Traylor Fundamentals Magnate School A Master Plan for Elementary School Campus Improvements

Imagine a classroom with the sky for a ceiling and the earth as a floor. This classroom without walls is bustling with activity as young scientists explore the world of bugs and leaves, mathematicians measure rainfall, count seeds and graph their play on a windy stage, artists sketch shadows and light, and linguists name the landscape with a thousand words. The schoolyard is just a hop, skip, and jump away.

-Kirk Meyer

Prepared by Edward A. Kinney Faculty Advisor: Lois Brink Finding Common Ground, Exploring the Urban Experience Fall Semester 2001 University of Colorado November 7th, 2001

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Table Of Contents Part I The Learning Landscape Project Project Introduction............................................................. 3 Part II Traylor Elementary History, Location, and Philosophy....................................... 4 Students & Faculty............................................................... 5 Site Inventory....................................................................... 5 Adequacy of On-Site Uses................................................... 7 Part III Traylor’s Learning Landscape The Vision............................................................................ 10 Goals..................................................................................... 10 Conceptual Plan.................................................................... 10 The Program Elements......................................................... 14 Part IV Making it Real Implementation...................................................................... Phasing and Budget............................................................... Appendices A - Master Plan Drawing B - DPS Playground Safety Site Assessment C - Student Photo Survey D - Phase Budget Worksheets E - Reference Materials

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PART I Project Introduction The Challenge Studies show that a well-planned and equipped exterior play area enhances the learning environment resulting in improved learning and achievement. Such play areas provide physical and mental challenges that translate into improved health and learning attention. Furthermore, with proper design, these areas themselves become outdoor classrooms or learning landscapes. One of the principal secondary goals of all schools, including elementary, is to provide a focus for the community – a place to gather and to meet, a place to enjoy, a place that enhances the community’s appearance. A reflection of this community importance is Denver’s Mayor Wellington Webb’s statement, “As Mayor, I have long recognized that we cannot have a great city and great neighborhoods without great schools.” Denver Public Schools [DPS] is an urban school district with many of the same challenges of other urban districts. The infrastructure is aging – the average facility is almost 50 years old. The ongoing 1998 General Obligation Bond [GOB] will increase the number of schools to 130 but contains no funding for existing elementary schools or any other existing school playground. Approximately 75 DPS elementary schools require moderate to extensive renovations or upgrades to meet adequate standards. These include replacing playground equipment, providing irrigation and sod [to eliminate gravel and dirt fields], providing American with Disability Act [ADA] accessibility, and providing an outdoor classroom learning environment. Approximately half of the 75 elementary schools are located within underserved neighborhoods. It is in these neighborhoods where transforming the schoolyard is most pressing. These schools have chronic disciplinary problems that are disruptive to a school’s academic environment. Playgrounds lacking appropriate choices for children become arenas to bully and tease. Recess should be a positive experience that compliments their academic development, a place where children develop their emotional, physical and social skills.

The Solution The” Learning Landscape” program is an entrepreneurial community-minded alliance of public and private interests that seeks to strengthen Denver Public Schools and their surrounding neighborhoods by designing new multi-dimensional playgrounds and social gathering places. The success of this program is founded on a mutual respect of aesthetic, maintenance, safety, and recreational issues. The University of Colorado at Denver’s Landscape Architecture department offers a seminar course called FINDING COMMON GROUND—EXPLORING THE URBAN EXPERIENCE. Students of landscape architecture, architecture and other disciplines have come together with Professor Lois Brink to research current educational, sociological, and environmental thought regarding urban space in general and elementary school grounds in particular. Each student in the course selects a school from a predetermined pool and uses this knowledge to develop a vision and master plan for each school. The master

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plan approach will suit a multi-faceted contemporary existence—engaging a child’s educational and recreational experience with that of the community at-large.

The Intent of the Master Plan The master plan is a written report and plan that sets forth the structure for future campus improvements. Each school has a vision that speaks to the desires of the school and surrounding community. The vision is further delineated into goals that identify the major goals for implementation. These goals are defined through the use of text and imagery. A programmatic list of uses is also developed. Lastly, each master plan sets forth the aesthetic ordering system or systems that will be used on the design phase to organize the programmatic uses. This plan, once approved, will provide a framework for fund raising and future construction.

