Prince George’s County Public Schools Prototype High School Educational Specifications

Prince George’s County Public Schools Prototype High School Educational Specifications
Prince George’s County Public Schools
Prototype High School
Educational Specifications
Approved
February 2015
High School Educational Specification Prototype
Table of Contents
Purpose of the Educational Specifications ............................................................................................................ 1
Background ................................................................................................................................................................. 3
Vision for High Schools ........................................................................................................................................... 5
General Planning Considerations ............................................................................................................................ 7
Educational Technology ......................................................................................................................................... 11
Safety and Security ................................................................................................................................................... 15
Sustainability Criteria ............................................................................................................................................... 16
Capacity Calculation ................................................................................................................................................ 23
Space Requirements Tables .................................................................................................................................... 25
Academic Core Space.............................................................................................................................................. 33
Special Education..................................................................................................................................................... 52
Academy Support Space ......................................................................................................................................... 55
Administration Space Requirements .................................................................................................................... 61
Guidance/Student Services Space Requirements ............................................................................................... 75
Health Suite Space Requirements ......................................................................................................................... 83
Media Center Space Requirements ....................................................................................................................... 89
Performing Arts Space Requirements ................................................................................................................ 105
Physical Education Space Requirements ........................................................................................................... 125
Student Dining & Food Service Space Requirements ..................................................................................... 137
Visual Arts Space Specifications .......................................................................................................................... 145
Maintenance & Custodial Space Requirements .................................................................................................. 89
Athletic Fields Space Specifications .................................................................................................................... 151
APPENDIX A: Size Matrices ............................................................................................................................. 159
APPENDIX B: Phys Ed Guidelines .................................................................................................................. 161
APPENDIX C: Special Education Regional..................................................................................................... 171
High School Educational Specification Prototype
Educational Specification Participants
The Project Planning Committee reviewed and revised the High School, Middle School and
Elementary School Educational Specifications (Ed Specs) from July through November of 2014. The
meetings occurred on July 17th, September 4th, October 2nd, and November 3rd. In addition, the
group toured Oxon Hill HS on November 17th to compare it to the final draft of the Ed Spec. The final
draft is the result of the participant‟s recommendations, suggestions, and guidance during the
process of creating prototypical educational specification standards for all PGCPS high schools.
Educational Specification Participants
Academic Programs
Administrative Spaces
Athletics (Interscholastic)
Career Academies
Creative Arts (Visual)
Career and Technology Edu (CTE)
Curriculum & Instruction
Early Childhood
Environmental Literacy
ESOL
Food and Nutrition Services
Health Education
Health Services
Information Technology
Instructional Technology Training
Maintenance/ Plant Operations
Mathematics
Media Center
Performing Arts/Drama
Performing Arts/Music (Instrumental)
Performing Arts/ Music (Vocal/ General)
Physical Education
Pupil Accounting & School Boundaries
Reading/Lang Arts.
Safety Office
Science
Security
Senior Television Systems Eng.
Special Education
Student Services/Counseling
Telecommunications
Visual Arts
Textbooks
Transportation
Dr. Kara Miley-Libby, Director
Dr. Sito Narcisse
Mr. Earl Hawkins, Director
Ms. Lateefah Durant/ Ms. Regina Garrett-Spruill/
Ms. Ashley Robinson-Spann
Ms. Elizabeth Stuart, Supervisor
Ms. Pamela Smith
Dr. Gladys Whitehead, Director
Ms. Diane Bonanni
Dr. Sylvester Conyers/James Roberson
Ms. Alison Hanks-Sloan
Ms. Joan Shorter
Ms. Nana Donkor
Ms. Karen Bates/ Ms. Pat Papa
Mr. Wesley Watts, Director/ Mr. Mark Turner
Ms. Lisa Spencer/ Mr. Hugh Jessell/ Ms. Barbara
Liedahl
Mr. Carl Belcher, Director/ Mr. Sam Stefanelli
Ms. Stephanie McLeod (MS)/ Ms. Judith Russ (ES)
Ms. Shari Blohm
Ms. Anita Lambert, Coordinating Supervisor
Mr. Lionel Harrell
Ms. Judith Hawkins
Ms. Amy Wiley
Mr. Johndel Jones-Brown, Director
Ms. Altramaz McQuaige
Mr. Vincent Curl
Mr. Godfrey Rangasammy/ Ms. Lorrie Armfield
Mr. Rex Barrett, Director/ Mr. Scott Bond
Mr. Grant Kittleson
Ms. Joan Rothgeb/ Mr. Scott Geist
Mr. Daryl Williams/ Ms. Oretha Bridgewaters
Ms. Robin Evans/ Mr. Robert Antonetti
Ms. Brenda Makle/ Ms. Patricia Payne
Mr. Jason Brutvan
Ms. Lori Carter-Evans, Director
High School Educational Specification Prototype
Capital Programs
Capital Programs (Design)
Capital Programs (Planning)
Capital Programs (Project Management)
Ms. Sarah Woodhead, Director/ Mr. Rupert
McCave, CIP Officer
Elijah Gross
Elizabeth Chaisson
Andrew Onukwubiri
Consultant, McKissack & McKissack (Public Pathways), Ms. Deanna Newman
High School Educational Specification Prototype
Purpose
Purpose of the Educational Specifications
Educational specifications serve as the link between the educational program and school facilities,
whether contemplating a new building, or assessing the educational adequacy of an existing building
prior to renovation. The purpose of educational specifications is to clearly describe the various
learning activities to be housed in the school, their spatial requirements, appropriate locations within
the building or the site and any special requirements that a designer or a facility planner would need
to consider.
The development of educational specifications is more a process of pre-design problem definition
than a process of problem solving. It is important that the educational specifications, as thoroughly
as possible, describe the facility‟s anticipated uses and identify the specific physical characteristics
that will be required to house and promote the proposed activities. The educational specifications
should provide detailed parameters to guide the design professional‟s design, rather than describe
how the facility is to be constructed.
The elements that all educational specifications should contain are fairly exact, however the
processes used to develop the educational specifications and the manner in which the information is
presented may vary. These differences in the development and presentation of the educational
specifications can be attributed to a number of factors including, variations in community
involvement, educational programs, and school sizes.
It is important that all educational specifications attempt to:
•
Involve educators and community representatives in the definition of educational needs;
•
Enable school planners to better understand the purposes of the facility;
•
Help the designers to create a building that fits the educational program and needs of the
building occupants or users; and,
•
Eliminate oversights that are expensive to correct once construction is complete.
A well-prepared educational specification is an integral part in the creation of a building that
enhances the learning environment, accommodates learning activities, and provides pleasant
surroundings for occupants and visitors. A poorly developed educational specification generally
results in a mediocre facility, or one that is marginally functional for education.
The Process for Developing the Educational Specifications
Facility programming, through the process of educational specification development, precedes the
traditional architectural design phase in the building delivery process. The primary resources for this
programming task are the building occupants or users. It is their objectives and needs that the
planning team utilizes to shape the educational specifications. The ultimate success of a school
capital project rests on the effective communication between those who design and those who will
use the built environment. The educational specifications are the communication tool that must
bridge the gap between the building‟s designers, educational planners, and final occupants.
There are several steps in the planning of a capital project that precede the development of the
education specification to set parameters and define the scope.
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High School Educational Specification Prototype
Purpose




Programmatic vision for what will be taught and how it will be taught including educationally
specific descriptions
Creation of an „educational specification prototype‟ or design standards to provide continuity
and equity across all comprehensive PGCPS schools
Demographic analysis to confirm future capacity and thus future scopes
Prioritization and timetable for accomplishing the capital program
After the scope and parameters for a project are identified, the next step in the educational
specification process is to establish a school building planning team or committee. The planning
team should be kept small enough so that it can function as a group and not become unwieldy, yet
the planning team should be large enough to include a cross section of students, teachers,
administrators, parents, and community members. A team of 8 to 20 members is probably sufficient
for the task, however this may vary within each community. Team members should have the interest
and desire to be involved in the planning of the school project and should have a stake in the
outcome.
The planning team will be required to formulate, organize and prioritize all ideas and input regarding
what the school should be. They will serve as the impetus in the collection of information, as a
review body of what is proposed, and as a communicator regarding the educational specification
effort with the school staff, the student body, and the community. It is essential that people who are
going to work in the facility (building principal if known, teachers, maintenance and custodial support
staff, and students), if not serving on the committee, be invited to provide input in the process that
shapes the facility. These are the people who will spend the bulk of their time in the facility after it is
constructed.
The team will be involved through the design process and work with the architects to translate the
educational specification into drawings and eventually into the school facility they had envisioned.
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Background
Prototypical information to be included in each school building site description:
Background
Site specific
Mission
Site specific
History
Site specific
Demographics
Site specific
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High School Educational Specification Prototype
Background
Project Scope and Justification
Projects requiring an educational specification will include:

New schools (or replacement schools)

Comprehensive modernizations

Additions

Major renovations
All projects will begin with the same criteria and basic guidelines as outlined in this template.
Whether a new school or modernization, it is expected that the finished school will be new or „like
new‟.
Best practices in school maintenance support the comprehensive modernization of school buildings
every 35-40 years. Although consistent routine and regular maintenance of building components
can extend a building‟s life span, most major components reach the end of their useful lives at
between 15 and 35 years and become inefficient and prone to failure. Additionally, changes in the
teaching styles and content, new technologies, and, for many schools, multiple unrelated additions
require redesign and upgrading of the teaching and learning spaces. Modernizing to „like new‟
standards assumes the replacement of all major systems, the rightsizing and equipping of all
classrooms and core spaces, state-of –the-art technology, and site improvements to current
standards.
Site specific
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High School Educational Specification Prototype
General Planning Considerations
Vision for High Schools
The Learning Community School
Prince Georges County Public Schools is encouraging all high schools to create small learning
communities. Small communities or academies facilitate a variety of instructional strategies and
provide a learning environment
which is characterized by flexibility, a
sense of community for the students
and teachers, and a safe, wellsupervised environment. Teachers
will have the option and flexibility
within a cluster to create and
organize learning environments that
work for students and their learning
styles.
Academic learning communities
should be located in the quiet areas
of the building that can be isolated
during the off-hours. Noisier areas
are
grouped
near
the
parking and public areas and allow
for after-hours access. Diagram A
shows a typical bubble design based
on the learning community concept.
The Career Academy Model
As part of a major reform effort, high schools in Prince George‟s County are being reorganized into
„Career Academies‟ to prepare students to meet challenging new standards for successful
citizenship in the 21st century. The new organizational structure places the school system‟s focus on
ensuring the well-being and academic achievement of students in a safe school environment, and
involving families and the broader community in collaborative partnerships to support the educational
process. Career academies are high school programs of study in which a group of students stay
together with the same teachers for two or three years. The curriculum organizes instruction in
academic subjects around an industry or occupational theme and enables students to fulfill
requirements for college entrance in addition to acquiring work-related knowledge and skill.
The academies offered within each school will provide a structure by which schools can organize
guidance and instruction for students according to their interests and career goals. Each academy
offered has been developed to ensure that all students:
1. Master high levels of mathematics, science, English, and social studies that are required to
meet graduation requirements and to enable them to articulate to any institution or higher
education;
2. Meet graduation requirements;
3. Complete a sequence of elective courses during grades 11 and 12 reflective of the career
pathway they have chosen;
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General Planning Considerations
4. Define the connection between learning and real-world application; and,
5. Participate in a work-based learning experience consistent with their program of study.
The district will ensure that all academies are offered once in each of 5 regional clusters (4-5 high
schools in each). However, not all schools will have all course offerings within an academy. The
choice of offerings will be based on the school size and other programs already offered at that
school.
Architecture & Design
Aviation & Transportation
Business & Finance
Consumer Services, Hospitality & Tourism
Engineering & Science
Environmental Studies
Global Studies
Graphic Arts, Media & Communication
Health & Biosciences
Information Technology
Law, Education & Public Service
Homeland Security & Military Science
Performing Arts
The learning community envisions a system that is flexible enough to accommodate a student in
relation to his or her individual strengths. Students will work until they master the material, and any
re-teaching will not be done at the expense of all. Flexible time schedules and assignment of staff
will be treated as supple resources that can be used to ensure that increased equity and excellence
become a reality.
Diagram B below shows an example of a typical learning community. This is illustrative only. Each
academy would typically contain interdisciplinary clusters of classrooms, wet labs, common project
space, small group rooms, a special program resource room, teacher work area, and student
lockers. The school program is based on team teaching with a focus on a project-based
interdisciplinary curriculum. The current educational movement is away from a compartmentalized
curriculum with teacher as “dispenser of knowledge” to a hands-on, student-centered, experiencebased curriculum with teacher as “coach”. Classrooms should be flexible both within and between
learning areas. The new vision for the primary teaching and learning spaces is „learning studio‟.
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General Planning Considerations
General Planning Considerations
Administration/Student Services
From the parking and walking access areas, all visitors should be able to identify a „single point of
entry‟ to the school. Immediately upon entry, universal signage and visual cues should guide parents
to a spacious, welcoming area with seating and access to the main office staff. If feasible, visitors
should be required to enter the welcome center before proceeding into the rest of the school.
Registration and family services should be located near the main office. The other administrative
offices and guidance services may be decentralized to increase security and supervision throughout
the campus.
Cafeteria
The cafeteria and serving lines should be well lit with natural and artificial light. The ceiling height
should be balanced with the overall volume and treated acoustically. A variety of seating options,
including outside seating, is desirable. Electrical outlets for charging mobile devices are also
desirable.
This area will be used for student dining, group activities, and community meetings. It is proposed
through creative design that this area will effectively house multiple functions.
 A movable wall will allow for multiple functions, and in large schools allow for smaller student
groupings at lunchtime.
 At least 2 permanently mounted, white boards and electrical outlets for mobile projectors
would support „break-out‟ discussions
 Wireless access points and wall outlets need to be sufficient to support on-line testing if
needed. Wireless capacity should match, or be greater than, room capacity.
Community Use
It is assumed that the community will use the building for recreation, meetings and educational
functions. Security during these times is important. The architect will zone the building for flexible
after-hours use, and note both active and passive security measures.
Corridors and Commons Spaces
The front entry lobby should be welcoming and inviting for students, staff, and visitors. A display
monitor should be provided in the lobby and additional display systems should be provided for 2dimensional and 3-dimensional student work and awards. Finishes should be durable and easy to
maintain. Colors, artificial lighting, and natural daylighting should be managed artfully.
Minimize long low-lit hallways lined with classroom doors. Consider informal learning/ collaborative
areas for pull-out and views to the outside. Transparency from the classrooms into the hallways will
increase supervision and encourage use of the space for learning.
Display Case - A built-in recessed display case with „tackable‟ backboard and controlled recessed
lights shall be located in the entrance foyer, music area, art area, media center, and at the entrance
to each team or grade level area. Provide safety glass.
Sustainable Water Coolers should include reusable bottle fill-up options.
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General Planning Considerations
Furniture & Equipment
Classroom activities vary in terms of grouping and orientation; therefore, the furniture should be
flexible to accommodate a variety of classroom formats for both individual and group activities.
Teachers and students should have storage space for personal belongings, papers, books, supplies,
and teaching materials. To the extent possible, movable furnishings will be used, rather than fixed
casework, to provide flexibility for future reconfiguration.
Student desks and chairs should encourage rearrangement. Class sizes vary from 20:1 in the core
subjects to 28-30:1 in some classrooms. PGCPS requires a larger classroom than has traditionally
been designed to support larger classes and flexible arrangements. Alterative seating options will
be considered for comfort, mobility, and/or compatibility.
Handicapped Accessibility
The entire facility will be accessible for students, staff, and visitors. This will be accomplished
through judicious use of ramping and elevators with sufficient internal clearances for circulation,
convenient bus/van loading and unloading, and nearby handicapped parking spaces. All elements
of the Americans with Disabilities Act must be complied with, including wayfinding and signage,
appropriate use of textures, and universal accessibility of all indoor and outdoor school facilities.
Media Center
School libraries are changing from being quiet book-lined spaces for research and contemplation to
multi-media, interactive studios for social collaboration for faculty and students. It is one of the
largest most flexible areas in the school, transforming itself from dozens of varied self-directed
activities to a large group meeting and presentation space in a matter of minutes.
Often part of school commons, new media centers are more than 50 percent digital and offer both
learning areas as well as production areas. The ideal media „commons‟ might move from noisy to
quiet - through a „café‟ and mobile computing environment, to small group study areas, to individual
study carrels or an on-line learning room. Visual access and varied seating is important to create a
transparent and inviting culture.
On-line and independent learning applications are some of many new learning paths that schools
are embracing. Virtual schools and „blended learning‟ models are successfully reaching some
students who need to learn at their own pace. As part of the media commons, the on-line learning
center will have access to a variety of resources and expertise.
Site
(More specifics listed under Safety and Security and Sustainability Considerations)
School sites shall have perimeter security fencing preventing access to walkways and courtyards
when facility is not occupied, but allow for public use of exterior athletic facilities. Design exterior
doors to prevent unauthorized entry by minimizing key locks and hardware on doors which would not
be used for the purpose of entry but are installed for emergency egress.
A flag pole and electronic marquee will be installed in the front of the school.
Consider the entire school grounds as a teaching opportunity, with a central space as the „outdoor
learning area or classroom'. An ideal location for garden plots would be to the south of the school.
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General Planning Considerations
Special Education
PGCPS offers a continuum of services to students with special needs. To the extent possible
students are educated in their home school using co-teaching, occasional „pull-out‟ focused on
intervention, or self-contained classroom settings. The number of students and range of teaching
options may vary from year to year and all classrooms should be designed to accommodate all
students regardless of their disabilities.
Special education facilities will be integrated throughout the school to support the concepts of
inclusion and the specialized requirements for the students. Special attention will be given to
accessibility of all facilities and an integrated learning program.
Occasionally, a regional program for students with more intensive needs will be located at a
neighborhood school. See Appendix C for details and specifications of the High School Regional
Special Education program.
Traffic and Circulation
The site circulation will be organized for safety and efficiency. This will be accomplished through
careful separation of vehicular and pedestrian traffic. School bus loading and unloading areas should
be separated from parent drop-off areas and from staff and student parking.
All areas should be clearly identified. It is best to use signage, curb striping and other pavement
markings to direct parent pick-up/drop-off lanes and to prohibit unauthorized vehicles from entering
the school bus loops. Signage and bumpers for parking spaces shall be provided by the contractor.
Non-bus riders who walk and/or bike to school need to be isolated from all types of vehicular traffic
and provided adequate pathways to and from the school building. Bike racks should be provided to
make it feasible for students to bike to school.
Adequate space is needed to load and unload students who have physical disabilities. If possible,
identify a school bus loading and unloading area closest to a door that is accessible for students who
have physical disabilities to reduce the distance from the school building to the bus.
Design bus loops to accommodate both immediate and future needs to allow for expansion of
programs and an increase in bus ridership that will result in more buses.
Sufficient stacking space will be provided to prevent congestion of busy streets.
The following traffic-related activities occur on the school site: (Prototypical information to be
included in each school building site description)
A. Approximately, ____ school buses will enter and exit the site at the beginning and end of
each school day.
B. Approximately, ____staff will enter and exit the site daily.
C. Service and visitor (___ spaces) vehicles will enter and exit the site daily.
Visual Arts and Performing Arts
The art and music classrooms will be shared by all grade levels for general class and small group
instruction. The location and access to these rooms should promote orderly transitions.
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General Planning Considerations
If possible, the music suite will be located near the performance area. Unless a separate auditorium
already exists, the performance space seating area for middle school will be co-located with the
multi-purpose/dining. This space should be able to seat 50% of the student population for a
performance. The architect should consider acoustics, viewing site lines, and the logistical
challenges of student performances early in the design process to ensure that these two functions
can operate with minimal compromises.
The art classroom should preferably be on the ground floor with an optimal north light orientation.
An outside patio and seating area will offer additional work, display, and performance opportunities.
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High School Educational Specification Prototype
Educational Technology
Educational Technology
The implementation of a voice, data, and video telecommunications system throughout schools is
standard across the country. Appropriate and strategically designed and installed technology greatly
enhances the teaching and learning of basic skills and positions a school to take advantage of
technological developments in the future. All classrooms should be multi-use/multi-purpose with
invisible technological support. There should be a seamless web of technology to support the
classroom management between administration, teachers, students, and the home. As home and
business worlds move into higher levels of technological applications, it is critical for schools to be
able to integrate technology into the teaching and learning processes.
Technology has four primary applications within the school environment. These applications have
the potential for a positive impact on every aspect of the educational processes found in schools.
The below diagram provides a visual of how the four primary applications interface with each other
and some examples of educational applications in each area.
Personnel, E-Mail, Word Processing,
Database, Spreadsheets, Phone
ADMINISTRATIVE
TASKS/ COMPUTING
Accounting
Payroll
Inventory
DATA
PROCESSING
STUDENT
SERVICES
Schedules
Grades
Attendance
Counseling
Transportation
Food Services
INSTRUCTIONAL
TECHNOLOGY
Media Centers, Computer Applications,
A/ V Applications, Distance Learning, Telecomputing
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High School Educational Specification Prototype
Educational Technology
Outside
Lines
VOICE
NETWORK
Paging
System
Voice
Mail
Homework
Hotline
Phone
Spk
Admin.
File
Server
LEARNING
ENVIRONMENT
External
Video
Sources
VIDEO
NETWORK
TV &
Control
Interactive
A/V
Sources
Library
File Server
Data
Port
DATA
NETWORK
Comm. Server
& Outside Lines
Teacher
Workstation PC
Scheduling
PC
CD-ROM
Tower
Instructional
File Server
A good technology network can support multiple instructional designs:
Whole Group Instruction (20-30 students)
This includes the use of interactive boards/walls, LCD displays, video stills, and various forms of
computer display techniques. For the near future, laptop computers, tablets and handheld
devices will be the tools in the classroom and need to be secured and charged nightly.
Small Group Instruction (6-8 students)
This includes areas in the classroom and in shared common spaces where a teacher or another
resource person can work with groups of 6-8 students. The technology is essentially the same as
whole group instruction technology, the only difference being the size of the groups.
Individualized Instruction (1-2 students)
This is primarily a computer-based instruction design where students interact with a computer
workstation. As all forms of technology become more and more digitized, it is envisioned that
these will become multimedia workstations that integrate voice, video, and data formats.
In the future, it is likely that most end-user devices will be portable. The implications of an all
mobile computing environment should be envisioned today to insure that schools are prepared
for the wireless and electrical demands of the near future.
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Educational Technology
Technology goal in the building:
Voice: Telephone (IP) and voice communications in every classroom and throughout the entire
building as well as to other persons in the school system and external resources including
parents and community members.
Data: Wireless data retrieval capabilities in every classroom and throughout the entire building
as well as network capabilities district-wide and to other external databases.
Video: Video distribution in every classroom and throughout the entire building with interactive
video capabilities to support whole and small group instruction, distance learning, and providing
access to a wide range of internal and external resources. Appropriate school-wide infrastructure
is needed.
All Teaching Stations
Each learning studio (classroom, lab, resource room, conference room) will be equipped for
multimedia presentation. The choice of equipment will be determined one year prior to school
opening and will represent the best available teaching and learning tools at that moment.
Currently: PGCPS is installing interactive white boards (SMART Boards) with short throw projectors
mounted just above the center of the writing board.
Alternatively: Ceiling mounted digital or LCD short throw projectors and wall mounted screens may
be provided in each classroom. Multimedia sources such as PC, document camera, teacher audio
assist, video tape decks; DVD and HDTV are connected to it. The teacher can select sources for
display on an as-needed basis using remote control.
All playback devices and accessories in classrooms are placed in a lockable A/V cart situated near
teacher‟s desk. All devices are permanently connected to the display panel and the teacher can
control the operation by remote control at the desk.
Current standards require the following minimum number of outlets in a typical classroom or
instructional area:
• One (1) outlet for control of the classroom projector/interactive board
• One (1) outlet for telephone at the teacher station
• One (1) outlet for the intercom system
• Two (2) outlets at the teacher station for a teacher‟s computing device and accessory
• Two (2) outlets for wireless network
• Four (4) outlets for student use
Twenty (20) ampere circuit, or additional as required, to support computers, printer, and typical
classroom equipment shall be in each classroom. Electrical outlets shall be at six feet (6‟) on center.
In standard classroom they shall be paired with four data outlets around the room, not including the
teacher station outlet.
Distance Learning - Every classroom should be able to support distance learning with good
acoustical characteristics reducing reverberation, reflection of sound, thus eliminating feedback. This
will be a multi-media rich environment with video cameras with preset controller, monitors for remote
and local monitoring, telecommunication link, computer and other signal sources. The system shall
be capable of selecting multiple signal sources. The system shall conform to common
teleconferencing „H standards‟, capable of point to point, point to multi point, multipoint to multi-point
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Educational Technology
configurations. It shall be compatible with desktop conferencing as well. The system shall include
dynamic feedback control circuitry. An integrated storage and on demand playback capability is
highly desired. It shall be upgradeable to emerging standards such as MPEG4.
The mixed sound will be amplified and sent through the speakers (preferably ceiling mounted).
Conference Room Technology – All administrative conference rooms will have on-table computer
connections to a video display screen and be internet capable.
Recharging stations - Opportunities to plug in user devices should be intentionally installed in the
cafeteria, informal learning alcoves, media center, outdoor learning areas, etc.
Communication System
A two-way voice communication system shall be installed that will provide communication between
the administrative area and each teaching station or support area, with a telephone in every room.
This same system should have the potential to carry an auditory signal automatically controlled and
located in the administrative area. Provision should be made for these signals to reach all teaching
and support areas including the outdoor activity area. The public address system shall be integrated
with the telephone system with a Call Back (CB) feature from the classrooms and support areas to
the main office.
Provide an assistive listening system, e.g., an induction loop to augment standard public address
and audio systems for persons with severe hearing loss in Auditorium, Gymnasium, etc. Frame relay
and fiber connection shall be installed.
The telephone company will bring fiber cable to the building with wide area network connection.
Currently: Cable TV with a closed TV system is installed in each instructional area and conference
rooms.
In the future: Video signals may be carried over IP from any internet able device. When that
occurs, cable will still be needed in the gymnasium, auditorium, and main office for emergency
broadcasts.
Head End (Telecom) Room
A central wiring closet will be located in the Media Center and house all POE (Power over Ethernet
switches) to support phones, wireless access points, and video cameras. It will also house the
central server, PA system, telephone, television, and technology wiring, with shelves for networking
hubs, switch, UPS, file server, etc.
See individual space descriptions for special technology needs.
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Safety and Security
Safety and Security
PGCPS wants to maintain an inviting and de-institutionalized environment, while simultaneously
providing a safe environment for students, staff, and community members, who use the facility and
adjacent support services. The organization of a building will have a major impact on student
behavior and safety concerns. Building security can be addressed in an active or a passive manner.
Active security is based on security systems; passive security is based on program design, building
configuration, and community participation. Schools should be based on passive concepts with
applied active concepts where necessary.
Building Layout
 Avoid blind spots, corners, and cubby holes
 Design toilets to balance the need for privacy with the ability to supervise
 Develop spatial relationships that are natural transitions from one location to another
 Locate administrative and teacher preparation with good visual contact of major circulation
areas (i.e., corridors, cafeteria, bus drop-off, parking)
 Locate areas likely to have significant community use close to parking and with zoned
access
Egress and Life Safety

