Educational Specifications - BoardDocs, a Diligent Brand...The citizens of Calvert County understand our free society requires educated and informed individuals who possess the skills

Educational Specifications

for

Beach Elementary School

Calvert County Public Schools

Daniel D. Curry, Ed.D.

Superintendent of Schools

December 2017

Board of Education Calvert County, Maryland

Ms. Pamela L. Cousins

President

Ms. Tracy H. McGuire Ms. Dawn C. Balinski

Vice President Member

Mr. Kelly D. McConkey Mr. William J. Phalen

Member Member

Daniel D. Curry, Ed.D. Mr. Thomas Ridenour

Secretary-Treasurer and Student Member

Superintendent of Schools

Acknowledgements

The Education Specifications Committee extends its thanks to the following committee

members who contributions were invaluable to the preparation of this document:

Dr. Daniel Curry, Chair and Superintendent of Schools

Ms. Molly Gearhart, Supervisor of Student Services

Ms. Nancy Gregory, Supervisor of Special Education

Ms. Casey Grenier, Teacher, Beach Elementary School

Ms. Donna House, Principal of Mutual Elementary School

Ms. Sandy Hunting, Parent

Ms. Joyce King, Supervisor of Primary Education

Mr. Rick Lippert, Supervisor of Information Technology

Mr. Pat Mahoney, Mayor for the Town of Chesapeake Beach

Ms. Gloria Mikolajczyk, School Facilities Architect Supervisor, MSDE

Mr. Tuck Powers, Director of School Facilities

Dr. Mike Shisler, Principal of Beach Elementary School

Ms. Jessica Valadie, Supervisor of Fine Arts

Ms. Holly Wahl, Town Administrator for the Town of Chesapeake Beach

Ms. Shuchita Warner, Director of Construction

Ms. Darlene White, Secretary

Ms. Jen Young, Supervisor of Elementary Mathematics

Table of Contents

Introduction .............................................................................................................................. 1 Purpose of the Educational Specifications ............................................................................... 3 Calvert County Public Schools Vision and Mission ................................................................... 4 Strategic Plan Priority Areas ..................................................................................................... 5 Description of Activity Areas for this School ............................................................................ 7 Section One: Instructional Areas of the Building General Instructional Area ........................................................................................................ 9 Prekindergarten and Kindergarten ......................................................................................... 15 Special Education .................................................................................................................... 24 Music ....................................................................................................................................... 31 Visual Arts ............................................................................................................................... 37 Physical Education .................................................................................................................. 41 Media Center .......................................................................................................................... 47

Section Two: Administrative Areas of the Building

Administrative Area ................................................................................................................ 60

Guidance Office/Small Group Meeting Room ........................................................................ 72

Cafetorium – Dining and Activity Area ................................................................................... 73

Food Preparation – Service Area ............................................................................................ 76

Faculty and Staff Dining/Lounge Area .................................................................................... 79

School Facilities/Maintenance & Operations ......................................................................... 80

Textbook/Paper Supply Storage ............................................................................................. 83

Section Three: General Building, Site, Sustainability Requirements and Technology

General Building Considerations ............................................................................................ 85

School Zone Traffic Safety ....................................................................................................... 96

Sustainability ........................................................................................................................... 98

Technology .............................................................................................................................. 99

Section Four: Summary of Staffing Requirements ...................................................................................... 104 Relationship Matrix ............................................................................................................... 105 Summary of Space Requirements ......................................................................................... 106

Introduction

The town of Chesapeake Beach, Maryland was founded in 1894 as a beachside resort

community. With the Chesapeake Beach Railway Company and steamboats delivering

guests from Baltimore and Washington, D.C. into the town each summer, Chesapeake

Beach soon became a thriving independent community. The year-round population

continued to grow while the summer visitors filled the streets and parks throughout the

vacation season.

The Chesapeake Beach resort consisted of a boardwalk over the water and a park and

picnicking area on the nearby land. On the boardwalk, guests enjoyed a bandstand,

performing bears, games of chance, a carousel, theaters, and many restaurants. A roller

coaster, called "The Great Derby," was constructed over the boardwalk in about 1900 and

operated until the late 1920s. While many of the attractions closed after being damaged in

hurricanes and hit hard by the Great Depression, a large salt water pool, grassy park, and

the carousel remained until the 1970s. In the 1950s and 1960s, Beach Elementary students

were treated to an afternoon of free swimming and rides at the park on the last day of

school.

Although a small schoolhouse originally served families in the small town, the brick Beach

Elementary School was opened in 1954. According to the 1950 census, the Chesapeake

Beach population was 504 residents. Originally opened as a first to sixth grade school, the

sixth graders moved to Calvert Junior High in 1962. Beach Elementary went through several

major renovations and additions with the growth of the town, growing from one main

hallway, to open concept pods, to portable classrooms, and the enclosure of the previously

open pods. Over time, Beach Elementary became the heart of Chesapeake Beach. In the

1990s, two new elementary schools opened nearby, Plum Point Elementary and Windy Hill

Elementary. These schools pulled students from the North Beach, Owings, Huntingtown,

and Plum Point areas of the county.

In 1995 the Chesapeake Beach Water Park opened with a contest for local students to help

name the park. Since its opening, the town water park has donated swim passes to Beach

Elementary to reward students for their academic achievements. Beach Elementary’s chess

team, the Beach Bishops, started competing in local and state competitions and helped

spread the wonders of chess through the community. In the 1990s and 2000s, the town of

Chesapeake Beach went through a rebirth, with the opening of many new family

restaurants, new parks and boardwalks, a community center, and the nearby North Beach

boardwalk and town center. In the 2010 census, Chesapeake Beach was home to

approximately 5,800 permanent residents.

Our local ecology is very important to our town and we are an environmentally conscious

green school. Chesapeake Beach is located on the banks of the Chesapeake Bay. Fishing

Creek, a fresh water tributary and nursery for many Bay species, runs through the middle of

Educational Specifications for BES - December 2017 1

the town. These local species include the legendary Maryland Blue Crabs, Oysters, Rockfish,

Mallard Ducks, Great Blue Herons, Red Winged Blackbirds, Ospreys, Bald Eagles, and White

Tailed Deer. Our local cliffs and beaches are known for world renowned fossils from the

Miocene era. The economy of our town depends on the health of our water. Our

oystermen, fishermen, and crabbers, as well as the restaurants and grocery stores they

supply, need the Bay to be clean and strong. Our students visit our local waterways on

walking field trips twice each year to encourage understanding and appreciation of our

bountiful natural resources.

Our school is a huge part of our community, and our community supports our school. Our

students are forever our “Beach Babies.” We are environmentally and community focused,

teaching our students about the local ecology as well as their roles in taking care of our

planet. We want our students to know the history of our town and school and to

understand the uniqueness of our environment.

In the 2014-2015 school year, Beach Elementary celebrated our 60th anniversary. Our

longtime mascot, the seagull, was given a name by student vote and was christened Sal the

Seagull. Our long tenured principal and staff, several of whom attended Beach Elementary

as students, demonstrate our commitment and love of community at our school. Our

students and staff live by the three R's, respect, responsibility, and ready to learn. Now

home to almost 600 students between PreK and 5th grade, Beach Elementary is ready for a

new building to fit our vibrant school and community.

Written by Casey Grenier, with contributions by Sandy Hunting, Joanie Kilmon, and Michael

Shisler, Ph.D.


