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

Prince George’s County Public Schools Prototype Middle School Educational Specifications
Prince George’s County Public Schools
Prototype Middle School
Educational Specifications
Approved
January 2015
Middle School Educational Specification Prototype
Table of Contents
Purpose of the Educational Specification .............................................................................................................. 1
Background ................................................................................................................................................................. 3
Vision for Middle Schools ........................................................................................................................................ 4
General Planning Considerations ............................................................................................................................ 6
Educational Technology ......................................................................................................................................... 10
Safety and Security ................................................................................................................................................... 14
Sustainability Criteria ............................................................................................................................................... 15
Capacity Calculation ................................................................................................................................................ 21
Space Requirements Square Footage Tables ....................................................................................................... 23
Academic Core Space.............................................................................................................................................. 27
Administrative Space ............................................................................................................................................... 43
Guidance/ Student Services Space ....................................................................................................................... 57
Health Suite Space ................................................................................................................................................... 63
Maintenance & Custodial Space ............................................................................................................................ 69
Media Center Space ................................................................................................................................................. 73
Performing Arts Space ............................................................................................................................................ 85
Physical Education Space ....................................................................................................................................... 95
Student Dining & Food Service Space ............................................................................................................... 103
Visual Arts Space ................................................................................................................................................... 111
Athletic Fields Space Specifications .................................................................................................................... 115
APPENDIX A: Size Matrices ............................................................................................................................. 119
APPENDIX B: Phys Ed Guidelines .................................................................................................................. 121
APPENDIX C: Special Education Regional..................................................................................................... 131
Middle 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
Middle 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
Middle 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:
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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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Middle School Educational Specification Prototype
Purpose
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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
History
Site specific
Demographics
Site specific
Project Scope
Site specific
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Middle School Educational Specification Prototype
Vision
Vision for Middle Schools
Prince Georges County Public Schools (PGCPS) believes that
middle grades learners (6-8 grades) are developmentally
diverse with unique needs related to their intellectual,
physical, emotional/psychological and social development.
Meeting the needs of these students for academic
achievement, personal development and transitioning from
childhood to adolescence is of paramount importance for the
success of the individual, the well- being of our communities,
and the pre-eminence of our nation. The educational program
for the middle grades is of such importance that it warrants
the use of extensive resources extending beyond the school
into the local, national, and world communities.
The middle school is a COMMUNITY OF LEARNING, which is
characterized by:
4
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Close, trusting relationships among adults and students, which create a climate for
the students' personal growth and intellectual development.
•
Student mastery of the knowledge and skills associated with the various disciplines
of the curriculum.
•
Student proficiency in the thinking skills and processes associated with critical
analysis and creativity.
•
Teacher collaboration in making linkages across the curriculum and in meeting unique
needs of individuals, and groups of students.
•
Teachers and other instructional leaders having the freedom and expertise to
adjust instruction as necessary to enhance student learning.
•
Students' and staff members' health and fitness facilitating successful teaching,
learning, and personal development.
•
Teachers and students having access to the resources of the school, local, and world
communities in learning activities.
•
Parent and community volunteers assisting with and supporting teaching and
learning at school.
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Extensive use of instructional technology to facilitate learning.
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Collaboration and cooperation among students in learning.

Opportunities for students to explore and develop interests, knowledge and abilities
related to the arts, technology, and family and independent living.

Feelings of comfort, safety, and orderliness by students and adults in the school
environment.
•
High expectations of performance and behavior for all involved in supporting the
teaching and learning process.

Healthy, sustainable supportive environment.
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Middle School Educational Specification Prototype
Vision
The Learning Community School
Prince Georges County Public Schools is encouraging all middle schools to create small learning
communities comprised of grade level teams. Small communities 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, well-supervised environment.
Teachers will have the option and
flexibility within a team to create and
organize learning environments that work
for students and their learning styles.
Academic teams should be located in the
quiet areas of the building. Corridors
should be short and multi-use, offering
opportunities for informal learning and
student interaction. Students should be
able to interact with a common core of
adults for most of their school day.
Electives, the media commons, physical
education and dining should be centrally
located. Noisier areas should be 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.
It is understood that many projects will be the modernization of an older building and that this clear
definition of spaces will be difficult to recreate. The architects can substitute color, patterns and other
design solutions to create a sense of place.
Characteristics of the small learning communities would include:
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One or more grade level teams with core academics classrooms (Reading/Language Arts,
Math, Social Studies, Science)
Classrooms for students with special needs
Small group resource rooms for instruction
Offices for support staff
Teacher Support rooms and storage
Student storage
Bathrooms for students and adults
Collaborative Learning Areas (from small alcoves for individual or small groups to larger
presentation or listening areas)
Outdoor learning areas
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Middle School Educational Specification Prototype
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 15:1 in co-taught
and intensive level classes to 32:1 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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Middle School Educational Specification Prototype
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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Middle School Educational Specification Prototype
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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Middle 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.
Diagram C 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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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.
Every classroom will be wired for teacher audio enhancement and the audio system should be
integrated into the intercom system. Research into this cutting-edge technology suggests that
student learning can improve in classrooms where the teacher‟s voice is amplified and the
classroom acoustics are designed to support voice clarity. Teachers in class rooms shall be provided
with a directional wireless head worn microphone (Transmitter/Receiver) to ensure adequate
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Educational Technology
audibility and intelligibility. A hand held/desk top microphone is provided for student participation.
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.
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
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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
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Door bells should be installed at the main and kitchen entrances
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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
14
February 2015
Middle 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
February 2015
15
Middle 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.
16
February 2015
Middle 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.
February 2015
17
Middle 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
18
February 2015
Middle 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
February 2015
19
Middle 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).
20
February 2015
Middle School Educational Specification Prototype
Capacity Calculation
Capacity Calculation
PGCPS has established a minimum and maximum size for middle schools of 600 and 1200
respectively. This prototype outlines the requirements for a 1200 student school. Appendix A is a
matrix to adjust the prototype for smaller 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 reading language arts
rooms to over 30 in the electives. Further analysis may determine that PGCPS funds a smaller class
size in the middle schools than the state formula anticipates, therefore overestimating the actual
capacity.
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.
The 1200 student middle school is designed around 3 teams per grade - each with approximately
135 students. The core classes include reading language arts, math, social studies, and science. It
is common to have double periods of language arts and/or intensive level classes with smaller class
sizes. The number of world language, reading, or other electives varies from school to school and
will be identified during the development of a site specific educational specification.
STATE RATED CAPACITY SUMMARY
# of Rooms
Academic Classrooms/Skills Labs (Reading Language
Arts 9; Math 9; Social Studies 9; Other 5*; Health 2)
Intensive/Co-teaching/ Alternative Programming
Studios (in core subjects)
PE/Gym
Performing Art (Band/ Chorus/ Dance)
Science Lab
Special Education/ Self-contained Classrooms
STEAM Lab/Family and Consumer Science (FACS)
Visual Arts
Total
Total at 85% (SRC)
# Students/
Room
Capacity
34
25
850
6
15
90
2
3
9
3
2
2
61
25
25-50
25
10-15
25
25
50
75
225
30
50
50
1420
1207
* World language, additional language arts or math, ESL, AVID
February 2015
21
Middle School Educational Specification Prototype
Capacity Calculation
22
February 2015
Middle School Educational Specification Prototype
Space Summary
Space Requirements Square Footage Tables
Space Requirements Summary
Base Required Space
Square Footage
Academic/Science
Administrative/ Guidance/ Health
Maintenance & Custodial Services
Media Center
PE/Indoor
Performing Arts
Student Dining & Food Service
Visual Arts
Building Support Areas [corridors, bathrooms, storage,
stairwells, elevators]
Construction factor (walls)
63,085
7,345
1,350
6,700
14,750
8,335
10,120
3,100
43,527
Total
Plus Community Use (TBD)
Academic Core Space Requirements
Space
Academic Classroom/ Studios
Collaborative Learning Areas
(informal)
Design Guideline
Comments
Qty.
Total
Sq.Ft.
40 850-950 36,000 Includes Intensive/ Co-teaching
classrooms, ISS, AVID
Independent and informal
varies
3,060 learning areas; 1 per grade level
Family and Consumer Science Lab
Outdoor Learning Areas (patios,
porches, green roofs)
Science Classroom/ Lab
Science Prep
Small Group Instruction/ Resource
Rooms
1
6
400-499
Special Needs Classroom/ Studios
3
875
Speech/OT/PT Room
1
300
300
STEAM Lab
1
2,200
2,200
Student Services Offices
6
150
900
Teacher Support Rooms
3
400
Technology Storage
3
200
Total
February 2015
12,664
170,976
3,000 sq.ft.
9
3
1,800
1,800 Includes storage closet
In addition to outdoor classroom;
varies
0 1 per grade level
1,200 10,800
300
900 1 per grade level
2,700 Resource areas
2,625 Self-contained Rooms
1,200 1 per grade level
600 1 per floor/ learning community
63,085
23
Middle School Educational Specification Prototype
Space Summary
Administrative Space Requirements
Space
Lobby (Main)
Reception/ Waiting Area
Principal's Office
Administrative Assistant's Office
Administrative Workroom
Business Manager‟s Office
Conference Room
Mail Room
Security Center/ Office Suite
Staff Break Room
Supply (General)/ Administrative
Storage
Text Book Room
Toilet (Adult)
Design Guideline
Comments
Qty. Sq.Ft. Total
1
1,000
1,000 In addition to regular circulation
1
600
600 Includes coat closet
1
230
230 Includes toilet
1
120
120
1
200
200
1
150
150
1
300
300 Adj. to principal
1
150
150
1
200
200
1
800
800 Includes bathrooms
1
250
250
1
1
800
50
Total
800 2,000 linear ft. shelving
50
4,850
Guidance/Student Services Space Requirements
Space
Design Guideline
Comments
Qty. Sq.Ft. Total
Guidance/ Student Services Suite
Reception/ Welcome Center
1
300
300
Conference/Testing Rooms
2
250
500
Guidance Offices
6
120
720
Parent Resource Center
1
300
300
Records Storage
1
150
150 May be In admin. suite
Toilet (Adult)
1
50
50
Total
1,720
Health Suite Space Requirements
Space
Health Suite
Reception/ Waiting Area
Cot Rooms
Exam Room/ Treatment Area
Office
Storage
Toilet
1
2
1
1
1
2
Total
24
Design Guideline
Qty. Sq.Ft. Total
200
100
125
100
50
50
Comments
200
200
125
100
50
100
775
February 2015
Middle School Educational Specification Prototype
Space Summary
Maintenance & Custodial Space Requirements
Space
Design Guideline
Qty. Sq.Ft. Total
Receiving and storage
1
600
600
Custodial Office
1
150
150
Custodial Storage
1
300
300
Toilet/Shower/Lockers
2
150
300
Total
1,350
Media Center Space Requirements
Space
Library Commons
Independent and on-line learning
Equipment Storage
Head End Room
Office
Production Multi-media Studio
Control Room
Staff Development/ Conference Room
Instructional coach office
Toilet (Staff)
Workroom
Total
Performing Arts Space Requirements
Space
Design Guideline
Comments
Qty. Sq.Ft. Total
1
3,300
4,400 Computer lab may be semi-open
1,100
to the media commons
1
250
250
1
250
250
1
150
150
1
260
360
1
100
1
750
900
150
Office w/ corridor access
1
40
40
1
350
350
6,700
Design Guideline
Qty.
Sq.Ft. Total
General Music
Band/Orchestra Room
Choral/ Keyboard/ Guitar
Choral Storage
Instrument Storage
Practice Rooms
Shared classroom
Stage
Stage Sound and Light Control Room
Stage Storage
Dance Studio (Arts elective)
1
1
1
1
2
1
1
1
1
1
1,800
1,400
200
350
80
900
1,200
75
450
1,800
Bathrooms w/ changing area
Office
2
1
100
Total
February 2015
Comments
Comments
1,800
1,400
200
350
160 For SmartMusic or similar tool
900 Stage support (green room)
1,200
75
450
1,800 Locate near Phys. Ed. Locker
Rm.
0 Take from total allowance
0 Take from total allowance
8,335
25
Middle School Educational Specification Prototype
Space Summary
Physical Education Space Requirements
Space
Design Guideline
Comments
Qty. Sq.Ft. Total
Lobby
1
1,000
1,000 in addition to regular circulation
Gymnasium
1
6,800
9,200
Bleacher Seating (600)
2,400
Seating is ½ of Student Capacity
Fitness Room
1
1,400
1,400
Laundry
1
100
100
Offices (Department/ Athletic)
3
150
450 Includes toilet and shower
P.E. Locker Rooms/Showers
2
850
1,700 Male and female
Storage
3
varies
900
Partner Office (optional)
0
200
0
Total
14,750
Site Requirements/Athletics
Outdoor Educational and Support Spaces
400 Meter Track - 200 Meter Straight
Basketball Courts (4)
Bus parking/circulation (may be used as play space during the school day)
Square Footage
Exterior Grounds Equipment Storage [secure – w/ roll-up door ]
400 SF
Fields for football, soccer and lacrosse (if feasible), Baseball, Softball,
Practice
Gardens and outdoor learning spaces
Parking (___ staff and ___ visitor)
(Prototypical information to be included in each site specific school description)
Student Dining & Food Service Space Requirements
Space
Design Guideline
Comments
Qty. Sq.Ft. Total
Cafeteria/Commons
1
6,000 6,000 Cafeteria Seating is 1/3 of Student Capacity;
Auditorium Seating is ½ of Student Capacity
Chair Storage
1
600
600
Kitchen
1
2,000 2,000
Serving Area
1
1,000 1,000
Office
1
120
120
Receiving/ Maintenance Closet
1
200
200
Toilet/Shower/ Locker area
2
100
200
Total
10,120
Visual Art Space Requirements
Space
Multi-Purpose Art Studios
Kiln Room
Storage
26
Design Guideline
Qty. Sq.Ft.
2
1,300
2,600
1
100
100
2
200
400
Total
3,100
Comments
Qty.
February 2015
Middle School Educational Specification Prototype
Academic Core Space
Academic Core Space
ACADEMIC CLASSROOMS/LEARNING STUDIOS
QUANTITY:
• 40 classrooms
CAPACITY:
• 15-32 students
• 1-2 staff members
• Guest speakers and volunteers
SIZE:
• 850-950 SF
SPATIAL RELATIONSHIPS:
• Near science lab
• Near teacher support spaces
• Within the learning communities 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
• 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
• Team teaching
ENVIRONMENTAL CONSIDERATIONS:
 Doors between classrooms for team teaching
 Electrical outlets for equipment
 Provide operable partition between a pair of
classrooms in each grade level community
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 student chairs
 28 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)
 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
Exception:
Health Lab
• Plumbing connections required
• Regular classroom F&E
Sink with cabinets above and below
NOTES:
February 2015
27
Middle School Educational Specification Prototype
Academic Core Space
COLLABORATIVE LEARNING AREAS
QUANTITY:
• Varies (1 per grade level)
CAPACITY:
 3 to 60 persons
SIZE:
 100 to 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.
Built-in Fixtures may include:
• Built-in seating
• Dry, white eraser-board
• Locked storage
• Projection Screen
• Tack board
Loose Furnishings:
• TBD
Area Technology:
Wireless ports