PART II History, Location, and Philosophy Traylor Elementary is located in the Bear Valley Neighborhood in the southwest corner of Denver. The neighborhood dates from the mid-fifties and is generally populated by small, well-groomed single-family homes. Traylor has served as the community’s local elementary school since its construction in 1968. Eight years ago, however, Traylor became one of Denver’s local magnate schools. Magnate schools serve students and families that wish to add a particular focus to their education. Magnate schools have a choice program and are, therefore, open to students outside of the immediate district. Forty-percent of Traylor’s students are bussed in, in order to take advantage of Traylor’s status as a Fundamentals Magnate School. Traylor focuses on the fundamentals of education, placing priorities on reading, writing, and arithmetic- the basics. Incorporating this learning curriculum with an active play experience is the ideal form that the new learning landscape should take. According to the DPS School Accountability Report Traylor's overall academic performance was rated as average- though it fell just shy of the "high" category. Reading, writing, and math proficiencies were all higher than the district or state averages. Traylor offers after-school programs, conducts home visits, has a closed campus, encourages community programs to be held within the building, and requires parental conferences with all of its students. These numbers report what is witnessed at Traylor: that the student body is well behaved and well versed in the educational curriculum.

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There are no more deserts. There are no more islands. Yet one still feels in need of them. To understand this world, one must sometimes turn away from it; to serve man better, one must briefly hold them at a distance. But where can the necessary solitude be found, the long breathing space in which the mind gathers its strength and takes stock of its courage?

-Albert Camus

Students and Faculty Students Because forty-percent of the students are bussed in from other parts of the city, Traylor's student body does not exactly match up with the demographics of the surrounding Bear Valley community but is more indicative of Denver as a whole. The largest group, 20.3% of the students are in 5th grade. The smallest percentage, only 6.8 are in ECE. Currently there are no cognitively disabled children in the school but there are 25 physically handicapped children enrolled, about 4.7%. 14.5% of the students receive free lunch and 13.3% receive reduced lunch rates. Total number of suspensions and expulsions is at 0%- the lowest it has been since 1995. 14.4% of the students are enrolled in the gifted and talented programs. Faculty Traylor's students rate well in their proficiency levels against the rest of the district and the state. The teachers, likewise, also rate well against the district and the state. Traylor has an average student to teacher ratio of 1:19.8. The teachers have an average of 15 years experience (compared to 11 district wide), and a lower number of absences than that of the district. Not surprisingly, teacher and administrator pay is much higher than that of the district or the state. The principal, Patricia Castro has been a principal for 22 years, serving Traylor for the last 4. Site Inventory

Traylor Elementary is bordered by Columbia Place on the south, Bates Avenue on the north and Ivan Way on the west side. The building is sited in the Bear Valley Neighborhood and totals roughly 255,088 square feet (sq ft) of asphalt and pea gravel. Detached sidewalks surround the site on three sides while School Park borders the fourth, eastern side. All square footages within this site inventory are taken from the Existing Site Conditions as provided by DPS and shown in Appendix A. Gravel Play Field 131,454 sqft Soft Surface 5,396 sqft Asphalt Play Area 49,592 sqft Building Area 36,797 sqft Non Play Oriented Grass 31,849 sqft Total 255,088 sqft

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Gravel Play Field The existing gravel play field area is 131,454 sqft. and holds two baseball fields

and two soccer fields. This is a non-irrigated lot.