PURPOSE OF THE EDUCATIONAL SPECIFICATIONS

The Town of Chesapeake Beach is located within a Priority Funded Area (PFA) and continues

to grow. Future development within the corporate limits has no ceiling because the Town is

exempt from the County Adequate Public Facility Ordinance. With a projected increase in

school population, the existing school will be unable to provide adequate core and

instructional space. The age of the facility and the urban site limitations are presently

problematic. The original building was constructed in 1953 with additions in 1971 and

1981. With the exception of the 1971 section of the building having been renovated in

1995, the remainder of the facility’s instructional spaces, core, and systemic systems are

well beyond the anticipated life cycles.

The exact scope of this project will be determined through a feasibility study to be

commissioned in FY 2019. Planning approval request is scheduled for the FY 2021 Capital

Improvement Program cycle. The time gap (FY 2020) between feasibility study and planning

will allow for finalizing land acquisition if needed. Construction would commence during

the FY 2022 funding cycle and run through FY 2023.

The educational specifications herein depict the facility needs in terms of classrooms,

teaching/planning stations, itinerant spaces, facility support spaces as well as core facilities

such as cafeteria, media center, etc. This document is intended to guide the architect in

translating the text to design and also act as a rubric for the review of the architectural

drawings during the design phase.

The proposed design should support our current educational program while meeting the challenge of providing future ready schools where learners have access to meaningful, engaging and individualized learning environments and opportunities, 24 hours a day/7 days a week. The design of Beach Elementary School, therefore, begins with an understanding of the educational programs to be implemented. This document describes current and anticipated educational program needs, existing and projected technology application, and instructional climate variables conducive to teaching and learning.

Our goal is to provide the means for each student to achieve academic and personal success

within the instructional program. Since education is a changing and dynamic process, the

school building should be designed in a manner to allow, over the long term, change in

educational programs, innovation in instructional techniques, and application of

technological advances. Practically speaking, the design should allow for space that can be

modified and adapted to future approaches to curriculum, grade organization, technology,

and instructional practice.


Calvert County Public Schools Vision and Mission

CCPS believes that education is a critical component of our community and therefore it is

our responsibility to provide all students with a comprehensive and equitable education in

order to increase their capacity to fully participate in and contribute to the civic, economic,

cultural and social progress in our community, our state, our nation, and the world. We feel

honored to be tasked with the responsibility as a school system of preparing students and

producing graduates who are productive citizens, enabling them to have both choices and

options for their lives in the 21st century.

Our Mission

Calvert County Public Schools (CCPS) has established as its mission a commitment to

produce graduates who are responsible citizens with options and choices in the 21st

century.

Our Vision

The citizens of Calvert County understand our free society requires educated and informed

individuals who possess the skills needed to think critically, act intelligently and work

creatively on matters of personal and common concern.


Strategic Plan Priority Areas

CCPS prides itself on educating and preparing each student to succeed in a changing world.

Serving more than 15,000 students, the district must rise to the challenge of meeting the

unique needs of every student. In order to focus the district’s efforts and ensure positive

student outcomes, CCPS has developed a long-term strategic plan that will guide the

academic and operational direction of the district for the next five years.

CCPS has identified five (5) key priority areas that will help the district in achievement its

mission of producing graduates who are responsible citizens with options and choices in the

21st century. These priorities will be used by CCPS to align internal systems, processes and

resources in a transparent and focused way.

Equity

In support of this priority area, Calvert County Public Schools will . . .

• Provide equitable learning opportunities to all students in order to help them become

determined, independent, and successful learners;

• Promote a culturally responsive workforce; and

• Promote equitable allocation of resources that is transparent and is clearly

communicated.

Student Outcomes


• Promote the growth for all students; • Eliminate all achievement gaps; • Enhance opportunities for high ability learners to thrive and be academically

challenged; • Prepare students for postsecondary education and/or career-focused options; and • Support the expansion and integration of digital learning to enable all students to be

connected in the world and prepare them to be 21st century learners.

Climate and Culture


• Integrate students’ social-emotional and behavioral learning into daily instruction; • Provide a nurturing, respectful and safe environment for all; and • Build and nurture the wellness and morale amongst staff.

Workforce


• Enhance the diversity of its workforce; • Retain high-quality staff; and • Provide staff with personalized and differentiated professional learning enabling

them to grow and increase student success.


Community Engagement


• Work to ensure that all staff, families, and community businesses and organizations

are actively engaged with the district as advocates, allies and partners to increase

equity, access, and results for all students.


Description of Activity Areas for this School

PLEASE NOTE: This upcoming portion of the Education Specifications for the Beach

Elementary School is divided into four major sections. These sections deal with particular

areas of use within the school. They are:

1. Section One – Instructional Areas of the Building

2. Section Two – Administrative Areas of the Building

3. Section Three – General Building, Site, Technology, and Sustainability Requirements

4. Section Four –

Summary of Staffing Requirements

Relationship Matrix

Summary of Space Requirements


SECTION ONE

INSTRUCTIONAL AREAS OF

THE BUILDING


General Instructional Area

Grades 1 through 5

Philosophy

All children should experience a quality learning climate that is safe and orderly and

promotes high expectations for learning. Classrooms should be of a geometric shape that

would promote optimal teaching and learning. The following program statements specify

classroom adjacencies promoting the developmental needs, learning or safety for the

students. The physical layout of the building should be developed around the concept of a

student-centered environment affording multiple opportunities for individual, small and

large group instructional activities.

Program of Studies

The program of instruction in the general classrooms for grades 1 through 5 will include

English/Language Arts, Mathematics, Social Studies, Health, STEM, and Science. These

programs offer students the opportunity to develop knowledge, skills and hands-on

applications of learning.

Reading Dramatizations

Writing Demonstrations

Drawing Presentations

Coloring or painting Lectures

Audiovisual presentations Listening

Computer use/Instruction Experiments

Indoor recess/Physical Scientific process Education/Music

Grouping arrangements include:

Class-sized group Individual placements

Small/flex groups Multi-class groups


Staffing Requirements

Based on an approximate enrollment of 600 FTE students, the following staffing is required:

20 General Classroom Teachers (4 teachers per grade level with 1 floating enrollment

classroom), 4 Kindergarten teachers, and 1 Prekindergarten Teacher. Additional staffing

includes 3.5 Special Education teachers.

Spatial Requirements

General Instructional Area

Number of Units 20 general educational units

(does not include teacher planning/work rooms or

boys and girls gang toilets)

Unit Capacity 25

Area Per Unit 900 square feet

Total Classroom Area 18,000 square feet

Flexible Spaces 1 at 450 square feet

Associated Storage/Work Area 175 square feet per grade level cluster and

special education area (square footage in

special education)

Total storage/Work Area 875 square feet

Grand Total Classroom Area 19,775 square feet

*Twenty-five classrooms include: 1 Prekindergarten, 4 Full-Day Kindergarten (see

appropriate section for education specifications for these programs) and 20 general

education classrooms for a total of 25 general units.

Space Relationships

Classrooms should be designed to incorporate the following:

• Classroom should be configured in such a way to promote collaboration between classes within a grade level/pod. Considerations for students moving between rooms for content area ‘switches’ (doors connecting rooms should be a consideration in design)

• Each self-contained area should be flexible enough to permit independent study by pupils, small and flex groups of students, and collaborative planning by teachers. Special consideration should be given to a safe and smooth "traffic flow" or transition for students as they move within the self-contained unit.


• Student Storage: Book shelves, built in lockers for coat/lunch/backpack storage should be provided. In grades 1, 2 and 3, the student storage should be cubby or locker style within the classroom and be adequate for individual student coats, lunchboxes and backpacks. No more than 2 students should share one space. Storage area should include a shelf or cube above the locker/cubby for book /notebook storage

• In grades 4 and 5, student storage should be locker style (1 or 2 kids maximum would share a locker with a door). Storage area should include storage above the locker for student books, notebooks, etc.