Electrical 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:
 Conferences
 Small group activities
 Students working on projects
 Tutoring
ENVIRONMENTAL CONSIDERATIONS:
 Electrical outlets for equipment
 Uniform lighting with multi-level switching
 Visual access to Classrooms and Corridor
NOTES:
28
February 2015
Middle School Educational Specification Prototype
Academic Core Space
FAMILY AND CONSUMER SCIENCE LAB/ CLASSROOM
QUANTITY:

1
CAPACITY:

28 students

2 teachers
SIZE:

1,800 SF (includes storage closet with
adjustable non-corrosive 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 CONSIDERATION:
 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
Laundry Area:

Washer

Dryer

Counter with cabinets above and below
February 2015
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:
 5, 6-person tables (duplex electric outlet for
each table for sewing machines)
 30 chairs
 Adjustable height stool for teacher
 Fire blanket/First Aid Kit
 Lockable teacher wardrobe with coat rod; tall
cabinet w/ shelving (may be one unit)
Classroom Technology;
• 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, an
 Additional ports: Printer, Cable/MATV port, 3
data ports for student use, Clock/PA,
wireless
Demonstration Area:
Built-in Fixtures:
 Provide demonstration island with counter
top, 9'L x 30"D x 34”H, sink and range with
double outlets on each end of the
demonstration table and slant mirror.
 Provide oven, counter and cabinet storage
behind the island.
 Provide tall storage cabinet/pantry unit,
lockable with adjustable shelves, 84”H X
36”W X 30”D.
Kitchen Areas (3):
Built-in Fixtures:
 3 –dishwashers
 3 - Double bowl stainless steel kitchen sink
with goose neck, swivel kitchen faucet and
garbage disposal (HW/CW)
29
Middle School Educational Specification Prototype
Academic Core Space

Plumbing Features:
 4 sinks for kitchens
 Hook-up for washer
 Eye Wash station

HVAC Features:
 Ventilation for stoves and dryer




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 - Range, 30" w, front controls, timer, visual
light door, self- cleaning oven with exhaust
hood
 3 - Microwaves-1,200 watt, residential, under
cabinet mount
 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
 Upright freezer, commercial, frost-free, 30”
W, vertical hinge single door, stainless
steel with shelving, lockable
NOTES:
30
February 2015
Middle School Educational Specification Prototype
Academic Core Space
OUTDOOR LEARNING AREAS
QUANTITY:
• Varies (1 per grade level)
CAPACITY:

3 to 60 persons
SIZE:

100 to 1000 SF
Loose Furnishings may include:
1 park bench
1 picnic table


Electrical Features:
Electrical Outlets for Equipment
Uniform lighting


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.
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
ENVIRONMENTAL CONSIDERATIONS:
 Boundaries such as hedges or fences
 Visual access to Classrooms
NOTES:
February 2015
31
Middle School Educational Specification Prototype
Academic Core Space
SCIENCE CLASSROOM / LAB
QUANTITY:
• 9 lab/classrooms
CAPACITY:
• 24 students
• 1-2 staff members
• Guest speakers and volunteers
SIZE:
• 1,200 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:
 Help students become critical thinkers,
problem solvers, and lifelong learners
 Lab will be combination classroom/lab
 Provide flexible space and layout to support
delivery of entire science curriculum
 Teach students to become reasonable
caretakers of their bodies and
environment
PROGRAM ACTIVITIES:
 Computerized instruction & simulations
 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
presentations
• Windows to provide natural light and egress
32
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)
 Projection screen, as needed
 Science Casework:
Base cabinets and shelving per lab (no
wall cabinets) - 6 stations peripheral
 Tack board (4‟ x 20‟) minimum; tack strips on
all walls
 Towel/Soap Dispenser
Loose Furnishings:
 12, 2-person adjustable height tables
 2 tall cabinets for equipment storage
 24 adjustable height stools
 Adjustable height stool for teacher
 Digital science instrumentation
 Extra tables and chairs for flexibility
 Fire blanket
 Fire extinguisher (ABC type), first aid kit, a
shower/eye wash stations and a fire
blanket.
 Goggle storage and sanitizer cabinet
 Mobile demonstration table with utilities
Classroom Technology:
 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
 Additional ports: Printer, Cable/MATV port, 3
data ports for student use, Clock/PA,
wireless
Plumbing Features:
Plumbing connections: 6 Sinks, Safety
chemical shower/eye wash Stations, Floor
drains

Finishes:
Flooring:
 Moisture and stain-resistant finishes
Counter/Table Tops:
 Heat and chemical-resistant (to acids, etc.)
February 2015
Middle School Educational Specification Prototype
Academic Core Space
SCIENCE PREP ROOM
QUANTITY:
 3 rooms
CAPACITY:
 1 or 2 staff members
 Student assistants
SIZE:
 300 SF
SPATIAL RELATIONSHIPS:
 One per grade level community
 Central to science labs
GOAL:
 To allow for lab preparation
PROGRAM ACTIVITIES:
 General lab preparation
 Store equipment
 Set up experiments
Finishes:
Flooring:
 Moisture and stain-resistant finishes
Counter/Table Tops:
 Heat and chemical-resistant (to acids, etc.)
Built-in Fixtures:
Casework: Base/wall cabinets
Clock
Towel/ Soap 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
Under the counter, non-self-defrosting
refrigerator