Soft Surfaces The current soft surface playground

equipment area is 5,396 sqft and is broken up into three separate areas for ECE, primary, and intermediate ages. These areas include 2 slides, 2 swing sets with 17 seats total, 1 horizontal ladder, 1 horizontal bar, 2 climbing bars and 1 set of travel rings. Asphalt Play Area

The existing asphalt play area is 49,592 sqft. It’s surface painted games include 4 tether ball courts, 5 hop scotch courts, 13 four square courts, 2 wall ball areas, and 3 basketball courts. According to rough estimates provided by a DPS playground assessment analysis the asphalt play area’s games can service 125 children. Non Play Oriented Grass

This large area of grass, roughly 31,849 sqft, is primarily ornamental and not used for the play experience. It is situate along the north, west, and south sides of Traylor Elementary and serves as a green buffer between school and street. A small section of this area (6,936 sqft) does border the asphalt play area and is planted with large trees. The grass is worn and the ground eroded. However, this space provides some of the only natural shade available to students and faculty and is highly used. Vehicular Access and Parking

There is one parking lot on this site, located at the north entrance and effectively breaking the continuity of space from Traylor’s play space to School Park. The lot contains 35 spaces and 1 handicap space. This area presents the only vehicular access to the site and does not meet current DPS requirements of 42 spaces. Current DPS standards require one parking space for each classroom, an additional 5 spaces for ECE – 3rd grade classrooms, ten spaces for administrative staff, and 5 guest parking spaces.

Although no complaints regarding parking were expressed, Traylor does fall short by 7 spaces. Parking on the streets is readily available and is used by staff and guests alike. Handicapped Accessibility

There are five handicap accessible building entrances. Four are located on the south side of the building and one on the north side. The main entrance is not handicap accessible. Traylor is currently building an elevator, which will allow handicap access to the second story of the building.

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Bus Accessibility Bus drop off in the mornings occurs along the south side of Traylor Elementary

on Columbia Place. It is described as a hectic event with parents, busses, and children clamoring for space. Afternoon bus pickup occurs on the east side apparently without problems.

Adequacy of On-Site Uses General Safety Besides threats presented by poor equipment and play surfaces, a responsible and aware community is the ideal for providing child safety in the schoolyard. The Bear Valley Community is rich in this estimate. Unfortunately, the grounds of Traylor Elementary are not up to the standards set by the community. ITEM ISSUE YES NO N/A A General Concerns

1Can the playground be viewed from the street? 2Is the playground fenced off from the street? 3Does the playground provide wheelchair access? 4Are drinking fountains present and operational? 5Is the size of the playground equipment appropriate? 6Does the site provide adequate drainage? 7Is the equipment free of vandalism? 8Is adequate shade available?

B Ground Cover

1Is fall protection provided under all play equipment? 2Is the fall material 12" deep? 3Does fall material extend at least 6' from equipment? 4Is the fall material non-compacted? 5Does the fall material extend beyond the swing height? 6Is there a provision for keeping the swing area free of

conflicting traffic? C Consumer Product Safety Commission Compliance

1Are there openings present in the equipment between 4 and 7 inches?

2Are there any "V"-shaped entrapments? 3Are there any protrusions which extend above the play

equipment surface? D Risk Management

1Have spin-arounds and see-swas been removed? 2Is the equipment height less than 104"? 3Are the grassed areas free of holes and/or protrusions? 4Are the walkways and ball courts free of trip hazards? 5Are soccer goals firmly anchored?

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6Is chain link fencing free of protrusions or barbed edges? 7Are the metal slides shaded? What is their orientation? EAST 8Are the basketball goals of the non-climbable "gooseneck"

type? E Maintenance

1Are the swing bearings in good condition? 2Are "S"-type hooks closed and swing seats intact?

F Supervision

1Is the play equipment centralized for easy supervision? 2Is there a separate play area fro ECE? 3Have the chain nets been removed from the basketball rims?

Play Equipment

Some of the older play equipment fails current safety standards. Notable failures include swings with 3 swings per bay rather than 2, and a lack of provisions keeping traffic conflicts around swing areas at bay. In addition, all safety surfacing is pea-gravel

which does not meet the DPS and Consumer Product Safety Commission (CPSC) minimum depth of 12 inches.