• Teacher Storage: Book shelves, lockable personal cabinet for coat/lunch/personal items and instructional materials storage cabinet/shelving/closet should be provided.

• Classrooms shall be designed to facilitate unimpaired vision within instructional areas

• Classrooms should be acoustically treated assuring a high degree of noise suppression. Consider the use of drywall as wall material to maintain maximum flexibility in any subsequent reorganization of internal space that might be necessary over the life of the building.

• Soap and towel dispensers should be mounted at appropriate student levels in each area so they are within reaching distance for students. Sinks and water bubblers should be added to each classroom.

• Rooms should have natural light sources. Each classroom should have blinds that can darken the classroom for instructional purposes as well as security and lock down situations.

• Windows should have sill space for use with plant studies in science.

• Tackboards for student work should be mounted around the classroom.

• Internal storage within the classroom should account for manipulatives across all content areas.

• Built in poster storage cabinets with countertops and drawers (minimum 35 in high, 35 in wide and 30 in deep with at least 6 drawers)

• Design should incorporate areas internal to the classroom to accommodate small groups of up to five students.

Associated Storage/Work Areas:

▪ An area near each grade cluster of classrooms should meet the ancillary instructional storage needs of that grade level (textbooks, event storage, bulletin board storage, etc.).

▪ A teacher work area for primary and one for intermediate should exist near the respective areas. Include a private phone area for teachers to access. Include a microwave, mini refrigerator and hard-wired access for computers.

▪ An appropriate number of group restrooms should be planned to accommodate the maximum number of students anticipated. A single restroom should be internal to each Pre-K and Kindergarten classroom area.

▪ Adult restrooms should be located within the teacher work room area (internal or external to it).

▪ One teacher lounge (for lunch, telephone calls, small meetings, etc.) should be located near the cafetorium.


Flexible Spaces and Shared Instructional Spaces

• Within each instructional pod, between pods or wherever possible there should be flexible space. This space would be used for intervention groups, flex time, collaborative work, special education services, etc.

• The equipment, environment, and utility requirements for this flex space shall be the same as for the grades 1 – 5 classroom.

• Widened hallways within the pods (large enough for whole grade meetings) with increased visibility from the classrooms (glass walls) to the hallway should be considered so that the hallways can be used for small groups, student pairs or individual students to work while still being supervised by the classroom teachers.

Outdoor Instructional Area Outdoor Instructional Area

• Fixed shading

• Concrete or similar typed surfacing

• Fixed seating/tables for 30

• Presenter area (podium/counter)

• Outdoor wipe on/off surfaces Playground for Grades 1 – 5

• Fenced and paved multipurpose play areas (80 x 100 feet)

• Adjacent to playground equipment area and near outdoor baseball/soccer fields

• Playground equipment area should include equipment for balance, swinging, sliding, climbing, strengthening, sensory integration, tether ball, etc.

Furnishing and Equipment Requirements

All classrooms should be equipped with:

• Individual student desks and chairs to accommodate individual, as well as group activity for up to 30 students. All desks/seating can be moveable and reconfigured.

• Kidney table and (2) small rectangle tables for each classroom.

• Doors and windows should be designed first for safety. Doors should open with no obstruction to hall traffic and be designed to minimize possibilities of hand injuries. There should be a minimum of one exterior door in each grade level cluster of classrooms, or, where appropriate in the design, one (1) exterior door per classroom.

• Doors must be able to be locked from the inside and outside for security purposes.

• Windows should be designed for maximum natural light and equipped with a darkening capability.


• One smart board and document camera per classroom

• At least two dry erase board per classroom at appropriate height for student use.

• Mobile shelving for supplemental and reference books.

• A teacher desk with (lockable drawers on both sides) and chair (padded seat, arm rest and wheels).

• Lighting where each bank of lights can be separately controlled.

• A wall, analog clock in each room that is system synchronized school wide.

• Four (4) networked computers for student use per instructional classroom.

• A sink (hot and cold water), a bubbler (water fountain) placed on sink lip and soap and paper towel dispenser. A countertop with smooth edges approximately 36" long and 24" wide provided on both sides of the sink shall be provided.

• 4 Electrical outlets ("child proof") on all walls at a no-stoop height Electrical outlets should also be placed appropriately for computer station use.

• A wall-mounted flag holder.

• Any interior and exterior windows should have manipulatable blinds / shades for lighting as well as security purposes

Environmental Requirements

All classrooms should:

• Have room darkening capacity sufficient for the effective use of various types of projectors, multi-media equipment and security purposes.

• Have acoustics sufficient for noise suppression internally and externally.

• Be designed to allow unobstructed vision within instructional areas.

• Have hard surface, non-porous flooring except where otherwise noted.

• A minimum of 200 sq. feet of carpeted area for whole group instruction. During this time teacher needs access to bulletin board (low) and interactive white board technology. This area should be situated in such a way that natural lighting or over headlights do not interfere with visibility of the screen.

• Carpet - stain resistant, anti-microbial, easily cleaned and maintained.

• Allow for the most flexible movement of case goods, furnishings, etc. wherever appropriate and reasonable.

• Be equipped with smart boards and document cameras except where otherwise noted.

• Have a themed and related color scheme for the classroom areas and other spaces in the school.

Utility Requirements

All classrooms should have:

• Easy access to electricity ("child proof") from any point in the area.

• Adequate electrical outlets for charging multiple student/ devices, as well as other technology needs.

• Conduits anticipating all forms of present and future electronic communication devices.


• Temperature control capabilities for heating and cooling.

• Light switches and intercom controls in close proximity to the entrance to the classroom.

• Conference rooms, lounge, work rooms need telephone access.

Surface Materials Requirements

All classrooms should have:

• Consideration given to static free carpeting as a possible floor covering in indicated areas and where acoustics and the use of electronic technology is a concern.

• A non-porous floor covering in the wet areas and other areas as specified.


Prekindergarten and Kindergarten

Philosophy

Initiating and fostering the “joy in learning” is a high priority of early learning. The early

learning classroom environment provides for interaction and active exploration of

materials, ideas, problems, and solutions. Children are encouraged to learn through trial

and error, to act independently, to be questioners, decision makers, problem solvers, and

critical thinkers. A secure environment enables children to develop a sense of trust that

allows them to feel free to take risks, make mistakes, and learn through experience.

Learning and thinking are the results of interactions between the child and materials, ideas

and people. Investigating a variety of challenging experiences provides the young learner

with opportunities to learn about themselves and others, to develop positive self-concepts,

and to expand their knowledge of the world. They learn by manipulating concrete objects

and by acting upon what is presented, what is observed, what they are told, and what they

recreate from experiences. They are very egocentric in the way they view the world and

respond in ways that build these environments and backgrounds of experience. They need

authentic opportunities to reflect on experiences and make them meaningful.

Educational experiences in the early years must build a foundation that continues to meet

the needs and interests of students in all developmental areas. Quality early learning

programs develop students who:

Are curious and want to learn; Experience greater academic success through the elementary grades; Form positive social relationships Are healthy and physically coordinated; and Express themselves in a variety of ways.

Program of Studies

Early learners are physically and mentally active. Through natural curiosity and the need to

make meaning of their world, they have a desire to interact with people and materials.

Young learners are constantly growing, changing, and moving along a continuum of

dependence to independence. Emphasis is placed on the processes of learning rather than

the product. A climate must be created in which children learn by exploring a variety of

materials through an integrated approach. Young children are unique with varied learning

styles, abilities and interests.

The Maryland Model for School Readiness program identifies seven areas or domains of

learning that addresses the development of the whole child.

• Personal and Social Development

• Language and Literacy


• Mathematical Thinking

• Scientific Thinking

• Social Studies

• STEM

• Health

• The Arts

• Physical Development

Program of Activities Young children learn by doing. The early learning environment provides consistent opportunities for children to:

• Explore materials and discover concepts and relationships.