All doors into classrooms, offices and support areas must have a clear safety glass
window with blinds for control of views into the classroom; doors should be able to
lock from the inside allowing the ability to shelter in place

Door bells should be installed at the main and kitchen entrances

Emergency generator capability, where appropriate, in compliance with MEMA regulations

Outside lock box for police and fire departments to be provided. (Knox Box system)
Types of Building Materials
 Incorporate pitched roofs which inhibit roof entry and are aesthetically pleasing
 Install non-slip floors at point of entry
 Limit size of windows – use multiple smaller windows rather than one large window
 Use durable wall surfaces that are easy to clean so graffiti can be removed
Uses of Technology
 At least 1 electronic key entry into the building
 Building-wide all-call designed to be heard throughout the school and on the play fields
 Key systems that track users
 Motion or infra-red detectors, which can also be configured to conserve lighting costs
 Phones in every instructional and support area
 Video cameras both inside and outside of the building
Vehicular and Pedestrian Traffic/Landscaping
 Provide security lighting around building and parking lots with photocell timer with on/off
 Separate student (pedestrian) traffic flow
 Use aesthetically pleasing fencing around perimeter of the building
 Use high trees and low bushes (clear view between 3 to 6 feet high) to deter hiding
February 2015
15
High School Educational Specification Prototype
Sustainability Criteria
Sustainability Criteria
Energy and Environmental Design
Prince George‟s County Public Schools PGCPS has adopted the Prince George's County‟s, Go
Green Initiative Executive Order 22-2007, which was approved in October 2007, and The High
Performance Building Act of 2008, which was passed in the 2008 General Assembly session,
requiring all new schools achieve a rating of Leadership in Energy and Environmental Design
(LEED) Silver or equivalent from a nationally recognized accreditation entity. Under the 2009 LEED
for Schools New Construction and Major Renovation, PGCPS has set a goal to achieve LEED Gold
certification on all new schools. In 2009, PGCPS received LEED Gold certification for the Vansville
Elementary School, and in 2010, received LEED Gold certification for the Barack Obama Elementary
School. There are currently ten school projects that are registered with the U.S. Green Building
Council to achieve LEED certification. A few of the „GREEN‟ Initiatives are as follows:
Architectural Design:
 Architectural shade overhangs on west and south windows
 Clerestory windows and a classroom natural ventilation strategy
 Entrance canopy shades on windows
 Natural daylight in the entry hall
Alternative Energy Use:
 Geothermal mechanical systems have been adopted for all school projects
Energy:
 Fundamental and Enhanced commissioning of the building energy systems to include
heating, ventilating, air conditioning, and refrigeration (HVAC-R) systems (mechanical and
passive) and associated controls
 Lighting and day lighting controls
 Maximize use of natural day lighting in teaching areas
 Provide excellent indoor air quality (IAQ)
 Reducing Heat Island Effect at the roof level (green roof) and at the site grade level
 Renewable energy systems (wind, solar, photovoltaics, etc.)
 White Energy Star compliant roof for all projects
 Whole Building Energy Simulation
 Zero use of chlorofluorocarbon (CFC)-based refrigerants in new building HVAC-R systems
Environmental Site Design:
 Locating the buildings on site to maximize the open space for athletic play fields
 Minimizing the building footprint on the site, by building two or more stories
 Preferred parking will be provided for low-emitting and fuel efficient hybrid vehicles
 The use of any available natural woodlands on site for environmental classrooms or outdoor
studies (Dr. Henry A. Wise, Jr. HS; Mary Harris “Mother” Jones ES, Future design for
Fairmont Heights HS Replacement)
 The use of vegetated landscape on 50% or more of the open space
Construction Waste:
 Recycle construction and demolition waste
16
February 2015
High School Educational Specification Prototype
Sustainability Criteria
Education:
 A "School Yard Habitat" for planting
 An outdoor teaching classroom adjacent to the science classroom
 Green Building Curriculum
 School as a teaching tool by making “GREEN” building features as visible as possible
Maintenance and Housekeeping:
 Entrance Lobby Walk-Off mats
 Green Housekeeping
Materials and Resource:
 GREEN Guard certified furniture for the classrooms
 Select environmentally preferred building materials
 Utilizing materials from within 500 miles from the site
Recycling Initiative:
 Providing a room in each facility for storage and collection of recyclables
Water Efficiency and Conservation:
 Dual-flush water closets in all restrooms and toilets
 Low-flow lavatories in all restrooms and toilets
 Low-flow plumbing fixtures
 Low-flow shower heads
 Low-flow sinks in the classrooms
 No landscape irrigation.
 Use of drought tolerant, low maintenance native and adaptive plant species
 Waterless urinals
Environmental Performance
Scientists who study the "neuroscience of learning" are finding that certain lighting, acoustics, and
spatial relationships support or hinder the learning process. Researchers have presented findings
that link measurable outcomes such as student attendance, academic performance, faculty
retention, and disciplinary actions.
Acoustics
Research links the importance of maintaining appropriate acoustic conditions for student learning.
This relates to noise from external sources and reverberation in the classroom and is linked to
academic achievement, behavior, attention, and academic concentration. Classroom design
parameters are generally accepted as outlined.
Goal: Limiting reverberation and background noise and improving sound isolation.
February 2015
17
High School Educational Specification Prototype
Sustainability Criteria
1) Reverberation
DESIGN PARAMETERS
.6 per second
PARAMETER NOTES
ANSI S12.60
2) Background Noise
35 dBA
LEED
3) Sound Isolation
STC 50 between Classrooms
Environmental / Air Quality
According to the U.S. Center for Disease Control and Prevention, American children miss
approximately fourteen million school days each year due to asthma. Controlling environmental
factors such as dust, pollen, and carbon monoxide could help prevent more than 65 percent of
asthma cases of elementary school-age students according to the American Journal of Respiratory
and Critical Care Medicine. The following classroom design parameters should be considered when
modernizing a school facility. (Note: where more recent U.S. Environmental Protection Agency
(EPA) & American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE)
parameters must follow recent updates.)
Goal: To ensure comfortable rooms, address temperature control, ventilation, and air filtration.
1) Winter Temperature
Summer Temperature
DESIGN PARAMETERS
68.5 to 75.5 degrees
74 to 80 degrees
PARAMETER NOTES
EPA & ASHRAE 55-04
2) Humidity
30 % to 60% relative humidity
EPA & ASHRAE 55-04
3) Air Changes
6-10 per hour minimum
ASHRAE
4) Outdoor Air Ventilation
10CFM per person minimum
Plus 0.12 per SF of area
5) Air Filtration
MERV 13
LEED
Ergonomics
A 2007 study compared adjustable furniture in schools to traditional fixed furniture. Students using
adjustable furniture were found to have higher grades than those in the control group using
traditional school furniture. Characteristics of furniture that promote good posture should be
considered as well as adjustable desks and chairs to allow students of varying sizes and body types
to improve their comfort levels when sitting for long periods of time.
Goal: Provide comfortable, mobile, and durable furniture for students and teachers. Consider a
variety of seating options.
Note: All furniture and equipment shall meet the GREEN USGBC LEED requirements for new
schools and major renovations.
18
February 2015
High School Educational Specification Prototype
Sustainability Criteria
Lighting Quality
The Heschong Mahone Group found statistical correlations between the amount of daylight in an
elementary school classroom and the performance of students on standardized math and reading
tests in 1999. Since then, case studies and further research have supported this finding and the
educational facility planning community has generally accepted the following classroom design
parameters.
Goal: Improve natural and artificial lighting in classrooms.
DESIGN PARAMETERS
PARAMETER NOTES
1) Controlled Natural Lighting (Glazing)
10 - 12% of floor S.F.
LEED & Green Globe
2) Artificial Light
35-50 Foot-candles
IES
February 2015
19
High School Educational Specification Prototype
Sustainability Criteria
Outdoor Environmental Classroom
Connection to the Overall School Site: The outdoor classroom learning area, should be clearly
defined, but with a possibility for expansion of activities beyond into garden plots nearby. The
outdoor classroom should be in a controlled and secure location but not isolated from view. The exit
from the school should be accessible by all classes, e.g., not through a doorway in a particular
classroom. The location should capitalize on any site features. For instance, create a clear
connection to an on-site stream.
Accessibility: The pathway connecting the school, outdoor classroom, and any specifically
programmed teaching areas associated with the classroom shall be clearly delineated and
constructed of a solid material. All outdoor areas should be fully accessible to students of different
mobility. For instance, at least some garden beds should be raised 18"-24" to be easily access from
a wheelchair (if garden beds are built). Refer to the current ADA standards for minimum design
requirements in this capacity. Apply these standards to any student garden areas, or other
programmatic spaces associated with the outdoor classroom, as well.
Layout: Provide a station for the teacher to work from where he/she can see each student. Seating
can be either fixed or flexible, depending on the site, but should accommodate up to 35 students.
Orientation of the teacher and students should be along a north/south axis, so neither is looking into
the sun during instruction times.
Maintenance: The outdoor classroom should be designed to be low maintenance and a specific
maintenance plan should be written for each site's outdoor classroom. The school maintenance
supervisor should be made aware of any special aspects and confident in his/her ability to care for
the space.
Materials: The outdoor classroom should be built with natural materials like wood or stone. Limit
the use of concrete and even then only in high traffic areas, for example the walkway connecting the
school and the outdoor classroom. Consider the albido (reflectivity) of materials used, since glare
can hinder the students' ability to focus. Permeable paving of any material is encouraged, including
pervious concrete.
Plants: When choosing plant material, preference should be given to native shade trees and low
maintenance shrubs. Plant material should be chosen based on each specific site conditions. Chose
plant species based on how the mature size would fit into the landscape. Also, plants should be
chosen with all 4 seasons in mind. When choosing plant material for the school site, use a variety of
species as appropriate. The visual unity of the site is important, but a variety of species is also
valuable in terms of biodiversity, sustainability, and it also provides the opportunity for a school
arboretum.
Potential Site Elements:
● Composting area
● Greenhouse
● Interactive water and energy usage learning station
● Managed meadow
● Pollinator garden, with space and paths for students to get in and investigate
● Rain garden
● School arboretum
● Vegetable/community garden plots/raised beds
20
February 2015
High School Educational Specification Prototype
Sustainability Criteria
●
Wi-Fi access
Required Site Elements:
● Electrical access
● Exterior water hose hook up
● Point of access for larger vehicles/supplies
● Seating
● Shade, either by a shade structure or by trees
● Stocked tool shed
Signage: Interpretive signage should be incorporated into the outdoor classroom, as well as the
whole school site, as much as possible. Possible features that could have interpretive signage
include, but are not limited to, native plants that attract beneficial insects, or a managed meadow, or
a piece of public art, or a particular feature of the building, or whatever other interesting features get
incorporated. Signs could be written in multiple languages.
Solar aspect/shade: The teaching area should be shaded, but the nearby areas for potential
expansion with garden plots should receive 6-8 hours of sunshine a day. Ultimately an ideal location
for garden plots would be to the south of the school with some accommodations made to shade the
nearby classroom either with a structure or trees.
Visibility/Safety: There should be clearly defined edges to the outdoor classroom and a fence may
be preferable, depending on the neighborhood context of the school. Within the space there should
be clear lines of sight throughout with no potential hiding spaces. What is going on within the
classroom should also be visible from points within the school (i.e, windows in nearby classrooms).
February 2015
21
High School Educational Specification Prototype
Sustainability Criteria
22
February 2015
High School Educational Specification Prototype
Capacity Calculation
Capacity Calculation
PGCPS has established a minimum and maximum size for high schools of 950 and 2500
respectively. This prototype outlines the requirements for a 1700 student school. Appendix A is a
matrix to adjust the prototype for smaller or larger capacities.
Table 1 shows the breakout of classrooms by subject area and the associated State Rated Capacity
(SRC). Based on scheduling data, average class sizes vary from 20 in the intensive level
classrooms to over 30. The SRC assumes that classrooms will be used 85% of the school day. In
most PGCPS schools, classrooms are used 70% of the day because they are not usually shared by
other teachers. This is a practice and not a PGCPS policy.
Graduation Requirements
All students graduating from a State
of Maryland School must have 4
Carnegie Units (CU) in English and
Math, and 3 each in Social Studies
and Science. They will need 1 unit
each in the fine arts and technology
education plus .5 PE and .5 Health
credits. Final selection includes
either 2 credits of a world language
or 2 credits of advanced technology
education and 3 credits in electives
OR 4-9 credits by successfully
completing a State-approved career
& technology (CTE) program and 1-4
credits in other electives.
In keeping with the PGCPS reform
model, it is anticipated that most
students will complete 2 years of
world language and 3-4 CTE credits.
Table 1
English
Math
Social Stud.
Science
Fine Arts
Foundations
of Technology
PE/Health
CTE
World Lang.
Electives
Carn. Units
Required
4
4
3
3
1
1
1
3-4
2
1-4
21
Classrooms Classrooms
Needed*
Proposed
11
14
11
14
9
10
9
10
3
6
3
3
10
6
8
73
3
5
10
6
9
87
* Classrooms = ((Capacity / 25 class size) / 6 periods a day)) *
(# credits require / 4 years)
Most high schools in Prince Georges County Public Schools offer a continuum of class sizes that
include classrooms with two teachers (one teacher trained in either special education or English for
Speakers of other Languages), „intensive‟ coursework in classes of 15-20 and honors classes that
may have as many as 30 students. Depending on the school, 20-25% of the classes could be below
the state formula of 25:1. To account for this variation, more core academic classrooms are needed.
February 2015
23
High School Educational Specification Prototype
Capacity Calculation
Capacity Summary for a 1700 Student School
Core Academic Classrooms/Studios (English 9;
Math 9; Social Studies 9; Other* 6; Health 1)
Co-teaching/ Intensive/ ESL (core curriculum)
Special Needs/ Education (self-contained)
AVID
Science Labs
Performing Arts (Band/ Chorus/ Dance)
Visual Arts
Foundations of Technology
PE/ Gym
Other PE (Fitness/ Wrestling)
CTE or Academy electives
Other Electives (Journalism, business)
Total
At 85% Utilization (SRC)
# of Rooms
# Students/
Room
34
25
State
Capacity
850
160
40
0
216
75
75
75
50
50
200
225
2016
1714
ESL: English for Speakers of other Languages; AVID: Advancement Via Individual Determination.
* World language, additional language arts or math
24
8
4
0
9
3
3
3
2
2
10
9
87
15-20
10-15
15-25
24
25-50
25
25
50
50
20
25
February 2015
High School Educational Specification Prototype
Space Requirements Tables
Space Requirements Tables
Space Requirements Summary
Base Required Space
Square Footage
Core Academic/Science/Special Education
Administration/ Health
Career Academies Support/CTE Electives
Guidance and Student Services
ESL
Media Center
PE/Indoor
PE/Athletics Outdoor
Performing Arts
Special Education (Regional Program)
Student Dining & Food Service
Visual Arts
Building Maintenance & Custodial Services
Building Support Areas [corridors, bathrooms, storage,
stairwells, elevators]
76,930
5,885
20,000
4,200
2,250
9,510
26,450
0
22,150
0
13,200
5,800
2,600
Total
Plus Community Use (TBD)
68,031
257,006
3,000 sq.ft.
Site Requirements/Athletics
Priority One
Stadium Field
Bleacher Seating
400 Meter Track - 200 Meter Straight
Long Jump & Triple on one side, Pole Vault Pit, Shot Put
Baseball Field
Softball Field
Multi-purpose practice field for football, soccer and lacrosse (If
feasible. Synthetic turf desirable.)
Concessions/Restrooms
Press Box [10 - 15 people in three sections]
Storage (Exterior Grounds Equipment) [secure – brick w/ roll-up door]
Ticket Booth
Total Outside
February 2015
1200 SF
600 SF
600 SF
60 SF
2,460
25
High School Educational Specification Prototype
Space Requirements Tables
Academic Core Area Space Requirements
Space
Design Guideline
Qty. S.F.
Total
Comments
Academic Classrooms/ Learning
36
900
Studios
Academic Large studio
4
1100
Special Needs/ Education Classroom 4
850
Blended Learning lab (World
2
400
Languages)
Collaborative Learning Areas/
varies 100-900
Commons
Foundations of Technology
3
- Project Lab/Material storage
1,650
- Technology Learning Studio
900
1
300
Greenhouse
Other Elective Classrooms/ Labs
9
Journalism (1,000 SF)
Business (1,000 SF)
TBD
Family and Consumer Science Lab
(1,800 SF)
Outdoor Learning Areas
varies 100-1000
32,400 Includes Intensive/ Co-teaching ,
World Language, Health
4,400 One each learning community
3,400 Full-time, self-contained.
800 Between pairs of classrooms
Science Classroom/ Lab
- Biology Lab
- Chemistry Team
- Physics Lab
Science Prep
9
1,400
12,600 May be lecture/labs or
Suite = 1 wet lab and 2 classrooms
5
200
Small Group Instruction/ Alternative
Education/ Resource Room
Storage, Chemical
6
400-499
1
100
Lockers/ Student (110% of capacity)
1,700 Independent and informal learning
areas
4,350 May be one suite or separate labs
0
8,000
0
In addition to Outdoor Classroom
1,000 One per 2 teaching stations
2,700 At least 1 per learning community;
Mediation/ISS
100
0
Total
Optional
Located in learning communities
71,450
Academy Support Suite Space Requirements (1 per learning community)
Space
Design Guideline
Comments
Qty. S.F.
Total
Reception
Administrative Offices
Conference rms.
Storage (Department Office)
Teacher Support Rooms
4
4
4
4
Total
26
100
120
varies
100
400
400
480
800
400
1,600
English, math, SS, Wrld, Lang
Can be combined into 1 Room
3,680
February 2015
High School Educational Specification Prototype
Space Requirements Tables
Academic ESL /AVID Space Requirements (as needed)
Space
As needed
Design Guideline
Qty. S.F.
Total
Classrooms (newcomers)
Blended Learning Lab
Co-teacher Suite
Comments
850
500
900
Total
2,250
ESL: English for Speakers of other Languages; AVID: Advancement Via Individual Determination.
Academic Special Education Support Space
Space
De-escalation
Life Skills Lab
Speech/ OT/ PT Room
Special education Admin. Suite
- Co-teacher Suite
- Coordinator Office
- Conference Room
- Teacher Support Room
Total
Design Guideline
Qty.
S.F.
Total
1
1
100
400
300
100
0
300
1
3
1
1
400
150
300
250
400
450
300
250
1,800
Comments
Optional
w/ storage
Centrally located
Administrative Space Requirements
Space
Design Guideline
Qty. S.F.
Total
Lobby
1
900
900
Reception/ Waiting Area
1
600
600
Principal's Office
1
230
230
Conference Room
1
300
300
Mail Room
1
200
200
Office, Administrative Assistant's
1
120
120
Office, Attendance/ Clerical
1
150
150
Office, Business Manager‟s
1
150
150
Office, IT Coordinator
1
120
120
Security Center/Office
1
300
300
Staff Break Room/ Dining
1
400
400
Storage, Administrative Supplies
1
75
75
Storage, Central Text Book
1
700
700
Telecom (Head End) Room
1
250
250
Toilet (adult)
1
50
50
Workroom
1
200
200
Total
4,745
February 2015
Comments
In addition to regular circulation
Includes 50 SF coat closet
Includes 50 SF private toilet
Adj. to principal
Includes 50 SF vault
2,000 linear ft. shelving
Could be near Media Center
27
High School Educational Specification Prototype
Space Requirements Tables
Guidance/Student Services Space Requirements
Space
Qty.
1
1
1
Reception/ Work Area
Career and Workforce Center
Conference/ Testing Room
Offices
Counselors
Registrar
School to Career Coordinator
Parent Resource Center
Reception
Office
Parent Resource Room
Pantry (optional)
PTA Storage
Records Room
Toilet (Adult)
Total
Suggestions
S.F.
250
650
250
8
1
1
150
150
150
1
1
1
0
1
1
1
150
150
700
300
200
300
50
Comments
Total
250
650
250
1200
150
150
0
150
150
700
0
200
300
50
4,200
Health Suite Space Requirements
Space
Design Guideline
Comments
Qty.
S.F.
Total
Reception/ Waiting Area
1
250
250
Cot Rooms
2
200
400
Exam Rms/ Treatment Area
1
140
140
Office
1
200
200
Includes toilet
Storage
1
50
50
Toilet
2
50
100 One per cot area
Total
1,140
Health Clinic Space Requirements (Optional)
Space
Health Clinic
Reception/ Waiting Area
(expansion)
Dental suite
Exam Rms.
Lab/charting area
Provider Offices
Storage
Toilet
Design Guideline
Qty.
S.F.
Total
1
150
1
3
1
2
2
1
170
80
200
120
50
50
150
Comments
Must have an outside entrance
Share with school health suite
170 Check-up only
240
200
240
100
50
Total
1,150
Note: The suites should be separate with only a shared reception area.
28
February 2015
High School Educational Specification Prototype
Space Requirements Tables
Maintenance & Custodial Space Requirements
Space
Suggestions
Qty.
S.F.
Total
Receiving
Building Supervisor Office
Custodial Shop
Custodial Storage
Engineering Office
Engineering Storage
Outside Storage
Toilet/Shower/Lockers
1
1
1
3
1
1
1
2
500
150
350
150
150
400
300
150
Total
Media Center Space Requirements
Space
Library Commons
- Individual Research & Reading
- On-Line Learning (Technology Hub)
- Breakout areas (2 @ 150)
Production/ Multi-media Studio
- Journalism/Editing Room
- Media Classroom
- TV Studio
- Control booth
- Storage
Office, Media specialist
Staff Development suite
Conference rm./Professional library
Instructional coach office
Storage (Equipment)
Telecom (Head End) Room
Toilet (Staff)
Workroom
Total
February 2015
Comments
500
150
350
450
150
400
300
300
2,600
Design Guideline
Qty. S.F.
Total
1
5,900
4,200
1,400
300
Comments
Classrooms may be semiopen to the reading room or
have movable partitions
1,850
1
1
1
1
1
1
350
900
400
100
100
200
1
1
1
1
1
1
750
120
350
250
40
300
200
870
Corridor access
350
0
40
300
9,510
See Administrative Space
29
High School Educational Specification Prototype
Space Requirements Tables
Performing Arts Space Requirements
Space
Design Guideline
Qty.
S.F. Total
Auditorium
850
10
8,500
Lobby
1
1,700 1,700
Stage (including wing)
1
2,250 2,250
Costume/Prop Room
1
200
200
Make-up/Dressing Room
2
250
500
Scene Shop/storage
1
500
500
Sound and Light Control Room
1
200
200
Storage, Chair/Piano
1
200
200
Ticket Booth/Box Office
1
100
100
General Music
0
Band/ Orchestra Room
1
2,500 2,500
Band (Uniform Storage)
1
250
250
Choral/ Guitar Room
1
1,800 1800
Choral Practice Rooms
2
125
250
Choral Storage
1
300
300
Instrument Practice Rooms
2
75
150
Instrumental Practice Room (Large)
1
150
150
Instrument Storage
1
400
400
Keyboarding Lab
1
700
0
Dance Studio (Arts Electivel)
1
2,000 2,000
Shared Drama Classroom (optional)
1
700
0
Drama Storage
1
200
200
Office
1
100
0
Total
22,150
30
Comments
Seats 850 (50% of SRC)
For SmartMusic or similar tool
Optional
Located near Phys. Ed. Locker Rm.
Optional Stage Support Space
Take from total allowance
February 2015
High School Educational Specification Prototype
Space Requirements Tables
Physical Education Space Requirements
Space
Design Guideline
Qty.
S.F.
Total
Lobby
Gymnasium
- seating
Concession
Dance Studio
Fitness/ Weight Room
Multi-purpose/ Wrestling Room
Laundry
Locker Room/ Showers
Locker Rooms (Athletic Team)
1
1
2,250
11,900
1
1
1
1
1
2
2
2,250
6,800
5,100
300
2,000
1,800
1,800
150
1,800
800
Offices (Dept./ Athletic)
Showers/changing area for staff
Storage
Training Room
Workroom (Staff/ Coaches)
Partner Office
Total
3
2
4
1
2
0
150
100
varies
300
250
200
450
200
1,600
300
500
0
26,450
Comments
in addition to regular circulation
Seating is for 100%+ of 1,700 SRC
300
0
1,800
1,800
150
3,600
1,600
See Performing Arts space
Optional
Male and female
Male and female (Share showers w/
PE)
w/toilets
Optional
Student Dining & Food Service Space Requirements
Space
Design Guideline
Cafeteria/Commons
Chair Storage
Kitchen
Office
Serving Area
Receiving (Food Service)
Toilet/ Locker area
Total
Qty.
1
S.F.
8,500
Total
8,500
1
1
1
1
1
2
300
2,350
150
1,400
250
125
300
2,350
150
1,400
250
250
13,200
Comments
Movable partitions; Cafeteria seating
is 1/3 of student SRC
Educational specification shows an abbreviated specification for the kitchen. The architect will work
with the PGCPS food services to finalize design.
February 2015
31
High School Educational Specification Prototype
Space Requirements Tables
Visual Arts Space Requirements
Space
Design Guideline
Qty.
S.F.
Total
Art Commons/Gallery
3D Studio
Kiln Rm.
Multi-purpose Studio (2D/ 3D)
Photography/Graphic Arts
Darkroom
Storage
1
1
1
2
1
0
4
Total
32
600
1,600
200
1,400
1,400
150
varies
600
1,600
200
2,800
0
0
600
5,800
Comments
Part of circulation
Optional
Optional
February 2015
High School Educational Specification Prototype
Academic Core Space
Academic Core Space
ACADEMIC CLASSROOMS/ LEARNING STUDIOS
CAPACITY:
 25-32 students
 1-2 staff members
 Guest speakers and volunteers
SIZE:
 850-1100 SF
SPATIAL RELATIONSHIPS:
 Near science lab
 Near teacher center
 Within the academies near informal
learning spaces
GOAL:
 To create a learning environment that is
comfortable, well lit, and acoustically
designed for small and large group
learning.
 To provide a learning environment that
frees teachers and students to
customize the classroom daily –
different seating set-ups, wireless
mobile computing, and various
teaching/presentation options.
 To provide flexible space and layout to
accommodate any of the core academic
disciplines, such as English,
mathematics, and social studies.
PROGRAM ACTIVITIES:
 Computerized instruction
 Hands-on activities
 Large and small group instruction
 Oral presentations
 Team teaching
Exceptions:
MULTI-PURPOSE STUDIO
 Regular classroom F&E
 Sink with cabinets above and below
ENVIRONMENTAL CONSIDERATIONS:
 Doors between classrooms
 Electrical outlets for equipment
 Provide operable partition between a pair of
classrooms in each Academy for team teaching
 Uniform lighting with multi-level switching
 Window treatment to darken room for AV
presentations
 Windows to provide natural light and egress
Built-in Fixtures:
 2 Dry, white eraser-board (4‟ x 20‟ on two different
walls) on track; all eraser-boards shall be
installed with a marker tray, map rails with tack
strip above
 Clock (on side walls instead of rear walls)
 Tack board (4‟ x 20‟) minimum; tack strips on all
walls
Loose Furnishings:
1 work table
 2 file cabinets w/lock, 4-drawer
 28-30 student chairs
 28-30 student desks (trapezoid or square)
 Adjustable height bookshelves (24 LF)
 Cabinet (lockable) w/ charging station for 25
laptop computers or 30 tablets or graphing
calculators (optional)
 Permanently-mounted projection screen (not in
front of the interactive board) or white eraser
board
 Teacher wardrobe (lockable) with coat rod; tall
cabinet w/ shelving (may be one unit)
 Teacher‟s desk/workstation and chair

