Exhibit P - Elementary School Education Specifications.pdf

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

Education Facilities Specifications

Elementary School gina.romano Typewritten Text

HE1280-11-R-0001

Exhibit P

Acknowledgments Attempting to combine the various cultural, environmental and educational factors that DoDEA must consider and implement in our education facilities is a monumental task. The development of these education facilities specifications was a collaborative effort and would not have been possible without the responses and support of the following: the DoDEA Education Coordinators, DoDEA Information Technology Operations Branch, DoDEA Safety and Security, DoDDS-Pacific Logistics Division, Facilities Branch, DoDDS-Europe Logistics Division, Facilities Branch, and DDESS Service Center Logistics Division, Facilities Branch.

The consolidation of this information and development of the initial revision was authored by Hayes Large Architects, LLP. The Web Program development and electronic presentation was performed by PBS&J, Alexandria Office. The second revision, dated Oct 07, was conducted by HQ, Facilities Branch. The third revision, dated June 10, was carried out by the US Army Corps of Engineers, Norfolk District, DoDEA Design Center using BIM models developed by Clark Nexsen, Architecture & Engineering.

To each of the individuals within the identified organizations who contributed to these Education Facilities Specifications, a sincere Thank You for your participation and commentary.

Facilities Branch DoDEA Logistics Division

TABLE OF CONTENTS

Introduction

Site Planning - Exterior Areas Revision Date Schematic Site Plan 2010-06-04 Bus Drop Off \ Pick Up 2010-06-04

Parking and Service Areas 2010-06-04 Play Lot 2010-06-04 Playground 2010-06-04

Building Design Guidelines 2010-06-04

Functional Areas (listed alphabetically) Administrative Office Suite 2010-06-04 Art Room 2010-06-04 Food Service 2010-06-04 Full-Size Classrooms 2010-06-04

General Purpose Classroom Gifted Education Host Nation Language Arts / Reading / Math Support

Learning Impaired (Mild to Moderate) General Music Room 2010-06-04 Guidance Counseling Center 2010-06-04 Gymnasium 2010-06-04 Half-Size Classrooms 2010-06-04 English as a Second Language

Hearing Impaired Reading Recovery

School Support Specialist Speech / Language Therapy Visually Impaired

Health Services 2010-06-04 Home School Partnership / Parents Center 2010-06-04 Host Nation - Japan 2010-06-04 Information Center 2010-06-04 Itinerant Office 2010-06-04 Janitorial Administration/ Break Room 2010-06-04 Kindergarten 2010-06-04 Learning Impaired (Severe) 2010-06-04 Maintenance Support 2010-06-04 Multipurpose Computer Laboratory 2010-06-04 Multipurpose Room 2010-06-04 Occupational Therapy / Physical Therapy 2010-06-04 Pre-Kindergarten-Sure Start 2010-06-04 Preschool Services for Children with Disabilities (PSCD) 2010-06-04 Reading Recovery Training Facility – District Level 2010-06-04

TABLE OF CONTENTS

School Bus Office 2010-06-04 School Supply / Storage Area 2010-06-04 Schools Officer 2010-06-04 Special Education Office Suite 2010-06-04 Teacher Workroom 2010-06-04

Infrastructure Building Circulation 2010-06-04 Local Area Network 2010-06-04 Technology Service Center 2010-06-04

System Requirements Mounting Heights 2010-06-04 Finishes 2010-06-04 Built-in Items and Special Systems 2010-06-04 Loose Furniture and Equipment (FF&E) 2010-06-04 Mechanical and Plumbing 2010-06-04 Electrical and Communications 2010-06-04

Appendix A – Glossary 2010-06-04

Appendix B – Change Request Forms 2010-06-04

Introduction

It is with great pleasure that the DoDEA Education Facilities Specifications are presented for your records and use. This is an update to Version 2.1 of October 07. Along with the version number, a revision date has been included at the bottom of each page. This will allow the Educational Specifications to be updated individually as requirements change. The current revision date for each Educational Specification can be found in the Table of Contents and in the footer of each section. As our educational and technology processes evolve, so will the facilities specifications.

The concept layouts provided in these specifications are just that, concepts. While the size (net square footage) and allocation of a functional area, in some cases, is fixed, the layout of a room is still open for design alterations. Architect/Engineer firms and school administrators still have the flexibility and creativity to arrange a functional area to best fit a situation.

These Educational Specifications address Site Planning, General Building Design, Functional Areas, Infrastructure, and System Requirements. The Functional Area descriptions are broken down into Conceptual Plan, Planning Requirements, Functional Area Descriptions, and Concept Views. The graphics shown in the Conceptual Plan and Concept Views are one interpretation of the requirements and are not meant to limit design possibilities. The Planning Requirements give maximum (not to exceed) square footage requirements. The Functional Area Descriptions give general information about the function of each room. Following the Functional Areas section, the Infrastructure section contains descriptions of support spaces that are distributed throughout the building. Following the individual Educational Specifications, the System Requirements section contains schedules outlining specific requirements for each space organized by individual building systems. This information is grouped by building system to provide a better overview for the building designers as they design each system.

These specifications will help this agency address our facility and classroom needs and help convey this information to the Architect/Engineer firms that design our facilities.