The quantity of equipment is inadequate for the current 533 students enrolled in ECE-5th grade. Existing equipment can accommodate approximately 184 students at any one time, or approximately 34.5%. See Appendix B

Vehicular Access and Parking The existing 35 parking spaces meet the minimum standard required by DPS for a

school this size. Please see earlier note. However, awkward placement of the parking lot (far from the main entrance), an over-abundance of handicapped spaces, and a highly interested community which visits the school often, reveal this lot to be inadequate by “non-standardized” standards.

Drainage

The hard-scaped and soft-scaped areas of the playgrounds drain primarily to the south side of the site. Two dry wells exist on the hard surfaced court area. However, one of these wells is located in a relatively elevated area and thus receives little or no water. The second serves the remainder of the area and is currently blocked and filled with sand and gravel.

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Erosion has occurred all along the south side of the site, undermining fencing and creating gaping holes beneath the chain link. Plantings along the south edge reveal visible roots from erosion. Pea-gravel, dirt, and other detritus, from the site are spilling out onto the sidewalk along Columbia Place. Handicapped Accessibility

Current play equipment is located within a sea of pea-gravel and not accessible to wheelchairs. The school building has six handicapped entrances though none of them open onto either the front of the school, the bus drop-off, or bus pick-up areas. Fields of pea-gravel and a lack of cross-site pathways isolate the further reaches of the schoolyard from wheelchairs. Handicap access is limited to the areas immediately surrounding the building and denies any access to playground equipment.

Shade

Plantings exist primarily along the south side of the site. Two large trees provide adequate shade for a non-programmed space south of the ECE equipment area. Trees exist on the north side of the play fields but do not provide shade directly onto the play fields. Ambience

The surrounding neighborhood of Bear Valley is a pleasantly shady, well planted, and maintained community. Having a park directly to the north of the site, and Henry Middle School to the east, create the image of a community centerpiece. Slight curves to the roads provide an irregular shape to the schoolyard and add a sense of rural charm.

However, a lack of grass and stained metal play pieces, come across as an under-appreciation of the students at Traylor. The playfields are barren wastelands compared to the grassed and irrigated park next door. It sets a poor example.

And, as the principal said, the entrance and façade of the building is “blah.”

PART III The creation of something new is not accomplished by the

intellect but by the play instinct acting from inner necessity. The creative mind plays with the objects it loves.

-Carl Jung

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Vision

Education is a dynamic experience not limited to the classroom. Safety and comfort, which students and the neighborhood expect from the school experience, should occur beyond the walls of the building. The grounds around Traylor Elementary will be an integrated gateway between the neighborhood and the school experience, bringing the classroom outside and the strength of a close-knit neighborhood into the grounds. For Tralor Elementary, the vehicle of exploration and play will be the primary design principle.

Goals

1) To create a diversity of areas for discovery and interaction. 2) To create ecological showcases which highlight nature’s natural processes. 3) To improve the experience of play by;

• designing age appropriate play areas • creating a shaded central area for playground monitoring • enhancing the colors of the place • adding vertical ground plane elements

4) To create a sustainable, low-maintenance landscape. Conceptual Plan The conceptual plan arises out of the basic vision and goals. These goals are written after the site assessment reveals the low points of the site’s current setting. After speaking with the Principal, teachers, and the children a series of programmatic elements shows itself as both useful and practical.

If a place doesn’t pass the kid test, you probably haven’t made a place that’s interesting. -Martha Schwartz

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Appendix D shows a simple survey given to students. The following are the encapsulated results.

Traylor Photo Survey Photograph male female total % Ranktetherball 2 2 4 4.60% 6

pond/water 2 2 4 4.60% 6

flowers/field 0 1 1 1.15% 9

wooden bench 0 2 2 2.30% 8

pavillion 2 2 4 4.60% 6

bushes/hiding 2 1 3 3.45% 7shade/forest 4 2 6 6.90% 4

baseball field 3 3 6 6.90% 4

soccer field 5 5 10 11.49% 1

garden 0 1 1 1.15% 9lizard wall 2 4 6 6.90% 4

hiding 1 2 3 3.45% 7

gateway 1 0 1 1.15% 9

rocks 4 4 8 9.20% 2

sand 0 0 0 0.00%

swings 4 2 6 6.90% 4

track ride 1 4 5 5.75% 5

playground-primary 6 4 10 11.49% 1

playground-intermediate 4 3 7 8.05% 3

TOTAL 43 44 87 100.0% The results of this simple survey reveal a base ranking of program derived specifically from the targeted user-group. Number one on their list is a tie between soccer fields and basic playground equipment. This is not unusual or unexpected. Rocks ranking as number 2 came as a surprise to the teachers. But this reveals to us that places of adventure and open exploration hold great interest for children and that this interest should not be stifled. Here again are the goals and specifics ways in which we can bring them into being.