Classroom Technology;
 Additional ports: Printer, Clock/PA, 2 wireless
 Interactive white board or ceiling mounted
overhead projected (to be determined at the
time of installation)
 Single point „face plate‟ near teachers work station
to include: Voice, data, VGA , audio
enhancement, and HDMI
HEALTH LAB
 Regular classroom F&E
 Sink with cabinets above and below
NOTES:
February 2015
33
High School Educational Specification Prototype
Academic Core Space
SPECIAL NEEDS CLASSROOM/ STUDIO
PROGRAM ACTIVITIES:

Independent work

Individual instruction

Small group work
ENVIRONMENTAL CONSIDERATIONS:
• Comfortable rooms with pleasant décor that
contribute to an atmosphere conducive to
creativity
• Positive acoustics for easier listening when
conversing
• Window treatment to darken room for AV
presentations
• Windows to provide natural light
QUANTITY:
 4 classrooms
CAPACITY:
 2 or more staff
 10 to15 students
SIZE:
 850 SF
SPATIAL RELATIONSHIPS:
 Accessible ingress/egress to the building and
classroom
 CRI classrooms to Daily Living Kitchen
 One per grade level community
GOAL:
• To provide a safe, accessible, and
comfortable learning environment for
students who are physically, mentally or
emotionally challenged
• To provide classroom space and a flexible,
specially-adapted learning environment that
will meet the needs of students who have
exhibited a need for more functional/
intensive services
Built-in Fixtures:
F1 Lockable teacher wardrobe with coat rod;
tall cabinet w/ shelving (may be one unit)
F2 2 Dry, white eraser-board (4‟ x 20‟ on two
different walls) on track; all eraser-boards
shall be installed with a marker tray, map
rails with tack strip above
F4 Permanently-mounted projection screen
(not in front of the white eraser board)
or interactive board
F3 Tack board (4‟ x 20‟) minimum; tack strips
on all walls
Loose Furnishings:
L1 10 Student desks/tables and chairs (one
piece)
L2 5 Computer workstations
L3 Printer table (optional)
L4 Teacher desk/workstation and chair
L4 Workstation and chair for co-teacher/aide
L5 Adjustable height bookshelves (24 LF)
L6 2, file cabinets w/ lock, 4-drawer
Classroom Technology: T1-6
 Additional ports: Printer, Clock/PA, 2 wireless
 Interactive white board or ceiling mounted
overhead projected (to be determined at the
time of installation)
 Single point „face plate‟ near teachers work
station to include: Voice, data, VGA , audio
enhancement, and HDMI
Miscellaneous Equipment M1-3:
Owner provided
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
34
February 2015
High School Educational Specification Prototype
Academic Core Space
BLENDED LEARNING LAB (WORLD LANGUAGES)
ENVIRONMENTAL CONSIDERATIONS:
• Electrical outlets for equipment
• Uniform lighting with multi-level switching
• Windows to provide natural light and egress
Built-in Fixtures:
 Clock
 Dry, white eraser-board (4‟ x 8‟); with tack strip
above
 Privacy blinds on half window
 Tack board (4‟ x 8‟) minimum
Loose Furnishings:
 15-20 Computer tables
 15-20 student chairs (swivel)
 Printer table
CAPACITY:
 20 students
 1 staff members
Classroom Technology
 15-20 computers with head phones
 Teacher console with Tandberg Elice or similar
language audio-video system
SIZE:
 300-400 SF
SPATIAL RELATIONSHIPS:
 Between two language classrooms
 Glass half wall and door into classrooms
GOAL:
 To provide flexible space to teach world
languages using mini-computer labs for
blended learning opportunities
 To provide a learning environment that frees
teachers and students to customize the
classroom daily – different seating setups, wireless mobile computing, and
various teaching/presentation options.
 To create a learning environment that is
comfortable, well lit, and acoustically
designed for on-line learning.
PROGRAM ACTIVITIES:
 Computerized instruction and
communication
 Testing
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
February 2015
35
High School Educational Specification Prototype
Academic Core Space
COLLABORATIVE LEARNING AREAS
QUANTITY:
 Varies
CAPACITY:
 3 to 60 persons
SIZE:
 100-900 SF open space incorporated into
corridors or lobbies
SPATIAL RELATIONSHIPS:
 Collaboration areas may be as small as an
alcove outside of a classroom in the
corridor or a place for large group activities
to include such amenities as tiered seating,
platform stage, large screens, etc. The
space should be intentional and have
appropriate fixtures and furniture. No loose
furniture is allowed in the right-of-way.
GOALS:
 To provide a space for small group
instruction, students working independently
or in small groups
 To provide informal learning space for pullout instruction
PROGRAM ACTIVITIES:
 Conferences
 Small group activities
 Students working on projects
 Tutoring
ENVIRONMENTAL CONSIDERATIONS:
 Uniform lighting with multi-level switching
 Visual access to Classrooms and Corridor
Fixed Equipment:
 Clock (on side walls instead of rear walls)
 2 Dry, white eraser-board (4‟ x 20‟ on two
different walls) on track; all eraser-boards
shall be installed with a marker tray, map
rails with tack strip above
• Tack board (4‟ x 20‟) minimum; tack strips on
all walls
Loose Furnishings:
 1 work table
 3 student chairs
 3 student desks (trapezoid or square)
 Permanently-mounted projection screen (not in
front of the white eraser board or interactive
white board)
Area Technology:
 Additional ports: Clock/PA, 2 wireless
 Interactive white board (typical)
 Single point „face plate‟ to include: Voice, data,
VGA , audio enhancement, and HDMI
Electrical Features:
 Electrical Outlets for Equipment
NOTES:
36
February 2015
High School Educational Specification Prototype
Academic Core Space
FOUNDATIONS OF TECHNOLOGY
(State Recommended for 4 teachers)
Classroom Seating
Area
C
o
m
p
u
t
e
r
s
Meeting
Space
Classroom
Seating
Meeting
Space
Student
Project
Storage
Office/
Partnership
Production
Area
C
o
m
p
u
t
e
r
s
Computers / Classroom
Seating
Classroom
Seating
Computers
/ Classroom
Seating
Computers / Classroom
Seating
Classroom
Seating
Computers
/ Classroom
Computers / Classroom
Seating
Computers / Classroom
Seating
Seating
Student Project
Storage
Student Project
Storage
C
o
m
p
u
t
e
r
s
Production Area
Materials Storage Area
Prototype drawing above
February 2015
37
High School Educational Specification Prototype
Academic Core Space
FOUNDATIONS OF TECHNOLOGY
Project Lab
M
SIZE:

1,650 SF
ANCILLARY SPACES:

Storage

Technology Classroom
GOALS:

Flexible space and layout

To accommodate student learning through
active interaction with significant technology
systems
PROGRAM ACTIVITIES:

Large and small group instruction

Hands-on activities

Team teaching

Data collection and analysis

Computer simulations and instruction
SPATIAL RELATIONSHIPS:

Glass between lab and classrooms
ENVIRONMENTAL CONSIDERATION:

Consider future technology needs; build-in
flexibility to retain options

Uniform lighting

Rooms designed for ease of movement and
accessibility; Students need to be able to
move around the worktables

Lab table tops, floors, etc., need to be
resistant to acids, heat, spills, etc.

OSHA requirements maintained

Electrical outlets for equipment

Windows to provide natural light
Equipment in workshop:

Provide tools to meet curricula, which might
include a table saw, joiner, planer, jig saw,
drill press, scroll saw, belt sander / disc
sander as well as portable equipment.

On / off magnet based shields should be
installed on all equipment.
Features of lab:
Features:

Provide a sink with bubbler for drinking water
and a separate, stainless steel scrub sink with
hot and cold water, appropriate traps and
waste line for oil, paint, clay, ink, plaster of
paris, etc.

Provide a safety shower and eye wash with
floor drain.

Provide HVAC for year round comfort,
including a dust collection, and exhaust
systems to meet ASHRAE standards.

Compressed air systems are optional in
middle school programs. In high school
programs, portable compressed air units may
be run to specific modular stations or
fabrication equipment.

Provide power for all equipment.

Provide a minimum 70 foot-candles of light at
bench height. Higher levels are required
where precision work is done.

Provide ceiling mounted electric drops with
automatic cord reel where appropriate.

Provide uniform, glare-free, shadow-free light
overall.

Emergency stop switches / buttons should be
installed to turn off power within the space.

White erase board (8 FT)

16‟ tack boards

The laboratory area should be designed with
a variety of work areas approximately 6‟ x 4‟.

A demonstration area is needed in the center
the room, approximately 12‟ long,
with two 36” sinks, with hot and cold water, at
either end of the demonstration area. One of
the sinks must meet ADA. Storage cabinets
should be provided along the remaining
demonstration area. The top should be of
made moisture and chemical resistant
material.

Install a 48” wide lockable tote tray cabinet
and 35” wide tall cabinet with adjustable
shelves

Install goggle storage and sterilization with
adequate ventilation.

A safety station is to be installed, with shower,
automatic shut-off eyewash, and drain with a
sloped floor, and should accommodate
persons with disabilities.
NOTES:
38
February 2015
High School Educational Specification Prototype
Academic Core Space
FOUNDATIONS OF TECHNOLOGY
Technology Learning Studio/ Classroom
QUANTITY:
• 3
CAPACITY:
 25-30 students
 1-2 staff members
 Guest speakers and volunteers
SIZE:
 900 SF
GOAL:
 To create a learning environment that is
comfortable, well lit, and acoustically
designed for small and large group
learning.
 To provide a learning environment that frees
teachers and students to customize the
classroom daily – different seating setups, wireless mobile computing, and
various teaching/presentation options.
 To provide flexible space to accommodate
the foundations of technology curriculum
PROGRAM ACTIVITIES:
 Computerized instruction
 Large group, small group, and hands-on
activities and instruction
 Oral presentations
 Team teaching
ENVIRONMENTAL CONSIDERATIONS:
 Doors between studios/ classrooms
 Electrical outlets for equipment
 Uniform lighting with multi-level switching
 Window treatment to darken room for AV
presentations
 Windows to provide natural light and egress
Built-in Fixtures:
 Clock (on side walls instead of rear walls)
 Dry, white eraser-board (4‟ x 20‟) on two walls
track; all eraser-boards shall be installed with a
marker tray, map rails with tack strip above
• Tack board (4‟ x 20‟) minimum; tack strips on all
walls
Loose Furnishings:
 1 work table
 2 file cabinets w/lock, 4-drawer
 28 student chairs
 28 student desks (trapezoid or square)
 Adjustable height bookshelves (24 LF)
 Interactive board
 Cubbies for student storage of projects in process
 Lockable teacher wardrobe with coat rod; tall
cabinet w/ shelving (may be one unit)
 Teacher‟s desk/workstation and chair
Classroom Technology;
 Additional ports: Printer, Clock/PA, 2 wireless
 Interactive white board or ceiling mounted
overhead projected (to be determined at the time
of installation)
 Single point „face plate‟ near teachers work station
to include: Voice, data, VGA , audio
enhancement, and HDMI
NOTES:
February 2015
39
High School Educational Specification Prototype
Academic Core Space
GREENHOUSE (Optional)
PROGRAM ACTIVITIES:
 Biology
 Botany
 Horticulture
 Environmental source
ENVIRONMENTAL CONSIDERATIONS:
 Lighting to support plant growth
 Moisture and stain-resistant finishes
 Adequate ventilation/exhaust
 Electrical outlets for equipment
Fixed Equipment:
F1
Casework:
Base/wall cabinets
F2
Soap dispenser
F3
Towel dispenser
Loose Furnishings:
L1
Plant shelving
L2
Chemical storage cabinet
QUANTITY:
• 1 (optional)
CAPACITY:

Staff

Students
SIZE:

300 SF
ANCILLARY SPACES:

Science Classroom/Lab

Corridor access

Not on ground floor
Plumbing:
Plumbing connections
Floor drain
Sink
Hose bib
HVAC:
Supply air system
Independent temperature
control
Thermostatically controlled exhaust
SPATIAL RELATIONSHIPS:
 Adjacent and access to Science
Classrooms/Labs (biology/botany)
 Access to corridor, desirable
GOAL:
 To provide an area for students to conduct
biology and botany activities
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
40
February 2015
High School Educational Specification Prototype
Academic Core Space
FAMILY
AND CONSUMER SCIENCE LAB/ CLASSROOM
M
Demonstration Area:
QUANTITY:
 Provide demonstration island with counter top,
 Optional
9'L x 30"D x 34”H, sink and range with
double outlets on each end of the
CAPACITY:
demonstration table and slant mirror.
 28 students
 Provide oven, counter and cabinet storage
 2 teachers
behind the island.
 Provide tall storage cabinet/pantry unit,
SIZE:
lockable with adjustable shelves, 84”H X
 1,800 SF
36”W X 30”D.
ANCILLARY SPACES:
 Storage Closet (100 SF) w/ adjustable noncorrosive shelving
SPATIAL RELATIONSHIPS:
 Accessible to students from all learning
communities
GOALS:
 Flexible space and layout to accommodate
Mini learning units covering a wide
variety of topics such as money
management, software applications,
child care, cooking, textiles, and
nutrition
PROGRAM ACTIVITIES:
 Computerized instruction
 Data collection and analysis
 Hands-on activities
 Large and small group instruction
 Oral presentations
 Team teaching
ENVIRONMENTAL CONSIDERATIONs:
 Consider future technology needs; build-in
 Electrical outlets for equipment
flexibility to retain options
 Moisture and stain/chemical resistant
finishes: Lab table tops, floors, etc., need
to be resistant to acids, heat, spills, etc.
 OSHA requirements maintained
 Rooms designed for ease of movement
and accessibility; Students need to be
able to move around the worktables
 Window treatment to darken room
 Windows to provide natural light
February 2015
Kitchen Areas (3):
Built-in Fixtures:
 3 - Double bowl stainless steel kitchen sink
with goose neck, swivel kitchen faucet and
garbage disposal (HW/CW)
 3 – Dishwashers
 Above
counter cabinets: double doors,
lockable with adjustable shelves. No upper
cabinets protruding into the room- must
provide clear visual supervision of all kitchen
spaces.
 Base cabinets: 24”D x 34”H storage cabinets
for work space/food preparation, and
storage of various pieces of equipment,
baking, cookware, etc. One bank of cabinets
shall have all drawers of various depths,
with one locking drawer. The remaining
cabinets shall have adjustable shelves, with
one bank of lockable doors.
 Provide cabinet mounted microwave ovens in
all kitchens.
 Provide plastic laminate counter surface for
kitchen work area. U-shaped kitchens are
preferred. Kitchen units: one ADA compliant
and two regular.
 Soap dispenser
 Towel dispenser
Loose Furnishings:
 3 - Microwaves-1,200 watt, residential, under
cabinet mount
 3 - Range, 30" w, front controls, timer, visual
light door, self- cleaning oven with exhaust
hood
 Refrigerator, commercial upright, frost-free,
54”, vertical hinge double doors, minimum
46 cu. ft. stainless steel with shelving (used
for storage of demonstration foods and as
central storage of unprepared foods),
lockable
41
High School Educational Specification Prototype
Academic Core Space
Classroom Area:
Built-in Fixtures:
 1 Dry, white eraser-board (4‟ x 16‟) on
track; eraser-board shall be installed with
a marker tray, map rails with tack strip
above
 Casework for dining equipment (dishes,
table cloths, etc.)
 Casework: Teacher‟s wardrobe
 Clock (on side walls instead of rear walls)
 Tack board (4‟ x 8‟) minimum; tack strips
on all walls
Loose Furnishings:
 30 chairs
 5, 6-person tables (duplex electric outlet for
each table for sewing machines)
 Adjustable height stool for teacher
 Fire blanket/First Aid Kit
 Lockable teacher wardrobe with coat rod;
tall cabinet w/ shelving (may be one unit)

Upright freezer, commercial, frost-free, 30” W,
vertical hinge single door, stainless steel
with shelving, lockable
Laundry Area:
 Washer
 Dryer
 Counter with cabinets above and below
Plumbing Features:
 4 sinks for kitchens
 Hook-up for washer
 Eye Wash station
HVAC Features:
 Ventilation for stoves and dryer
Classroom Technology;
• Additional ports: Printer, Cable/MATV port,
3 data ports for student use, Clock/PA,
wireless
• Interactive white board or ceiling mounted
overhead projected (to be determined at
the time of installation);
• Projection screen, as needed
• Single point „face plate‟ near teachers work
station to include: Voice, data, VGA ,
audio enhancement, and HDMI
NOTES:
42
February 2015
High School Educational Specification Prototype
Academic Core Space
OUTDOOR LEARNING AREAS
QUANTITY:
 Varies
CAPACITY:
 3 to 60 persons
SIZE:
 100-1000 SF
SPATIAL RELATIONSHIPS:
• Outdoor learning areas may be as small as a
patio outside of a classroom or a covered
area with tables or a place for large group
activities to include such amenities as tiered
seating, platform stage, etc. The space
should be intentional and have appropriate
fixtures and furniture.
ENVIRONMENTAL CONSIDERATIONS:
 Boundaries such as hedges or fences
 Electrical outlets for equipment
 Uniform lighting
 Visual access to Classrooms
Loose Furnishings:
1 picnic table
 1 park bench