Site Planning – Exterior Areas

SCHEMATIC SITE PLAN

Conceptual Layout

Site Planning Requirements

1. The recommended site sizes are:

Elementary Schools (K-5): 8 Acres plus 1 acre per 150 students

Combination Schools: K-12 School 20 Acres plus 1 acre per 150 students

K-8 School 15 Acres plus 1 acre per 150 students

2. Deviations from the site size may be required because of extenuating circumstances.

Engineers and designers need to coordinate with installation planners regarding site requirements and area availability. Anti-Terrorism/Force Protection guidelines also need to be addressed. AT/FP setbacks are not included in these calculations due to variances in installation guidelines.

Functional Area Description The exterior area of the school provides parking, access, recreation, and service areas. It must be planned in an attractive manner and must provide ADA accessibility. This discussion provides only a general description of the site. See the individual space requirements for exterior spaces for additional information. Too often this area receives little attention in the planning process; however, careful planning from the beginning can insure a safe, functional, and aesthetically pleasing site. Reference all Anti-Terrorism / Force Protection standards when designing or providing additions to the school.

PARKING AREA

Provide parking for staff and visitors at a recommended ratio of 2 spaces per classroom plus 15% of the seating area of the Multipurpose Room.

Conveniently locate the visitor parking and accessible parking near the front entrance of the school.

Site the staff parking so that it does not visually dominate the building and open spaces. Locate the bus loading areas near the appropriate entrance.

ATHLETIC FIELDS

SOCCER

SOFTBALL

PLAY AREA

PARKING

AREA

-ATHLETIC

EVENTS

-SPECIAL

EVENTS

SCHEMATIC SITE PLAN

Local zoning regulations help determine parking requirements in most states. Staff parking at 1 space per staff member is suggested, and should be located so bus zones are not crossed. Military Planning guidelines (e.g. Mil Hdbk 1190) may indicate different standards. Parking allocation standards for Privately Owned Vehicle (POV) parking should be coordinated with Base/Installation planners during program/project development.

RECREATION AREAS

Open recreational areas include but are not limited to: surfaced multipurpose playground, softball field, and an open grass area for games. Give consideration to the orientation of the sports fields.

SUPPORT AREA

This is an area used for deliveries, trash removal, and other essential services required to support the operations of the school. Ensure that trash receptacles are located a minimum of 82’ (25m) from the building. Locate just outside the support area of the building, and visually screened from the predominant areas of the site. Provide physical enclosures for trash receptacles.

SITE LAYOUT

Siting a school complex poses unique safety considerations. Planners and designers should avoid creating numerous blind spots. Multipurpose driveways and walkways should be sited to avoid conflicts between pedestrian and vehicular traffic. The goal of site layouts is to suit rather than impede student and staff walking patterns. ADA accessibility is also a requirement for site access and shall include parking spaces. If the site is constrained, coordinate with installation officials regarding the joint use of adjacent parking areas for staff members and recreational sites for school activities.

Provide separate entrances and exits for the bus loading area and the POV parking areas. Ensure that they don’t conflict with one another. Provide a path from playgrounds and fields to building entries that avoids crossing vehicular traffic.

Consider the hierarchy of entries and use the site to reinforce the function of each. Include access control considerations. Provide a clear path around the building for security and surveillance.

Accommodation of chiller enclosures, transformers, dumpsters, service entries should be arranged and consolidated where possible, to minimize vehicular traffic on site. Locate the service areas to avoid views from major approaches.

BUS DROP OFF / PICK UP

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specification

Conceptual Plan (Right Hand Drive)

Conceptual Plan (Left Hand Drive)

Planning Requirements Controlled Linear Access This system can be used in areas where ample curb space is available.

Minimum width required 16 ft (4.8 m) Lineal feet required 410 ft (125 m) (10 buses) Area required per bus 660 sf (61 m2) (includes circulation)

30° Peel-Off System (Shown in Diagram) This parking system requires the front bus to leave first, then the next bus, etc.

Minimum width required 5 ft (18 m) Lineal feet required 240 ft (73 m) (10 buses) Area required per bus 1416 sf (132 m2) (includes circulation)

Bus Dimensions (Verify dimensions of local vehicles) Typical bus dimensions to consider:

Length 40 ft (12 m) Width 8 ft (2.4 m) Inside turning radius 4 ft (1.2 m) Outside turning radius 60 ft (18 m)

Circulation and Layout Safety is the primary concern in circulation design on school sites

• For safe and efficient movement, separate each different type of circulation.

• Eliminate or minimize pedestrian and vehicle cross traffic. Avoid crossing driveways.

• Separate auto and bus drop-off locations.

• Exclude service vehicle traffic from these drop-off areas. If not possible, restrict service activity to times when pedestrians will not be present. No pedestrian walks in the loading dock area.

• Plan the bus circulation and drop-off area so that busses never need to backup. Provide separate bus zones with a large waiting area to handle students at dismissal. Provide sidewalks for all areas where students approach or exit the school.

• Where possible, plan a one-way loop near the building entrance as it is safer.

• Bus loading and unloading should not prohibit emergency access to the school in case of an emergency.

• Parking plans must comply with Anti-terrorism/Force Protection (AT/FP) requirements.

• Adapt diagrams for regional specifics.

PARKING AND SERVICE AREAS

Conceptual Plan

All school levels 270 sf per vehicle (25 m2)

Circulation and Layout

• Divide parking areas by use: visitor, staff, special events, and handicap accessible. Parking plans must comply with Anti-terrorism/Force Protection (AT/FP) requirements.

• Conveniently locate the visitor parking and accessible parking near the front entrance of the school.