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To create a diversity of areas for discovery and interaction. Children come from many different backgrounds and have many different interests. This holds true also for the neighboring community. It is wise, therefore, to create a space which fosters the individual talents and explorations while keeping

children visible and unified in the outdoor experience. Math zones, game tables, shaded spots, varying elevation, sunken play pits, well defined play fields, or small stages are all ideal elements for giving children variety. As art pieces, adding uniqueness to Traylor, large scale board games (such as Mancala or Quarto) can be easily built as safe play spaces. Large scale games combine both mental and physical activities. What few shaded and grassy spots exist currently should be preserved and highlighted as outdoor classrooms for learning.

A main axis running from the building out to the fields will provide a central organizational principal. The axis is more than a path, it is a space- a datum upon which we can incorporate an essential element of the master plan- the learning landscape. Large geometric patterns, arcs, tangents, numbers, and formulas can be simply and effectively laid into the concrete. A prominent feature is the simple arrangement of more complex mathematical principals adjacent to more complex physical equipment. As students develop physically so to will they develop mentally. A centralized shade feature will also help to create meaningful places for social interaction. Zones will develop, places, distinct from each other so that children will come to learn the importance of individuality and interaction. To create ecological showcases which highlight nature’s natural processes. Colorado has a very dry climate- one not suited for water-loving plants. In this age of conservation it is highly important for us to understand and to teach to our children, the value of sustainability. Plants are also the great ecological place-holders. They provide shade, security, and food for all forms of life. Housing a simple planting area within the grounds can provide endless hours of personal or guided exploration.

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Plants are visual indicators of site conditions- they readily respond either positively or negatively. This immediate response system will yield countless hours of ecological and science oriented discussion. To improve the experience of play by; designing age appropriate play areas, creating a shaded central area for playground monitoring, enhancing the colors of the place, and adding vertical ground plane elements.

What the eye sees and our bodies experience breaks down to two things- color and geometry. An active and vibrant setting has a direct impact upon cognitive development. Traylor Elementary is severely lacking in color. There is no grass, only gray dusty gravel for the children to play on. The play equipment is rusty metallic. The asphalt is a sun baked gray highlighted by dirt yellow court markings. All of this can be revitalized with the simple addition of large colorful geometric shapes which not only increase the visual vigor of the site but also convey basic principals of geometry. New playground equipment comes in a variety of primary and secondary colors and will greatly enhance the dynamism of the site.

Part of creating a healthy play system includes making sure that the equipment matches the child’s size. ECE, according to DPS regulations and common sense, will remain fenced off from the rest of the play zones. This does not mean that it will be deprived of the other intrigues the grounds will offer. This simply ensures that younger children will not accidentally find themselves’ in harms way from larger students.

Shade, a necessary part of our ecosystem for our health, is sorely lacking. The addition of trees will aid this deprivation. A shade structure, now common in DPS revitalized schoolyard, will be installed central to the activities. To create a sustainable, low-maintenance landscape. DPS maintenance of the grounds has been of concern. With this in mind the creation of a self-sustaining, self-monitoring system is paramount. The students and the surrounding neighborhood will be included in on the design and construction. This gives them a sense of ownership- a point of pride within their neighborhood. This type of system has yielded huge drops in vandalism- though not a problem here- it is indicative of the sense of ownership expressed in the communities. Grass is relatively easy to maintain, a bit of water and a weekly mow. Otherwise, materials can be self monitored and structurally built so as to remain inviting after years of rough play.