Features:
Electrical Outlets for Equipment

GOALS:
 To provide a space for small group instruction,
students working independently or in small
groups
 To provide informal learning space for pull-out
instruction
PROGRAM ACTIVITIES:
 Oral presentations
 Small group activities
 Students working on projects
 Tutoring
NOTES:
February 2015
43
High School Educational Specification Prototype
Academic Core Space
SCIENCE
CLASSROOM/ WET LAB SUITES
M
CAPACITY:
 25-32 students
 Teachers
 Staff
SIZE:
 900 SF classrooms (2 per lab) and
 1000 SF Wet labs
Or
 1400 lab/lecture
ANCILLARY SPACES:
 Science Prep
 Chemistry adjacent to Chemistry Storage
SPATIAL RELATIONSHIPS:
 Doors into prep area
 Sliding door between classrooms and labs
GOALS:
 Flexible space and layout to support delivery
of entire science curriculum
 To help students become aware of the
physical and biological world
 To help students become critical thinkers,
problem solvers, and lifelong learners
PROGRAM ACTIVITIES:
 Computer simulations
 Computerized instruction
 Data collection and analysis
 Hands-on activities
 Large and small group instruction
 Oral presentations (teacher, student, group?)
 Team teaching
ENVIRONMENTAL CONSIDERATIONS:
 Consider future technology needs; build-in
flexibility to retain options
 OSHA requirements maintained
 Rooms designed for ease of movement and
accessibility; students need to be able to
move around the labs with chemicals, etc.
in a safe way
 Window treatment to darken room for AV
 Windows to provide natural light
44
Classrooms
Built-in Fixtures:
 Casework: Wardrobe
 Clock (on side walls instead of rear walls)
 Manual projection screen
 Marker board (8 LF) and Marker board with
grid (8 LF); all eraser-boards shall be
installed with a marker tray, map rails with
tack strip above
 Tack board (8-16 LF); tack strips on all walls
 Teacher demonstration table with all utilities
(gas, water, electric) w/ desk
Loose Furnishings:
 14 two person adjustable height science
tables
 28 adjustable height student stools
 Lockable recharging station for laptops,
tablets or graphing calculators
 Tall lockable cabinet
 Teacher stool
Classroom Technology;
 Additional ports: Printer, Clock/PA, 2 wireless
 Interactive white board or ceiling mounted
overhead projected (to be determined at
the time of installation)
 Single point „face plate‟ near teachers work
station to include: Voice, data, VGA ,
audio enhancement, and HDMI
Wet lab (generic)
Built-in Fixtures:
 A demonstration table (30” X 5 ft.) with a top
of black epoxy resin.
 An ultrasonic goggle sterilizer
 Equip with a fire extinguisher (ABC type), first
aid kit, a shower/eye wash stations and a
fire blanket.
 Labs must be free of barriers that would
prevent access by the handicapped.
Science laboratories shall have a minimum
of at least one worktop set at a height to
serve the physically handicapped.
 Seven (7) lab stations may be peninsulas
located along the walls or be islands.
Teacher must have sight lines to
workspace. Each lab station will have
epoxy resin counter tops with two (2) GFI
February 2015
High School Educational Specification Prototype
Academic Core Space
Chemistry Lab
Built-in Fixtures:
Same as generic wet lab plus
 A fume hood (nominal 30” x 60” footprint)
shall be provided in the lab. Make-up air
shall be provided to compensate for the
fume hood exhaust.
 The water and gas shall be at table level. The
trough sink area shall be without an
elevated shelf and include a cover. This
arrangement will allow the instructor a clear
view of all student lab stations.
equipped electrical outlets and data port.
Each lab station will accommodate four (4)
students. Gas may be available.
 Storage cabinet with glass doors will be built
over counters.
 Technology, interactive white boards, marker
boards and screens same as regular
classroom
Loose Furnishings:
 24 student stools
 Teacher‟s stool
 Goggle sterilizer
Plumbing Features:
 Plumbing connections: 7 Sinks w/ goose neck
faucets; Sink at demonstration table, Safety
chemical showers/eye wash Stations, Floor
drains
 Towel/Soap Dispenser
Electrical Features:
 Electrical Outlets for equipment
 Uniform lighting with multi-level switching
HVAC Features:
 Adequate ventilation/exhaust
Finishes:
Flooring:
 Moisture and stain-resistant finishes
Counter/Table Tops:
 Heat and chemical-resistant (to acids, etc.)
NOTES:
February 2015
45
High School Educational Specification Prototype
Academic Core Space
SCIENCE
CLASSROOM / DRY LAB
M
SIZE:
 1400 SF
ANCILLARY SPACES:
 Science Prep
SPATIAL RELATIONSHIPS:
 Accessible to students from Learning
community
 Adjacent to Science Prep/Storage
 Lab stations should not cause students to
have backs to the room
GOALS:
 Flexible space and layout to support delivery
of entire science curriculum
 To help students become critical thinkers,
problem solvers, and lifelong learners
PROGRAM ACTIVITIES:
 Computer simulations
 Computerized instruction
 Data collection and analysis
 Hands-on activities
 Large and small group instruction
 Team teaching
ENVIRONMENTAL CONSIDERATIONS:
 Consider future technology needs; build-in
flexibility to retain options
 Rooms designed for ease of movement and
accessibility; Students need to be able to
move around the labs with chemicals, etc.,
in a safe way. .
 OSHA requirements maintained
 Windows to provide natural light
 Window treatment to darken room
Plumbing Features:
 Plumbing connections, floor drain
 2 deep sinks with gooseneck faucets
Finishes:
Flooring:
 Moisture and stain-resistant finishes
Counter/Table Tops:
 Heat and chemical-resistant (to acids, etc.)
46
Built-in Fixtures:
 A demonstration table (30” X 5 ft.) with a top
of black epoxy resin with utilities.
 Counter along one wall will have storage
above and below and 2 deep sinks with
gooseneck faucet.
 Equip with a fire extinguisher (ABC type), first
aid kit, a shower/eye wash stations and a
fire blanket.
 Lab will be combination classroom/lab
 Labs must be free of barriers that would
prevent access by the handicapped.
 Casework: Wardrobe
 Clock (on side walls instead of rear walls)
 Manual projection screen
 Marker board (8 LF) and Marker board with
grid (8 LF); all eraser-boards shall be
installed with a marker tray
 Tack board (8-16 LF); tack strips on all walls
Loose Furnishings:
 14, 2-person adjustable height science tables
 28 adjustable height student stools
 Digital science instrumentation
 Environmental chamber
 Fire blanket
 Goggle storage and sanitizer cabinet
 Lockable recharging station for laptops,
tablets or graphing calculators
 Mobile demonstration table with utilities
 Tall lockable cabinet
 Teacher adjustable height stool
Classroom Technology;
 Additional ports: Printer, Clock/PA, 2 wireless
 Interactive white board or ceiling mounted
overhead projected (to be determined at the
time of installation)
 Single point „face plate‟ near teachers work
station to include: Voice, data, VGA ,
audio enhancement, and HDMI
Electrical Features:
 Electricity should be flexible and may be
delivered from a ceiling hung outlet
 Uniform lighting with multi-level switching
HVAC Features:
 Adequate ventilation/exhaust
February 2015
High School Educational Specification Prototype
Academic Core Space
SCIENCE PREP ROOM
QTY:
 5
CAPACITY:
 1 or 2 staff members
 Student assistants
SIZE:
 200 SF between pairs of labs
SPATIAL RELATIONSHIPS:
 Adjacent and access to two Science Labs/
Classrooms
 Door and window from each lab/ classroom
GOAL:
 To allow for lab preparation
PROGRAM ACTIVITIES:
 General lab preparation
 Set up experiments
 Store equipment
Built-in Fixtures:
 Casework: Base/wall cabinets
 Clock (on side walls instead of rear walls)
 Soap dispenser
 Towel dispenser
Loose Furnishings:
 2 file cabinets on mobile pedestals
 2 workstations
 Chemical storage cabinets (lockable)
 Drying rack
 Stools
Miscellaneous Equipment:
 Autoclave in at least one prep room
 Dishwasher
 Distiller in at least one prep room
 Fume hood through wall if adjacent to science
classroom.
 Under the counter non-self-defrosting
refrigerator
Finishes:
Flooring:
 Moisture and stain-resistant finishes
Electrical Features:
 Duplex receptacles in raceway above
countertop
 Electrical Outlets for equipment
 Uniform lighting with multi-level switching
Counter/Table Tops:
 Heat and chemical-resistant (to acids, etc.)
HVAC Features:
 Adequate ventilation/exhaust
Plumbing Features:
 Plumbing connections, floor drain
 Large and deep sink
NOTES:
February 2015
47
High School Educational Specification Prototype
Academic Core Space
SCIENCE STORAGE (Chemical)
QTY:
 1
CAPACITY:
 1 or 2 staff members
 Student assistants
SIZE:
 100
ANCILLARY SPACES:
 Science Classroom/Lab
SPATIAL RELATIONSHIPS:
 Access to Corridor
 Adjacent and access to Science
Classrooms/Labs (Chemistry)
GOAL:
 To store science curriculum related
chemicals in a central area
PROGRAM ACTIVITIES:
 Chemical storage
 Set up experiments
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Chemical-resistant counter tops
 Electrical outlets for equipment
 Moisture and stain-resistant finishes
 Uniform lighting
Built-in Fixtures:
 Casework: Base/wall cabinets
 Casework: Tall shelving (12” deep epoxy lined with
front lip)
 Soap dispenser
 Towel dispenser
Loose Furnishings:
 Cart (lockable)
 Chemical storage cabinets (lockable)
 Under the counter refrigerator
Plumbing Features:
 Acid waste system
 Floor drain
 Plumbing connections
 Sink w/ Safety chemical shower/eye wash
HVAC Features:
 24 hour exhaust for acid storage cabinet
 Gas/local compressed air connections
 Independent temperature control
 Manual exhaust
 Supply/return air system
NOTES: Consult with each school‟s science department for specific requirements for fume hood
48
February 2015
High School Educational Specification Prototype
Academic Core Space
SMALL GROUP INSTRUCTION/ ALTERNATIVE EDUCATION/ RESOURCE ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Comfortable rooms with pleasant décor
 Electrical outlets for equipment
 Uniform lighting
 Window treatment to darken room for AV
presentation
 Windows to provide natural light and egress
Built-in Fixtures:
 1 Dry, white eraser-board (4‟ x 16‟) on track;
eraser-board shall be installed with a marker
tray, map rails with tack strip above
 Casework: Tall cabinet
 Clock (on side walls instead of rear walls)
 Manual projection screen
 Tack board (4‟ x 8‟) minimum; tack strips on all
walls
QTY:
 6
CAPACITY:
 Up to 15 students
 1 staff member
SIZE:
 400-500 SF
Loose Furnishings:
 1, file cabinet , 4-drawer
 10-15 student desks and chairs
 3 chairs
 3 computer workstations
 Adjustable height bookshelves (12 LF)
 Printer table
 Lockable teacher wardrobe with coat rod; tall
cabinet w/ shelving (may be one unit)
 Teacher‟s desk/workstation and chair
Classroom Technology;
 Additional ports: Printer, Clock/PA, 2 wireless
 Interactive white board or ceiling mounted
overhead projected (to be determined at the
GOAL:
time of installation)
 To provide flexible space to accommodate

Single
point „face plate‟ near teachers work
any of the special needs „pull-out‟ curricula
station
to include: Voice, data, VGA , audio
 To provide informal learning space for pull-out
enhancement,
and HDMI
instruction
SPATIAL RELATIONSHIPS:
 Near Media Center
PROGRAM ACTIVITIES:
 Computerized instruction
 Hands-on activities and instruction
 Small group instruction
 Team teaching
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
February 2015
49
High School Educational Specification Prototype
Academic Core Space
SPEECH/ OCCUPATIONAL/ PHYSICAL THERAPY
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Reinforce structure to support equipment such
as a trapeze
 Uniform lighting
 Wheelchair accessibility
Built-in Fixtures:
F1
Casework:
Wall/base cabinets for sink
F2
Marker board (8 LF)
F3
Tack board (8 LF)
F5
Manual projection screen
F6
Soap dispenser
F7
Towel dispenser
QUANTITY:
 1
CAPACITY:
 Up to 3 students
 Up to 2 staff
SIZE:
300 SF
Loose Furnishings:
L1 4 chairs
L2 1 computer workstation furniture
L4 4-drawer file cabinet
L3 Printer table (optional)
L5 Bookshelves
L6 OT/PT Therapy equipment (TBD)
L7 Work table

SPATIAL RELATIONSHIPS:
 Near Special Needs Classrooms
GOAL:
 To provide private functional mobility training
for students
Room Technology:
T1 Video port, monitor
T2 Voice port and phone
T3 Wireless port
PROGRAM ACTIVITIES:
 Assistive technology evaluation
 Exercise
 Occupational and Physical Therapy
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
50
February 2015
High School Educational Specification Prototype
Academic Core Space
STORAGE (Student Lockers and Corridors)
CAPACITY:
 Students
 Teachers
SPATIAL RELATIONSHIPS:
 Corridors have occasional views to the outside
(courtyard, green roof, play areas)
 Lockers distributed by Academy
 Shared space with informal learning
areas/commons
GOAL:
 To create inviting, well-lit and acoustically
soothing spaces for transitioning to class,
socializing, and learning
 To minimize dark, vacant hallways lined with
closed doors
 To provide space for student storage at one
locker per student plus an additional 5%
locker quantity over capacity
ENVIRONMENTAL CONSIDERATIONS:
 Coordinate Commons finishes and loose
furnishings with corridors
 Coordinate plumbing/HVAC/ electrical/
technology needs with building‟s overall
technology plan.
 Uniform lighting
Built-in Fixtures:
 Centrally located large display monitor for
school announcements and videos
 Display areas for 2D and 3D exhibits
 Lockers: 12" wide x 15" deep x 72" high
 Only permanent seating options to meet fire
code restrictions
Note: Evaluate all student storage options to
minimize crowded, noisy hallways while
still providing a variety of storage options.
NOTES:
February 2015
51
High School Educational Specification Prototype
Academic Core Space
Special Education Support
CO-TEACHERS’ SUITE
QUANTITY:
 1
CAPACITY:
 4-9 teachers
SIZE:
 400 SF
SPATIAL RELATIONSHIPS:
 Located near special education classrooms
GOAL:
 To provide a home base for co-teachers
PROGRAM ACTIVITIES:
 Paperwork
 Small meetings
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets for equipment
presentation
 Proportion classroom for effective viewing
and listening from all areas of the
classroom
 Uniform lighting
 Window treatment to darken room for AV

Windows to provide natural light and egress
Built-in Fixtures:
 Marker board (8 LF)
 Tack board (8 LF minimum)
Loose Furnishings:
 Conference table
 Cubicles for up to six teachers each with
desk/workstation, lockable file cabinet, and
coat rack
Room Technology:
Voice, data, VGA , and HDMI

NOTES:
52
February 2015
High School Educational Specification Prototype
Academic Core Space
LIFE SKILLS LAB (optional)
Special Education / CRI Support
ENVIRONMENTAL CONSIDERATIONS:
All equipment and casework should be
handicap accessible
 Cleanable building surfaces
 Electrical outlets for equipment
 Proper ventilation to remove cooking odors
 Uniform lighting
 Windows to provide natural light, desirable

Built-in Fixtures:
F1 Kitchen Casework
Base/wall cabinets
F2 Soap dispenser
F3 Towel dispenser
CAPACITY:
 Faculty and staff
 4-8 students
SIZE:
 400 SF
SPATIAL RELATIONSHIPS:
Accessible from main corridor

GOAL:
To help students learn practical/hands-on
social skills and daily living skills
 To provide a handicapped-accessible area for
washing and drying garments
 To provide a space for a life skills instructional
area shared by students receiving
mentally/developmentally handicapped
special education services
Loose Furnishings:
L1 1 work table
L2 6 chairs

Sofa bed
Miscellaneous:
M1 Refrigerator
M2 Microwave
M3 Range with oven
M4 Dishwasher
M5 Washer
M6 Dryer

PROGRAM ACTIVITIES:
 Food preparation and clean up (kitchenette)
 Washing and drying garments (Laundry)
Communications:
T1 1 voice port and phone
T3 1 wireless data port
Plumbing:
Connections to food service equipment
Connections to laundry equipment
 Plumbing and electrical connections with
master shut off
 Double Sink


NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
February 2015
53
High School Educational Specification Prototype
Academic Core Space
OFFICE/ COORDINATOR
Special Education Support
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
 Windows to provide natural light, desirable
Loose Furnishings:
L1
Ergonomic task chair
L2
Computer workstation
L3
Desk
L4
Guest chair
L5
4-drawer locking file cabinet
L6
Adjustable height bookshelves (12 LF)
See general requirements for technology
QUANTITY:
 3
CAPACITY:
 Counselors
 Instructional personnel
 Psychologists
 Social workers
SIZE:
 150 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Reception Area
 Within the Core academic Suite
GOAL:
 To provide service to accomplish the
requirements of IEPs
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
54
February 2015
High School Educational Specification Prototype
Academy Support Space
Academy Support Space
ADMIN OFFICE (ASSISTANT PRINCIPAL/ ACADEMY HEAD)
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Electrical outlets for equipment
 Uniform lighting
 Windows to provide natural light
Built-in Fixtures:
F1 Tack board (4 LF)
Loose Furnishings:
L1 Desk with conference table
L2 2 guest chairs
L3 Ergonomic task chair
L4 Adjustable height bookshelves (12 LF)
L5 1, 4-drawer locking file cabinet
L6 Computer workstation
Room Technology:
T1 1 voice port and phone
T2 2 data ports
M1/2 Computer/printer
QUANTITY:
 4
CAPACITY:
 Assistant Principal
SIZE:
 120 SF
SPATIAL RELATIONSHIPS:
 Located centrally within each Academy
 Adjacent and access to Decentralized
Administration Reception Area
GOAL:
 To provide an office for the assistant principal
to perform administrative functions
PROGRAM ACTIVITIES:
 Telephone communications (private)
 Coordination of school and support services
 Conferencing with parents, students, and staff
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
February 2015
55
High School Educational Specification Prototype
Academy Support Space
CONFERENCE ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
Built-in Fixtures:
F1 Marker board (8 LF)
F2 Manual projection screen
F3 Tack board (8 LF)
Loose Furnishings:
L1 1-2 Conference tables for 12 w/ conference
room technology built-in
L2 10-12 chairs (sm); 24 chairs (lg)
L3 Adjustable height bookshelves (24 LF)
QUANTITY:
 varies
CAPACITY:
 Staff
 Teachers
 Visitors
Room Technology:
T1 1 video port, monitor
and brackets (proportion viewing size for
larger conference room)
T2 1 voice port and phone
T3 2 data ports
SIZE:
 varies (800 SF total)
SPATIAL RELATIONSHIPS:
 Near front door
GOAL:
 To provide a place for teacher conferences or
meetings
PROGRAM ACTIVITIES:
 Conferencing with staff, teachers, and visitors
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
56
February 2015
High School Educational Specification Prototype
Academy Support Space
RECEPTION AREA
QUANTITY:
 4
ENVIRONMENTAL CONSIDERATIONS:

Uniform lighting
CAPACITY:
 Staff
 Students
 Parents
 Visitors
Built-in Fixtures:
 Reception counter (optional)
 Tack board (4 LF)
SIZE:
 100 SF
ANCILLARY SPACES:
 Academy Head/Assistant Principal
SPATIAL RELATIONSHIPS:
 Glass into the corridor for security and
visibility
 Locate at entrance to academy
GOAL:
 To provide a space designated to help
students and the public feel welcome and
to provide information
 Waiting area for Administrator
Loose Furnishings:
 4 visitor chairs
 Desk
 End table
 Ergonomic task chair
 Information kiosk/display
Area Technology:
 Cable/MATV port
 Data port for printer
 Data port near workstation
 Voice port and phone
PROGRAM ACTIVITIES:
 Administrative activities
 Greeting visitors
 Waiting area for students
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
57
High School Educational Specification Prototype
Academy Support Space
STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Security of equipment and supplies
 Uniform lighting
Built-in Fixtures:
F1 Storage shelving:
12” deep & 18” deep
QUANTITY:
 4
CAPACITY:
 Staff
SIZE:
 100 SF (400 SF total)
GOAL:
 To provide a place for storage of supplies
and equipment
PROGRAM ACTIVITIES:
 Storing equipment and supplies for core
academic departments (English, Math,
Social Studies and World Language, other)
NOTES:
58
February 2015
High School Educational Specification Prototype
Academy Support Space
TEACHER SUPPORT AREA
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Consider future technology needs, build-in
flexibility to retain options
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 OSHA requirements maintained
 Uniform lighting with multi-level switching
 Windows to provide natural light and egress
QUANTITY:
 1-4
CAPACITY:
 6-36 teachers
SIZE:
 400 SF (Or 1600 SF combined)
GOAL:
 To provide space for teachers to carry out their
administrative duties, prepare materials for
class, access the Internet, lock up personal
items, and to socialize and relax.
SPATIAL RELATIONSHIPS:
 1 per Academy (or 1 per school)
 Access from Corridor
 Located near individual restrooms
PROGRAM ACTIVITIES:
 Enter and access data
 Grade papers
 Prepare lessons using computer, video, and
other resources.
 Store files [floating or shared department files]
 Eating lunch
Built-in Fixtures:
F1 Casework:
Base/wall cabinets
F2 Towel dispenser
F3 Soap dispenser
F4 Tack board (4 LF)
F5 Casework: Wardrobe for floating teachers
F6 Marker board (4 LF)
Lockers for floating teachers
Loose Furnishings:
L1 2 Rectangular tables
L2 12 Chairs
L3 Sofa (optional)
L4 End tables
L5 Lounge chairs
L6 Two 2-drawer locking file cabinet for
floating teachers
L7 Two Workstations for floating teachers
L8 Printer table
M1 Vending machine
M2 Refrigerator
M3 Microwave
Room Technology:
T1
1 voice port and phone
T2
1 data port in each workstation
T3
1 data port for printer


Additional ports: Clock/PA, 2 wireless
Single point „face plate‟ near teachers work
station to include: Voice, data, VGA , audio
enhancement, and HDMI
NOTES: Loose furnishings and features shown represent one of many possible arrangements
February 2015
59
High School Educational Specification Prototype
Academy Support Space
60
February 2015
High School Educational Specification Prototype
Administration Space
Administration Space Requirements
LOBBY
7
ENVIRONMENTAL CONSIDERATIONS:
Uniform lighting with accent lighting as
appropriate
 Electrical outlets for equipment
 Aesthetically pleasing
 Provide exterior canopies at entrances
 Window to provide ample natural light
 Treat for sound attenuation
 The architect is to work with the school and
district security to develop a safe and
respectful security arrangement for students,
staff and visitors
 The school wants all visitors during the day to
go through the welcome area to get into the
school.

Built-in Fixtures:
F1 Display cases
L1 Electronic board
Security desk/counter with workstation
QUANTITY:

1
SIZE:

900 SF
GOAL:
 To immediately greet visitors with a
welcoming atmosphere and to provide
easy accessibility for the public
SPATIAL RELATIONSHIP:

Adjacent and access to Security Office

Adjacent and access to Main Office
Room Technology:
Voice and data to security desk

NOTE:

The morning student entrance may be
located near the dining area.

The teachers‟ entrance may be near staff
parking and must be pass key protected for
controlled access at all times.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
61
High School Educational Specification Prototype
Administration Space
RECEPTION/ WAITING AREA
QUANTITY:
 1
CAPACITY:
 10
SIZE:
 600 SF (includes 50 SF Coat Closet)
SPATIAL RELATIONSHIPS:
• Adjacent to Lobby
• Easy to locate and identify
• Maximize view to Lobby and entry
GOAL:
• To provide a welcoming atmosphere and to
serve as an information area for those
coming into the school
PROGRAM ACTIVITIES:
Greeting people and directing them to the
proper location or person
 Waiting area for visitors and staff members

Built-in Fixtures:
 18‟ minimum reception counter (two level for
handicapped access) with adjustable shelf
storage on the inside
 Counter and base cabinets along back wall;
space for master intercom console
 Tack board (8 LF)
Loose furniture:
 2 End tables
 2 ergonomic chairs
 2 under the desk file cabinets
 6-8 Visitor chairs
 Desk/Workstations for 2 staff
 Display rack
Room Technology:
 Ability to „buzz‟ access main entrance when
security is not available
 Master intercom console and appropriate
electric and communication connections
 Voice and data for each workstation
ENVIRONMENTAL CONSIDERATIONS:
 Coat Closet
 Electrical outlets for equipment
 Inviting to visitors
 Wheelchair accessibility
 Windows to provide natural light (if feasible)
NOTES:
62
February 2015
High School Educational Specification Prototype
Administration Space
CONFERENCE/ TESTING ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
Built-in Fixtures:
F1 Marker board (8 LF)
F2 Tack board (8 LF)
 Manual projection screen
Loose Furnishings:
L1 1-2 Conference tables for 12 w/ conference
room technology built-in
L2 12-20 chairs
L3 Computer workstation furniture
CAPACITY:
 Staff
 Teachers
 Visitors
SIZE:
 250 - 300 SF
SPATIAL RELATIONSHIPS:
 In administrative suite
Room Technology:
T1 1 video port, monitor
and brackets (proportion viewing size for
larger conference room)
T2 1 voice port and phone
T3 2 data ports
 Design for computer aided presentations
(electrical outlets from table for
projection device, screen along short
wall, light darkening capability)
GOAL:
 To provide an area adequate for small and
medium group conferences for teacher s
and staff
PROGRAM ACTIVITIES:
 Conferencing with staff, teachers, and
visitors
 Staff collaboration
NOTES:
February 2015
63
High School Educational Specification Prototype
Administration Space
MAILROOM
ENVIRONMENTAL CONSIDERATIONS:

Auditory privacy
• Uniform lighting
Built-in Fixtures:
F1 Tack board (4 LF)
F2 Casework:
Two sided mail slots for 110% of staff
with base cabinets below
F3 Casework: Base/wall cabinets
F4 Marker board (8 LF)
SIZE:

200 SF
SPATIAL RELATIONSHIP:
 Located within/adjacent to the Administrative
Area
GOAL:
 To provide adequate space and equipment
for office work projects and an area to
disseminate incoming mail to staff members
Loose Furnishings:
L1
Work table
L2
Computer workstation with
ergonomic task chair
L3
2-4 Chairs
L4
2, four-drawer file cabinets
Miscellaneous Equipment (owner provided):
M1
Computer (optional)
M2/3 Printer/copier (optional)
M4
FAX (optional)
Room Technology:
 Voice ports and phones
PROGRAM ACTIVITIES:
 Collating materials
 Copying
 Delivery of general mail
 General office work
 Storing of pertinent files
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
64
February 2015
High School Educational Specification Prototype
Administration Space
OFFICE (Administrative Assistant and IT Coordinator)
PROGRAM ACTIVITIES:

Financial accounting and bookkeeper
functions

General office work

Answering telephone

Data input and retrieval

Duties of confidential secretary
Built-in Fixtures:
F1 Casework:
Base cabinets and shelving
F3 Tack board (4 LF)
F2 Casework: Wardrobe
Loose Furnishings:
L2 Desk
L1 Ergonomic chair
L3 Four-drawer locking file cabinet
L4 Bookcases
QUANTITY:

2
CAPACITY:

2 people
SIZE:

120 SF
Miscellaneous Equipment (owner provided):
M2
Printer
M4
Computer
M1
FAX
Room Technology:
T1 Voice port and phone
T2 Data port near workstation
T3 Fax port
T4 Data port for printer
SPATIAL RELATIONSHIPS:

Adjacent and access to Waiting
Area/Reception

Visual access to Waiting Area/Reception

Adjacent to Principal‟s Office

The attendance office will have a lockable
window to the corridor with a counter.
GOAL:

To serve as an area from which the
secretary can effectively provide
administrative support
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
65
High School Educational Specification Prototype
Administration Space
OFFICES (Attendance and Business Manager)
PROGRAM ACTIVITIES:

Student counseling

Telephone calls

Administrative paperwork

Planning

Computer input

Meetings with parents, students, and staff
Built-in Fixtures:
F1 Casework:
Base cabinets and shelving
F2 Tack board (4 LF)
F3 Casework: Wardrobe
Loose Furnishings:
L1 Desk
L2 Side chairs
L3 Ergonomic hair
L4 Four-drawer locking file cabinet
QUANTITY:

2
CAPACITY:

4 people
SIZE:

150 SF
ANCILLARY SPACES:

School Vault (50 SF)
Miscellaneous Equipment (owner provided):
M1
Printer
M2
Computer
M3
Fax (optional)
Room Technology:
T1 Voice port and phone
T2 Data port near workstation
T3 Fax port (optional)
T4 Data port for printer
SPATIAL RELATIONSHIPS:

Adjacent to Administrative Assistant‟s Office

Near Main Office
GOAL:

To serve as the home base for
administrators from which he/she can
provide leadership in a personal, flexible,
and organized environment for students,
staff, and community
Note: The business manager will have the
school vault near his or her office
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
66
February 2015
High School Educational Specification Prototype
Administration Space
PRINCIPAL’S OFFICE
PROGRAM ACTIVITIES:

Administrative paperwork

Computer input

Conferences with staff and other visitors

Interaction with students

Planning

Telephone calls
ENVIRONMENTAL CONSIDERATIONS:

Adequate exhaust (restroom)

Auditory privacy

Private restroom
QUANTITY:

1
CAPACITY:

5 people
SIZE:

230 SF (Including 50 SF Private Toilet)
SPATIAL RELATIONSHIPS:

Adjacent to Administrative Assistant‟s Office

Near Conference Room
GOAL:

To serve as the home base for the principal
from which he/she can provide
instructional leadership in a personal,
flexible, and organized environment for
students, staff, and community
Built-in Fixtures:
F1
Casework: Base/wall cabinets and
shelving
F2
Soap dispenser
F3
Toilet tissue holder
F4
36” and 42” grab bars
F5
24” x 60” mirror
F6
Towel dispenser
F7
Tack board (4 LF)
F8
Coat hook
F9
Casework: Wardrobe
Loose Furnishings:
L1 Conference table
L2 4 side chairs
L3 Desk and chair
L4 4-drawer locking file cabinet
Miscellaneous Equipment (owner provided):
M1/2 Fax/Printer
M3
Computer
Room Technology:
T1 Voice port and phone
T2 Data port near workstation
T3 Fax port
T4 Data port for printer
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
67
High School Educational Specification Prototype
Administration Space
SECURITY CENTER/ OFFICE
QUANTITY:

1
CAPACITY:

Up to 8 people
Loose Furnishings:
 6-8 chairs
 2 Desks/workstation and chairs
 1 chair in breakout area
 2 Work tables
SIZE:

300 SF

SPATIAL RELATIONSHIPS:

Near entrance to Main Corridor

Near student entrance if different

Suite needs 3 activity areas:
1) Work/meeting space for team
2) Breakout/quiet area (100 SF)
3) Camera monitor area w/ privacy screen
Room Technology:
Base system for security cameras
 Data ports near workstations
 Voice ports and phones to both desks
GOAL:
 To serve as an area from which the school
resource officers can perform their
administrative and law enforcement functions
PROGRAM ACTIVITIES:
 Complete reports
 Meet with parents, staff, and other law
enforcement officials
 Monitor surveillance equipment
 Perform counseling
NOTES:
68
February 2015
High School Educational Specification Prototype
Administration Space
STAFF BREAK ROOM
PROGRAM ACTIVITY:

Eating

Interacting with peers

Planning lessons

Relaxing

Using the telephone
ENVIRONMENTAL CONSIDERATIONS:

Auditory privacy

OSHA requirements maintained

Uniform lighting

Wheelchair accessibility
Built-in Fixtures:
F1 Casework:
Base cabinets and shelving
F2 Sink w/soap dispenser
F3 Towel dispenser
 Tack board (4 LF)
 Casework: Lockers for floating teachers
Loose Furnishings:
L1 2 Rectangular tables
L2 12 Chairs
L3 Sofa
L4 End tables
L5 Lounge chairs
QUANTITY:

1
CAPACITY:

Up to 1 person
SIZE:

400 SF
SPATIAL RELATIONSHIPS:
 Access from corridor
 Bathrooms within or near
 Near Dining
GOAL:
 To provide as an area for staff to relax and
prepare for classes
Miscellaneous Equipment (owner provided):
M1 Vending machines
M3 Refrigerator
M4 2 Microwaves
Room Technology:
T1 1 Voice port and phone
 1 data port in each workstation
 1 data port for printer
 Additional ports: Clock/PA, 2 wireless
 Single point „face plate‟ near teachers work
station to include: Voice, data, VGA , audio
enhancement, and HDMI
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
69
High School Educational Specification Prototype
Administrative Space
STORAGE (ADMINISTRATIVE SUPPLIES)
ENVIRONMENTAL CONSIDERATIONS:

Auditory privacy

Uniform lighting
Built-in Fixtures:
F1
Shelving
F2
Lockable cabinets
Loose Furnishings:
L1
2, four-drawer file cabinet
L2
Small safe
Room Technology:
T1
Data port
QUANTITY:
 1
SIZE:
 75 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Administrative
Workroom
 Located within Administrative Area
GOAL:
 To provide adequate and secure storage for
office supplies
PROGRAM ACTIVITY:
 Storing of office supplies, forms, and files
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
70
February 2015
High School Educational Specification Prototype
Administrative Space
STORAGE (CENTRAL TEXT BOOK ROOM)
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets
 Uniform lighting
Built-in Fixtures:
F1 Adjustable shelving (2,000 LF)
Room Technology:
T1 Voice port
QUANTITY:
• 1
SIZE:
• 700 SF (2,000 LF of shelving)
SPATIAL RELATIONSHIPS:
 Near Administration
GOAL:
• To provide secure storage for teaching
materials
PROGRAM ACTIVITY:
• Storage of textbooks and teaching supplies
and forms
• Inventory
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
71
High School Educational Specification Prototype
Administrative Space
TELECOMMUNICATIONS (HEAD END) ROOM
ENVIRONMENTAL CONSIDERATIONS:
Access to ceiling and ceilings for
modifications to systems and wiring
 Adequate power supply will be required and
auxiliary UPS power for back-up. (Quality of
power is important.)
 Adequate ventilation
 Air conditioning dedicated to this space
 Dedicated electrical circuitry
 Security of door

Loose Furnishings:
L1
6-8 racks
L2
Computer workstation/M1 computer
L3
Ergonomic task chair
QUANTITY:
 1
Room Technology:
T1
Data network system
T2
Voice port and phone
T3
Telephone switchgear
T4
Video network control
T5
Satellite dish connection
T6
Satellite and cable system
controls access
SIZE:
 250 SF
SPATIAL RELATIONSHIPS:
 Near Administration or Media Center
GOALS:
 To provide a secure area to serve as the
information hub of the school. File servers
will serve the buildings computer network
 To provide satellite up and down links that
will send and receive voice, video, and
data. Fiber optic cable will serve the
telephone, fax, and video of the school and
other district buildings
PROGRAM ACTIVITIES:

Cable and CATV reception and
broadcasting

Network management

Security system location

Telephone wiring entry and distribution

Voice, video, data reception and distribution
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
72
February 2015
High School Educational Specification Prototype
Administrative Space
TOILET
ENVIRONMENTAL CONSIDERATIONS:
 Adequate exhaust/ventilation
 Moisture- and stain-resistant finishes
 Wheelchair accessibility
Built-in Fixtures:
F1 Towel dispenser
F2 24" x 60" mirror
F3 Toilet tissue holder
F4 36” and 42” grab bars
F5 Soap dispenser
F6 Sanitary dispenser
F7 Sanitary disposal
F8 Coat hook
F9 Casework: Wall cabinet
QUANTITY:

1
CAPACITY:

Up to 1 person
SIZE:

50 SF
SPATIAL RELATIONSHIPS:

Accessed from the welcome center
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
73
High School Educational Specification Prototype
Administrative Space
WORKROOM
ENVIRONMENTAL CONSIDERATIONS:

Auditory privacy

OSHA requirements maintained

Uniform lighting

Wheelchair accessibility
Built-in Fixtures:
F1 Tack board (4 LF)
F2 Marker board (4 LF)
F3 Sink w/soap dispenser
F4 Towel dispenser
F5 Casework:
Base cabinets and shelving
Loose Furnishings:
L1
Work table
L2
4 chairs
L3
Computer workstation with
ergonomic task chair
QUANTITY:

1
CAPACITY:

Up to 4 people
Miscellaneous Equipment:
M1
Copier
M2
Paper cutter
M3
Laminating machine
M4
Computer
M5
Printer
SIZE:

200 SF
SPATIAL RELATIONSHIPS:

Near Waiting Area/Reception
Room Technology:
T1 Voice ports and phones
T3 2 data ports
GOAL:
 To provide an area for office projects to be
completed
PROGRAM ACTIVITIES:
 Binding reports
 Collating
 Copying
 Laminating
 Preparing communications for mailing
 Sorting of files
 Telephone communications
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
74
February 2015
High School Educational Specification Prototype
Guidance/ Students Services Space
Guidance/Student Services Space Requirements
RECEPTION AND WORK AREA
CAPACITY:
 Staff
 Students
 Parents
 Visitors
 Up to 5 People
SIZE:
 250 SF (Guidance)
 150 SF (Parent Center)
SPATIAL RELATIONSHIPS:
 Glass into the corridor for security and
visibility
 Locate near entrance
GOAL:
 To provide a space designated to help
students and the public feel welcome and
to provide information
 Waiting area for counselors
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Wheelchair accessibility
 Uniform lighting
Built-in Fixtures:
 Tack board (4 LF)
Loose Furnishings:
 4 visitor chairs
 End table
 Administrator desk
 Ergonomic task chair
 Information kiosk/display
Room Technology:
 Cable/MATV port
 Data port for printer
 Data port near workstation
 Video port, monitor, VCR, and brackets
 Voice port and phone
PROGRAM ACTIVITIES:
 Administrative activities
 Greeting visitors
 Waiting area for students
NOTES:
February 2015
75
High School Educational Specification Prototype
Guidance/ Students Services Space
OFFICES (Counselors, Registrar, Coordinators, Parent Resource)
PROGRAM ACTIVITIES:

Student counseling

Telephone calls

Administrative paperwork

Planning

Computer input

Meetings with parents, students, and staff
Built-in Fixtures:
F1 Casework:
Base cabinets and shelving
F2 Tack board (4 LF)
F3 Casework: Wardrobe
Loose Furnishings:
L1 Administrator desk
L2 Side chairs
L3 Ergonomic chair
L4 Four-drawer locking file cabinet
QUANTITY:

11
CAPACITY:

4 people
SIZE:

150 SF
SPATIAL RELATIONSHIPS:

Accessed through reception

Near main entrance
Miscellaneous Equipment (owner provided):
M1
Printer
M2
Computer
M3
Fax (optional)
Room Technology:
T1 Voice port and phone
T2 Data port near workstation
T3 Fax port (optional)
T4 Data port for printer
GOAL:

To serve as the home base for guidance
counselors

Private space to meet with parents or
students
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
76
February 2015
High School Educational Specification Prototype
Guidance/ Students Services Space
CAREER AND WORKFORCE CENTER
ENVIRONMENTAL CONSIDERATIONS:
 Comfortable, quiet environment
 Electrical outlets for equipment
 Uniform lighting
 Visual access from Corridor
Loose Furnishings:
L1
Work tables and chairs
L2
4-5 Computer workstations
L3
Lounge chairs
L4
Reception desk
L5
2 Lateral file cabinets
L6
Adjustable height bookshelves (24 LF)
L7
Printer table
Miscellaneous Equipment:
M1
Fax
M2
Printer
M3
TV/VCR on cart
M4
4 computers-students use
M5
4 computer-staff use
CAPACITY:
 1 Staff person
 Up to 3 people
SIZE:
 650 SF
SPATIAL RELATIONSHIPS:
 Access from Corridor ad reception area
Room Technology:
T1
Video port, monitor, VCR, and
brackets
T2
Voice port and phone
T3
Data port near aide workstation
T4
Data port at each workstation
T5
Fax port
T6
Data port for printer
GOAL:
 To provide a space for career counseling and
exploration opportunities for students
PROGRAM ACTIVITIES:
 Career exploration groups
 Career seminars
 Classroom visitations
 Group sessions with college representatives
 Research on colleges or careers
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
February 2015
77
High School Educational Specification Prototype
Guidance/ Students Services Space
CONFERENCE/ TESTING ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
Built-in Fixtures:
F1 Marker board (8 LF)
F2 Tack board (8 LF)
 Manual projection screen
Loose Furnishings:
L1 1-2 Conference tables for 12 w/ conference
room technology built-in
L2 12-20 chairs
L3 Computer workstation furniture
CAPACITY:
 Staff
 Teachers
 Visitors
SIZE:
 250 SF
SPATIAL RELATIONSHIPS:
 In administrative suite
Room Technology:
T1 1 video port, monitor
and brackets (proportion viewing size for
larger conference room)
T2 1 voice port and phone
T3 2 data ports
 Design for computer aided presentations
(electrical outlets from table for
projection device, screen along short
wall, light darkening capability)
GOAL:
 To provide an area adequate for small and
medium group conferences for teacher s
and staff
 To provide and area for testing.
PROGRAM ACTIVITIES:
 Conferencing with staff, teachers, and
visitors
 Staff collaboration
NOTES:
78
February 2015
High School Educational Specification Prototype
Guidance/ Students Services Space
PARENT RESOURCE ROOM
GOALS:

To provide a place for parents to meet and
work when they volunteer at school

To provide space for parents to check-out
and use parenting sources

To provide a place for the PTSA to store
their materials

To provide space for parents to check-out
and use parenting sources
PROGRAM ACTIVITIES:

Parent training

Small group meetings

Storage for personal items

Storage of fundraising materials (PTO/PTA)

Work area
QUANTITY:
 1
CAPACITY:
 Up to 12 People
 Parents new to school
 PTA members
 Volunteers
SIZE:
 700 SF
SPATIAL RELATIONSHIPS:
 Near Welcome Center
 Near Lobby Entrance
 Near Public Restrooms
Built-in Fixtures:
F1 Casework:
Base/wall cabinets
F2 Casework
Wardrobe cabinet
F3 Casework:
Storage cabinets
F4 Marker board (8 LF)
F5 Tack board (8 LF)
F6 Soap dispenser
F7 Towel dispenser
Loose Furnishings:
L1 2 tables (36" x 72")
L2 10 chairs
L3 Four-drawer file cabinet
L4 Adjustable height bookshelves (20 LF)
L6 Computer workstation
Miscellaneous Equipment:
M1
Computer
M2
Printer
M3
Refrigerator with ice maker
Plumbing:

Plumbing connections

Sink, single/deep bowl

Hook-up for ice maker
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
79
High School Educational Specification Prototype
Guidance/ Students Services Space
PTA STORAGE
ENVIRONMENTAL CONSIDERATION:
 Security of door
 Uniform lighting with single-level switching
 Windowless
Built-in Fixtures:
F1
Storage shelving (12" deep)
F2
Storage shelving (18" deep)
Loose Furnishings:
L1
Adjustable height shelving (24” deep)
L2
4-drawer file cabinet (legal)
Electrical Features:
• Single-level switching
QUANTITY:
 1
SIZE:
 200 SF
SPATIAL RELATIONSHIP:
• In Parent Resource Center
GOAL:
• To provide a safe and secure area for storage
of equipment and supplies
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
80
February 2015
High School Educational Specification Prototype
Guidance/ Students Services Space
RECORDS ROOM
PROGRAM ACTIVITIES:

Storage of files and records

Accessible to administration staff
ENVIRONMENTAL CONSIDERATIONS:

Uniform lighting

Security of door
Built-in Fixtures:
F1 Casework:
Wall shelving above file cabinets
Loose Furnishings:
L1 10--20, four-drawer file cabinets (fireproof)
L2 Small safe
L3 Small table
L4 Chair
Room Technology:
T1 Voice port and phone
T2 Data port
QUANTITY:
 1
Miscellaneous Equipment (Owner provided):
M1 (computer)
CAPACITY:
Staff Up to 2 people
SIZE:

300 SF
SPATIAL RELATIONSHIPS:

Near Data Entry Office
GOAL:

To provide secure, fireproof, and adequate
storage for money, records, and other
valuable items
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
81
High School Educational Specification Prototype
Guidance/ Students Services Space
TOILET (Adult)
ENVIRONMENTAL CONSIDERATIONS:
 Adequate exhaust/ventilation
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Moisture- and stain-resistant finishes
 Uniform lighting
 Wheelchair Accessibility
Built-in Fixtures:
F1 Towel dispenser
F2 24" x 60" mirror
F3 Toilet tissue holder
F4 36” and 42” grab bars
F5 Soap dispenser
F6 Sanitary dispenser
F7 Sanitary disposal
F8 Coat hook
F9 Casework: Wall cabinet
QUANTITY:
 2
CAPACITY:

Up to 1 person
SIZE:
 50 SF
SPATIAL RELATIONSHIPS:
 Located within Health Suite adjacent to the
Cot Area
PROGRAM ACTIVITY:
Changing clothing
 Personal and health needs for the health suite

NOTES: Loose furnishings and features shown represent one of many possible arrangements.
82
February 2015
High School Educational Specification Prototype
Health Suite Space
Health Suite Space Requirements
RECEPTION/ WAITING AREA
ENVIRONMENTAL CONSIDERATIONS:
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
 Windows to provide natural light
Built-in Fixtures:
F1 Tack board
 Brochure rack
Loose Furnishings:
L1 6 visitor chairs
 2 Side tables w/ lamps
Room Technology:
T1 Voice port
Finishes:
Flooring:
 Moisture and stain-resistant finishes
QUANTITY:
 1
Counter Tops:
 Chemical-resistant
CAPACITY:
 Up to 6 people
SIZE:
 250 SF
SPATIAL RELATIONSHIPS:
 First space one enters in Health Suite
 Ground floor
 May include Nurse‟s desk and work station
(see office for description of F&E)
GOAL:
 To provide an area for students waiting to
see the nurse or for parent pick-up
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
83
High School Educational Specification Prototype
Health Suite Space
COT ROOMS
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Audio and visual privacy
 Visual access to Waiting Area/Reception or
Welcome Center
Built-in Fixtures:
F1 Cubical curtain
Loose Furnishings:
L1 2 cots
L2 1 large cot
L3 3 chairs
Finishes:
Flooring:
 Moisture and stain-resistant finishes
QUANTITY:
2

CAPACITY:
1 person per cot
 2-3 cots per area

SIZE:
200 SF

ANCILLARY SPACES:
Bathroom in each cot area

SPATIAL RELATIONSHIPS:
Located within Health Suite
 Separate Male and Female Cot areas visible
to the Office and Waiting Area

GOAL:
To provide a place for students and staff to
lie down when feeling ill

PROGRAM ACTIVITIES:
Resting
NOTES: Loose furnishings and features shown represent one of many possible arrangements.

84
February 2015
High School Educational Specification Prototype
Health Suite Space
EXAM ROOMS/ TREATMENT AREA
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Electrical outlets for equipment
 Sink with hot and cold water/gooseneck with
paddle handles
 Visual access to Waiting Area/Reception
 Wheelchair area within space
Note: Nurse should have visual control over
the cots and reception area even while in the
treatment area.
Built-in Fixtures:
F1 Cubical curtain
F2 Soap dispenser
F3 Towel dispenser
F4 Casework: Base/wall cabinets
F5 Casework: Student-access medicine
cabinet (see staff for space and design
requirements)
QUANTITY:
 1
CAPACITY:
 Up to 2 people
SIZE:
 140 SF
GOAL:
 To provide school based health services
PROGRAM ACTIVITIES:
 Administrative paperwork
 Consultation with students
 First aid
 Health screening
 Medical treatments
 Medication administration
Loose Furnishings:
L1 Desk
L2 Ergonomic chair
L3 Cot or exam table
Room Technology:
T1 Voice port and phone
T2 Data port
Finishes:
Flooring:
 Moisture and stain-resistant finishes
Counter Tops:
 Chemical-resistant
SPATIAL RELATIONSHIPS:
 Located within Health Suite
 Near Waiting Area
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
85
High School Educational Specification Prototype
Health Suite Space
OFFICES
ENVIRONMENTAL CONSIDERATIONS:

Auditory privacy

Electrical outlets for equipment

Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35

Uniform lighting
Built-in Fixtures:
F1 Tack board
Loose Furnishings:
L1 1 desk
L2 1 ergonomic task chair
L3 1, 4-drawer file cabinet
L4 Printer table
Guest chair
QUANTITY:
 1
CAPACITY:
 Up to 2 people
SIZE:
 200 SF (includes 50 SF toilet)
Room Technology:
T1 Voice port and phone
T2 Data port near workstation
T3 Data port for printer
Miscellaneous Equipment (owner provided):
M1 Printer
M2 Computer
SPATIAL RELATIONSHIPS:
 Adjacent and visual into Waiting
Area/Reception
GOAL:
 To provide an office for the staff to perform
clerical functions
PROGRAM ACTIVITIES:
 Computer input
 Conferences with staff and other visitors
 Paperwork
 Planning
 Telephone calls
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
High School Educational Specification Prototype
Health Suite Space
STORAGE AREAS
ENVIRONMENTAL CONSIDERATIONS:
 Security of equipment, supplies, and
medicines
 Uniform lighting
Built-in Fixtures:
F1 Storage shelving - 12” deep
F2 Storage shelving - 24" deep
Loose Furnishings:
L1 File cabinets
Miscellaneous Equipment:
M1 Refrigerator (lockable) with ice maker (may
be in treatment room instead)
QUANTITY:
 1
CAPACITY:
 Up to 1 person
Plumbing:
Plumbing connections

Ice maker, refrigerator
SIZE:
 50 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Treatment Area
GOAL:
 To provide storage for medical supplies and
equipment
PROGRAM ACTIVITIES:
 Storage
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
87
High School Educational Specification Prototype
Health Suite Space
TOILET
ENVIRONMENTAL CONSIDERATIONS:
 Adequate exhaust/ventilation
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Moisture- and stain-resistant finishes
 Wheelchair Accessibility
 Uniform lighting
Built-in Fixtures:
F1 Towel dispenser
F2 24" x 60" mirror
F3 Toilet tissue holder
F4 36” and 42” grab bars
F5 Soap dispenser
F6 Sanitary dispenser
F7 Sanitary disposal
F8 Coat hook
F9 Casework: Wall cabinet
QUANTITY:
 2
CAPACITY:
 Up to 1 person
SIZE:
 50 SF
SPATIAL RELATIONSHIPS:
Located within Health Suite adjacent to the
Cot Rooms

PROGRAM ACTIVITY:
Changing clothing
 Personal and health needs for the health
suite

NOTES: Loose furnishings and features shown represent one of many possible arrangements.
88
February 2015
High School Educational Specification Prototype
Maintenance/ Custodial Space
Maintenance & Custodial Space Requirements
BUILDING SUPERVISOR OFFICE
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets for equipment
 Uniform lighting
 Visual control from Custodial Shop
 Visual control from Receiving
Built-in Fixtures:
F1 Book shelves
Loose Furnishings:
L1 2 desk
L2 2, four-drawer file cabinets
L3 2 ergonomic task chairs
L4 Adjustable height bookshelves (12 LF)
L5 Printer table
Room Technology:
T1 2 voice port and phone
T2 2 data ports
QUANTITY:
1
Miscellaneous Equipment (owner provided):
M1 2 Computers
M2 1 Printer
CAPACITY:
 Up to 2 People
SIZE:
 150 SF
ANCILLARY SPACES:
 Toilet/Shower/Lockers
SPATIAL RELATIONSHIPS:
 Adjacent and access to Custodial Shop
 Adjacent and access to Receiving
 Near corridor
GOAL:
 To provide an area for the maintenance
manager, staff, and building engineer to
provide supervision of the physical plan
PROGRAM ACTIVITIES:
 Conferences with staff and other visitors
 Paperwork
 Telephone calls
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
89
High School Educational Specification Prototype
Maintenance/ Custodial Space
CUSTODIAL SHOP
ENVIRONMENTAL CONSIDERATIONS:
 Drainage for dumpster pad area for clean-up
 Electrical outlets for equipment
 High ceiling
 Sound proofing
 Uniform lighting
Built-in Fixtures:
F1 Workbench on two walls with storage
below
 Storage shelving (locking), 84” high, 24”
deep
F2 Pegboard (16 LF)
F3 Towel dispenser
F4 Soap dispenser
QUANTITY:
 1
CAPACITY:
 Up to 4 People
Miscellaneous Equipment (owner supplied):
M1-6 Tools as needed
M7
Eye wash station
SIZE:
 350 SF
ANCILLARY SPACES:
 Toilet/Shower/Lockers
SPATIAL RELATIONSHIPS:
Access to a main corridor
 Adjacent and access to Custodial Office
 Adjacent and access to Receiving
 Near boiler room

GOAL:
To provide a safe and orderly area for
maintenance of equipment, furniture, and
real property assets