• Interact with peers.

• Participate in real-world experiences within the school and community.

• Achieve success.

• Create meaning from personal perceptions of the world.

• Make decisions and solve problems.

• Reflect on individual actions and interactions.

• Discover a sense of self while belonging to a group.

• Develop physical skills.

• Initiate individual learning.

Such activities include:

● Speaking ● Music and movement activities ● Listening ● Sand and Water activities ● Reading ● Puppetry ● Writing ● Science exploration ● Cutting ● Numeracy activities ● Painting ● Reading activities ● Singing ● Construction ● Cooking and eating


Prekindergarten - One (1) credentialed (highly qualified) teacher assigned to provide

instruction for two classes per day for 20 students per session. One (1) full-time

instructional assistant.

Kindergarten: Four (4) credentialed (highly qualified) teachers. Four (4) full-time

instructional assistants


Activity Survey

Description:

1. General Instructional Area


• Class-sized groups

• Whole group

• Small groups

• Individual choice learning

2. Teacher Storage Area - One per classroom

• Storage 3. Outdoor Activity Area (1)

Specific activities include:

• Games

• Gardening

• Psychomotor Skill Development

• Climbing

• Use of Wheeled toys

• Sliding

• Sand Box (Covered)

• Balancing

• Water Activities

• Exploratory Art/Music

• Structures for promoting sensory integration

• Space for digging, gathering and investigating

• 3 foot wide “road” around the play area (inside the fence) to be used for wheeled toys (as a road/track)

• Outside, lockable storage unit

4. Unisex Restroom Area (one per classroom)

• Equipment sized for age and size of students.

• Sinks and hand towel dispensers should be at PK/K height

• Toilet paper dispensers should be within reach of toilet


A minimum of 200 sq. feet of carpeted area for whole group instruction. During this time

teacher needs access to bulletin board (low) and interactive white board technology. This


area should be situated in such a way that natural lighting or over head lights do not

interfere with visibility of the screen

1. General Prekindergarten Instructional Areas including wet area in each. (See Surface

Material Requirements.)

Number of Units 1

Unit Capacity 20

Area per Unit 1,000

Total Area 1,000

2. General Kindergarten Instructional Areas including wet area in each (See Surface

Material Requirements)

Number of Units 4

Unit Capacity 25

Area per Unit 1,000

Total Area 4,000

3. Teacher/Assistant Work/Storage Area

Number of Units 5

Unit Capacity 100

Total Area 500

4. Outdoor Activity Area – separate play area from Grades 1-5 with age specific

equipment

Number of Units 1

Unit Capacity 20

Total Area 1,000

5. Boys and Girls Restroom Area

Number of Units 5 unisex bathrooms

Unit Capacity To service the population assigned to the

prekindergarten and kindergarten area

Area per Unit 50

Total Area 250

TOTAL AREA/PRE-KINDERGARTEN AND KINDERGARTEN ACTIVITY AREA: 5,750

Space Relationships

1. General Instructional Areas should be:


• Easily accessible to bus loading area.

• Adjacent to the Kindergarten Instructional Area.

• Easily accessible to the pre-kindergarten outdoor play area. .

• Prekindergarten and kindergarten restrooms need to be within the classroom but not included in classroom square footage.

• Designed with windows for natural light and conservation of energy.

• Designed with flexible furnishings for student coats, bookbags and lunch boxes.

• Science observation area adjacent to a window with a large counter top for displays. Windows and counter need to be low so children can observe weather, seasons etc. and to grow plants.

• Designed for a directed whole group teaching area, activity area with small group tables and assistant service area (individual center) free of distractions and with unimpaired vision within area. Consideration should be given to a safe and smooth traffic flow as students move about the instructional space.

• Provided with a double sink, counter top and cabinet storage (approximately 24 - 30 feet).

• Provided with as much teacher wall space as possible.

• Sand/water/sensory table should be in proximity to a water source and/or have an independent water source. This area should also be on a no slip, drainable surface.

• Include a refrigerator and microwave.

2. Teacher Storage Area should be:

• Adjacent to or within (but not counted in the sq. footage of classroom) to general instruction area.

• Provided with lockable doors for security.

• Provided with adjustable shelving around the perimeter of the room.

3. Outdoor Activity Area should be:

• Easily accessible and have age appropriate equipment.

4. Unisex Restroom Area should contain:

• Easy access to instructional areas and outdoor areas.

• Provisions for ADA accessibility.

• Appropriate fixtures for age and size of pre-kindergarten children (prefer same as kindergarten).


1. Each General Instructional Area should have:

• Six flat surfaced rectangular work tables capable of accommodating 4-6 students each - appropriate size for pre-kindergarten children.


• Two kidney shaped instructional tables for small group instruction.

• “Safety” electrical outlets and outlet covers.

• Seating for 25 students – chairs (appropriate size for prekindergarten and kindergarten children) should be stackable, durable and light enough for prekindergarten and kindergarten children to handle.

• Flexible and dynamic seating options for tables, desks and chairs (add photos of examples)

• Adequate student storage for materials and personal belongings. Open storage with hooks for book bags and coats. Storages should include top storage area

• Two (2) half-round or trapezoid tables for independent/pair center activities.

• Half of a wall with built-in/permanent shelves and storage units for books, varying size of paper, charts, paints, and manipulatives.

• Bulletin boards – two (2) bulletin boards for displays approximately 4-6 feet long

• Magnetic wipe on/off board, approximately 15' long - installed at eye level for pre-kindergarten students.

• At least one large bulletin board in hallway for pre-kindergarten students by entrance door.

• The ability to darken room for viewing.

• A clock, analog.

• A filing cabinet - 4 drawer.

• Lockable, built-in/permanent - teacher/assistant coat storage.

• A sink - double with hot and cold water and counter top approximately 24 - 30 feet.

• Art station – double sided with easels.

• A drying rack – folding (wall-mounted).

• Two (2) computers for student use.

• Big Book easel and storage cabinet.

• Sand/water and sensory table.

• Include a refrigerator and microwave.

• Big Book storage cart.

• Book display stand for student library

• Dramatic Play Kitchen -Refrigerator, sink, stove, cupboard, table and chairs, dress up unit.

• Puppet Theatre.

• Teacher rocking chair.

• Two (2) Double sided storage units with trays/cubbies/bins

• Two (2) Single sided folding storage units with trays.

2. Teacher/Assistant Work Area should include:

• Small teacher/assistant work table and chair.

• Teacher desk and chair.


3. Outdoor Activity Area should contain a mix of equipment that could include:

• Balancing equipment (example: bounce buttons)

• A sliding board (1).

• Swings (5).

• A jungle gym.

• A covered sand box.

• Grassed area.

• Blacktop/Greentop area

• Fencing to enclose entire prekindergarten area.

• Entire area should be well-draining (crowned/mounded, etc.)


1. General Instructional Areas should include:

• Acoustical characteristics assuring maximum aural comprehension capabilities.

• Unimpaired vision within all areas of the classroom.

• Balance of natural light and artificial light.

• Lighting - allow for darkening of room.

• Good ventilation - heating/cooling

• Windowed area.

• Exterior door - lockable.

• Hot and cold water double sink.

2. Storage Area should include:

• Lighting source. • Heating/cooling source.

3. Outdoor Activity Area should:

▪ Be acoustically separated from indoor area. ▪ Be visible from indoor area. ▪ Have cold water supply for garden. ▪ Have soft surface under swings, slides, etc. ▪ ADA accessibility and safety surfacing

4. Unisex Restroom Area should have:

• Acoustical characteristics assuring a high degree of noise suppression.