• Locate the bus loading areas near the appropriate entrance.

• Place the staff parking so that it does not visually dominate the building and open spaces.

• Local regulations usually determine parking requirements in most jurisdictions (including military).

Provide minimum parking requirements for staff and visitors at a ratio of 2 spaces per classroom, plus 15 % of the multipurpose room seating.

• The planning requirements shown utilize a 90 degree parking module. Any other module would increase the square feet needed per space.

• Locate accessible parking as close as possible to the shortest accessible path of travel to buildings.

See current codes for quantities.

• Avoid creating irregular shaped parking areas. Good internal circulation is more important than squeezing in a few extra parking spaces

• Orient the main vehicular circulation perpendicular to the building, however, perpendicular rows less than 130' are not practical and should be oriented parallel to the building.

• Run pedestrian circulation parallel to the parking bays to decrease pedestrian traffic across vehicle lanes.

• Locate bus loading/unloading zones away from general parking areas and the associated traffic flow.

PARKING AND SERVICE AREAS

Service Area

• This is an area used for deliveries, trash removal, and other essential services required to support the operations of the school.

• Locate just outside the support area of the building and visually screen from the predominant areas of the site.

• Provide physical enclosures for trash receptacles. The location should comply with AT/FP requirements

• If a dock is provided, verify the height of vehicles making deliveries.

• Provide for a local recycling program.

Planting

• All planting requirements should be adapted to local climate. In general, provide native plant materials.

• Provide shade trees, 25'-30'-40’ on center in all parking islands. Avoid low branching trees to maintain clear sight lines.

• Use a mix of evergreen and deciduous plant material to shade parking areas and service areas (i.e.

refuse areas, loading docks, HVAC units, etc.) from adjacent uses.

• Provide parking islands as needed. Parking lots containing greater than 50 spaces shall be broken down with parking islands.

• Select non-poisonous, thornless trees, shrubs, plants, and ground covers that can withstand harsher conditions, such as sun, glare, heat, and reduced water supply. Choose trees and shrubs that require minimum maintenance and will not litter the parking area with leaves, fruits, and nuts.

• Provide enough clearance in planting islands to accommodate for vehicle overhang.

• Consider sight distance lines near entrances when choosing and placing plant material. No plants over 3’ high, 25’ to 100’ from entrance of streets

• Plant heights and distances must comply with AT/FP standards

PLAY LOT

Total SF 3,000 sf min. (279 m2) + 800 sf (74 m2) per classroom served (over 2).

Enclosed storage per Play Lot 100 sf (9 m2)

Functional Area Descriptions An ADA and CPSC compatible play lot serves as the primary exterior activity center for preschool and kindergarten children up to 5 years of age. Used in association with the Kindergarten, Pre-Kindergarten and Sure Start programs, locate the play lot adjacent to the classrooms they serve, or a short distance away with an accessible path. Separate the Kindergarten from the Pre-Kindergarten and Sure Start areas. A professionally designed play lot should accommodate the number of students it serves, site constraints, and specific equipment requirements.

Activity Spaces and Elements An enclosed area with age appropriate play equipment and special facilities including:

• Play equipment such as climbers, slides, play walls and playhouses, play sculptures, and a play sand area (conforming to the Consumer Product Safety Commission Guidelines and ADA). Play sand areas may only be used if the area is fenced and can be segregated from dogs and cats.

• An open turf area, with an irrigation system, for running and active play

• A shaded area for quiet activities

• Miscellaneous elements including benches for supervision, walks and other paved areas.

• Locate play lot in proximity to restrooms.

• Segregate preschool and kindergarten play areas as much as possible

• A storage facility near the building is required. Doors or lids are required so items can be secured.

• Provide a CPSC compliant Playground surface. These may include, but are not limited to poured rubber, rubber tiles or engineered wood fiber.

• Provide adequate drainage for playground surfaces.

Layout The specific layout and shape of the play lot will be dictated by existing site conditions and size and number of facilities to be provided. General guidelines are as follows:

• Locate and arrange equipment with adequate surrounding space in small, natural play groups.

• Locate playhouses, and play sculpture away from equipment like swings and slides for safety.

• Use the open turfed area and shaded quiet areas around the enclosed play area to serve as buffers around it.

• Conveniently locate secured benches to assure good visibility for supervision of all areas of the play lot.

• Consider a tricycle path/track in design

• Ensure that all elevated play structures are at least 6’ (1830 mm) away from any hard surface.

PLAYGROUND

Projected Enrollment Minimum Area Required 0-100 ½ Acre (2023 m2) 101-500 1 Acre (4047 m2) 501+ 2 Acres (8094 m2) 1000+ 3 Acres (12141 m2)

Functional Use The outdoor play area serves children from 5 to 12 years of age. The playground must comply with US Consumer Product Safety Commission (CPSC) and Americans with Disabilities Guidelines (ADAG).

Site available resources greatly influence a playgrounds’ final form.

Activity Spaces and Elements

• A play equipment area for elementary school children.

• An open turfed area for informal active games for elementary school children.

• A shaded area for quiet activities such as reading, story-telling, and quiet games.

• A paved multipurpose area large enough for activities such as hopscotch, basketball, and volleyball.

• An area for field games including softball, touch or flag football, and soccer.

• Circulation and buffer space.

• Provide a CPSC and IPEMA compliant Playground surface. These may include, but are not limited to poured rubber, rubber tiles, or engineered wood fiber.