PROGRAM ACTIVITIES:
 General maintenance
 Painting
 Preventative maintenance
 Repair of small electrical items, equipment,
furniture, doors, blinds, fixtures, etc.
NOTES:
90
February 2015
High School Educational Specification Prototype
Maintenance/ Custodial Space
CUSTODIAL STORAGE
QUANTITY:
 2-3
SIZE:
 Varies (450 SF total)
ENVIRONMENTAL CONSIDERATIONS:
 Double doors with removable mullions to
Receiving and Corridor
 Electrical outlets for equipment
 High ceilings
 Uniform lighting
SPATIAL RELATIONSHIPS:
 Adjacent to receiving and kitchen
 Easy access to a main corridor
 Near Custodial Shop
Built-in Fixtures:
F1
Storage shelving (40 LF): 84” high x 36”
deep
F2
Storage shelving: 84" high x 24" deep
GOAL:
 To serve as points for storage of bulk
commodities and equipment
Loose Furnishings:
L1
Desk and chair
PROGRAM ACTIVITY:
 Storage of furniture, materials for special
events, paper, and general supplies
Room Technology:
T1/2 Voice and data connections
Miscellaneous Equipment :
M2
Metal cabinet for flammables
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
91
High School Educational Specification Prototype
Maintenance/ Custodial Space
ENGINEERING OFFICE
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets for equipment
 Uniform lighting
 Visual control from Receiving
Built-in Fixtures:
F1 Book shelves
Loose Furnishings:
L1 2 desk
L2 2, four-drawer file cabinets
L3 2 ergonomic task chairs
L4 Adjustable height bookshelves (12 LF)
L5 Printer table
Technology
See standard Office
CAPACITY:
 Up to 2 People
SIZE:
 150 SF
Room Technology:
2 voice port and phone
2 data ports
Miscellaneous Equipment (owner supplied):
2 Computers
1 Printer
SPATIAL RELATIONSHIPS:
 Near Receiving or mechanical rooms
 Near corridor
GOAL:
 To provide an area for the maintenance
manager, staff, and building engineer to
provide supervision of the physical plant
PROGRAM ACTIVITIES:
 Conferences with staff and other visitors
 Paperwork
 Telephone calls
NOTES:
92
February 2015
High School Educational Specification Prototype
Maintenance/ Custodial Space
ENGINEERING STORAGE
QUANTITY:

1
SIZE:
 400 SF
ENVIRONMENTAL CONSIDERATIONS:
 Double doors with removable mullions to
Receiving and Corridor
 Electrical outlets for equipment
 High ceilings
 Uniform lighting
SPATIAL RELATIONSHIPS:
 Adjacent to Receiving
 Easy access to a main corridor
Built-in Fixtures:
F1 Storage shelving (40 LF): 84” high x 36”
deep
F2 Storage shelving: 84" high x 24" deep
GOAL:
 To serve as the central point for storage of
bulk commodities and equipment
Miscellaneous Equipment :
M2 Metal cabinet for flammables
PROGRAM ACTIVITY:
 Storage of furniture, materials for special
events, paper, and general supplies
Loose Furnishings:
L1 Desk and chair
Room Technology:
T1/2 Voice and data connections
NOTES:
February 2015
93
High School Educational Specification Prototype
Maintenance/ Custodial Space
RECEIVING
ENVIRONMENTAL CONSIDERATIONS:
 Double doors with removable mullions to
corridor
 High ceiling
 Staging area with insulated overhead door
large enough for forklift access
 Uniform lighting
 Electrical outlets for equipment
Fixed Equipment:
F1
Storage shelving (36” deep)
Loose Furniture:
L1
Step ladder (owner provided)
L2
Metal cabinet for flammables
T1-2
Voice and PA ports
CAPACITY:

Up to 4 People
SIZE:
 500 SF
SPATIAL RELATIONSHIPS:
 Access to a main corridor
 Access to loading dock area
GOAL:
 To serve as the central point for delivery and
shipping of bulk commodities and
equipment and provide adequate storage
for supplies and materials
PROGRAM ACTIVITIES:
 Loading and unloading
 Storage of furniture, materials for special
events, paper, and general supplies
NOTES:
94
February 2015
High School Educational Specification Prototype
Media Center Space
Media Center Space Requirements
LIBRARY COMMONS
QUANTITY:

1 Commons
CAPACITY:
 150 students
 200 persons for community or staff meeting
 Media Specialist
 Media Assistant
SIZE:

5,750 SF (including Technology Hub of
1,400 SF)
ANCILLARY SPACES:
 Equipment Storage
 Office
 Staff Development
 Staff Toilet
 Workroom
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Lighting appropriate to task with switches to
dim separate zones of media center
 Wall mounts and appropriate wiring for
TV/VCR in whole class zone
 Windows to provide natural light and egress
 Security of school when center is in use after
school hours
 Ceiling height in proportion to room
dimensions
 Window treatment to darken room for AV
presentations
 Acoustical treatment for the presentation area
to allow for simultaneous activities
Loose Furnishings:
Individual research and reading area:
 Book stacks mostly peripheral (quantity
SPATIAL RELATIONSHIPS:
site specific); some low shelving (36”) on
 Three (3) activity areas:
castors
1. Individual Research and Reading around
 Independent workstations distributed
periphery where stacks are located
around the periphery (w/outlets);
2. Break-out areas
comfortable chairs
3. On-line Learning area
 10 lounge chairs
 Good sight lines to all ancillary spaces
 5 end tables
 Information desk located close to entrance
and near office/workroom
Break-out areas
 Locate standing card catalog station next to
 12-14 four-person tables and chairs in
information desk
two locations; consider different heights
 Mobility for all free standing furniture
and alternative seating choices (outlets
including book shelves
at every location)
 16 seated computer work stations
GOAL:
 To provide a place for social interaction and
On-Line Learning area
multi-media production and presentation
 32 computer work stations and 32 chairs
 To provide students, staff, and community
(swivel)
with access to paper and digital information
 Teacher workstation and chair
 Printer table
PROGRAM ACTIVITIES:
 Circulation of materials and resources
 Meetings for staff and parents
 Multi-media production
Finishes:
 Reading, speakers
Flooring: Carpet
 Whole group and small group instruction
February 2015
95
High School Educational Specification Prototype
Media Center Space
LIBRARY COMMONS (continued)
HVAC:
Supply/return air system
Independent temperature control
Electrical:
Duplex outlets throughout
Multilevel lighting
Production/Presentation area:
Copy machine
Two network printers/scanners
Portable sound system
 Recessed floor/ wall electrical outlets in floor
at tables
 Flush covers for floor outlets
 Electrical outlets at all column locations
96
Technology:

Large screen monitor in classroom area
(data and cable TV port)
Distance learning location

Information desk:

Voice ports and phones

bar code reader

2 data ports

16 data ports at seated stations

32 data ports for on-line center

2 data ports for network printers
Robust wireless access
February 2015
High School Educational Specification Prototype
Media Center Space
PRODUCTION/ MULTI-MEDIA CLASSROOM/ STUDIO
CAPACITY:
 4 students
 1 teacher
SIZE:
 1,850 (Includes 900 SF Media Classroom)
SPATIAL RELATIONSHIPS:
 Accessible to and near the Library Commons
 Includes the following spaces:
1) Journalism/ Editing Room (350 SF)
2) Media Classroom (900 SF)
3) TV Studio (400 SF)
4) Control Booth (100 SF)
5) Storage (100 SF)
GOAL:
 To provide a soundproof, properly lighted room
for video productions, audio productions,
publication purposes, and multimedia
productions using computer accessories and
peripherals such as scanners, digital
cameras, etc.
PROGRAM ACTIVITIES:
 Class and small group video projects
 Closed circuit TV production
 Creative writing
 Digitizing
 Editing of pre-recorded videotape
 Production of daily morning news show
 Newspaper production
 Scanning
 Video creation/production
 Voice over/dubbing
Finishes:
 Flooring: Studio floor should be medium gray
tiles, and the Control Room should have
VCT.
 Walls/ Ceilings: Should be painted flat black.
HVAC Features:
 Separate HVAC control from the Media Center
Plumbing Features:
 Plumbing connections for sink
February 2015
ENVIRONMENTAL CONSIDERATIONS:
 Capability of transmitting live or pre-recorded
programs to the rest of the school.
 Dual glass windows (typically 6‟ x 3‟) required
between the studio and control room.
 Due to the changing nature of technology, a
media production room is to be designed for
flexibility of use.
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 40
Acoustically improved entry door seals
 Provide visual control from media center, if
adjacent
 Studio should have a ceiling height of 11‟
 Walls should be of the insulated double wall
type insulation.
Built-in Fixtures:
 Ceiling mounted short throw projector or
interactive white board
 Counter along window wall between and
facing control room.
 Counter for 6 large monitor computers
 Manual projection screen or interactive white
board
 Wall curtain
Media Classroom
• 12-16 „ counter with sink and lockable
cabinets below
• Dry erase board (8‟)
• Tack board above counter
Loose Furnishings:
Loose furniture TBD:
 12 stackable student chairs
 Book cases
 Cabinets for files and flat files
Media Classroom
• 2 printer tables
• 6, 6 person tables (rectangles for easy
reconfiguration to layout publication
materials)
• 36 stackable chairs
97
High School Educational Specification Prototype
Media Center Space
Electrical Features:
 Electrical outlets for equipment
 Lighting bar or grid with dimmer board in
Control Room
 Provide a medium duty cyclorama I-beam
supplied for “walk along” operation.
 Special lighting for video production
 Uniform lighting with an appropriate visual
comfort level
Area Technology:
 2 data ports for printers
 2 data ports for scanners
 5 data ports
 Audio connection from counter along window
wall between and facing Control Room
 Cable connections to Control Room for light
and sound controls
 Communication connections between studio
and control room
 Voice Port and phone
Miscellaneous Equipment:
Video and production equipment TBD
 2 network printers/scanners
 Copy machine
 Portable sound system
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
98
February 2015
High School Educational Specification Prototype
Media Center Space
OFFICE (Media Specialist)
PROGRAM ACTIVITIES:

Administrative work (preparing budget,
reports, etc.)

Cooperative learning

Ordering

Processing and repairing books, videos,
discs, etc.

Scheduling
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
 Visual access to Reading/Stacks/Circulation
QUANTITY:
 1
CAPACITY:
Media Specialist
 Technology Aide

SIZE:
 200 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to
Reading/Stacks/Circulation
 Adjacent and access to Workroom
 Near circulation desk
Built-In Fixtures:
F1 Tack board (4 LF)
Loose Furnishings:
L1
1-2 Computer workstations
L2
Adjustable height bookshelves (24 LF)
L3
1-2 Ergonomic task chairs
L4
2, four-drawer file cabinets
See general requirements for technology
Room Technology:
Office requirements for technology
GOAL:
 To provide a private work area for the media
specialist, easy access to the circulation
desk, media production area, and computer
resource area
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
99
High School Educational Specification Prototype
Media Center Space
CONFERENCE ROOM/ PROFESSIONAL LIBRARY
Staff Development Suite
ENVIRONMENTAL CONSIDERATIONS:
• Comfortable rooms with pleasant décor that
contribute to an atmosphere conducive to
creativity
• Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
Reverberation Time: .4-.6 seconds
• Electrical outlets for equipment
• Proportion for effective viewing and listening from
all areas of the classroom
• Uniform lighting
• Window treatment to darken room for AV
presentation
• Windows to provide natural light and egress
QUANTITY:
 1
CAPACITY:
 Up to 30 people
 Guest speakers
SIZE:
 750 SF
ANCILLARY SPACES:
 Instructional Coach‟s Office
SPATIAL RELATIONSHIPS:
 Near Media Center
Built-in Fixtures:
F1 Marker board on two walls (16 LF X 2)
F2 Tack board (8-16 LF)
F3 Casework: Base/wall cabinets around sink
F4 Manual projection screen (optional)
F5 Casework: Counter for coffee machine and
microwave; under the counter refrigerator
Loose Furnishings:
L1 Computer station(s) and printer table (#TBD)
L3 4-5 rectangular tables
L5 24-30 chairs
L6 Adjustable height bookshelves (24 LF)
L7 Table for printer (optional)
Room Technology:
T1 Data port for computer
T5 Data port for printer/copier/ fax
T6 Voice port and phone
Miscellaneous Equipment :
GOAL:
M1 Computer (optional)
 To provide flexible space as a resource area M2
Printer/ copier/ fax (optional)
for meetings and training
M3 2 wireless ports
 Interactive white board
PROGRAM ACTIVITIES:
 Computerized instruction
 Hands-on activities
Plumbing Features:
 Large group and small group instruction
• Plumbing connections: Single, deep sink
 Presentation
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
100
February 2015
High School Educational Specification Prototype
Media Center Space
INSTRUCTIONAL COACH’S OFFICE
Staff Development Suite
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
 Windows to provide natural light
Built-in Fixtures:
F1 Tack board (4 LF)
Loose Furnishings:
L1 Desk with conference table
L2 2 guest chairs
L3 Ergonomic task chair
L4 Adjustable height bookshelves (12 LF)
L5 1, 4-drawer locking file cabinet
L6 Computer workstation
QUANTITY:
 1
Room Technology:
T1 1 voice port and phone
T2 Data ports
M1/2 Computer/printer (owner provided)
CAPACITY:

Instructional Coach
SIZE:
 120 SF
GOAL:
 To provide an office for instructional coach
PROGRAM ACTIVITIES:
 Maintain staff resource area
 Meet with staff for training
SPATIAL RELATIONSHIPS:
 Adjacent staff development suite
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
101
High School Educational Specification Prototype
Media Center Space
STORAGE (EQUIPMENT)
ENVIRONMENTAL CONSIDERATION:
 Security of door
 Uniform lighting with single-level switching
 Windowless
Built-in Fixtures:
F1
Storage shelving (12" deep)
F2
Storage shelving (18" deep)
Loose Furnishings:
L1
Adjustable height shelving (24” deep)
L2
4-drawer file cabinet (legal)
Electrical Features:
• Duplex receptacles to charge laptop carts
when not in use
• Single-level switching
QUANTITY:
 1
SIZE:

300 SF
SPATIAL RELATIONSHIP:
• Adjacent and access to the workroom
GOAL:
• To provide a safe and secure area for storage
of equipment and supplies
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
102
February 2015
High School Educational Specification Prototype
Media Center Space
TOILET (Staff)
ENVIRONMENTAL CONSIDERATIONS:
 Adequate exhaust/ventilation
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Moisture- and stain-resistant finishes
 Uniform lighting
 Wheelchair Accessibility
Built-in Fixtures:
F1 Towel dispenser
F2 24" x 60" mirror
F3 Toilet tissue holder
F4 36” and 42” grab bars
F5 Soap dispenser
F6 Sanitary dispenser
F7 Sanitary disposal
F8 Coat hook
F9 Casework: Wall cabinet
QUANTITY:
 1
CAPACITY:

Up to 1 person
SIZE:
 50 SF
SPATIAL RELATIONSHIPS:
 Located within Health Suite adjacent to the
Cot Area
PROGRAM ACTIVITY:
Changing clothing
 Personal and health needs for the health suite

NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Media Center Space
WORKROOM
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Visual access to Reading/Stacks/Circulation
 Uniform lighting
Built-in Fixtures:
F1
Storage shelving: video
F2
Casework: Base/wall cabinets
F3
Casework: Tall storage
F4
Soap dispenser
F5
Towel dispenser
Loose Furnishings:
L1
Paper cutter
L2
Computer workstation furniture
L3
Equipment table
L4
Chairs
QUANTITY:
 1
CAPACITY:
 Media specialist
SIZE:
 300 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Office
 Adjacent and access to Library Commons
 Behind circulation desk
GOAL:
 To provide space for the management and
organization of media resources and
processing of incoming materials
Room Technology:
T1
Voice port and phone
T2
Data port near workstation
T3
Data port for printer and scanner
T4
Fax port
Miscellaneous Equipment:
M1
Fax
M2
Printer
M3
Scanner
M4
Computer
M5
Video distribution equipment
Plumbing:
Plumbing connections

Sink
PROGRAM ACTIVITIES:
 Receiving, processing, and duplicating library
materials
 Repairing damaged or worn materials
 Scanning and digitizing
NOTES: Loose furnishings and features shown represent one of many possible arrangements
104
February 2015
High School Educational Specification Prototype
Performing Arts Space
Performing Arts Space Requirements
AUDITORIUM
GOAL:
 To provide a flexible performance venue and
large technology intensive multi-purpose
instructional space.
PROGRAM ACTIVITIES:
 Community programs and events
 Lectures
 Student assemblies
 Theatrical, dance, and musical productions
ENVIRONMENTAL CONSIDERATIONS:
 Optimize sound qualities
Built-in Fixtures:
F1
Operable wall (optional)
F2
Motorized projection screen
F3
Fixed audience seating
with table arms on every other seat on
first 10 rows
CAPACITY:
 850 (50% of SRC)
Room Technology:
 House and Stage lighting
 Sound system
SIZE:
 8,500 SF
ANCILLARY SPACES:
 Sound and Light Control Box
 Stage
 Ticket Booth/Box Office
SPATIAL RELATIONSHIPS:
 All facilities in this area must have easy
access to the rest of the school, with
capability to be closed off from all parts of
the school during evenings for security
 Convenient access to visitor parking
 Opens into lobby with ticket booth, public
restrooms, and a public entrance with
drop-off
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
February 2015
105
High School Educational Specification Prototype
Performing Arts Space
LOBBY
7
ENVIRONMENTAL CONSIDERATIONS:
Aesthetically pleasing
 Electrical outlets for equipment
 Provide exterior canopies at entrances
 The architect is to work with the school and
district security to develop a safe and
respectful security arrangement for
students, staff and visitors
 Treat for sound attenuation
 Uniform lighting with accent lighting as
appropriate
 Window to provide ample natural light

Furnishings & Fixtures:
F1 Display cases
L1 Electronic board
• Security desk/counter with workstation
Room Technology:
Voice and data to security desk

QUANTITY:
 1
CAPACITY:
SIZE:
 1,700 SF
SPATIAL RELATIONSHIP:
 Adjacent and access to Auditorium
GOAL:
• To provide a standing area before
performances and events.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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Performing Arts Space
STAGE
SIZE:
 2,250 SF
ANCILLARY SPACES:
 Costume/Prop room
 Make Up/Dressing Room
 Scene Shop
GOAL:
 To provide space for student performances
Built-in Fixtures:
F1 Mirrors
F2 Theater and stage equipment
F3 Motorized projection screen
Loose Furnishings:
 Grand piano (need locked storage – no lip on to
stage)
 Mobile folding risers
 Orchestra shell
 Podium
Stage Technology:
 1 data port in center of stage apron
 2 data ports side stage
 Cable/MATV port
 Jacks for sound system in apron at front of stage
 Microphone port
 Voice port and telephone
Finishes:
Flooring: Wood flooring
Typical dimensions: 40‟ proscenium opening;
20-foot wing on one side of the arch and a 30foot wing on the rigging side of the arch; 25‟
depth behind curtain
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
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COSTUME/ PROP ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Uniform lighting
 Electrical outlets for equipment
 Adequate ventilation
Built-in Fixtures:
F1
Mirror
F2
Pegboard (8 LF)
F3
Casework:
Tall cabinets and shelving
Loose Furnishings:
L1
Clothes rack
SIZE:
• 200 SF
SPATIAL RELATIONSHIPS:
 Adjacent to Make Up/Dressing Room
GOAL:
 To provide a secure area for storing and
retrieving costumes and small props
PROGRAM ACTIVITY:
 Storage for costumes and props
NOTES:
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February 2015
High School Educational Specification Prototype
Performing Arts Space
MAKE UP/ DRESSING ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Uniform lighting
 Electrical outlets for equipment
 Surround lighting at make-up stations
Built-in Fixtures:
F1
Clothing hooks
F2
Lockers
F3
Counter top (make-up stations)
F4
Casework:
Base/wall cabinets
F5
Mirrors
L1
Chairs
T1
Audio to monitor stage
QUANTITY:
 2
CAPACITY:
SIZE:
 250 SF
SPATIAL RELATIONSHIPS:
 Near Restrooms
 Locate behind stage
 Adjacent and access to Costume Room
 Adjacent to Scene Shop Storage
GOAL:
 To provide a space for performers to change
into their costumes and put on make-up
to prepare for performances
PROGRAM ACTIVITIES:
 Putting on make-up
 Changing clothes
 Physical warm-up before performances
 Doubles as a green room
NOTES:
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SCENE SHOP STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation and dust collection
 Doors should be 15‟ clear height and 10‟
wide to allow for moving flats to stage
 Electrical outlets for equipment
 Minimum 20‟ clear ceiling height
 Open floor space to allow for construction
Loose Furnishings:
L1 Work table
L2 Stools
L3 Large mobile trash can with lids
L4
Storage racks for flats
F1
Storage shelves
Room Technology:
 Voice and data ports (per the District‟s
most recent standards at the time of
installation) flexible wired and wireless
capability
CAPACITY:
 4-10 Students
 1 Staff member
SIZE:
 500 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Stage
 Outside access (if feasible)
GOAL:
 To provide an area for construction and
storage of sets, flats, and scenery for
production
PROGRAM ACTIVITIES:
 Cutting wood
 Hammering nails
 Painting
 Production of props, etc.
NOTES: All support spaces are desirable but not a priority if they cannot be located near the
auditorium.
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SOUND AND LIGHT CONTROL
ENVIRONMENTAL CONSIDERATIONS:
 Consider sound transfer into Auditorium during
performances
 Electrical outlets for equipment
 Sound proof HVAC system
 Task lighting
 Uniform Lighting
 Unobstructed view of stage at all times
Built-in Fixtures:
F1 Casework: 36” deep plastic laminate
counter top
F2 Sliding glass windows
Loose Furnishings:
L1 Student stools
Room Technology:
T1 2 data ports
T2 Voice port and phone
T3 Video port
Intercom/headset hook-up (audio/visual)
CAPACITY:
 4 people
SIZE:
 200 SF
SPATIAL RELATIONSHIPS:
 Behind and above last row of auditorium
seating
GOAL:
 To provide space for the equipment needed
to operate the sound, lighting, and
projection equipment for the stage
PROGRAM ACTIVITIES:
 Operation of the technical support for
performances
 Teaching of Technical Theater
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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STORAGE (CHAIR/ PIANO)
ENVIRONMENTAL CONSIDERATIONS:
 Uniform lighting
 Wide double door opening
SIZE:
 200 SF
SPATIAL RELATIONSHIP:
 Near auditorium orchestra pit
GOAL:
 To provide a secure area for storing and
retrieving chairs
PROGRAM ACTIVITY:
 Storage for chairs
NOTES:
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February 2015
High School Educational Specification Prototype
Performing Arts Space
TICKET BOOTH/BOX OFFICE
Built-in Fixtures:
Casework
 Counter
Loose Furnishings:
 2 stools
Room Technology:
 Data port
CAPACITY:
 2 persons
SIZE:
 100 SF
SPATIAL RELATIONSHIPS:
 Located in Lobby adjacent to Auditorium
 Lockable window into corridor
GOAL:
 To provide a space for ticket sales
PROGRAM ACTIVITY:
 Selling tickets
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
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BAND/ ORCHESTRA ROOM
ENVIRONMENTAL CONSIDERATIONS:

Uniform multilevel lighting

Environmental sound control:
Wall minimum: STC 60
Ceiling minimum: CAC 35, STC 60
 8‟ high double doors throughout this area
with removable mullions

Baffled ductwork

Sound proof HVAC system (under 35 dBa)

Appropriate acoustics and sound attenuation

Adequate ventilation

Electrical outlets for equipment
 Non-parallel surfaces (walls/ceiling) for
acoustical benefits

Sound seals on doors

Ceiling Height (14‟ minimum)
CAPACITY:

Up to 80 students

Teacher
SIZE:

2,500 SF
ANCILLARY SPACES:
 Instrument Storage
 Practice Rooms
Built-in Fixtures:
F1
Marker board (24 LF)
1/2 with staff lines
F2
Tack board (12-16 LF)
F3
Casework:
Base/wall cabinets (8 LF)
F4
Interactive White board
Clock (on side walls instead of rear walls)
Loose Furnishings:
L2
Teacher desk and chair
L3
Sheet music cabinet
(150 concert sized folio capacity)
L4
Conductors podium/stand/chair
L5
60 Music posture chairs
L6
60 music stands
GOAL:
 To serve as the learning and practice area for TECHNOLOGY and BUILT-IN EQUIPMENT
instrument classes
• See regular Classroom
PROGRAM ACTIVITIES:

Individual and small group practice

Jazz and chamber ensembles

Performance

Teaching and learning to read music
SPATIAL RELATIONSHIPS:
 Adjacent and access to Instrument Practice
Room
 Adjacent and access to Storage
 Near to Stage and Outdoors
(Class)Room Technology;
 Additional ports: Printer, Clock/PA, 2 wireless
 Interactive white board (typical)
 Single point „face plate‟ near teachers work
station to include: Voice, data, VGA , audio
enhancement, and HDMI
Miscellaneous Equipment (owner provided):
M3
Band/orchestra sound system
with sound recording/editing equipment
and microphone connection
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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BAND UNIFORM STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Uniform lighting
Built-in Fixtures:
F1
Closet shelving /Double rods
F2
Casework: Tall cabinet
SIZE:

250 SF
ANCILLARY SPACES:

Band/Orchestra Room
SPATIAL RELATIONSHIPS:
 Adjacent to Band/Orchestra Room
GOAL:
 To provide secure and adequate storage for
uniforms
PROGRAM ACTIVITY:
 Storing and accessing uniforms
NOTES:
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CHORAL/ GUITAR ROOM (optional KEYBOARD)
ENVIRONMENTAL CONSIDERATIONS:
 Appropriate acoustical treatment
 Baffled ductwork
 Drinking fountain in corridor
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 60
Ceiling minimum: CAC 35, STC 60
 Higher than normal ceiling height (14‟
minimum)
 Non-parallel surfaces (walls/ceiling) for
acoustical benefits
 Quiet HVAC system (under 35 dBa)
 Sound seals on doors
Built-in Fixtures:
F1 Marker board (16 LF)
F2 Tack board (16 LF minimum)
F3 Interactive White board (not in front of
white board)
Speakers on 4 walls for sound system