• Exhaust fan for adequate ventilation.

• All items appropriate for age and size of pre-kindergarten children (prefer same as kindergarten).

• Lightweight doors with lever handle for ADA accessibility.



1. General Instructional Areas (1) should have:

• Power sources available - easy to reach from points within area (110V).

• Cable television and electrical receptacle.

• Temperature control capabilities for heating and cooling. Consider that pre-kindergarten children do most of their work sitting on the floor.

• Intercommunication source.

• Wiring for closed circuit T.V. and computer networking.

• A portable stove top with two burners and a safety switch out of reach of the students.

• A double sink.

• Hot and cold water in sink with hot water handle on the inside.

• Include appropriate electrical for microwave and refrigerator. 2. Teacher/Assistant Work and Storage Area should have:

• A power source (110V).

• Adequate light source.

• Heating and cooling source. • Intercommunication source.

3. Outdoor Activity Area should have:

• Cold water supply. 4. Boys and Girls Restroom Area should have:

• Light switch location to allow easy access to pre-kindergarten children.

• Hot and cold water supply.

• Heating and cooling source.

• Drinking fountain near entrance to restrooms appropriate height for age and size of pre-kindergarten children.

Surface Material Requirements

1. General Instructional Area should have:

• Classrooms should have lockable doors .

• Counter tops, desks - scratch and stain resistant - rounded corners, no sharp edges.

• A minimum of 200 sq. feet of carpeted area for whole group instruction. During this time teacher needs access to bulletin board (low) and interactive white board technology. This area should be situated in such a way that natural lighting or over head lights do not inter fear with visibility of the screen

• Floors - stain, scuff resistant – approximately 200 square foot of carpet large


enough to gather class for instruction, stories, etc.). Carpeted area should be in front of SmartBoard.

Carpet - stain resistant, anti-microbial, easily cleaned and maintained.

2. Outdoor Activity Area should have:

• Hard surface - blacktop.

• Grass area - designed for proper drainage and relatively level.

• Soft surface under play apparatus.


Special Education

Philosophy

The purpose of the Special Education Program is to identify students with disabilities in

accordance with State and Federal regulations and to provide appropriate services to

eligible students in the least restrictive environment. To provide the required continuum of

service delivery options, the building must be designed to address a full range of disabilities

and developmental needs.

Program of Studies

Special Education and related services will be provided to students who have been

identified as eligible under the Individuals with Disabilities Education Act (IDEA). The

program will be based on Individualized Education Program (IEP) which describe the unique

needs of each student. Specific learning activities will follow the curricular outline provided

all students in the elementary program to the maximum extent possible. Curricular

modifications will occur when the nature or extent of the students’ disabilities require

content or educational experiences that differ from the standard curriculum. To the

maximum extent possible, students will receive services in the general education

classrooms with the necessary support provided to maintain the student’s optimal

involvement and progress in those settings. Removal from general education classes is only

to occur when services cannot be provided in a general classroom as determined by the IEP

team.

Program of Activities

Activities in the special education classrooms will include listening, speaking, viewing,

reading, writing, moving and certain other special activities that may be a part of the special

learning program. Grouping arrangements and furnishing should accommodate small

groups as well as individual instruction.


Instruction (5) - Three and a half (3.5) full-time special education teachers who work

collaboratively with general education teachers. Special education

teachers work collaboratively with general education teachers

providing services in both the general education classroom as a co-

teacher as well as in a self-contained classroom.

Two (2) instructional assistants will be needed.


Related Services: Itinerant staff requirements are based on individual needs of students;

however, all schools are assigned itinerant staff to meet these needs.

Itinerant staff include speech-language pathologist, occupational

therapist, physical therapist, audiologist, school psychologist, teacher

of the deaf/hard-of-hearing, teacher of visually impaired and adaptive

physical education teacher.

Note: For those students receiving special education services in the general education

classroom, accessibility to assistive technology devices is essential.

Classroom Requirements

Special education classrooms – 5 resource rooms integrated into grade level pods (dual purpose room for special education and/or intervention and/or grade level team meetings); self-contained special education classroom in close proximity to all grade levels (full size for flexibility of use, regional special education program and possible over enrollment within general education)


1. Resource Rooms: Number of Units 3 Unit Capacity 10 Area per Unit 500

Total Area 1,500

2. Classroom:

Number of Units 1

Unit Capacity 10

Area per Unit 900

Total Area 900

3. Storage Area:

Number of Units 1

Unit Capacity 175

Total Area 175

Grand Total Area 2,575


Classrooms should include:

• Sink and wet area

• Windows

• Computer connectivity

• Built-in storage

• Intercom controls in close proximity to classroom entrance

• Light switches should be located for easy access by students and teachers

• Safety caps should be provided for outlets in the classroom

• Electrical outlet sufficient in quantity and location

• Uniform glare-free lighting should be used to maximize flexible use of the space and

minimize eye fatigue, distractions and hyperactivity

Space Relationship Requirements

• Special education classrooms should be located in close proximity to age appropriate general education classrooms to facilitate social and academic mainstreaming.

• Each classroom should have a minimum of 25 square feet of closed storage. (special education classrooms should have storage comparable to general education classrooms) Storage needs to be locking storage for confidential testing materials, student files, etc.

• Each self-contained area should be flexible enough to permit independent study by pupils, small group meetings, and cooperative planning by teachers. Special consideration should be given to a safe and smooth “traffic flow” by students as they move within the self- contained unit.

• Built-in book shelves, storage areas and coat storage areas for teacher and students.

• Soap and towel dispensers of appropriate student levels in each area so they are in reaching distance for students.

• Rooms without outside windows should have full spectrum lighting.

• Windows should have sill space for use with plant studies in science.

• The rooms should be tiled.

• Tack boards above magnetized whiteboards.

Furnishings and Equipment Requirements

• Chairs should be curvilinear and should not have legs that protrude beyond the outer-most vertical plane of the chair. Legs should be such that they cannot easily be tipped or rocked. Backs should provide support when the student is seated. The chairs should be easily distinguishable from the background surfaces.

• There should be adequate individual storage space for personal belongings and materials of instruction for the unit capacity.

• Audio-visual equipment, televisions and computers should be available.


• Different types of boards approximately placed – dry erase board, smart board, magnetic board, bulletin board, projection screen (allows for ease of multiple presentations).

• Portable section dividers (allows for small group work).

• Combination of appropriately sized tables, and chairs.

• Flexible and dynamic seating and furniture options

• Individual student storage/cubbies – enough for 10 students per classroom (2 students per cubbie)

• Filing cabinet.

• Two teacher desks and chairs.


• Glare-free table and desk tops which are resistant to staining, scratching and chipping.

• Rooms free of sounds generated from other classrooms or from heating/cooling units.

• Acoustically treated ceilings, and walls and floors that have non-glare surfaces.

• Walls and floors should be neutral in color.

• Smartboards and document cameras.


All classrooms should be:

• Capable of being darkened sufficiently to permit the effective use of various types of projectors.

• Acoustically treated assuring a high degree of noise suppression.

• Designed to facilitate unimpaired vision within instructional areas.

Speech/Language Room


Speech Room

Number of Units 1 Unit Capacity 10 Area per Unit 300 Total Area 300

Speech room should include:

• Window

• Connectivity


• Sink and wet area. (hot and cold water, a drinking fountain, a paper towel dispenser)

• Built-in storage (closed cabinets)

• Intercom controls in close proximity to classroom entrance

• Light switches located for easy access by students and staff

• Safety caps should be provided for outlets.

• Electrical outlets, sufficient in quantity and locations

• Uniform glare-free lighting should be used to maximize flexible use of the space and minimize eye fatigue, distractions and hyperactivity. Polarized diffusers are preferred to reduce the likelihood of seizures of hyperactivity induced by fluorescent fixtures.


