community. The design team shall provide spaces that meet guidelines for human comfort, acoustic control, access to natural daylight, good air

IA DESIGN HANDBOOK for BIE SCHOOL FACILITIES SECTION - PAGE NO. 2.1-3 quality, and flexible spaces that allow multiple teaching and learning styles, encourage physical movement that stimulates brain activity, provide multiple sizes and shapes of spaces such as individual “caves”, all which help improve test scores and create positive student outcomes.

Developing a Culturally Responsive Design

A culturally responsive design is one that celebrates the traditions, teachings, and lifeways of the Indigenous community served, in a humble and respectful way. To develop the design, the community shall be engaged. The design team shall interview interested partners to understand the generational knowledge of the community and its potential positive effect on the design of the school. Culture is people, beliefs, values, traditions, language, ways of life, and sense of place that distinguishes one group from another, not painting a particular color or symbol on a wall or a design on the floor. Symbols, colors, textures, materials, and iconography can be used to reflect the traditions and culture of a community but should be used with the permission of the tribal traditional and spiritual leaders. Making the school reflect the community, a place where they “see themselves” will enhance the learning environment for the students.

Trauma Informed Design

Trauma can significantly impact the teaching and learning environment. Implementing trauma-informed design that prioritizes individual safety, well-being, and healing can greatly benefit educational programs. This is particularly important in Indigenous communities, where generational trauma, often stemming from historical injustices, can manifest in various ways.

Creating safe spaces within schools that reflect cultural values, traditional teachings, and community history can positively affect trauma. Recognizing the need for such spaces and incorporating them into the design phase fosters a welcoming atmosphere and builds trust among students and educators. Schools can become a sanctuary for students, offering a calming environment that feels like, and in some cases is, a second home.

To support this, schools shall provide respite or quiet spaces, not for isolation but for refuge. Refuge areas shall be flexible and comfortable, with soft lighting, appropriate temperatures, and sound-absorbing materials to ensure a calm atmosphere. Avoiding bright colors, harsh lighting, and clutter is crucial, as these can trigger anxiety and unwanted behaviors. Additionally, providing spaces for traditional storytelling and community engagement, such as inviting elders into the school, can further support healing and relationship building. Gathering spaces for individual and group interaction in public and outdoor spaces can also support student trauma.

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Universal and Equitable Design

Ensuring that community spaces like playgrounds, gymnasiums, performance areas, libraries, and classrooms are universally accessible and understandable to people of all ages, sizes, and abilities is crucial for cultural and educational programming. Wheelchair access shall be provided along designated pedestrian paths from parking areas to adjacent buildings and connecting sidewalks, adhering to ADA Standards. Reference NPSI

(National Playground Safety Institute) for additional guidelines.

The community review and design team must work to refine accessibility designs throughout the process to ensure agreement on campus layouts, open opportunity spaces for all ages, and site grading accessible for walking and mobility aids. Site design must meet all applicable requirements under the ADA and USCA Title 29 794, “Nondiscrimination under Federal Grants and Programs.” Utilize ADA Design Standards for the minimum number of acceptable parking spaces in each lot, locating accessible spaces on the shortest accessible route to building entrances. Disperse accessible spaces to serve multiple entrances and ensure pedestrian-accessible routes do not cross drives or vehicular parking areas where possible. Provide crosswalks and signage to ensure wheelchair access along designated pedestrian paths.

2.1.2 Campus Safety and Security

A safe and secure school campus allows ingress and egress to students, teachers, administrators, delivery personnel, and the public through controlled and authorized points of entry. Multiple layers of visual and physical control of the perimeter of the school campus and the interior of the campus shall be provided. A secure perimeter includes a fence with gates to deter ingress and egress to the site. Areas within the perimeter of the site require fencing with gates to separate students from authorized and unauthorized individuals present during school hours. Physical education/athletic fields require separate fencing for after-hours use.