• Provide adequate drainage for playground surfaces.

• Provide 50% of the area in turf, 25% in equipment, and 25% in hard surface.

PLAYGROUND

Layout

• Locate the playground equipment area adjacent to the school.

• Provide an open turfed area for informal active play close to the play area and play lot for use by all elementary school children.

• Provide tree-shaded areas for quiet activities, somewhat removed from the active play areas, i.e.

play tables and activity panels. Avoid trees, shrubs, and ground covers with thorns, poisonous parts, or that attract bees. Also avoid trees with fruit or nuts.

• Set off the paved multipurpose area from the other areas by plantings and locate near the school gymnasium. Create a division between active, energetic spaces and quiet, discovery zones.

• Place the field games area on fairly level, well-drained land.

• Fully develop the playground with landscape planting for activity and traffic control and to increase the interest and attractiveness of the playground.

• Avoid rung ladders and climbing components as the sole means of access to play equipment.

• Consider prevailing sun angles. Keep slides out of the heat of the sun by locating the slide surface facing north. Use plastic slide surfaces only.

• The Americans with Disabilities Act and the Consumer Product Safety Commission offer strict playground standards regarding accessibility and design of play structures.

• Consider security when developing landscape planting. Keep shrubs under 3’ (900 mm) in height and tree limbs at a minimum of 7’ (2130mm) above each designated play surface or use zone (ASTM 1487-07). Disperse popular or heavy use equipment to avoid crowding and locate exit slides in non-congested areas.

Building Design Guidelines

BUILDING DESIGN

Building Design Guidelines

EXTERIOR

• Coordinate the design with the local jurisdiction from the beginning of the project. Comply with base and local guidelines.

• Use durable low maintenance materials. These include masonry, concrete, and stone.

• Window/Door hardware and glazing shall meet AT/FP design requirements.

• Though the design should have enough variation in form to be interesting and meet local design criteria, avoid creating niches and hidden building areas which create security “blind spots”.

• A hierarchy of entrances should allow visitors to easily find their way to the main entry. Additional prominent entries for athletic or arts facilities may make this more difficult. In addition, site limitations may require the use of entries other than the main entry for student arrival and dismissal.

• Light all exterior doors.

FACILITY ELEVATIONS

Although project site and Base Master Plans have a major impact on overall building design and its associated elevation, there are several dictates that should be followed:

• Education facilities should be three (3) floors maximum. Two stories is the preferred solution.

• In accordance with National Life Safety codes, Grades 1 and below shall be placed on the 1st

(Ground) floor. Second grade cannot be above the second floor.

• For design purposes, it is recommended that approximately 60% of the classrooms and major school support functions be placed on the 1st (Ground) floor.

• A split-level facility may be considered where terrain/site elevations dictate, thus allowing students to move either up or down one floor for classroom access.

• Facility designs shall take into consideration AT/FP progressive collapse criteria and local area seismic requirements.

INTERIOR

• Use durable low maintenance materials.

• Comply with all Anti-Terrorism / Force Protection standards to include access control.

• Create easily supervised and understood circulation paths.

• Place vertical circulation in locations that allow arriving and departing students to quickly move to the appropriate floor without traversing other floors.

• Use variation in ceiling heights to call attention to entries. Use this variation to create a hierarchy that calls more attention to special one-of-a-kind rooms (Information Center) over typical instructional spaces.

• Zone spaces that may be used after hours by the public so that they can be closed off from the remainder of the facility. Provide a means of securing these assembly spaces so that users do not gain access to the entire facility when attending a function. Public restrooms must be included in the segregated area.

• Provide for ADA Accessibility.

• Areas of refuge, fire and smoke compartmentalization should be considered.

UTILITY SYSTEMS (HVAC/ELECTRICAL/MECHANICAL/COMMUNICATIONS)

• Utility systems should be located in the facility where they are not intrusive, and located for easy maintenance access for major system components subsequent to construction.

• Electrical/Mechanical support tie-ins to the facility shall be underground.

• Designers shall develop interior HVAC/Electrical/Mechanical/Communication “corridors” in the building for easy maintenance access and future upgrades.

• Comply with AT/FP design standards.

BUILDING DESIGN

• As new and renovated facilities become more "closed" due to new AT/FP glazing and frame requirements, HVAC becomes more an issue. Facilities should have a minimum of four (4) changes of air ventilation per hour. All areas should be designed for forced ventilation with or without air conditioning.

• The facilities HVAC system design should be in accordance with ASHRAE 62 and local host nation requirements as applicable.

• Air conditioning should be provided in geographical areas where it is required. Engineers and school administrators need to check with their assigned Area Office to determine if air conditioning is applicable to their particular geographical area.

• Electrical outlets located near sinks must be GFCI, per code.

• All administrative offices and technology areas should have ample electrical outlets installed. In offices, provide one duplex receptacle per wall, minimum.

Functional Areas (listed alphabetically)

ADMINISTRATIVE OFFICE SUITE

Admin

NSF:

1 Waiting Area 200 sf (19 m2) 1 Reception/Central Work Area 300 sf (28 m2) (+150 sf (14m2) per assigned position > 2) 2 Work/Copy Room 100 sf (9 m2) 3 Student Records Room 75 sf (7 m2) 4 Registrar’s Office 150 sf (14 m2) 5 SMSS Office 150 sf (14 m2) 6 Assistant Principal’s Office 175 sf (16 m2) (per assigned assistant principal) 7 Principal’s Office 200 sf (19 m2) 8 Conference Room 200 sf (19 m2)

Large Office Suite

Small Office Suite

2 3

6 7

Functional Area Descriptions The administrative office area provides space for the school’s administrative functions. Locate this suite at the main school entrance to give staff visibility of visitors and the bus loading area. Locate toilets nearby. Put noisy equipment such as the copy machine in a separate area. Keep the entrance to this suite separate from the Guidance Counseling Center.