• Speech room should be located; towards the front of the building (for non-public or preschool services)

• Close proximity to bathrooms.

• Storage should be comparable to the size of the room.


• Different types of boards appropriately placed – dry erase board, magnetic board, bulletin, black board, projection screen (allows for ease of multiple presentations).

• Computers should be accessible to students (alternative key boards such as Intelli Keys, Touch Windows, track balls).

• Computers should have Internet access.

• Appropriately sized chairs and tables

• 3 Study Carrels. Carrels should be available to provide visual and acoustical isolation as needed.

• Individual student storage/cubbies (enough for 5 students)

• Filing cabinet

• One teacher chair and desk

• Chairs should be curvilinear and should not have legs that protrude beyond the outermost vertical plane of the chair. Legs should be such that they cannot easily be tipped or rocked. Backs should provide support when the student is seated. The chairs should be easily distinguishable from the background surfaces.

• Flexible and dynamic seating and work/table options

• There should be adequate individual storage space for personal belonging (locking) and materials of instruction for the unit capacity.

• SmartBoard and Document camera


• Glare-free tables which are resistant to staining, scratching and chipping.

• Room free from sounds generated from other classrooms or from heating/cooling units.


• Acoustically treated ceilings, and walls and floor that have non-glare surfaces.

• Smartboard.

Room for Itinerant Services/Testing-Counseling Room (4)

(4) Rooms

• 1 OT

• 1 Community Support Services (Health Department Counselor or DSS) and Student

Services (PPW) (located in the administrative/office area or close to school psychologist

room)

• 1 School Psychologist

• 1 IEP Clerk (office) – include in admin area


Each Room:

Number of Units 4 Unit Capacity 6 Area per Unit 100

Total Area 400

Itinerant Services/Testing-Counseling Room shall have:

• Sink and wet area

• Built-in storage

• Intercom controls in close proximity to room entrance

• Light switches located for easy access by students and staff.

• Built-In Safety outlets.

• Uniform glare-free lighting should be used to maximize flexible use of the space and minimize eye fatigue, distractions and hyperactivity. Polarized diffusers are preferred to reduce the likelihood of seizures or hyperactivity induced by fluorescent fixtures.

• Sound-proof room


• Centrally located

• Close proximity to bathrooms and water fountains


• Dry erase board


• Computer

• Filing cabinet. (Locking and Fire Safe for student records)

• One therapist desk and chair

• One table with adjustable height potential and chairs of varying sizes.

• Chairs should be curvilinear and should not have legs that protrude beyond the outermost vertical plane of the chair. Legs should be such that they cannot easily be tipped or rocked. Backs should provide support when the student is seated. The chairs should be easily distinguishable from the background surfaces.

• There should be adequate locking individual storage space for personal belongings and materials of instruction for the unit capacity. (All storage needs to be locking for student confidentiality/IEP and testing materials.)


• Glare-free tables which are resistant to staining, scratching and chipping.

• Room free from sounds generated from other classrooms or from heating/cooling units.

• Acoustically treated ceilings, and walls and floors that have non-glare surfaces.

Sensory / De-escalation Integration Room centrally located near Guidance – accessible from the hallway


Sensory/De-escalation Integration Room Number of Units 1 Unit Capacity 1 Area per Unit 100 Total Area 100 Sensory / De-escalation Integration Room shall have:

• Sound proof room.

• Door

• Carpeting or resilient flooring (resilient flooring)


• Sensory Integrated lighting and sound

• Furniture and fixtures that support de-escalation (ex. bean bags, mats, rocker seats, etc.)

• Furniture and fixtures that support sensory needs (ex. mini-trampoline, etc.)


Music

Philosophy

The General Music/Choral Program provides opportunities for students to take part in

musical experiences through singing, playing simple rhythm instruments, moving to music,

and listening to both recorded and live performances.

The Instrumental Music Program provides opportunities to fourth and fifth grade students to

begin learning to play selected instruments of their choice.

Program of Studies

The General/Choral Music Program focuses on creating a positive student attitude toward

music, assisting students to identify and use the basic elements of music, and to develop an

appreciation of music.

The Instrumental program focuses on developing those skills required to play a band

instrument in solo, small ensemble and full band or orchestra groups.


1. General/Choral Music

One teacher trained and credentialed in Music Education for elementary schools.

2. Instrumental Music

• A part-time winds/percussion teacher trained and credentialed to teach instrumental music

• A part-time string teacher trained and credentialed to teach instrumental music

Program of Activities

General Music/Choral Instructional Area - Activity

Demonstrations; discussions; simple rhythm and moving; instrumental learning through

instruction and practice; general music class, which includes singing, listening and moving



• Practicing

• Recording and playback of performance

• Moving to rhythm

• Listening by students

• Speaking

• Group playing of simple rhythm musical instruments

• Writing

• Viewing

• Rehearsing

Grouping sizes and arrangements:

• General/Choral Music Area - large group, small group, individual placement.

• Instrumental Ensemble Area – large groups, small groups.

• Instrumental Instrument Storage Areas - no groupings, but allow for traffic flow of students and this should be available to instrumental music teachers. Should be large enough for string instrument storage racks.

• General/Choral Music/Storage Areas - no groupings but allow for limited traffic flow. Should be large enough for large drums and Orff instruments.


1. One dedicated music room with appropriate acoustics, adequate space.

Number of Units 1 Unit Capacity 30

Total Area 1,000 (including storage) square feet

2. One dedicated instrumental music room with visibility into instrument storage area

Number of Units 1

Total Area 650 square feet

3. Instrumental Instrument Storage

Number of Units 1

Total Area 150 square feet

Total Area for Instrumental Music = 800 square feet

Allow for free traffic flow and capacity for one to work on instrument repair occasionally.

(In sight of instrumental instruction room.)


4. General Music and Choral Storage - 1 Unit (area included above) Two (2) pantry style closets each 75 square feet. Shelving movable to adjust to various

heights. Shelving for sheet music and bound collections. This does not include storage

for 4 sets of choral risers, which should be stored close to the stage area.

Allow for limited traffic flow.

Descriptive notes:

1. General/Choral Music - This area is necessary for instruction separate from the

band/string area. The general music and chorus teacher needs this area to instruct

choruses. In addition, this area will be used for general music instruction.

2. Instrumental - Small groupings of mixed or same instrument instruction and

rehearsal.

A. Instrumental Instrument Storage: This area must house large instruments,

medium instruments, small instruments, cases, stands cart, chairs cart, string

racks and music folios. A portion of this area will be used for repairs of

instruments.

B. General/Choral Music Storage Area - This area must service both the general

music area and the chorus area, and be used for storage of music equipment and

materials, risers, drums, Orff, textbooks, etc.

Space Relationships

1. General Music, Chorus – Near performance space and other fine arts rooms. Provide 20-

foot diameter clear floor space in center of room for movement activities. Buffer with

non-performance rooms to isolate sound.

2. Instrumental Music - adjacent and accessible to its instrument storage area. This

instructional area should not be housed on the stage as that area is frequently used for

assemblies, drama productions, and other schoolwide activities. Consideration should

be given to placing the instrumental music room in close proximity to the fourth and

fifth grade classrooms to minimize time and distance for students moving

unaccompanied to band/strings class. If this option is possible, consider placing storage

closets on either side of the room in addition to soundproofing to minimize sound bleed

into other instructional areas. Placement of this room on an exterior wall would also be

a viable option.

3. Instrumental Instrument Storage - closely accessible and visible to the Instrumental

Music Room.

4. General/Choral Music Storage - adjacent and accessible to the room used for general

music and chorus. Could be located behind the stage.