Electrical Features:
 Duplex receptacles in raceway above
countertop
 Electrical Outlets for equipment
 Uniform lighting with multi-level switching
HVAC Features:
 Adequate ventilation/exhaust
Plumbing Features:
 Plumbing connections, floor drain
 Large and deep sink
NOTES:
February 2015
33
Middle School Educational Specification Prototype
Academic Core Space
SMALL GROUP INSTRUCTION/ RESOURCE ROOMS
QUANTITY:
• 6
CAPACITY:
• Up to 15 students
• 1 staff member
SIZE:
• 400-499 SF
SPATIAL RELATIONSHIPS:
• Two per learning community
ENVIRONMENTAL CONSIDERATIONS:
• Comfortable rooms with pleasant décor
• 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
• Clock (on side walls instead of rear walls)
• Tack board (4‟ x 8‟) minimum; tack strips on
all walls
GOAL:
Loose Furnishings:
• To provide flexible space to accommodate any • 1 file cabinet w/lock, 4-drawer
of the special small group instruction needs • 3 computer workstations
• 10 student desks and chairs
PROGRAM ACTIVITIES:
• Adjustable height bookshelves (12 LF)
• Computerized instruction
• Lockable teacher wardrobe with coat rod; tall
• Hands-on activities
cabinet w/ shelving (may be one unit)
• Small group instruction
• Teacher‟s desk/workstation and chair
• Team teaching
Classroom Technology:
 Additional ports: Printer, Cable/MATV port, 3
Electrical Features:
data ports for student use, Clock/PA,
• Electrical Outlets for equipment
wireless
• Uniform lighting
 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:
34
February 2015
Middle School Educational Specification Prototype
Academic Core Space
SPEECH/ OCCUPATIONAL/ PHYSICAL THERAPY
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Auditory privacy
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Reinforce structure to support equipment such
as a trapeze
 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
SPATIAL RELATIONSHIPS:

Near Special Needs Classrooms
GOAL:
 To provide private functional mobility training
for students
Loose Furnishings:
L1 4 chairs
L2 1 computer workstation furniture
L4 4-drawer file cabinet
L5 Bookshelves
L6 OT/PT Therapy equipment (TBD)
L7 Work table
Room Technology:
T1
Video port, monitor
T2
Voice port and phone
T3
Wireless port
Electrical Features:
 Electrical Outlets for equipment
 Uniform lighting
PROGRAM ACTIVITIES:

Assistive technology evaluation

Exercise

Occupational and Physical Therapy
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
35
Middle 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
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)
 Permanently-mounted projection screen (not
in front of the white eraser board) or
interactive board
 Tack board (4‟ x 20‟) minimum; tack strips on
all walls

QUANTITY:
• 3 classrooms
CAPACITY:

2 or more staff

10 to15 students
SIZE:
• 875 SF
ANCILLARY SPACES:
• Daily Living/ Kitchen/ Laundry facilities if
used as CRI classrooms
SPATIAL RELATIONSHIPS:
 Accessible ingress/egress to the building and
classroom
 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
36
Loose Furnishings:
L1 10-15 Student desks/tables and chairs
L2 3-5 Computer workstations
L3 Printer table
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
1 Lockable teacher wardrobe with coat rod;
tall cabinet w/ shelving (may be one unit)
Classroom Technology:
 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
 Additional ports: Printer, Cable/MATV port, 3
data ports for student use, Clock/PA,
wireless
Electrical Features:
 Electrical Outlets for equipment
February 2015
Middle School Educational Specification Prototype
Academic Core Space
STEAM (Science, Technology, Engineering, Art, Math) LAB
QUANTITY:

1
CAPACITY:

28 students

2 teachers
SIZE:

2,200 SF (includes finishing room, tool
and supply storage and material storage
alcove adjacent to the fabrication area of
the main laboratory)
SPATIAL RELATIONSHIPS:
 Three (3) areas: 1) the Seated Instructional
area, 2) the Fabrication area, and 3) the
Modular Instructional Units area.
GOALS:
 Flexible space and layout to accommodate
student learning through active interaction
with technology systems
PROGRAM ACTIVITIES:
 Computer simulations and 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.
 Dust collection, and exhaust systems to
meet ASHRAE standards.
 OSHA requirements maintained
 Rooms designed for ease of movement and
accessibility; Students need to be able to
move around the worktables
 Windows to provide natural light and egress
Finishes:
Flooring:
• Moisture and stain-resistant finishes
Counter/Table Tops:
• Heat and chemical-resistant (to acids, etc.)
Seated Instructional area:
Furniture and Equipment:
• 1 Dry, white eraser-board (4‟ x 8‟) on track;
• 1 work table
• 2, file cabinets w/lock, 4-drawer
• 28 student desks and chairs or 14, 2-person
lab tables
• Adjustable height bookshelves (24 LF)
• Clock
• Lockable cabinet w/ charging station for 25
laptop computers or 30 tablets or graphing
calculators (optional)
• Lockable teacher wardrobe with coat rod; tall
cabinet w/ shelving (may be one unit)
• Permanently-mounted projection screen (not
in front of the white eraser board) or
interactive board
• Tack board (4‟ x 16‟) minimum; tack strips on
all walls
• Teacher‟s desk/workstation and chair
Classroom Technology;
• Interactive white board (typical)
• Single point „face plate‟ near teachers work
station to include: Voice, data, VGA ,
audio enhancement, and HDMI
• Additional ports: Printer, Clock/PA, 2 wireless
Fabrication area:
Furniture and Equipment
• 1 Dry, white eraser-board (4‟ x 8‟) on track
• 2 work benches 24 X 72 should be along wall
• 4-6 work tables (48" x 60")
• A demonstration area is needed in the center
the room with a 36” sink (hot and cold
water). 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.
• Tack board (4‟ x 16‟) minimum
Modular Instructional Units area:
Loose Furnishings:
• Modular Instruction units - site based TBD
Plumbing Features:
Plumbing connections, floor drain

February 2015
37
Middle School Educational Specification Prototype
Academic Core Space


Sink w/ Sink with bubbler for drinking water,
cabinets above and below, and a separate,
stainless steel scrub sink with hot and cold
water, appropriate traps
A safety station is to be installed with safety
shower, automatic shut-off eyewash, floor
drain with a sloped floor and should
accommodate persons with disabilities.
Electrical Features:
• Ceiling mounted electric drops with
automatic cord reel where appropriate.
• Duplex receptacles to charge laptop carts
when not in use
• Electrical outlets for equipment
• Emergency stop switches / buttons should be
installed to turn off power within the space.
• Minimum 70 foot-candles of light at bench
height.
• Power for all equipment.
• Single-level switching
• Uniform lighting with multi-level switching
NOTES:
38
February 2015
Middle School Educational Specification Prototype
Academic Core Space
STUDENT SERVICES OFFICES
ENVIRONMENTAL CONSIDERATIONS:

Auditory privacy

Electrical outlets for equipment

Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35

Windows to provide natural light

Uniform lighting
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:

6
CAPACITY:
 1 staff member (Assistant Principals, social
workers, instructional specialists, etc.
 Up to 3 visitors
Room Technology:
T1
1 voice port and phone
T2
2 data ports
M1/2 Computer/printer
SIZE:
 150 SF
SPATIAL RELATIONSHIPS:
 Located centrally within each community
GOAL:
• To provide an office for the staff to perform
administrative functions
PROGRAM ACTIVITIES:
 Coordination of school and support services
 Meeting with parents, students, and staff
 Telephone communications (private)
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
39
Middle School Educational Specification Prototype
Academic Core Space
TEACHER SUPPORT ROOMS
PROGRAM ACTIVITIES:
 Eating lunch
 Enter and access data
 Grade papers
 Prepare lessons using computer, video, and
other resources.
 Store files (floating or shared department files
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Auditory privacy:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Consider future technology needs, build-in
flexibility to retain options
 Electrical outlets for equipment
 OSHA requirements maintained
 Uniform lighting with multi-level switching
 Wheelchair accessibility
QUANTITY:

3 (1 per grade level)
CAPACITY:

6-36 teachers
SIZE:

400 SF
SPATIAL RELATIONSHIPS:
 Access from Corridor
 Located near individual restrooms
 Located within Grade Level areas
 One per grade level community
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.
Built-in Fixtures:
F1 Casework: Base cabinets and shelving
F2 Sink w/soap dispenser
F3 Towel dispenser
• Tack board (4 LF)
Loose Furnishings:
L1
2 Tables
L2
12-13 chairs
L3
Sofa (optional)
L4
End Tables (optional)
L5
Soft Chairs (optional)
L6
Computer workstation with ergonomic task
chair
Miscellaneous Equipment (provided by owner)
M1 Vending machines
M2 Printer/ Copier/ Scanner/ Fax
M3 Refrigerator
M4 2 Microwaves
Room Technology:
T1 Voice ports and phones
T2 2 data ports
• Additional ports: Clock/PA, 2 wireless
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
40
February 2015
Middle School Educational Specification Prototype
Academic Core Space
TECHNOLOGY 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:
• Duplex receptacles to charge laptop carts
when not in use
• Single-level switching
QUANTITY:
• 3
SIZE:
 200 SF
SPATIAL RELATIONSHIP:
• One per learning community
• One per floor
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.
February 2015
41
Middle School Educational Specification Prototype
Academic Core Space
42
February 2015
Middle School Educational Specification Prototype
Administrative Space
Administrative Space
LOBBY
(MAIN)
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
 The school wants all visitors during the day to
go through the welcome area to get into the
school.
 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
QUANTITY:

1
SIZE:

1,000 SF
Room Technology:
Voice and data to security desk

NOTE:
The morning student entrance may be located
near the dining area.

SPATIAL RELATIONSHIP:

Adjacent and access to Main Office

Adjacent and access to Security Office
GOAL:
• To immediately greet visitors with a
welcoming atmosphere and to provide easy
accessibility for the public

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
43
Middle School Educational Specification Prototype
Administrative Space
RECEPTION/ WAITING AREA
QUANTITY:
 1
CAPACITY:
 10 people
SIZE:
 600 SF (includes 50 SF coat closet)
SPATIAL RELATIONSHIPS:
• Adjacent to Lobby
• Easy to locate and identify
• Maximize view to Lobby and entry
• The attendance area will have a lockable
window to the corridor with a counter.
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:
 Desk/Workstations for 2 staff
 2 ergonomic chairs
 2 under the desk file cabinets
 6-8 Visitor chairs
 2 End tables
 Display rack
Room Technology:
 Ability to „buzz‟ access main entrance when
electric and communication connections
 Master intercom console and appropriate
security is not available
 Voice and data for each workstation
ENVIRONMENTAL CONSIDERATIONS:
• Inviting to visitors
• Electrical outlets for equipment
• Windows to provide natural light (if feasible)
• Wheelchair accessibility
NOTES:
44
February 2015
Middle School Educational Specification Prototype
Administrative 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:
 Up to 5 people
SIZE:
 230 SF (includes 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
Loose Furnishings:
L1
Conference table
L2
4 side chairs
L3
Desk and chair
L4
Four-drawer locking file cabinet
Miscellaneous Equipment (provided by owner):
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
45
Middle School Educational Specification Prototype
Administrative Space
ADMINISTRATIVE ASSISTANT’S OFFICE
PROGRAM ACTIVITIES:
 Answering telephone
 Data input and retrieval
 Duties of confidential secretary
 Financial accounting and bookkeeper
functions
 General office work
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 OSHA requirements maintained
 Uniform lighting
 Wheelchair accessibility
Built-in Fixtures:
F1 Casework:
Base cabinets and shelving
F3 Tack board (4 LF)
F2 Casework: Wardrobe
QUANTITY:

1
CAPACITY:

Up to 2 people
SIZE:

120 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Waiting
Area/Reception
 Visual access to Waiting Area/Reception
 Adjacent to Principal‟s Office
GOAL:
• To serve as an area from which the secretary
can effectively provide administrative support
Loose Furnishings:
L2 Desk
L1 Ergonomic chair
L3 4-drawer locking file cabinet
L4 Bookcases
Miscellaneous Equipment (provided by owner):
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
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
46
February 2015
Middle School Educational Specification Prototype
Administrative Space
ADMINISTRATIVE WORKROOM
PROGRAM ACTIVITIES:
• Binding reports
• Collating
• Copying
• Laminating
• Preparing communications for mailing
• Sorting of files
• Telephone communications
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 OSHA requirements maintained
 Uniform lighting
 Wheelchair accessibility
QUANTITY:

1
CAPACITY:

Up to 4 people
SIZE:

200 SF
ANCILLARY SPACES:
 Supply/ Storage Room
 Toilet (Adult)
SPATIAL RELATIONSHIPS:

Near Reception/ Waiting Area
GOAL:
• To provide an area for office projects to be
completed
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
Miscellaneous Equipment (provided by owner):
M1 Copier
M2 Paper cutter
M3 Laminating machine
M4 Computer
M5 Printer
Room Technology:
T1 Voice ports and phones
T3 2 data ports
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
47
Middle School Educational Specification Prototype
Administrative Space
BUSINESS MANAGER’S OFFICE
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 OSHA requirements maintained
 Uniform lighting
 Wheelchair accessibility
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 Chair
L4 4-drawer locking file cabinet
QUANTITY:

1
CAPACITY:
 Up to 4 people
SIZE:
 150 SF
SPATIAL RELATIONSHIPS:
 Adjacent to Administrative Assistant‟s Office
 Near Main Office
Miscellaneous Equipment (provided by owner):
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 administrators
from which he/she can provide leadership in
a personal, flexible, and organized
environment for students, staff, and
community
PROGRAM ACTIVITIES:
 Administrative paperwork
 Computer input
 Meetings with parents, students, and staff
 Planning
 Student counseling
 Telephone calls
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
48
February 2015
Middle School Educational Specification Prototype
Administrative Space
CONFERENCE ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Design for computer aided presentations
(electrical outlets from table for projection
device, screen along short wall, light
darkening capability)
 OSHA requirements maintained
 Uniform lighting
 Wheelchair accessibility
Built-in Fixtures:
F1 Marker board (8 LF)
F2 Tack board (8 LF)
Loose Furnishings:
L1 Conference table
L2 Chairs
L3 Computer workstation furniture
QUANTITY:
 1
Room Technology:
T1 Video port, monitor
T2 Voice port and phone
T3 Data port
CAPACITY:
 Up to 20 people
SIZE:
 300 SF
SPATIAL RELATIONSHIPS:
 In administrative suite
GOAL:
• To provide an area adequate for small and
medium group conferences
PROGRAM ACTIVITY:
 Meetings/conferences
 Staff collaboration
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
49
Middle School Educational Specification Prototype
Administrative Space
MAILROOM
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 OSHA requirements maintained
 Uniform lighting
 Wheelchair accessibility
Built-in Fixtures:
F1 Tack board (4 LF)
F2 Casework: 2sided mail slots for 110% of
staff with base cabinets below
F3 Casework: Base/wall cabinets
F4 Marker board (8 LF)
QUANTITY:

1
SIZE:

150 SF
SPATIAL RELATIONSHIP:
 Located within/adjacent to the administrative
suite
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, 4-drawer file cabinets
Miscellaneous Equipment (provided by owner):
M1
Computer (optional)
M2/3 Printer/copier (optional)
M4
FAX (optional)
Room Technology:
 Voice ports and phones
 2 data ports
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.
50
February 2015
Middle School Educational Specification Prototype
Administrative Space
SECURITY CENTER/ OFFICE SUITE
QUANTITY:

1
ENVIRONMENTAL CONSIDERATIONS:
 Comfortable room with pleasant décor
CAPACITY:

Up to 4 person
Loose Furnishings:
 Work tables
 2-4 chairs
 Desks/workstation and chair
SIZE:

200 SF
SPATIAL RELATIONSHIPS:

Near entrance to main Corridor

Near student entrance if different

Suite needs three activity areas
1) Work/meeting space for team
2) Breakout/quiet area (100 SF)
3) Camera monitor area w/ privacy screen
Room Technology:
Voice ports and phones to both desks
 Data ports near workstations
 Base system for security cameras

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:
February 2015
51
Middle School Educational Specification Prototype
Administrative Space
STAFF BREAK ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Auditory Privacy:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Consider future technology needs, build-in
flexibility to retain options
 Electrical outlets for equipment
 OSHA requirements maintained
 Uniform lighting with multi-level switching
 Windows to provide natural light and egress
QUANTITY:
• 1 room
CAPACITY:
 6-36 teachers
SIZE:
 800 SF (including bathrooms)
ANCILLARY SPACES:
 Men‟s and Women‟s Restrooms
SPATIAL RELATIONSHIPS:
 Access from Corridor
 Near Dining
 Restrooms within or near
GOAL:
• To provide an area for staff to relax and
prepare for classes.
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)
Loose Furnishings:
L1 2 Rectangular tables
L2 12 Chairs
L3 Sofa
L4 End tables
L5 Lounge chairs
L6 2-3, 2-drawer locking file cabinet for
floating teachers
L7 2-3 Workstations for floating teachers with
ergonomic task chairs
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
 Single point „face plate‟ near teachers work
station to include: Voice, data, VGA , and
HDMI
 Additional ports: Clock/PA, 2 wireless
PROGRAM ACTIVITIES:
• Eating
• Interacting with peers
• Prepare lessons using computer, video, and
other resources.
• Relaxing
• Using the telephone
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
52
February 2015
Middle School Educational Specification Prototype
Administrative Space
SUPPLY (General)/ ADMINISTRATIVE STORAGE
ENVIRONMENTAL CONSIDERATIONS:

Auditory privacy

Uniform lighting
Built-in Fixtures:
F1 Shelving
F2 Lockable cabinets
Loose Furnishings:
L1
2, 4-drawer file cabinet
L2
Small safe
Room Technology:
T1 Data port
QUANTITY:

1
SIZE:

250 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Administrative
Workroom
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.
February 2015
53
Middle School Educational Specification Prototype
Administrative Space
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:
• 800 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.
54
February 2015
Middle School Educational Specification Prototype
Administrative Space
TOILET (Adult)
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:

Adjacent to Administrative Workroom
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
55
Middle School Educational Specification Prototype
Administrative Space
56
February 2015
Middle School Middle School Educational Specification Prototype
Guidance/ Student Services Space
Guidance/ Student Services Space
RECEPTION AND WELCOME CENTER
QUANTITY:
 1
CAPACITY:
 Parents
 Staff
 Students
 Visitors
SIZE:
 300 SF
SPATIAL RELATIONSHIPS:
 Locate near entrance
 Glass into the corridor for security and visibility
GOAL:
 To provide a space designated to help
students and the public feel welcome and to
provide information
 Waiting area for counselor services
PROGRAM ACTIVITIES:
 Administrative activities
 Greeting visitors
 Waiting area for students
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Uniform lighting
 Wheelchair accessibility
Built-in Fixtures:
• Tack board (4 LF)
• Reception counter (optional)
Loose Furnishings:
• 4 visitor chairs
• Desk
• End table
• 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
NOTES:
February 2015
57
Middle School Educational Specification Prototype
Guidance/ Student Services Space
CONFERENCE/ TESTING ROOMS
ENVIRONMENTAL CONSIDERATIONS:
 Auditory privacy
 Design for computer aided presentations
(electrical outlets from table for projection
device, screen along short wall, light
darkening capability)
 OSHA requirements maintained
 Uniform lighting
 Wheelchair accessibility
Built-in Fixtures:
F1 Marker board (8 LF)
F2 Tack board (8 LF)
Loose Furnishings:
L1 Conference table
L2 16 Chairs
L3 Computer workstation with ergonomic task
chair
QUANTITY:
 2
Room Technology:
T1 Video port, monitor
T2 Voice port and phone
T3 Data port
CAPACITY:
 Up to 16 people
SIZE:
 250 SF
SPATIAL RELATIONSHIPS:
 In student services/ guidance suite
GOAL:
• To provide an area adequate for small and
medium group conferences
• To provide an area for testing
PROGRAM ACTIVITY:
 Meetings/conferences
 Staff collaboration
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
58
February 2015
Middle School Middle School Educational Specification Prototype
Guidance/ Student Services Space
GUIDANCE OFFICES
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)
QUANTITY:
 6
CAPACITY:
 1 Staff person
 Up to 3 people
SIZE:
 120 SF
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
Miscellaneous Equipment (provided by owner):
M1/2 Computer/printer
GOAL:
 To provide an office for counselors and the
registrar to perform administrative functions
and meet with parents and students
PROGRAM ACTIVITIES:
 Conferencing with parents, students, and
staff
 Coordination of school and support services
 Telephone communications (private)
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
59
Middle School Educational Specification Prototype
Guidance/ Student Services Space
PARENT RESOURCE CENTER
PROGRAM ACTIVITIES:
 Parent training
 Small group meetings
 Storage for personal items
 Storage of fundraising materials (PTO/PTA)
 Work area
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
QUANTITY:
 1
CAPACITY:
 Up to 12 People
 Parents
 PTO/PTA members
 Volunteers
SIZE:
 300 SF
SPATIAL RELATIONSHIPS:
 Near Reception/ Welcome Center
 Near Main Lobby Entrance
 Near Public Restrooms
Loose Furnishings:
L1 2 tables (36" x 72")
L2 10 chairs
L3 4-drawer file cabinet
L4 Adjustable height bookshelves (20 LF)
L6 Computer workstation
Miscellaneous Equipment (provided by owner):
M1 Computer
M2 Printer
M3 Refrigerator with ice maker
Plumbing Features:
Plumbing connections:

Sink, single/deep bowl

Hook-up for ice maker
GOALS:
 To provide a place for parents to meet and
work when they volunteer at school
 To provide a place for parents to store their
personal belongings
 To provide a place for the PTSA to store their
materials
 To provide space for parents to check-out and
use parenting sources
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
60
February 2015
Middle School Middle School Educational Specification Prototype
Guidance/ Student Services Space
RECORDS STORAGE ROOM
ENVIRONMENTAL CONSIDERATIONS:
 Security of door
 Uniform lighting
Built-in Fixtures:
F1 Casework: Wall shelving
Loose Furnishings:
L1 8-10, 4-drawer file cabinets (fireproof)
L2 Small safe
L3 Small table
L4 Chair
Room Technology:
T1 Voice port and phone
T2 Data port
Miscellaneous Equipment (provided by owner)
M1 Computer
QUANTITY:
 1
CAPACITY:
• Staff Up to 1
SIZE:
 150 SF
SPATIAL RELATIONSHIPS:
• Near Business Manager‟s Office
GOAL:
• To provide secure, fireproof, and adequate
storage for money, records, and other
valuable items
PROGRAM ACTIVITIES:
 Accessible to administration staff
 Storage of files and records
 Storing of money and other valuable items
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
61
Middle School Educational Specification Prototype
Guidance/ Student 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.
62
February 2015
Middle School Educational Specification Prototype
Health Suite Space
Health Suite Space
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 4-6 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:
 200 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
63
Middle School Educational Specification Prototype
Health Suite Space
COT ROOMS
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Audio and visual privacy
 Separate Male and Female Cot areas visible to
the Office and Waiting Area
 Visual access to Waiting Area/Reception or
Welcome Center
Built-in Fixtures:
F1 Cubical curtain
Loose Furnishings:
L1 2 small cots
L2 1 large cot
L3 3 chairs
Finishes:
Flooring:
• Moisture and stain-resistant finishes
QUANTITY:
 2
CAPACITY:
 1 person per cot
SIZE:
 100 SF
ANCILLARY SPACES:
 Toilet adjacent to each cot area
SPATIAL RELATIONSHIPS:

Located within Health Suite
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.
64
February 2015
Middle School Educational Specification Prototype
Health Suite Space
EXAM ROOM/ 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:
• 125 SF
Loose Furnishings:
L1
Desk
L2
Ergonomic chair
L3
Cot or exam table
Room Technology:
T1 Voice port and phone
T2
Data port
ANCILLARY SPACES:
 Storage Area
SPATIAL RELATIONSHIPS:
 Located within Health Suite and adjacent to
Treatment Area
 Near Waiting Area
GOAL:
 To provide school based health services
Finishes:
Flooring:
• Moisture and stain-resistant finishes
Counter Tops:
• Chemical-resistant
PROGRAM ACTIVITIES:
 Administrative paperwork
 Consultation with students
 First aid
 Health screening
 Medical treatments
 Medication administration
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
65
Middle School Educational Specification Prototype
Health Suite 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 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:
 100 SF
Room Technology:
T1 Voice port and phone
T2 Data port near workstation
T3 Data port for printer
Miscellaneous Equipment (provided by owner):
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.
66
February 2015
Middle School Educational Specification Prototype
Health Suite Space
STORAGE AREA
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
QUANTITY:
 1
Plumbing Features:
Plumbing connections:
• Ice maker, refrigerator
CAPACITY:
 Up to 1 person
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
67
Middle 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
 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.
68
February 2015
Middle School Educational Specification Prototype
Media Center Space
Maintenance & Custodial Space
RECEIVING AND STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Double doors with removable mullions to
corridor
 Electrical outlets for equipment
 High ceiling
 Staging area with insulated overhead door
large enough for forklift access
 Uniform lighting
QUANTITY:

1
SIZE:
 600 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, equipment, and general
supplies
NOTES:
February 2015
69
Middle School Educational Specification Prototype
Media Center Space
CUSTODIAL 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 desks
L2
2, 4-drawer file cabinets
L3
2 ergonomic task chairs
L4
Adjustable height bookshelves (12 LF)
L5
Printer table
QUANTITY:

1
CAPACITY:
 Up to 2 People
SIZE:
 150 SF
Room Technology:
T1
2 voice port and phone
T2
2 data ports
T3
FAX (optional)
Miscellaneous Equipment (provided by owner):
M1 2 Computers
M2 1 Printer
ANCILLARY SPACES:
 Toilet/Shower/Lockers
SPATIAL RELATIONSHIPS:
 Adjacent and access to Custodial Storage
 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.
70
February 2015
Middle School Educational Specification Prototype
Media Center Space
CUSTODIAL STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Double doors with removable mullions to
Receiving and Corridor
 Electrical outlets for equipment
 High ceilings
 Uniform lighting
Built-in Fixtures:
F1 Storage shelving (40 LF): 84” high x 36”
deep
F2 Storage shelving: 84" high x 24" deep
Loose Furnishings:
L1 Desk and chair
Room Technology:
T1/2 Voice and data connections
QUANTITY:

1
Miscellaneous Equipment :
M2 Metal cabinet for flammables
SIZE:
 300 SF
SPATIAL RELATIONSHIPS:
 Adjacent to Receiving
 Easy access to a main corridor
 Near Custodial Office
GOAL:
 To serve as the central point for storage of
bulk commodities and equipment
PROGRAM ACTIVITY:
 Storage of materials for special events, paper,
and general supplies
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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Middle School Educational Specification Prototype
Media Center Space
TOILET/ SHOWER/ LOCKERS
PROGRAM ACTIVITIES:
 Changing
 Showering
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:
 Custodial Staff
SIZE:
• 150 SF
SPATIAL RELATIONSHIP:
 Adjacent to Custodial Receiving Area
 Separate Male and Female rooms
GOAL:
 To provide an area for custodial staff to
change and clean-up when needed.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
Middle School Educational Specification Prototype
Media Center Space
Media Center Space
LIBRARY COMMONS
QUANTITY:

1
CAPACITY:
 100 students
 200 persons for community or staff meeting
 Media Specialist
 Media Assistant
SIZE:
 4,400 SF (including Independent and on-line
learning of 1,100 SF)
ANCILLARY SPACES:
 Equipment Storage (250 SF)
 Head End Room (250 SF)
 Office (150 SF)
 Staff Development (900 SF)
 Staff Toilet (40 SF)
 Workroom (350 SF)
PROGRAM ACTIVITIES:
 Reading, storytelling, speakers
 Circulation of materials and resources
 Whole group and small group instruction
 Meetings for staff and parents
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Ceiling height in proportion to room dimensions
 Lighting appropriate to task with switches to
dim separate zones of media center
 Security of school when center is in use after
school hours
 Wall mounts and appropriate wiring for TV/
video in whole class zone
 Window treatment to darken room for AV
presentations
 Windows to provide natural light and egress
Loose Furnishings:
Individual research and reading area:
• 10 lounge chairs
• 5 end tables
• Book stacks mostly peripheral (quantity site
specific); some low shelving (36”) on castors
• Independent workstations distributed around
the periphery (w/outlets); comfortable chairs
SPATIAL RELATIONSHIPS:
 Three (3) activity areas:
1. Individual Research and Reading around
periphery where stacks are located
2. Interactive and Small Group areas
3. Independent/ On-line Learning area
 Good sight lines to all ancillary spaces
 Information desk located close to entrance and Interactive and Small Group area
near office/workroom
• 12 four-person tables and chairs in two
 Locate standing card catalog station next to
locations; consider different heights and
information desk
alternative seating choices (outlets at every
 Mobility for all free standing furniture including
location)
book shelves
• 24 seated computer work stations separating
groups
GOAL:
 To provide a place for social interaction and
Independent/ On-Line Learning area
multi-media production and presentation
• 32 computer work stations and chairs (swivel)
 To provide students, staff, and community with
• Teacher workstation and chair
access to paper and digital information
Room Technology:

2 data ports for network printers

24 data ports at seated stations
Finishes:

Robust wireless access
Flooring: Carpet
Information Desk area
Resilient tile in production/
 2 data ports
presentation area
 Bar code reader
 Voice ports and phones
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Middle School Educational Specification Prototype
Media Center Space
Interactive Small Group area
Electrical:
• Large screen monitor
• Duplex outlets throughout
• Data and cable TV port
 Electrical outlets at all column locations
 Flush covers for floor outlets
On-Line Learning area
• Multilevel lighting
• 32 data ports
 Recessed floor/ wall electrical outlets in floor at
• Large screen monitor
tables
HVAC:
• Supply/return air system
• Independent temperature control
NOTES:
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February 2015
Middle School Educational Specification Prototype
Media Center Space
EQUIPMENT 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:
• Duplex receptacles to charge laptop carts
when not in use
• Single-level switching
QUANTITY:
• 1
SIZE:

250 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.
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Middle School Educational Specification Prototype
Media Center Space
HEAD END (Telecommunications) 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
SIZE:
• 250 SF
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
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.
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February 2015
Middle School Educational Specification Prototype
Media Center Space
OFFICE
ENVIRONMENTAL CONSIDERATIONS:

Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35

Auditory privacy

Electrical outlets for equipment

Uniform lighting

Visual access to Reading/Stacks/Circulation
Built-In Fixtures:
F1 Tack board (4 LF)
QUANTITY:
 1
CAPACITY:

Media Specialist
SIZE:
• 150 SF
SPATIAL RELATIONSHIPS:
• Adjacent and access to Reading/ Stacks/
Circulation
• Adjacent and access to Workroom
• Near Circulation desk
Loose Furnishings:
L1 1-2 Computer workstations
L2 Adjustable height bookshelves (24 LF)
L3 1-2 Ergonomic task chairs
L4 2, 4-drawer file cabinets
Room Technology:
T1 Data network system near each
workstation
T2 Voice port and phone near each
workstation
T3 Data port for printer/copier/fax
Miscellaneous Equipment :
M1 Computer
M2 Printer/ copier/ fax (optional)
GOAL:
• To provide a private work area for the media
specialist, easy access to the circulation desk,
media production area, and computer
resource area
PROGRAM ACTIVITIES:
• Ordering
• Scheduling
• Cooperative learning
• Administrative work (preparing budget, reports,
etc.)
• Processing and repairing books, videos, discs,
etc.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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Middle School Educational Specification Prototype
Media Center Space
PRODUCTION/ MULTI-MEDIA STUDIO
CAPACITY:
 4 students
 1 teacher
SIZE:
 360 (includes 100 SF Control Room)
SPATIAL RELATIONSHIPS:
 Accessible to and near the Library Commons
 Two separate rooms:
1) Production/ Multi-media Studio
2) Control Room
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:
 Closed circuit TV production
 Creative writing
 Digitizing
 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.
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
78
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
Built-in Fixtures:
 12-16 „ counter (sink) with lockable cabinets
below
 Ceiling mounted short throw projector or
interactive white board
 Counter along window wall between and
facing control room.
 Dry erase board (16‟)
 Manual projection screen or interactive white
board
 Tack board above counter
 Wall curtain
Loose Furnishings:
Loose furniture TBD:
 2 printer tables
 4 six person tables (rectangles for easy
reconfiguration)
 6 stackable student chairs
 Book cases
 Cabinets for files and flat files
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
February 2015
Middle School Educational Specification Prototype
Media Center Space
HVAC Features:
 Separate HVAC control from the Media Center
Plumbing Features:
 Plumbing connections for sink
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.
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Middle School Educational Specification Prototype
Media Center Space
STAFF DEVELOPMENT/ CONFERENCE ROOM
ENVIRONMENTAL CONSIDERATIONS:
• Comfortable rooms with pleasant décor that
contribute to an atmosphere conducive to
creativity
• 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
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
QUANTITY:
 1
CAPACITY:
 Up to 24 people
 Guest speakers
SIZE:
 750 SF
ANCILLARY SPACES:
 Instructional Coach‟s Office
SPATIAL RELATIONSHIPS:
 Near Media Center
Loose Furnishings:
L1 Computer station(s) and printer table (#TBD)
L3 4-5 rectangular tables
L5 24 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 :
M1 Computer (optional)
M2 Printer/ copier/ fax (optional)
M3 2 wireless ports
 Interactive white board
GOAL:
 To provide flexible space as a resource area Plumbing Features:
for meetings and training
• Plumbing connections: Single, deep sink
PROGRAM ACTIVITIES:
 Computerized instruction
 Hands-on activities
 Large group and small group instruction
 Presentation
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
Middle School Educational Specification Prototype
Media Center Space
INSTRUCTIONAL COACH’S OFFICE
ENVIRONMENTAL CONSIDERATIONS:
 Environmental sound control:
Wall minimum: STC 45
Ceiling minimum: CAC 35
 Windows to provide natural light
 Electrical outlets for equipment
 Auditory privacy
 Uniform lighting
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
CAPACITY:
 2 people
SIZE:
 150 SF
SPATIAL RELATIONSHIPS:
 Adjacent staff development suite
GOAL:
 To provide an office for instructional coach
PROGRAM ACTIVITIES:
 Maintain staff resource area
 Meet with staff for training
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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Middle School Educational Specification Prototype
Media Center Space
TOILET
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:
 40 SF
SPATIAL RELATIONSHIPS:
 Located within Media Center near the Office
and Workroom
NOTES: Loose furnishings and features shown represent one of many possible arrangements
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February 2015
Middle 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
 Uniform Lighting
 Visual access to Reading/Stacks/Circulation
Built-in Fixtures:
F1
Storage shelving: video
F2
Casework: Base/wall cabinets
F3
Casework: Tall storage
F4
Soap dispenser
F5
Towel dispenser
QUANTITY:
 1
CAPACITY:
 Media specialist
 Student assistants
SIZE:
 350 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to Office
 Adjacent and access to
Reading/Stacks/Circulation
 Behind circulation desk
GOAL:
 To provide space for the management and
organization of media resources and
processing of incoming materials
Loose Furnishings:
L1
Paper cutter
L2
Computer workstation furniture
L3
Equipment table
L4
Chairs
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 Features:
 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.
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Middle School Educational Specification Prototype
Media Center Space
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February 2015
Middle School Educational Specification Prototype
Performing Arts Space
Performing Arts Space
BAND/ ORCHESTRA ROOM
ENVIRONMENTAL CONSIDERATIONS:
 8‟ high double doors throughout this area with
removable mullions
 Adequate ventilation
 Appropriate acoustics and sound attenuation
 Baffled ductwork
 Ceiling Height (14‟ minimum)
 Electrical outlets for equipment
 Environmental sound control:
Wall minimum: STC 60
Ceiling minimum: CAC 35, STC 60
 Non-parallel surfaces (walls/ceiling) for
acoustical benefits
 Sound proof HVAC system (under 35 dBa)
 Sound seals on doors
 Uniform multi-level lighting
CAPACITY:

Up to 60 students

Teacher
SIZE:
 1,800 SF (includes 100 SF office)
ANCILLARY SPACES:
 Instrument Storage
 Practice Rooms
GOAL:
 To serve as the learning and practice area for
instrument classes
SPATIAL RELATIONSHIPS:
 Adjacent and access to Practice Rooms
 Adjacent and access to Instrument Storage
 Good access to Stage and Outdoors
PROGRAM ACTIVITIES:
 Independent study
 Individual and small group practice
 Jazz and chamber ensembles
 Performance
 Teaching and learning to read music
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
Music posture chairs
L6
60 music stands
• Teacher wardrobe (lockable) with coat rod; tall
cabinet w/ shelving (may be one unit)
(Class)Room Technology;
M3
Band/orchestra sound system
with sound recording/editing equipment
and microphone connection
 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
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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Middle School Educational Specification Prototype
Performing Arts Space
CHORAL/ KEYBOARD/ GUITAR ROOM
ENVIRONMENTAL CONSIDERATIONS:
• Appropriate acoustical treatment
• Baffled ductwork
• Ceiling Height (14‟ minimum)
• Drinking fountain in adjacent area
• Electrical outlets for equipment
• Environmental sound control:
Wall minimum: STC 60
Ceiling minimum: CAC 35, STC 60
• Higher than normal ceiling height, possibly
sloped
• Non-parallel surfaces (walls/ceiling) for
acoustical benefits
• Quiet HVAC system (under 35 dBa)
• Sound seals on doors
Built-in Fixtures:
F1 Marker board (24 LF)- 1/2 with staff lines
F2 Tack board (16 LF minimum)
F3 Interactive White board
•
Clock (on side walls instead of rear walls)
QUANTITY:
 1
CAPACITY:
 Up to 40 students
 Teacher
SIZE:
• 1,400 SF
ANCILLARY SPACES:
 Choral Storage
GOAL:
• To provide a space that will serve as the
learning/ practice area for choral, keyboard,
and guitar classes
Loose Furnishings:
L1 Portable standing choral risers
L2 40 musical posture chairs
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
M3 Printer
Classroom Technology:
T2/3 Single point „face plate‟ near teachers work
station to include: Voice, data, VGA ,
audio enhancement, and HDMI
T6 Printer Port
• Additional ports: Printer, Clock/PA, 2 wireless
PROGRAM ACTIVITIES:
• Practice for sectional groups
• Rehearsals
• Solos
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
Middle School Educational Specification Prototype
Performing Arts Space
CHORAL STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Uniform lighting
Built-in Fixtures:
F1
Rods for robes
F2
Casework: Tall cabinets
• Instrument storage w/ open grille doors
• Teacher wardrobe (lockable) with coat rod; tall
cabinet w/ shelving (may be one unit)
QUANTITY:
 1
CAPACITY:
 Student assistants
 Teacher
SIZE:
• 200 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.
February 2015
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Middle School Educational Specification Prototype
Performing Arts Space
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:
• 350 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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February 2015
Middle School Educational Specification Prototype
Performing Arts Space
PRACTICE ROOMS
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation
 Auditory privacy
 Environmental sound control:
Wall minimum: STC 60
Ceiling minimum: CAC 35, STC 60
 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)
• Clock
Room Technology:
T2
Data port
QUANTITY:
 2
CAPACITY:
 Up to 3 students
 Teacher
SIZE:
• 80 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.
February 2015
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Middle School Educational Specification Prototype
Performing Arts Space
SHARED CLASSROOM/ STAGE SUPPORT SPACE
QUANTITY:
 1
CAPACITY:

28 Students

1 Staff member
SIZE:
• 900 SF
ANCILLARY SPACES:
• Stage Storage
• Bathroom with changing area
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:
Loose Furnishings:
 To provide needed space for general music
 1 work table
classroom furniture
 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
Classroom Technology;
• Additional ports: Printer, Clock/PA, 2 wireless
Plumbing Features:
• Interactive white board or ceiling mounted
• Deep sink with gooseneck faucet
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
Middle School Educational Specification Prototype
Performing Arts Space
STAGE
SIZE:
• 1,200 SF
ANCILLARY SPACES:
• Shared Classroom/ Stage Support Space
SPATIAL RELATIONSHIPS:
 Adjacent to Cafeteria/ Multi-purpose Room or
Gymnasium
GOAL:
 To provide space for student performances,
guest speakers, assembly presentations
Built-in Fixtures:
• Motorized projection screen
• Theater and stage equipment (lights, curtain,
scrim)
Loose Furnishings:
• Mobile folding risers
• Podium
• Upright piano
Room Technology:
• 3 data ports on stage- one in center of stage
apron
• Cable/MATV port
• Jacks for sound system in apron at front of stage
• Microphone port
• Video port, monitor, video equipment, and
bracket
• Voice port and telephone
Finishes:
Flooring:
• Wood flooring
NOTES:
February 2015
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Middle School Educational Specification Prototype
Performing Arts Space
STAGE SOUND AND LIGHT CONTROL
PROGRAM ACTIVITIES:
 Operation of the technical support for
performances
 Teaching of Technical Theater
ENVIRONMENTAL CONSIDERATIONS:

Unobstructed view of stage at all times

Uniform Lighting

Task lighting

Electrical outlets for equipment
 Sound proof HVAC system
 Handicapped accessible
Built-in Fixtures:
F1 Casework: 36” deep plastic laminate counter
top
F2 Sliding glass windows
Loose Furnishings:
L1 Student stools
QUANTITY:
 1
SIZE:
• 75 SF
Room Technology:
T1 2 data ports
T2 Voice port and phone
T3 Video port
 Intercom/headset hook-up (audio/visual)
ANCILLARY SPACES:
 Cafeteria/Multi-purpose Room
SPATIAL RELATIONSHIPS:
 Facing stage
 Adjacent to Cafeteria/ Multi-purpose Room or
Gymnasium
GOAL:
 To provide space for the equipment needed to
operate the sound, lighting, and projection
equipment for the stage
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
Middle School Educational Specification Prototype
Performing Arts Space
STAGE STORAGE
ENVIRONMENTAL CONSIDERATIONS:
 Smooth transition from stage to prevent piano
jarring
 Uniform lighting
 Wide double door opening
QUANTITY:
 1
SIZE:
• 450 SF
SPATIAL RELATIONSHIP:
 Access from stage
 Near/ adjacent to Shared Classroom/ Stage
Support Space
GOAL:
 To provide a secure area for storing the piano
and other stage props
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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Middle School Educational Specification Prototype
Performing Arts Space
DANCE STUDIO (Arts Elective)
PROGRAM ACTIVITIES:
 Ballet
 Ethnic Dance
 Modern Dance
 Tap Dance
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation and ceiling fans
 Ceiling Height (25‟ 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:

25 Students

1 Teachers
SIZE:
 1,800 SF
SPATIAL RELATIONSHIPS:
 Near PE Locker Rooms/Showers
 Near stage
GOAL:
• To support the Dance program (note: This
staff would like to be near the performing
arts if the need for a locker room can be
addressed)
Built-in Fixtures:
F1 Mirrors (6‟ high 6” from floor)
F2 Tack board (16 LF) outside room
F3 Marker board (16 LF) with electric outlet
below
F4 Ceiling fans
 Student storage and bench near door
(cubbies)
 Adjustable/removable Barres (range 32”-34”
up to 44”-46” from floor)
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.
94
February 2015
Middle School Educational Specification Prototype
Physical Education Space
Physical Education 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:
 1,000 SF
SPATIAL RELATIONSHIP:
 Adjacent and access to Gymnasium
GOAL:
• To provide a standing area before games and
events.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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Middle School Educational Specification Prototype
Physical Education Space
GYMNASIUM
QUANTITY:
 1
CAPACITY:
 50-600 Students
 2-4 Teachers
SIZE:
• 6,800 SF
• 2,400 SF Bleachers
ANCILLARY SPACES:
• PE Locker Rooms/Showers
• Storage
SPATIAL RELATIONSHIPS:
• Near outdoor athletic fields
• Near visitor parking and public
96
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
 Environmental sound control:
Wall minimum: STC 60
 Must be able to isolate the gymnasium from
the rest of the school after hours
 The architect shall work with the coach for
specific location for data drop.
 The walls and ceilings will require acoustical
treatment.
 Uniform lighting with multilevel controls
February 2015
Middle School Educational Specification Prototype
Physical Education Space
Finishes:
Flooring:
• Wood strip flooring for athletic applications
Built-in Fixtures/Equipment:
 A quality P/A sound system to service the
gymnasium shall be provided.
 Clock (with protective cage)
 Padding on walls behind the goals and on the
backboards shall be provided.
 Provide block outs for three sets of volleyball
standards and nets.
 Provide dividing curtain to create two
basketball courts when the bleachers are
withdrawn
 Some tack strips on the walls are required to
fasten banners.
 The bleacher seating shall be electrically
operated & fold back to provide a flat
surface.
 The gymnasium will require a multi-sport
scoreboard.
 The gymnasium will require 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.
 Two white boards with electrical outlets on
either side of the curtain.
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
Miscellaneous:
M1 Court markings (minimum)
Basketball court (main/cross courts)
Volleyball court (main/cross courts)
Tennis court (cross courts)
 The gymnasium includes a 50 x 94 ft.
basketball court with 6‟ safety perimeter on
the sides and 8‟ safety perimeter on the
ends.
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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Middle School Educational Specification Prototype
Physical Education Space
FITNESS 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:
• 25 Students
• 1 Teachers
Miscellaneous:
M1
Exercise equipment TBD
M2-3 Aerobic Equipment TBD
Finishes:
Flooring:
• Resilient athletic flooring
SIZE:
• 1,400 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:
 Physical education classes learning to
develop muscular, respiratory, and
cardiovascular systems
 Community and staff members learning to
develop and maintain health and fitness
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
Middle 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)
QUANTITY:
 1
CAPACITY:

1-2 Teachers
Plumbing:
Plumbing connections
• Sinks, utility
• Floor drains
HVAC:
Washer and dryer connections

SIZE:
• 100 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.
February 2015
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Middle School Educational Specification Prototype
Physical Education Space
OFFICES (DEPARTMENT/ ATHLETIC)
PROGRAM ACTIVITIES:
 Meeting
 Ordering
 Planning
 Scheduling
Built-in Fixtures:
F1 Tack board (4 LF)
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:
L1
Desk
L2
Ergonomic task chair
L3
Computer workstation
L4
4-drawer file cabinet
L5
Adjustable height bookshelves (12 LF)
L6
Guest chairs
Room Technology:
 See standard office technology
QUANTITY:
 3
Miscellaneous Equipment (provided by owner):
M1
Printer
M2
Computer for teacher use
CAPACITY:
 1-2 Teachers
 Visitors
SIZE:
• 150 SF (including toilet/shower)
SPATIAL RELATIONSHIP:
 Near Locker Rooms/Showers
GOAL:
 To provide a work area for physical education
teachers and staff to conduct administrative
duties
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
Middle School Educational Specification Prototype
Physical Education Space
PE LOCKER ROOM/SHOWERS
QUANTITY:
 2
CAPACITY:
 50 Students
 1 Teachers
SIZE:
• 850 SF
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Cleanable building surfaces
 Humidity controls
 Locate lockers on wall outside of toilet shower
room
 Minimize isolated areas
 Temperature controls in each area
 Towel storage in adjacent area
ANCILLARY SPACES:
 Athletic Lockers
Built-in Fixtures:
F1
Towel dispenser
F2
24" x 60" mirror
SPATIAL RELATIONSHIPS:
F3
Soap dispenser
 Adjacent and access to Gymnasium
F4
Narrow counter with mirror above
F5
Athletic lockers (30 athletic)
GOAL:
F6
Locker benches
 To provide a safe and clean area for students
F7
Athletic lockers (50 Phys Ed)
to change, store clothes, and shower
F8
Hand dryer
F9
Towel hooks
PROGRAM ACTIVITIES:
F10 Shower curtain and rod
 Change clothing
F11 Toilet partitions
 Clothing storage
F12 36" x 42" grab bars
 Showering
F13 Toilet tissue holders
F14 16" x 24" mirror
F15 ADA shower accessories (note: 3-6
individual showers)
NOTES: Features shown represent one of many possible arrangements.
February 2015
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Middle 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
 Electrical outlets for equipment
 Flexibility of storage use
 Open space
 Provide secure storage
 Separate storage areas for inactive sports,
physical education, and athletics
 Uniform lighting
Built-In Fixtures:
F1 Pegboard
F2 12” shelving
F3 18” shelving
QUANTITY:
 3
SIZE:
• Varies (900 SF total)
SPATIAL RELATIONSHIPS:

Adjacent and access to Gymnasium

Adjacent and access to Auxiliary Gymnasium
(may be used for JROTC uniform storage)

Near PE areas
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
102
February 2015
Middle School Educational Specification Prototype
Student Dining/ Food Services Space
Student Dining & Food Service Space
CAFETERIA / COMMONS
CAPACITY:
 Up to 400 people for meals
 Up to 600 people for auditorium seating
SIZE:
 6,000 SF
GOALS:
 To provide a pleasant atmosphere for students to
eat meals
 To provide a flexible meeting space for groups if
needed
SPATIAL RELATIONSHIPS:
 Adjacent and access to Kitchen
 Centrally located to Administration, Gymnasium,
Main Academic, and Media Center
 Near parking and main entry to building
Loose Furnishings:
L1
Tables (variety of shapes and heights)
L2
400 Chairs
 Portable sound system
 Waste receptacles with lids
 Recycling bins
ENVIRONMENTAL CONSIDERATIONS:
 Adjust space and materials to manage
acoustics; provide sound system
 Adjustable lighting
 Cleanable building surfaces
 Good sight lines to all areas of the room for
supervision
 Identify 2 locations for presentations for up
to 100 people (screen and electricity
barrier-free)
 Identify location and electricity for satellite
salad bar w/ cash register
 Proportion ceiling to volume
 Window treatment to darken room for AV
presentations.
 Windows to provide ample natural light
Room Technology:
T1 1 voice port and phone
T2 2 video ports, large screen monitors,
video, and brackets
T3 1 data port
T4 2 cable/ MATV ports
T5 Microphone jacks
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
February 2015
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Middle School Educational Specification Prototype
Student Dining/ Food Services 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:
• 600 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.
104
February 2015
Middle School Educational Specification Prototype
Student Dining/ Food Services Space
KITCHEN
ENTRY
EXIT
QUANTITY:
 1
CAPACITY:
 Up to 12 People
SIZE:
 2,000 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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Middle School Educational Specification Prototype
Student Dining/ Food Services Space
KITCHEN (continued)
Features (Specifications from PGCPS):
Kitchen
Food Preparation Area
900
Dry Food Storage
Freezer & Cooler
Pot/Tray Washing
Paper storage
400
300
300
100
Plumbing Features:
 Connections to food service equipment
 Floor drains
 Hand washing lavatory
 Plumbing and gas connections
HVAC Features:
 Air conditioning
 Independent temperature control
 Kitchen canopy exhaust system
 Supply/return air system
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
• Work Tables
Loose Furnishings:
• Work Tables
Miscellaneous Equipment:
• Refrigeration - Reach-ins
NOTES:
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February 2015
Middle School Educational Specification Prototype
Student Dining/ Food Services 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:
 120 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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Middle School Educational Specification Prototype
Student Dining/ Food Services Space
SERVING AREA
DESIGN GUIDE:
• „Food court‟ serving lines: TBD
• All lines have drinks and misc. items
Sample Lines and equipment needs below:
QUANTITY:

1
SIZE:

1,000 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to the Kitchen
 Adjacent and access to the Cafeteria/
Commons
 Additional satellite services may be able to
GOAL:
 To provide space and equipment to serve
student meals
Built-in Fixtures:
• TBD
provide a salad bar or pre-made items
PROGRAM ACTIVITIES:
 Serve food
NOTES: Loose furnishings and features shown represent one of many possible arrangements
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February 2015
Middle School Educational Specification Prototype
Student Dining/ Food Services 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:
• 100 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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Middle School Educational Specification Prototype
Student Dining/ Food Services Space
110
February 2015
Middle School Educational Specification Prototype
Visual Arts Space
Visual Arts Space
MULTI-PURPOSE STUDIO
QUANTITY:
 2
CAPACITY:
 28 Students
 1 Staff member
SIZE:
• 1,300 SF
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.
 Windows to provide natural light and egress
 Electrical outlets for equipment
 Window treatment to darken room for AV
presentations
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
Note: Second art room may be 3D, graphics, or
other medium
Plumbing Features:
 Plumbing connections
Sink with hot and cold water, one island to hold
two sinks, (54” x 54”) overall dimensions,
each sink cabinet bases with two sink
bowls. Each sink bowl should be ten (10”)
deep x thirty-two (32”) across and sixteen
(16”) wide with one faucet, each having a
hot and cold water faucet. Storage with
shelves below sinks in cabinets. Sink
cabinet should a minimum of 2-drawers on
each side. Clay and plaster traps should
be included in the sinks.
Built-in Fixtures:
 Marker board (16 LF)
 Tack board (12-24 LF)
 Tack strip on all walls at two heights (or
tackable surface)
 Casework: Base/wall cabinets and
shelving
 Paper storage
 Vertical files (30” x 40” work)
 Towel and soap dispenser
Loose Furnishings:
 7 worktables (seat 4)
 4 Computer workstations (MACs)
 28 stools
 Adjustable height bookshelves (24 LF)
 Project storage lockers (10" x 15" x 20")
 Teacher desk and chair
 Cabinets w/ drying racks
 Movable art display panels
 Light table
 Extra worktable
Classroom Technology;
 Additional ports: 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
NOTES:
February 2015
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Middle School Educational Specification Prototype
Visual Arts Space
KILN ROOM
GOAL:
 To provide a space to fire and store
completed clay work and clay bins
PROGRAM ACTIVITIES:
 Firing the kiln
 Storing ceramics work
ENVIRONMENTAL CONSIDERATIONS:
 Adequate ventilation/exhaust
 Electrical outlets for equipment
Built-in Fixtures:
F1 Storage shelving (12" deep)
F2 Casework: Base/wall cabinets and shelving
Loose Furnishings:
L1 Kiln
L2 Greenware shelving
QUANTITY:
 1
SIZE:
 100 SF
This room will house the ceramic kilns for
firing. A supply of moist clay in 50-pound boxes
will be kept there. Two portable clay containers
and the clay supply cart will be parked in this
room. Projects ready for firing will be stored to
dry on adjustable metal shelving located
around the room. The storage of kiln shelves,
shelf supports, cones, and kiln wash will be
kept in a cabinet. A shop-type vacuum cleaner
will be stored here. Above the kiln will be an
exhaust ventilation hood adequate for effective
ventilation direct to the outside when the kiln is
in use. This door should have a lock with key.
A damp cabinet should be placed in this room.
HVAC Features:
 Hooded exhaust for glazing
 Temperature controlled exhaust
 Ventilation for kiln
SPATIAL RELATIONSHIPS:

Adjacent and access to 3-D Studio
NOTES: Loose furnishings and features shown represent one of many possible arrangements.
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February 2015
Middle School Educational Specification Prototype
Visual Arts Space
STORAGE
Built-in Fixtures:
F1
Storage shelving (12" deep)
F2
Storage shelving (18" deep)
Loose Furnishings:
L1
Greenware Shelving
L2
4-drawer file cabinet (legal)
QUANTITY:
 2
SIZE:
 200 SF
SPATIAL RELATIONSHIPS:
 Adjacent and access to 3-D 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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Middle School Educational Specification Prototype
Visual Arts Space
114
February 2015
Middle School Educational Specification Prototype
Athletic Fields Space
Athletic Fields Space Specifications
Athletic Fields (If feasible)
Provide 6 to 8lane running track with center soccer/football field; field events; bleacher seating for
400, 2 basketball courts and a softball field. Baseball field is desirable.
Provide grading of fields with 1 percent to 1-1/2 percent slope.
BASEBALL FIELD (if feasible)
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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Middle 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.
116
February 2015
Middle School Educational Specification Prototype
Athletic Fields Space
FOOTBALL/SOCCER FIELD w/ running track
Provide 6- or 8-lane, 400-meter running track/football field in accordance with NCAA standards. See
below Figure.
Design track radius to allow for a soccer or football field inside the track with player benches.
Provide field events that include long/triple jump.
Provide a 4-foot high chain link perimeter fence surrounding track with gates at center field and as
needed for maintenance.
Include track equipment storage under bleachers.
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Athletic Fields Space
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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Appendix A
APPENDIX A: Size Matrices
Middle School Matrices
for
Capacities from 600 - 1,200
(Provided in electronic version)
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Appendix A
MIDDLE SCHOOL
SUMMARY OF SPACES
Grade Configuration: 6-8
Number of Students
Square Feet Per Student:
Total Gross Square Feet Allowed
PROGRAM AREA
Academic Core Spaces
Administrative Spaces
Maintenance & Custodial Spaces
Media Center Spaces
Performing Arts Spaces
Physical Education / Health Spaces
Student Dining Spaces
Visual Arts Spaces
Building Support Spaces (restrooms, corridors, mechanical)
Facility Total
Construction Factor
Gross Square Feet Developed
120
600 Students
800 Students
1200 Students
SF
SF
SF
600
158.44
95,067
800
154.72
123,777
1,200
142.48
170,976
32,425
4,905
1,000
4,440
3,275
10,700
5,700
1,500
24,080
88,025
0.080
95,067
43,015
6,230
1,000
5,040
4,725
13,000
7,290
2,900
31,408
114,608
0.080
123,777
63,085
7,345
1,350
6,700
8,335
14,750
10,120
3,100
43,527
158,312
0.080
170,976
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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 C
APPENDIX C: Special Education
Regional
PGCPS
Special Education Regional Program
for
Middle 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 sensory and motor skills
Develop functional daily living skills
Develop socialization skills
Develop basic academic functional readiness
Develop augmentative and verbal communication skills
Develop appropriate work habits
Develop work study skills
Develop behavioral skills
Develop activities which lead to greater utilization of leisure time









Planned Activities
Motor Development/M.O.V.E. activities
Total classroom group instruction
Gross and fine motor activities
Individualized instruction
Arts and crafts activities
Computer use
Interdisciplinary instruction with classroom teacher and specialists
Utilization of audiovisual equipment
Vocational workshop activities


Number of Participants
21-28 Students with multiple disabilities
6-7 students per classroom





Staff Required
Three to five (3-5) Teachers
Three to five (3-5) Paraprofessionals
One (1) Coordinator/Specialist
One (1) Speech Therapist
One (1) Health Technician
2.
3.
4.
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Appendix C
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
Conference Room
Coordinator/Specialist Office (s)
Health Room w/Toilets (size based on proximity to school‟s health suite)
TOTAL SQUARE FOOTAGE
6.
3,000 sq ft
450 sq ft
900 sq ft
300 sq ft
380 sq ft
300 sq ft
300 sq ft
250 sq ft
5,880 sq ft


Groupings
Small groups of 6-7 students
Students working individually or in small groups




Relationship to Other Activities
Convenient access to bus pick up and drop off point
Direct access to middle school
M.O.V.E./Motor/PT/OT Room should be situated closest to middle school
Health Room should be adjacent to the school‟s health suite and coordinator‟s office (if
adjacency is not feasible a larger separate health suite must be designed)
7.
8.

Environmental Requirements
Thermal – Special consideration to ventilation in bathrooms and storage areas. Need
special attention to on-floor activities.
Acoustical – Particular attention to external equipment noise


Display for each classroom
One (1) Tack board 4‟ x 8‟
One (1) Magnetic Marker board 4‟ x 8‟

Support Facilities
Bathroom/Changing rooms directly accessible to each classroom

9.
10.
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).
Academic Classroom
Furniture and Equipment
 4 ceiling hooks for suspended equipment
 2 Rifton Positioning Chairs
 2 large teacher desks
 1 small teacher desk
 3 teacher desk chairs
 3 adult chairs w/wheels
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Appendix C












1 rectangular height adjustable table
2 round height adjustable tables
2 file cabinets w/locks and four drawers
1 art cabinet with wheels
2 computer tables with 2 computers, 1 for students to share and 1 for teacher
3-6 student chairs as needed
3-6 student adjustable desks as needed
Full body-size wall mirror
Coat rack with 6-7 hooks
Mobile cart for TV and VCR-Up to date Technology Equipment as outlined in all classes
Mat Table
Large Wedge with straps for positioning
Classroom Utilities
 Ten (10) 115 volt duplex outlets per classroom
 Sink with hot and cold water, wheelchair accessible
 Minimum of five (5) computer outlets with isolated ground receptacles
 CATV outlets
Storage
 The storage closets need to be long and narrow (about 5‟ to 6‟) with entrances on either
end or folding partition for easy access
 Built in cabinets on one (1) wall, w/locks accessible to teacher
 Built in cabinets below sink and counter
 Built in cabinets above sink
 On one wall, two (2) shelves 15‟ long and 1‟ deep
 On one wall, two (2) shelves 10‟ long and 2‟ deep
Bathroom/Changing Room
Furniture and Equipment
 1 Rifton Blue Wave Toilet System
 1 Height Adjustable Electric Changing table
 1 Hoyer Lift
 2 Handicap accessible adult toilets
 1 Handicap accessible adult sink
 Built in cabinets below sink and counter
 Built in cabinets above sink
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
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Appendix C
Coordinator/Specialist Office
Furniture and Equipment
 3 teacher desks
 3 adult desk chairs with wheels
 3 filing cabinets
Health Room
Furniture and Equipment
 Bathroom with 1adult size accessible toilet and sink
 Sink with counter space and built in cabinets above and below sink
 1 electrical height adjustable changing table
 Refrigerator with ice maker for medications
 2 Adult desks and chairs
 Locking file cabinet
Utilities




Storage



115 volt duplex outlets
Sink with hot and cold water, wheelchair accessible
Multiple computer outlets
CATV
Built in cabinets on one (1) wall, w/locks accessible to teacher
Built in cabinets below sink and counter
Built in cabinets above sink
Instructional Kitchen
Furniture and Equipment
 Sink: Split level sink accommodating students in wheelchairs and students who can
stand
 Extended flat sided handles at the sink
 Extended faucet
 Wheel chair accessible work counter to include space for a microwave
 Stove: Knobs on the front, angled mirror above to reflect stove top surface
 Refrigerator: Side by side with roll out bins
 Mounted jar opener and can opener
Utilities


Storage

Five (5) 115 volt duplex outlets
Sink with hot and cold water, wheelchair accessible
Cabinets: wheelchair accessible, drawers with slide out bins & shelves, drawer
handles large enough for a hand to slip through
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Appendix C
Laundry Room
Furniture and Equipment
 Commercial Washer & Dryer
 Sink with counter space and built in cabinets above and below sink
Utilities

Storage

100 and 220 volt as needed
Built in cabinets on one (1) wall, w/locks accessible to teacher
M.O.V.E./Motor/PT/OT/Room
Furniture and Equipment
 4 ceiling hooks for suspended equipment
 4 Folding mats
 Physical Therapy training stairs
 Large Therapy Ball
 Large Mobile Mirror
 Mobile cart with TV and VCR
Utilities
 Ten (10) 115 volt duplex outlets per classroom
 Sink with hot and cold water, wheelchair accessible
 Two (2) computer outlets with isolated ground receptacles
 CATV Outlets
Storage
 Built in cabinets on one (1) wall, w/locks accessible to teacher
 1 large storage cabinet with locks
 Built in cabinets below sink and counter
 Built in cabinets above sink
Speech Therapy Room
Furniture and Equipment
 1 Teacher desk and chair
 2 drawer file cabinet with locks
 2 adult chairs with wheels
 1 height adjustable table
 4 student chairs
 Mobile cart with TV and VCR
Utilities
 115 volt duplex outlets
 Sink with hot and cold water, wheelchair accessible
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Appendix C


Two (2) computer outlets with isolated ground receptacles
CATV Outlets
Storage
 Built in cabinets on one (1) wall, w/locks accessible to teacher
 Built in cabinets below sink and counter
 Built in cabinets above sink
Special Education Regional Program Specification Notes



Automatic doors are to be installed wherever needed in this facility.
Corridors near classrooms to have alcoves for wheelchairs with quick single lane
parking, handles out.
Parking area for 15-20 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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