The design team shall discuss the overall security of the campus and school building with the client and community to formulate the vision, level of security and management of risks. This Handbook does not describe the types of risk management a school should prepare for, however, a document stating policies and procedures developed by the school and community shall be shared with the design team to determine potential physical effects on the campus or building.

Two ways in and out of the campus shall be provided to accommodate emergencies. In locations where a second means of egress in an emergency is not possible, the design team shall notify the COR and discuss other acceptable alternatives.

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Student and parent drop-off and pick-up areas shall be separate from visitor, delivery, and bus traffic on the site. Multiple entrances shall be available to emergency responders along with detailed access points and maps of the school and campus. Student entry to the school shall be visually controlled by staff and located to allow immediate access to a secure entry area, such as a cafeteria.

Visitor parking areas shall be close to the main entrance to the school and in visual control from the central office. Staff parking areas can be used for event parking after school hours.

At locations where walkways or sidewalks cross the path of vehicles, clearly marked and designated signage and control devices shall be provided for the safety of the students and public. The design team shall follow typical guidelines for exterior signage on the campus for all vehicular traffic.

Creating a secure campus environment involves addressing site-specific concerns with a layered approach that starts upon arrival and continues to the classroom. The design team shall refer to the latest US Department of Homeland Security Memo on School Safety for guidance and best practices.

2.1.3 School Safety and Security

School safety and security are crucial topics for discussion with school administration and community partners. While creating an open and inviting environment is important, designers must consider the school’s location, community makeup, and cultural significance.

There are two common types of school site designs in most IA schools: the “California”

(campus) plan with multiple buildings in warm climates, and the single or contiguous building design where all spaces are under one roof. Each design has educational benefits and shall be researched to meet the community’s needs and educational philosophy. In a campus plan, the advantage of students being outside in warm climates can outweigh security concerns related to direct visual control of student movement.

A secure entry vestibule shall be provided at the main public entrance to the school. The level of security to be provided shall be discussed with IA, the administration of the school, and the community. Locating the central office of the school adjacent to and within direct visual control of the entry vestibule is required. Many variations of a secure entry are possible, and the design team shall review alternatives with the school administration prior to presenting a final design. Two sources on school safety and security to research are

CPTED (Crime Prevention Through Environmental Design) and PASS (Partner Alliance for Safer Schools). CPTED is a source for administrators to develop policies and

IA DESIGN HANDBOOK for BIE SCHOOL FACILITIES SECTION - PAGE NO. 2.1-6 procedures to manage potential threats to the school and how to counter the potential threats.

Unauthorized access to school facilities disrupts the teaching and learning environment and threatens the safety of the school environment.

By utilizing Integrated Building Systems, design is carefully planned with respect to the following aspects of school facilities and the overall campus security:

• Perimeter Doors and Security Measures

Evaluate perimeter doors and consider if door position indicator switches provide the necessary security. Plan for a whole building lockdown in emergencies, with focus on classroom doors and sidelights. Discuss the potential for an intrusion detection system and integrate public address systems, audible alarms, or phone technology to alert emergency officials. Numbers or letters on exterior doors is one way to alert emergency officials to a specific location in an emergency. Providing interactive mapping of the exterior and interior of the school to emergency officials is a developing technology.

• Best Practices and Technology

Consider best practices and up-to-date technology to enhance security. This holistic approach ensures that all aspects of building security are addressed, creating a safer environment for everyone.

Security Considerations

In the preliminary design phase, incorporate safety and security features into the site design, minimizing their appearance. This includes controlled access, maintenance of clear zones, minimizing blind spots, visibility of approaches, nonlinear vehicular approaches to main entry points, and separating pedestrian and vehicular zones. Review site lighting plans for campus lots, buildings, and recreational facilities if lighting is to be provided.

Continue refining design plans based on review comments, ensuring comprehensive plans for campus security and student-friendly features.

