Post on 19-Feb-2021
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.
Educational Specifications for BES - December 2017 2
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.
Educational Specifications for BES - December 2017 3
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.
Educational Specifications for BES - December 2017 4
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
In support of this priority area, Calvert County Public Schools will . . .
• 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
In support of this priority area, Calvert County Public Schools will . . .
• 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
In support of this priority area, Calvert County Public Schools will . . .
• 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.
Educational Specifications for BES - December 2017 5
Community Engagement
In support of this priority area, Calvert County Public Schools will . . .
• 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.
Educational Specifications for BES - December 2017 6
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
Educational Specifications for BES - December 2017 7
SECTION ONE
INSTRUCTIONAL AREAS OF
THE BUILDING
Educational Specifications for BES - December 2017 8
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
Educational Specifications for BES - December 2017 9
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.
Educational Specifications for BES - December 2017 10
• 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.
Educational Specifications for BES - December 2017 11
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.
Educational Specifications for BES - December 2017 12
• 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.
Educational Specifications for BES - December 2017 13
• 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.
Educational Specifications for BES - December 2017 14
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
Educational Specifications for BES - December 2017 15
• 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
Staffing Requirements
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
Educational Specifications for BES - December 2017 16
Activity Survey
Description:
1. General Instructional Area
Grouping arrangements include:
• 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
Spatial Requirements
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
Educational Specifications for BES - December 2017 17
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:
Educational Specifications for BES - December 2017 18
• 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).
Furnishing and Equipment Requirements
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.
Educational Specifications for BES - December 2017 19
• 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.
Educational Specifications for BES - December 2017 20
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.)
Environmental Requirements
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.
Educational Specifications for BES - December 2017 21
Utility Requirements
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
Educational Specifications for BES - December 2017 22
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.
Educational Specifications for BES - December 2017 23
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.
Staffing Requirements
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.
Educational Specifications for BES - December 2017 24
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)
Spatial Requirements
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
Educational Specifications for BES - December 2017 25
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.
Educational Specifications for BES - December 2017 26
• 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.
Surface Material Requirements
• 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.
Environmental Requirements
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
Spatial Requirements
Speech Room
Number of Units 1 Unit Capacity 10 Area per Unit 300 Total Area 300
Speech room should include:
• Window
• Connectivity
Educational Specifications for BES - December 2017 27
• 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.
Space Relationship Requirements
• 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.
Furnishing and Equipment Requirements
• 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
Surface Material Requirements
• Glare-free tables which are resistant to staining, scratching and chipping.
• Room free from sounds generated from other classrooms or from heating/cooling units.
Educational Specifications for BES - December 2017 28
• 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
Spatial Requirements
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
Space Relationship Requirements
• Centrally located
• Close proximity to bathrooms and water fountains
Furnishings and Equipment Requirements
• Dry erase board
Educational Specifications for BES - December 2017 29
• 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.)
Surface Material Requirements
• 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
Spatial Requirements
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)
Furnishings and Equipment Requirements
• 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.)
Educational Specifications for BES - December 2017 30
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.
Staffing Requirements
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
Educational Specifications for BES - December 2017 31
Specific activities include:
• 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.
Spatial Requirements
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.)
Educational Specifications for BES - December 2017 32
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.
Educational Specifications for BES - December 2017 33
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
Educational Specifications for BES - December 2017 34
• 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
Environmental Requirements
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)
Educational Specifications for BES - December 2017 35
3. General/Choral Music Storage should include:
• Temperature and humidity control (requires a stand-alone unit)
Utility Requirements
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.
Educational Specifications for BES - December 2017 36
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.
Staffing Requirements
One teacher trained and credentialed in Art Education for elementary schools.
Activity Survey
Description:
1. General Art Instructional Area
Specific activities include:
• Design
• Lectures
• Drawing
• Demonstrations
• Painting
• Combined practice activity
• Calligraphy
• Creative presentation
• Sculpture
• Television viewing
• Ceramics
• Group performance
• Crafts
• Audiovisual presentations
• Listening
• Writing
Educational Specifications for BES - December 2017 37
• Speaking
Grouping arrangements include:
• Large groups
• Small groups
• Individual placements
2. Art Materials Storage Area
Specific activities include:
• Storing
• Moving materials and projects
• Drying
Spatial Requirements
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.
Educational Specifications for BES - December 2017 38
Furnishing and Equipment Requirements
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.
Educational Specifications for BES - December 2017 39
• 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
Environmental Requirements
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
Educational Specifications for BES - December 2017 40
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.
Staffing Requirements
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
Educational Specifications for BES - December 2017 41
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
Educational Specifications for BES - December 2017 42
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
Spatial Requirements
1. Gymnasium
Number of Units 1 Unit Capacity 75 (for physical education)
Total Area 3,500
2. Outdoor Activity Area
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
Educational Specifications for BES - December 2017 43
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.
2. Outdoor Activity Area
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
Educational Specifications for BES - December 2017 44
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.
Environmental Requirements
Acoustical characteristics assuring as much noise suppression as possible, with diffused
lighting, adequate ventilation, and