1 WAITING AREA/RECEPTION/CENTRAL WORK AREA

Place the waiting area where visitors and students can access it easily. The use of two doors from this area, one from the entry vestibule and one from the lobby, can create a passive security layer to the facility. This arrangement forces visitors to pass through the office during the off-peak times when students are not arriving or leaving.

Separate the waiting area from the reception/central work area with a counter. A portion of this counter should be at the age appropriate height for grades 1-3. The reception/central work area houses clerical staff, intercom system, clock and bell system, public address system, and telephone switchboard.

Place the reception/central work area adjacent to the storage/copy room. The secretary should also have visibility of the security monitors. Locate the secretary/clerk that supports the principal and assistant principal in this area.

2 WORK/COPY ROOM

The work/copy room contains space for a copy machine, refrigerator, and counter areas to accommodate a sink, microwave, coffee pot, fax machine, laminator and other tabletop equipment.

Maximize storage cabinets and shelves in this area. Separate from the main work area in a manner that contains the noise and clutter associated with this space.

3 STUDENT RECORDS ROOM

Provide a separate, secure, fire resistant area for storage of confidential records. This room shall be 1-hour fire rated and lockable.

4 REGISTRAR’S OFFICE

The registrar’s office should have easy access to the confidential student records area.

5 SCHOOL MANAGEMENT SUPPORT SPECIALIST (SMSS) OFFICE

The SMSS position supports the principal and assistant principal in the execution of administrative duties. This office should have easy access to the principal and assistant principal.

6 ASSISTANT PRINCIPAL’S OFFICE

The assistant principal’s office should have easy access to the confidential student records area. The office should include space for up to 3 people to meet with the assistant principal. Provide one office for each assistant principal assigned to the school.

7 PRINCIPAL’S OFFICE

The principal's office should directly access the central work area. The office windows should command views of the main entrance and bus loading area. Provide a small conference table in this office.

Include a second way out of the suite for the principal.

8 CONFERENCE ROOM

Furnish to accommodate meetings of up to 10 people. Visitors as well as the principal should be able to access this room easily.

Concept Views

Reception Counter and Work Area

Principal’s Office

Birds Eye View of Admin Suite

ART ROOM

Art

1 Art Room 1200 sf (111 m2) 2 Graphic Arts 200 sf (19 m2) 3 Workroom/Storage Room 150 sf (14 m2) 4 Kiln Room 100 sf (9 m2) (or per manufacturer’s recommendations) 5 Outdoor Patio Area (Optional)

The art program provides a general curriculum that encourages students to express their thoughts and feelings in two and three-dimensional modes. Students explore many fundamental techniques with an emphasis on developing an understanding of self-expression through art. Provide standard classroom windows in the art room. Where possible, orient windows to the north to allow natural lighting without glare. Provide display cases and tack boards for displaying student work.

1 ART ROOM

The general work area provides space for individual and small or large group activities. Space is required for tables and chairs, flat files, and shelves/cabinets. Provide tack boards for displaying artwork on the walls and display cases for pottery or ceramics. Provide a door from the general work area to an outdoor patio.

Locate the instruction area at the front of the classroom, with easy access to the storage room. This area typically contains a demonstration desk, a marker board, and smartboard. Provide a student clean-up area separate from the general work area that provides space for students to clean themselves and their equipment.

2 GRAPHIC ARTS

Separate from the dusty activities in the instructional space. This room should be designed with space for six computers, color printers, etc. Provide tall storage for computer reference materials. A large glass window allows supervision between the computer and instructional rooms.

3 WORKROOM/STORAGE ROOM

The storage area contains shelving for art supplies and equipment. Provide a teacher preparation area and lockable, vented storage cabinet for paints and thinners. This area opens into the classroom.

4 KILN ROOM

The room requires space for a kiln, a quench sink, damp and dry storage, and a small worktable. This is a wet area. Provide an extra wide door for equipment access. Provide interlocked outside supply air and exhaust air fans in the kiln room to prevent conditioned air from the adjacent classroom space from being exhausted. This space is required to be on an exterior wall.

5 OUTDOOR PATIO AREA (OPTIONAL)

A paved, exterior space located adjacent to the central work area. This area functions as an extension of the central work area so that students can perform art activities outside of the classroom. This space, when provided, should be large enough for the entire class to work individually, or in groups.

Teaching Wall

Exterior Wall

Graphic Arts Room

Workroom

FOOD SERVICE

Kitchen

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

Conceptual Plan

Conceptual plans will be included in future release.