Throughout the process, incorporate feedback from review and design committees on safety and security features, ensuring visibility zones for pedestrian, student, and community safety. Engage local law enforcement and qualified school security consultants in the design discussion as well. Review site lighting plans for campus lots, buildings, and recreational facilities if lighting is to be provided. Integrate these features into the site design, minimizing their visual impact. This includes controlled access, clear zones, minimizing blind spots, visibility of approaches, nonlinear vehicular approaches to main entry points, and separating pedestrian and vehicular zones.

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Design traffic control, signage, and markings according to the Manual of Uniform Traffic

Control Devices (MUTCD). Ensure signs are illuminated or reflective for both day and night visibility. Consistently post speed limit, fire lane, and caution signs throughout the campus, and use markings where appropriate. Consider additional signage for community messaging, including signage in tribal languages used and taught at the school, and commemorations of cultural history and values.

Site Accessibility

Site grading and amenities must be equally accessible to everyone, whether they are traveling by foot or using mobility aids such as wheelchairs, crutches, or canes. This includes designing integrated ramps that can be used by all individuals. The primary access route into and out of campus buildings shall be accessible. If this is not possible, alternative accessible routes must be provided.

Campus design should include open outdoor learning areas accessible to all.

2.1.4 Healthy and Universal Learning Environments

A healthy, universally accessible, learning environment is safe, supportive, and positive, builds trust, creates consistent expectations for behavior, is carefully arranged to allow for supervision, promotes physical health, prioritizes social-emotional learning, and is inclusive.

Medical Conditions and Environmental Stressors

Students, teachers, and staff have diverse mobility levels and other underlying health conditions that must be considered when designing spaces and building systems, as medical conditions and environmental stressors can significantly impact their ability to lead or engage in educational experiences. Building users suffering from physical disability or public health conditions, such as asthma, obesity, diabetes, and poor outdoor air quality, can influence the choice of interior materials, floor finishes, lighting, and mechanical systems.

Similarly, students suffering from mental health conditions brought on by any number of triggers can encounter barriers to learning that are exacerbated by the physical environment. Across the country, schools are taking a holistic approach to both the prevention of triggering situations and supporting students and staff with an adaptable educational environment that includes spaces to withdraw or recharge.

Social Interaction & Behavioral Strategies

Flexibility in learning spaces is crucial to support students across different grade levels and abilities, ensuring each student’s diverse needs are met. Creating refuge spaces, or “caves,”

IA DESIGN HANDBOOK for BIE SCHOOL FACILITIES SECTION - PAGE NO. 2.1-8 allows individuals to withdraw from environmental conditions or classroom activity, providing a safe space for personal well-being and small group learning outside the traditional classroom. Play areas shall encourage multiple activities, promoting individual and cooperative play, such as team jump rope or climbing equipment for numerous children. Additionally, providing shading and wind protection in play areas and student gathering spots, like bus pickup and drop-off areas, ensures the school remains welcoming in all seasons.

Environmental Factors and Strategies

Design elements impacting emotional, mental, and physical health shall be tailored to each community and student body. Key considerations include daylighting, occupant thermal comfort, and indoor air quality, all of which shall be customized for different areas or classrooms. Daylighting, which helps regulate circadian rhythms, can positively affect students’ emotional well-being and has both immediate and long-term benefits for schools.

Effective daylighting involves more than just installing windows; it requires the strategic use of natural light to improve student test scores, attendance, energy consumption, maintenance, and teacher retention. Designers shall consider sun orientation, building orientation, space function, and exterior building systems when planning daylighting.

Incorporating operable windows can enhance ventilation and provide indirect outdoor access through well-placed views. Artificial lighting should mimic natural daylight to avoid fatigue, irritability, or depression. Lighting engineers shall use best practices for artificial lighting, considering proper Kelvin temperatures and Illuminating Engineering Society

(IES) guidelines for appropriate lighting levels in various spaces to improve student performance and behavior.

Heat Mitigation

Extreme heat is common across large portions of Indian Country, necessitating…