Natural objects inspire a child’s curiosity, evoking a passion for learning that stimulates all the senses.

-Gayle Evans

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The Program Elements (To be defined later) Shade Structure New Play Equipment Gateway Courtyard Grove Time Walk Seat Walls Math Walk

Large Scale Games Additional Plantings Additional Parking Running Track NOTES TO SELF Life is the game that must be played. -E.A. Robinson

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Master Plan Cost EstimateTraylor Elementary School

Prepared by: Edward Kinney, CU-Denver, Graduate StudentCategory Unit Unit Cost Quantities Total Cost

Project Start UpUtility Locate Free Site Superintendent Hourly 42.00$ -$ Trash Removal Weekly 100.00$ -$ Equipment Rental

Bobcat Weekly 634.00$ -$ Monthly 1,929.00$ -$

Temporary Const. Fencing LF $2.00 -$ Demolition

Remove Asphalt CY 57.22$ 128.33 7,343.04$ Remove Concrete CY 57.22$ -$

Remove all play equipment LS 4,000.00$ 1 4,000.00$ Fence Removal LF 3.70$ -$

Backstop Removal EA 1,500.00$ 7 10,500.00$ Saw cuts LF 3.00$ -$

Remove Plant Material HR 16.00$ -$ Demo Amphitheter HR 16.00$

Excavation Excavate & Stockpile Squegee CY 5.00$ 1972 9,860.00$

Excavate & Stockpile Dirt CY 11.00$ 466.66 5,133.26$ Excavation (off site removal) CY 6.00$ -$

Excavate amd remove roubble HR 20.00$ -$ Shape & Grade Berms CY 15.00$ -$

Soils Testing Bore 400.00$ 3 1,200.00$ Unforeseen Sub-grade Condition LS 5,000.00$ -$

Overlot grading SF 1.25$ -$ Fill CY 6.00$ 7269 43,614.00$

SUBTOTAL 81,650.30$

Site WorkAsphalt

Seal Coat Asphalt SF 0.50$ -$ Subgrade-Asphalt SF 0.30$ 4700 1,410.00$

Type A = 2" Overlay SF 1.00$ -$ Type B = 4" Overlay SF 1.35$ 4700 6,345.00$ Type C = 6" Overlay SF 2.05$ -$

Pavement Markings (paint) -$ 4-square EA 150.00$ 5 750.00$

Grid LS 2,000.00$ -$ Tetherball EA 150.00$ 4 600.00$ Basketball EA 500.00$ -$

Hopscotch/"The Wave" EA 150.00$ -$ Concrete

4" Flatwork SF 4.70$ -$ Concrete curb cut for drop off/pick lane LS 35,000.00$ -$ Concrete curb cut for drop off/pick lane LS 2,500.00$ -$

Concrete curb and gutter LF 5.00$ 0 -$ CO VI Roadbase, w/o excavation TON 18.00$ 0 -$

Subgrade-Concrete SF 0.30$ 160 48.00$ 2 Stairs, w/ landing EA 2,800.00$ 0 -$

3 Stairs, w/o landing EA 2,500.00$ 0 -$

7/6/2007 1 Copy of Budget MP

Category Unit Unit Cost Quantities Total Cost3' High Retaining Wall with footer LF 133.00$ 0 -$

2' High Stem Wall LF 42.50$ 575 24,437.50$ Raised Planter Bed LF 42.50$ 0 -$

Concrete Ramp EA 1,000.00$ 1 1,000.00$

Masonry Concrete Retaining Block, w/o pins FF 15.00$ -$

Concrete block only, w/o pins FF 4.55$ -$ Brick, installed w/sand bed & geofabric SF 5.00$ -$

Dry laid sandstone wall FF 12.00$ -$ 10' Brick Column-entry EA 2,337.00$ -$

Soft Surfaces Crusher Fines, installed w/ geofabric SF 1.20$ -$

Engineer Wood Fiber (delivered) SF 1.00$ 7350 7,350.00$ Install Engineer Wood Fiber SF 2.00$ 7350 14,700.00$