Planning Requirements Full Service NSF:

1-2 Serving Line/Food Preparation (4 sf/student) 1600 sf (min) (149 m2) (min) (Not sized for food court style serving) 3 Dishwashing 300 sf (min) (28 m2) (min) 4 Dry Storage (0.5 sf/student served) 100 sf (min) (9 m2) (min) 4 Refrigerator / freezer* (0.5 sf/student served, 1/3 freezer) 100 sf (min) (9 m2) (min) 5 Office 100 sf (9 m2) 6 Restroom 50 sf (5 m2) 7 Lockers 80 sf (7 m2) 8 Janitor 20 sf (2 m2) 9 Receiving Area 100 sf (9 m2)

Satellite NSF:

1-2 Serving Line/Food Preparation (2 sf/student) 1000 sf (min) (93 m2) (min) 3 Dishwashing 300 sf (min) (28 m2) (min) 4 Dry Storage (0.5 sf/student served) 50 sf (min) (5 m2) (min) 4 Refrigerator / freezer* (0.5 sf/student served, 1/3 freezer) 50 sf (min) (5 m2) (min) 5 Office 100 sf (9 m2) 6 Restroom 50 sf (5 m2) 7 Lockers 80 sf (7 m2) 8 Janitor 20 sf (2 m2) 9 Receiving Area 100 sf (9 m2)

Serve Only NSF:

1 Serving 300 sf (min) (28 m2) (min)

* When refrigerator/ freezer requirement is less than 125 sf, use upright units

Functional Area Descriptions The school food service program provides space for delivery, storage, preparation and serving of student lunches, as well as dining space. Programs are run by Army and Air Force Exchange Service (AAFES), the Navy Exchange (NEX), a Navy galley, or a contractor.

The kitchen provides either full service, satellite, or serving only operations. A full service kitchen includes a full complement of spaces to allow for the storage and preparation of the food served. A satellite kitchen serves food prepared elsewhere. A satellite kitchen may heat up prepared items and do other finishing work on meals. A serve-only kitchen dispenses food completely prepared elsewhere.

A food service equipment professional with specialized expertise typically prepares the food service equipment floor plans and specifications. The space for the kitchen is generally allocated in the planning stage by the number of meals served (or total student capacity) and refined by the size and requirements of the actual food service equipment.

Locate the cafeteria convenient to toilet facilities for student use. Buffer the noise of the kitchen and cafeteria from the quiet areas of the school. Locate the kitchen near the building service entrance.

FOOD SERVICE

Kitchen

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

1 SERVING LINES

Multiple factors determine the number of serving lines: the number of students per serving period, the variety of foods offered, the length of the lunch period, and the method of payment for meals. Assume that students require half of the lunch period to eat. A serving line can process about 5 students per minute. Paying at the cashier limits the speed of the line. If utilizing a card system, the speed can increase to 6 students per minute. In general, a line can serve approximately 100 students per period.

Utilize mobile serving line equipment for ease of cleaning. At the middle and high school level, scatter or “Food Court” arrangements can work more effectively than traditional serving lines

2 FOOD PREPARATION

Layout of this space should allow for efficient preparation of food. In a serving kitchen this might include only reheating. In a full service kitchen this will involve large scale equipment for baking, steaming and frying of foods. Equipment selection is greatly affected by menu variety and types of foods served. Include hand washing sinks for staff in this area.

3 DISHWASHING

The size of this area will vary depending on the type of dishware used. This space should share wall space with the cafeteria for dish drop off.

4 DRY STORAGE / REFRIGERATOR / FREEZER

All kitchens require refrigerator and freezer space as well as dry storage. Size may increase if the facility buys in bulk.

5 OFFICE

The office should enable the food service director to see the receiving and food preparation areas.

6 RESTROOM

An ADA compliant restroom should access the locker area.

7 LOCKERS

Provide an area for staff to change clothes and store personal belongings.

8 JANITOR’S CLOSET

Provide a janitor’s closet specifically for kitchen and cafeteria.

9 RECEIVING AREA

The receiving area shall be easily accessible from the service drive. Provide an oversize door to accommodate deliveries.

10 SEATING

See multi-purpose room.

FULL-SIZE CLASSROOM

GPC

Full-size Classroom 950 sf (88 m2)

Functional Area Descriptions The primary instructional space in a school is the General Purpose Classroom. This space is considered a full-size classroom. Gifted Education, Host Nation, Language Arts/Reading/Math Support, and Learning Impaired – Mild to Moderate also utilize a full-sized classroom space. The general requirements for all of these full-size classroom spaces are listed in this education specification. Specific requirements for these spaces are listed individually in the Systems Requirements schedules.

An approximately square plan serves full-size classrooms best. Place the room entrance adjacent to the instructional area. The instructional area of the classroom is occupied by the teacher and instructional equipment. Include variable light control and direct access to the intercom.

The student instruction area shall be designed to allow lectures and demonstrations by the teacher in group and individual settings. Furnish with student desks and/or tables.

Storage shall be provided for equipment and instructional materials. Storage space is always a premium. Maximize storage on the interior wall where cabinets can extend all the way to the ceiling if funding permits. On the exterior wall, provide base cabinets, cubbies and shelving below a counter in order to maximize opportunities for windows. The sink must be positioned adjacent to a wall or tall cabinet where the soap and paper towel dispensers can be located within easy reach of the children.

Do not place soap and paper towel dispensers on the wall behind the sink.

This Ed Spec covers:

� GENERAL PURPOSE

CLASSROOM (GPC)

� GIFTED EDUCATION

(GIFTED)

� HOST NATION (SEE

HOST NATION – JAPAN

FOR SPECIAL

REQUIREMENTS)

� LANGUAGE ARTS/

READING/MATH

SUPPORT (LARMS)

� LEARNING IMPAIRED –

MILD TO MODERATE

(LI-MM)

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

General Purpose Classroom As the primary instructional space in a school, the general purpose classroom supports instruction for Math, English, Social Studies, and Language Arts. Generally group the classroom units by subject matter or teams. Cluster classrooms around the central portion of the school, close to the media center.