Guitar storage racks (Optional)

Clock (on side walls instead of rear walls)
QUANTITY:
 1
CAPACITY:
 Up to 60 students
 Teacher
SIZE:
 1,800 SF
GOAL:
 To provide a space that will serve as the
learning/ practice area for choral and
general music classes
Loose Furnishings:
L1 Portable standing choral risers
L2 45 chairs with folding tablet arms
L4 Teacher desk and chair
L5 Conductor‟s podium, chair, and stand
L6 Sheet music cabinet
(150 concert sized folio capacity)
L7 Upright piano
L8 40 music stands
L9 Adjustable height bookshelves (48 LF)
L10 Sound recording/editing equipment
Cabinet
L11 Printer table (optional)
TECHNOLOGY and BUILT-IN EQUIPMENT
 See regular Classroom
(Class)Room Technology:
PROGRAM ACTIVITIES:

Additional ports: Printer, Clock/PA, 2
 Practice for sectional groups
wireless
 Rehearsals

Single point „face plate‟ near teachers work
 Solos
station to include: Voice, data, VGA , audio
 Survey music classes
enhancement, and HDMI
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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CHORAL PRACTICE ROOM
QUANTITY:
 2
CAPACITY:
Up to 3 students
 Teacher

SIZE:
• 125 SF
SPATIAL RELATIONSHIP:
 Adjacent and access Choral Room
GOAL:
• To provide an area for individual student
practice and rehearsals
ENVIRONMENTAL CONSIDERATIONS:
 Environmental sound control:
Wall minimum: STC 60
Ceiling minimum: CAC 35, STC 60
 Adequate ventilation
 Auditory privacy
 Quiet HVAC system (under 35 dBa)
Built-in Fixtures:
• Tack board (4 LF)
• Marker board (4 LF)
• Casework: Base cabinets (6 LF) (optional)
Room Technology;
• Data port
PROGRAM ACTIVITY:
• Choral practice/rehearsals
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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CHORAL STORAGE/Library
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Uniform lighting
Built-in Fixtures:
F1
Rods for robes
F2
Casework: Tall cabinets
Loose Furniture:
Compact library system
QUANTITY:
 1
CAPACITY:

Student assistants

Teacher
SIZE:
 300 SF
SPATIAL RELATIONSHIP:
 Adjacent and access to Choral Room
GOAL:
 To provide adequate storage for portable
choral risers, accessories, and equipment
PROGRAM ACTIVITY:
 Storage and simple repair of portable choral
risers, accessories, and equipment
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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High School Educational Specification Prototype
Performing Arts Space
INSTRUMENTAL PRACTICE ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Environmental sound control:
Wall minimum: STC 60
Ceiling minimum: CAC 35, STC 60
 Adequate ventilation
 Auditory privacy
 Quiet HVAC system (under 35 dBa)
Built-in Fixtures:
F1
Tack board (4 LF)
F2
Marker board (4 LF)
F3
Casework: Base cabinets (6 LF)
(optional)
Room Technology;
T2
Data port
QUANTITY:
 2-3
CAPACITY:

Up to 2 students

Teacher
SIZE:
 75 - 150 SF
SPATIAL RELATIONSHIP:

Adjacent and access to Band/Orchestra
Room
GOAL:

To provide an area for individual student
practice and rehearsals
PROGRAM ACTIVITY:
 Instrumental practice/rehearsals
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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INSTRUMENT STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Uniform lighting
Built-in Fixtures:
F1 Storage shelving: Instrument storage w/
open grille doors
F2 Casework: Tall cabinets
QUANTITY:
 1
SIZE:
• 400 SF
SPATIAL RELATIONSHIP:
 Adjacent and access to Band/Orchestra
Room
 Provide entrance and separate exit to the
Band/Orchestra Room
GOAL:
 To provide secure and adequate storage for
instruments
PROGRAM ACTIVITY:
 Storage of instruments
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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KEYBOARD LAB (Optional)
CAPACITY:

25 Persons

Teacher
ANCILLARY SPACES:

Band/Orchestra Room

Choral Room
GOAL:

To teach music theory and appreciation
classes

To teach piano/keyboarding
PROGRAM ACTIVITIES:

Small and large group instruction

Listening to music
SPATIAL RELATIONSHIPS:

Adjacent to Band/Orchestra Room

Adjacent and access to Choral Room
ENVIRONMENTAL CONSIDERATIONS:
• Electrical outlets for equipment
• Environmental sound control:
• Wall minimum: STC 45
• Ceiling minimum: CAC 35
• Uniform lighting
Built-in Fixtures:
• Marker board (8 LF)
• Tack board (8 LF minimum)
• Interactive White board (not in front of
white board) or ceiling mounted
projector
Loose Furnishings:
• 25 tables for keyboards with posture
chairs
•
•
Stereo audio system, CD player, AM-FM
turner, amplifier (Owner provided)
Four wall-mounted speakers
Miscellaneous Equipment:
 Keyboards (owner provided)
Room Technology:
1 voice port and phone
2 Wireless ports
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
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DANCE STUDIO (Fine Arts Elective)
GOAL:
 To support the Dance program (art elective)
PROGRAM ACTIVITIES:
 Ballet
 Ethnic Dance
 Modern Dance
 Tap Dance
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation and ceiling fans
 Ceiling Height (15‟ Minimum)
 Drinking fountain in adjacent corridor
 Electrical outlets for equipment
 Flexibility of space
 High windows to provide natural light is
desirable
 Multi-level lighting
QUANTITY:
 1
CAPACITY:

28 Students

1 Teachers
SIZE:
 1,800 SF
 100 SF storage
 100 SF Office
SPATIAL RELATIONSHIPS:
 Near Performing Arts
 Near PE Locker Room/Showers
Built-in Fixtures:
F1 Mirrors (6‟ high 6” from floor)

Adjustable/removable Barres (range 32”-34”
up to 44”-46” from floor)
F2 Tack board (16 LF) outside room
F3 Marker board (8LF) with electric outlet below
F4 Ceiling fans
 Student storage and benches near door
(cubbies)
Room Technology:
T1 Voice port and phone

Ceiling hung projector with screen
Miscellaneous Equipment:
M1 Surround sound system – consult staff
Finishes:
Flooring:
 Wooden Floating sub floor
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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SHARED DRAMA CLASSROOM/ STAGE SUPPORT SPACE (Optional)
QUANTITY:
 1
CAPACITY:

28 Students

1 Staff member
SIZE:
• 900 SF (including Drama Storage)
ANCILLARY SPACES:
• Costume/ Prop Room
• Scene Shop Storage
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets for equipment
 Uniform lighting with multi-level switching
Built-in Fixtures:
Clock (on side walls instead of rear walls)
Counter and cabinets along one wall to
include sink
 Dry, white eraser-board (4‟ x 20‟ on two
different walls) on track
 Speaker system
 Tack board (4‟ x 20‟) minimum; tack strips on
all walls


GOAL:
 To provide needed space for general music
Loose Furnishings:
classroom furniture
 1 work table
 To provide a „green room for performances
 28 stackable student chairs
 To teach drama or provide rehearsal space when  28 student desks (square)
the stage is in use
 Adjustable height bookshelves (24 LF)
 To temporarily store props for an on-going
 Teacher‟s desk/workstation and chair
production
Plumbing Features:
• Deep sink with gooseneck faucet
Classroom Technology;
• Additional ports: Printer, Clock/PA, 2 wireless
• Interactive white board or ceiling mounted
overhead projected (to be determined at
the time of installation)
• Single point „face plate‟ near teachers work
station to include: Voice, data, VGA ,
audio enhancement, and HDMI
NOTES:
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February 2015
High School Educational Specification Prototype
Physical Education Space
Physical Education Space Requirements
LOBBY
7
ENVIRONMENTAL CONSIDERATIONS:
Aesthetically pleasing
 Electrical outlets for equipment
 Provide exterior canopies at entrances
 The architect is to work with the school and
district security to develop a safe and
respectful security arrangement for
students, staff and visitors
 Treat for sound attenuation
 Uniform lighting with accent lighting as
appropriate
 Window to provide ample natural light

Furnishings & Fixtures:
F1 Display cases
L1 Electronic board
• Security desk/counter with workstation
Room Technology:
Voice and data to security desk

QUANTITY:
 1
CAPACITY:
SIZE:
 2,250 SF
SPATIAL RELATIONSHIP:
 Adjacent and access to Gymnasium
GOAL:
• To provide a standing area before
performances and events.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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Physical Education Space
GYMNASIUM
PROGRAM ACTIVITIES:
 Community programs and activities, secured
 Interscholastic competition and daily practices
 Physical education classes
ENVIRONMENTAL CONSIDERATIONS:
 Clear height of 25' from floor to nearest
obstruction
 Drinking fountain in adjacent corridor
 Must be able to isolate the gymnasium from
the rest of the school after hours
 The walls and ceilings will require acoustical
treatment:
 Uniform lighting with multilevel controls
QUANTITY:
 1
CAPACITY:
 50-1700 Students
 2-4 Teachers
 Capacity of bleachers shall be minimum of
the student capacity
SIZE:

6,800 SF +

5,100 SF (Seating for 1,700 students)
ANCILLARY SPACES:
 PE Locker Rooms/Showers
 Department Offices
 Storage
 Laundry
SPATIAL RELATIONSHIPS:
 Near outdoor athletic fields
 Near visitor parking and public
 Provides 2 full basketball courts when the
bleachers are closed
Built-in Fixtures/Equipment:
 2 white boards with electrical outlets on either
side of the curtain.
 P/A sound system
 Clock (with protective cage)
 Padding on walls behind the goals and on the
backboards
 Block outs for three sets of volleyball standards
and nets.
 Dividing curtain to create two basketball courts
when the bleachers are withdrawn
 Tack strips on the walls are required to fasten
banners.
 Bleacher seating to be electrically operated &
fold back to provide a flat surface.
 Multi-sport scoreboard.
 Glass lexon basketball backboard (2), with
break-away rims, forward swing, main court,
Fiberglass basketball backboard (4), forward
swing, side, cross court. Each backboard (6)
is to be raised and lowered electrically and
shall retract away from bleachers.
Room Technology:
T1
Microphone port
T2
Outside microphone port
T3
2 voice ports and phones
T4
Port for sound system

Data ports near each white erase board

Wireless capability
GOAL:
:
 To serve as physical education facility during Finishes
Flooring:
the school day, a practice and recreation

Wood strip flooring for athletic applications
area during non-school hours
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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Physical Education Space
CONCESSION
PROGRAM ACTIVITIES:
 Ticket sales
 Displaying school recognition awards
 Refreshment sales
 Common gathering place for community and
school athletic events
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Cleanable building surfaces/floor drains
 Easy to supervise
 Electrical outlets for equipment
 Food service department and public health,
requirements, as applicable
 Good signage
 Good traffic flow
 Large door to transport large boxes and
equipment to and from the area
 Plumbing for double bowl sink
Built-in Fixtures:
F1 Counter area for concessions
and ticket sales
F2 Coiling overhead counter door
F3 Display case
F4 Soap dispenser
F5 Towel dispenser
F6 Casework: Base/wall cabinets (lockable)
CAPACITY:

Students

1 Teachers
SIZE:
 300 SF
SPATIAL RELATIONSHIPS:
 Near Gymnasium
 Near public restrooms
Miscellaneous Equipment:
M1 Refrigerator
M2 Microwave
M3 Ice machine
M4 Computer /register
Room Technology:
T1 Data port
T2 Voice port and phone
GOALS:
 To provide display areas to celebrate triumphs
of the school
 To provide space for the public to purchase
refreshments and tickets during events
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
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FITNESS/ WEIGHT ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Electrical outlets for equipment
 Flexibility of space
 Windows to provide natural light
Built-in Fixtures:
F1
Mirrors
F2
Tack board (8 LF)
F3
Marker board (8 LF) with electric outlet

Ceiling fans
Room Technology:
T1
Voice port and phone
Wireless capability
QUANTITY:
 1
CAPACITY:

28 Students

1 Teachers
Miscellaneous:
M1
Exercise equipment TBD
M2-3 Aerobic Equipment TBD
Finishes:
Flooring:

Resilient athletic flooring
SIZE:

1,800 SF
SPATIAL RELATIONSHIPS:
 Must be able to isolate the Fitness Room
from the rest of the school after hours
GOAL:
 To serve as a physical education teaching
area and a wellness/workout area for
students and community members.
PROGRAM ACTIVITIES:
 Community and staff members learning to
develop and maintain health and fitness
 Physical education classes learning to
develop muscular, respiratory, and
cardiovascular systems
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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MULTI-PURPOSE/ WRESTLING ROOM (optional)
PROGRAM ACTIVITIES:

Community and staff members
developing and maintaining health and
fitness

Members of athletic teams improving
performance and to rehabilitate injured
body areas

Physical education classes learning to
develop muscular, respiratory, and
cardiovascular systems
ENVIRONMENTAL CONSIDERATIONS:

Adequate ventilation and ceiling fans

Drinking fountain in adjacent corridor

Flooring to allow for flexible uses

Ventilated storage for wrestling mats
(see Athletic Director for types of mats)
QUANTITY:
 1
Built-in Fixtures:
F2 Tack board (8 LF)
F3 Marker board (8 LF)
F4 Ceiling fans

Padding 5‟ up wall on three walls
opposite door

Student storage and benches near door
(cubbies)
CAPACITY:

25 Students

1 Teachers
Room Technology:
T1 Voice port and phone
SIZE:
 1,800 SF
Finishes:
Flooring:

Resilient athletic flooring
SPATIAL RELATIONSHIPS:
 Adjacent and access to Fitness Room
 Adjacent and access to Storage
 Near PE Locker Rooms/Showers
GOAL:
 To serve as a physical education teaching
area, strength development area for
athletes, and a wellness/workout for
students and community members
NOTES:
February 2015
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High School Educational Specification Prototype
Physical Education Space
LAUNDRY
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Cleanable building surfaces
 Electrical outlets for equipment
Built-in Fixtures:
F1 Rust-resistant 12” deep shelving
F2 Casework: Base/wall cabinets and
shelving
Miscellaneous Equipment:
M1 Commercial washers (2)
M2 Commercial dryers (2)
Plumbing:
 Plumbing connections
Sinks, utility
Floor drains
QUANTITY:
 1
CAPACITY:
 1-2 Teachers
HVAC:
Washer and dryer connections

SIZE:
 150 SF
SPATIAL RELATIONSHIPS:
 Near PE Locker Room/Showers
 Near Athletic Lockers
GOAL:
 To provide space to wash/dry athletic/PE
garments, towels, etc.
PROGRAM ACTIVITY:
 Washing and drying clothes
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
130
February 2015
High School Educational Specification Prototype
Physical Education Space
LOCKER ROOM/SHOWERS (PE)
QUANTITY:
 2
CAPACITY:
 40 Students
 1 Teachers
SIZE:
 1,800 SF
GOAL:
 To provide a safe and clean area for
students to change, store clothes, and
shower
PROGRAM ACTIVITIES:
 Change clothing
 Showering
 Clothing storage
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Cleanable building surfaces
 Humidity and temperature controls
 Locate lockers on wall outside of toilet
shower room
 Minimize isolated areas.
 Towel storage in adjacent area
Built-in Fixtures:
F1
Narrow counter
F2
Mirrors
F3
Tack board (8 LF)
F4
Toilet partitions
F6
Benches
F7
24" x 60" mirror
F8
Soap dispenser
F9
Towel dispenser
F10 Hand / hairdryers
F11 Towel hooks
F12 Shower curtain and rod
F13 36" and 42" grab bars
F14 Toilet tissue holders
F15 16" x 24" mirror
F5
300 lockers at each area (boy‟s and
girl‟s) approximately 12"W x 12"H x
16"D in size with a combination lock
for each locker. Fasten lockers to
floor or wall, approximately, 6" to 8"
above floor. Install benches in front
of lockers, approximately, 30" away
from lockers. Supervision should be
possible from one central location.
NOTES: Features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Physical Education Space
LOCKER ROOM (ATHLETIC TEAM)
QUANTITY:
 2
CAPACITY:
 25 Students
 1 Teacher
SIZE:
 800 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Gymnasium
 Access to PE Locker Room Showers without
going through the PE locker area
 Near outdoor fields
 Provide separation between PE and Athletic
locker rooms to accommodate up to four
teams
GOAL:
 To provide a safe and clean area for students
to change, store clothes, and shower for
home and visiting athletic teams and others
as appropriate
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Cleanable building surfaces
 Humidity and temperature controls
 Locate lockers on wall in vestibule outside of
toilet/shower room
 Minimize isolated areas.
 Towel storage in adjacent area
Built-in Fixtures:
 Mirrors
 Tack board (8 LF)
 Security mirrors as required for visibility in
blind spots
 Athletic lockers: 40 lockers at each area
(boy‟s and girl‟s) approximately 12"W x
36"H x 16"D in size with a combination
lock for each locker. Additional 30
football lockers in boy‟s locker room.
Fasten lockers to floor or wall,
approximately, 6" to 8" above floor.
Install benches in front of lockers,
approximately, 30" away from lockers.
PROGRAM ACTIVITIES:
 Change clothing
 Showering (shared with PE locker area
 Clothing storage
NOTES: Features shown represent one of many possible arrangements.
132
February 2015
High School Educational Specification Prototype
Physical Education Space
OFFICES (DEPARTMENT/ ATHLETIC)
QUANTITY:
 3
CAPACITY:
 1-2 Teachers
 Athletic Director
SIZE:
 150 SF
SPATIAL RELATIONSHIP:
 Near Locker Rooms/Showers
 PE offices have window into the locker room
GOAL:
 To provide a work area for physical education
teachers and athletic director to conduct
administrative duties
PROGRAM ACTIVITIES:
 Maintaining records
 Meeting
 Ordering
 Planning
 Scheduling
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Uniform lighting
 Secure locks on office door; „no break‟
windows
Built-in Fixtures:
F1 Tack board (4 LF)
Loose Furnishings:
L1 Teacher‟s desk
L2 Ergonomic task chair
L3 Computer workstation
L4 4-drawer file cabinet
L5 Adjustable height bookshelves (12 LF)
L6 Guest chairs
Blinds on window
Room Technology:
 See standard office technology
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Physical Education Space
TRAINING ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Electrical outlets for equipment
 Flexibility of space
Built-in Fixtures:
F1 Marker board (8 LF)
F2 Tack board (8 LF)
F3 Casework: Base/wall cabinets, Sink
Loose Furnishings:
L1 2 Taping/massage tables
Trainer‟s workstation with chair and file
cabinet
M1
M2
Refrigerator with ice machine
Whirlpool
Plumbing:
Plumbing connection
Sink
Ice machine
QUANTITY:
 1
T1
Voice and data port
CAPACITY:

2 Students

1 Teacher/trainer
SIZE:

300 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Gymnasium
 Near Athletic Lockers
 Near PE Locker Room/Showers
GOAL:
 To provide a place for treatment of injuries
PROGRAM ACTIVITIES:
 Minor rehabilitation
 Taping of joints
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
134
February 2015
High School Educational Specification Prototype
Physical Education Space
STORAGE
GOAL:
 To provide space to adequately store PE
and athletic equipment (PE and athletic
equipment needs to be stored separately)
PROGRAM ACTIVITIES:
 Storage for equipment
 Storing sound system and other equipment
in the physical education/athletic area
ENVIRONMENTAL CONSIDERATIONS:
 Climate control to dry uniforms and other
equipment which get wet during use
 Separate storage areas for inactive sports,
physical education, and athletics
 Uniform lighting
 Open space
 Provide secure storage
 Flexibility of storage use
 Uniform lighting
Built-In Fixtures:
Varies: Peg boards, shelving, cabinets
QUANTITY:
 4
SIZE:
 Varies (1,600 SF total)
SPATIAL RELATIONSHIPS:
 Adjacent and access to Auxiliary Gymnasium
(may be used for JROTC uniform storage)
 Adjacent and access to Gymnasium
 Near PE areas
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Physical Education Space
WORKROOM (Staff/ Coaches)
PROGRAM ACTIVITIES:
 Contact community resources via telephone
and e-mail
 Enter and access data
 Grade papers
 Prepare lessons using computer, video, and
other resources
Store files (floating teachers or shared
department files)
Built-in Fixtures:
F1
Marker board (8 LF)
F2
Tack board (8 LF)
F3
Casework: Base/wall cabinets
QUANTITY:
 2
CAPACITY:
 Coaches
 Teachers
SIZE:
 250 SF
SPATIAL RELATIONSHIPS:
Contains restrooms, kitchenette, shared
workstations and conference space
 Near PE spaces

Loose Furnishings:
L2
Worktable
L3
8 individual workstations (coaches)
L4
Printer table

8 under the desk file cabinets
Miscellaneous Equipment (owner provided):
M1
Copier
M2
Printer
M3
Refrigerator with icemaker
M4
Microwave
Vending machines (optional)
Room Technology:
T2-3 Voice and data for each workstation and
the printer
GOAL:
 To provide space for teachers and coaches to
carry out their administrative duties, prepare
materials for class, access the Internet, lock
up personal items, and to socialize and
relax
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
136
February 2015
High School Educational Specification Prototype
Student Dining/ Food Svcs Space
Student Dining & Food Service Space Requirements
CAFETERIA / COMMONS
CAPACITY:
 Community – primarily after school hours
 Number of students per lunch to be 800
 Up to 575 people
ENVIRONMENTAL CONSIDERATIONS:
 Adjust space and materials to manage
acoustics; provide sound system
 Adjustable lighting
 Cleanable building surfaces
SIZE:
 Good sight lines to all areas of the room
 8,500 SF
for supervision
 Identify 2 locations for presentations for
SPATIAL RELATIONSHIPS:
up to 100 people (screen and electricity,
 Adjacent and access to Kitchen
barrier-free)
 Centrally located to Administration, Gymnasium,
 Identify location and electricity for satellite
Main Academic areas
salad bar w/ cash register
 Near parking and main entry to building
 Proportion ceiling to volume
 Window treatment to darken room for AV
GOALS:
presentations.
 To provide a flexible meeting space for groups if
 Windows to provide ample natural light
needed
 Consider options to partition room for
 To provide a pleasant atmosphere for students to
smaller settings
eat meals
Room Technology:
Loose Furnishings:
T1 1 voice port and phone
L1 Tables (variety of shapes and heights)
T2 2 video ports, large screen monitors,
L2 575 Chairs
and brackets

Portable sound system
T3 1 data port

Waste receptacles with lids
T4 2 cable/ MATV ports

Recycling bins
T5 Microphone jacks
Note: Cable TV location
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Student Dining/ Food Svcs Space
CHAIR/ TABLE STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Accessibility for moving furniture in and out
 Cleanable building surfaces
 Uniform lighting
Loose Furnishings:
L1 200 Stackable Chairs
L2 Chair dollies per above count
QUANTITY:
 1
CAPACITY:
 200 Chairs
SIZE:
• 300 SF
SPATIAL RELATIONSHIPS:
• Adjacent and access to Student Dining
Area/Multipurpose
GOAL:
• To provide convenient storage of dining chairs
and tables to be used for meetings and
performances
PROGRAM ACTIVITY:
 Storage
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
138
February 2015
High School Educational Specification Prototype
Student Dining/ Food Svcs Space
KITCHEN
ENTRY
EXIT
QUANTITY:
 1
CAPACITY:
 Up to 8 People
SIZE:
 2,350 SF
GOAL:
 To prepare and serve student meals (80% of
1200=960)
PROGRAM ACTIVITIES:
 Preparing and serving food to students and staff
 Storage
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Beginning of serving line should be located
near entry door of Cafeteria/Commons
 Cleanable building surfaces
 Food service department, public health,
code requirements, as applicable
 Queuing for serving should not conflict with
tray return to dishwashing area.
 Uniform lighting
Room Technology:
 1 voice port and phone
 2 data ports at cash registers
SPATIAL RELATIONSHIPS:
 Adjacent and access to Cafeteria/Commons
 Adjacent and access to Outdoor Loading Dock
NOTES: This is an example of a kitchen. Food service equipment will vary from school to school;
confirm requirements with PGCPS Food Service Department.
February 2015
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High School Educational Specification Prototype
Student Dining/ Food Svcs Space
KITCHEN (continued)
Features (Specifications from PGCPS):
Built-in Fixtures:
Combination Steamer/Oven
 Convection oven ,
 Convection steamer
 Exhaust Hood Systems, including Fire
Suppression
 Food Preparation Sinks
 Hand Sinks
 Mop washing sink
 Pizza Oven, Deck oven or Conveyor Oven
 Pot washing sinks
 Storage shelving
 Tilt Skillet
 Ware Washing Machine with appropriate
accessories (tables, booster heater,
disposer, etc.)
 Warming/Holding/Proofing Cabinets

Plumbing:
 Connections to food service equipment
 Floor drains
 Hand washing lavatory
 Plumbing and gas connections
HVAC:
 Air conditioning
 Independent temperature control
 Kitchen canopy exhaust system
 Supply/return air system
Loose Furnishings:

Work Tables

Refrigeration - Reach-ins
NOTES:
140
February 2015
High School Educational Specification Prototype
Student Dining/ Food Svcs Space
OFFICE
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform Lighting
Built-in Fixtures:
F1 Tack board
Loose Furnishings:
L1 1-2 desks
L2 1-2 ergonomic task chairs
L3 2 4-drawer file cabinets
L4 Printer table
• Guest chair
QUANTITY:
 1
CAPACITY:

Up to 2 people
SIZE:
 150 SF
Room Technology:
T1 Voice port and phone near workstation
T2 Data port near workstation
T3 Data port for printer
Miscellaneous Equipment (provided by owner):
M1 Printer
M2 Computer
SPATIAL RELATIONSHIPS:
• Adjacent and visual to Kitchen or Receiving
area
GOAL:
• To provide an office for the staff to perform
clerical functions
PROGRAM ACTIVITIES:
• Computer input
• Conferences with staff and other visitors
• Paperwork
• Planning
• Telephone calls
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Student Dining/ Food Svcs Space
SERVING AREA
QUANTITY:
 1
DESIGN GUIDE:
• Four „food court‟ serving lines: TBD
Sample Lines and equipment needs below:
SIZE:
 1,400 SF
GOAL:
 To provide space and equipment to serve
student meals
PROGRAM ACTIVITIES:
 Serve food
SPATIAL RELATIONSHIPS:
 Adjacent and access to the Kitchen
 Adjacent and access to the Cafeteria/
Commons
 Additional satellite services may be able to
provide a salad bar or pre-made items
Built-in Fixtures:
• See PGCPS food services staff
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
142
February 2015
High School Educational Specification Prototype
Student Dining/ Food Svcs Space
TOILET/ LOCKER AREA
PROGRAM ACTIVITIES:
 Changing
 Resting
Built-in Fixtures:
F2 Towel dispenser
F3 24” x 60” mirror
F4 Toilet tissue holder
F5 36” and 42” grab bars
F6 Soap dispenser
F7 Towel rack
Loose Furnishings:
 Benches and lockable lockers
QUANTITY:
 2
CAPACITY:
 Kitchen Staff: Separate Male and Female
rooms
SIZE:
• 125 SF
SPATIAL RELATIONSHIP:
 Adjacent to Kitchen/ Serving Area
GOAL:
 To provide an area for kitchen staff to change
and clean-up before and after work.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Student Dining/ Food Svcs Space
144
February 2015
High School Educational Specification Prototype
Visual Arts Space
Visual Arts Space Specifications
MULTI-PURPOSE STUDIO (2D/ 3D)
ENVIRONMENTAL CONSIDERATIONS:
 Adjustable full-spectrum lighting/Track lighting
for display wall
 Double width doors (with removable mullion)
to allow for moving of large equipment and
projects.
 Electrical outlets for equipment
 Window treatment to darken room for AV
presentations
 Windows to provide natural light and egress
CAPACITY:

32 Students

1 Staff member
SIZE:
 1,400 SF
ANCILLARY SPACES:
 Storage
GOAL:
 To provide a learning environment where
students can learn two dimensional art
and create their own art pieces
PROGRAM ACTIVITIES:
 Art history and culture
 Computer graphics and internet access
 Cooperative group work
 Drawing/Painting
 Viewing of slides/ DVDs/ CD-Roms
Plumbing:
 Plumbing connections
 Sinks – Island or peninsula sinks w/ clay &
plaster traps in all studios
Built-in Fixtures:
F1
Casework:
Base/wall cabinets and shelving
F2
Interactive Board
F3
Marker board/Chalk board (16 LF)
F4
Tack board (12-24 LF)
Tack strip on all walls at two heights
F5
Casework:
Paper storage
Vertical files (30” x 40” work)
F6
Towel dispenser
F7
Soap dispenser
F8
Casework: Demonstration table
Loose Furnishings:
L1 8 worktables
L2 4 Computer workstations (MACs)
L3 32 stools
L4 Adjustable height bookshelves (24 LF)
L5 Project storage lockers (10" x 15" x 20")
L6 Teacher desk and chair
L8 Cabinets w/ drying racks
L9 Movable art display panels
L10 Light table
L11 Worktable

Paper cutters – floor model and 18” table
top
Miscellaneous (owner provided):
M1 Document camera
M4 printer
M5 3 computers for student use (Mac‟s)
M6 1 computer for teacher use
M7 Countertop exhaust hood
Room Technology:
See regular academic classroom
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
February 2015
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High School Educational Specification Prototype
Visual Arts Space
3-D STUDIO
ENVIRONMENTAL CONSIDERATIONS:
 Acid/heat resistant counter tops
 Adjustable full-spectrum lighting
 Double width doors (with removable mullion)
to allow for moving of large equipment and
projects
 Electrical outlets for equipment
 Window treatment to darken room for AV
presentations
 Windows to provide natural light and egress
Built-in Fixtures:
F1 Casework: Base/wall cabinets and
shelving (lockable)
F2 Tack board (12 LF)
F3 Marker board/Chalk board (12 LF)
F4 Manual projection screen
F5 Casework: Clay bin storage
F6 Towel dispenser
F7 Soap dispenser
CAPACITY:

32 Students

Teacher
SIZE:
 1,600 SF
ANCILLARY SPACES:
 Kiln Room
 Storage
GOAL:
 To provide a learning environment where
students can learn about three dimensional
art and create their own art pieces
PROGRAM ACTIVITIES:
 3-D construction
 Architectural modeling
 Ceramics
 Creation of interactive displays
 Fiber
 Metal working
 Sculpture
Loose Furnishings:
L1 8 work tables
L2 24 stools
L3 Project storage lockers (10" x 15" x 20")
L4 Damp box (ceramics)
L7 Teacher desk and chair
L8 Work tables– see staff for uses
L9 Adjustable height bookshelves (24 LF)
L10 Mobile storage (art carts)

Damp cabinets (7) – see staff for existing
equipment list
Miscellaneous (owner provided):
M2
6 potter‟s wheels (ceramic rm only)
M6
Printer
M8
1 computer for teacher use
Room Technology:
See regular academic classroom
Plumbing:
 Compressed air
 Floor drains with sediment traps
 Large sinks with solids interceptor
 Natural gas connections (optional)
 Plumbing connections
NOTES: All drawings are for illustration only. Tags not noted in the text are not required elements.
146
February 2015
High School Educational Specification Prototype
Visual Arts Space
PHOTOGRAPHY/ GRAPHIC ARTS STUDIO
QUANTITY:
 1
CAPACITY:
 30 Students
 1 Staff member
SIZE:
 1400 SF
ANCILLARY SPACES:
 Storage
GOALS:
 To provide students with the technology and
space for computer and photographic art
PROGRAM ACTIVITIES:
 Computerized instruction
 Hands-on activities
 Large and small group instruction/Oral
presentation
 Team teaching
Dark Room (optional):
 150 SF
 3 enlarger stations each 40” wide and 28”
deep and 38” high; shelves below and
electrical supply along the wall
 An eye wash station with a floor drain
 Counter space for paper cutter (dry area)
 Dedicated ventilation.
 Floor shall be sealed concrete.
 Stainless steel sink (28”X7” deep) with
storage (some slotted) below;
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets for equipment
 Provide treatment to darken room for AV
presentations
Built-in Fixtures:
 Casework: Tall lockable cabinets
 Tack board (32 LF)
 White board (12 LF)
Loose Furnishings:
 2, 4-drawer file cabinet
 3 Work tables
 30 computer workstations
 30 student swivel chairs
 Adjustable height bookshelves (24 LF)
 Printer table
 Scanner table
 Teacher chair and desk
Miscellaneous Equipment:
 30 Large monitor computers
 Color and B&W printer
 Computer for teacher use
 Interactive white board
 Large format scanner
 Plotter
Room Technology::
 30 data ports
 Data port for printers
 Data port for scanner
 Data port near teacher workstation
 Interactive white board
 Voice port and phone
See regular academic classroom technology:
NOTES:
February 2015
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High School Educational Specification Prototype
Visual Arts Space
KILN ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Electrical outlets for equipment (208
voltage)
Built-in Fixtures:
F1 Storage shelving (12" deep)
F2 Casework: Base cabinets and wall
shelving
Loose Furnishings:
L1 Kiln
L2 Greenware shelving
 Fire extinguisher
HVAC:
 Temperature controlled exhaust
 Ventilation for kiln outside
 Hooded exhaust for glazing
QUANTITY:
 1
CAPACITY:
 2 Students
 1 Staff member
SIZE:
 200 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to 3-D Studio
GOAL:
 To provide a space to fire and temporarily
store completed clay work and clay bins
PROGRAM ACTIVITIES:
 Firing the kiln
 Storing ceramics work
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
148
February 2015
High School Educational Specification Prototype
Visual Arts Space
STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
Built-in Fixtures:
F1/2 Shelving, thirty inches (30”) deep on
three sides, with countertop
adjustable shelving
F1
Storage shelving (12" deep)
F2
Storage shelving (18" deep)
Loose Furnishings:
L1/2 Lockable base cabinets / wall cabinets
Built-in cabinets above counters
Electrical outlets
L1
Greenware Shelving
L2
Four-drawer file cabinet (legal)
QUANTITY:
 4
SIZE:
 Varies (600 SF total)
SPATIAL RELATIONSHIPS:
 Adjacent and access to each studio
GOAL:
 To provide secure and adequate space to
store art supplies, portable equipment,
technology peripherals, and materials
PROGRAM ACTIVITIES:
 Storage of equipment, supplies, and projects
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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High School Educational Specification Prototype
Visual Arts Space
150
February 2015
High School Educational Specification Prototype
Athletic Fields Space
Athletic Fields Space Specifications
ATHLETIC FIELDS
Provide 6 to 8 lane running track with center soccer/football field; field events; bleacher seating for
400, 3 basketball and 4 tennis courts as a minimum.
Provide grading of fields with 1 percent to 1-1/2 percent slope.
BASEBALL FIELD
Verify radius required based on program use of field. Estimate of area needed is based on 360 feet
radius to center field and 335 feet to right and left outfield. See below Figure.
2.
3.
4.
5.
6.
7.
8.
Provide infield area in compliance with High School
Athletic Association guidelines. See adjacent Figure.
Provide a 24-foot high backstop a minimum of 60 feet
from home plate.
Provide a player protection fence that is 6-foot high
chain link fence offset 60 feet from first and third base
lines.
Consider outfield fencing 8-foot high chain link fence
with foul poles and top rail protective pad between
foul lines for competition fields.
Provide for player benches, set back from side fence line.
Provide secure storage (under bleachers if provided.)
Provide bleacher seating on home and visitor sides for competition fields only.
February 2015
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High School Educational Specification Prototype
Athletic Fields Space
BASKETBALL
Provide 50 feet x 84 feet courts with 2 inch wide white striped lines on play pavement.
Courts in quantity of 1-2 have 5 feet pavement surrounding and between courts. Courts in quantity
of 3 or more have 10 feet pavement beyond ends of court and 5 feet to sides or between courts.
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Athletic Fields Space
FOOTBALL/SOCCER FIELD w/ running track
Provide 8 foot high chain link fence around perimeter of stadium area with controlled entrance/ exit.
Locate gates for emergency access and maintenance.
Provide field events that include high jump long/triple jump, discus, shot-put and pole vault.
Running Track
Provide 6- or 8-lane, 400-meter running track around football field in accordance with NCAA
standards. See adjacent Figure.
Design track radius to allow for a soccer or football field inside the track with player benches.
Include track equipment storage under bleachers – drive-in if feasible.
Provide a 4-foot high chain link perimeter fence surrounding track with gates at center field and as
needed for maintenance.
Locate restroom/concession/storage building at one end of track for accessibility to visitor and home
bleachers.
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SOFTBALL FIELD
Provide softball field radius of 225 feet to 275 feet. See below Figure.
Provide infield area in compliance with the High School
Athletic Association guidelines. See adjacent Figure.
Provide a backstop having a 17-foot 6-inch overhang
height; and a 10-foot high by 20-foot wide back panel with
10-foot wide side panels. Locate backstop a minimum of 25
feet and a maximum of 30 feet behind home plate.
Provide 6-foot high chain link player protection fence.
Consider 8-foot high chain link outfield fencing, foul poles,
and top rail protective pad for competition fields.
Provide player benches, set back from side fence line.
Provide bleacher seating on home and visitor sides for competition fields only. Provide space for
future bleachers at practice fields.
Provide secure storage (under bleachers if provided.)
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TENNIS COURTS
Provide be 36-foot wide by 78-foot long courts with a minimum of 21 feet behind each base line to
the fence and a minimum of 12 feet from sideline to adjacent court or fence (see below Figure).
It is recommended to have no more than 3 courts side-by-side within a single fenced area.
Provide perimeter fence to be 10-foot to 12-foot high. Fence between adjacent banks of courts
should be a minimum of 4-foot high.
Provide windscreen on chain link fence for wind reduction and at ends of courts for increased ball
visibility.
Backboards located on chain link fence at ends of courts for teaching are optional.
Modify spacing, depth of footings, and post size of fencing as required for additional wind load of
future windscreen or backboard.
Recommended slope is 0.833 percent; maximum 1 percent.
The direction of slope in order of preference: 1) side-to-side, 2) end-to-end, and 3) corner-to-corner.
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ATHLETIC STADIUM SUPPORT FACILITIES
These areas shall be located centrally to all competitive athletic fields. Locate the ticket booth so
that it creates a main gate area for the public attending outdoor competitive sporting events.
1) Restrooms (Home side: 2 @ 300 SF; Away side: TBD )
 Restrooms (Male & Female) shall have steel, securable entrance doors.
 Ceilings shall be hard – no lay-in ceiling.
 Restroom partitions and fixtures shall be durable
 Forced ventilation shall be provided in restrooms.
 The restroom area floor surface shall be non-slip epoxy resin sloped to a floor drain. Note:
Maintenance of the floor will include mopping so that the texture of the epoxy resin cannot
be excessively rough.
 The restroom walls shall be block with epoxy paint.
2) Ticket Booth (60 SF)
 This will be an unsecured building when not in use.
 The utility closet floor shall be sealed concrete.
3) Concessions Stand (600 SF)
 This building will be centrally located with window facing the home and visitors sides.
 The concession stand shall include serving windows and counters to accommodate up to 4
lines of customers.
 The concession stand shall be equipped with plumbing and electrical outlets for popcorn
poppers, coffee makers, microwaves, ice machine, etc.
 The concessions stand floor shall be sealed concrete.
4) Storage (200-1,000 SF)
 Floor shall be sealed concrete.
 Include shelving for storage of small equipment
 Install an overhead door plus a steel personnel door.
 Provide electrical outlets for lighting.
 Provide room with sufficient ventilation.
7) Stadium Press Box (600 SF)
 This building shall be located on the home side at the football/soccer/track stadium.
 The press box shall be a minimum of 600 SF.
 The press box shall be totally enclosed with sufficient glazing to provide an unobstructed view
of the entire tack and playing field area.
 The front windows of the press box shall be operable.
 A high desk counter shall be provided under the front press box windows.
 The press box shall be heated and air-conditioned.
 A P/A sound system shall be provided.
 An upper deck with safety railing on all sides shall be provided on the roof of the press box.
Access to the upper deck shall be by stairs from inside the press box.
 Provide electrical power on press box upper deck for video recording equipment.
 Provide electrical wiring and control connections from the press box to the scoreboard
location.
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Appendix A
APPENDIX A: Size Matrices
High School Matrices
for
Capacities from 1,100 – 2,500
(Provided in electronic version)
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Appendix A
HIGH SCHOOL
SUMMARY OF SPACES
1,100
Grade Configuration: 9-12
Number of Students
Square Feet Per Student
Total Gross Square Feet Allowed
Program Area
Core Academic Area Spaces
Administrative/ Health Spaces
CTE/Academy Electives
ESL
Guidance & Student Services Spaces
Media Center Spaces
Physical Education Indoor Spaces
Performing Arts Spaces
Student Dining & Food Service Spaces
Visual Arts Spaces
Maintenance & Custodial Spaces
Facility Total
Corridors, bathrooms, mechanical
Gross Square Feet Developed
Community Space Option
Wellness Centers
Community uses TBD
160
1,700
2,000
2,500
1,100
162.24
1,700
151.18
2,000
149.41
2,500
148.85
50,210
5,180
12,000
2,250
3,300
6,610
20,195
16,925
9,250
3,150
2,150
76,930
5,885
20,000
2,250
4,200
9,510
26,450
22,150
13,200
5,800
2,600
91,180
6,610
24,000
2,250
4,950
10,360
28,670
26,350
15,250
7,300
2,800
118,400
7,260
30,000
2,250
5,800
12,610
35,570
30,673
18,900
8,950
3,200
131,220
47,239
178,459
188,975
68,031
257,006
219,720
79,099
298,819
273,613
98,501
372,113
1,150
1,850
3000
1,150
1,850
3000
1,150
1,850
3000
1,150
1,850
3000
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Appendix B
APPENDIX B: Phys Ed Guidelines
State of Maryland
Physical Education Guidelines
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Appendix B
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Appendix B
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Appendix B
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Appendix C
APPENDIX C: Special Education
Regional
PGCPS
Special Education Regional Program
for
High Schools
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Appendix C
General Planning Considerations
Rooms can be clustered in traditional wing configuration with availability within the building to
provide maximum contact between all students and staff. Support areas are to be located near
the classrooms. All students in this program have Individual Education Plans (IEP), which
specifies the services each student requires and the specific staffing that is required to
implement their IEPs as indicated in the PGCPS Special Education Staffing Plan.
This program assumes that the school has a health clinic. If there is no clinic, the health suite
requirements for the regional program should be modified to include a clinic layout.
1.
Goals

Develop activities which lead to greater utilization of leisure time

Develop appropriate work habits

Develop augmentative and verbal communication skills

Develop basic academic functional readiness

Develop behavioral skills

Develop functional daily living skills

Develop sensory and motor skills

Develop socialization skills

Develop work study skills
2.
Planned Activities

Arts and crafts activities

Computer use

Gross and fine motor activities

Individualized instruction

Interdisciplinary instruction with classroom teacher and specialists

Motor Development/M.O.V.E. activities

Total classroom group instruction

Utilization of audiovisual equipment

Vocational workshop activities
3.
Number of Participants

35 Students with multiple disabilities

6-7 students per classroom
4.
Staff Required

1 Coordinator/Specialist

1 Health Technician

1 Speech Therapist

5 Paraprofessionals

6 Teachers
5.
Spaces Required
Regional Classrooms ([email protected],000 sq ft)
Toilet/Changing Rooms ([email protected] sq ft)
OT/PT/M.O.V.E room
Speech Therapy
Instructional Kitchen and laundry
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5,000 sq ft
750 sq ft
900 sq ft
300 sq ft
380 sq ft
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Appendix C
Conference Room
Coordinator/Specialist Office (s)
Health Room w/Toilets (size based on proximity to school‟s health suite)
TOTAL SQUARE FOOTAGE
400 sq ft
400 sq ft
250 sq ft
8,300 sq ft
6.
Groupings

Small groups of 6-7 students

Students working individually or in small groups
7.
Relationship to Other Activities

Convenient access to bus pick up and drop off point

Direct access to High School

Health Room should be next to Office space

M.O.V.E./Motor/PT/OT Room should be situated closest to high school
8.
Environmental Requirements

Acoustical – Particular attention to external equipment noise

Thermal – Special consideration to ventilation in bathrooms and storage areas.
Need special attention to on-floor activities.
9.
Display for each classroom

1 Magnetic Liquid Chalk Marker board 4‟ x 8‟

1 Tack board 4‟ x 8‟
10.
Support Facilities
 Bathroom/Changing rooms directly accessible to each classroom
11.
Furniture and Equipment

Furniture and equipment not listed have generic requirements listed in General
Building Considerations. Items marked with an asterisk (*) are to be provided In
Contract (IC).
Classroom
Furniture and Equipment:
 1 art cabinet with wheels
 1 rectangular height adjustable table
 1 small teacher desk
 2 computer tables with 2 computers, 1 for students to share and 1 for teacher
 2 file cabinets w/locks and four drawers
 2 large teacher desks
 2 Rifton Positioning Chairs
 2 round height adjustable tables
 3 adult chairs w/wheels
 3 teacher desk chairs
 3-6 student adjustable desks as needed
 3-6 student chairs as needed
 4 ceiling hooks for suspended equipment
 Coat rack with 6-7 hooks
 Full body-size wall mirror
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Appendix C

Mobile cart for TV and VCR-Up to date Technology Equipment as outlined in all classes
Two of the classrooms
Furniture and Equipment:
 Mat Table
 Large Wedge with straps for positioning
Utility Features:
 10, 115 volt duplex outlets per classroom
 CATV outlets
 Minimum of 5 computer outlets with isolated ground receptacles
 Sink with hot and cold water, wheelchair accessible
Storage:
 Built in cabinets above sink
 Built in cabinets below sink and counter
 Built in cabinets on 1 wall, w/locks accessible to teacher
 On 1 wall, 2 shelves 10‟ long and 2‟ deep
 On 1 wall, 2 shelves 15‟ long and 1‟ deep
 The storage closets need to be long and narrow (about 5‟ to 6‟) with entrances on either
end or folding partition for easy access
Bathroom/Changing Room
Furniture and Equipment:
 1 Handicap accessible adult sink
 1 Height Adjustable Electric Changing table
 1 Hoyer Lift
 1 Rifton Blue Wave Toilet System
 2 Handicap accessible adult toilets
Storage:
 Built in cabinets above sink
 Built in cabinets below sink and counter
Health Room
Furniture and Equipment:
 1 electrical height adjustable changing table
 2 Adult desks and chairs
 Bathroom with 1adult size accessible toilet and sink
 Locking file cabinet
 Refrigerator with ice maker for medications
 Sink with counter space and built in cabinets above and below sink
Utility Features:
 10, 115 volt duplex outlets per classroom
 CATV
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Appendix C


Multiple computer outlets
Sink with hot and cold water, wheelchair accessible
Storage:
 Built in cabinets above sink
 Built in cabinets below sink and counter
 Built in cabinets on 1 wall, w/locks accessible to teacher
Instructional Kitchen
Furniture and Equipment:
 Extended faucet
 Extended flat sided handles at the sink
 Mounted jar opener and can opener
 Refrigerator: Side by side with roll out bins
 Sink: Split level sink accommodating students in wheelchairs and students who can
stand
 Stove: Knobs on the front, angled mirror above to reflect stove top surface
 Wheel chair accessible work counter to include space for a microwave
Utility Features:
 5, 115 volt duplex outlets per classroom
 Sink with hot and cold water, wheelchair accessible
Storage:
 Cabinets: wheelchair accessible, drawers with slide out bins & shelves, drawer handles
large enough for a hand to slip through
Laundry Room
Furniture and Equipment:
 Commercial Washer & Dryer
 Sink with counter space and built in cabinets above and below sink
Utility Features:
 100 and 220 volt as needed
Storage:
 Built in cabinets on one (1) wall, w/locks accessible to teacher
M.O.V.E./ Motor/ OT/ PT Room
Furniture and Equipment:
 4 ceiling hooks for suspended equipment
 4 Folding mats
 Large Mobile Mirror
 Large Therapy Ball
 Mobile cart with TV and VCR
 Physical Therapy training stairs
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Appendix C
Utility Features:
 10, 115 volt duplex outlets per classroom
 2 computer outlets with isolated ground receptacles
 CATV Outlets
 Sink with hot and cold water, wheelchair accessible
Storage:
 1 large storage cabinet with locks
 Built in cabinets above sink
 Built in cabinets below sink and counter
 Built in cabinets on one (1) wall, w/locks accessible to teacher
Speech Therapy Room
Furniture and Equipment:
 1 height adjustable table
 1 large Teacher desk and chair
 2 adult chairs with wheels
 2 drawer file cabinet with locks
 4 student chairs
 Mobile cart with TV and VCR
Utility Features:
 10, 115 volt duplex outlets per classroom
 2 computer outlets with isolated ground receptacles
 CATV Outlets
 Sink with hot and cold water, wheelchair accessible
Storage:
 * Built in cabinets above sink
 * Built in cabinets below sink and counter
 * Built in cabinets on 1 wall, w/locks accessible to teacher
Specialist/ Coordinator Office
Furniture and Equipment:

5 adult desk chairs with wheels

5 filing cabinets

5 large teacher desks
Utility Features:

10, 115 volt duplex outlets per classroom

2 computer outlets

CATV
Storage:
 * Built in cabinets on one (1) wall, w/locks accessible to teacher
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Appendix C
Conference Room
Furniture and Equipment:
 1 large conference table with 12 chairs
 * 1 Tack Board 4‟ x 8‟
 * 1 LCS Liquid Chalk Markerboard
 Mobile cart with TV and VCR
Utility Features:
 10, 115 volt duplex outlets per classroom
 2 computer outlets with isolated ground receptacles
 CATV outlets
Storage:
 * Built in cabinets on 1 wall, w/locks accessible to teacher
Special Education Regional Program Specification Notes:
 Automatic doors are to be installed wherever needed in this facility.
 Doors to the outside are to be designed in each classroom.
 Corridors near classrooms to have alcoves for wheelchairs with quick single lane
parking, handles out.
 Parking area for 20 – 25 and 2 spaces for Parking for the Handicapped with easy access
to Special Education Wing.
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Appendix C
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