Edging-concrete block, installed LF 30.00$ -$ Edging-concrete block (material only) LF 11.00$ -$

Edging-concrete block (labor only) LF 19.00$ Edging-timber LF 9.00$ -$ Edging-plastic LF 14.00$ -$

Rubber Tiles, installed SF 16.00$ -$ Poured in Place Rubber Surface SF 20.00$ -$

SUBTOTAL 56,640.50$

MetalStainless Steel Bannister LF $100.00 0 -$

Shade Structure with masonry columns LS $40,000.00Shade Structure LS $25,000.00 1 25,000.00$

4' Chain Link Fence LF $12.00 150 1,800.00$ 6' Chain Link Fence LF $14.00 30 420.00$

Chain link pedestrian gate EA $350.00 2 700.00$ Chain link pedestrian gate EA $386.00 -$

Chain link drive gate EA $850.00 -$ 6' Chain link fencing fabric, installed LF $6.10 -$

Specialty fencing-Bromwell galv. Grid/panel LF $17.00 -$ "Iron" specialty fencing LF $40.00 -$

Bollards EA $500.00 -$ Baseball Backstop EA $6,000.00 2 12,000.00$

SUBTOTAL 39,920.00$

PlumbingConnect to Storm Sewer EA $2,000.00 0 -$

SUBTOTAL -$

Recreation Play EquipmentECE Play Structure LS $20,000.00 -$ install play structure 25% -$

Primary Play Structure LS $27,000.00 -$ install play structure 25% -$

Intermediate Play Structure LS $27,000.00 -$ install play structure 25% -$

2-Bay Swings EA $2,000.00 9 18,000.00$ Running Track SF $1.10 4500 4,950.00$

Basketball Court Backstops LS $2,000.00 3 6,000.00$ SUBTOTAL 28,950.00$

Interactive Areas Riparian Garden LS $5,000.00 0 -$

Misc Play-travel ring ect. LS $3,000.00 -$ Ecosystem Gardens LS $3,000.00 1 3,000.00$

7/6/2007 2 Copy of Budget MP

Category Unit Unit Cost Quantities Total CostCultivated Gardens LS $5,000.00 -$

Habitat Gardens LS $1,500.00 -$ Cultural Gardens LS $2,500.00 -$

Boulder Field LS $3,000.00 2 6,000.00$ SUBTOTAL 9,000.00$

Art Elements Vertical Banner Poles EA $175.00 0 -$

Mural LS $1,500.00 1 1,500.00$ Tile Project FF $4.00 0 -$

Sculpture EA $2,000.00 1 2,000.00$ Game Tables EA $500.00 1 500.00$

Acoustic Element EA $2,000.00 0 -$ SUBTOTAL 4,000.00$

Additional ElementsPicnic Table, metal Unit $2,000.00 -$

Picnic Table, concrete (game) Unit $500.00Benches, metal Unit $2,000.00 4 8,000.00$

Signage LS $3,000.00 -$ Trash Can EA $1,000.00 2 2,000.00$

SUBTOTAL 10,000.00$

Landscape Planting2" Caliper Tree EA $300.00 4 1,200.00$

4.5" Caliper Tree EA $500.00 16 8,000.00$ Irrigation, whole site SF $1.25 127704 159,630.00$

Sod install SF $0.12Sod delivered to site SF $0.25 127704 31,926.00$

Shrub bed mulch SY5-Gallon Shrub EA $30.00 -$

SUBTOTAL 200,756.00$

MiscellaneousUnforeseen Repairs LS $1,000.00 1 1,000.00$

Final Power Wash EA 330.00$ -$ SUBTOTAL 1,000.00$

Hard Cost Subtotal 430,916.80$

Soft Cost A/E Fees 8% Constr Costs 34,473.34$

General Conditions 5% Constr Costs 21,545.84$ Contingency 10% Constr Costs 43,091.68$

Soft Cost Subtotal 99,110.86$ GRAND TOTAL 530,027.67$

7/6/2007 3 Copy of Budget MP

Category Unit Unit Cost Quantities Total Cost

7/6/2007 4 Copy of Budget MP