Gifted Education The Gifted Program provides supplementary and/or intensified instruction for those students who benefit from challenges. This room functions as a resource room for individual and group instruction, a laboratory for individual and small group research, and as a center for development of student projects.

Locate the Gifted Program classroom close to the media center. Coat storage and cubbies are not needed in this room. Provide additional cabinets and counter space for storage and display of projects.

Host Nation – DoDDS Overseas Schools (See Host Nation – Japan for special requirements) The Host Nation program provides students with an introduction to host nation languages, taught by host nation teachers, as an essential experience of the DoDEA curriculum. With host nation teachers as guides, students also participate in activities that build appreciation and understanding of the culture of the country in which they are located. The Host Nation Classroom shall include amenities for specialized cultural activities and light preparation of host nation foods.

Language Arts/Reading/Math Support (formerly Read 180) This space serves as a classroom area for students who need extra help in language arts, reading or math. This room should be outfitted the same as the general purpose classroom.

Learning Impaired – Mild to Moderate The Mild to Moderate Learning Impaired Area serves as the instructional space for up to 15 children per instructional session with mild to moderate learning or emotional difficulties. These students will spend less than 50% of their day in this room. However, classroom space must be available to support students who may require more time in the special education classroom. Coat storage and cubbies are not needed in this room. Learning impaired classrooms should be located to provide convenient access to mainstream education and as close to peers the same age as possible. Where multiple special education spaces are provided, they should be distributed throughout the building, not grouped together in one area. Built in and loose furniture must be ADA compliant.

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

Rear Wall

Interior Wall #1

Interior Wall #2 – alternate layout without student coat storage

GENERAL MUSIC ROOM

Music

1 General Music Room 1250 sf (116 m2) 2 Storage Room 250 sf (23 m2)

Functional Area Descriptions

1 GENERAL MUSIC ROOM

The general music room serves as the primary area for music education. This room should provide space for vocal and instrumental music classes. It should include appropriate sound absorbing wall construction and finishing. The ceiling height should be a minimum of 12’. The room should accommodate 30 students. Isolate this space from other instructional areas. Locate near stage.

Design the student instruction area to allow instruction of the entire class. Keyboarding and instrument instruction can occur within the classroom under the supervision of the music teacher.

The instructional area of the classroom is occupied by the teacher and instructional equipment. This area should be located at the front of the classroom with direct access to the intercom and main classroom entrance.

Provide storage within the classroom for equipment and instructional materials. The majority of the storage in this room should be tall storage with adjustable shelves for instruments and other class materials. Provide base cabinets as required to accommodate sink with bubbler.

2 STORAGE ROOM

The storage room includes space for the storage of supplies and larger equipment that cannot be stored within the music room. Provide open shelving or lockable cabinets, as required.

Interior Wall

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

Storage Room

GUIDANCE COUNSELING CENTER

Guidance

LARGE SUITE NSF:

1 Reception/Waiting Area 100 sf (9 m2) 2 Psychologist/Counselor Offices 450 sf (28 m2) (150 SF (14 m2) per office)* 3 Conference Room/Testing 200 sf (19 m2) 4 Storage 50 sf (5 m2)

* +150 sf for each assigned position >2

SMALL SUITE NSF:

1 Reception/Waiting Area 100 sf (9 m2) 2 Counselor Office 150 sf (14 m2) 3 Conference Room/Testing 200 sf (19 m2) 4 Storage 50 sf (5 m2)

SINGLE COUNSELOR SUITE NSF (not shown):

Psychologist/Counselor Offices 200 sf (19 m2)

Large Suite Small Suite

3 4

2 2

The guidance counseling area shares a strong functional relationship with the administrative office but they should not share the same area. The Guidance Counseling Center provides space for counselors and/or psychologists to work with, counsel, and test students. The design should consider the confidential nature of the telephone calls and meetings that take place. Student enrollment will determine the number of spaces needed. Though not required, a location near the administration is desirable.

1 RECEPTION/WAITING AREA

There should be a dedicated reception/waiting area for the guidance suite.

2 PSYCHOLOGIST/COUNSELOR OFFICES

Each school will have one private office for a psychologist even if the psychologist is assigned to more than one school. The number of private offices for counselors varies with the size of the school.

Provide one counselor office per 300 students. While all private offices should open onto the reception area or common corridor, they should also provide privacy and quiet. Provide a secure, locked storage area for student records and testing materials. If a single counselor is assigned full time to the school, provide a small suite. In buildings with only one position assigned to the school a single space is scheduled.

3 CONFERENCE/TEACHER AND STUDENT ASSISTANCE TEAM ROOM

The room should access the reception/waiting area and the main corridor. It provides space for teachers, parents, and students to meet and develop academic and behavioral interventions and graduation plans.

4 STORAGE AREA

The storage area provides space for shared materials used in testing and counseling.

Birdseye View

GYMNASIUM

Gym

Elementary School Area ( Top Square Feet, Bottom Meters) Enrollment 100-299 300-699 700-999 1,000+

1 Gym/Court Area 5,075 5,075 5,075 5,075

471 471 471 471 2 Teacher Office See Note 1 See Note 1 See Note 1 See Note 1

3 Teacher Restroom 75 150 150 150 7 14 14 14

4 Gym Storage 400 See Note 2 See Note 2 See Note 2

5 Auxilliary Gym 0 0 2,500 5,075 232 471

Note 1: 1-2 PE teachers – provide a shared office with 150sf (14m2) per teaching position 3+ PE teachers – provide a shared office with 125sf (12m2) per teaching station

Note 2: Use Equation 0.9 * (# students) or 400 min.