5. Shelved storage area for classroom instruments, drums, Orff, percussion instruments, and

textbooks within the classroom.

Furnishing Requirements

1. General Music and Chorus – All areas of room must be accessible to students with

disabilities. Room shall be secure and lockable and equipped with:

• teacher seating, desk and file and flat surface work/station area, clock

• good quality stereo system with speakers

• student individual seating capacity, may have book storage underneath (Wenger posture chairs).

• four sections of portable standing choral risers.

• a lockable unit to transport and use audiovisual equipment

• Smartboard

• Document Camera

• digital keyboard synthesizer – Roland electric piano or comparable brand. (including all disks and available software).

• Studio Upright Piano, transporter/dolly, and bench

• adequate student storage for materials and personal belongs

• built-in storage for books and small instruments

• two computers with WiFi access

• two file cabinets

• two portable message display/divider/ magnetic whiteboard units

• bulletin board space

• sink with water fountain attached in classroom

2. General Music/Choral Storage - Secure and lockable and should include:

• closed and open storage units for instruments of varying sizes, choral music scores, drums, Orff instruments

• shelving for set of music texts.

• storage for construction paper supplies of various sizes.

• work surface for project-making.

• storage for classroom instruments from castanet size to conga drum size (Orff instruments). This could be a cubby unit with baskets for each instrument (example: triangles, maracas, etc.)

3. Instrumental Music Area - Secure and lockable and should include:

• seating for 20 students (chairs and stands and room to bow)

• stereo/recording device and speakers

• instructor seating, desk and file and flat surface work/station area and computer.

• book storage for students


• individual music folio placement capacity.

• digital keyboard synthesizer (Roland electric piano or comparable brand).

• one fixed magnetic whiteboard

• bulletin board

• Smartboard

• Document Camera

• two file cabinets

4. Instrumental Music Storage should include: (Should be located so that the instructor can

visually supervise students from classroom.) Temporary and long-term storage of student

and school-owned instruments.

• 40 stands and storage cart, 40 chairs and storage cart

• secure and lockable storage spaces of varied sizes with adjustable shelving.

• deep sink for cleaning instruments with water fountain attached and large counter with cabinets.

• violin/viola storage rack, cello storage rack


1. General Music and Chorus should include:

• acoustical characteristics assuring maximum tone and quality in vocal and instrumental music production.

• complete aural separation from instrumental music and classrooms.

• maximum sound absorbing and deadening qualities (but not to disturb tone quality).

• risers with a maximum height 8", minimum depth 5'.

• wiring capable of handling computer networking.

• darkening capabilities to utilize smartboard.

• comfort and cleanliness when floor is used as seating – consideration to type of carpeting should be given due to students frequently sitting on the floor in this class.

• visual and acoustical isolation capability.

• unimpaired vision capability when required.

• Temperature and humidity control (requires a stand-alone unit)

2. Instrumental Music Area should include:

• maximum acoustical qualities for sound-absorbing and deadening qualities (but not to disturb tone quality).

• complete aural separation from general musical/ chorus room and general classroom area.

• temperature and humidity control (requires a stand-alone unit in BOTH the instrumental storage area as well as the classroom)


3. General/Choral Music Storage should include:

• Temperature and humidity control (requires a stand-alone unit)


1. General Music and Chorus should include:

• sufficient electrical supply locations to allow easy access from any area for recording (computer hook-up)

• Sink with water fountain

• wiring and outlets for stereo, speakers, recorders (Bluetooth capability preferred)

2. Instrumental Music Area should include normal electrical supply locations (computer

hook-up).

• Sink with water fountain

Surface Materials Requirements

1. General Music and Instrumental Music Areas should include:

• tackable wall surfaces.

• Whiteboards, interactive boards and wall display areas.

• floor coverings, walls, and ceilings should include maximum acoustical qualities as well as noise suppression capabilities so as not to interfere with other musical or nonmusical activities. Carpeted floor in general chorus/music room. This should not interfere with tone quality and production.

• Surfaces that are easy to clean.

2. Instrumental Music - General and Chorus Storage

Note: Sink and faucet area in the instrumental music storage should have floor covering

to resist dampness and staining.


Visual Arts

Philosophy

The purpose of the Visual Arts Program is to provide every child experiences which will

develop aesthetic awareness, perceptual and evaluative abilities, and skills of expression.

Program of Studies

Regularly scheduled program of instruction for every child in prekindergarten through grade

five to include the development of aesthetic sensitivity, the ability to perceive visual qualities

and relationships, knowledge of art, the valuing of art as an important aspect of human

experience, and the development of technical skills required for art expression.


One teacher trained and credentialed in Art Education for elementary schools.

Activity Survey

Description:

1. General Art Instructional Area


• Design

• Lectures

• Drawing

• Demonstrations

• Painting

• Combined practice activity

• Calligraphy

• Creative presentation

• Sculpture

• Television viewing

• Ceramics

• Group performance

• Crafts

• Audiovisual presentations

• Listening

• Writing


• Speaking


• Large groups

• Small groups

• Individual placements

2. Art Materials Storage Area


• Storing

• Moving materials and projects

• Drying


1. General Art Instructional Area

Number of Units - 1 Unit Capacity - 30 Total Area - 1,000

2. Art Materials Storage Area

Number of Units - 1

Total Area - 100

Total Area for Art = 1,100

Space Relationships

1. General Art Instructional Area should be:

• a centrally located large rectangular area with the storage areas adjacent.

• adjacent to immediate outside exits.

• located near General Music Room.

• located with a northern exposure, if possible.

• hard surface flooring

2. Art Materials Storage Areas should have:

• a direct connection to general art area through lockable door; frequent travel with supplies between art areas is required. Provision must be made for control of art supplies.



1. General Art Instructional Area – Two-Dimensional Art Room should contain:

• large wash area (sink and wet area) with plaster and clay traps. Minimum of two sinks.

• eight flat surface work tables capable for accommodating groups of four students (Tables should be 60" x 40"). Rounded corners preferable. Butcher block style tables that can be sanded and refinished as needed are preferred as opposed to formica topped tables.

• space for unit easel work (six).

• counter top areas for display. Underneath areas must be large enough to store 36" x 24" paper and student two-dimensional art work.

• two portable and lockable storage units within areas (for supplies). One of these portable storage units is to house tote trays.

• lockable storage space for students' projects.

• unit designed for drying projects – large drying rack.

• one paper cutter and table.

• flat surface lockable desk and chair for instructor.

• 1 file cabinet.

• lighting appropriate for art students to include normal illumination and track lighting and for three-dimensional art work.

• one magnetic chalkboard 12' x 4'.

• two tackboards 18' x 4' (eye-level).

• one tackboard located outside of classroom (hallway wall).

• suspended display for art work with ceiling hooks.

• space for individual sculpturing work (six) shelving unit.

• 30 adjustable metal stools.

• showcase for students' three-dimensional art work adjacent to art room.

• enameling kiln, with timer, with appropriate exhaust system to outside of building in room by itself. Kiln should be in a separate kiln room with access to the main instructional area. Based on a set of standards that meet the requirements of the elementary art program.

• mounted screen (70 x 70).

• Magnetic whiteboard.

• HDTV with a touch screen laptop – (better resolution than smartboard for showing artwork but still allows for touch capabilities for students)

• dry-erase boards.

• storage racks in the classroom for wet artwork.

• storage cabinets in the classroom (with doors).

• four portable double sided display panels with legs.

• one HP Scanner.

• two computers

• Speakers/recording system for playback within classroom

• one cart for computer.


• one document camera

2. Art Supply Area and Storage should include:

• storage units of varying size, some of which would be capable of storing still-wet or unfinished and hence delicate materials.