4 3

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

Functional Area Descriptions The Gymnasium provides a dedicated space for physical education and organized sports. After school use requires that the area function discretely from the remainder of the school building. A moveable partition or drop curtain allows two activities to run simultaneously. The gym supports basketball, volleyball, dancing, running, gymnastics, and tumbling.

1 GYMNASIUM

The primary functional area of the gymnasium should accommodate a 42’x 74’ basketball court and a regulation volleyball court. Supply additional lines to accommodate the educational program. Allow 10’ out-of-bounds at the ends of the court and 6’ at the side. Allow a clear ceiling height of 24'. Windows, light fixtures, and mechanical equipment must withstand the impact abuse of balls. Include recessed alcove with drinking fountains. Six adjustable height basketball hoops shall be provided.

2 TEACHER OFFICE

Provide a shared office for the assigned physical education teachers near the entry to the gymnasium.

Provide a view window from the office into the gymnasium.

3 TEACHER RESTROOMS

Provide male and female teacher restrooms with showers adjacent to the Teacher Office. Where only one PE teacher is assigned, provide one uni-sex teacher restroom with shower.

4 GYMNASIUM STORAGE

The storage area provides storage for gym equipment. The room should include a pair of doors for a min. 6’ wide opening directly adjacent to the court area. Where possible it should also include doors to the exterior for storage of play equipment used on the fields.

5 AUXILIARY GYM (AS AUTHORIZED)

When elementary schools need an additional teaching station, provide this space for dancing classes, exercise, gymnastics, table tennis, etc. The ceiling should be 24’ high if possible, or a minimum of 16’.

6 LOBBY AREA

The foyer provides an interior gathering/meeting space directly adjacent to the gymnasium functions.

The area should connect to both interior and exterior school circulation. Public restrooms should be located near the gymnasium.

Specialized Features (include as required)

• Basketball hoops (height adjustable)

• Wall padding

• Moveable wall partition (as required)

• Chinning bars

• Volleyball equipment

• Acoustical panels

• Main court basketball lines

• Main court volleyball lines

• Side court basketball lines

• Side court volleyball lines

HALF-SIZE CLASSROOM

ESL

Half-size Classroom 475 sf (44 m2)

Functional Area Descriptions English as a Second Language, Hearing Impaired, Reading Recovery, School Support Specialist (formerly LARS), Speech/Language Therapy, and Visually Impaired programs all utilize a half-size classroom space. The general requirements for all of these half-size classroom spaces are listed in this education specification. Specific requirements for these spaces are listed individually in the Systems Requirements schedules.

Place the room entrance adjacent to the instructional area. The instructional area of the classroom is occupied by the teacher and instructional equipment. Include variable light control and direct access to the intercom.

The student instruction area shall be designed to allow lectures and demonstrations by the teacher in group and individual settings. Provide a flexible space that can accommodate a variety of activities.

Furnish with student desks and/or tables.

Storage shall be provided for equipment and instructional materials. Storage space is always a premium. Maximize storage on the interior wall where cabinets can extend all the way to the ceiling if funding permits. On the exterior wall, provide base cabinets below a counter in order to maximize opportunities for windows. The sink must be positioned adjacent to a wall or tall cabinet where the soap and paper towel dispensers can be located within easy reach of the children. Soap and paper towel dispensers shall not be placed on the wall at the back of the sink.

This Ed Spec covers:

� ENGLISH AS A

SECOND LANGUAGE

(ESL)

� HEARING IMPAIRED

(HEARING)

� READING RECOVERY

(READ REC)

� SCHOOL SUPPORT

SPECIALIST (SSS)

� SPEECH/LANGUAGE

THERAPY (SPEECH)

� VISUALLY IMPAIRED

(VISION)

Version 3.0 – Revised: 4 June 2010 Elementary School Education Specifications

English as a Second Language The English as a Second Language (ESL) program provides specialized instruction and practice to improve English reading, writing, and verbal skills for those students having limited or no English proficiency. The ESL classroom also serves as the center for related social, psychological, and other student/family support mechanisms. The student instruction area should accommodate up to 15 students and one specialist. The specialist may work closely with up to 2 students, while the remaining students do independent or cooperative group work. At other times the specialist may instruct the group as a whole. The room should accommodate teaching methodologies that include physical demonstrations and cooperative games.

Hearing Impaired The Hearing Impaired program serves students who require environmental and/or academic modifications to access their academic and school program. Sign language interpreters work with the students in both small settings as well as in the general classroom. Include space for students to work in small groups as well as one-on-one with a sign language interpreter. The room should accommodate an enrollment of up to five students per instructional session.

The Individuals with Disabilities Education Act Amendments of 1997 provides for “Assistive Technology Devices.” This is any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. For example, the Hearing Impaired program needs a sound-field system to support the needs of students with hearing impairments. DoDEA shall determine any such assistive technology devices in the planning and design phase of each project.

Reading Recovery The Reading Recovery classroom provides a space for a teacher to work with a student to improve reading skills. This room should accommodate up to six students.

A District Level Reading Recovery Training Facility may be provided…