• capable of storing large bulk materials required for the activities included in the total departmental program.

• heavy paint, all sizes of paper

• sturdy shelving


1. General Art Area should have:

• acoustical characteristics assuring a high degree of noise suppression.

• capability of darkening the room.

• unimpaired vision within area.

• atmosphere permitting the drying of projects.

• lockable doors and windows.

• exterior door

• exterior window

• one wall windowless and include deep shelves.

• variable, diffused and naturally lighted area in the Instructional Area.

• wiring for computer networking. 2. Art Supplies Storage Area

No variation from normal requirements.

• heavy duty shelving that will not bind with weight


Physical Education

Philosophy

The goals of the physical education program are to have students develop an acceptable

level of physical fitness, develop an appreciation of the lifelong value of fitness, develop

physical and social skills, develop a positive self-concept and demonstrate appropriate

social and emotional behavior. During physical education classes, all students are kept

actively engaged at all times. Total involvement requires complete flexibility and

adaptability of the physical space.

Program of Studies

The program of studies in physical education is correlated to the state's goals and includes a

wide variety of activities which address cognitive, psychomotor, and affective areas of

development. General content areas include fitness, games, gymnastics, and dance. The

design of the curriculum includes an emphasis on basic movement skills which include

perceptual-motor skills development in kindergarten through second grade. The content

emphasis expands to include games, specific skills needed to play games, and rules of these

games in the upper grades.

Number of Participants

All elementary students generally receive physical education twice a week for 30 to 45

minutes each session. As many as seventy-five students will be using the gymnasium or

outside instructional area each class period. The outside area also needs to be large enough

for several additional classes to use specific areas at the same time.


One full-time and one part-time teacher trained and credentialed in elementary physical education.

Program of Activities and Grouping

1. Gymnasium

• The gymnasium will be used for physical education instruction that includes movement and non-movement activities and individual and team sports. Specific activities include: dancing, calisthenics, running, tumbling, gymnastics, low organizational games, rope and net climbing, volleyball, basketball, video presentation, parachute games and jumping rope.

• The gymnasium will also provide a facility for community use in the evenings and on weekends. Users will include Parks and Recreation, youth organizations such as Boy


Scouts/Girl Scouts, community service organizations as well as school-related organizations.

• Grouping arrangements will include large groups, class-size groups, and small groups.

2. Outdoor Activity Area

• The outdoor instructional area will be used for all of the same activities as the gymnasium (except for video presentation). In addition, the following activities will also be taught: softball, track and field, kickball, basketball, dodge ball, soccer and lead-up activities.

• Grouping arrangements will be large groups, class sized groups and small groups. The physical education class may be using one area while other classes may be using another area.

• Outdoor areas will also facilitate community sports organizations such as baseball, softball, soccer, football and lacrosse.

• Black top area

3. Storage Area

• Storage bins to accommodate large items

• Consider multiple storage options such as movable shelving, hooks, bins, or pegboard. There should be open space for rolling carts

• The storage area will be used to store equipment and supplies used in the program. This will include gymnastic equipment, bats, balls, ropes, scooter boards, parachutes, volleyball standards and nets, etc.

• Mat hooks in storage area instead of mat truck

• P. E. Equipment Storage Room – long and not deep

• The storage closet must have electrical outlets

• Doors to closet should open outward and should be double width to facilitate moving bins and equipment in and out of the area

• Consider the locks on the door handles – they should be able to be set to lock automatically or be unlocked

• Consideration should be given to the location of the light switch in the storage closet – should be easily accessible and not blocked by a door or shelving.

• There should be a separate outside storage area designated for use by Parks and Rec or other community organizations.

• The storage area should have high ceilings

4. Office Area

• The office area will be used by two instructors for planning and coordination of activities.

• The office should be wired to provide for computer networking and intercommunication

• P. E. Office should have a shower* and a bathroom (*if no shower in health area of


the school building)

• A utility sink should be available in the office area

• Office area should have a window to the gym

• Lockable storage area/filing cabinet


1. Gymnasium

Number of Units 1 Unit Capacity 75 (for physical education)

Total Area 3,500


Number of Units 2* Unit Capacity 37

*This would include one large multi-purpose field for softball, soccer, etc., and one

large blacktop area for basketball, dodgeball, etc. If possible, soccer fields and soccer

should be separate multipurpose, if space prohibits. Fields should be sized to

accommodate leisure play.

3. Storage Area

Number of Units - 2 Unit Area - 1 - 200

1 – 300

Total Area - 500

4. Office Area

Number of Units - 1

Unit Capacity - 2

Unit Area - 100

TOTAL AREA OF INDOOR PHYSICAL EDUCATION PROGRAM: 4,100


Space Relationships

1. Gymnasium - should be part of an architectural design which has a direct relationship to

outdoor physical education facilities.

A clear ceiling height of 24 feet (minimum) is required.

This complex should be designed to be intermittently "isolated" from the instructional

areas during community use. In addition, the complex shall be adjacent and accessible

to the outdoor activity area and the parking lots. It must have access to lavatory

facilities and adjacent custodial area. Consideration should be given to security and

facilitation of cleaning and maintenance.

Consideration should be given to placement of bathrooms for use by gym students. If

square footage allows consider one unisex bathroom inside the gym. If cafeteria and

gym are using the same bathrooms due to proximity in the building, consider size of

bathrooms as they are heavily used during student lunch shifts.


Appropriate play equipment, softball diamond with backstop, soccer field with goals,

fixed basketball baskets with standards, blacktop court (standard playground equipment

shall be located away from the Physical Education Outdoor Activity Area). Backstops

should include screened player areas.

3. Storage Area

• Storage units capable of handling bulky, heavy athletic equipment, etc.

• One unit (200 square feet) may be used for shared storage with outside agencies. One unit (300 square feet) to be used exclusively by the physical education staff.

4. Office Area

Locker space, flat surface work area, seating, storage units, filing units, message display

area, bathroom and shower

5. Gym Area

• All exit lights, fire alarms, emergency lighting, call button to office, clocks should be protected by cages or guards. As much as possible, these amenities should be recessed.

• Hooks in walls to use for nets.

• Four (4) "chin up" bars.

• Bulletin board in gym, magnetic whiteboard without tray (4’ x 8’), preferably dry and wipe.

• Game configuration provided in floor covering.

• Fixed equipment: provide two standard duty, steel-power folding adjustable main basketball goals at 8 to 10 feet high at end walls. Provide 4 fixed lightweight


adjustable secondary basketball goals at side walls and climbing ropes, cargo net

• Recessed water fountain - locate outside of gym (hallway or entry).

• Entry to gym from play fields should have vestibule to facilitate cleaning of shoes prior to entry into gym.

• Door knobs flush to door in gymnasium (storage doors).

• Light switches should be key type, not flip switch.

• Padded wall under baskets is recommended.

• Fire alarm devices and extinguishes should be sufficiently protected.

• Public address system with wireless microphones for physical education teacher use during class. This system is independent of the performance system

• Built in sound system (mounted speakers, preferably in corners of gym) – performance system. Main unit for sound system should be in office area or in storage closet and have a remote

• Space for a rock wall and locking mat system to protect (current BES has a rock wall that can be relocated in new facility)

6. Parking Lot

Parking for after hours use should be provided adjacent to community use complex and playing fields. Parking lot should be lit for security.

7. If possible, design for secure, "close proximity" restrooms adjacent to outdoor play area.


Acoustical characteristics assuring as much noise suppression as possible, with diffused

lighting, adequate ventilation, and

Documents

Educational Specifications - BoardDocs, a Diligent Brand...The citizens of Calvert County understand our free society requires educated and informed individuals who possess the skills